The impact of Paiwand’s Mentoring Project on vulnerable young refugees, unaccompanied minors and other marginalised youth: An evaluation

Lloyds TSB Foundation Grant Report April 2014

Tyler Fox Mentoring Project Coordinator

Young Refugees Mentoring Project Afghan Association Paiwand London, UK

Table of Contents Executive Summary………………………………………………………………..…………………4 Introduction………………………………………………………………………..…………………..5 Client Group & Needs………………………………………………………….……………5 Service Delivery……………………………………………………………………...………5 Evaluation Methodology……………………………………………………………………………..5 Evaluation Findings…………………………………………………………………………………..6 Project Outputs……………………………………………………………………..………..6 Key Outcomes………………………………….…………………………………………….8 Challenges Faced and Lessons Learned…..…………………………………………………….13 Financial.…………………………………………………………………………………….13 Project Aims.…………………….………………………………………………………….13 Unexpected Outcomes.…………………………………………………………………………….14 Approved Provider Standard…..………………………………………………………….14 Brent Schools Partnerships...….………………………………………………………….14 Community Partnerships.………………………………………………………………….14 Extra-borough Engagement…...………………………………………………………….15 Professional Development for Community Mentors…………...……………………….15 Conclusion..………………………………………………………………………………………….15 Appendix A…………………………………………………………………………………………..16 Appendix B…………………………………………………………………………………………..17 Appendix C…………………………………………………………………………………………..18 Appendix D…………………………………………………………………………………………..20 Appendix E…………………………………………………………………………………………..24 Appendix F…………………………………………………………………………………………..25 Appendix G…………………………………………………………………………………………..26 Appendix H…………………………………………………………………………………………..27 Appendix I……………………………………………………………………………………………28 Appendix J…………………………………………………………………………………….……..29

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Executive Summary Young Refugees Mentoring Project Paiwand’s Young Refugees Mentoring Project aims to address the specific needs of young refugees, asylum seekers and unaccompanied minors in Northwest London who are in need of one-to-one and group social, academic and community support. The Project works with vulnerable young refugees, asylum seekers and unaccompanied minors, aged 11-18 years old, in Northwest London (Barnet, Brent, Ealing, Harrow). It aims to support, encourage and positively challenge young people to define and work towards their personal goals. Purpose of Evaluation This evaluation serves to examine the progress of Afghan Association Paiwand’s Young Refugees Mentoring Project, with a view to assessing its impact on the wellbeing of its service users one year into the Lloyds TSB Foundation funding. Data Collection Methods The methods used to evaluate the Project were created to address the aims of the Project delineated in the funding agreement with Lloyds TSB Foundation beginning May 2013. This assessment was conducted by analysing project documents, interviews with service users, and monitoring data collected throughout different stages of the Project. Key Outcomes After having participated in Paiwand’s Young Refugees Mentoring Project, 95 young people reported one or more of the following: 1. Improved mental health and wellbeing through treatment awareness and through the establishment of new friendships/stable social relationships; 2. Improved self-confidence, communication skills, or motivation, which they feel has contributed to an overall boost in their academic performance; 3. Reduced social isolation; 4. Non-involvement, or reduced involvement, with criminality. Unexpected Outcomes 1. Approved Provider Standard (Mentoring and Befriending Foundation) Quality Mark 2. Establishment of Brent schools partnerships 3. Strengthened community partnerships 4. Extra-borough engagement 5. Professional development opportunities for community mentors

