Youth Workforce Evaluation Report March 2019

CYMRU WELL WALES ACE SUPPORT HUB WALES YOUTH WORKFORCE EVALUATION REPORT MARCH 2019 Prepared by Paperboat

CONTENTS 1 | EXECUTIVE SUMMARY

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2 | INTRODUCTION AND CONTEXT

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2.1 Background to the Project

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2.2 Project Outcomes

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2.3 Project Activities

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3 | METHODOLOGY

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3.1 Purpose of the Evaluation

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3.2 Data Collection

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3.3 Research Challenges

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4| PROJECT FINDINGS

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4.1 Project Overview

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4.2 Immediate Impact of training for practitioners

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4.3 Long term impact on youth work delivery

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4.4 Challenges with delivery

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4.5 Additional Outcomes

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4.6 Value of Training the Trainers Model

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5 | SUMMARY OF KEY FINDINGS AND RECOMMENDATIONS

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6 | APPENDICES

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6.1 Appendix 1: The ACE Organisational Readiness Checklist

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6.2 Appendix 2: Agored Cymru: ACE Awareness Unit Level 2/3

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6.3 Appendix 3: Interviews

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1

EXECUTIVE SUMMARY

This report has been compiled by independent evaluators Paperboat, on behalf of the Cymru Well Wales Adverse Childhood Experiences (ACE) Support Hub and provides an evaluation of the Hub support to the youth workforce in Wales. This evaluation covers activities undertaken to support the youth workforce in Wales during the period from September 2018 up until March 2019.

The ACE Support Hub has been working in partnership with the Welsh Local Government Association, the Youth Justice Board and Jain Boon – Theatre Director, supported by The Council for Wales of Voluntary Youth Service (CWVYS) to develop a free training course for practitioners working in youth and youth justice services across Wales. The ACE Awareness training aims to raise awareness of ACEs and their impact on behavior. It also aims to provide practitioners with a range of tools to support resilience and self-regulation, and enable staff to train others. The ACE Support Hub has established a youth advisory board to act as a specialist advisory group to bring greater knowledge depth to youth work and the youth offending workforce in relation to ACE focused work.

Paperboat have been working in collaboration with the ACE Support Hub to help them to monitor and evaluate their training and advocacy activities. The evaluation has enabled the ACE Support Hub to track the number of organisations that have become ACE aware, demonstrated ACE support readiness and embedded ACE learning and systems change into their organisational delivery.

KEY FINDINGS AND RECOMMENDATIONS The evaluation has reached the following key findings:

The evaluation has the following recommendations:

1

ACE awareness has created a common language and approach to using a trauma informed model of care.

1

2

Youth workers feel an increased value and recognition for their existing experience and knowledge in supporting ACEs.

Establish an ACE-informed organisational network to share best practice and facilitate cross-sector support for children, young people and families.

2

Develop a follow up training module on resilience approaches and application.

3

Increased recognition for the need to focus on both staff and young people’s wellbeing.

3

Develop online education resources to be shared across ACE network.

4

Increased recognition of ACEs, amongst both staff and young people, but necessary support services need to be in place to address these.

4

Signpost organisations to complementary trauma recovery model training.

5

Some youth sector staff have limited agency to implement change in their organisation. Where there is a commitment from senior management significant systemic and policy changes have been implemented.

5

Disseminate recognised resilience monitoring tools across the network to monitor the impact of training programme.

6

Increase the focus on wellbeing support to include the wellbeing of staff as well as young people.

6

The youth sector is keen on a cross-sector approach to ACEs and finding ways to further link services.

7

The ACE Support Hub has achieved excellent outcomes in support the development of ACE-recognised qualifications.

8

The ACE- awareness Training the Trainer model has been effective in further dissemination knowledge within the sector.

3 | ACE Support Hub Wales Evaluation Report: March 2019

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INTRODUCTION AND CONTEXT

2.1 BACKGROUND TO THE PROJECT

2.2 PROJECT OUTCOMES

Adverse Childhood Experiences (ACEs) are traumatic experiences that occur before the age of 18 and are remembered throughout adulthood. These experiences range from suffering verbal, mental, sexual and physical abuse, to being raised in a household where domestic violence, alcohol abuse, parental separation or drug abuse is present.

