The Young Foundation 2012
Distinguishing between different types of outcomes The capabilities developed through the process of personal and social development are often referred to by different terms, including non-cognitive abilities or skills; social and emotional capabilities or skills; soft skills; soft outcomes; and competencies. Some also refer to ‘character’ when thinking about the capabilities associated with positive life outcomes6 – the importance of ‘building character’ has been highlighted through debates around early intervention and in the recent report from the Riots, Communities and Victims Panel.7 Similar capabilities also feature regularly in definitions of ‘employability’. Capabilities are different to qualities, which encompass values, beliefs and personality. This Framework is focused on social and emotional capabilities – the ability to function in important ways, to create valuable outcomes, and to navigate choices and challenges. These are not static traits; they can be learned and developed. There is strong evidence about the connection between social and emotional capabilities and positive life outcomes, including educational attainment, health, employment status, and behaviour. There are different types of outcomes that are all key to understanding the impact of services for young people. Two important distinctions – between extrinsic and intrinsic outcomes, and between individual and social outcomes – are set out below.
Extrinsic and intrinsic outcomes There is a difference between outcomes that are valued by and are primarily experienced by individuals, and those that are valued and recognised by others:
outcomes which are valued by and relate primarily to individuals, such as happiness, self-esteem and confidence, are referred to as intrinsic outcomes
those which can also be measured and valued by other people, including educational achievement, literacy and numeracy or good health, are referred to as extrinsic outcomes.
It is often easier to measure extrinsic than intrinsic factors: a programme to improve school achievement will find it easier to capture data on academic tests (an extrinsic factor) than on confidence or motivation (an intrinsic factor), for example. A complication is that intrinsic and extrinsic outcomes are often connected. More motivated children and young people are more likely to stay in school and have higher achievement in test results.8 As Figure 1 below shows, high levels of wellbeing and confidence correlate with participation in education and employment (although cause and effect is not clear from this graph: whether low wellbeing leads to exclusion from education or work, or whether not being in work or education leads to low wellbeing).
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Lexmond, J and Reeves, R (2009) Building Character London: Demos Riots, Communities and Victims Panel (2012) After the Riots 8 Cunha, F, Heckman, JJ, Lochner, LJ, Masterov, DV Interpreting the evidence on life cycle skill formation (first draft 2003, revised 2005), prepared for the Handbook of the Economics of Education, E. Hanushek and F.Welch, editors, North Holland 7
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