Learning and soft outcomes: evidence from intensive intervention projects

BATTY, Elaine (2014). Learning and soft outcomes: evidence from intensive intervention projects. Social Policy and Society, 13 (03), 357-369.

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Official URL: http://dx.doi.org/10.1017/S1474746413000286
Link to published version:: https://doi.org/10.1017/S1474746413000286
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    Over the last decade there has been a clear focus on tackling disadvantage and transforming lives. A plethora of programmes such as Family Intervention Projects, Think Families Pathfinders and Intensive Intervention Projects have focussed on families meeting centrally determined quantifiable outcomes and have used this as a factor to judge the success or otherwise of intervention programmes. However, little attention, or indeed value, has been given to the learning that young people experience throughout the intervention period. The article argues that learning is a crucial component of intervention projects. Qualitative evidence from a longitudinal study is used to explore young people’s engagement with an Intensive Intervention programme. Using individual experiences, evidence suggests that continuous learning during engagement with Intensive Intervention Projects can lead to soft outcomes which enable future positive change in the lives of individuals.

    Item Type: Article
    Additional Information: Published online: 20 June 2013
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Centre for Regional Economic and Social Research
    Identification Number: https://doi.org/10.1017/S1474746413000286
    Page Range: 357-369
    Depositing User: Sarah Ward
    Date Deposited: 05 Aug 2013 08:52
    Last Modified: 18 Mar 2021 19:45
    URI: https://shura.shu.ac.uk/id/eprint/7202

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