The ACE Support Hub has identified the following youth workforce project outcomes:

There is a growing body of evidence indicating that experiences during childhood can affect development and health throughout the life course of an individual. National and international research suggests that children who experience ACEs are more likely to adopt health-harming behaviours which can lead to mental health illnesses and chronic diseases such as cancer, heart disease and type II diabetes later in life. Public Health Wales research1 evidences the association of ACEs with poor educational outcomes, increased risk of criminal behaviours and poor social mobility.

In March 2017, the Cymru Well Wales Ace Support Hub was established to spearhead Wales’ response to the ACE agenda. The ACE Support Hub seeks to drive organisational change to ensure staff are ACE-informed, with integrated systems to tackle ACE related outcomes in their sectors. The ACE Support Hub’s strategy is to embed ACE awareness and a strengths-based approach to support organisational readiness for transformational change.

The ACE Support Hub commissioned independent consultants Paperboat, to undertake an evaluation of the Wales ACE Hub support to youth workforce in Wales. This has been particularly focused on examining the long-term impact of ACE Awareness Training the Trainers courses to demonstrate how professionals have embedded ACE learning and systems change into their organisational delivery.

OUTCOME ONE Organisations use an ACEreadiness tool to support implementation activities

OUTCOME TWO Organisations use an ACEOrganisations have appropriate capability to support internal ACE-informed training

OUTCOME THREE Increase in numbers of ACEinformed practitioners within youth services

OUTCOME FOUR Practitioners demonstrate resilience and self-regulation

OUTCOME FIVE Sector settings actively use trauma informed practice within their organisation

Public Health Wales, Welsh Adverse Childhood Experience (ACE) Study

1

4 | ACE Support Hub Wales Evaluation Report: March 2019

2.3 PROJECT ACTIVITIES The ACE Support Hub youth workforce activities have been structured around the following key areas:

ACE AWARENESS TRAINING DAYS A series of ACE-Awareness training days were delivered to give youth work professionals the opportunity to have a first introduction to learn and understand about ACEs. This training was targeted at local authority youth workers, youth offending team staff, third sector youth services and youth workers. The sessions introduced participants to the concept of Change Champions: individuals working within a youth work setting championing the idea of an ACE-aware workforce. These sessions were used as a mechanism for recruiting youth professionals on to a further ACE-Awareness Training the Trainers course.

ACE AWARENESS TRAINING FOR TRAINERS The ACE Awareness Training for Trainers course was a free one-day training aimed to further increase participants’ awareness of ACEs, trauma informed approaches and how to take a strength-based approach to youth work. The training was designed to build on youth professionals’ existing practice to feel confident to become Change Champions and use the tools and activities explored within the training within their own work. Practitioners who attended the oneday training course were nominated by their organisation to disseminate the learning to their colleagues.

ACE SUPPORT HUB YOUTH WORKFORCE ADVISORY BOARD A youth workforce advisory board of senior managers from key youth services was established to provide specialist sector knowledge and bring greater depth to the youth work and youth offending workforce in relation to ACEs.

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ROLE OF CHANGE CHAMPIONS • To help develop a common language and understanding around ACEs within their youth work context.

• Acting as a point of contact for staff within a local delivery area for advice on matters relating to ACEs and the implementation of ACE informed approaches.

• Providing consultation and advice to help inform the development of ACE training materials, and apply an ACE lens to organisational systems, processes and practices.

• Delivering (or helping to deliver) training on ACEs, based on a train the trainer model.

• Being aware of the national approach to ACEs and opportunities to develop and strengthen links with a wide range of multi-agency professionals.

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METHODOLOGY

This report is based on data collected during the period of 1st September 2018 and 1st March 2019.

3.1 PURPOSE OF THE EVALUATION

3.2 DATA COLLECTION

3.3 RESEARCH CHALLENGES

The overall purpose of the evaluation is to:

The following data collections tools were used:

• Assess the extent to which the ACE Support Hub has achieved its outcomes in supporting the youth workforce in Wales

• Pre and post questionnaires of the Training the Trainers courses, and a follow up questionnaire five-month following the training

• To track the number of organisations that have become ACE aware, demonstrated ACE support readiness and embedded ACE learning and systems change into their organisational delivery

• Participatory evaluation activities during Training the Trainers courses

The initial intention was to track organisations using ongoing resilience tools with both staff and young people.

