EUGANGS
Expert Training Handbook
University College Birmingham
Walsall College
Project No: 539766-LLP-1-2013-1-UK-LEONARDO-LMP
July 2014
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Contents
1. Introduction ............................................................................................................... 3
2. Train the Trainers programme design and schedule ................................................. 4
3. Social Psychological Models and Theories................................................................. 5
3.1 Emotional Intelligence (EI) ................................................................................... 5
3.2 Transactional Analysis (TA) .................................................................................. 7
3.3 Maslow’s ‘Hierarchy of Needs’ ............................................................................ 8
3.4 Process versus Product ........................................................................................ 9
3.5 Bronfenbrenner’s Ecological Systems Theory ..................................................... 9
4. Sociological Definitions, Concepts and Theories ................................................... 122
5. Safe Working .......................................................................................................... 144
6. Underlying principles of effective teaching and learning ...................................... 155
6.1 Effective approaches to teaching and learning ............................................... 155
6.2 Effective questioning, learning conversations ................................................. 155
6.3 Collaborative working and group work ........................................................... 155
6.4 Connecting teaching practice to underlying theory and evidence about what
works ...................................................................................................................... 166
6.5 Contextualising learning and making connections .......................................... 177
6.6 Reflective practice............................................................................................ 177
Appendices................................................................................................................. 199
Appendix 1 - Summary of findings from the research and training needs analysis
................................................................................................................................ 199
Appendix 2 – Glossary of terms ............................................................................. 222
Appendix 3 – Further reading ................................................................................ 233
Appendix 4 - Goleman’s Emotional Intelligence Competencies............................ 244
Appendix 5 – Gibbs’ Reflective Cycle ..................................................................... 255
Appendix 6 – Example risk assessment template .................................................... 26
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
2
1. Introduction
On behalf of the EU Gangs project partners, Titan Partnership is proud to present
this handbook to support the EU Gangs training programme.
EU Gangs is a collaborative project carried out by professionals from five European
countries who have 36 months to research, develop and accredit at national level a
new vocational/ professional qualification for those working in Gang and Youth
Crime environments across Europe. We aspire to support these community workers
to overcome the dangers that gang culture poses to the safety and wellbeing of
affected communities. We aim to ensure that this accredited training and guidance is
accessible throughout Europe. The EU Gangs project will develop an in-depth
training course informed by socio-psychological research to enhance understanding
and ability to implement meaningful prevention strategies.
This handbook describes the process and content of the Train the Trainers strand of
the project and will provide further guidance to trainers undertaking the initial
training programme in July 2014.
I would like to thank our partners at University College Birmingham and Walsall
College for their efforts taken to produce this handbook.
Titan Partnership Ltd
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
3
2. Train the Trainers programme design and schedule
The train the trainer programme has been developed on the basis of a needs analysis
exercise carried out in each of the partner countries (appendix 1), and the lessons
learned from a pilot programme run by University College Birmingham. The training
needs outcomes highlighted the need for the programme to include:
1. Support for framing content across relevant socio-psychological approaches
2. Prevention strategies that include effective approaches, tools and resources
3. Access to programmes of learning available to develop professional skills