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Introduction This evaluation serves to examine the interim progress of Afghan Association Paiwand’s Young Refugees Mentoring Project, with a view to assessing its impact on the wellbeing of its service users one year into the Lloyds TSB Foundation funding. The assessment was conducted by analysing project documents, interviews with service users, and monitoring data collected throughout different stages of the Project. The report will begin by introducing the profile of the Project’s service users and methods of service delivery, and will then move into a description of the methodology used to evaluate its effects on the communities it aims to serve. Key outcomes of the Project will be discussed, challenges it has faced will be addressed, and unexpected outcomes enumerated. Client Group & Needs Young people from the Project’s target communities have experienced war, trauma and separation from home and relatives, and often arrive in this country unaccompanied after travelling through several other states. Evidence suggests that, upon arrival to the UK, these experiences put the young people at particular risk of the following:  Academic underachievement  Social exclusion  Being NEET (Not In Education, Employment or Training)  Radicalisation  Involvement in gang and criminal activities (including drug misuse)  Mental health and emotional struggles Service Delivery The main needs of the children that Paiwand’s Mentoring Project aims to address are:  Social isolation  Language barriers  Cultural gap for new arrivals  Immigration issues  Lack of or no access to education  Lack of information about the area they live in To be able to communicate and understand the young people, particularly the new arrivals, many Farsi/Dari and Pashtu speaking mentors have been recruited, and increasingly, speakers of other languages as the Project expands. Mentors were also recruited from other cultural backgrounds who do not necessarily share the same first language, but who are passionate about, and experienced with, working with vulnerable young people. Evaluation Methodology The methods used to evaluate the Project were created to address the newly expanded scope of the Project, marked by the Lloyds TSB Foundation funding beginning in May 2013. This section presents a detailed analysis of each monitoring tool. Mentoring Action Plan (see Appendix A) The action plan was developed with the overall aims of the Project in mind, and works to define and track the goals of the mentoring relationship. It is completed by the pair, together with the Project Coordinator, during the pair’s initial meeting, in order to encourage the mentee to set goals with the understanding that the mentor is there to facilitate the achievement of these goals. The plan also allows the mentor to identify the area of wellbeing under which the goal falls. For instance, if mentees wish to improve their English, this will be pencilled into the ‘Communication skills’ area; if they wish to understand how to read a map

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or use the transit system, this will fit into the ‘Basic skills’ area. A review is done and Plans are amended accordingly, every three months. Session Assessment Form (see Appendix B) The assessment form was created to track of mentee progress session-by-session. Completed by the mentor, this tool serves as a one-off report by the mentor about her most recent meeting with the mentee, and to keep the Project Coordinator updated with regard to frequency of meetings and service user engagement. The form records the time and date, venue/activity, and asks the mentor to assess how the young person engaged during the session and what specific progress was made toward the goals stated on the Action Plan. Mentoring Services Evaluation (see Appendix C) The Mentoring Services Evaluation is a one-off measurement tool that is completed towards the end of the relationship, or after six months on the Project. The Evaluation restates the goals set at the beginning of the relationship (or those amended at the previous review), and inquires about whether the service user feels his/her goals were achieved with the help of the Project. It then breaks the Project aims into statements such as ‘I feel more confident’ and asks the service user to rate the extent to which they agree with the statement (strongly disagree, disagree, neither agree nor disagree, agree, strongly agree). This tool attempts to capture the overall feeling of service users toward the Project, and whether or not they feel the Project has impacted their wellbeing. Workshop Evaluation (see Appendix D) As the workshops were created with a view to addressing multiple aims of the Project, participant evaluations were designed accordingly. The questions attempt to monitor the achievement of respective Project aims in a one-off setting. Evaluation Findings Project Outputs Mentors The Project currently has 17 active mentors. These mentors have been through a robust recruitment process, including CV submission and an interview, and were found to be suitable after being DBS checked and provided with Paiwand’s Introduction to Mentoring training. Six of the 17 mentors elected to also attend Paiwand’s optional Developing Further Skills for Mentoring training. From the start of the Lloyds TSB Foundation funding in May 2013 until the end of the 2013-2014 financial year, Paiwand’s Young Refugees Mentoring Project has provided its service users with over 150 hours of mentoring support. Mentees The Project has supported 21 mentees through weekly or bi-weekly one-to-one mentoring sessions. Ten of the 21 mentees were referred by local schools, six were referred by local authority children’s services, four were self-referrals and one was referred internally by Paiwand’s Advocacy Project. Mentee Demographic Breakdown