Unfortunately, due to the existing demands on organisations to complete assessment activities by their funders and commissioners this was difficult to implement.

• To provide key findings and recommendations for further support to the youth workforce in Wales around the ACEs agenda.

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• Key informant interviews with stakeholders from the advisory group • Follow-up interviews and visits with Training the Trainer participants

PROJECT FINDINGS

4.1 PROJECT OVERVIEW

ACE AWARENESS TRAINING DAYS Five Ace Awareness Youth Workforce Training Days were designed and delivered by Jain Boon, Theatre Director, co-produced by Laura Tranter, in collaboration with the ACE Support Hub. An initial ‘critical friend’ training day was held as a trial to adapt the training to be most appropriate for youth work professionals in Wales. The introductory course was designed to raise awareness of ACEs, their impact on behaviour and provide practitioners with a range of tools to support resilience and self-regulation. The training was designed to build upon and support participant’s existing practice.

Training days were attended by 100 participants (25 people at each session) and targeted at a range of youth work professionals from across Wales. All the participants were given a Change Champion role description and an ACE readiness tool to undertake within their organisation. A further commitment from service managers was given to enable participants to go on to attend further Training the Trainer courses.

6 | ACE Support Hub Wales Evaluation Report: March 2019

ACE ORGANISATIONAL READINESS TOOLKIT As part of the ACE awareness training, the ACE Support Hub disseminated an ACE Organisational Readiness Toolkit to be used by organisations and services. The Readiness tool provides an organisational checklist (see Appendix 1) that outlines criteria under organisational commitment, leadership, core values, workforce and monitoring & evaluation that organisations should be adopted to demonstrate ACE readiness and an ACE-informed approach to their work.

ACE AWARENESS TRAINING FOR TRAINERS

THE AIMS OF TRAINING WERE:

Two ACE Awareness Training for Trainer courses were delivered: one delivered in Cardiff to serve South Wales and one delivered in Wrexham to serve North Wales. These were attended by 50 people in total. Training the Trainer participants came from a range of youth service provision including, youth service, youth Justice, homelessness and volunteering sectors. The training provided a refresher session on ACEs and their impact on a range of heath, wellbeing and life outcomes. Participants were introduced to further learning on understanding trauma and ACE informed approaches to youth work. This led into practical application of a skills and resources to adopt a strength-based approach to work with young people.

• To prepare and ready youth workers for their role as Change Champions.

The Training for Trainers courses also provided an opportunity for youth professionals to review and reflect on the practical application of the Organisational Readiness Toolkit and suggest areas of improvement to the ACE Support Hub

• To build a toolbox of skills, resources and strengths-based approaches.

• To explore how organisations are beginning to prepare for change including looking at barriers and challenges.

• To understand how a strengthbased approach is related to recovery.

• To explore creative approaches to developing knowledge and skills.

ACE SUPPORT HUB YOUTH WORKFORCE ADVISORY BOARD Since 2018 The Youth Workforce Advisory Board has provided sector knowledge and expertise to support the ACE Support Hub to effectively engage and communicate with the youth work sector.

THE YOUTH WORKFORCE ADVISORY BOARD HAS PROVIDED SUPPORT IN THE FOLLOWING WAYS: • Supported communication and engagement with the youth workforce sector through identifying existing networks and events to promote the work of the ACE Support Hub. • Enabled further promotion and awareness-raising of good practice and learning around ACE readiness within their services and networks.

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• Tested the ACE Support Hub resources, such as the ACE readiness tool, and provided feedback and suggestions for improvement.

• Promoted ACE readiness work links with both the Trauma Recovery Model and Enhanced Case Management model.

• Supported the ACE Support Hub to keep abreast of developments relevant to its work, including initiatives and projects underway across Wales (and beyond).

4.2 IMMEDIATE IMPACT OF TRAINING FOR PRACTITIONERS Feedback from the ACE-awareness training and Training the Trainer courses was positive. Participants appreciated the opportunity to meet with colleagues from other organisations to explore ACE approaches and how these ideas could be incorporated in to their practice.

