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Article from Volume 7 Number 2 pp. 164–174
First evaluaton of the Down Lisburn Trust Befriending Scheme for young
people leaving care
NADINE McBRIAR, Social Worker, Adolescene and Aftercare Team. LORRAINE
NOADE, Senior Social Worker, Adolescence and Aftercare Team. BEVERLEY
RINGLAND, Senior Practitioner, Adolescence and Aftercare Team
ABSTRACT
The Down Lisburn Trust befriending scheme was
initially set up in October 1998, this piece of research was conducted
in April 2000 and is the first evaluation of the scheme.
The purpose of this research study was to evaluate the benefits of the
befriending scheme for young people ‘looked after’ or leaving the care
of Down Lisburn Trust. This was achieved by collecting the
retrospective views of the young people and their befrienders in
relation to how the befriending scheme has benefitted them. As the
befriending scheme is a relatively new project, the subjects used in
the study were from the first intake of participants on the scheme.
This comprised of 5 young people and 6 befrienders. In order to obtain
the relevant in formation, questionnaires were devised for the young
people and the befrienders.The findings of this research study
indicated that the befriending scheme benefits those young people in
care and leaving care, by providing them with someone to talk to and
help them pursue their interests. Also it has ensured there was
someone to support them through difficult familial relationships, life
in care and/or life after care. The findings also highlighted the need
for clearer procedures and follow up in relation to the ending of
befriending relationships to ensure that this already vulnerable group
of young people are not damaged further.
The findings of this study agree with the findings of other research
studies dating from the early 1980's, regarding the plight of young
people in care and leaving care. The Adolescence Team was established
in 1990/91 and provides an integrated, specialised service to young
people aged between 14 and 21 years old living within the Down Lisburn
Trust area. It also provides a supported continuum of care, which
enables young people who have been or are in care to live
independently and safely in the community It aims to do so by
providing the following services; individual counselling, family work,
assessment, mediation/negotiation, preparation for leaving care,
aftercare support, group work, and child protection investigations.
The following is an overview of the first evaluation of the scheme.
INTRODUCTION
The Befriending Scheme
In October 1998, the two part-time aftercare workers within the
Adolescence Team identified that many of the young people leaving care
or ‘looked after’ by the Trust were estranged from their families, have
experienced isolation and have limited support networks. It was also
identified that these young people were reluctant to accept aftercare
support from their social worker and would prefer to be supported by
someone unattached to social services. As a result, the befriending
scheme was established to alleviate some of these problems. It was the
first befriending scheme for young people leaving care in Northern
Ireland. The scheme recruits, trains and supports volunteers to befriend
care leavers.
Sir William Utting (1997) in his review of the safeguards of children
living away from home, highlighted the lack of support provided to young
people being discharged from care and the consequent loneliness and fear
experienced by them after leaving care.
Recruitment of volunteers
Volunteers for the scheme are recruited by the Down Volunteer Bureau and
Down Lisburn Trust. Each volunteer completes a personal profile and
undergoes a police vetting process. The befriending scheme coordinators
then consider the suitability of each volunteer to undertake the role of
a befriender and inform them of their decision. If selected, the
volunteer undergoes training.
Training
The training covers, how to apply an appropriate Code of Practice as a
befriender, how to develop a child centred approach when working with
young people, an understanding of Trust policies and procedures in
relation to befriending, self-protection for befrienders and guidelines
on how to deal with difficult adolescent issues.
The training is provided over the course of one day and at the end of
the training, each volunteer is given the opportunity to opt out of or
commit to the scheme.
Matching
The matching of befriender to young person is done by the befriending
co-ordinators. With the help of their colleagues in Family and Child
Care, the co-ordinators identify the young people in the Trust who are
willing to participate in the scheme and become familiar with the young
person’s circumstances and locality. The personal profiles of the
befrienders are examined and similar interests, qualities and
requirements are identified between befriender and young person.
The young person and the befriender are then introduced by the
coordinator who establishes the ground rules, agrees expectations and
practical arrangements. These are reviewed by all parties at regular
intervals.
