Commissioning for Outcomes through an Asset-based model Welcome Commissioning for Outcomes through an Asset-based model Welcome. Ready for Day 1 of 2?!

Welcome CONTEXT - Social Value Act - Commissioning Councils - Austerity measures - Return on investment (but not SROI) - One model across commissioning. - Presented to Commissioning Academy - VC Sutton training. Welcome. Ready for Day 1 of 2?!

First things first… What is an asset based model? Initiate First things first… What is an asset based model? In Community Development: “Asset approaches make visible, value and utilise the skills, knowledge, connections and potential in a community. They promote capacity, connectedness, reciprocity and social capital. The aim is to redress the balance between meeting needs and nurturing the strengths and resources of people and communities.” (Glass Half Full, 2010) In Health & Wellbeing: “Asset working seeks ways to value the assets, nurture and connect them for the benefit of individuals, families and neighbourhoods. Instead of starting with the problems, it starts with what is working, what makes us feel well and what people care about. The more familiar deficit approach starts with needs and deficiencies and designs services to fix the problem and fill the gaps. This creates dependency and people can feel disempowered.” (Morgan et al. eds. Health Assets in a Global Context. Springer 2010). Put in context of a GP meeting a patient with suspected early onset dementia, a needs based model would focus on the illness. An assets based model would look at the assets within the individual. Could be good physical health, supportive family, community groups, good access to heritage sites. Etc.

40 Developmental Assets Investigate MAPS stumbled across 40 DA about 5 years ago.

History of 40 Developmental Assets Investigate History of 40 Developmental Assets Created in 1990 2.2 million young people over time Most widely used approach to positive youth development in the United States Grounded in extensive research in youth development, resiliency, and prevention. Represent the relationships, opportunities, and personal qualities that young people need to avoid risks and to thrive. Started with young people but now extends beyond and has been adapted to be appropriate for all ages.

Reasons for using Assets Investigate Reasons for using Assets User friendly. Great tool for training, strategic planning, monitoring, goal setting and evaluation. Makes ‘soft outcomes’ measurable Compliments all sectors. Based on longitudinal research It works!

Developmental Assets: EXTERNAL Investigate SUPPORT SUPPORT Family support [01] Positive family communication [02] Other adult relationships [03] Caring neighbourhood [04] Caring school/work climate [05] Family involvement in school/work [06] Factors that a person has AROUND them that influence them EMPOWERMENT EMPOWERMENT Community values all people [07] People as resources [08] Service to others [09] Safety [10] Same thing with community assets – some communities require services to be in place to gain these assets. BOUNDARIES & EXPECTATIONS BOUNDARIES & EXPECTATIONS Family boundaries [11] School/work boundaries [12] Neighbourhood boundaries [13] Role models [14] Positive peer influence [15] High expectations [16] CONSTRUCTIVE USE OF TIME CONSTRUCTIVE USE OF TIME Creative activities [17] Youth/adult programmes [18] Faith community [19] Time at home [20]

Developmental Assets: INTERNAL Investigate COMMITMENT TO LEARNING Achievement motivation [21] Work/school engagement [22] Personal study [23] Bonding to Work/school [24] Reading for pleasure [25] Factors that a person has WITHIN them that influences them POSITIVE VALUES Caring [26] Equality and social justice [27] Integrity [28] Honesty [29] Responsibility [30] Restraint [31] Equal playing field – from a commissioning perspective it is helpful for putting assets in a specification. POSITIVE IDENTITY Personal power [37] Self-esteem [38] Sense of purpose [39] Positive view of personal future [40] SOCIAL COMPETENCE Planning and decision making [32] Interpersonal competence [33] Cultural competence [34] Resistance skills [35] Peaceful conflict resolution [36]