Participants clearly valued being trained in an evidenced based approach and being introduced to a specific organisational readiness toolkit to practically apply their learning to take an informed approach to responding to trauma. Youth professionals recognised the value in creating a common language that can be used across agencies to provide consistency on working to support a trauma informed approach that looks deeper to understand the underlying causes of behaviours and difficulties young people experience.

Participants felt the training had increased their: Understanding of ACEs and awareness of how traumatic effects children and child development.

Ability to apply ACEs to current practice, strategies for cascading learning to colleagues.

Suggestions for further considerations were identified through the training: Feedback from the ACE-awareness training and Training the Trainer courses was positive. Participants appreciated the opportunity to meet with colleagues from other organisations to explore ACE approaches and how these ideas could be incorporated in to their practice. Participants clearly valued being trained in an evidenced based approach and being introduced to a specific organisational readiness toolkit to practically apply their learning to take an informed approach to responding to trauma. Youth professionals recognised the value in creating a common language that can be used across agencies to provide consistency on working to support a trauma informed approach that looks deeper to understand the underlying causes of behaviours and difficulties young people experience.

• Opportunity to have trainer practice with observation and feedback.

• Delivering one-off training within an organisation to demonstrate how it can be delivered.

• Methods of measuring the impact of ACE’s on young people’s experience of trauma.

Confidence in working with young people identifying ACEs and referral pathways.

• More practical tools and strategies for delivery for frontline workers.

• More visibility of the ACE Hub and creation of ACE badges.

• More local events encouraging participation from across the sector.

• More information on how to apply resilience approaches, resources and interventions to use with young people.

• Access to shared resources and educational materials on ACEs. • Trauma Recovery Model Training the Trainers Course.

Clear strategies to take ACE work forward within their organisation.

• Psychologist input regarding trauma i.e. signs, recovery.

• Workshops for young people.

• Share examples of good practice.

The training has helped me gain a better awareness of ACEs and how to incorporate it into good practice within the team.

Its increased my confidence in working with young people identifying ACEs and referring on to other agencies for appropriate advice and support.”

8 | ACE Support Hub Wales Evaluation Report: March 2019

The following diagram provides an overview of feedback about enabling and inhibiting factors in creating an ACE-aware workplace.

These findings are taken from a participatory evaluation activity that was delivered as part of the ACE Awareness Training for Trainers Courses in Cardiff and Wrexham.

Figure 1: What are the key enabling and inhibiting factors in creating an ACE aware workplace?

ENABLERS

INHIBITORS

Policy support to practice

Resources/funding

Positive Enhanced Case Management strategy already in place

Lack of joined up training for partner agencies

NHS driven, relevant to all organisations

Labelling

Time

Systems/structures such as housing criteria

Funding

Need for more practical coping strategies

Training for staff across multiple services

Less informed, empathic staff in other organisations

Holistic approach

4.3 LONG TERM IMPACT ON YOUTH WORK DELIVERY The following areas of long-term impact have been identified:

01

IMPROVED PRACTICE Participants recognised that the ACE Awareness training has improved their youth work practice through the application of tools and activities covered in the training and felt more confident that they are working to a trauma informed approach. Organisations that sent two delegates to the ACE Awareness training had increased leverage to share knowledge with their colleagues and more confidence to deliver dissemination activities. The dissemination of the ACE Organisational Readiness Toolkit has provided a structured approach to developing ACE-aware support to young people and their families. There is a clear recognition that participants have been able to pass on information and learning to other colleagues, whilst also seeking recognition of their existing knowledge and skills as experienced youth professionals. Participants felt more confident in their work practice through the development of new strategies particularly around trauma-informed and strength-based approaches to engaging young people around ACEs. Youth professionals liked the strength-based approach to this work and how it can enable young people to recognise strengths and potential in themselves.

Young people are given space to talk about ACEs, empowering young people to have control of their experiences’.

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02

CONSISTENT LANGUAGE AND COMMON APPROACH A significant number of participants felt that the ACE agenda gave recognition to existing understanding of young people’s life experiences and trauma. This has led to increased empowerment of youth workers and their skills to support young people. The use of common language is starting to demonstrate increased understanding of these issues across services. This is leading to a change in culture of how professionals work with young people with ACEs, with professionals working around young people becoming more empathic to their needs.

