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Title?. Supporting Action Research with Hardest to Reach Y’ People or Getting Ready to Get Ready for Work! or Building Positive Destinations or So where can EPs / PSPS add Value? or Keep out of Jail !. Aims of PSPS SOs to:.

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  1. Title? Supporting Action Research with Hardest to Reach Y’ People or Getting Ready to Get Ready for Work! or Building Positive Destinations or So where can EPs / PSPS add Value? or Keep out of Jail !

  2. Aims of PSPS SOs to: • support innovation by range of partners post school with hardest to reach • offer structure for evaluation of project as ‘action research’ • pilot soft measures of distance travelled re confidence and engagement • maintain direct connection with young people and fieldwork issues…

  3. Action Research Elements • Partners • Population • Aims • Bespoke programme • Evaluation methodology • Formative outcomes • Initial reflection / implications

  4. Partners • Careers Scotland • Key workers • Scottish Enterprise • Training Providers • PSPS SOs

  5. Population • 34 young people were identified via CS • 26 young people were included on the programme ( age range 15.00 – 18.00 mean 16.00 years, X male y females) • All young people were being key-worked • All young people had multiple barriers • 6/26 were care leavers • 2 had not attended school for more than 9 months

  6. Aims of intervention to: • develop and deliver a programme designed to engage yp who remain ‘NEET’ / exhibit multiple barriers • measure levels of engagement, self esteem and locus of control pre and post intervention • support / promote continuity and progression post programme re positive destination/outcome (GRfW and beyond).

  7. Programme • Four structured programmes of 3 days per week over 4 weeks - run sequentially from August to December 2007 covering the following areas: • Team Building Skills • Problem Solving • Confidence Building • Collaborative Learning Skills • Social Skills • Delivered by several providers (eg Rathbone, Banbury, Mediaworks, Worknet……..

  8. Evaluation • The evaluation process involved quantitative and qualitative data, and took the form of: • 1. Standardised Self-esteem questionnaires (Harter ) to all the participants • 2. Semi-structured self perception questionnaires to all the participants • 3. Focus group discussion post programme

  9. The Challenge of Numbers! • 26 started programme (from 34 potential candidates) identified by key workers: • 24 (92%) completed: • 16 (67%) partially evaluated…. • 11 (46%) fully evaluated (Harters +… • All 34 continue to be key worked…..

  10. Results - Global Self Esteem • Pre programme • All eleven participants below standardised samples in one or more domains • Nine had lower global self esteem • Post programme • Three participants below standardised samples in one or more domains • One had lower global self esteem • All participants showed statistically significant gains in all domains ( Wilcoxon matched pairs p< 0.005 )

  11. Formative outcomesGlobal self esteem

  12. Self Perception Questionnaire • Six main scales pre and post programme • Life at present • Friends • Family • Money • Employment / training • Global Aspiration • Self perception and comments gathered • Several focus groups post programme

  13. Results of Self Perception Questionnaire

  14. Participants quotes • Best thing re course: • going out • being a person / talked to nicely • talking to each other • would recommend to my mates / others • moving onto another course ( GRfW)….

  15. Participants quotes • Changes to you: • more confident • more independent • feel good – more comfortable and relaxed • have a routine • better at home • can work with others • achieved something…..

  16. Outcomes • of potential 34 • 18/24 (75%)progressed to GRfW life skills • 18 (100%) of those starting GRfW still in prog

  17. Psychology adding value! • underpinning proposed interventions with credible status, relevant experience and evidenced strategies - knowledge of alternative assessment options and of differing agency practices • having the capacity to build knowledge of specific contexts relevant to partnership working • facilitating coordinated working across different agencies • providing a framework to help connect assessment practice within an organisation as well as in the wider context of inter agency working • applying skills to evaluate outcomes of intervention strategy – helping to test out as a critical friend. • Shining light on neglected aspects of MCMC

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