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SSCN / RESEARCH  / MANAGEMENT  / Asthbury, Knight and Nicols

Asthbury, Knight and Nicols

What is it about? (Aim/objectives)

Using a theory of change (from a stakeholders’ viewpoint) to assess the Fairbridge programme outcomes over time. The programme consisted of a six day orientation (develop a person action plan, building selfesteem, offer counselling and participate in outdoor adventures) and tested in a “who are you” quiz. This initial orientation was followed by a year programme of life skill education, mentoring and outdoor adventure to bring about behaviour change that were assessed after the initial orientation and one-year later (followup).

Where is it from? (Context/location)

Fairbridge programme implemented in 12 centres across the UK.

Who are involve? (Research participants)
What is it about? (Aim/objectives)
Where is it from? (Context/location)
Who are involve? (Research participants)

More than 3,000 inner-city, 13-17 years ‘at-risk’ youth participated in the programme – 75% were male and most having a background in poor personal relations, drug abuse, drinking and youth offending.

What are the readings and main concepts?
What are the readings and main concepts?
  • Protective and risk factors presenting a mechanical approach and cannot explain all changes.
  • Causality – what are those influences or mechanisms of the programme that would lead to programme effects – in this case, to behaviour change in terms of positive social behaviours, improved family relations, good employability skills (including entrepreneurship) and personal development.
  • Theory of change – Connell (personal communication, p. 85) said that ‘if they [stakeholders] agree at the start that activities abc, properly done, should lead to outcomes xyz all occur as expected, they will have confidence that the outcomes are due to the interventions’ (there is a causal relationship between the input and output (individual and group, short term), outcomes (group and social institution/club, medium term) and impact (community and sometimes society, longer term outcomes).
  • Protective and risk factors presenting a mechanical approach and cannot explain all changes.
  • Causality – what are those influences or mechanisms of the programme that would lead to programme effects – in this case, to behaviour change in terms of positive social behaviours, improved family relations, good employability skills (including entrepreneurship) and personal development.
  • Theory of change – Connell (personal communication, p. 85) said that ‘if they [stakeholders] agree at the start that activities abc, properly done, should lead to outcomes xyz all occur as expected, they will have confidence that the outcomes are due to the interventions’ (there is a causal relationship between the input and output (individual and group, short term), outcomes (group and social institution/club, medium term) and impact (community and sometimes society, longer term outcomes).
  • What are the main findings? (Results)
    What are the main findings? (Results)
    • Immediate outcomes (self-reported and staff observations – after 6 day training/orientation – 13% improvement of personal & social skills.
      • 40% show a large, 30% medium and 30% show no or decreased values.
      • Females proportionally improved more than their male counterparts.
      • Tangible benefits include: improved communication, made friends, more motivation, drink and offending less, sense of future and taking up constructive leisure activities.
    • Medium outcomes after a year (self-report during interviews, staff and researcher observations):
      • The initial positive social skills did not last for a year.
      • Positive changes that remained, include: positive attitude about self, career orientation and personal (non-career) attitudes (three areas).
      • Positive changes were all interrelated – so an individual showed changed in all areas.
      • Positive change in personal skills (during first six days/orientation) were most significant and cause of other changes.
  • Immediate outcomes (self-reported and staff observations – after 6 day training/orientation – 13% improvement of personal & social skills.
    • 40% show a large, 30% medium and 30% show no or decreased values.
    • Females proportionally improved more than their male counterparts.
    • Tangible benefits include: improved communication, made friends, more motivation, drink and offending less, sense of future and taking up constructive leisure activities.
    • 40% show a large, 30% medium and 30% show no or decreased values.
    • Females proportionally improved more than their male counterparts.
    • Tangible benefits include: improved communication, made friends, more motivation, drink and offending less, sense of future and taking up constructive leisure activities.
  • 40% show a large, 30% medium and 30% show no or decreased values.
  • Females proportionally improved more than their male counterparts.
  • Tangible benefits include: improved communication, made friends, more motivation, drink and offending less, sense of future and taking up constructive leisure activities.
  • Medium outcomes after a year (self-report during interviews, staff and researcher observations):
    • The initial positive social skills did not last for a year.
    • Positive changes that remained, include: positive attitude about self, career orientation and personal (non-career) attitudes (three areas).
    • Positive changes were all interrelated – so an individual showed changed in all areas.
    • Positive change in personal skills (during first six days/orientation) were most significant and cause of other changes.
    • The initial positive social skills did not last for a year.
    • Positive changes that remained, include: positive attitude about self, career orientation and personal (non-career) attitudes (three areas).
    • Positive changes were all interrelated – so an individual showed changed in all areas.
    • Positive change in personal skills (during first six days/orientation) were most significant and cause of other changes.
  • The initial positive social skills did not last for a year.
  • Positive changes that remained, include: positive attitude about self, career orientation and personal (non-career) attitudes (three areas).
  • Positive changes were all interrelated – so an individual showed changed in all areas.
  • Positive change in personal skills (during first six days/orientation) were most significant and cause of other changes.
  • What are the main lessons? (Discussion/Reflections/Learnings)
    What are the main lessons? (Discussion/Reflections/Learnings)
    • An initial, intensive orientation programme is very effective for personal development.
    • Change in feelings about ‘self’ is key to behaviour change in the short and longer terms (increased competence to deal with external challenges – jobs, education, housing and social/family relationships.
    • Better results were obtained by those keen to join the programme and believed in change or were highly motivated (mostly females), as well as those who had relatively less risk factors.
    • Personal characteristics or predisposition played an important role – those who embraced the new opportunities and resources (initial receptiveness) had better longer-term results.
    • Strong mentor relationships and type of activities (e.g. outdoor) contributed to positive outcomes (as programme mechanisms).
    • A theory of change can come from the stakeholders and from academic work (‘scientific realism’).

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  • An initial, intensive orientation programme is very effective for personal development.
  • Change in feelings about ‘self’ is key to behaviour change in the short and longer terms (increased competence to deal with external challenges – jobs, education, housing and social/family relationships.
  • Better results were obtained by those keen to join the programme and believed in change or were highly motivated (mostly females), as well as those who had relatively less risk factors.
  • Personal characteristics or predisposition played an important role – those who embraced the new opportunities and resources (initial receptiveness) had better longer-term results.
  • Strong mentor relationships and type of activities (e.g. outdoor) contributed to positive outcomes (as programme mechanisms).
  • A theory of change can come from the stakeholders and from academic work (‘scientific realism’).
  • Is it useful? (Chat room, knowledge sharing)
    Is it useful? (Chat room, knowledge sharing)
    • Do you think an initial ‘strong’ orientation will work in your programme or intervention? Explain.
    • What is your ‘theory of change’, and what mechanisms will work well for longer-term outcomes?
    • Thinking about ‘causality’, what will you keep and reinforce or change in your programme?
  • Do you think an initial ‘strong’ orientation will work in your programme or intervention? Explain.
  • What is your ‘theory of change’, and what mechanisms will work well for longer-term outcomes?
  • Thinking about ‘causality’, what will you keep and reinforce or change in your programme?
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