Some concerns were raised about ACEs creating labels for young people and families, particularly for parents. It was felt parents could feel to blame for their child/children’s situation and be left feeling that they had ‘damaged’ their child. Professionals need support in how to navigate difficult conversations with parents when they are trying to build up these relationships.

03

SENSITIVITY IN APPROACH Youth workers felt more confident in responding to young people needs and had a better understanding of the underlying causes of behaviours as a result of their ACE-awareness. There were examples of teachers showing more compassion to students who were being supported by youth services who had adopted an ACE aware approach outside of school.

The increased understanding of how ACE’s and trauma can affect behaviour in school has led to more conversations with young people’.

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WORKING TOGETHER The majority of participants reported improved dialogue with other organisations and agencies as a result of the training. This included making sure other organisations were working towards an ACE-informed approach and better understanding the trauma indicators. Participants were keen to see a multi-agency approach to ACEs and partners working effectively together. Particularly identifying a need for improved service (more understanding) between different departments of the local authority. Two-thirds of participants surveyed were interested in being part of regional network of ACE-aware organisations and felt the ACE Support Hub could support them further in their work. Participants suggested inviting agencies that have not done the training into the network to promote multi-agency training, such as housing, Department of Work and Pensions and the Police.

There was general consensus that the ACE agenda has been seen as coming from the NHS and not recognised by the Welsh Government. A regional network of ACE-aware organisations could support more of a joined-up approach and streamlining some effective promotional work. Several participants felt they needed help to know how to communicate with clients and other agencies around the ACE agenda.

VOLUNTEERS MATTER, WALES The local Volunteers Matters team in Pontypool has worked hard to embed ACE practice within their day to day work and in turn informed the ongoing policies and practices of their organisation at national level.

Key areas of implementation have been: • Adoption of the ACE Organisational Readiness Toolkit as a framework for action • ACEs as an agenda item in all team meetings.

• Adapted referral forms to incorporate the collection of information around ACEs. • Exploration of any ACEs that are affecting young people’s vulnerability.

• Identification of secondary trauma from ACEs.

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DISSEMINATING THE ACE APPROACH Two-thirds of participants from the Training for Trainers had disseminated the learning from the training within their team to over 100 staff. This included incorporating ACEs into staff training and development days, inclusion into team meetings and seminars covering understanding of basic ACE Awareness and ACE indicators. Of those that attended the training 12.5 % had completed the ACE organisational readiness toolkit within their team.

PERSONAL WELLBEING The ACE-Awareness training has increased recognition of the need to focus on both staff and youth people’s self-care and wellness. There was also recognition that ACEs should be considered holistically across both staff and young people.

Organisations need to ensure that there are mechanisms in place to support their own staff. This included suggestions for an ACE checklist for staff to ensure that organisations are providing appropriate support and supervision and the promoting of individual resilience strategies. Participants identified that there is a need for better understanding and tools for working with young people, particularly in relation to building their resilience. There is significant interest in incorporating a resilience tool to monitor wellbeing of staff and young people.

TOP DOWN/BOTTOM UP Feedback identified that buy-in from senior management is a significant factor in whether staff are able to put the recognition of ACEs into practice and the necessary time and resources are prioritised. Although feedback shows that significant work has been carried out by front-line staff to integrate ACE terminology and approaches into their work. In some cases introducing senior management into the concept of ACE aware working. There is evidence that Heads of Service are working to ensure ACEs will be embedded into new strategic thinking and youth work strategy.

THRESHOLD FOR SERVICES As ACEs become a more familiar term within the youth work setting, concerns were raised about 4 or more ACEs being used as a threshold of services, leading to the exclusion of children and young people with high support needs. Participants highlighted a need for more joined up working at a strategic level to recognise ACEs within the commissioning of services without making it a threshold requirement. Incorporating awareness of ACEs into youth offending team interventions was particularly highlighted.

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CONWY COUNTY BOROUGH COUNCIL Rachel Simmonds has been asked to be the Council’s ACE Champion, so ACEs are kept in the forefront of their work.

