Independent Evaluation of Friends and Places Together

Transcription

1 1 Independent Evaluation of Friends and Places Together September 2015 Foundation for People with Learning Disabilities Christine-Koulla Burke

2 2 Contents Easy read summary 3-5 Introduction 6-8 Background and aim of project AIMS of Friends and Places Together The importance of friendships for people with learning disabilities Methodology 8-9 Results 9 General Interviews FPT activities that fall within the Mansell characteristics Quality Outcome Measures for Community Services Tool The community connecting Diagnostic Tool Discussion Recommendations 21 References 22 Appendix A 23 The Friends and Places Together mission and approach Appendix B 24 Friends and Places Together Customer Pathway

3 3 Easy Read Summary Friends and Places Together started in We will say FPT from now on. The Foundation for People with Learning Disabilities wrote this report to help staff to work better with people in the project. 2o12 This is the second report. We talked to young people and their families. They said that Friends and Places Together was good. They liked meeting their friends. Families said that they got a lot of help from FPT with: planning for the future.

4 4 Knowing what to put in plans Information on what support they could get. Young people said that they went out with volunteers Also group outings What needs to happen now: FPT needs better information on what it will do and what it cannot do

5 5 Training for staff and volunteers on how to support young people to do more things with friends. Have more work in the community with young people Make a plan about the jobs it does now Make sure there is enough money to do all the things they want to do Make sure they can carry on helping families and young people for many years Make a plan for FPT for the future

6 6 Introduction Background and aim of project Friends and Places Together (FPT) was formed in 2012 with the aim of looking at maintaining friendships when a young adult leaves school or college. Funding for Friends and Places was agreed in April 2012 primarily from Short Breaks in Southend. The aim was to work with 15 young people in one school and one college, supporting them to develop and maintain friendships at school which could then be sustainable after the transition into adulthood. FPT has since registered as a Charity and has employed two part-time staff to manage a/ Break with Mates (BWM) that works with young people 16 to 25 and b/ Friends and Places (FP) that works with young people 13 to 18. Other Local Authorities have shown interest in this model and are looking to fund FPT in their area. The Foundation for People with Learning Disabilities (FPLD) was commissioned to evaluate the FPT service. The first evaluation was in This is a follow-up evaluation the purpose of which is to assess and report on how Friends and Places are achieving their aim of supporting friendships for people with learning disabilities. The evaluation aims to answer the following questions: - What impact has the service made on supporting individuals to develop friendships? - What added value does the organisation bring to the individuals it supports? - How does the FPT model achieve the objective of developing friendships and better community involvement? - The distance travelled by the organisation AIMS of Friends and Places Together: - To support young people with learning disabilities in schools, enabling them to develop robust and meaningful one-to-one relationships with their peers which are supported to take place outside of the school environment. This will include families and communities so that these friendships have more opportunities to be maintained through and beyond the transition into adulthood, preventing the isolation of both the young person and their informal carer.

7 7 - To work in partnership with Education staff, Person Centred Planning Coordinators, Health Professionals and Social Services with children s and adults services to ensure that friendships are established outside of the school environment on a one-to-one basis. - To have friendships and interests supported by paid staff and then volunteers. The importance of friendships for people with learning disabilities: Friendships between people with learning disabilities have sometimes been overlooked or seen as less worthwhile despite the fact that they are often highly valued by people with learning disabilities themselves. It is commonly accepted that friendships are an important part of most people s lives. People with learning disabilities are less likely than people without learning disabilities to have contact with friends and members of their family that they were not living with. (Emmerson and Hatton, 2008). Social inclusion theorists also argue that society should nurture relationships between people with a learning difficulty and those without (Bates and David, 2004). People with learning disabilities shouldn t only be able to develop friendships with

