The project methodology has developed over the years through lessons learned in addressing gang culture. It began by adopting a highly interventionist approach to tackling conflicts directly but then evolved into focusing more on prevention and tackling the causes of conflicts themselves.
Phase 1 – Reach out
Once the team has identified all the main local youth groups, we shortlist key groups that were known to be causing trouble and issues for local residents. The team then appraiches the key individuals in the groups and make an offer of joining Aasha.
Phase 2 – Engage
Some of those who are made the offer usually decide to give it a try. This is when the recruitment phase begins by Aasha discussing with the young people how the project can support them, how they can benefit from engaging with the work and also how they can take responsibility for themselves and their local community. The young people are signed up to the project through a couple of open days. The signing up process includes
• Open days at the Osmani Centre to introduce the staff and the projects work
• Application forms that are completed by all interested young people that would help us assess suitability
• Interviews are conducted with the shortlisted candidates. Interviews are always attended by two Aasha staff each and are recorded and scored using the same template.
Each candidate who is recruited is given the title, Aasha Peer Worker, provided with a JD and Person Spec. This gives them a sense of responsibility and also sets some standards of work and behaviour. Once the final candidates had been selected, a programme of activities for the next 6 months is then developed in consultation with the young people.
The next stage is to implement this programme of activities with the young people. The programme is designed based on previous experience and includes the following elements:
• Outreach
• Workshops
• Events
• Training
• Sports
• Excursions
This varied menu of activities is an integral part of the methodology as it not only helps to maintain interest but also gives a variety of experiences that supports the learning and development of the young people.
Phase 3 – Develop
As the project progresses through its programme of activities, more emphasis is placed on training and workshops to draw out maximum learning potential. There is more reflective practice before, during and after activities. This is different to more basic forms of youth work that focus solely on diversion as a strategy to keep young people busy. Aasha recognises the importance of engaging young people to divert their energies into positive activities, but this is not enough to create change in behaviour. What the project aims to do is to develop young peoples’ aims, confidence, skills and abilities. Throughout this phase, the learning potential is extracted through each activity.
Phase 4 – Empower
The development process continues naturally to the empowerment process focussing on less hands on approach from the staff and more room for the peer workers to take lead and be more involved in the planning, design and organisation of the activities.
During this phase, the number of local projects that we deliver also increases. Here are some examples:
• Outdoor Boxing and BBQ Event
• Globe Town Summer Fun Event incorporating football tournament
• Graffiti Project
• Role Play Project
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Phase 5 – Leadership
This is the final outcome the project aims to achieve from the intervention. Taking an ‘inside out’ approach of leading yourself before leading others, the Project supports the peer workers in taking on more responsibilities and engaging in reflective practice to develop their independence as individuals and their interdependence as a group. The foundations for an independent steering group are laid down and a name is proposed. This is then agreed by all the peer workers, by the end of the year. They worked hard to realise this vision of setting up their own committee with a view to strengthening and growing that as a platform for change in their own local community.
