“I’m Really Glad I Spoke To You.” 4 Main Themes From Our Young Person’s Project.
A Thematic Analysis of Field Notes from April- June 2024 from the Mental Health Manifesto- Action for Our Future Project
Prepared by: Dr Michaela James Swansea University and Anna Boggiani-Lloyd Single Parents Wellbeing
Funded by The National Lottery Community Fund and in Partnership with Mental Health Foundation, Swansea University and Public Health Wales, the Mental Health Manifesto is led by Single ParentsWellbeing (SPW) CIC, based in Cardiff.
The project aims to engage with children and young people (10-24 years) from single parent households to co-design and deliver what they need to create positive pathways to a mentally healthy future. During the project, beneficiaries are given the opportunity to make new connections, have their voices heard and build positive foundations for their future.
The main 4 themes that have emerged are:
1. Confidence Building
(Subthemes: Neurodivergence, leadership, supporting needs)
One of the project’s goals is to build leadership and ownership and it is evident that this is beginning to build momentum. This has been a consistent theme from the field notes which shows the team’s dedication and generation of opportunities for young people to be able to feel like their confidence can be improved.
“Seeing our YAA member who struggles with social anxiety put themselves forward to support the yp who was attending C4C event for the first time (who we know also has social anxiety). They sat next to each other and after the session finished - the YAA member initiated a game/ conversation with the new attendee and they had a positive interaction (this was a big step for both the YAA member and the new C4C attendee).” (Staff)
Peer mentorship and supportive roles played by YAA members have proved invaluable. This involvement of peer mentors helps create a supportive community, empowering young people through positive role models and peer support. It is a clear pathway of leadership and the development of individuals who can inspire other people from their background.
Overcoming social anxiety has been a recurring theme. These examples underscore the project's success in creating an environment where young people feel safe to challenge and overcome their anxieties and develop new/improved social skills.
“There is still a lot of progress to improving confidence to be done but this YP has taken some brave steps in the right direction and is showing an eagerness to be involved.” (Staff)
There has been growth in confidence among neurodivergent young people. One young person with anxiety and other complexities, who previously disengaged, was observed participating in various activities. Such involvement indicates the project's success in creating a supportive environment that encourages young people to step out of their comfort zones.
However, there have been some considerations highlighted. The use of the sensory areas has shown there’s a need for more structured sensory-friendly spaces. By providing things like mindfulness area and a sensory area, the project can better accommodate demand and avoid sensory overload. Some young people have felt they have the confidence to advocate for themselves. For example, one young person removed themselves when they felt overwhelmed.
“The opportunity for one of the young people to remove herself slightly from the group when they wanted so space and quiet from the birthday celebrations.” (Staff)
Providing options for personal space is an approach which respects individual needs and supports a supportive environment. Considering the activity choice is crucial. For example, the loud environment of the bowling alley might be too much for some. Ensuring that events are accessible and comfortable for all participants, including those with sensory sensitivities, is essential for the project's success.
Overall, there has been significant progress made in building the confidence of young people. Through supportive environments, adjustments and peer mentorship, the project has been able to empower young people to develop skills and voice their needs.
2. Connections and Relationships
(Subthemes: Diversity and inclusion, feedback from parents, support, mental health)
The way in which connections and relationships are fostered in the project are broad and wide ranging and it is evident that the team have to work hard to ensure the correct support is being given during session delivery.
The project has effectively facilitated lots of opportunities for peer support as well as put themselves in positions of being support-givers too. This has fostered a community of trust where YP feel that can speak.
“Stand out moment was when a valuable conversation was able to take place through the safety of our group/expertise of our staff.” (Staff)
“E and A seemed to get on well, chatting about friends in school and what they like to get up too.” (Staff)
It has been observed that the YP like to have a close friend with them and that age is not an issue when building relationships which provides lots of opportunities for support.
“Helping people younger than you is beneficial for own confidence” (Participant)
YP have supported and coached each other, formed new friendships, even among those initially anxious. Conversations about secondary school placements, birthday celebrations, and future mental health improvements illustrate the open and supportive atmosphere the project cultivates.