8 8 other people with learning disabilities; they should be connected to their communities so that they can meet a variety of people. (Burke, C. 2006) For children who have learning disabilities, developing friendships is just as important to their wellbeing and socialisation as it is to all other children. It is through friendships that we learn how to deal with everyday life events, and social norms. The absence of this opportunity can cause emotional and mental difficulties later in life. (Ferrer-Chancey and Fugate, 2002). For children with learning disabilities who are in mainstream schools it can be hard to be accepted as they may be seen as different and may need more support. Similarly those that go to specialist schools don t get access to children who do not have disabilities and so learn to develop friendships only with people in a closed community. School is notoriously hard for some children with peer pressure and bullying a source of real anxiety and isolation. According to Kings College London Institute of Psychiatry, approximately one quarter of all school-children in the UK are bullied at some point during their school lives. School can be a difficult time especially for children with disabilities and therefore programmes which support and encourage friendship are essential to support those who are vulnerable. National policy was found to not cover adequately the importance of friendships but did talk about the harmful impact and increase of loneliness and isolation. (Gravel et al, 2013) National Policy and good practice continues to be towards increased personalisation, greater health and social care integration, and strengthening local communities. The impact of this can be seen as local authorities work towards creating greater separation of commissioning from provision and increasing the use of a diverse range of providers in local markets. FPT grew out of this realisation that there was unmet needs in terms of friendships which could be simply met. The model offered is simple with the possibility of great impact.

9 9 Methodology This involved a number of elements: Interviews with young people and families supported by FPT. Face to face interviews were used in a conversational style. Questions were based on the STAR quality of life tool Interviews with staff and coordinator Review of baseline and referral information We used the: Mansell 2007, five characteristics needed by an organisation to run a good quality support service, to reflect on the quality of practice offered. 1. Commitment from frontline staff and senior managers 2. Individualisation 3. Effective service characteristics 4. Good management 5. Investment in relationships and networking (Mansell 2007) Quality Outcome Measures for Community Services Tool in order to compare to the previous evaluation in 2013 and record the distance travelled. As well as, measure the impact on quality of life of the people supported by FPT. Community Connecting Diagnostic Tool to highlight what are necessary conditions for establishing good connecting services. This provides a way for organisations to consider what its priorities are. The outcomes recorded included how people: - belong to their community - have a variety of personal relationships - have control of their daily lives - have plans which reflect how they want to live their lives - make choices and learning new skills - A review of baseline and referral information

10 10 Results: a/ General Currently 75 people have been offered support by FPT. Out of the 75 people, 2 live outside of Southend but 2 have friendships with people in Southend, 4 cases are long term planning with carers and users. Out of 75 people 11 had seen friends outside school and then only because of the support from FPT making sure they ha contact numbers of other families. - all young people reported no friendships outside of school Friends and Places (13 to 18) 18 people using fp have a volunteer supporting them in the home or out in the community. - only 4 families are using their direct payments to have paid support from FPT. - two are pooling their resources by using their direct payments from two families.

11 11 - most went out with a volunteer - one went out to activities with a friend regularly - all young people attend the activities on offer - 9 young people joined the project as a result of school information sessions - 9 regular volunteers short break opportunities were used - 15 had 180 more hours as a result of pooling their short break hours with another family. This included sharing support by picking up, dropping off, staying over for holidays and sleepovers. Break with Mates (18 to 25) - Currently 45 over 18 s use the Break with Mates service regularly to meet up with their friends - 30 under 18 s also attend group activities to meet up with their friends - Out of these 15 have used their direct payments to use the service - Out of these 62 are in Southend - A Carers group has been set up to support families in similar situations - numbers attending club nights held at the Westcliff Hotel, Southend: - dress like a celebrity 28 of which 15 were under 18 - May ball 28 attended, 9 were under 18 - Summer ball - 32 attended, 14 were people under 18 - Halloween party 33 attended-12 were people under 18 - Xmas party celebrations 55 attended-15 were people under 18 - Post New Year Party - 33 attended 8 were people under 18 - The information provided suggests that group activities are well attended by young people. b) Interviews

