Case Studies

Patrick* is 18 years old and is a participant on the Give and Take Scheme in the Western Trust area.

Patrick was in a routine of sitting up all night and lying in bed all day. Patrick joined the Give and Take Scheme in October 2011; previous to this Patrick had attended school and various other training schemes.

Patrick did not find school a positive experience; but following the completion of his induction to the Give and Take Scheme he has been able to maintain a healthy routine and structure to his life. Patrick said:

“Before I came to the Give and Take Scheme I felt like people didn’t understand me and what I needed.”

Patrick’s Project Worker on the Scheme in the Western Health and Social Care Trust area, Niall Blee, said:

“Patrick regularly attends essential skills classes and is working towards qualifications in literacy and numeracy at level two. He has gained a lot of confidence from this process and it would not have been possible without the funding from ESF.”

The Scheme provides a variety of supported work experiences for young people, whether short taster days, longer individual training placements or group-based programmes. Each work experience is individually tailored to address specific needs, and skills are learnt in such a way that the young people grow in confidence and self esteem. Work place mentors or buddies are also selected to ensure environments are supportive and project workers provide regular support.

During Patricks’s time on the Scheme he has had the opportunity to try out various work experiences, which will help him decide on a career path to follow. He has also secured a work placement in Tesco and has never missed a day to date. Patrick adds:

“I now feel more confident about my future; I know I am able to work in a normal working environment and with the right help I am able to gain the qualifications I need.”

*real name has been changed to protect identity

Hannah* is 22 and lives with her son in Newtownards. A former grammar school pupil, Hannah was quite settled at school until Year 10, she said:

“Family difficulties and falling in with the wrong crowd meant I left school in Year 11 with no qualifications. In the following few years I attempted to get some qualifications by attending college, but found it really difficult to focus on the work.

“In April 2007 my son was born and we moved into our own home. My only means of income was social security benefits and I really struggled to budget and survive on such a small amount of money every week.

“Essentially on my own, I struggled to find the motivation to access education or employment, particularly with the added responsibility of having to look after my son. Fortunately I found out about Include Youth’s Give & Take scheme in 2010 and things started to change.”

Include Youth’s Give and Take Scheme is a pre-vocational employability programme which improves the employability skills and increases the self esteem and confidence of young people aged 16 to 21.

The Scheme is based throughout Northern Ireland and many of the young people have been in care or identified by social services as not ready to take part in mainstream training or employment.

The funding from the European Social Fund (ESF) enabled Hannah to engage with all elements of the Give and Take scheme. It covered the cost of child-care for the duration of Hannah’s time participating on the Scheme; costs which could never have been met by Hannah on her own.

In January 2012 Hannah completed her time on the Scheme, having achieved more than 15 qualifications, participated in ‘work tasters’ and secured a six month work placement with a local voluntary organisation. She is now working towards a career in youth work. Hannah said:

“Things are definitely beginning to look brighter for my son and I, and I hope that I will be able to secure employment by next summer. I know I face the obvious barriers in securing a job as I know there are not many going, but I’ve come a long way and I am optimistic that something will come up. Mind you, it hasn’t been easy, balancing being a parent and taking part in training at the same time. However, I am determined to succeed so that I can provide a better future for my son.”

Andrew Armstrong, project worker on Include Youth’s Give and Take Scheme in the South Eastern Trust area, said:

“Hannah’s engagement with the Give and Take Scheme over the last year has not only resulted in her gaining a number of recognized qualifications, but also provided her with relevant work experience opportunities and a significant boost in her self esteem and confidence. Hannah is now in the position to further her training and is currently undertaking youth work qualifications as she progresses towards a career in that field. All of which would not have been possible without the continued support received from the European Social Fund.”

*real name has been changed to protect identity

"The intensive support provided by Give & Take Scheme workers has been crucial in terms of the progress Gerard* has made educationally, socially, and personally."