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Gender

Ethnicity

Borough 10%

35%

20% 15%

65%

Female

Male

20%

5%

Afghan

35%

60%

Iranian

Somali

Other

Barnet

Brent

35%

Harrow

Haringay

One-to-One Sessions One-to-one sessions are held weekly or bi-weekly with mentors for a few hours, in a range of different places. The Project has taken a goal-focused approach to one-to-one mentoring, in order to encourage mentees to be proactive in defining goals for themselves which they can work towards with their mentors. Depending on what the mentee is working towards, some meetings will take place in school, a library or café, while others will be more interactive – like a trip to an art gallery or theatre performance. Part of the Project’s mission to enhance service users’ wellbeing includes attempts to expose them to cultural or historical activities that they would not normally have the resources to access on their own. Group Mentoring A Skills & Rights Workshop Series was developed to take place during Autumn 2013, in order to target an additional 50 young people in need through group mentoring. The series consisted of a career workshop (see Appendix E), which gave young people the opportunity to meet a panel of different professionals (healthcare professionals, engineers, publishers, entrepreneurs, etc.) with whom they were able to discuss career options and education pathways, coupled with an interactive session about immigration and financial barriers to education; a cooking class (see Appendix F) to teach young people a basic skill; and an Early Intervention in Relationships Education workshop (see Appendix G) focusing on relationships and sexual health for unaccompanied male minors. Based on a number of requests for intervention from schools in Brent to tackle inter-cultural tension between Afghan and Somali students, the Project developed the Community Peace exCHANGE (see Appendix H) in partnership with two local community organisations, Help Somalia Foundation and the African Child. The workshops use drama and team building activities to address stereotypes, improve communication and build trust between the groups. These workshops (two sessions each) have been delivered in three schools to date. Referrals The Project Coordinator also makes referrals to other Projects or agencies if the need of the mentee is beyond the scope of the Project. For instance, if the mentee is in need of mental health support, the mentee will be referred internally to Paiwand’s Mental Health Project; if she needs study support, she will be referred to one of Paiwand’s three Supplementary Saturday Schools. If the mentee wishes to join an extra-curricular activity not offered by Paiwand, she will be referred to (and assisted to enrol in) the appropriate external service. Since May 2013, 25% of the mentees on the Project were referred to other services for additional support in the areas of academics, mental health, or extra-curricular/youth engagement.

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Key Outcomes

One-to-one support: Group mentoring: Total reach:

Target 20 50 70

Achieved Result 21 74 95

The outcomes of the Project to date are listed below, according to its four overarching aims. The graphs below reflect mentees’ (taken from sample) retrospective evaluations of their changes in wellbeing throughout the Project. Six months into the Project, mentees are asked to complete the Mentoring Services Evaluation. The wellbeing section instructs them to rank each category based on whether they agree with the statement made regarding their improvement in each area listed. The statements are divided accordingly by aim below.

AIM 1 To improve the mental health and wellbeing of service users through treatment awareness and by helping them to establish new friendships/stable social relationships.

Mentoring Services Evaluation

5 4 3

I've made a new friend

2

I feel less worried or anxious

1 0 Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

The above data shows that the majority of mentees in the sample felt that through cultivating a relationship with their mentor, they made a new friend. An equal number of mentees felt that their mental state had changed as a result of mentoring: a third felt a change, a third had neutral feelings about change and a third felt that as a result of the Project, they did not feel a reduction in stress or anxiety. Of 21 mentees on the Project, only four identified themselves as struggling with mental health. All four were referred to Paiwand’s counselling service; two of whom stopped attending their sessions, and two have yet to begin sessions (due to uncontrollable circumstances related to internal staffing). The lack of change in wellbeing can be explained by the fact that those who did not identify a need to work towards improvement remained the same. Those who dropped out of the sessions prematurely would not have benefitted from changes to wellbeing.

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AIM 2 To improve the self-confidence, communication skills motivation of service users, contributing to an overall boost in their academic performance.

Mentoring Services Evaluation 8 7 6 5 4 3 # 2 1 0 Analysis Strongly agree

I feel more confident

I feel more motivated

Agree

Neither agree nor disagree

Disagree

Strongly disagree

My academic attainment has improved

The data above is overwhelmingly positive: most mentees sampled felt an improvement in their confidence, motivation and academic attainment. The skew towards positive change in academic attainment could be a result of the fact that 33% of mentees enrolled on the Project are participating in one of the school partnership mentoring schemes, which focus largely on academic improvement (exam strategies, study plans, etc.).

AIM 3 To reduce social exclusion among service users by helping them gain basic skills (including ESOL) and access extra-curricular activities/services.

Mentoring Services Evaluation 5 4 3

I've learned a new skill

2

My English has improved

1 0 Strongly agree

Agree

Neither agree nor disagree

Disagree

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Strongly disagree

The data above shows that almost all mentees sampled feel that they have learned a new skill. This might be a result of 43% of mentees on the Project having identified a need to learn how to write a CV, including those enrolled in the school scheme. Others worked towards learning the transport system. Some mentees sampled felt an improvement in their English, but the data above shows that most had neutral feelings about this. This could be reflective of the fact that only 24% of mentees on the Project were new arrivals who identified a need to improve their English.