12 12 A sample of families were interviewed (N=12) G has been supported by Break with Mates for two years and is connected with a friend to go out. Parents reported that she was bored at home alone and her only opportunity would be to go out with them. Seeing someone her own age with support is great. Parent All interviewed/completed questionnaires were positive and appreciative of the support offered by FPT. Families felt that the support offered was positive for their son/daughter and more was offered to them than was promised. D goes out with BWM but he also talks to his friends on Facebook and on the phone, mainly text Referrals are dealt with quickly and lead to a face to face meeting with young people and families. The support offered is hence personal and tailor made. FPT staff meet with all young people and families and become the conduit for connecting young people and families with each other, whilst creating a community of support which is based on common interest and the achievement of a better and independent life. Activities offered were mainly group activities. However when the group arrives to an activity young people use the facilities separately with just their friends. Young people felt that they would like to go out alone with their friends, such as shopping, instead of going with their parents. However facilitators reported that this proved difficult for most young people as they were not allowed to go out if project staff were not involved. The project has demonstrated success in building friendships and connecting young people. All young people reported at least one connection with another young person and to new activities. Young people reported going out with their friend supported by FPT volunteers in the community. Both families and young people found the support from volunteers positive. Families felt that their son/daughter had increased confidence and skills because of FPT. The fact that they now had a friend and were doing more things had resulted in changes in behaviour and confidence. C has mental health difficulties and was self-harming. She spent time in hospital and supported by CAMHS. Through FPT she has grown in confidence and is not self-

13 13 harming. FPT was also found to offer support to the family who described the service as a comfort blanket they no longer felt alone. When asked about the ethos and objectives of the organisation, people were clear that it was about helping to develop friendships. he says he has friends at school but he never saw any of them outside school until FP the school did not offer any support for young people to build friendships. They could help with sending letters or encouraging young people to keep in touch Part of the offer is introductions between families. Families met at FPT activities but not as intended to connect and facilitate their son/daughter to go out and maintain the relationship. They used the sessions as friends there to support each other. Added Value: Families relied on the knowledge and information offered by FPT and felt that this should be a formal part of the offer. Families felt that the role was broader than supporting friendships. They felt that FPT was also there to signpost families to resources and support them to plan for the future. That FPT offered support with finding, managing and training for PA s. All interviewed felt that FPT staff were knowledgeable and able to offer them information about the local area and social services that helped them to better coordinate the support offered to them. They felt that this navigator role was extremely positive. I feel listened to and for the first time someone is able to offer us information to support our daughter and gives her time away from us'

14 14 The organisation has recruited 2 staff and the coordinator has taken a back of house role enabling staff to build their own expertise and reduce reliance on her. c) FPT activities that fall within the Mansell characteristics Families interviewed indicated that FPT was still delivering a unique service to them and their son/daughter. They were well informed on local structures which helped them to navigate the system and get support. The information from interviews was comparable to those highlighted in the 2013 evaluation report. The focus on friendship was important to the wellbeing of their family and gave them hope. They reported appreciation of the coordinator, the navigator role, informality in support that ensured engagement. They did what they said they would and more. They always do what they said they would They felt engaged and listened to. The coordinator/staff were perceived as friends with lots of information. The offer was broader than what was expected they were supported to negotiate with providers, getting them to offer support to their children, offered support with entitlement and information on social services, offered good personalised support and information. Staff also advocated for young people with their families. Families felt that FPT s offer to their son/daughter resulted in them getting a break. They were able to have time for themselves. All activity was based on an individualised plan.

15 15 Families praised the quality of support and that it would be greatly missed if it was taken away. They reported that one of the strengths of the FPT model was that it was small and hence approachable. Because of this FPT staff were able to develop local knowledge, information and personal relationships that could be used to support families. d) Quality Outcome Measures for Community Services Tool. Below we demonstrate how FPT meets the criteria set out 1. People belong to their community There was a move from the last evaluation from developing activities in specialist provision to activities organised in mainstream. Some volunteers are acting as community connectors. Young people are supported in the community with one or two friends. Volunteers needed to focus on facilitating and nurturing new friendships rather than being the friend. Families pooled their PA resources to support more time out with mates. 2. People have a variety of personal relationships FPT ethos is around the building of relationships focusing on existing friendships at school and making sure that young people do not lose touch with those friends.

