“Look What I Created.” 5 Main Themes From Our Young Person’s Project.
A Thematic Analysis of Field Notes from January - March 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 5 themes that have emerged are:
1. Confidence Building & Showing Leadership
Over the last three months, the field notes reveal significant progress in confidence building and leadership among the young people in the project. One of the project’s goals is to build leadership and ownership and it is evident that this is beginning to build momentum.
“The older YPs also took on a leadership role in the running of the cafe and took initiative in cleaning up as they went along. They also ensured that the younger YPs didn’t have to use knives/hot water.”
“The young people were keen to engage with the planning of the big meet-up, suggesting elements that suited their interests.”
One of the key aspects emerging from this theme is active participation. One young person made the decision to create a zine on mental health tools which shows how the project can foster the opportunities for individuals to take ownership and have their individual interests and skills. These opportunities cannot be downplayed for how crucial they are for building self-confidence.
“I enjoyed teaching people how to make loom bands.”
The field notes highlight a lot of instances where YPs exhibited leadership and teamwork. Activities such as beach clean-ups, planning meet-ups, and leading warm-up sessions for games provided practical experiences of how the YPs to step into leadership roles.
In particular, the beach event where two YPs led a group to collect seaglass and the involvement of older YPs in managing and running the cafe demonstrate how responsibility roles are encouraged and sought after.
“They helped me find somewhere to eat, as the place we were going to was closed. We decided on Subway.”
Older YPs have been assisting younger ones and these informal interactions show problem-solving and shows how the project integrates confidence-building into all aspects. These moments of everyday leadership are vital and are being supported through training.
“The mentoring training equipped them with the skills to challenge/offer new/different perspectives to staff members, through the duration of these YAA meetings, they can develop these skills by practicing the notion of sharing their thoughts. Both seemed very engaged and interested by this training.”
Overall, the progress in this area that has been observed by the field notes aligns well with the project’s goals.
By providing meaningful opportunities for engagement, encouraging leadership roles, and fostering a supportive community, the project has shown it is providing effective and organic opportunities to build confidence and leadership among the young people.
The positive feedback and active involvement from the YPs are testaments to the project’s approach to its activities and opportunities.
2. Emotional Support
The theme of emotional support for participants has remained constant throughout the project. The field notes provide evidence of how both young people and their parents have received and benefited from this support, whether it has been a result of direct action or an indirect, secondary outcome of the existing work being done.
“Witnessing them be vulnerable in sharing their own experiences and try and help others find more support was powerful.”
“In an effort to ease some of her anxiety, we sent a video to her mum showcasing the venue and introducing, Kellie (staff).”
There is two ways that emotional support is seen throughout the project, that is via the young people and via their parents or caregivers.
The young people have a diverse range of needs, which the project has addressed through various activities and in cases where they haven’t, they have chosen to do training to address. YP have discussed their struggles with mental health, ADHD, OCD, and the rehoming of pets, highlighting the safe space the staff provide for them to share their feelings. The staff are able to respond and address well, for example, redirecting activities when a neurodivergent YP was triggered by a film crew.
Activities like emotional weather check-ins have become a tool in gauging YPs wellbeing at the start of sessions. Despite initial hesitation, many YP have begun to engage with these check-ins, using them as a way to share their daily experiences and emotions.
“My weather is grey it’s been raining all day, I am moving house soon and have to give away my cat and I’m sad about that.”
Building on the previous theme, the project has seen examples of peer support and mentoring, demonstrating leadership. For instance, YP who feel anxious or upset are often comforted by attendees or staff members.
The project also recognises and deals with the needs of parents/caregivers. The field notes highlight several instances where parents have found support through their involvement in the project.
“They explained that they find support in one another, often seeking advice from those with more parenting experience within their mother and baby unit and social group.”
There has been opportunities for discussions around sensitive topics, such as the stigma faced by young mothers. The sessions allow parents to discuss challenges and seek advice from others in similar situations.
By addressing the emotional needs of both young people and their parents/caregivers, the project fosters a holistic space where everyone who engages can feel understood, supported, and valued. Through both direct and indirect action, SPW is able to create a community whereby unique and common challenges can be discussed and shared in a safe space.
Parental engagement is not a sole focus on the Mind Our Futures project but the impact it is having on caregivers cannot be understated as this will have a knock-on effect to the YP in these households.
The project’s efforts over the last three months have not only met but exceeded expectations in providing emotional support. The field notes from this period reflect a compassionate and responsive approach which should be upheld going forward.