*real name has been changed to protect identity

Manager at the Childcare Centre in Newtownards said:

"Susan* has excelled in her work placement, and is now considered one of the team. Her confidence levels have increased significantly, and this has had a tremendous impact on the work she has been doing with the children. We are delighted with her."

*real name has been changed to protect identity

Jack* aged 17 said:

“I really enjoyed working for Homebase, the staff were brilliant, especially Wendy. She supported me all the time. I learnt a lot, from customer service to keeping the stock right and chipping in with the cleaning. Working for Homebase helped me realise that I am capable of working, it has given me the confidence I needed to move forward with my career plans.”

*real name has been changed to protect identity

"I just want to show my appreciation to the Give and Take Scheme for the help and support S* was offered during his time with you.

At the time of commencing the Give and Take Scheme, S did not have a plan for his education, training or employment. I believe he settled well into the routine of the scheme, he struggled with timekeeping at first but as his own life settled, he began to see the benefits of good attendance and better timekeeping.

He appeared to enjoy his placement in Halfords and although it ended prematurely S had the opportunity to work with a team, have insight to employment and gained experience in a work setting that was very relevant to a possible career choice for him.

S also had the opportunity to gain much needed qualifications in Essential Skills that he will need and benefit from when applying for further training and employment in the future.

As you are aware, S is currently attending a twelve-week course with the Princes Trust, which I believe is going well. Again, with your advice and support S had applied for and gained a place on this course. S is keen to attend full-time training at Belfast Metropolitan College. If he follows through with this plan S will have the basis and potential to make the transition to full-time training with the knowledge, skills and qualifications needed to make a success of his time at college.

Due to his experience, training and qualification gained at Give and Take Scheme S should make the transition to full-time training without many problems."

*real name has been changed to protect identity

Lucy* aged 18 said:

“It’s a good place for support and stuff. It’s flexible and works around the best ways for individual young people. It’s brilliant that they ask for young people’s opinions on what ways things work or should work, like the different programmes and things.

The mentoring is really beneficial for young people who need someone there to help them and talk about things. I would recommend the Give and Take scheme for anyone who doesn’t think that they would stick at mainstream education."

*real name has been changed to protect identity

Alex* aged 20 said:

"Give and Take Scheme is good craic. I enjoyed my time at there 'cos I got to meet lovely new people that I wouldn’t normally meet! (Staff and young people!)

It’s helped me develop personally. I have matured over the last year and it’s helped me to sort out my life.

I thought I would only get Essential Skills, I didn’t realise I’d get the Duke of Edinburgh, First Aid, Driving and Catering qualifications as well!

I learned a lot from my work placement, the outcome I achieved is something I can take to further jobs. It’s helped me build my skills. Also, the work prep programme made me more aware of the career choices I had and helped me decide what I wanted to do.

Another good part of the scheme for me was the mentoring. I had, and still have a great relationship with my mentor, Angelina, she’s there for me if I need help or want to talk.

Give and Take Scheme has helped me realise I can achieve the things I want in life if I put my mind to it and have the right support in place."

*real name has been changed to protect identity

Before Give and Take Scheme I was unemployed with nothing to do during the day.

I joined because I wanted to make new friends and get some qualifications. I enjoyed all the craic on the scheme and meeting new people. I will miss them all.

I feel my confidence and self esteem has grown. I've also gained a lot of qualifications and had new experiences that I wouldn't have had without the scheme. I would recommend this scheme to other young people.

*real name has been changed to protect identity

"A* was involved with the Give and Take Scheme for the maximum time allowed to him.

Before A started with the project he was extremely difficult to motivate to do any type of training, education or employment. However once he started this program he was extremely motivated, to the extent that he travelled a great distance from Cookstown to Ballymena and he rarely missed a day.

To say this project was a good experience for A is an understatement. It has given him the confidence and motivation to transform his life and improve it for the better.

As well as gaining numerous qualifications within the project they also helped him in passing his driving test.