16 16 FPT has a belief that relationships are possible with people other than paid people. They understand that this is crucial if young people are to have inclusive lifestyles in the community. BWM activities are mainly with groups young people are supported to build their personal friendships within these activities. These friendships are then supported by volunteers outside the group activities in the community. FPT recognises that they need to offer training to support staff/volunteers and encourage families to let go in order for young people to develop relationships and friendships with others in the community. 3. People have control of their daily lives FPT believes that young people should have control in everything they do. This is seen in the wider role they undertake with their broader offer, person centred plans and input into EHC. Activities are valued by both young people and families. Activities are mainly in groups but are now in community facilities and young people are encouraged to be with their specific friends and not in the whole group. All young people have selected the people they want to meet as friends and decide which activities should be offered. FPT has in place a healthy risk management policy which keeps young people safe but not risk averse. Staff advocate for the young person s choices with their families. All activities are based on the young person's individualised plan. 4. People s plans reflect how they want to live their lives It is not the role of FPT to plan for the whole life of the young person but to plan specifically to their friendships. However, in all interviews families reported support from FPT on all aspects of life via information, connecting to other services, navigating the system. The information and planning is focused on friendships but the plan includes the whole person s life. Young people have expressed many aspects of how they want to live their life and support by FPT is based on these plans. For Example some young people have been supported into work. They have signposted and brokered for families to access information and support for the future. 5. People make choices and learning new skills

17 17 FPT ensures that support to developing relationships is based on choice determined by the person themselves, not by others. There is a lot of evidence as to young people and families making choices and learning new skills. Young people: - learned to travel independently and transferred learning from this project to college and school. - had a friend call on them for the first time - described to have improved social skills by their families and staff - call each other or use Facebook to communicate with each other - are excited about the project and to being able to have a life away from their parents - reported to be thinking about the things they want to do with FP and to be talking about this with their families.

18 18 e) The community connecting Diagnostic Tool Key: Green = Doing all the time; Amber = Doing some of the time; Red = Not Doing 1. The Organisation: Score - Green 2 Amber 1 Red 3 The organisation currently supports young people to connect with friends from school. Interviews indicate that this is a much valued service which would not happen without FPT. The organisation brings young people together in two ways, through group activities or via a volunteer in the community. There appears to be a clear increase in confidence in young people. Families trust FPT/FP/BWM and value it broader role. Staff report that the process of developing friendships is reliant on them and volunteers. Most families do not seem to engage in the process which is reliant on them if young people are to meet with friends outside what is offered by FPT. Staff indicated that the offer is not clear and need to find ways to engage with families. The organisation needs a clearer structure and to recruit volunteers that understand the ethos of the organisation. More clarity was required on what the organisation offers and develop training to staff and volunteers based on this. As well be clear on the information offered to families and young people. 2. Values and Culture: Score Green 4 Amber 3 Red 2 FPT is aware that friendships are a clear way to combat loneliness and isolation. Volunteers support young person in the community however these connections have not resulted in young people developing new community connections. The organisation recognises that families are not fully engaged in the process of developing friendships in the community. They could be said to be meeting their funding priorities since their current funding is from short breaks. Training and information for staff, volunteers and families, on circles and how to build community connections, would be useful. Clarity in the offer, families understanding of what is expected from them and job descriptions for staff and volunteers will help FPT to further its aims. 3. The service you offer: Score Green 4 Amber 6 Red 1

