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15/11/12
Social Enterprise and Child development
Jane Acton BSc MA
The whole child
Exploring child development
Role of the natural world
Social Enterprise
Topics
Health
Safe
Learning
Citizenship and contribution
Financial inclusion
The Whole Child
FAMILY
COMMUNITY
ENVIRONMENT
‘It takes a village to raise a child’
Love
Learning
External influences
Measuring impacts
Child development
Environmental sustainability
Transferable ecological models
Pedagogies in nature
Rural and urban
Resilient children in resilient communities
‘One touch of nature makes the whole world family’ Shakespeare
Natural World
Diverse, flexible, autonomous
Hybrid funding or income model
Suitable for mixed economies and localities
Ideal for early intervention and ‘fire fighting’
Hits varied outcomes
Well suited for partnership working
Social Enterprise
Possess strong community branding and support
Can offer society long term economic and social sustainable solutions to health inequalities and poverty
Help to recognize and measure their impact
Business development support
Co-ordinated responses from their local authorities
....and sometimes need
‘ the ability of a system, from individual people to whole economies, to hold together and maintain their ability to function in the face of change and shocks from outside’
Dictionary definition
Resilience
Future proofing and creating whole sustainable communities (ecologically, economically and socially)
Mixed communities and mixed reach
Exposure to green spaces
Resilient children in resilient communities
‘now I see the secret of making the best persons; it is to grow in the open air and to eat and sleep with the earth’
Walt Whitman
Established 2006 to be ‘part of the solution’ regarding social justice and climate change
Company limited by guarantee with objectives to reach vulnerable people
Use the natural world for fun, well being and learning
Use the Forest School model to teach all aspects of the national curriculum through child focused learning
Use the natural world to improve mental health and support healthy lifestyles
Offer management tools to other social enterprise (quality management, measuring quality, bid writing, planning)
Run accredited training and interest based learning
8 part time staff including ethnobotanist, session leaders and assistant session leaders and an administrator
• Learning Outside the Classroom Quality Standard
• Associates of Institute for Learning
• Cornwall Childrens University
• British Scuba Aqua Club Snorkelling Centre
• National Open College Network Centre
• Social Enterprise Mark holders
We use a peripatetic model travelling to where people need us, finding sites near to them, finding landowners
Forest School L3 session leaders with other areas of expertise
Research and Learning in practise-GfW, ELC coterminous with delivery of FSL3, bid writing, social media
CPD: internally- carpentry and bushcraft, herbal medicine and play :externally -music, whittling, BSAC SIs, NOCN IV/IQA Level 4, HE(MA, PhD)
Practise Information
Parties and one off events for children , young people and families
Parties and one off events for grown ups
Events for teams and corporate away days
Foraging trips
Business support
Independent income
‘Hold your head high and tall with the trees’ reach 36 young carers
‘Well being in nature’ reach 8 adults with mental health problems
Research partners with EU Centre for Environment and Human Health
Plant Craft project with vulnerable young women (CAN YOU TELL US OF ANY PLANT USE PROJECTS IN YOUR COMMUNITY PLEASE?)
‘Good from Wood’ with Plymouth University…..
Current funded projects
15/11/12
to assess and investigate the impact of nature workshops on self esteem, confidence and emotional literacy
to explore how best to evaluate this practice in future
to reflect on practice and determine how nature workshops can be developed further for health, well being and learning
Aims
Measure
Emotional Literacy Checklists (ELC)Measures resilienceGenerally aimed at children and young people aged 7-18
Informant
Parents, teachers and children
Description
Quantitative: 25 (child and parent) or 20 (teacher) item categorized into 5 subscales: empathy, motivation, self-awareness, self-regulation and social skills. Informants are asked to indicate how much they agree with a statement. Overall emotional literacy and sub scales are calculated.
Measures used to evaluate the impact on well being
Measure
Open ended interview questions (commences summer 2012)
Aimed at all ages
What do people think about being in the woods? How does being in the woods make people feel?
Informant
Varied stakeholders eg children, parents, teachers, other service users, staff and relevant members of the community
Description
Qualitative participatory and reflective:
- pre, during and post intervention interviews with all informants
- audio /video interviews with participants with and without interviewer
Measure
Mood rating scaleSuitable for all ages with appropriate paperwork
Informant
Participants and stakeholders (parents, teachers, service providers)
Description
Qualitative anonomized: For example before and /or after each session
Measure
Reflective review at the beginning and end of each session
Informant
Participants
Description
Qualitative often linked to learning styles eg drama, music, poetry, 2D or 3D images
Measure
Satisfaction ratingSuitable for all ages
Informant
Participants
Description
Qualitative largely anonymous: For example the participant is offered a scale from to on which to indicate their satisfaction with 4 parameters.
Measure
Review at end of each session
Informant
Session leaders and staff
Description
Qualitative:Paper based and collaborative (Name of participant DateWhat worked well for this individual?What didn’t work well?What were their strengths?What were their difficulties?What might I need to check up on/do more of in the next session?Other issues?)
Assessing the impact of nature workshops on self esteem, confidence and emotional
literacy
C1 C2 C3 C4 C5 C6
Were you listened to?
10 10 10 9 10 10
How important to you was what we did in this session?
10 9 10 10 10 10
How much did you like the session?
10 10 10 10 10 10
Overall how much would like to do more of the same?
9 9 10 10 10 10
Childs satisfaction with the sessions
Children’s Emotional Literacy Checklist Scores
Exploring how best to evaluate this practice in
future
We have received almost complete sets of data on each child from their parents, teachers and the children themselves.
We found compared with other similar method the ELC was easier to use. Also the ELC was the most relevant in helping us to measure how well the sessions built resilience in the children.
Over 2 years we reached over 700 people.
We have gained access to 8 new wild sites previously unused by the general public
Reflecting on practice & how nature workshops can be
developed further
Weekly reviews
Mixed groups
Collaborations
Feedback reports
Embed into mainstream (eg schools, ‘get active Cornwall’, Community Mental Health teams, Common Assessment Framework, CAMHS,)
We have successfully assessed and investigated the impact of nature workshops and have measured improvements in self esteem, confidence and emotional literacy according to participants and stakeholders. Without a control group we cannot conclude this is solely due to these sessions.
The sessions were well attended, participants enjoy what they do and would all like to do more.
Time spent in client focused sessions prepared specifically to suit their learning styles supports improved self esteem and emotional literacy. This supports other UK research findings.
Conclusions
Research on every cohort, ideally conducted by an independent body, will allow us to measure the impact of our work on more people
Research on the impacts of more than 24 hours for example a whole year on a regular weekly basis.
Research the long term impact of the work.
Recommendations for nature workshops
Potential for links between Peninsula Medical Trust and MSc student for Good from Wood work and other project ideas
Work on a national bid with Play England to allow children to identify and use outdoor play areas on currently disused or derelict land
Links to UK Community University Partnership Summit, National Co-ordinating Centre for Public Engagement, Forest School Association
Aspiration to make links and build relationships with European practitioners and researchers; Cornwall conference next year?
‘we do not inherit the earth from our ancestors, we borrow it from our children’ Native American proverb
natureworkshops.co.uk
Thank you
Any questions?
15/11/12