Learning through 'self-building' in a new social care landscape

2. A new social care landscape • Personalisation agenda - direct payments and personal budgets • Reforms in commissioning of services • Austerity - local authority cuts and declining day services

3. Learning Contexts Lifelong Informal Community Based Biesta (2006) Multi- dimensional Model of Lifelong Learning Dee et al (2006) Learning & Teaching for AWLD Bartlett & Rees (1999) Learning Society Programme Economic “Having” ‘Skill growth’ model Personal “Being” ‘Personal development’ model Democratic “Doing” ‘Social learning’ model

4. Lifelong Learning Contexts (Edwards & Usher, 2001) Critical Lifestyle Vocational Confessional Adaptation Autonomy Application Expression

5. Agency The ”capacity to envisage and realise an improved form of subjectivity” (Holland et al., 1998) Self-building individually and collectively… Relational Agency Distributed competence, ability, intelligence and capacity (Goodley, 2001) Peers Support Workers PAsFamily Peers Providers LAs “Relational agency involves a capacity to offer support and to ask for support from others.” (Edwards & Mackenzie, 2005) 3 Planes of Focus (Rogoff, 1995)

6. Data Collection & Analysis 4 case study areas: one urban and one rural in both England and Scotland Weekly Timetables Support Circles Photo Elicitation PWLD Focus Groups Follow-up Interviews Site visits Observations Practitioner Interviews Stage One Stage Two Dataset: • Transcriptions • Field notes • Participant profiles Advisory Groups People with learning disabilities and practitioners from case study areas

7. The Realities of Self-building • Limited examples of ‘self-build’ practices and initiatives • Unevenly spread across and within case study areas • Not adequately replacing declining services • New initiatives subject to competitive short-term funding • Reliance on established but diminishing services

8. Learning through Self-building • Choice and decision making • Sourcing information (use of new technology) • Responding to shifts in activities, places and social groups • Managing life balance - work / volunteering, advocacy and recreational activities • Peer learning is often still reliant on staff support • Opportunities for informal and community learning are being missed

9. Risk as a Conceptual Tool Risk Taking Learning & training cultures that support and encourage risk taking Support for co-production / user-led activities Strong support structures and networks - family, support workers etc. New opportunities and skills in sourcing and networking Peer advocacy - sharing of information, advice and experience Access to new activities and new initiatives Risk Aversion Risk averse learning and training cultures Lack of initiative for co-production / user-led activities Limited support structures and networks Lack of networking skills and opportunities Isolation and marginalisation Reliance on existing services and slow transitioning of services

10. Self-building in Advocacy Groups • Mitigates risks in self-building • Provides structure for further lifelong learning • Skills development: problem-solving, team-working and communication etc. • Peer groups support sharing of information, knowledge and experiences • Formal and informal mentorship • Promotes self-awareness, self-motivation and self-confidence • Transference of knowledge, skills and capacities to external social and inclusive settings and activities

11. Yeah, because I recently noticed once you do something new, someone else will be watching you and they’ll be thinking, oh, I might like to do that. So, you’re influencing others as much as you’re building up on yourself. [Self-advocate, rural England] “ ”

12. Dimensions of Practice (Wenger, 2008) Common cause aligned with disability advocacy Sense of belonging and shared commitment Joint Enterprise Mutual Engagement Shared Repertoire Opportunities for co-production Roles and responsibilities: models of influence, motivation and competitiveness Co-creation and shaping of tools and methods (e.g. inclusive meeting procedures and ‘easy read’ documentation)

13. @SelfBuildCare a.coverdale@soton.ac.uk m.a.nind@soton.ac.uk

Learning through 'self-building' in a new social care landscape

Learning through 'self-building' in a new social care landscape

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