Supports
The befrienders can contact the co-ordinators at any time for advice and
support. The co-ordinators provide supervision in order to monitor
progress on a monthly basis by telephone and provide the befrienders
with the opportunity to discuss the relationship. Groups have been
established to provide the befrienders and young people with the
opportunity to discuss concerns and suggest improvements to the scheme.
What to do in an emergency
The befrienders are provided with contact numbers for the coordinators
and out of hours contact numbers. During the training they are advised
how to react in different situations which may arise with young people,
and how they can access supports. The young person is made aware that if
they disclose anything which may cause harm to themselves or another
person, the befriender is obliged to inform the co-ordinator. With this
exception of the above clause, anything discussed between the befriender
and young person remains confidential.
AIMS AND OBJECTIVES OF THE RESEARCH STUDY
The aim of this study was to ascertain the benefits of
the befriending scheme to the young people participating in it. The
objectives were to assess the frequency and quality of contact, the
befriending relationship and the supports gained from it by the young
people. We thought it helpful to discuss the main points from the
relevant literature and legal context before setting out the study and
its results.
Adolescent development
Coleman and Hendry (1990) define adolescence as a transitional process
in which the individual passes from childhood to maturity. It differs
from childhood in the nature of the challenges encountered and the
capacity of the individual to cope with them. Alongside the physical
changes occurring during early adolescence, young people are also faced
with a number of psychosocial challenges.Maluccio (cited by Pinkerton
and McCrea, 1999) stresses that the main requirements for successful
psychosocial development are continuity, stability and mutuality in
relationships. Through the experience of such relationships the young
person develops the capacity to cope with psychosocial challenges.
However, research has shown that the majority of adolescents in need of
social work services experience inadequate familial relationships, poor
social skills, unresolved feelings about their past and low self-esteem.
Instability and change were the most common features in their lives
(Department of Health, 1996).In 1965, John Bowlby identified a link
between the quality of attachments in the early stages of life and
subsequent emotional development (Aldgate, 1991). It is also widely
accepted that how an adult responds to a child’s attachment behaviours
affects the child’s emotional development (Fahlberg. 1994).
Studies have shown that children placed in care at a late age have
higher levels of social, emotional and behavioural disorders than those
placed as babies did. These difficulties are frequently associated with
issues of attachment (Howe, 1995).
Children who have experienced multiple moves may not have experienced
the continuity in relationships or had the opportunity to experience the
stable attachments, which enhance self-esteem and identity formation.
Interrupting relationships may also hinder the ability to form new ones.
The development of close interpersonal relationships is important for
the child’s continued development and sense of well being (Fahlberg,
1994).
The legal framework
Article 35 of the Children (NI) Order 1995 places a duty on Trusts to
advise, assist and befriend looked after children in preparation for
when they cease to be looked after (DHSS, 1995).
There is virtually no financial requirement placed on Trusts to provide
for young people leaving care and many of the new provisions are powers
as opposed to duties. The legislative provisions are minimalist in terms
of the support being made available to young people leaving care
although they do represent an admission on the part of the state that
young people leaving care need support in making the transition to
independent living (O’Sullivan, 1996).
Young People Leaving Care
Most of the research suggests that the majority of young people admitted
to care have experienced impoverished material conditions. It also found
that when taken into care young people were denied knowledge about their
backgrounds, which is important for identity formation and emotional
adjustment (Triseliotis, 1983). Many of the young people also felt that
they were not afforded any responsibility and decisions were often made
for them. The research further indicated that many of the young people
valued having someone who was willing to listen, be tolerant,
understanding and trustworthy. However the majority of young people
experienced movements within care and as a result this hindered the
continuity of relationships (Utting and Lambert, 1981; Thorpe, 1974;
Godek, 1976 cited by Stein and Carey, 1986).
On the other hand research has also shown that young people leaving care
appear to be expected to have greater responsibility for their lives
than young people do in the general population. Care leavers are faced
with a number of difficult transitions at the same time; finding
accommodation and employment, adjusting to new circumstances and
relationships, coping with loneliness and having a sense of identity
(Stein and Carey, 1986).