3. Engagement in Sessions Through...
For this theme, three subthemes were identified which results in engagement through; 1. Conversation, 2. Through Enjoyment, 3. Through Education and 4. Through Play.
Engagement Through Conversation
The field notes show various times where discussions about personal interests and
experiences have enabled YP to connect with each other and with project staff. For example, conversations about the relaxing benefits of art, sparked interest and engagement, demonstrating how tailored discussions can open new perspectives for YP.
“We also had a good discussion about how art can be relaxing and good for wellbeing, many were shocked at how much some art could cost!”
The Game Changer Football Course and weather-themed discussions have provided platforms for young people to express themselves and discuss personal challenges.
One young participant shared his experience of being insulted with homophobic language, leading to a meaningful conversation about the importance of understanding and respect. These conversations are vital in helping to educate YP and develop their skills in being able to challenge language and behaviour.
One young girl, who is observed to be usually shy, felt comfortable engaging with new families after preparing a menu in one of the activities. This shows how conversations, paired with creative tasks, can help overcome anxieties and build confidence.
The young people’s feedback through statements like “Look what I created” and “Do you like my design” highlights their sense of accomplishment and the positive impact of being heard and appreciated.
Engagement Through Enjoyment
The YP have shown a high level of engagement and enjoyment in the activities organised by the project over the last three months. Field notes highlight many times where the YP dived into challenges and activities with enthusiasm, (regardless of the weather conditions too!).
For example, they participated in the Game Changer activities on wet and muddy grass, were able to laugh and have fun despite the rain.
“The yp threw themselves into the team challenges in the morning (in the rain/wet muddy grass) and were good sport about completing each challenge despite the miserable weather.”
Creative activities have also played a significant role in the project. Sessions that involve drawing, crafting, and painting allow YP to express themselves and learn new skills. The positive feedback from participants, such as "I'd definitely come again" and "I had a great time," show the success of these sessions in making the young people feel happy and involved.
Engagement Through Education
SPW has carried out educational workshops that align with the project’s aims. For example, the Roman Doctor workshop was particularly well-received, with YP eager to get involved and ask questions from the field note observations. The history-themed events suggests a potential area for further development, as some YP expressed a keen interest in more history-based activities.
Alongside this, the project has placed emphasis on physical health and wellbeing. Sessions on warming up, cooling down, and stretching have been incorporated into the activities. The young people engaged well in these exercises, asking questions and seeking advice:
“B asked for advice on how to be able to do the splits, so we talked about stretches she could do to practise and the importance of stretching and how it helps your muscles.”
Breathing exercises and discussions on mindfulness have also been an integral part the project.
Engagement Through Play
The final subtheme from engagement was around play. The events have consistently demonstrated the power of play in reducing barriers. One great example is at an event where a YP arrived on time and seamlessly joined a game of Uno with other participants and their
families. As more young people arrived, they readily engaged in games and conversations, showing the inclusive nature of these activities.
This theme (and subthemes) demonstrates the various ways in which YP can engage in the project and success of using a combined approach in engaging with a diverse group.
YP have different wants, needs, likes and dislikes and findings ways in which to address these is challenging but can be done so by adopting a proactive and reflexive approach to working which will allow a dynamic delivery style. This style is further demonstrated in the following theme of Co-Production Considerations.
4. Co-Production Considerations
This theme highlights the collaborative efforts between participants and staff, ensuring that the voices and preferences of the YP are heard and are a central aspect in meeting the project’s aims and outcomes. Through co-producing activities, YP can develop a sense of ownership and leadership. It helps build confidence. The YP have actively contributed ideas and have been encouraged to do so, providing feedback, and engaging in decision-making processes.
“I want the next big meet up to be about love for valentines day, Disney would be cool for another one!”
“At the big meet up - we could make heart paper chains and make loom bands as friendship bracelets for our friends.”
Personal interests and preferences have been encouraged. The YP expressed varied interests, including history, creative activities, and sports. They articulated specific themes they would like to see in future events, such as Victorian history and science activities.
“I’m really interested in history but I don’t like it as a subject in school...”
During the first official Youth Action Academy (YAA) meeting, YP discussed challenges and brainstormed new ideas. One participant reflected:
“Saturday was good. Everyone was lovely. Thought the team building exercises were fun - it was a good way to mix together, shame about the weather though haha. Really enjoyed the meeting in Starbucks - I liked sharing our ideas and working on the zine.”