AIM 4 To ensure the non-involvement or reduced involvement of service users with criminality. Upon joining the Project, none of the participants had a history of offending. This number has remained the same. It is possible that for some of the new arrivals, their relationship with their mentor helped them remain uninvolved in criminality. See case study below. Young Refugees Mentoring Project Case Study When M was referred to Paiwand’s Mentoring Project by Barnet children’s services in August 2013, he had only arrived in the UK as an unaccompanied minor from Afghanistan a month earlier. He was 13 years old. The first time the Project Coordinator met M, she brought an interpreter, as although he was fluent in both Pashtu and Dari, he had never learned English, and could barely communicate with his English-speaking foster parents or the Project Coordinator. With the input of his foster father and the help of the interpreter, M and the Coordinator worked to define some goals that he would work towards once he was paired with his mentor. These included: improving his English through attending Paiwand’s Saturday School and practising with his mentor, learning about and integrating into British culture, and touring London (landmarks, museums, etc). M was paired with an Afghan community mentor who was excited to work with him to achieve his goals, and the pair quickly built a solid rapport and became quite close. Each week, she prepares Afghan food for him so he feels less homesick. She has helped him navigate the transit system, and to date they have visited the London Zoo, the British Museum, Hyde Park, the Science Museum and more. M is now able to travel around more independently, and he has attended ESOL and maths classes at Paiwand’s Saturday school every week since the start of term. He also discovered his love for drama, and has joined the school’s drama class on Saturday afternoons. His mentor has reported that he is making excellent progress in terms of integrating with the British lifestyle, and that he is very determined to work hard at school in order to succeed later in life. M’s English has improved markedly, and he no longer requires the help of an interpreter to converse with English speakers openly. He attended the Mentoring Project’s cooking workshop, where he learned to make lasagne, following all of the instructions without translation, and opened up to the Project Coordinator about his progress at school and other aspects of his life. M will continue engaging with Paiwand’s services. His carer explained: The best thing that happened to M was to form [a] partnership with S, his Paiwand designated mentor. S is a highly professional person whose services were most effective. She has guided, advised, chaperoned M so well, he has developed a lot of respect for her. I can attest to the fact that S’s contribution made our work, as his carers, very easy. Communication between M and us is better as a result of S’s intervention. 10

Group Outcomes The statistics below were gathered using tailored evaluations for each workshop. Each workshop catered to a combination of Project aims, as evidenced below: The Art of Cooking Workshop

EIRE Workshop

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Meet the Professionals: Career speed-meeting

The Community Peace exCHANGE

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Challenges Faced and Lessons Learned Financial The financial challenges faced by the Project over the past year stemmed from the fact that although the Project Coordinator’s part-time salary (see Appendix I) for detailed breakdown of project expenditure) was funded through the Lloyds TSB Foundation, no budget was granted to cover project costs. This meant that volunteer expenses (it is Paiwand policy to reimburse volunteers for their travel expenses), costs incurred by providing refreshments to volunteers at trainings and for mentees at workshops, as well as workshop expenses, had to be drawn from the organisation’s unrestricted budget. This put a strain on the Project in that costs were forced to be kept to a very strict minimum, and there was pressure to train nearly 20 mentors and hold enough workshops to target an additional 50 young people at an almost impossibly low cost. Unfortunately, this is not sustainable in the long run. At this stage, the Project does not need more than £1000 per year allocated to project costs, but anything less than this figure is simply unrealistic, and places a massive and unnecessary strain on both the organisation and the Project Coordinator. The Project Coordinator post was also underfunded. The creation, implementation and expansion of a Project with such complex aims and wide scope really required a Project Coordinator who was funded to work at least 25 hours per week. Because the post was only funded for 18 hours per week, the Project Coordinator was working between five and ten hours of overtime per week for the first eight months of the Project, another cost that Paiwand was forced to shoulder using its unrestricted funds. Project Aims As mentioned above, the aims of the Project are quite complex in view of how few resources are available. For instance, Aim 4, which seeks to reduce criminality among service users is difficult to address and prove without access to either training or direct intervention from professionals who have experience working with young offenders. At the beginning of the Project, the mentors who were paired with some of the unaccompanied minors referred internally from Paiwand’s Housing Project faced significant challenges providing the young people with appropriate guidance, as this was not covered in the introductory or subsequent volunteer training sessions. These young people are in need of a very specific kind of support which is not possible for a volunteer to deliver without support from the Project tailored to this kind of intervention. However, it is beyond the capacity of the Project in its current form to provide this kind of intensive support to volunteers, and therefore, to this group of service users. As a result, the Project ultimately moved away from trying to support offending minors, and focused on supporting unaccompanied minors (and others) with different kinds of complex needs. Moving forward, the Project will be more equipped to make effective decisions about the focus of its future aims, as the lessons learned this year have pointed to some important trends that will inform the direction of the Project in future years. These findings mainly relate to service user needs, specifically in terms of services that address areas like academic/exam strategy, career guidance and employment skills, which simultaneously boost confidence and instil important life skills and organisational habits, including thinking ahead and knowing how to effectively set and tackle personal goals. Targeting these areas allows mentors to deliver relevant sessions which heed tangible, short-term results, which help mentees quickly build self-esteem, and in turn gives them the motivation to strive further and the confidence to create longer-term goals.