From their research Stein and Carey (1986) found that a common
difficulty experienced by the young people was budgeting. Low
educational attainment was found among many of the young people who
experience multiple care placements and school moves. This also
affects their ability to find adequate training or employment. Many
of the young people also felt the stigma attached to being in care,
while in school and when looking for employment (Stein and Carey, 1986).
Upon leaving care, many did not want the continuation of a formal social
work relationship, but they valued relationships with former care
workers which had become friendships.Stein and Carey (1986) argue that
more consideration should be given to continuity of relationships during
and after care. Loneliness and depression were common experiences among
the small number moving from foster and children’s homes to independent
living.
In the early 1990's, Pinkerton and McCrea carried out research into
leaving care in Northern Ireland. For many of the young people, it was
found that in the early stages of leaving care, there was significant
informal support, however formal supports were limited and decreased
rapidly over time. The aim of social work contact appeared to be similar
to that found by Stein and Carey in their 1986 research, which was to
monitor and provide information. In only a minority of cases was the
work focussed on preparation for independent living. Task-centred work
and befriending were used initially, however after 5 months, task-centred
work decreased and the befriending role increased.
Biethal et aI., (1995) found that schemes similar to the
befriending scheme, helped young people develop friendships and provided
information about local resources. It was found that those with a secure
sense of identity also had highly developed social networks and
relationship skills. According to Stein (1997) such schemes appear to
have played an important part in befriending socially isolated young
people as well as helping them develop relationships with others and
encourage assertiveness.
The Department of Health (1996) found that in order to make the
transition from childhood to adulthood, young people need a stable home
base, an adult to champion their cause and a mentor. A champion is
someone who advocates on behalf of the young person and ensures plans
and decisions are implemented. A mentor is defined as a trusted, caring
adult who will serve as a positive role model and will motivate, support
and empower the mentee to access advice, education, training and
employment.
Mentoring Schemes
Mentoring schemes have become increasingly popular in the UK. The
Dalston Youth Project (DYP) is a youth mentoring and educational support
project for disadvantaged and disaffected young people in Hackney,
London. It aims to develop young people’s basic educational and
employment skills, build confidence and link them with existing
services. Findings from the DYP indicate that it is beneficial to
recruit and train more mentors than needed to allow for mismatching and
dropout. The DYP influenced the development of the Turning Point Project
in Northern Ireland, which is based on the DYP and has the same aims.
In the USA the Big Brothers/Big Sisters mentoring programme pairs
unrelated adult volunteers with youth from single parent households. The
evaluation indicated the importance of the co-ordinators providing
mentors with support, intensive monitoring of the mentoring
relationships and ensuring that the young person’s preferences are taken
into account in the matching process (DIVERT Annual report, 1998-1999).
The Down Lisburn Trust Befriending Scheme
The aim of this research was to collect the retrospective views of young
people and their befrienders in relation to how the befriending scheme
has benefited the young people. The young people were interviewed using
a semi-structured questionnaire.
It was agreed that six young people and their six befrienders from the
first intake of participants on the befriending scheme in 1998 would be
asked to participate in this research study.
The methodology used was found to be effective in terms of obtaining the
relevant information. The young people and the befrienders readily
provided in-depth information in relation to their befriending
relationships.
THE FINDINGS
The young people in this study were aged between 15
and 18. All but one of them have experienced either residential or
foster care and have encountered educational difficulties as a result of
being in care. All have experienced family or relationship problems.
The Care Experience
"I hated having to tell people I had a social
worker and that I had to live in a children’s home. I wanted someone
to talk to and do things with. They moved me so far away that I had
nobody to talk to".
Resource limitations may have been a factor in having
to accommodate young people several miles away from their home and
school, however these young people highlight the importance of ensuring
that a young person’s education is not disrupted when in care as this
may affect their life chances after care.
It is also evident that the care experience impacted on the self-esteem
of young people in the study as they indicated that they resented having
to explain to their peers, why they were missing school and having to
leave. This resulted in further stigmatisation.
