Background Information:
When young people experience diversity in terms of change, loss and bereavement in their lives they often draw on existing skills to cope. When they fail to draw on appropriate coping skills or are not supported appropriately the results are often observed in terms of ‘acting out’ or ‘withdrawn’ behaviour difficulties. These difficulties act as a barrier to learning opportunities and also have further implications for the social and emotional development of the young people displaying them.
Support services to schools, young people and parents have a role to promote capacity and to empower them by highlighting and developing the skills that promote resilience. One programme that has been shown to promote such factors in young people is the Seasons for Growth programme. This programme acknowledges that change, loss and bereavement are a normal and valuable part of life. It aims to promote resilience by developing awareness and coping skills using a facilitated peer support approach.
Summary of Programme Delivered in Fife
A group of professionals (Integrated Community Schools (ICS), Behaviour Support, CYPEDA, School Nurses and Educational Psychologist) from North East Fife were trained on the Season’s for Growth programme and worked together as a multi disciplinary team to support each other through the accreditation process. Three Seasons groups focussing on the P6/7 stage were conducted during the 06/07 academic year. Young people were invited to join the groups following a consultation process involving schools, young people, parents and school support agencies. In order to tackle ‘greatest need’ young people were chosen based on their association with multiple support services.
Evaluation Summary
An evaluation of the three groups was conducted using the Seasons for Growth evaluations which are based on pupil and parent perceptions. When these evaluations were analysed they provided evidence to suggest that resilience promoting skills such as ‘being able to express emotions’ and ‘seek support’ were evident in the pupils’ behaviours following the intervention. Pupil responses to both open and closed questions provided the most compelling evidence to support this change. They were clearly reflecting on having a greater ability to seek support when they found things difficult.
A key outcome of the evaluation directed us to the developmental aspect of learning the skills required to cope effectively with change, loss and bereavement. The young people indicated that although they were using new skills 50% of them still felt that there was some way to go before they felt confident in their ability to cope with feelings and solve problems. Young people and parents also expressed a need for more and longer input which indicates that a short discrete intervention is in itself not fully sufficient to support the learning process. Some parents requested a similar intervention for themselves – identifying both the supportive role of parents and also the impact that parental issues have on their children.
An evaluation of the multi agency approach to working was also conducted. All companions who were trained from this stream of funding delivered the seasons for growth programme. This reflects a 100% take up as opposed to a national average of 50% for the Seasons for growth programme. Members of the group attributed this to the motivational aspects associated with working as part of a multi disciplinary team and found the breadth of support and knowledge experienced invaluable. They also described the experience as a worthwhile professional development opportunity which was facilitated by effective communication and effective group member relationships. The full evaluation report recommends the triangulation of ‘soft’ and ‘hard’ outcome measures if this data is to be used to direct future service delivery.
Future Directions
It is acknowledged that this project fits in well to current directions such as Health Promoting Schools and the Curriculum for Excellence (CfE) – especially with regards to building resilience and developing the 4 Cfe capacities. The evaluation recommends the following next steps for the project:
- Link to health promoting schools
- Generate more partners (i.e. Gingerbread) and extend groups to parents as well
- Extend the Seasons for growth programme into the Secondary context
- Develop capacity in schools by involving teaching staff more in the planning for groups and also involve them in the Seasons training
- Consider the development of mainstream curriculum materials. The message delivered in the Seasons for Growth programme fits well with the aims of general PSHE. It was raised by teachers that suitable curriculum materials (aimed at developing similar skills and using a peer support framework) would be a welcomed support
For more information please contact Candice Wilson, Family Work Coordinator Tel: 08451 55 55 55 ext 450580 Email: Candice.Wilson@fife.gov.uk