Power to Protect Power to Promote Investigate Power to Protect Power to Promote

PROBLEMATIC BEHAVIOUR (result of having less Assets) 49% 27% 11% 3% 49% 18% 6% 1% 32% 21% 11% 3% 61% 38% 19% 7% PROBLEM ALCOHOL USE USE OF ILLICIT DRUGS SEXUAL ACTIVITY VIOLENCE Investigate 0- 10 11- 20 21- 30 31- 40 Number of Assets KEY: POSITIVE BEHAVIOUR (result of having more Assets) 8% 17% 30% 47% 36% 67% 74% 88% 26% 47% 69% 89% 50% 65% 77% 85% SUCCEEDS IN SCHOOL VALUES DIVERSITY MAINTAINS GOOD HEALTH EXHIBITS LEADERSHIP Make clear that % is THE LIKELIHOOD of problematic or positive behaviour. If we buy into the theory that we can use assets to achieve outcomes then how willing are we to change how we commission services to achieve them? Problematic = Protect from Positive = Promote

Investigate Talk through %’s.

Introduction Initiate

Initiate What does an Asset based model have to do with outcomes based commissioning? So, back to the original question. Refer back to CPI leaky roof example…

Why Commission for Outcomes? Initiate Inclusive process that encourages the participation of individuals and communities Plain language, common sense and easy to understand Focus on results not process - the ends not the means Answers the question “so what?”

Initiate So What?

Neighbour with DIY skills Recommended local roofing company Leaking Roof (Results thinking in everyday life) Initiate inches of Water Turning the Curve Bucket Neighbour with DIY skills Recommended local roofing company Green things are assets – bucket, DIY skills, roofing company, etc.

Higher level outcome: A safe and happy home Leaking Roof (Results thinking in everyday life) Initiate inches of Water Turning the Curve Bucket Neighbour with DIY skills Recommended local roofing company inches of Water Turning the Curve Bucket Neighbour with DIY skills Recommended local roofing company Higher level outcome: A safe and happy home High level outcome – a safe and happy home A number of curves need to be turned to reach high level outcome (security, fridge, etc) – these act as sub-groups to reach the overall outcome inches of Water Turning the Curve Bucket Neighbour with DIY skills Recommended local roofing company inches of Water Turning the Curve Bucket Neighbour with DIY skills Recommended local roofing company Security Well stocked fridge inches of Water Turning the Curve Bucket Neighbour with DIY skills Recommended local roofing company inches of Water Turning the Curve Bucket Neighbour with DIY skills Recommended local roofing company

Commissioner Verification Local alignment - e.g. LB Sutton services for CYP with disabilities Initiate Safeguarding Focus on Family Achievements & Attainment Vulnerable Children Healthy Living CYP PLAN STRATEGIC PRIORITIES WHOLE WHOLE WHOLE WHOLE WHOLE Family Resilience Complex Needs Social Integration Independence Challenging Behaviour DISABILITY OUTCOMES FOR CYP Commissioner Verification CYPLD example to introduce these layers… Focus on second column as example (re: disabled YP…) – there are services commissioned for this. Back to the sailor in the boat – how does he relate to the high level outcome of ‘Healthy Living’? E.g. Works at a leisure centre running a swimming group for disabled YP – starts at a point of strength for how to achieve high level outcomes. Assets help provider perspective. SUBGROUP SUBGROUP SUBGROUP SUBGROUP SUBGROUP DELIVERY ACHIEVEMENT Provider Information (SI) Disabled children and young people’s need for additional adult support to access play and leisure is reduced (FR) Positive family relationships and routines are established and sustained (I) Disabled young people enter adult life equipped to achieve their potential in terms of health, education, employment and training, self-care, living independently, relationships and community participation (CN) Positive family relationships and healthy routines are established and maintained (CB) children and young people are provided with alternative strategies to manage anxiety, anger, frustration ASSETS ASSETS ASSETS ASSETS ASSETS

RADA (Relative Assessment of Developmental Assets) Consolidate Example of Impact Measurement Tool Real example re individual assets. Can use relevant subgroups/assets for outcomes rather than all 8 subgroups – can be combination of individual and community. User-friendly, user participation, visual. Advocacy example is a diamond – 4 areas – broad or specific as you like. Doesn’t negate other questions that need to be asked. Use for indiviudals/whole service/annual reviews.

Plenary Thank you EVALUATION FORMS Thank you.