"I used to have to make up stories to my friends
when they asked why I was moving away from my family and missing
school".
Prior to having a befriender, many of the young people
in this study admitted to having limited supports. The majority were
experiencing difficulties in their familial relationships and although
many of them had a good relationship with their social worker, all of
the young people identified the need for someone else to talk to and
share their problems with.
"I get on really well with my social worker and
would tell him if I had a problem... I am also really close to my mum
but sometimes I feel more comfortable telling my befriender my
problems because she listens and doesn’t tell me what to do or not to
do. She lets me decide. Although I get on well with my social worker,
I just don’t like having to tell people I have a social worker because
they treat you differently".
Research by Biehal et aI., (1995) in relation
to the effectiveness of leaving care schemes also indicated that the
majority of the young people had limited support networks prior to
participating in the leaving care schemes. It also indicated that many
of the young people in their study wanted someone to care, listen, trust
and take an interest in their lives. This was also evident here.
"Being in care made me worse. Nobody listened to us
so we just did what we wanted. You never felt that anyone really cared
about you. I wish I had had a befriender when I was in care because it
has really helped me over the past year. Just having someone there to
listen and someone you can trust. It’s great".
The befriending relationship
All of the young people shared similar interests with their befrienders.
This was taken into consideration during the matching process in order
to improve the quality of the befriending relationship. The befriending
scheme also provided support for two young care Ieavers with children
and it was apparent that the supportive relationships, which developed
could be likened to other support schemes for young parents e.g.
Homestart. Both these young people were unemployed and they clearly
valued the presence and support from their befrienders.
"My befriender is really good to me. She spends most
of her free time with me or looking after my son. She is more a friend
than a befriender".
Four of the young people in the research study who
were still in a befriending relationship, felt their befriender cares
about them. This highlights how young people, who previously experienced
relationship difficulties or felt let down by their parents and confused
about their relationships, can form attachments to other people and
benefit from them. Research by Stein and Carey (1986) indicated that
common experiences among those young people, who have been living in
care, included loneliness, isolation and the stigma associated with
being ‘in care’. This was evident in the young people’s responses as to
why they wanted a befriender.
"I used to argue a lot with my mum and thought she
didn’t care about me but having a befriender has helped me to see that
people do care".
When asked what has changed for them as a result of
their befriending experience, the young people highlighted a positive
change in relationships, an increase in support networks, confidence,
assertiveness and the benefits of having the opportunity to discuss
problems with someone who cares and wants to listen.
"My befriender encourages me to ask for what I want
and I now know that I am entitled to certain things that I didn’t know
about before".
"I have made new friends through my befriender. She
also takes my son a couple of times a week so I can get out more. I am
a lot more confident now than I was before".
The befrienders’ perspective
The majority of the befrienders also felt that the young person had
developed confidence, become more assertive and were better able to
handle relationships since the beginning of their befriending
relationship.
"I’d rather encourage the young person to decide for herself. That
way I am not telling her what she should or should not do".
One befriender suggested that the co-ordinators should
meet with the young person and the befriender jointly on a regular basis
to monitor the relationship. However, this befriender chose not to
attend the support group and only engaged in supervision on one
occasion. The co-ordinators never considered this option as part of the
scheme as it was felt that formal meetings may make the young person
feel that the befriending relationship is being subject to a certain
amount of statutory control by Social Services, which is what most young
people at this stage of their lives, generally want to avoid.
Another befriender suggested larger group outings of befrienders and
young people, however, it is important to note that many of the young
people valued the independence and privacy of this relationship.
C’s befriending relationship
‘C’ described how she resented having to move to a children’s home and
then to a residential establishment several miles away from her foster
family, friends and school. She admitted to finding it difficult to
trust people as a result of this experience.
"I really enjoyed going out with her and we got on really well but
she never phoned to say why she wouldn’t come to see me when I moved.
I don’t understand it cos’ we liked the same things. If I still saw
her I think we could have been good friends by now
"
when she stopped coming to see me, I don’t think she
knew how upset I was. I didn’t want to move far away and I needed
someone to talk to".
