Activity Agreements: developing an assessment and planning tool for key workers and young people.

1. Activity Agreements:developing an assessment and planning tool for key workers and young people. Ceri Titley, Marek Rzepezcki, Colin Stewart – Trainee Educational Psychologists University of Dundee/Fife Psychological Service 20 April 2010 – Post School Psychological Services Conference

2. Overview • National context –Activity Agreements • Describe assessment and planning tool developed for Activity Agreements in Fife. • Feedback from professionals (key workers). • Facilitated discussion

3. National Context - Activity Agreements • 16+ Learning Choices • Non-formal offer for our most vulnerable / disengaged young people • CfE – Senior Phase • Relevant to individual needs • Intended to be relatively short-term and building towards a more sustainable positive destination, at the young person’s pace.

4. Examples of content of Activity Agreements. • Team building skills • Work experience/shadowing • Literacy/numeracy • Computing/information technology • Community Learning & Development engagement (e.g. youth drop in). • Others

5. Implementation in Fife • Pilot for Activity Agreements • Key worker model • School based partnership groups

6. Project Background Negotiation of our role Assessment tool for key workers and young people to create Activity Agreement. Aim – consistent approach across key workers. Assessment of needs – help evaluate effectiveness of Activity Agreements.

7. The Process: Create a tool which... • Is accessible and ensures consistency • Takes into account the relationship • Dialogue based • Incorporates strengths, interests and needs • Allows ongoing assessment • Is consistent with national post-school guidance

8. Guidance Notes • Outlines aims and principles • Support key worker to understand and carry out the process Confident Individuals Safe Healthy Achieving Nurtured Active Respected & Responsible Included Responsible Citizens Effective Contributors Successful Learners

9. Guidance Notes Considering whether they are or can beNurtured • Relationships with family/ carers • Social relationships (friends and the community) Considering whether they are or can beActive • Participation in community activities e.g. volunteering, youth groups, clubs, leisure activities

10. Attended an outdoor education course 1 Dec 09. I have…. Fife Youths Football certificate 1 Dec 09 Activity Agreements – “I have”

11. Section 1 Work as part of a team 10 Jan 10 Organise myself for work shadowing 10 Jan 10 Play football 1 Dec 09 I can…. Look after my wee sister and brother 1 Dec 09 “I can”

12. Helpful at home 1 Dec 09 I am…. “I am”

13. Section 2 To work outdoors 1 Dec 09 To complete my work shadowing. 10.01.10 I hope…. “I hope”

14. Section 3 To develop team work skills. 1 Dec 09 I need…. “ I need”

15. Goal, Plan & Do, Review

16. Some of Our Reflections • What we feel works • Is it too vague? Too prescriptive? • Usability • Collaborative process (between us but not with others) • Alternative directions • Step before this – identification of YP

17. Key Worker’s perspective (from some training on Person Centred Planning/Solution Focused Approaches) • Paperwork – how this might be off-putting for some young people. • Creative ways to use the tool (other Person Centred Planning tools e.g. PATH/MAP). • The timing of starting the “I” statements. • Not repeating assessments with young people. • Importance of trusting relationship with young person and family.

18. Key Worker’s perspective • Views on how tool is working (from 1 key worker) • Simple to use. • Very open for the young people. • Allow time for young person to become comfortable with the tool and process • Ensuring young person has understanding of process • Effectiveness of assessment linked to relationship (pre-existing/new) with young person.

19. Facilitated Discussion ?