I can't say enough about the commitment and enthusiasm of the staff and the worthwhile project this is for our young care leavers, such as A. He is proof that this project not only works; but works extremely well for our young people who have not been given the best start in life."

*real name has been changed to protect identity

Paul* is 18 years of age. When he was 12 years old he was removed from his mother’s care due to concerns about her ability to provide adequate parenting for him.

Since then he has resided in many different placements including foster care and a residential home.

He has a Statement of Educational Need and struggles with literacy and numeracy.

Paul has a history of anti social behaviour and criminal involvement and has exhibited self harming behaviour.

At the time of his referral he was also known to be involved in consuming large quantities of alcohol and was known to be smoking cannabis regularly.

He was referred by his social worker as she believed that this would help:

• To enhance his self confidence and self esteem
• Secure opportunities for supported work placement as Paul was keen to get a job
• Reduce his risk of offending

Paul was referred to the Give and Take Scheme in June 2009. The staff advise that his literacy and numeracy skills were the lowest they had ever encountered and initially they were unsure if he would be able to cope on the programme.

Paul was unable to read and write and he could not switch on a computer when he first arrived. Despite his low level of skills staff report that Paul is one of the best attenders on the programme and has achieved all of the qualifications, as well as his first aid and CSR card.

He no longer has to ask for help as he has made significant progress on his essential skills, albeit that they are still at a very low level. Because of this his social worker requested that he be offered an extension on the programme for a further six months to help further his essential skills.

During his consultation Paul advised that,

“before Give and Take I was being a wee shit.”

He was very open about the fact that he was regularly “thieving” and engaging in anti social behaviour because he was “bored” and he never considered the consequences of his actions.

He has really enjoyed the Give and Take Scheme, which he describes as “great” and the staff as “dead on”. He really enjoys the routine that the scheme has introduced to him and as a result of having something to do he is no longer engaging in anti social behaviour. He remarks that the scheme has “changed” him and kept him out of trouble.

He has confidence now in his ability to achieve and realises that anything is possible but that he will have to work for what he wants.

The staff on the Give and Take Scheme have pushed him to achieve and while initially he would have had the attitude “I can’t do that”, now he reports that he knows that he can do it. He believes that as a result of the scheme he now has a better chance of getting a job because he has:

• Qualifications
• Improved English and maths
• A CV
• Work experience

Paul has also really enjoyed the social activities and the opportunities he has had would not have been available to him if he was not on the programme. He has enjoyed meeting new people and new friends.

Paul is now more positive about his future and he recognises that he needs and wants routine when he leaves the Give and Take Scheme to ensure that he doesn’t fall back into his old ways. He hopes to get a job and is currently working towards securing a work placement.

*real name has been changed to protect identity

Sarah* is 17 and has a care history since she was 11 years of age, due to alcohol misuse and domestic violence at home.

She dropped out of school despite being academically very able and is described as a ‘rebellious’ young girl who finds it difficult to comply with boundaries at home.

Sarah is hard to engage and staff report that they have found working with her to be extremely challenging as she would not communicate with them for many months.

Initially all contact was through Sarah’s mother who accompanied her to all induction sessions. This proved to be very difficult for staff who were unsure initially of the benefit that Sarah would get from the programme if she would not communicate with staff. The induction process was “difficult and almost impossible” according to staff and Sarah indicated that she was only interested in training towards qualifications and was not interested in any of the personal development activities.

Sarah started the Give and Take Scheme in December 2009 and it took until April 2010 for her to complete her induction.

Her time keeping was very poor and in May 2010 Give and Take staff met with Sarah to discuss her commitment and level of interest in the programme.

Staff queried Sarah’s motivation and following a frank and honest session Sarah advised that she was interested in participating.

Sarah was particularly keen to get a job and it was agreed that the project worker would organise childcare work experience for her over the summer.