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Unexpected Outcomes Approved Provider Standard In May 2013, the Project began taking part in the national Mentoring and Befriending Foundation’s Monitoring and Evaluation Programme, in order to develop a robust monitoring system in line with the aims delineated in the new funding. The system was validated in November 2013, which helped put the Project in good stead to apply for the Foundation’s Approved Provider Standard three-year quality mark. The mark recognises best practise among mentoring and befriending projects across the UK, ensuring that they are meeting the national standard in terms of administration and management, policies, procedures, volunteer satisfaction and positive impact on beneficiaries. After three months of preparation and a four-hour audit, the Project was awarded the APS quality mark on the 16th of April 2014 (full report enclosed). The mark will be valid until April 2017, and will allow the Project to continue to develop its functional framework to the highest possible standard. Brent Schools Partnerships Formal partnerships (beyond simply referring students to the Project) have been forged with two high schools in the borough of Brent: Alperton Community School and Crest Academy. Alperton was keen to have the Project run one-to-one sessions with selected students during their form time, with a view to providing them with extra academic support and encouragement, as well as addressing other issues like low attendance. In response, the Project developed an eight-week intensive session plan (see Appendix J) that addresses the needs of the students as defined by both themselves and the school. The programme includes a tailored toolkit designed to facilitate the delivery of sessions by mentors in an efficient way that allows mentees to make marked, measurable progress in a short period of time, in line with academic objectives. Soon after, Crest Academy expressed interest in having the programme duplicated at their school. A pilot run with three students began at the beginning of April, with the intention to increase this number to 20 at the start of the new school year in September, with a view to more integrated support throughout the academic year. These partnerships have opened up opportunities for the delivery of other Paiwand services in the schools, particularly in terms of the referral of students struggling in core subjects to one of Paiwand’s three Saturday schools. Community Partnerships As the Project gained momentum over the first year, multiple invaluable connections have been made with other local BMER community organisations and their mentoring projects throughout London. The Project’s aim to target an additional 50 young people through group mentoring pushed the Project Coordinator to connect with other organisations in an attempt to reach a diverse range of young people. The career workshop held in October 2013 as part of the Skills and Rights Workshop Series was hosted in partnership with the Refugee Support Network (RSN), a local charity that supports appeal rights exhausted young people and other young migrants with complex immigration status. Not only was the workshop successful and perfectly rounded off by RSN’s talk on financial and immigration barriers to education, it also resulted in an extended partnership between RSN and Paiwand, including best practise information sharing, an expedited referral pathway and access to RSN professional development training (Access to higher education: refugee, asylum seeking and immigrant young people) for the Project Coordinator. Through publicising the workshop series, a relationship was also cultivated with the Islington and Hammersmith mentoring projects run by the British Red Cross (BRC). Six of their 14

