Specialist Youth Workers (SYW) programme - East Lothian Council: What was done?
This section contains specific information on where, when and how the project was delivered. This includes detail on the content of the programme(s), supporting resources and how relationships were developed and maintained with children, young people and their families. This section also highlights key elements of success identified by the partners involved.
How often did it run?
Specialist Youth Workers (SYWs) run three to four groups per week and a few one-to-one sessions.
How long did it run for?
On average, groups run for approximately two hours per week for 6–8-week blocks.
What space/location did you use?
A mixture of community and school spaces is used, depending on the nature of the work. Support delivered in primary schools occupies spaces in school more often, using safe spaces such as nurture rooms or a separate classroom. Activities delivered in secondary school often take place outwith the school setting in community-based buildings.
How many individuals were normally involved?
On average, interventions involve 3-4 young people, unless the focus of the engagement is on transition, where numbers can increase up to 12.
What did the overall project programme look like?
Programmes are based on the needs and interests of young people. This involved developing a programme that focussed on particular themes and interests that were used as vehicles for learning and engagement. Positive messages were woven through the programme’s content to challenge negative mindsets and perceptions. Most activities involved an element of experiential learning. Whilst the programme tackled non-attendance at school, this was not the sole focus of delivery.
What did you do each time you met? (Was there a structure on how it was delivered?)
The project had a variety of operational delivery models. All used a wellbeing web at the start and end of a young person’s engagement to provide a baseline and review of progress. This self-evaluation tool was used to inform evidence of impact. Most sessions are detailed below with almost all using early intervention approaches through informal learning. This is to ensure the project is engaged before young people come into crisis and are involved in child locality planning groups where young people are already at considerable risk:
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Lifeskills programmes that include cooking, CV writing and goal setting, with opportunities for peer-to-peer discussions on different topics, such as attendance at school and relationships and behaviour
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P7 support groups for young people at risk of disengagement. Sessions would continue into S1 to support transition and reduce the risk of attendance difficulties
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Group work that focused on anti-social behaviour for girls who had become involved in or were displaying ‘risky’ behaviours. Sessions around cheerleading, fitness and women’s health were delivered as part of the programme of support
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Sessions on understanding confidence, self-esteem, relationships, anxiety, and emotions. In some settings, they delivered the Cool, Calm and Connected 6-week course, which is part of the City of Edinburgh Raising Teens with Confidence course
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Resilience building to groups of children in Primary 7. Sessions include learning about what resilience is, different ways to become resilient, how to identify and focus on positive qualities and abilities. The groups also explored transition to high school and ended the sessions with a tour of North Berwick High School. A suite of materials and resources has been shared, including detailed session plans by the North Berwick Youth Project Team
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Building relationships with young people, using football and fitness as a vehicle to provide advice and guidance. Football sessions were delivered for a number of weeks to young people aged 15-17 years who were not engaging in any other activities and were involved in anti-social behaviour. This was funded as part of the Problem-Solving Partnership with Police Scotland
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Working with a horse-riding therapy organisation to provide skills in horse care and reflective safe care with groups of young people who do not attend school due to anxiety
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Kings Trust Award for small groups of young people who are disengaged from learning, are home schooled or are school refusers
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Wellbeing walks which aim to improve the mental health of young people and support them with life skills.
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Intergenerational trips to allow young people to learn from older adults about their experiences. Intergenerational work has been identified as highly effective practice during a recent CLD progress visit by Education Scotland.
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Running radio DJ sessions with East Coast FM to provide opportunities for young people to experience and learn new skills
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The Food to Fork programme involves growing food, which is taken home to use as ingredients in cooking. This supports principles of sustainability and learning how to grow food beyond the school environment
The person-centred nature of the programme and how the SYWs facilitate learning through alternative methods has provided opportunities to build strong relationships with children and young people. This was strengthened by the youth work approach of being friendly, transparent, and encouraging which also established mutual trust and respect. This helped staff 'steer' young people away from negative outcomes.
The strong and consistent relationships between the SYWs and the young people was the basis for the ‘right’ conditions of the project to flourish. The youth work approach provides opportunities for children and young people to explore their values, beliefs, ideas and issues. It enables them to develop their voice, influence and place in their communities and acquire a set of practical or technical skills and competencies to realise their full potential. This flexible and creative approach led to the development of a project that is responsive to the needs of the young people.
The SYWs are building on the successful programme of delivery by introducing Youth Scotland Awards. The awards are accessible, flexible to complete and provides a framework to recognise and accredit personal learning and achievement.