relevant to this agenda
4. Working safely and safeguarding in gang / high risk contexts
5. Interpersonal – Communication skills
6. Reaching communities
The programme has been designed to cover these areas as follows:
Theme
To include
Teaching and learning focus
Day one
Monday
Policy
Consideration of implications
of policy for practice
Observation of training session
of the pilot programme
Day two
Interpersonal
communication
Emotional intelligence,
transactional analysis,
semiotics (5)
Effective questioning, learning
conversations
Safe working
Safe working techniques and
safeguarding (protection for
minors) (2), (4)
Collaborative working and
groupwork
Psychological
approaches
Social learning theory (1)
Connecting teaching practice
to underlying theory about
what works
Social structure
Socio-economic influences on
the local /national context
Contextualising learning (6)
Tuesday
Day three
Wednesday
Day four
Thursday
Day five
Friday
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
4
3. Social Psychological Models and Theories
There are numerous models and theories that a trainer can use to generate
understanding in those who are being trained, in relation to working with others (in
relation especially to gang-impacted contexts). Therefore the models and theories
featured in this section of the handbook is merely intended to include those that the
EUGangs Project Trainers find useful, and by no means represent the only ones that
can be used.
3.1 Emotional Intelligence (EI)
One of the fundamental requirements for working in any social contexts is the need
to understand one-self and others. Therefore Daniel Goleman’s theory of Emotional
Intelligence provides a good basis for this. As a relatively new area of psychological
research, the definition of Emotional Intelligence is constantly changing. Emotional
Intelligence (EI), is often measured as an Emotional Intelligence Quotient (EQ) (as
opposed to IQ).
In ‘Working with Emotional Intelligence’, Goleman (1998, p. 317) writes that …
“Emotional Intelligence refers to the capacity for recognizing our own feelings and
those of others, for motivating ourselves, and for managing emotions well in
ourselves, and in our relationships.”
Emotional intelligence has two dimensions, intrapersonal intelligence and
interpersonal intelligence.
Intrapersonal intelligence is defined as, “being intelligent in identifying our own
thoughts and feelings (self- awareness) and being effective at dealing with those
thoughts and feelings (self- management).” (Palethorpe, 2006, p13)
Interpersonal intelligence is about “being intelligent in identifying the thoughts and
feelings of others and between others (other awareness) and being effective in how
we tailor our actions to work with others most appropriately (relationship
management).” (ibid)
Goleman suggests the 5 main components of EI are:
•
Self-Awareness
•
Self-Management
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
5
•
Motivation
•
Empathy and
•
Social Skills
Goleman also outlines 15 competences of EI which help to develop understanding of
these 5 components.
Daniel Goleman’s Emotional Intelligence Competencies Model
Emotional Hijacking/Amygdala Attack
Another important aspect of Emotional Intelligence is the concept of Amygdala
Attack. This may be particularly useful in understanding violence in gang-related
contexts. Amygdala attack is also known as ‘emotional hijacking’. This refers to
when a person loses control of their emotions and therefore can become irrational,
agitated, angry etc. Therefore, emotional hijacking is the opposite of Emotional
Intelligence and occurs when we respond out of measure with the actual threat
because it has triggered a much more significant emotional response.
The amygdala is based at the centre of the brain and controls responses to fear and
empathy and when it feels threatened, it responds not just irrationally but,
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
6
destructively. The amygdala attacks the neo cortex, the thinking part of the brain.
When this happens, there is little or no ability to rely on intelligent reasoning.
The purpose of Emotional Intelligence, through the development of self-awareness
and awareness of social contexts (and therefore the management of relationships
with others), is to reduce the incidents when emotional hijacking can take place.
3.2 Transactional Analysis (TA)
Transactional Analysis is fundamentally a theory of communication. When two
people encounter each other, one will usually speak to the other – this is known as
the ‘Transaction Stimulus’. The person sending the stimulus is the ‘Agent’, while the
‘Respondent’ is the person who responds.
According to Eric Berne (1961) who developed this theory, at any given time, but
especially in the context of communication with other(s), a person experiences and
manifests their personality through a mixture of behaviours, thoughts and feelings.
According to TA, there are three ego-states that people consistently use:

Parent - our ingrained voice of authority, absorbed conditioning and
therefore the ‘taught’ concept of life

Adult - our ability to determine action for ourselves, based on received data
and so, our ‘thought’ concept of life

Child - our internal reaction and feelings to external events for example when
anger or despair dominates reason . This is therefore our ‘felt’ concept of life
In relation to the three ego states outlined above, the Parent ego state has two
aspects – the ‘Nurturing’ or ‘Controlling’ Parent; the Child ego state also has two
dimensions, including the ‘Adapted’ or the ‘Free’ Child. The ‘Adult’ ego state
remains the logical, rational single entity, and the ‘ideal’ communication transactions
should occur between Adult ego states. Berne suggests that we communicate from
our own alter ego states, our Parent, Adult or Child. Our feelings at the time of
communication determine which one we use.
Transactional Analysis can aid in developing better understanding of communication
in all contexts (including those related to gangs). Acknowledging the different
aspects of the ego-states helps you to have a conscious awareness of which ego
state you are ‘pitching’ your conversation from. Ideally, as stated earlier, for
effective communication and dynamics between those involved within the
communication, each participant should in effect be ‘pitching’ their communication
from and to the ‘Adult’ ego-state. However, there may be times or situations where
it is more effective for the ‘Parent’ ego-state to communicate with/to the ‘Child’ ego
state because a situation may require a more authoritarian and/or nurturing
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
7
approach. TA can therefore help you to understand the dynamics of a relationship
you have with someone. By understanding the different ego-states you will develop
an awareness of when to adapt your own ego-state to compliment the other
person’s, to gain the desired outcome needed for the given situation.
The ‘3 Rules of Communication’ in TA
TA has 3 rules of communication which are important to understand. The first rule
of communication suggests that so long as transactions remain complementary,
communication can continue indefinitely. The second rule means that when a
transaction is crossed, a break in communication results, and one or both individuals
will need to shift ego states in order for the communication to be re-established.
The final and third rule of communication means the behavioural outcome of an
ulterior transaction (one where two messages are sent at the same time; one overt
and social and one covert and psychological) is determined at the psychological level
and not at the social level (ie what you think matters more than how you deliver a
message).
3.3 Maslow’s ‘Hierarchy of Needs’
One of the most widely recognised models for understanding motivation and needs
is Maslow’s ‘Hierarchy of Needs’. Based on the Humanistic Approach (also known as
the ‘Person-Centred’ Approach), the model can help to identify individual and/or
group needs. The model is usually depicted as a pyramid and can generate lots of
discussion when it is applied to the contexts of gangs.
Selfactualisation
Ego (esteem)
Social (belonging)
Safety / security
Physiological (bodily needs)
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
8
3.4 Process versus Product
In British youth work training (please note that youth work is a distinct and separate
area on work in Britain), the distinction between the process of relationship building
and the use of a tangible outcome/output or incentive, known as a ‘product’
provides a useful tool for understanding the process of engaging with young
people/clients. Therefore at the beginning of developing a relationship with a
potential ‘client’ a worker may use incentives (such as the chance to take part in an
exciting activity or event), but as the client becomes familiar with the worker and as
the trust and respect between the two develops, then the worker’s focus should turn
to the process of strengthening the relationship. Hence being mindful of the
distinction between when a product is a useful tool for supporting the process of
relationship building is a helpful aid for practice with individuals and groups.
3.5 Bronfenbrenner’s Ecological Systems Theory
One of the most useful models or theories for understanding the physical, social and
psychological contexts of an individual’s life, and therefore for understanding their
needs is Bronfenbrenner’s model.
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
9
Bronfenbrenner’s Ecological Systems Theory
Wokplace of
parent
This is particularly useful for understanding young people in gangs because the
theory explores the interaction/relationship between the individual and their
environment. Bronfenbrenner (1979) developed his Ecological Systems Theory to
understand this relationship.
Exploring factors from an eco-systems perspective can be advantageous as it
recognises human development to be a product of interactions that recognises that
social environments impact differently on different groups, and perceptions of
interactions are best understood by the individual. Bronfenbrenner’s (1979)
ecological model emphasises the importance of different systems on human
behaviour and outlines four interdependent, yet mutually influential systems:
The Micro-system has the most direct impact on the child's development, i.e. parents,
family, peers, school and local community. Interactions within the Micro-system are bidirectional, for example parental attitudes and behaviours can impact on upon the
individual and vice versa.
The Meso-system refers to relationships within the micro-systems. i.e. connections
between family experiences to school experiences and family experiences to peer
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
10
experiences. For example, those individuals whose early caregiver experiences involved
rejection may have difficulty developing later positive relationships with peers or
teachers.
The Exo-system refers to the wider social systems the individual does not have active
interactions with, but which may influence them indirectly. For example, an individual’s
difficult experience at home may be influenced by their parent losing their job (as a
result of poor economic climates), resulting in fractured interactions due to increased
familial stress.
The Macro-system refers to the cultural context in which the individual lives,
compromising socioeconomic status, poverty, and ethnicity. This system can influence
interactions within both the micro-system and exo-system.