These conversations have also extended beyond the day-to-day but have also included learning opportunities. This is integral to the project’s support of young people, especially when discussions around women’s rights, equality, equity and the environment are taking place as this might provide opportunities to learn that schools and other setting may be missing.
Observations also highlight the project's impact on families. Parents often share their concerns about their children's behavior and their own health worries, finding support from staff and other parents. One mother said they were frustrated with their child's behaviour and her own health issues, but the child's positive behaviour during sessions demonstrated the project's supportive influence. This also extends to families, as seen when a younger sibling was allowed to join despite being outside the project's age range. Further to this, there have also been instances where connections have been forged between parents.
“Parents shared a lift home after one mum had had a problem getting to the event due to public transport, this was nice to see the parents connecting and helping each other out and sharing tips. “ (Staff)
Building connections has meant that YP are able to express what they want and need and these preferences should be respected and incorporated into sessions. This has even extended to YP feeling that they can express emotions in the safety of spaces that will be followed up by team members.
“Hearing the young people talk about what they wanted to see in the future to improve their mental health.” (Staff)
“At the start of the session one of the younger girls seemed quite low energy and downtrodden, sitting with her head on the table and refusing to participate in the check in questions at the start of the session. TS eventually took her outside for a chat and afterwards she seemed to perk up a bit, getting stuck in with the seed bombs and feeling proud that she was the only one of the girls willing to get a bit messy.” (Staff)
There has been further inclusion of neurodivergence and mental health needs which indicates an adaptation to observations. This is integral when building connections and relationships. There has been also been an increased mention of noticeable multicultural presence at the events, (noted by staff as due to Gass's outreach efforts) which indicates further community reach.
These observations demonstrate the project's ongoing commitment and development in fostering strong connections and relationships. There are many ways in which sessions are facilitating healthy opportunities to discuss, support and learn.
The development of relationships has been a key theme in the field notes but these sessions demonstrate some new areas of expansion namely that of wider community engagement.
With the aim of creating a supportive environment for young people to develop social skills, build friendships, and enhance their mental health, the project is going from strength to strength and displaying ways in which not only participants but also team members are developing.
3. Engagement in Activities (Subthemes: Incentives, attendance, recommendations)
Engagement in activities is the largest theme to emerge from this round of field notes. Participation has come in many forms (see field notes from previous months) and it is evident that the team are committed to acknowledging the recommendations that the YP give to them. In the
most recent events, sensory and messy play activities are particularly popular among the participants. Activities such as creating clay medals, seed bombs, and using natural dyes have offered a practical and engaging way to explore new skills and concepts. These activities also help in addressing issues like sustainability, making learning enjoyable and practical and give them a wider purpose.
The Connection Cafe sessions, despite recent attendance, are a particular favourite. YP enjoyed tasks like working in the kitchen, making signs, and playing games.
The impromptu outdoor games, like playing with bamboo sticks and seed bomb creation, show how flexibility and responsiveness of the project to the participants' interests and the weather, enhance engagement and enjoyment.
“The outdoor game was impromptu, but enjoyed by everybody. As the weather improves it would be good to incorporate more outdoor activities.” (Staff)
Further recommendations were made during the sessions with activities such as rugby, football, photography, colouring and, candle making were all mentioned. There is a balance to be struck in both physical and creative activities. Creative activities, such as clay modeling, banner making were valued by the participants. These activities provide a therapeutic and relaxing outlet for expression, allowing young people to engage with their thoughts and emotions in a constructive manner. The young participants enjoyed the quiet and focused nature of these tasks.
“...they enjoyed that it was a quiet task and found it really relaxing and were both eager to do more in future.” (Staff)
“It was relaxing.” (Participant)
“I’d love to do it again.” (Participant)
There are some challenges that have emerged with attendance at sessions. Some events have had low attendance due to factors like weather or timing. This is difficult to manage as they are often external and are outside of the team’s control but it is important to consider how these may impact how many YP engage.
However, the feedback indicates that YP value these sessions and express disappointment when unable to attend, emphasising that better promotion and scheduling could also maximize participation.