This feedback underscores their desire to engage in meaningful discussions about the project and provide feedback. Another participant shared their enthusiasm for a creative opportunity to create an SPW comic to help contribute to training and skill sharing. A co-produced resource would help reflect wants and needs of YP.
By actively involving young people in the planning of activities, SPW empowers YP to take a leadership role and additionally, addresses diverse needs and preferences. Taking further considerations of aspects that can be co produced can help the project create a supportive and inclusive environment that benefits all.
5. Relationships and Dynamics
This theme captures how relationships and group dynamics have evolved throughout the project so far, impacting the young participants' experiences and aligning with the project's goals of fostering confidence, leadership and mental health and wellbeing.
One of the key observations has been the formation and strengthening of friendships among the YP. For example, during a beach activity, two YP joined together and engaged in conversation while searching for sea glass. This simple interaction laid the foundation for a friendship as observed in the field notes.
Similarly, another group of young people teamed up to dig a large tunnel and search for treasure, which not only showed teamwork but also helped them work towards a shared goal.
These experiences underscore the importance of providing opportunities for YP to interact with each other in informal, enjoyable settings, which naturally facilitate relationship building without the pressure of needing to form them. One parent, noting that her daughter, diagnosed with autism and homeschooled, made friends through these activities.
The field notes also highlighted the critical role of staff in nurturing these relationships. With smaller group sizes, staff members were able to engage fully with YP. For instance, one young person, initially hesitant to participate, was gently encouraged by staff during an art session. Another young person, initially hesitant to play a match alone, was encouraged by her peers and staff, eventually resulting in them taking part.
Moreover, the project has been sensitive to the individual needs and preferences of the participants, ensuring that each young person feels seen and supported. For instance, one YP, who is gender-neutral, felt comfortable correcting and educating people on their pronouns. This respectful approach creates an inclusive environment where all participants feel safe to express their identities.
Within this theme, the subtheme of building relationships was identified which highlights how different methods were used to create pathways to build or start new relationships. This included playing ball games, doing crafts, or simply chatting over lunch but were commonly organic and unstructured ways in which conversations and connections happened without pressure to do so. Even quieter individuals found
connections, like the YP who built a friendship based on shared interests during board games. It's important to recognise these moments where relationships blossom in unexpected ways.
By fostering supportive environments where YP feel comfortable to express themselves, build friendships, and engage in activities, the project addresses the unique challenges faced by young people from single-parent households. It is most notable to highlight how these connections cannot be forced through structured time but happen as a result of play, or unstructured time during larger activities.
These interactions and experiences not only enhance their social skills but provide a solid foundation for friendship and connection and ways of sharing experiences of their unique circumstances.
This is integral to health and wellbeing.
6. Lessons Learned
This final theme discusses specific references in the field notes to improvements, strengths and weaknesses of activities which have been noted by staff. The importance of individualised support and relationship-building has emerged:
"Having a 1:1 ratio of staff to young person enabled us to offer individualised support and build relationships easier."
This more personalised approach not only fosters engagement but also creates a nurturing environment where YP feel valued with better engagement from staff. This allows
conversations and connection to happen and further deepens opportunities for co-production.
Clear communication is another recurring theme:
"Making it clearer to parents/carers about the drop-off and collection points, as well as the event times, could help prevent confusion."
Effective communication ensures smooth logistics for the sessions and would also help improve accessibility and inclusivity. There are lots of strengths in this area as locations are often praised but considerations around public transport access, parking spaces, timings and flexibility need to be fully considered when planning sessions.
This adaptability is highlighted by observations from staff like:
"The venue had a change in ownership after our booking... Instead, they provided hot dogs, crisps, and cakes."
While much of the above themes highlight the fantastic strengths and positive positioning SPW have taken throughout the project, there are one or two areas for consideration when planning activities. This could be strengthened through co-producing activities.
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 confidence and leadership: SPW should maintain its focus on providing meaningful opportunities for engagement and encouraging leadership roles among young people.
2. Prioritise emotional support: Staff should continue addressing the emotional needs of both young people and their parents/caregivers.
3. Dynamic delivery style is important: Recognise the diverse wants, needs, likes, and dislikes of young people, and be proactive and reflexive in addressing them.
4. Empower young people in planning activities: Actively involve young people in the planning of activities.
5. Encourage natural opportunities connections and friendships: Recognise the importance of unstructured time during larger activities for having natural connections and friendships among participants.
6. Strengthen activity planning through co-production: This can help ensure that activities are tailored to the interests and preferences of YP.
Find out more about our young person’s project and how to get involved here.