The project worker sourced a local childcare business and met with the employer at the end of July to discuss the possibility of Sarah going on work experience. A taster day was arranged initially when Sarah and the project worker visited the childcare business and since August Sarah has been attending for work experience two days a week.

This placement has had anextremely positive impact on Sarah. Give and Take staff report that feedback from the employer is very positive and they have agreed to offer her additional work experience if she decides to go to college to get her childcare qualifications. This is an exit strategy that staff are working towards with Sarah.

Sarah’s time with the Give and Take Scheme will be coming to an end soon and staff, her social worker and her mother all report that she is a very different person compared to when she first came to the programme.

For example, they report that Sarah:

• Is much more communicative; her social worker remarks how she is more talkative and will now make eye contact when she is talking
• Has developed enhanced self esteem and confidence, which is particularly evident in the workplace where she is obviously at ease and enjoying herself
• Is a much happier young girl – her mother commented that before Sarah was “unhappy” and “didn’t know what to do with her life”
• Is physically more self confident in her stance and appearance
• Is more relaxed in a group setting
• Has a sense of purpose and is focused upon her future, a career and the qualifications that she will need to achieve her goal
• Is a better timekeeper and gets out of bed to be in work for 8.30am; her mother reports that “she wouldn’t have bothered getting out of bed before”
  • Is much more relaxed at home where her mother advises there is a “nicer atmosphere”

Both Sarah’s social worker and her mother have praised staff at the Give and Take Scheme for “not giving up on her”.

They are appreciative for the respect and patience that they have shown her despite the fact that for many months she would not communicate or properly engage with them.

Her mother comments that:

“where others would have given up the Give and Take staff didn’t”.

Both agree that if Sarah had not been involved with the scheme she would now be sitting at home doing nothing. Instead she is now working two days a week, developing her essential skills qualifications and considering going to college to study for a childcare qualification.

Her social worker also advises that the Give and Take Scheme has preserved Sarah’s placement at home. If she had continued to do nothing and to stay at home, her social worker would have had no option but to consider placing her in residential care.

*real name has been changed to protect identity

Mark* is 19 years of age and was referred to Social Services when he was 12 years old due to concerns about parental control at home.

Prior to coming into care he was subjected to significant trauma, loss, rejection and multiple moves and his experiences included:

• The death of his father when he was five years old
• Witness to serious physical violence (domestic and other)
• Multiple house and school moves
• Multiple placements – he has been in 20 different placements between 2002 and 2009, including time spent in the Juvenile Justice Centre and Hydebank Young Offenders Centre
• Difficult and volatile relationship with his step father
• His mother and siblings leaving Northern Ireland

Mark has a significant criminal profile. His first conviction was when he was 12 years of age and he has a total of 92 convictions.

His social worker referral to the Give and Take Scheme reports that Mark was not suitable for mainstream education due to his poor literacy and numeracy issues, resulting from his interrupted education.

The referral makes reference to the unresolved feelings and emotions Mark was trying to cope with and the fact that he “deals with these issues through self harm, drug misuse, anger and other high risk behaviours”. Also “he can present as lazy and not very motivated but this is a confidence issue”.

Mark is described as:

• Hurt
• Confused
• Angry
• Fearful Hopeless
• Rejected
• Abandoned

Mark agreed to come onto the Give and Take Scheme because he would be able to avail of one to one support.

He did not want to join any training programme that required group settings because he was concerned that he would not be able to keep up. This was based upon his school experiences where he was left behind in class.

Staff agreed to work with Mark on a one to one basis and they report that he flew through his induction in seven weeks.

They report that Mark’s ability is high “but he had no confidence to engage” in group based training.

Following induction and his attainment of some qualifications Mark began to grow in confidence and started to ask about opportunities to engage in other activities.

Mark progressed to group based work and participated fully, developing a more positive attitude to engagement. Staff report that previously Mark would have said no to everything but now he “will give anything a go”.