“We had 8 signed up but only 2 ended up showing up, due to various reasons including illness and the weather being so nice.” (Staff)
Food remains an important part of the events, sharing meals such as pizza and participating in food preparation activities like making guacamole or cutting vegetable sticks foster a sense of community and comfort among the young people.
“One YP called beforehand to double check there was pizza.” (Staff)
Other incentives for engagement have included the ‘passport’. Some YP are invested in this.
“Yaaay in two weeks time, I would have collected 10 stamps and will get a £10 gift card.” (Participant)
The field notes highlight the project's effectiveness in engaging young people through a variety of activities. These activities not only provide vital opportunities for enjoyment but also contribute to the development of new skills, connections, and wellbeing.
By catering to different interests and needs, the project successfully creates a supportive and inclusive environment for young people from single-parent households.
The ongoing feedback and suggestions from participants will continue to shape and enhance the project's offerings. However, attendance by promoting and scheduling activities could be improved.
4. Lessons Learned
Gathering feedback from the YP and staff is crucial for continuous improvement. This ensures the project remains responsive to their needs and preferences. Ultimately aligning with the project’s aims of providing young people with opportunities to develop new skills, make connections, and create positive pathways to a mentally healthy future.
There were a number of observations made by staff that could help improve delivery. Venue selection and setup have proven to be critical factors in the success of the events. Challenges such as difficulty in parking and confusion about the location emphasise the need for careful planning and clear communication with attendees. Ensuring venues are accessible and convenient supports better attendance and engagement.
“The room was lovely and bright, the tables being set up in advance saves a lot of time. The sink being in the room helps with the tea/coffee facilities.” (Staff)
Proper planning for food and refreshments is also crucial. Issues like overordering highlight the importance of organisation. Managing attendance more effectively is a key component in this.
For example, sending reminders and confirming attendance closer to the event date can help in better planning. Introducing a small fee might also increase commitment to attend, ensuring a more reliable turnout.
“Too much pizza was ordered. Was fine in the end as it meant that staff and parents could have some but in order to prevent waste/save money it would be helpful to be stricter about confirming attendance on the weeks of the social.” (Staff)
This may also be benefitted by consistency in event timing and structure. Informing them in advance about the plans for upcoming sessions reduces anxiety and enhances engagement. Additionally, staff observed shorter training sessions align with the attention span of the young participants, ensuring they remain focused and involved throughout the activities. Maintaining structure after group activities is crucial to prevent restlessness and boredom. Clear planning with defined stages for activities can keep participants engaged throughout the session.
“It worked well having a weekly structure because a few of the yp asked me what the plan was for next week, they benefit from knowing ahead of time what exactly we would be doing.” (Staff)
There has also been some positive lessons. The involvement of staff and YAA has been crucial. Having sufficient staff ensures that young people receive the necessary support.
Flexibility among staff members, such as stepping in when others are unavailable, helps maintain the quality and continuity of sessions. Positive feedback from student placements highlights the value of these roles in providing career insights and personal growth
opportunities for volunteers.
“It worked well having a YAA member present and having there help!” (Staff)
“To realise we can pull it out of the bag if a staff member is unable to attend at late notice due to sickness.” (Staff)
Documenting lessons learned from each event and addressing them in future planning helps in refining the project. Key issues around attendance, venue logistics and structure need to be considered by the project team.
There are also a number of key positives which should be highlighted as good practice such as the use of YAA and small group discussions.
Recommendations
These findings hold valuable implications for young people from single parent households and suggest potential strategies and points to consider for the future and for the development of a mental health manifesto.
The key recommendations from these field notes are:
1. Continue to foster safe spaces for YP to develop their confidence: There has been significant progress made in building the confidence of young people and the project should continue to empower YP as a key package of their work.
2. Encourage opportunities connections and relationships: Recognise the importance of time for having natural connections and friendships among participants. This includes during activities and pick-up/drop-off time for parents.
3. Dynamic delivery is important: Recognise the diverse wants, needs, likes, and dislikes of young people, and be proactive and reflexive in addressing them.
4. Continue to reflect, refine and repeat: Documenting lessons learned and areas for improvement is key for a dynamic and evolving project.
Find out more about our young person’s project and how to get involved here.