mentees, all unaccompanied minors, attended the career workshop. Opportunities for Paiwand’s mentees to join BRC events also became available through this important link. Through the development of the Community Peace exCHANGE workshops, Paiwand’s Mentoring Project was able to build solid working relationships with two Brent-based community organisations, Help Somalia Foundation (HSF) and The African Child (TAC), broadening Paiwand’s community reach, increasing the scope of cultural expertise and permitting the Project to offload some of the costs incurred by running the workshops. Both HSF and TAC are in the early stages of developing mentoring projects for their beneficiaries, and the three-way partnership that has been cultivated over the past year ensures that the organisations can continue to work together to support each other and in turn, best serve their communities. Extra-borough Engagement As a result of publicity initiatives in East Barnet and word of mouth, a number of social workers in Haringey and from other North and Northeast London local authorities have contacted the Project throughout the year to inquire about whether Paiwand’s mentoring services extend to areas outside of Northwest London. Currently, two mentees supported by the Project come from Haringey, and referral queries continue to pour in. There is a clear need for the service in these boroughs, likely because culturally specific services of this nature are few and far between in Northeast London; the Project has attempted to accept as many referrals from these areas as it has the capacity to take. Professional Development for Community Mentors The Project has provided multiple opportunities encouraging the professional development of volunteer community mentors, many of whom have an interest in moving into education or youth-related work. In total, 53% of the mentors supporting young people on the Project are currently working towards moving into a related field. The Project has provided them with a compulsory Introduction to Mentoring training (seven sessions delivered to date), which covers topics including issues faced by refugees, asylum seekers and unaccompanied minors; the role, skills and qualities of a mentor; safeguarding, boundaries and confidentiality; and cultural sensitivity. The Project also offers an optional Developing Further Skills for Mentoring counterpart (one session delivered to date), which was attended by nearly half the mentors on the Project, and covers topics including goal-focused mentoring, developing empathy and how to create tailored support strategies for mentees. Both training sessions include opportunities for mentors to network and share experiences, encouraging them to build not only skills, but also relationships, in their chosen field and thereby increasing volunteer retention.

Conclusion Overall, Paiwand’s Young Refugees Mentoring Project has had a successful year. It managed to exceed its targets and meet its outcomes through creatively addressing the wellbeing and diverse needs of its service users. A solid foundation has been laid for steady improvement and the sustainable expansion of the service in the coming year. The Project will work towards integrating its service more strategically with Paiwand’s Mental Health Project, in order to provide more robust mental health intervention, a particular demand that must be met for new arrivals who experienced trauma in their origin country or during their journey to the UK. While continuing to develop its relationships with local schools, the Project will also focus on integrating its service with Paiwand’s Housing Project in order to more effectively address the complex needs of unaccompanied minors referred to the organisation by local children’s services.

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Appendix A

Young Refugees Mentoring Project Mentoring Action Plan Mentee:

Mentor:

Date:

My goals for the next three months are:

Area

Action

Mental health/wellbeing

Communication skills

Academic performance

Involvement in extracurricular activities Basic skills (life in UK, accessing services, etc.) Positive lifestyle changes

Other

How will I know when I have achieved my goal?

Review Date

Comments

16

By Whom

Target Date

Appendix B

Young Refugees Mentoring Project Session Assessment Mentor:

Date:

Mentee (Initials):

Time:

Venue/activity:

How did the young person engage throughout the session?

What progress has the young person made toward his/her stated goals?

Additional comments:

Date/time/venue of next meeting:

17

Appendix C

Young Refugees Mentoring Project Mentoring Services Evaluation 1. What were the goals you set on your Mentoring Action Plan? 

Mental health/wellbeing ___________________________________________



Communication skills ____________________________________________



Academic performance ___________________________________________



Involvement in extra-curricular activities ______________________________



Basic skills (life in UK, accessing services, etc.) ________________________



Positive lifestyle changes __________________________________________



Other _________________________________________________________

2. Do you feel that you have achieved your goals? YES 

NO 

UNSURE

3. Has Paiwand’s mentoring service helped you achieve these goals? YES 

NO 

UNSURE

4. As a result of Paiwand’s mentoring services, how much would you agree: Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

I feel more confident I feel more motivated My academic attainment or commitment has improved I feel less lonely I’ve made a new friend I feel less worried or anxious I’ve learned a new skill My English has improved

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5. Would you recommend Paiwand’s mentoring service to a friend? YES 

NO 

UNSURE

Additional Comments:

Young Refugees Mentoring Project Workshop Evaluation *Please circle the answer that best describes you.

1. This workshop helped me become aware of some of the career options available to me after graduation.

YES 

NO 

UNSURE

2. This workshop helped me understand how I might overcome the financial barriers to my education.

YES 

NO 

UNSURE

3. This workshop has inspired me to spend more time studying.

YES 

NO 

UNSURE

4. This workshop has made me aware of where I can access career support.

YES 

NO 

UNSURE

5. This workshop has helped me define my career interests.

YES 

NO 

UNSURE

6. This workshop has encouraged me to think about my future.

YES 

NO 

UNSURE 19

Appendix D

Young Refugees Mentoring Project Career Workshop Evaluation *Please circle the answer that best describes you.