When consulted Mark describes the group work as “brilliant” which he admits himself he didn’t want to get involved with at the start.

He reports that he “loves” the Give and Take Scheme and the classes which are “not like the tech”. He reported that “I’ve done more here than any other techs. I didn’t go to class as I couldn’t concentrate in large groups”.

Mark is very aware of the need to change his lifestyle.

“This is my last chance to give it a go. I’m sick of committing crime and I want to change my life around. They will help me”.

He admits that prior to the Give and Take Scheme he was drinking and taking drugs every day. Now he has something to preoccupy him every day, keeping him busy and out of trouble.

Mark’s social worker believes that the Give and Take Scheme has been “the making of him”. The ability of staff to successfully work with a high risk individual such as Mark has been praised by the social worker and the package of support on offer has been of huge benefit to him.

He has moved from one to one training to group training, he has gained qualifications and he has benefitted from a work placement in Homebase.

They describe the very positive impact that the programme has had in that:

• Prior to the Give and Take Scheme Mark had an overwhelming sense of hopelessness and didn’t care what happened to him. Now he realises that as he has worked so hard and put so much into the scheme that he can’t go back
• Mark now has hope and a belief both in himself and for himself
• He has a positive attitude to life and his future
• He has developed a sense of independence which has been enhanced through his work placement opportunity
• His communication skills have improved – he used to swear a lot and talk about crime whereas now he talks more about his future in a positive way
• His resilience has improved and he is now better able to deal with issues in his life

Mark specifically makes reference during his consultation to his mentor who he describes as “brilliant” and someone he can really trust. He can talk to his mentor about anything that is happening in his life and the social worker also remarks about the importance of Mark’s mentor who they have also interacted with in respect to addressing issues being experienced by Mark.

Mark wants to get a job and he values the qualifications that he has been able to get at the Give and Take Scheme.

His time on the programme is due to come to an end but he would like to stay longer and get more qualifications.

Mark believes that if he was not on the Give and Take Scheme he would be in jail or dead as a result of his misuse of alcohol and drugs.

He remarks “I’ve changed so much”.

He has not engaged in criminal activity during his time with scheme and has reduced his alcohol intake significantly during the week. He knows that he has opportunities available to him if he applies himself.

*real name has been changed to protect identity

Peter* is 18 and was referred to Social Services when he was eight years old due to concerns about his mother’s ability to care for her son due to mental health issues.

He was placed in a children’s home in 2009 as a temporary arrangement due to concerns about his personal safety and vulnerability.

His Social Worker’s referral makes reference to the fact that Peter has threatened suicide on a number of occasions.

Peter has a mild learning disability and finds formal learning difficult. He has literacy and numeracy problems and while he has started several training courses with training agencies in the past, he has been unable to sustain any of these courses.

Peter was referred to the Give and Take Scheme as it was considered that the flexible approach to training and the small group and one to one training options would suit his needs.

Consultation with Peter confirmed that while he has engaged in both group and one to one sessions he prefers the one to one because it’s “quieter” and he can “get through the work quicker”.

Give and Take staff report that when Peter first started he was quiet and hard to engage. Now he will talk openly to staff when things are bothering him and he is open to support from staff.

During his consultation Peter confirmed that it has taken him a while to trust staff but that he now feels comfortable in talking to them.

Peter’s attendance on the programme has been excellent and he has achieved all of the qualifications available. Despite his essential skills difficulties he has excelled at his literacy and numeracy and Peter’s sense of achievement has increased his self confidence and given him a sense of hope for the future.

A social work review report states; Peter “continues to present with improved self esteem and confidence” and “Give and Take has been central in providing him security and stability.”

Peter reports that he enjoys Give and Take. He has enjoyed the flexibility of the programme and now that he has achieved his qualifications he would like to do more training.

He has really enjoyed the social activities of the scheme and feels much more confident in engaging with others.