During the current restructure of the Youth Service job descriptions and responsibilities in relation to ACEs have been identified. We already work with colleagues in Social Services on SERAF and Edge of Care work.

Youth service staff have responded to the proposed learning outcomes set out

by Agored on ACEs. We work closely with other sections of the Council such as Team around the family, Youth Justice, Schools and supporting young people directly or through education programmes. Further youth staff will attend ACEs training with Conwy Education team. We are sending more staff on trauma recovery model training – gaining the additional skills to support young people. All new staff will be trained to be ACE aware.’

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REPORTING ON ACES Professionals explored the benefit of using a pro forma to help navigate and record ACEs experienced by young people that can be used amongst a wide range of organisations. Further consideration could be taken to explore how ACEs fit into standard reporting, such as the youth justice board.

This training has meant we have a shared knowledge with the staff/rest of workforce to strengthen understanding of ACEs, created an ACE informed environment and have a toolkit for working with young people.’

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RELATIONSHIP WITH TRAUMA RECOVERY MODEL AND ENHANCED CASE MANAGEMENT MODEL Working in partnership with other organisations, towards a shared understanding and approach to responding to trauma, has seen an increased interest in adopting the ACEs approach. This has also led to an ACE-aware workforce being linked to other models of working, such as the trauma recovery model and enhanced case management model. Several advisory group members highlighted the added value in training staff in the trauma recovery model to further embed ACE awareness in the youth services. ACE awareness training could be seen as a step into trauma recovery work. There was also recognition that organisations who adopt the enhanced case management model found it easy to embed ACE aware practices within their organisation. Feedback suggested enhanced case management assessment frameworks have not changed in light of ACE learning, however: ‘interventions have been successfully sequenced’ (advisory board member) and staff feel more confident to address issues and meet the needs of children and young people.

4.4 CHALLENGES WITH DELIVERY ACE SCREENING As ACEs become part of youth work terminology it has been highlighted by practitioners that ACEs may be used as part of a screening tool. Concerns were raised that it could be difficult to ask questions about ACEs in the initial inception phase of working with children and young people, when trust is trying to be built.

CONFLICTING PRESSURES

CONSISTENCY OF PRACTICE

Youth professionals fed back that commissioners are asking service providers to work on different agendas at the same time. This has created conflicts with other time bound interventions and competing priorities.

Concerns have been raised about consistency of ACE-related practice across local authority departments.

Advisory committee members highlighted a need to ensure that there are Change Champions across all areas of local authorities.

CONNECTING PEOPLE

COUNSELLING SUPPORT

Youth professionals were concerned about how they can find out who has been trained in ACEs and how do they know which departments are linking to this agenda?

With greater recognition of young people’s trauma there has been an increased call for counselling services. Youth workers do not have the skills to deal with complex cases and young people are not reaching the CAMHS threshold. This highlights the professional limitations that current youth work systems have in responding effectively to the recognition of ACEs.

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4.5 ADDITIONAL OUTCOMES Agored Cymru has worked with the ACEs hub to develop a unit which incorporates trauma-informed practice incorporating ACEs. The unit has been developed to meet the needs of practitioners working with children and young people, in particular the Youth Justice Sector and youth work in Wales.’

University of South Wales Level Five Student

I’ve finally got a long-term job as Transitions Coordinator for pathways to alternative provision.

My role is to help find a school for young people to go to and support them back into mainstream working, in partnership with school and parents.

Thanks to my knowledge of ACEs and the important role school and education plays in a young person’s life I was offered this position. I originally applied for a teaching assistant post.’

ACCREDITED TRAINING The ACE Support Hub work has resulted in excellent outcomes around the development of new qualifications. The ACE Aware Youth Workforce Training delivered by the ACE Support Hub have been mapped to the ACE Skilled level within the ACEs Skills and Knowledge Framework. Four youth work qualifications have integrated ACE awareness into their curriculum, with ongoing discussions with further institutions.

Agored Cymru: in partnership with the Youth Justice Board, Agored Cymru have developed an Agored Cymru: ACE Awareness Unit Level 2/3 (see Appendix 2).

Adult Learning Wales: ACE awareness training is embedded in the Level 2 Youth Work Qualification for all new youth workers joining the profession. The youth qualification is due to be reviewed in 2020 and a specific ACE Youth Training elements will then be added.