1. This workshop helped me become aware of some of the career options available to me after graduation.

YES 

NO 

UNSURE

2. This workshop helped me understand how I might overcome the financial barriers to my education.

YES 

NO 

UNSURE

3. This workshop has inspired me to spend more time studying.

YES 

NO 

UNSURE

4. This workshop has made me aware of where I can access career support.

YES 

NO 

UNSURE

5. This workshop has helped me define my career interests.

YES 

NO 

UNSURE

6. This workshop has encouraged me to think about my future.

YES 

NO 

UNSURE

Additional Comments:

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Young Refugees Mentoring Project Cooking Workshop Evaluation *Please circle the answer that best describes you.

1. This workshop has helped me learn how to cook a new dish.

YES 

NO 

UNSURE

2. This workshop helped me understand the importance of health and safety while cooking in the kitchen.

YES 

NO 

UNSURE

3. This workshop has inspired me to learn how to cook more recipes.

YES 

NO 

UNSURE

4. This workshop has improved my confidence in being able to cook for myself.

YES 

NO 

UNSURE

5. This workshop gave me the chance to try something new.

YES 

NO 

UNSURE

Additional Comments:

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Young Refugees Mentoring Project EIRE Workshop Evaluation *Please circle the answer that best describes you.

1. This workshop has helped me recognise and identify different forms of contraception. YES 

NO 

UNSURE

2. This workshop has helped me recognise and identify different forms of STIs, and how to prevent them. YES  NO  UNSURE

3. This workshop has made me aware of where I can access sexual health services. YES  NO  UNSURE

4. This workshop has helped me understand the importance of healthy relationships. YES  NO  UNSURE

5. This workshop has encouraged me to think more carefully about how my actions affect those who are close to me. YES  NO  UNSURE

6. I would recommend this workshop to a friend. YES  NO 

UNSURE

What kind of workshops would you like Paiwand’s Mentoring Project to host in future?

Additional Comments:

22

Community Peace exCHANGE Workshop Evaluation *Please circle the answer that best describes your opinion.

1. This workshop has increased my knowledge about a cultural community different to my own. YES  NO  UNSURE

2. This workshop has made me aware of the challenges faced by my peers. YES  NO  UNSURE

3. This workshop has helped me understand the importance of listening to, and understanding, the challenges faced by my peers. YES  NO  UNSURE

4. This workshop has inspired me to try to work through conflicts with my peers in a non-violent way. YES  NO  UNSURE

5. This workshop has encouraged me to think more carefully about how my actions affect those around me. YES  NO  UNSURE

6. I would recommend this workshop to a friend. YES  NO  UNSURE

Additional Comments:

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Appendix E

24

Appendix F

25

Appendix G

26

Appendix H

27

Appendix I

AFGHAN ASSOCIATION PAIWAND LTD Lloyds TSB Year End Statement Description Project Manager Salary PAYE & NI Contribution

Balance 01.04.2013 0.00 0.00

Budget Yr One 11829.08 4570.92

Actual Allocation 11829.08 4570.92

Spent 31.03.2014 10667.82 3975.75

BALANCE

0.00

16400.00

16400.00

14643.57

1756.43

Total Project Manager was recruited in May 2013

28

1161.26 595.17

Appendix J

Paiwand Mentoring Project Schools Session Schedule Session 1 Introductions, create Action Plan, get to know each other.

Session 2 Academic struggles (Part 1): review of challenging subjects and working to pinpoint specific areas of study focus. Address low attendance.

Session 3 Academic struggles (Part 2): create a study plan and identify useful exam strategies to be used.

Session 4 Career advice: options and pathways – create brief pathway plan based on what the mentee is interested in pursuing.

Session 5 CV writing: complete CV template (to be completed by mentee before the session) and work together to design the CV on the computer.

Session 6 Interview skills and practise: role play.

Session 7 Work experience/volunteer placements: search for opportunities and make shortlist of options to pursue.

Session 8 Fun activity determined by young person and wrapping up (evaluations, etc.). Inquire as to whether the young person is interested in continuing the mentoring relationship outside of school.

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