The document provides an overview of the Enhanced Skills (ES) Programme, which aims to address gaps identified in young people's and professionals' skills. The program includes training for professionals, interventions for young people, and signposting/referring young people to additional resources. It is based on social capital theory and focuses on building bonding and bridging social capital. The training covers topics like substance misuse, emotional health, and more. Professionals are taught how to deliver brief interventions to young people and refer them to outside services as needed. Effective communication skills for working with young people, like showing empathy and handling resistance, are also discussed.

1. The Enhanced Skills
(ES) Programme
Induction Training

2. The aim of this training…
• To teach you about the ES
Programme
• To provider a refresher in the
basic skills needed for working
with young people

3. Where we started…
The ES Programme is designed to address the following gaps
which were identified by:
Young people:
•Making informed decisions
•Talking to a ‘trusted’ adult
•Resisting pressure from others
Professionals:
•Appropriately and confidently intervening with a young person
•Finding and using ‘quality’ resources
•Knowing why, when and where to refer/signpost

4. ES Programme is
based on…
Social Capital – Sociological Concept
‘ Social Capital is a resource that stems from the bulk of social
interactions, networks and network opportunities that either people or
communities have within a specific environment. This environment is
characterised by a commonality of mutual trust and reciprocity…’
There are different types of social capital which are important in different
situations, they are shaped through:
• The types of network (similar or diverse, outward or inward looking)
• Specific and shared norms and values
• The type of community (location, interest , identity, faith, etc)
• Power and economic resources
Social Capital and the Navigation of Life Transitions – Thilo Boeck 2007

5. Two types of Social Capital
• ‘Bonding’ Social Capital which reflects the ‘here and now’ helps
individuals ‘get by’
• ‘Bridging’ Social Capital which links individuals with people outside
their immediate circle helps individuals ‘get on’
- ‘Growing up in up in Poor Neighbourhoods’ (McDonald et al,
University of Teeside, 2005)
• It works between worker and young person and between workers as
all are part of a ‘community’

6. What is the ES Programme?
It’s a 3 part programme:
1.Training for professionals
2. Interventions for young people
3.Signposting and referring

7. Training

8. Training areas
•Induction
•Anti Social Behaviour (ASB) and The Law
•Emotional Health and Well Being
•Sexual Health
•Substance Misuse – Alcohol and drugs
•Community and Culture – multiple subjects

9. Security
•By registering and completing the induction your
email address will be saved
•When you then want to book on to any of the
subject specific training you will be asked for basic
details including you email address
•If you haven’t done the induction we won’t have
your email address so you won’t be able to book on
any of the other training
•Effectively your email address becomes your
password

10. Training outcomes
•Build your knowledge and confidence in a subject
area
•How to assess the needs of a young person
•Practical advice for working with young people on
specific issues
•Teach you how to deliver pre prepared
interventions, provided by specialists as part of the
ES Programme, to young people
•Know how, when and where to refer

11. Interventions

12. Working principles
• Whoever we are and whatever we do, we can ensure
that we make every contact count. Its not a surprise to
know that the better we engage the more effective an
intervention can be
• This means making the best of every opportunity to raise
the issue on the impact of behaviours, give facts and
dispel myths
• And pass on information as to where to go for further
information or support

13. The Behaviour Change
Triangle
• A Brief Intervention is the second
tier of behaviour change
interventions
Cognitive Behavioural Therapy/Counselling
• Brief Opportunistic Advice (BOA)
and Intervention and Brief Advice
(IBA) is TOO brief for young Motivational Interviewing/Solution
people Focused Therapy
• BI relies on frontline workers
having knowledge, seeing the
Brief Intervention
importance of raising the issue,
(BI) – ES Programme
and confidence to advise, via
interventions
interventions, and signpost if
needed – basically ES Programme BOA and IBA
goals

14. Interventions are there to help
us in certain ways…
• Normal.....let’s make it an everyday thing
to talk about the impact of behaviours
• Beneficial...talk about the benefits of
change and knowing the facts
• Believable...There is lots of evidence to
prove behaviour change can work
• Achievable....change is achieved in small
steps. We all can make that first small step
and have a part to play
• Practical...we can give tools and
information for further support

15. And if we don’t raise the issue
of behaviour change?.....
• It may look like we are giving permission
to continue with the unhealthy
behaviour.
• It can look like we don’t think it’s an
important enough issue to raise.
• We miss out on a great opportunity to
give young people choice to think about
what they are doing and whether they
want to consider change.

16. It’s all part of my job…
• It only takes a few
moments to ask about
lifestyles....
• Young People are used to
being asked about relevant
issues
• The advice we can give
can make a big difference

17. Intervention structure
•Brief intervention (BI) – 20 to 30 minutes
•In most cases the first intervention will be an
assessment of their needs
•Build knowledge and confidence in a young person
•They are written by specialists
•There is a session plan to follow when delivering
•All materials are provided
•Available online

18. Signposting/referring

19. Signposting/referring
•Give young people knowledge of services
they can access
•Make workers aware of agencies to refer
young people on to, if needed
•Ensure young people have the support they
need
•Make links with organisations

20. Referring/signposting
• Alcohol and Drugs: DECCA
• Anti Social Behaviour (ASB): SMBC ASB Team
• Community and Culture: various including Targeted Youth Support (TYS)
• Education, Employment and Training: Connexions
• Emotional Health and Well Being: Sandwell Wellbeing
• Sexual Health: Sandwell and Dudley Brook
• The Law: The Police