19 19 FPT s organisational ethos is to support young people to have friendships and support their inclusion. Their activities go some way in supporting this, it can be said that they support young people to learn about friendships and find ways to support young people to be connected with other young people. However, there appears to be a reliance on paid staff and volunteers for young people to participate in FPT activities. With a clear need to focus on individualised support within the community and not in FPT group activities. Staff recognised that they need more training in building inclusive lifestyles for young people. Also, that there is a need to refocus activity to individual objectives and goals. 4. Meeting Individual Needs: Score Green 6 Amber 4 Red 8 Young people and families are respected and supported to get the best possible support from FPT. The organisation needs to move away from group activities and develop more emphasis on the role of volunteers in supporting friendships and inclusion. Young people have individualised plans however as indicated this is an area the organisation will need to place greater focus. Information from young people is used to develop EHC plans. 5. Your Staff: Score Green 6 Amber 1 Red 3 Staff have positive qualities and a variety of experiences, backgrounds and skills. They understand the need for friendship and support for families. The offer from staff is valued by young people and families. However, as highlighted in other parts of this report staff and volunteers need to have a clearer appreciation of their role in supporting young people in the community. As well as how to offer individualised support that does not create reliance on the organisation to provide group activities. 6. Supervision and Mentoring: Score Green 6 Amber 3 Red 2 FPT support their staff through coaching and mentoring on how to value, see gifts, capabilities of the people they support and how to use these to build positive relationships with others. Staff did however say that they needed support to understand fully what the offer was to young people and families and the need for training. Overall Score: Green 28 Amber 18 Red 19

20 20 Discussion It is evident that FPT offers a much valued service by young people and families. The model is local and flexible and provides good support to young people to develop friendships and generally a social life. FPT offer is broader than described in its literature, added value, as it also provides information and support to families on many aspects of life. As well as supporting with planning with young people and families that fits into Education Health and Care Plans. The style of operation still proves to be successful in engaging with families in a positive way. As in the previous evaluation families felt that there was a need for clarity in the offer from FPT in terms of what the project will or will not do. There was a need for more transparency on financial arrangements if managing personal assistants. The organisation has since written a document on direct payments. There was a need for clearer introductory information about the project. Staff felt that there was a need for induction training in order to make sure that they were clear on what was expected from them. Families and young people describe how Friends and Places are valued and offer a much needed service. FPT is described as offering a life line to families and a feeling of not being alone. Young people have now got a social life which they did not have before they joined the project. All young people are shown to have at least one new friend, connect with their friends via social media and participate in fun activities. Families are brought together to share information and friendship with each other.

21 21 A reliance on staff was noted as well as in the broader offer of FPT. This wider offer is seen as added value by families. They have benefited from the knowledge, information and signposted to other services offered. The need for FPT has been highlighted by families, young people, school, college and local authority alike. It is recognised that with this small resource they have been able to touch the life of many families and young people who for the first time are connecting with friends. FPT s approach is person centred and encourages a relationship between the organisation and all involved; young people, families, staff, and volunteers. It is described as being like an extended family. By engaging with families and young people in an informal, friendly, person centred style they have created a relaxed relationship with them that allows them to contact FPT at any time and to use it as a resource. Families have expressed hope for the future because of their connection to the project. FPT gives young people time and ensures they are all included in activities, have more choice in what they do with their volunteers and their friends. It is highlighted in the Community Connecting Diagnostic tool, in fact the highest red score, that there is a need for improvement to a more individualised service. There has been an increase in group activities. The difficulty will arise if the groups become bigger and dependency developed on staff and volunteers. The service will need to consider how they develop sustainable friendships in the community that are not reliant on them. Group activities could easily overtake and hence jeopardising individualised nature of FPT. There will need to be some thinking in FPT s strategic plan as to how they are to move from group activities to developing community connections or on how they control size of groups as their referrals increase. It is evident that FPT offers a much valued service that fits within the parameters described in the Community Connecting Diagnostic Tool. Most activity is above the range for developing inclusive practice. There is always room for improvement in any organisation and the same is true with FPT who have since the last evaluation develop their practice, staff, and offer in order to respond to the 2013 evaluation. The main aspect of development on the organisation is to create clarity in its offer and develop an action plan that will lead to true friendships and relationships for young people that are based in the community