Cardiff Metropolitan University: embedded ACE awareness into their Youth Work Level 4 and Post Graduate Diploma qualifications.

University of South Wales: currently delivering core elements of the ACEs agenda within their Level 5 Undergraduate Youth and Community Work course. This includes exploring the identification of young people’s needs and what systems and processes youth workers can try and put in place to support them. Practitioner from Bron Afon Housing Association provide an overview of how this is applied in practice. The University are also incorporating this within curriculum into their Level 7 MA Working for Children and Young People (Youth Work Initial Qualifying) , within the Professional Practice module.

ONGOING TRAINING DEVELOPMENTS The ACE Support Hub are working with Welsh Government Youth Work leads to establish ACE Aware Youth Workforce Training within the new Youth Work Strategy for Wales and underpinning Youth Work Training Framework.

The ACE Support Hub have arranged meetings with the University of Wales Trinity St David’s Programme Director BA Youth and Community Work and Glyndwr University programme leaders for Youth and Community work to discuss embedding training in youth work courses.

Caerphilly Youth Service have been involved in a filmed Good Practice Case study, which highlights the importance of the youth workforce in supporting young people to build resilience.

4.6 VALUE OF TRAINING THE TRAINERS MODEL There is clear value in the Training the Trainers model of delivery, particularly when two staff are trained, as this has helped effective and efficient dissemination of learning.

Feedback shows that the training would be further embedded by ensuring that the network of trained practitioners can continue to share ideas and areas of good practice.

Participants would really value the opportunity to participate in further resilience training organised through the ACE Support Hub and be able to access any relevant new resources to help the application of ACEs in their everyday work. The Training the Trainers course has been seen to be a good stepping stone into further trauma informed training.

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SUMMARY OF KEY FINDINGS AND RECOMMENDATIONS

The evaluation has reached the following key findings:

The evaluation has the following recommendations:

1

ACE awareness has created a common language and approach to using a trauma informed model of care.

1

2

Youth workers feel an increased value and recognition for their existing experience and knowledge in supporting ACEs.

Establish an ACE-informed organisational network to share best practice and facilitate cross-sector support for children, young people and families.

2

Develop follow up training module on resilience approaches and application.

3

Increased recognition for the need to focus on both staff and young people’s wellbeing.

3

Signpost organisations to complementary trauma recovery model training.

4

Increased recognition of ACEs, amongst both staff and young people, but necessary support services need to be in place to address these.

4

Develop online education resources for all training participants and to be shared across network.

5

Some youth sector staff have limited agency to implement change in their organisation. Where there is a commitment from senior management significant systemic and policy changes have been implemented.

5

Disseminate recognised resilience monitoring tools, for both staff and young people, across the network to monitor the impact of training programme.

6

Increase focus of wellbeing support to include staff as well as young people’s wellbeing.

6

The youth sector is keen on a cross-sector approach to ACEs and finding ways to further link services.

7

The ACE Support Hub has achieved excellent outcomes in support the development of ACE-recognised qualifications.

8

The ACE- awareness Training the Trainer model has been effective in further dissemination knowledge within the sector.

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APPENDICES

6.1 APPENDIX 1: THE ACE ORGANISATIONAL READINESS CHECKLIST [DRAFT] Adverse Childhood Experiences (ACE) Organisational Readiness Toolkit

CRITERIA 1 | ORGANISATION COMMITMENT 1.1.

There is an explicit ACE-informed approach and all staff describe and understand the approach they are working to and/or there is an explicit commitment to growth and change.

1.2.

There is a policy which outlines ACE-informed principles and practice / policies are consistent with ACE-informed practice.

1.3.

Processes/procedures reflect the relationship between ACEs/trauma and adversity and recovery and the implications for the service/organisation including access and design

1.4.

ACE-informed practice is endorsed by leadership

1.5.

Services are informed by evidence-based trauma-informed models / psychological frameworks

1.6.

The organisation ensures that procedures are consistent with ACE-informed practice

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EVIDENCE

CRITERIA 2 | LEADERSHIP 2.1.

Directors/Management understand the service provision required for people who have experienced ACEs / trauma and adversity

2.2.

