The trainer’s story is not exceptional and in spite of more recent legislation aimed at providing a progressive supportive framework for this process, many young people would be able to relate a similar experience. Being a young person experiencing the ‘usual’ developmental changes can be difficult enough; leaping from being ‘looked after’ towards independence can be very painful indeed. This course offers learners, working in Children’s services the opportunity, not only to examine the theoretical and practical perspectives of this complex area of support but to draw on the trainer’s valuable insight and develop more empathic and effective approaches when supporting young people in transition. The course is informed by The Children (Leaving Care) Act 2000 and the organisations related policy. |
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Learning outcomes By the end of the course learners should understand: • How receiving ‘alternative care’ may impact on children and young people • The positives and negatives of the experience • A brief outline of the changes and challenges that all young people experience emerging into adulthood. To include: Physical changes, Emotional development, Sexuality, Identity etc. • How young people may act to resolve developmental and identity challenges. To include Withdrawal, Rebellion, Mental Health issues, Role models, Peer groups (incl. Gangs), Substance use, Promiscuity, Crime etc. • The various influences that help to shape behaviour • The additional challenges for ‘looked after’ young people • The history of supporting young people into independent living • The longer term impact of poor preparation for this • The Children (Leaving Care) Act 2000 • The purpose of the Act • The Pathway Plan • The relationship between the Care Plan and the Pathway Plan • The role of the Social Worker and/or Personal Advisor in the preparation of the Pathway Plan • Timescales • What the Pathway Plan should address. To include: Accommodation, Education or training, Employment, Cultural and/or identity needs, Health, Lifestyle, Other needs (e.g. ability) etc. • Frequency of review and minimum frequency • The ways in which Resistance may manifest • Why the supporter may meet Resistance • How to approach Resistance and poor motivation • The formats utilised |
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| Training methods utilised include Tutor presentation, Story telling, Large and small group work, Pairs & triad work, Feedback, Questions and answers, Handouts, PowerPoint presentation |
