A little knowledge

    The onset of mental health difficulties during adolescence is
    confusing and frightening. But the greatest barriers to action are
    perceived stigma and embarrassment. In a survey by mental health
    charity Mind, 55 per cent of young people said that if they had a
    mental health difficulty, they would not want anyone to know about
    it.

    Such findings account for the level of isolation and exclusion from
    society experienced by many people with mental health difficulties.
    Only 13 per cent of people with such difficulties are in paid
    employment, a lower figure than any other group with a
    disability.

    Research by the Young Adult Learners Partnership (Yalp) has shown
    that the learning and skills sector can give young adults the
    chance to reintegrate and achieve their potential. Projects such as
    Routes, in Derby, and Insight, in Plymouth, have achieved excellent
    results in developing confidence and self-esteem, and nudge young
    adults towards independent living. But such schemes are few.

    So Yalp is aiming to raise the profile of learning provision for
    young adults with mental health difficulties and to demonstrate to
    policy makers and providers the need to implement effective
    learning programmes. An important feature of this work is in
    identifying the factors that contribute to success.

    A key principle underpinning successful learning provision is a
    flexible approach focused on the needs of individual learners.
    Young adults with mental health difficulties are not a homogeneous
    group. Although they may share common experiences and concerns, the
    range and severity of the difficulties they encounter are vast, and
    their personal support mechanisms vary.

    Individual learning plans and targets, combined with a range of
    activities and an approach that gives young people a sense of
    empowerment about what, when and how they learn, appear to be most
    effective in meeting the sometimes unpredictable needs of those
    with mental health difficulties. The process of identifying the
    needs of individual learners should be carried out with, rather
    than for, young people as they are the experts on how they are
    feeling and what type of learning will work for them.

    However, flexible practice must be underpinned by flexible funding.
    Many practitioners have expressed concern that funding mechanisms
    do not take account of the needs of learners with mental health
    difficulties. Funding that is tied to qualification-based outcomes
    and targets and regular uninterrupted attendance is often
    unrealistic and will effectively prevent learners with mental
    health difficulties from accessing provision.

    Although some young people with mental health difficulties are
    motivated by accreditation, others are not, and funders must
    recognise the fuller range of benefits derived from learning, even
    though they may be more difficult to measure than conventional
    targets.

    The experience and personal qualities of staff are also crucial. At
    one of the projects visited during the research, all the teaching
    staff had personal experience of mental health difficulties.

    The learners appeared to respond well to the level of empathy and
    understanding that these staff can bring to the project. They also
    provide positive role models of people that have learned to cope
    with mental health difficulties and now lead full and active lives
    rather than the negative images of them that are often represented
    in the media.

    Partnerships and cross-sector working play an important role in
    engaging learners who may be particularly isolated or difficult to
    reach due to the mental health difficulties they experience.

    Local networks of health and learning providers and links with
    community mental health teams and other medical professionals can
    result in young adults gaining quick access to the full range of
    services they need.

    Practitioners should find out about local forums, such as networks
    of practitioners involved in mental health provision, and
    contribute to them. The benefits will include smooth transitions
    for young people, knowledge and information sharing, effective use
    of resources and a common approach to problems.

    Finally, simple measures, such as the way in which a project is
    advertised and the atmosphere created, are important factors in
    developing a learning programme that will reach and engage young
    adults with mental health difficulties.

    The Routes project describes itself as “a course for young people
    16-25 who may feel stressed and negative about things. Routes
    offers chilled activities and a place to make friends”. Activities
    include informal chats over coffee and taster sessions where young
    people can meet each other. To minimise the stress of starting a
    new programme learners are also allowed to take a companion.

    The Yalp research has resulted in a book, published in April, and
    an interactive website. Looking Forward to Thursdays: Effective
    Learning for Young Adults with Mental Health Difficulties
    is
    available free to practitioners involved in the delivery of
    learning for young people with mental health difficulties. The
    website, www.lookingforward.org.uk,
    which should be operating from this week provides:

    • Information and statistics about the learning needs of young
      adults with mental health difficulties.
    • Good practice case studies.
    • Useful contacts for further information about learning and
      mental health.
    • A discussion forum so that practitioners can share good
      practice, raise questions and interact with each other.
    • A resource section, where practitioners can submit and share
      details of effective practice.

    There are many testimonies to illustrate the benefits that
    effective learning provision can have on the lives of young adults
    with mental health difficulties. The sense of achievement,
    increased confidence and self-esteem that are cited can only give
    this group a sense of inclusiveness in society. Who knows, it may
    even encourage the launch of more projects.

    – For a copy of Looking Forward to Thursdays or for
    further information contact Linda Smith, 0116 2044258.

    Nicola Aylward is project officer, Young Adult Learners
    Partnership.

    “The course made me feel good”   

    • “The course I am doing allows me to learn new things and to
      build my self-confidence. It’s good being around other young people
      who have had similar experiences to me as I can talk without
      prejudice and I don’t feel pressured. I wish I’d known about this
      course sooner.” (Learner) 
    •  “At times it has been quite painful reflecting on my past, but
      through this course I have learned to understand myself more and to
      challenge myself in a gentle way. It has made me feel good about
      myself and I now realise that I do have something to offer to
      society.” (Learner)  
    • “Young adults with mental health difficulties can benefit
      immensely from an educational programme. Initially this could be
      the reason for getting out of bed in the morning. Setting up a
      routine, building confidence and making new friends gives a purpose
      in life, thus helping states of mind and gradually leading to new
      achievement.” (Practitioner)   

     

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