He has even felt comfortable participating in activities outside his own area. When asked if the Give and Take Scheme has changed him in any way, Peter reports that as a result of meeting new people and making new friends he has become less sectarian and more tolerant.

He reports that in advance of scheme he often engaged in anti social sectarian activity. He had never interacted with anyone from a different religion and through the Give and Take Scheme he has been introduced to other young people from a different religious background.

As a result of getting to know these young people he has made new friends and as a group sectarianism has been discussed. He now realises that his behaviour was wrong.

Peter was provided a work placement opportunity but unfortunately this did not work out for him.

He is unsure what he would like to work at and staff report that he lacked self confidence to sustain his placement.

Peter has been on the programme for over one year and it is time for him to move on. He has concerns about leaving but he has been reassured that he can call into the office at any time.

He has applied to the further education college for training.

When the Give and Take staff were asked how Peter has benefitted from the programme they comment that he has:

• Improved his essential skills
• Become more self confident
• Developed his social skills
• Improved his communication skills
• Reduced his self harming behaviour

If he was not on the programme Peter reports that he would be “sitting at home watching tv”.

*real name has been changed to protect identity

John* is 18 years of age and has been in care, living in a residential home for children, since he was 10 years old.

John was referred to the Give and Take Scheme because he was unwilling to commit to a full time course at his local further education college. He has literacy and numeracy difficulties and has a problem with alcohol misuse which resulted in him engaging in aggressive and anti social behaviour.

Before the scheme his daily life lacked routine and structure and he tended to spend his days sleeping in bed.

John’s social worker referred him to the Give and Take Scheme because she felt that the approach adopted by the scheme would suit John’s needs and his ability.

Despite his literacy and numeracy difficulties she describes him as an intelligent young man. John is keen to get a job and therefore his social worker felt that the Give and Take Scheme would help to improve his essential skills and motivate him to focus on his future.

She reports in her referral form that John has low self esteem as a result of the stigma of being in care.

The Give and Take project worker reports that initially John appeared to be motivated and keen to engage in the programme.

However he was drinking during the week and after a while, was missing classes or turning up while still under the influence of alcohol. This was unacceptable and the project worker spoke to John to discuss the issue.

John reported that he still wanted to continue with the programme and the project worker agreed to let him stay and appointed a mentor to provide additional support to him.

The Project Worker reports that the appointment of a mentor “was the turning point”. John is very interested in football and supports his local soccer team. A mentor was appointed who had a similar interest and went with John to local football matches at the weekend. John’s engagement with Give and Take improved. The project worker reports that his attendance “shot up” and he became much more open and communicative with staff.

He now engages well and participates in group based activities and “puts great effort into everything”.

Initially John didn’t attend the essential skills classes because he felt that he wasn’t capable. However with the support of staff he is now attending essential skills and working through at his own pace. He reports during his consultation that he finds the work “doable” and says that “it’s easier to get work done here than anywhere else”.

“You get all the help when you need it”.

He also enjoys the social side and relates well to the young people on the programme as well as the staff who he describes as “brilliant, laid back and always a laugh”. He says:

“I couldn’t be anywhere if I wasn’t happy with the staff”.

John believes that he has matured as a result of coming onto the Give and Take Scheme. He says that he is now “waking up to things” and “I have my wits about me”.

He has completed his qualifications and sustained a six week work placement in a local restaurant. As a result he feels that he is more employable.

His social worker reports that she too can see great changes in John, for example:

• His communication skills have improved
• He is not as “cocky” as he was previously but has honed his self confidence skills
• He now contacts his Social Worker when he feels the need for help rather than letting things escalate to crisis point
• He can manage himself better and has become more independent
• He has an interest in further training and is motivated about his future
  • He is much more reliable

The Social Worker reports that the Give and Take Scheme has been John’s “most permanent structure”.

His time on the programme is due to come to an end and John reports that initially when staff began to discuss possible exit strategies with him he was “raging” and said to staff “if you close me now you close me to nothing”.