This situation highlights the risks associated with
befrienders not committing. It is difficult however to ensure standards
when working with volunteers. By encouraging the formation of close
relationships there is always a risk of being let down. Commitment is
reviewed on an ongoing basis through the process of supervision, however
this does not appear to have been effective. This case demonstrates the
importance of monitoring all the befriending relationships to prevent a
damaging experience occurring for the young person or befriender.
The befriending scheme needs to have procedures to prevent a situation
like this happening. Although the training includes guidelines for
ending befriending relationships, there are no provisions to follow up
the situation for the young person or befriender. For the befriending
co-ordinators, this situation highlights the need for clearer procedures
in respect of terminating relationships and tighter organisation of
these procedures.
Overall, the findings demonstrate the scheme can alleviate some of the
problems and issues facing young people in care, leaving care and
experiencing family problems. It provides isolated young people with the
opportunity to talk to, spend time with and share similar interests with
a responsible, caring adult. It also benefits the befrienders by
enabling them to experience working with young people and provides an
increased awareness of the needs of young care leavers.
CONCLUSION AND IMPLICATIONS FOR PRACTICE
The main findings from the research reviewed prior to
conducting this evaluation indicate that the majority of young people in
care and leaving care experience multiple moves, loneliness, isolation,
lack of stability and continuity in relationships, loss of friendships,
the stigma associated with being labelled as ‘in care’ and disrupted
education (Stein and Carey, 1986; Biehal et al., 1995, Pinkerton
and McCrea, 1999). Overall the findings in this small study agree with
the above.
In the past 14 years, nothing appears to have been done to alleviate the
loneliness, isolation and stigma experienced by young people in care. We
are still struggling to recognise and support this vulnerable group.
Legislation and its’ guidance leave much provision discretionary and as
a consequence, services have developed patchily. Frequent government
reorganisation and limited resources continue to push preparation and
aftercare services down the scale of priorities. This compounds young
people’s feelings of low self-esteem. The findings have demonstrated
however, that the befriending scheme alleviates some of the problems
facing young people in
care and leaving care.
Although the matching process and the training for the befrienders have
clearly contributed to the success of the scheme, the findings also
indicate, that in order to prevent further damage to this already
vulnerable group, there is a need for clearer procedures for maintaining
and ending befriending relationship alongside tighter organisation and
follow up of them. It is important that the befrienders honour their
commitment and maintain their contact with the young person as many of
them have previously experienced disrupted relationships.
All of the young people in the study whose relationship continued for
over 6 months, benefited from the befriending relationship in terms of
helping them with the problems they experienced prior to having a
befriender. The findings have demonstrated that a befriender is
beneficial when a young person lacks other forms of support. It is also
significant that many of the young people prefer to confide in their
befriender even when they have a good relationship with their social
workers. This may be due to the feelings of stigma around having a
social worker, being let down by the social services in the past or
having numerous social workers. Advice appears to be more readily
accepted from those who have not had a history of power in the
relationship.
More funding is needed for the scheme to expand and to increase its’
resources in order to be able to enhance the present service and offer
it to more young people in need. The care system needs to work in
partnership with other statutory and voluntary sectors in health,
education and housing to further support networks for this vulnerable
group.
Evaluations of mentoring schemes throughout the UK and in the USA have
provided suggestions for improved practice, which the befriending co-ordinators
could introduce to the scheme. These suggestions include advertising for
befrienders on a wider scale, recruiting and training more befrienders
than needed to allow for mismatch and drop out and working alongside
other agencies. Other evaluations highlighted the importance of
intensive monitoring of the befriending relationships, providing
befrienders with support, the need to ensure that the young person’s
preferences are taken into account in the matching process.
In conclusion, the overall findings suggest that the scheme has been
successful in achieving its’ objectives. It has offered the young people
in the study the opportunity to meet regularly with a caring adult where
friendships were developed, interests pursued and valuable life
experience gained. Most of the young people in this study who have had
experienced being in care or have been estranged from their families
clearly indicated that they have been befriended and supported by the
scheme.
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