Session 6 – Innovative Work with Vulnerable Young People and Adults Not in Education,

Employment and/or Training (NEET)Your speakers;

• Debbie Braid WiSE Ability Services

• Yolande Burgess London Councils

• Allan Potter & Jemma Disney Adviza

• Karen Adriaanse Ex HMI National Lead for Ofsted, Careers Guidance and Employability

www.dmhassociates.org

Our Vision is:Inspire, transform and enable people to realise their potential.

Our Mission is:Empowering people to enrich the community.

‘Changing identities: innovative work with vulnerable young people and

adults not in education, employment or training (NEETs)’

WISE Ability

• WISE Ability assists customers to develop important life skills, work ready skills, strategies and confidence to overcome their challenges and barriers, as a means for achieving positive outcomes in education, training, employment and personal well being.

• Founded by the Australian charity WISE Employment in 2008

• Providing a range of services in:• Employability

• Skills

• Mental Health

• Offender Rehabilitation

• Social Enterprise

WISE Ability

CAT

CARROT

DOOR

TAP

BOTTLE

RABBIT

SINK

DOG

PUMPKIN

LORRY

CHAIR

FISH

TABLE

Mental Health Issues - NEET

Psychology and Psychiatry UK tell us:

25% of adults in the UK will experience a Mental Health condition within their lifetime.

NEET?

• 60% of the young people who are NEET will experience a Mental Health condition during childhood and adolescence.

• 98% of the 60% will have a low optimistic outlook for their lives.

• One of the highest categories at risk of Mental Health issues

in our population

Cognitive Remediation therapy (CRT)

• CRT originated from a study of the success of CRT on people who had suffered a traumatic brain injury or had schizophrenia, however, in recent years the positive impact that the therapy can have on people with a variety of mental health conditions has been recognised.

• The objective of the therapy is to move people with Mental Health cognition towards ‘Metacognition’. Awareness and understanding of your own thought process…..’Thinking

about thinking’

• By targeting a persons specific cognitive impairments (results from their individual assessment the MOCA –Montreal Cognitive Assessment) and strengthening and refining neural circuits we can encourage the individual to consider alternative strategies to use in everyday life, which in turn can lead to behavioural and mindset changes.

• We use ‘happy neuron’ a fun online platform to offer group and 121 brain exercising games coupled with 121, Vocational Coach led, bridging techniques where the person will create scenarios where they can utilise their new learned strategies.

CRT – Cognitive Functions

Function(looking at only 1 sub category)

Example of Mental Health Condition

Example of Poor Cognitive Function

Memory(Recall)

Stress and Anxiety Cannot recall someone’s name that you have recently met

Attention(Lack of concentration)

Attention Deficit and Hyperactivity Disorder (ADHD)

Miss important instruction because you cannot concentrate

Language(verbal communication)

Borderline Personality Disorder

Find it difficult to participate in day to day conversation

Executive Functions(problem solving)

Depression Car breaks down – no solution

Visual and Spatial(Imagination)

Low self esteem No dreams or aspirations

WISE Ability

CAT

CARROT

DOOR

TAP

BOTTLE

RABBIT

SINK

DOG

PUMPKIN

LORRY

CHAIR

FISH

TABLE

Cognitive Remediation therapy

• Our parent Charity - WISE Employment Australia have been using CRT in their Employ Your Mind programme and have had huge success. The findings from their pilot of support has shown improved “cognitive performance and vocational confidence”

• WISE Ability actualised our dream of designing and delivering our own innovative Mental Health programme, using CRT, that is accessible to all including our young people who are on our NEET provision in the South.

• In 2018/19 our first pilot provision of WISE Choices was delivered

( 12 people) the cognitive performance of all customers, with no regard

to age, gender or educational status, over a period of four weeks, three

to five 40 minute sessions per week!

WISE Ability

CAT

CARROT

DOOR

TAP

BOTTLE

RABBIT

SINK

DOG

PUMPKIN

LORRY

CHAIR

FISH

TABLE

www.londoncouncils.gov.uk

Changing identities: innovative work with

vulnerable young people and adults not in

education, employment or training…

(or should we go back to basics?)

Yolande Burgess, London Councils

• Most NEET young people are long term

NEET

– 75% of young people (aged 18 to 24) have

been NEET for a full 12 months or more

• Young people from disadvantaged

backgrounds are twice as likely to be long-

term NEET as their better-off peers

– 21% to 10%.

A ‘sticky’ issue

Gadsby , B., 2019. The long-term NEET population. London: Impetus, the Private Equity Foundation – Period to September 2016

Characteristics

Department for Education, 2018. Characteristics of young people who are long-term NEET. London: Department for Education DFE-RR773 – Period 2013/14 at age 15

“Drowning problems in

an ocean of information

is not the same as

solving them”

Ray E. Brown

Magic

bullet?