A six month extension was approved to facilitate his transition into another training course and he was advised that he can always avail of the drop in facility at the Give and Take office.

The project worker advises however that he still has fears about John’s transition to mainstream education.

His academic ability is low and without the support he has had through the Give and Take Scheme he is concerned about his ability to cope.

*real name has been changed to protect identity

Emma* is 21 years old and a mother of a two year old.

When Emma was first referred to the Give and Take Scheme she was living in supported accommodation; having previously been in long term foster care since the age of six.

Prior to this Emma had been studying a childcare course at a local training organisation, but was not expected to achieve the qualification as her tutors felt she was unreliable, defensive and cheeky. They also said at times she was unmotivated and her social skills were poor.

Emma says:

“I didn’t feel supported at the tech and left after a year and a half and never wanted to go back.

“Then the Give and Take Scheme was mentioned to me by my personal adviser. I liked the sound of it but was really nervous and worried that it might be like the tech.”

Emma left the scheme early to have her baby but had completed her induction; attended classes in literacy, numeracy, ICT and personal development; as well as gaining qualifications in work placement preparation and health matters.

“When I left the Give and Take Scheme to have my son I was determined to come back after a year and I did.”

The Give and Take Scheme staff in her area supported her to find and pay for suitable registered childcare so she could attend the scheme fully.

“It was a big relief to get the childcare sorted out. I was really nervous and worried about leaving my son with a childminder, but the staff helped me. We found one nearby but after a few months realised it wasn’t really working out. The staff again helped me to find another childminder and this time things went a lot better. I was happy to leave my son with her and he is so settled and happy that I plan to continue sending him to her when I move on.”

When Emma started the scheme she was completing qualifications at entry level two, now she is working at GCSE level and has gained 18 qualifications to date. She has taken full advantage of everything the scheme has to offer including all the classes, programmes, activities, mentoring, summer programmes, residentials and contributions to consultations.

She was initially a shy young woman but her confidence and self esteem has increased tenfold. The Give and Take Scheme gave her the opportunity to engage in driving lessons and from that she was able to pass her driving test. She now has a car and is now able to drop her son off on the way into class and make her own way to work placement.

“Getting my test and my own car has given me so much independence. I couldn’t have done it without the Give and Take Scheme.”

Emma’s goal is to be a prison officer. To help her reach her goal she secured a 16 week work placement with an emerging social enterprise, which operates across four locations within the Northern Health and Social Care Trust area. It provides support to people with learning disabilities to experience and develop new skills and build confidence in order to enhance their individual employment opportunities and fulfil their potential.

“I really worried about going into a work placement as I was shy and really thought I wouldn’t be able to do it. This was my first experience of work.

“There were monthly reviews with my manager and my project worker from the Give and Take Scheme, this helped me because it showed me how I was moving forward and what changes I needed to make. It was great hearing the good reports.

“The turning point was me realising that I was a real member of staff, this encouraged me to take the lead and do more without waiting to be told to do it. By the end of my placement I felt much more confident and I’m looking forward to my next work placement.”

Emma also availed of the Give and Take Scheme’s mentoring service and had a successful mentor match for over a year. Emma and her mentor met weekly and took part in lots of social activities including shopping, swimming, cooking, DIY and activities with her child. Following this success Emma completed an OCN Level 2 qualification in ‘Mentoring Young People at Risk. Emma hopes to use this in the future to help mentor a young person on the Give and Scheme.

“I would like to give something back to the Give and Take Scheme for all the support I have received.”

Emma is moving on to a new training organisation to complete a health and social care qualification and while she is nervous about the change, she is also looking forward to the new challenge ahead. Emma now can see that she has the potential to reach her goal and has a new found sense of independence, belief and confidence.

“I feel nervous about the challenge in front of me but I feel more able than I would have been without coming to the Give and Take Scheme first.”

*real name has been changed to protect identity