22 22 As a model with a small resource it has proved that it is value for money and fits commissioning strategy for the development of independence and personalised practice. FPT has proved itself to be an invaluable resource for young people who have no opportunity for a social life and unless supported, it will carry on being parent or staff reliant. It has provided a much needed service beyond what is described in its literature supporting young people to keep in touch with and make new friend. It has offered support to families to manage during the transition to adult life by providing information, navigating the system and person centred planning. It has supported young people to increase the number of friends they have and to be more confident and independent. Further it has supported families to gain funding for PA s as well as recruit and train them. FPT has supported families to share and increase resources through the use of volunteers. This wider role has been absorbed by the coordinator and needs to be properly costed and considered when planning for growth. The organisation has considered the need to develop its backroom requirements. For example, if FPT is to act as agency for PA s this will require systems and structures to be able to effectively offer this support. Recommendations The organisation has progressed substantially since the last evaluation. They have developed support that is respected and relied upon by young people and families alike. Learning from the project needs to be recorded routinely using the tools provided by evaluators in order to develop knowledge and understanding from the process. (e.g. star evaluation to indicate number of connections with friends) Clarity in what the model and offer are in order to enable replication (what it will and will not do). The project needs to remain true to its original ethos and avoid being diluted. Focus on the values of community connecting and inclusion in order to support young people life in the community. Clarity in the offer will lead to clarity in the personal qualities, induction and training required for staff and volunteers. Clear guidance on the requirements to support friendships for staff, families and individuals. Families supported to connect with each other with the focus of engaging them in developing friendships and joined support. Individualised practice requires the project to remain flexible, local, small without the constraints that a hierarchical system will inevitably place on its capacity to respond to individuals and families.

23 23 There needs to be a move from group activities to individualised plans and friendships in the community. Friendships should not be restricted to just others with a learning disability. There is a need for a strategic plan to be developed that considers the true cost of all roles undertaken by FPT. As well a funding model that is attractive to commissioners, meets local needs, is realistic and sustainable.

24 24 References Burke C., (2006) Building Community through circles of friends, FPLD Emerson E, Hatton C. (2008) Estimating Future Need for Adult Social Care Services for People with Learning Disabilities in England Lancaster: Centre for Disability Research, Lancaster University. Ferrer-Chancey and Fugate, (2002). University of Florida IFAS Extension, Solutions for Your Life, EDIS. First published December Reviewed June 2014 by Heidi Radunovich, assistant professor, Department of Family, Youth and Community Sciences. Please visit the EDIS website at Gravell, C. (2012), Loneliness and Cruelty: People with Learning Disabilities and Their Experiences of Harassment, Abuse and Related Crime in the Community, London: Lemos and Crane. Takizawa R, Maughan B, Arseneault L. Adult health outcomes of childhood bullying victimization: Evidence from a 5-decade longitudinal British birth cohort is published in the American Journal of Psychiatry. Cited in Kings College London Institute of Psychiatry News 18/04/2014, Can be accessed online: Accessed: 08/08/15

25 25 Appendix A The Friends and Places Together mission and approach Friends and places mission and approaches Empower families to take a proactive role around community connection and natural support Short term interventions people take what they need but don t become dependent on us Building up peer support networks to continue when we have gone Different projects have different funding people know what they are entitled to from each, and where they need to pay

26 26 Appendix B The Organisation is now called Friends and Places Together (FPT) and developed their work in two programmes: Break with Mates (BWM) which develops a range of everyday opportunities in the community to enable young people to meet up with friends (16 to 25 years). Friends and Places (FP) are offering the chance for young adults to meet up with their friends outside of school and college (13 to 18 years). See flyers in Appendix They have recruited two employees on a part time basis one for each programme.