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
11
4. Sociological Definitions, Concepts and Theories
Anti-Social Behaviour – The Crime and Disorder Act 1998 defines anti-social
behaviour as acting in a manner that has "caused or was likely to cause harassment,
alarm or distress to one or more persons not of the same household" as the
perpetrator.
Anti-Oppressive Practice – Anti discriminatory practice is the measure that is taken
to prevent any type of discrimination that is based on race, disability, gender and
class where it also takes into account how people behave towards the others in the
society.
Cultural Competency – Cultural competence is defined as a set of congruent
behaviours, attitudes, and policies that come together in a system, agency, or among
professionals and enables that system, agency, or those professionals to work
effectively in cross-cultural situations.
Desistance – desistance is the underlying process that causes criminal activity to
terminate. This process highlights a number of factors that contribute to a reduction
in criminal behaviour such as good marriages, stable work, children, faith, informal
social networks and ageing.
Hyper Masculinity - Hyper-masculinity is a psychological term for the exaggeration
of male stereotypical behaviour, such as an emphasis on physical strength,
aggression, and sexuality
Gangs – “A relatively durable, predominantly street based group of young people
who (1) see themselves (and are seen by others) as a discernible group (2) engage in
a range of criminal activity and violence (3) lay claim over territory (4) have some
form of identifying structural feature and (5) are in conflict with other, similar,
gangs” (Centre for Social Justice, 2009:13)
Invisibility Syndrome - Invisibility syndrome evolves when a person(s) feels that they
live in a racialised or depersonalised context in which they are as a genuine person,
including their individual talents and unique abilities, is overshadowed by
stereotyped attitudes and prejudice that others hold about them (Franklin: 2006).
Nihilism - An approach to philosophy that holds that human life is meaningless and
that all religions, laws, moral codes, and political systems are thoroughly empty and
false. The term is from the Latin nihil , meaning “nothing.”
Post Codes – Also called: postal code, US equivalent: zip code a code of letters and
digits used as part of a postal address to aid the sorting of mail. However within a
Gang context this is often used to claim territory.
Professional Ethics – a set of principles that guide practice
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
12
Reflective Practice – Reflective practice is a process by which you: stop and think
about your practice, consciously analyse your decision making and draw on theory
and relate it to what you do in practice.
Reflexive Practice - Reflexive practice makes reference to a ‘dynamic’ process which,
refers to the extra in reflexivity about considering the impact of one's reflections on
the self and other.
Risk Assessment – a systematic process of evaluating the potential risks that may be
involved in a projected activity or undertaking.
Social Capital – the networks of relationships among people who live and work in a
particular society, enabling that society to function effectively.
Social Disorganisation Theory - Disorganised communities cause crime because
informal social controls break down and criminal cultures emerge. Disorganised
communities lack collective efficacy to fight crime and disorder
Social Reality – The term social reality refers to the distinct or the difference that
occurs from biological reality or from the individual cognitive reality. This difference
normally consists of the accepted social norms or rules of a community.
Working in Gang Related Environment – Individuals that work directly with people
that identify themselves as gang, or affiliated gang members in a particular
geographical space, and it is well known by members of the public as an area that is
gang related.
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
13
5. Safe Working
Much of the content in relation to working safely and keeping others (clients) safe
will be dependent on organisational and country-specific legislation and policies.
However it is always useful to be able to see and compare your own context with
that of others. Although this is largely and ideally facilitated through discussions it
may be useful to be able to see working templates for safe-working procedures from
a few contexts. As such appendix 6 provides an example of risk assessment
templates from the UK context.
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
14
6. Underlying principles of effective teaching and learning
6.1 Effective approaches to teaching and learning
What works in teaching and learning? In their busy lives teachers and trainers often
just want to be told tips of what to do in the classroom and workshop. We do have a
lot of evidence about things that support learning, but a simple menu of ‘do this’ and
learning will improve can only be half the story. Contexts are different and people
are different, and so, once the teacher has the evidence about what works, they
need to understand the underlying principles and theory, trial in practice and reflect
on their own professional learning to create the best conditions for learning. Below
are descriptions of some of the international evidence on effective teaching and
learning and professional development (CPD), which we will reflect on in more detail
during the training.
6.2 Effective questioning, learning conversations
The type of questions we ask make different demands on the learner. A question
such as when did World War One break out? requires far less mental effort than say
Why did World War One break out? From a teaching point of view the first question
is the safe one, there is a clear answer and so progress in learning is easy to
measure, and the learner is more likely to get it right and feel good about
themselves. With the second question, however, the learner is forced to engage in
more depth with the subject and likely to understand and know more as a result. If
you are not familiar with it, refer to Bloom’s taxonomy www.learningandteaching.info/learning/bloomtax.htm. The questions we ask need
to engage learners at all levels of the pyramid. For a summary on effective
questioning and some of the research behind it, refer to this page:
http://geoffpetty.com/for-teachers/questioning/
6.3 Collaborative working and group work
There are several benefits of students working collaboratively in groups, it:


personalises learning and therefore increases motivation because students
have more opportunity to speak about their own experiences and difficulties
in learning
it supports thinking because it is easier to reflect on and identify flaws in
what other people are saying than what you are thinking yourself
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
15



it frees the teacher / trainer from leading the conversation to support
students leading their own learning
the teacher /trainer provides the support and expert knowledge that
students really need, rather than trying to guess this in the planning
it is an opportunity for students to develop collaborative skills relevant to
their work situation.
Here are examples of practice for collaborative groupwork published on the Cornell
University website: http://www.cte.cornell.edu/teaching-ideas/engagingstudents/collaborative-learning.html
For a summary of evidence from the Education Endowment fund about the
effectiveness of collaborative learning, follow this link:
http://educationendowmentfoundation.org.uk/uploads/pdf/What_works_in_raising
_attainment_and_closing_the_gap.pdf
and from adult education:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf
6.4 Connecting teaching practice to underlying theory and evidence about
what works
Both for us as trainers and for our students, it is important to understand why
particular practice does and does not work. This means we can better make sense of
what we do in our work and transfer our learning from one context to another.
There are practical approaches we can take to understand how well what we do
supports our students to learn. Practitioner enquiry is one of these, following a
simple process of:





identifying promising approaches to training
understanding how that features in our current practice
implementing the practice
identifying a data source that will help us understand impact
ask why it has or hasn’t worked and relate what we find back to the theory
and evidence
For tools to support practitioner enquiry, visit: www.tlrp.org/ls/
For summaries of educational theories and research evidence, follow this link:
http://www.tla.ac.uk/site/Pages/RfT.aspx
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
16
6.5 Contextualising learning and making connections
Making connections between what happens in the classroom / workshop and the
real world is essential if students are to make the most of their learning and be able
to apply it in their work contexts. In training youth workers and other professionals
we can do this in a number of ways, such as basing learning on real world problems
from their work, or by bringing community members into the training session.
For evidence on the importance of making connections in learning, read this
synthesis of research sponsored by the New Zealand government:
http://www.educationcounts.govt.nz/__data/assets/pdf_file/0020/32924/Full_Repo
rt.pdf
6.6 Reflective practice
There are numerous theories and models of reflective practice). However students
find 1 particularly useful because of its simplicity and logic. This is Gibbs (1988)
model of experiential learning. Students find this model a useful tool for developing
reflective practice because the process of reflection is divided into easy to remember
‘steps’ (see appendix 5 for Gibbs’ model).
The ‘steps’ involve describing what happened, thinking about their and the feelings
of all those involved, evaluating the incident by thinking about what was good/bad in
relation to it, reflecting on their learning as a result of their analysis, drawing some
conclusions including thinking about what they would do differently if the
situation/incident happened again and finally, devising an action plan based on their
reflections.
The other useful theory comes from Schon’s work on experiential learning. Schon
distinguishes the process of reflection in action from reflection on action and states:
“Clearly, it is one thing to be able to reflect in action and quite another to be able
reflect on our reflection in action so as to produce a good verbal description of it; and
it is still another thing to be able to reflect on the resulting description of action”
(Schon 1987, cited in Moon 1999, p 43)
This distinction between reflecting in action and on action is a unique feature of
Schon’s work. Also useful is the value he places on experience through reflective
practice. He suggests that as we develop as professionals, we develop a ‘mastery’ in
our particular discipline – ie the notion of ‘professional artistry’. The following story
captures the value of experience as ‘mastery’ or 'professional artistry’:
A Foreman/Supervisor in a factory becomes very frustrated because his production
line has broken down and he is unable to fix it. This means that the factory may not
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
17
meet its current target or deadline. So, in desperation, he rings an engineer and asks
him to come in and repair the production line. The engineer comes to the factory,
spends 5-10 minutes examining the mechanics of the production line, changes one
screw, makes sure the production line is working again and then leaves. A few days
later the engineer sends in his invoice for the work he did. The invoice is for £100.
The Supervisor is a little annoyed about the amount charged by the engineer and so
rings him up and asks for a break- down of the costs. In response to this, the
engineer says,
“For changing the screw, I have charged £5, but for knowing exactly which screw to
change, the charge is £95”
Reflection on this story may help to capture the value of experience that with
continuous reflective practice can lead to mastery and professional artistry.
Schon developed some categories of terms to explain the relationship between
reflection in action and reflection on action. These are:
•
‘Knowing that’ – knowledge acquired in the mainstream part of professional
study
•
‘Knowing-in-action and knowledge in use’- knowing-in-action that is tacit,
instinctive, spontaneous and dynamic. Knowing-in-action becomes
knowledge-in-action when we describe it
•
‘Reflection-in-action’ – happens in the midst of an action, and in the doing
•
‘Reflection-on-action’ – act of reflection after the action has taken place
which informs future action
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
18
Appendices
Appendix 1 - Summary of findings from the research and training needs
analysis
The key areas for analysis underpinning national research reports were identified as:





Definitional;
Social Structure and Sociological approaches;
Social-psychological approaches;
National Policy Context
National profile
The feedback from partners confirms the training, learning and development needs
of each partner are consistent with the themes identified for further elaboration in
the training needs analysis (TNA) questionnaire.
Feedback from the partners, forums and limited consultation evidence reviewed has
revealed that training is seen to be a pressing issue across the partnership. All
respondents are clear on framing their contextual definition/focus for their learning
programme according to the questionnaire responses but a forensic review of
responses to the national reports would indicate this remains an area of some
uncertainty, though this may have been clarified subsequent to ongoing local
consultations. All respondents indicate they have sufficient knowledge to develop
their working with young offender/vulnerable groups, though only one partner has
direct gang associational intervention experience so this issue may well be understated and should be reflected on in designing training content
The need for learning support across the following is unanimous in the responses
though some respondents confirmed having specific knowledge to a section yet
identified the theme in their response to Section 13 (priorities for learning):




Support for framing content across relevant socio-psychological approaches
Prevention strategies that include effective approaches, tools and resources
Access to programmes of learning available to develop professional skills
relevant to this agenda
Working safely and safeguarding in gang / high risk contexts
The majority of partners prioritised the following areas for development of their
learning:


Interpersonal – Communication skills
Reaching communities
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
19
The responses in the questionnaire and the absence of elaboration in the national
responses
suggest the interpersonal/communication theme needs clarifying. Although
respondents indicate capacity for effective communication, these issues become
prime in relation to safeguarding, group work, therapies, safe working practices and
determining boundaries, particularly where higher risk interventions are considered.
Similarly, two respondents to the ‘reaching communities’ question (using the ABCD
approach to engagement) indicate they need additional support, and one
respondent has not understood the concept in practice. It is revealing that the area
of community presence and working ‘with’ rather than ‘to’ communities is rarely
touched in the national reports.
Three or less respondents profiled the following sections as requiring learning
support:

The sociology of action: how well do structural approaches help with framing
content
Policy in practice (Police, Social workers, community workers, teachers)

A reading of national report responses in the area of applied sociological principles
indicates a mixed response with two respondents lacking detail. This has impacts on
collaboration with professionals and shared understanding of common and crossnational patterns in framing interventions specific to gang and prevention contexts.
The TNA should address this.
Sections 12 and 13 in the questionnaire covered the use of suitable and relevant
examples from key themes identified in the questionnaire, and the preferred format
of training sessions. The majority of partners seek use of the following in framing
training resources:





Research from field activity (all respondents)
Safeguarding/Working Safely as a practitioner (all respondents)
Working with groups
Asset Based Community Development (ABCD)
Interpersonal / Communication and Negotiation/Theoretical perspectives
(e.g. Desistence)
Minority examples at Section 12 identified under ‘other’ include:



Social marketing
Communication capability
Sociology of groups at European level
Preferences for learning formats underpinning the TNA are mixed with the only
majority preference being:
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
20

Sessions mixing various learning styles 9in one case ‘activities’)
Four respondents want some reflective considerations of practice including in their
training. Case study examples for review during and after sessions identified five
respondents who shared a preference between ‘a lot’ and ‘some’.
Training needs recommendations:
Starting from where each partner group are at there is differentiation in capacities,
country contexts and priorities. These issues will sharpen in focus as consultations
conclude. However, recognising the variation in policy contexts and the
sophistication or variance of national policy context, as respondents reflect, we
should not miss the critical point that conditions exist for the existence and
development of youth ‘gang’ activism across much of Europe.
Reading the country specific reports and their questionnaire responses reflects gaps
in skills, underpinning knowledge and understanding that workers/practitioners may
need to develop to work in the context of gangs and gang impacted environments.
The TNA should reflect content that addresses the key themes consistently present
in all responses and should reflect on the UK pilot in developing shared learning and
relevance from their proposed programme.
Consideration of the following should reflect/accommodate the preferred
approaches identified at Sections 12 and 13 of the questionnaire:







Social Structure and Sociological approaches;
Social-psychological approaches;
Safeguarding and safe working practices
Local policy in practice (co-production)
Core content in a programme of learning available to develop professional
skills relevant to this agenda
Interpersonal – Communication skills (working in groups, power, therapies
and working in multi-agency settings)
How to build interventionist capacity and activity within communities (ABCD)
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
21
Appendix 2 – Glossary of terms
policy framework
The sum of policies which national and local government create to
regulate and deal with problems in a particular area, such as youth crime
interpersonal
communication
Ways of talking between professionals and client groups, or between
professionals, or between peers
Gang-related
environment
Housing estate, prison or other location where gangs operate
Safe working
Practices which prevent harm to the professional and others, or reduce
the impact of harm
Social factors
Environmental reasons which encourage young people and adults engage
in pro-social or anti-social behaviour, such as poverty, violence at home
etc
Policy driver
Reasons why politicians and leading professionals create particular
policies, such as the 2011 riots in England
Agency
Synonym for organisation, such as police, social services, health services,
schools etc
Youth offender
Somebody who commits a criminal act who is under the age of 18
Criminal justice
The application of the law to deal with offending such as robbery or
assault, includes arrest, court process, sentencing and imprisonment
Statutory provision
Services which local government and other agencies have to provide by
law
Joint enterprise
When an individual can be arrested for a crime another member of their
group has committed
Intervention
An approach to supporting young people or adults away from criminal
activity, for example mentoring
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
22
Appendix 3 – Further reading
Emotional intelligence
Daniel Goleman(1998) Working with Emotional Intelligence London, Bloomsbury
Palethorpe, M. (2006). Are you emotional but intelligent or are you emotionally
intelligent. Engineering Management, 16(1), 11-13.
Transactional Analysis
Eric Berne (1961) Transactional Analysis in Psychotherapy New York, Grove Press
Bronfenbrenner
Urie Bronfenbrenner (2009) The Ecology of Human Development Harvard
Sociological definitions, concepts and theories
Centre for Social Justice (2009) Dying to belong: An in-depth review of street gangs in
Britain London, CSJ
Reflective practitioner
Graham Gibbs (1988) Learning by doing: A guide to teaching and learning methods
FEU
Jenny Moon (1999) Reflection in Learning and Professional Development London,
Kogan Page
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
23
Appendix 4 - Goleman’s Emotional Intelligence Competencies
1. Stress Tolerance - I am able to withstand stressful situations without falling apart
by actively and positively coping with stress.
2. Independence - I am self-reliant and autonomous in my thoughts and actions.
3. Empathy - I am sensitive to what, how and why people feel and think the way they
do. I care about others and show interest and concern for them.
4. Self-Regard - I understand, accept and respect myself.
5. Optimism - I am able to look at the brighter side of life and maintain a positive
attitude even when times are tough.
6. Impulse Control - I am able to resist or delay an impulse, drive or temptation
when I choose.
7. Problem Solving - I am able to identify problems as well as generate and
implement solutions.
8. Social Responsibility - I am a responsible, cooperative and contributing member
of society. I am socially conscious and concerned about others.
9. Assertiveness - I am able to express my thoughts and feelings and can ask for
what I need. I can defend my rights in a constructive manner.
10. Flexibility - I able to adjust my feelings, thoughts and behaviors to changing
situations and conditions. I am open to different ideas and ways of doing things.
11. Interpersonal Relationship - I am able to establish and maintain mutually
satisfying relationships. I am comfortable giving and receiving affection.
12. Emotional Self-Awareness - I know what I feel and why I feel the way I do.
13. Happiness - I feel good and at ease in school, work and leisure situations. I am
able to relax and enjoy my life.
14. Reality Testing - I am able to tune into the immediate situation and can see
things objectively; the way they are, rather than how I wish or fear them to be.
15. Self-Actualization - I am able to achieve my potential and get involved in things
that lead to an interesting, exciting and meaningful life.
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
24
Appendix 5 – Gibbs’ Reflective Cycle
Gibbs’ (1988) reflective cycle is fairly straightforward and encourages a clear
description of the situation, analysis of feelings, evaluation of the experience,
analysis to make sense of the experience, conclusion where other options are
considered and reflection upon experience to examine what you would do if the
situation arose again.
Take yourself through the stages on this reflective framework. Make notes and be
prepared to feedback to the group.
Description
what happened?
Action plan
If this happens
again what would
you do?
Incident, point of
reflection.
Feelings
what were your
feelings?
Evaluation
Conclusion
what was
good/bad about
the experience?
what could you do
differently?
Analysis
What can you learn
from this?
New skills and competences to address skills gaps and mismatch within the sectors working with
Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant
Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
25
Appendix 6 – Example risk assessment template
RISK ASSESSMENT FORM
Activity:
Assessed by:
Name:
Job Title:
Roll No.
Location:
Dept/Station:
Date of Assessment:
Next Review Date:
3 years from date of assessment or
sooner following change in procedure,
injury or significant near hit.
New skills and competences to address skills gaps and mismatch within the sectors working with Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UKLEONARDO-LMP/ Grant Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the
author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
26
Likelihood (L)
S
E
V
E
R
I
T 1.
Y
First Aid only
Minor Injury
(
1.
2.
3.
4.
5.
Rare –
Unlikely –
Well controlled,
occasional lapses
could occur
Very likely –
Inadequate
controls
Certain
The situation is well
controlled
Likely –
Incomplete
controls
Risk Rating (RR)
S x L = RR
No controls
Low Risk
1
2
3
4
5
2
4
6
8
10
No further action required
1-5
S
)
2.
Lost Time Injury
1-3 days
Medium
Risk
Action plan required and further
controls implemented before
proceeding
6 – 12
3.
Over 3 Day Injury
3
6
9
12
15
4.
Major Injury
Fracture etc.
4
8
12
16
20
5
10
15
20
25
5.
Fatality/Multiple
Injuries
Do not proceed consult Team
High
Risk
15 – 25
New skills and competences to address skills gaps and mismatch within the sectors working with Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UKLEONARDO-LMP/ Grant Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the
author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
27
New skills and competences to address skills gaps and mismatch within the sectors working with Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UKLEONARDO-LMP/ Grant Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the
author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
28
New skills and competences to address skills gaps and mismatch within the sectors working with Gang and Youth Crime across Europe (EUGANGS). (539766-LLP-1-2013-1-UKLEONARDO-LMP/ Grant Agreement 2013 3382 /001-001). This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the
author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
29