21. ES Programme –
overview recap
It’s 1 programme with 3 elements:
1.Training – Build knowledge and confidence and enable professionals to
work on specific subjects with young people
2.Interventions – training on how to use quality resources (provided) for
delivery by professionals to young people with a behavioural change focus
3.Referring/Signposting – knowing why, when and where to get help for a
young person

22. We know you know this but
here’s a refresher in some of
the skills needed for working
with young people…

23. ..its all about building rapport
Dos Don’ts
• Greet with a smile • Have your arms folded
• Open gestures • Talk about yourself, or not
• Use person’s name too much
• Maintain good eye contact • Look at the floor or stare
• Have knowledge and • Point your fingers
confidence • Fidget
• Be honest • Be clueless, or worse,
judgemental

24. ‘oldies but goodies’
a few tips for talking to young
people

25. Talking to young people
• Open Question • “How do you feel about
your smoking....?”
• Reflective listening - • “So, what you are saying
Repeating back what the is you like to smoke
person has said to you because you think it de-
shows you have listened stresses you, but you
and understood recognise that it’s not
good for your health...”

26. Being positive
“You sound like someone who “It sounds like when you’ve
is really determined, tell me made up you mind you can
about that..” get on and do things”
“You said you quit before, how
did you do that?”
• Eliciting Positive talk helps the person to see themselves
as someone who can succeed
• It can stop them focusing on when things have gone
wrong in the past, and help them to realise they have the
skills and strength to change

27. Affirmations
“You deserve to feel as good as
you can....”
“You have the power to change
yourself..”
• Affirmations help the person to have high self esteem
and confidence to change

28. Summarising
“So, you told me you are
worried about your smoking
and you have decided to
quit...”
• Summarising takes the person through the big steps in
the conversation and reflects back their decision at the
end

29. Empathy
Its all about being a
relationship with the young
person

30. Red light signals
• Sometimes the person you
are talking to will give you
Red Light signals...
• They will tell you to mind
your own business, or say
“I’m quite happy as I am
thank you!”
• The Red Light means
Resistance, but it can be
worked with

31. Working with
resistance/ambivalence
• the person is not ready to hear • “OK, I can see you don’t feel
what you have to say or not like talking right now, another
ready to change right now, time maybe..”
say…
• Roll with resistance...don’t get • “Here’s …, I will leave it for you
confrontational or to ...”
argumentative, say…
• Even by asking, you may have • “Maybe now isn’t the right time
planted a seed in their minds, to think about change... But
say... the door is always open”

32. You will get the Red light if
you.......
• Fire questions • “Have you stopped
smoking before? When
was that? Why are you
smoking again?”
• Confront denial - non
• “Look, it’s obvious
empathetic
you’ve got a big
problem. It’s no good
not telling me the truth!”

33. You will get the Red light if
you.......
• Be the expert • “It’s obvious to me that
you are depressed. I can
tell you exactly what to
do.... “
• Labelling • “Clearly you are obese...”.
• “It’s your own fault if you
• Blaming
cant get your breath
because you are so
overweight”

34. What if…
• • Roll with resistance, but say the door
The person doesn’t want to talk?
is always open if they change their
mind and raise it again at a later stage
• Is not fluent in English? • Ask if you can help with leaflets in
their language/organise an
interpreter
• They say they have a problem • Ask if there is anywhere they
with…? would like to go for further support
• Is in a hurry? • Say you can talk another time
• Is not telling you the truth? • Accept what you are being told
unless you already have a rapport
with the young person

35. Simple answer…
Don’t forget you know your young people,
decide what works best with them

36. 1 + 1 = 2: real examples of
conversations that have
worked
• “When you get drunk you get in
trouble with Mom don’t you? Not
drinking is better for you and stops
you getting grounded as well. How
about we look at this together?”
• “People have a bad impression of
you because you shout and swear
when you are in public. If you acted
the way you do with me people would
think differently of you. I’ve got a few
simple ideas that might help”

37. 1 + 1 = 2: real examples of
conversations that have
worked
• “ I spoke to her about ensuring she
made him use a condom. I pointed
out that it saves the stress of
worrying if she was pregnant and
also protects her from picking up
anything nasty. I can help you sort
that out if you’d like me to”
• “ you’ve told me before how low
you’ve been feeling. I really think
talking to someone would help. Shall
we look at this together”

38. Sample scripts for referring and
signposting
• “Have you ever tried smoking
cessation? I can make a referral for you”
• “Not in education training or
employment, go to your Connexions
advisor, shall I get the details for you”
• “if you are having sex, or are even
thinking about it, then Brook would be
the people to speak to. I can give you
their details or make a call for you”

39. Mixing it up – Building
Resilience in
• People don’t have unhealthy behaviours in isolation
• They may want to change a behaviour...just not the one we think
they ought to
• They may not realise how one health behaviour affects their
chances of achieving change in another
• Getting people to think is the first step to any type of change

40. And finally, Elephants!!!
Nobodies perfect…

41. OK, here are some tough questions....
• How do I advise about something
if I don’t practice what I preach?
• How can I tell someone not to
smoke if I smoke?
• I enjoy a good drink at weekends
too...won’t I be a hypocrite if I tell
them to drink less than me?

42. Credibility
• If our own lifestyles get in the way,
at least we can acknowledge that.
We are all human after all – self
disclosure
• The clients you work with will
benefit from a behaviour change
intervention but you may well
benefit as well
• The truth is....maybe learning about
Behaviour Change gets us to think
about our own lifestyles.

43. Now you ready…
http://www.ourguideto.co.uk
Click on ‘Professionals and Workers’
Click on ‘ES Programme’
Book yourselves on to the training you want