Leadership allows for the resourcing of implementing ACE-informed practice

2.3.

Leadership is collaborative and considers the experiences of and feedback from people (staff and public) to inform planning

2.4.

Evaluation of ACE-informedpolicies and practices isregularly conducted as part of the review and planning process to implement change where relevant

3 | CORE VALUES 3.1.

Physical and emotional safety is prioritised and safeguarded

3.2.

Trustworthiness is maximised through task clarity, consistency and interpersonal boundaries

3.3.

The organisation's activities and settings maximises people’s experience of choice and control. The organisation is assets based in its work.

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EVIDENCE

CRITERIA 3 | CORE VALUES 3.4.

The organisation's activities and settings maximise collaboration

3.5.

The organisation's activities and settings prioritise empowerment and skill-building

4 | WORKFORCE 4.1.

ACE-informed skills and knowledge requirements are endorsed at recruitment (e.g. job descriptions and selection processes) and corporate induction / onboarding

4.2.

Processes in place to determine staff training requirements around ACEs – all staff receive ACE awareness training and advanced training as required

4.3.

Advanced training (as required) involves action planning to ensure knowledge and skills are embedded, learning transfer and follow-up support

4.4.

Supervision and support is provided for staff to include impact on own well-being, self-care and safety

4.5.

Reflective practice is endorsed to include impact on own well-being, self-care and safety

4.6.

Access to communities of practice / action learning sets / other opportunities for sharing of knowledge and skills in relation to ACEs / ACE-informed practice

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EVIDENCE

CRITERIA 5 | MONITORING AND EVALUATION 5.1.

Information on the experiences of people is regularly gathered and is used to inform planning

5.2.

Evaluation of ACE-informed policies and practice is regularly conducted as part of the review and planning process – used to implement change where relevant

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EVIDENCE

6.2 APPENDIX 2: AGORED CYMRU: ACE AWARENESS UNIT LEVEL 2 Unit Title:

Understanding how to Support Children and Young People in Relation to Childhood Trauma

Level:

2

Credit:

3

If an age restriction is required, please specify age and rationale: The learner must be 16 years old to undertake this unit as the unit will be presented for inclusion with the level 2 Certificate in Youth Work Practice (Wales) qualification which has a minimum entry requirement of 16 years of age.

Does the unit require pre-requisite learning? If yes, please provide a rationale: None.

Does the unit need to be translated (Welsh/English)? (if yes, please give a justification including the approximate number of learners that will benefit from the translation) Yes. The unit will be used across a number of sectors in Wales to increase sector knowledge and understanding of trauma-informed models. The unit will be used to underpin public sector organisations such as youth services and the youth justice sector and beyond.

This falls in line with the expectations of the Welsh Language Standards.

Welsh/English translation

Yes

Unit Prefix Code: (Agored Cymru use only)

PR5 (Sector 1/Subsector 1.3 – does not come under Social Care Wales footprint)

Purpose and Aim of the Unit:

The learner will understand the impact of childhood trauma and the methods and techniques to support children and young people who have experienced trauma in their lives

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand theories of attachment.

1.1. Describe types of attachment.

1.2. Describe the effects of insecure attachment.

1.3. Describe theories of attachment.

2. Understand the term ‘adverse childhood experiences’.

2.1. Define the term ‘adverse childhood experiences’ (ACEs).

2.2. State a range of ACEs.

3. Understand the effects of childhood trauma.

3.1. Describe the effects of trauma on neurological development.

3.2. Describe the effects of trauma on children and young people’s: - a. physical development - b. emotional development - c. social development - d. cognitive development

19 | ACE Support Hub Wales Evaluation Report: March 2019

6.3 APPENDIX 3: INTERVIEWS The following individuals and organisations were interviewed: • Mandy Wilmot, Volunteering Matters • Andrew Smalley, Supporting People Manager • Nicci Speed, Action for Children • Kirsty Pringle, Powys County Council • Paul O’Neill, Caerphilly Youth Service • Tim Opie, Lifelong Learning Policy Officer (Youth), Welsh Local Government Association • Annette Irving • Donna Lemin • Christa Matthews • Jain Boon

20 | ACE Support Hub Wales Evaluation Report: March 2019