We Care Collective

We Care Collective

A specialised 4- and 8-week programme designed to support vulnerable young people who are at increased risk of harm outside of the home — Extra-familial Harm. This includes exploitation, criminal influence, peer-to-peer harm, and other safeguarding risks that young people face in their communities beyond the family environment.We worked to align the curriculum to meet Ofsted inspection framework and statutory guidance that place importance on effective personal development, pastoral support, and robust safeguarding.Our programme can be delivered in partnership with your pastoral and safeguarding teams and complement existing RSHE/PSHE work.The programme was founded by a senior social worker with extensive experience working with teenagers including those at risk of harm outside the home. This ensures interventions are trauma-informed, practical, and grounded in real-world practice.

• Understand us more

Pedagogy

We centre our work on exploring the internal and external factors such as social networks, strengthening confidence, self-awareness, and healthy relationships. This aligns with the principles of promoting resilience and supporting pupils to navigate complexities in their lives, which Ofsted identifies as critical to personal development provision.We will use the We Care Collective approach which is evidenced based that draws on Contextual Safeguarding, Ecological and Trauma informed approaches.Colakkadioglu and Celik (2016) has highlighted the decisions made between adolescence and early adulthood are integral for the individuals life course. Hence, the programme takes a holistic view to the pupils current lived experiences. It is known decision making correlates with an individual’s ability to problem solve, self-esteem and perecption of self (DeLucia-Waack, 2006; Singh & Chaudhary, 2015; Josephs et al. 1992). The programme is informed by this school of thought.

• Programme Outcomes

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Programme Outcomes

* Develop an understanding of personal emotions, strategies for emotional regulation and identifying support systems.* Foster a community among young people by encouraging collaboration on complex issues.* Promote kindness and respectful engagement with oneself and others.* Enhance awareness of adult perspectives regarding extra-familial harm through informed discussion.* Facilitate peer review and peer-led reflection to support diverse viewpoints and shared learning experiences.

• Programme Outline

• Programme Pricing

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8 Week Programme

An eight-week programme provides an ideal timeframe for the facilitator to establish meaningful trust with the group, while also supporting the development of trust among participants. This foundation of trust encourages emotional safety and appropriate vulnerability, both of which are essential for achieving lasting and meaningful change.
Within the eight-week programme, participants explore deep-rooted beliefs, ideologies, and the impact behaviour can have on themselves and their wider social networks.
The eight-week programme builds upon the curriculum of the four-week programme, while moving beyond first-order behaviour change towards deeper, second-order learning and reflection. The programme aims for young people to leave with a strong sense of community—one that can support them in navigating emotions and managing complex situations beyond the programme setting.
To strengthen this sense of community and consolidate learning, two mini-programmes are provided for the group to complete together. These follow-up workshops also encourage shared responsibility and decision-making, reinforcing the community values and principles emphasised throughout the programme.

4 Week Programme

4-week programme is basic programme consisting of workshops which cover cognitive dissonance, emotional regulation, self-esteem building and safety planning. As we are working with the young people for a shorter period of time it was important to choose workshops the young people can use instantly and some that encourage introspection.The 4-week programme is the beginning of positive intervention however it will require the community around the young people to consolidate the learning and practice the new approaches they have learnt. The unique element of the programme is to build a peer network which works as a buffer or ‘good council’ as they progress through their adolescents. Therefore, we provide 1 mini workshop which will work to further consolidate their learning.

• Programme Pricing

Contact Us

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Founder Dennika Francis-Phillips

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References for text

OLAKKADIOGLU, O. and CELIK, D.B. (2016). The effect of decision-making skill training programs on self-esteem and decision-making styles. Eurasian Journal of Educational Research, [online] 16(65), pp.1–35. doi:https://doi.org/10.14689/ejer.2016.65.15.
DeLucia-Waack, J.L. (2006). Leading psychoeducational groups for children and adolescents. Thousand Oaks, Calif.: Sage Publications.
Dr. Arvinder Singh and Dr. Ajay K. Chaudhary (2015). SETP: A New Powerful Tool for Improving Problem Solving, Decision Making and Creativity in Teenagers. International Journal of Indian Psychology, 2(3). doi:https://doi.org/10.25215/0203.022.Josephs, R.A., Larrick, R.P., Steele, C.M. and Nisbett, R.E. (1992). Protecting the self from the negative consequences of risky decisions. Journal of Personality and Social Psychology, 62(1), pp.26–37. doi:https://doi.org/10.1037//0022-3514.62.1.26.

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