Strategies

• Influence national and regional commissioners and shape priorities from early years

• Achieve integrated commissioning of support programmes, across services

• Align programmes so that more young people benefit, succeed and progress

• Share data and intelligence to improve programme performance and better meet needs

• Mainstream provision (it’s where the money is)

• Preventative support

• Careers education, information, advice, guidance

• Targeted support

• Supported entry into employment

• ‘Wrap-around’ support

… choices and progression routes

Sustainable solutions

“Give me a lever long enough, a fulcrum strong enough and I’ll move the world” Archimedes

Everything is possible

Career Development: Identity, Innovation & Impact

Thursday 10th October 2019

Fazeley Studios, Birmingham

Allan Potter, Building Futures

Jemma Disney, Princes Trust & ESF

Building Futures - Who are we?

Core Partners

Support Partners

Referral Partners

Project Objectives

• Provide 1-2-1 intensive support and group work for long term unemployed aged 18+.

• Work with other community agencies to align projects and provide added value.

• Direct Building Futures funding towards recognised provision gaps.

• Work closer with employers to help recognise recruitment barriers and meet their recruitment needs.

What do we do?

Employment FM & Wycombe Wanderers

Project Partners

Future Steps – Lone Parents course

Wycombe Job club

Project Partners

How are we doing?

Registered Participants – 554 (Project target 400)

Currently working with – 150-200 participants

Started Education – 83

Started employment – 97

Economically Inactive participants job searching - 72

Prince’s Trust Team Programme

• 12 week full time course for young people aged 16 -24 years old

• Learn importance of Team Work

• Attend a residential to develop and learn new skills

• Complete a 2 week work placement

• Undertake projects aimed at helping the local community

• ¾ young people who we supported last year moved into work, education or training

Prince’s Trust Team Programme

Benefits…

• Develop confidence

• Realise own potential

• Focus on wellbeing

• Ready for work

• Awarded qualification

• Sense of achievement & purpose

Berkshire Intensive ESF

• At risk of NEET young people identified in Year 10 & 11

• Long term intensive support 74 – 198 hours

• Bespoke packages created from range of different path ways

• FIS (Framework for Intensive Support) Assessment with each young person, to tailor support to individual need, build an action plan and measure distance travelled

FIS - Background

• Impetus PEF 2017

• Research - Deirdre Hughes – theory behind FIS

• Developed a tool to support young people into work and measure the distance travelled – card and digital version

• Used by all Advisers delivering intensive support both in schools and the community including prisons

• https://youtu.be/I0YJ40Ytifw

Evaluating Work with Vulnerable Young People and Adults

Karen AdriaanseSenior Associate

Impact? Impact? Impact?

Going in the right direction?What difference has this

made to me?

What difference has this made to

individuals?

What difference has this

made to communities?

How do we know?

How do I know?

How do you know?

Is this culture shift we

were looking for?

Short-term impact?

Medium-term impact?

Long-term impact?

So what?

Now what?

Ofsted’s new judgement: The Quality of Education

Inspectors will consider:

the provider’s curriculum, which embodies the decisions

the provider has made about the knowledge, skills and

behaviours its learners need to acquire to fulfil their

aspirations for learning, employment and independence

(Intent)

the way teachers teach and assess to support learners

to build their knowledge and to apply that knowledge as

skills (Implementation)

the outcomes that learners achieve as a result of the

education they have received. (Impact)

Evaluating the impact of provision for vulnerable young people and adults

• What would your starting point be?

• What would you look for?

• What would you do?

• How would you know if it was at least good?

The views of participants/learners

‘You can achieve anything if you put your mind to it.’

‘I’ve learnt that to change, you need to focus and give 100% to what you need to do to change.’

‘I have learnt not to give my addiction too much power and to just say no.’

‘The teamwork has helped me interact with others and I have more confidence in coping with new or difficult situations.’

‘The course has made me feel that I can achieve what I want to achieve. It helped my mental state of mind.’

‘They speak to you as an individual. They see the whole person in you and things that you cannot see in yourself because you're stuck in a rut'.

Getting the focus of the evaluation righthttp://dmhassociates.org/international-literature-review-education-and-training-in-prisons-2

‘Targeted education and skills mediated provision designed to improve prisoners’ education, employment and/or social outcomes.’

What research has been carried out over the last decade on effective strategies in prisons and local communities to improve prisoner’s outcomes?

Were the recommendations implemented? Did they have the intended impact?

What types of interventions affect post-release recidivism and employment rates?

Where are examples of good/innovative policies and practices?

Thank you!Any questions?

Contact: Karen Adriaanse

An invitation to continue the

Dialogue…

Email: karen.adriaanse@outlook.com

Tel: +44 (0)7754 436 311

Session 6 - Question Time

• Debbie Braid Debbie.braid@wiseability.co.uk

• Yolande Burgess yolande.burgess@londoncouncils.gov.uk

• Allan Potter allanpotter@adviza.org.uk

• Jemma Disney jemmadisney@adviza.org.uk

• Karen Adriaanse karen.adriaanse@outlook.com

www.dmhassociates.org