Let Go and Help Grow:
Health Issues in the Community –
Reflections and Insights
Context and Contribution to National Policy
The Christie recommendations together with the Public Bodies (Joint Working) (Scotland) Bill on
integration of health and social care, Community Empowerment (Scotland) Bill and
recommendations from Ministerial Group on health inequalities reinforce the shift to upstream
prevention and further commitment to co-producing services with users and community
members. CHEX’s aim is to support preventative approaches to health and social care and ensure
that communities themselves participate in the planning and delivery of these services. The
evidence from CHEX’s programmes demonstrates that these approaches contribute to the
transformation of communities in creating opportunities to improve health and enhance the
quality of life for community members experiencing poverty and disadvantage.
Health Issues in the Community (HIIC)
HIIC is delivered by over 100 registered Tutors from across Scotland who are supported through a
partnership between Community Health Exchange (CHEX) and NHS Health Scotland.
HIIC is a flexible two part course, comprising 8 distinct units in each part. The course can be
delivered as taster sessions, short courses, or as a full course (non and credit related).
The course is founded on the principles of a community development approach to health issues
and explores the wide variety of factors which impact on the health of individuals and
communities. HIIC values people’s life experiences as a basis for individual thought and group
discussion on a wide range of related topics; for example social and health policies, inequalities,
discrimination, poverty and disempowerment.
It promotes the social model of health and develops an understanding of how people can
individually and collectively exert greater influence and control over their own health and that of
their community.
In its strategy document: A Fairer Healthier Scotland: 2012 – 2017, the Scottish Government
outlines its vision for health in Scotland. It states:
Vision
Our vision is a Scotland in which all of our people and communities have a fairer share of the
opportunities, resources and confidence to live longer, healthier lives.
Mission
Our mission is to reduce health inequalities and improve health. To do this we will influence policy
and practice, informed by evidence, and promotes action across public services to deliver greater
equality and improved health for all in Scotland.
In its approach, delivery and outcomes HIIC contributes towards Government Health Policy.
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Reflections and Insights
The purpose and function of this paper is to provide examples of where communities can be
encouraged and supported to become involved in the health and well-being of their community
through the ‘Health Issues in the Community’ (HIIC) course. The remit of this paper will
concentrate on demonstrating how this has been achieved. It is written from the perspective of
the participants and the tutors who have taken part in the course.
The HIIC course focuses on a community development approach to health and wellbeing. For
these purposes, the community can be described as a geographical community, one of interest
and/or one of identity. It places value on supporting individuals to work collectively; on extending
participatory democracy and on social justice and equity. There are 5 ‘Learning Outcomes’ in Part I
of the course, including:
The participants will be able to demonstrate an understanding of a social model of health and
other key ideas about health and explain how these models/ideas relate to their own lives and
communities.
While Part II has 6, including:
The participants will be able to demonstrate a broad understanding of a community development
approach in health and the key concepts and principles that inform this approach.
The ethos of the course is to champion the right of the person to be treated with fairness and
dignity, which then mirrors how we as a society can function. While global initiatives, conferences
and movements are explored, such as the ‘Declaration of Alma Ata’ and ‘Health 21’, participants
are encouraged to relate these global perspectives to their local situations to help them critically
examine differing views of life in disadvantaged areas. This information and the resulting group
discussions enable participants to see how health issues can be tackled on a local community level
by applying the global principles discussed.
Perhaps uniquely, HIIC also offers accreditation which affirms a participant’s learning and provides
solid currency in the world of work, education and training. To attain the accreditation, which is
credit rated through the Scottish Qualifications Authority (SQA) students have to complete a
written assignment, take part in a group project and Presentation on a local health issue and
complete their ‘Learning Logs’ for each unit.
Methodology
In the spirit of HIIC a number of research methods, outlined in Part II of the course, were used.
This meant that the participants and the tutors interviewed were comfortable and knowledgeable
about not just what they were being asked but also how they were being asked. The four
particular groups were chosen specifically because they were completed recently, 2014/2015, and
therefore were more easily available for interview and provide insights to policy and practice.
Secondly, the groups identified provided a variety of participants thus giving a wider perspective
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on the efficacy of HIIC throughout all community types covering such diversities as location and
personal circumstances.
Considering that it was important to hear and understand the influence HIIC had had on the lives
of the students, the research methods used were: group discussion and a questionnaire (see
Appendix 1 and 2). This provided different ways to elicit information. It is known that not
everyone learns nor can explain things in the same way. These approaches allowed enough
opportunities for those involved to explain the effect HIIC had had on their lives.
Group Discussion: This took the form of several questions being posed to the group. They were
asked to put their responses on ‘post-it’ notes and place them under the relevant questions.
Following the conclusion of that exercise, the responses were read and then the discussion was
opened up for further comments. The comments were not taped; instead notes were taken.
Questionnaire: This concentrated on finding out if completing HIIC had given the participants a
wider view of how they could continue to be involved in the health of their community.
Information from the ‘Empowerment Bill (Scotland)’ and the ‘Christie Commission’ was used to
ascertain if their understanding of how the system works had been enhanced and/or what else
was needed to put that in place.
Conclusion
The HIIC course is seen as the necessary first step in allowing people to believe that they can
become empowered.
For example, a group might have delivered a Presentation about social welfare. Learning about
human rights in this context might mean that participants learn and can tell others about the fact
that an advocacy service is available to help in their area. Or it might mean that participants can
organise other things in their communities or go on to other training as they have the gained the
confidence to do so.
Every participant interviewed said that their views on health- their own and that of others- have
been changed by taking part in the HIIC course. They have a broader and richer perspective on
what constitutes health. They now understand health to be a holistic thing. They realise that many
factors, social and economic for example, impact on their heath and that of their community. They
more fully understand that the medical model of health, while necessary and useful, cannot ‘cure
all ills’. It takes people working together with the same mind to achieve positive change for a
healthy community. They have changed from passive acceptance of ‘what is’ to the idea that being
active in their community can achieve positive change.
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About the Author
After attaining a BA in English and History at the University of Stirling, Charlotte completed a postgraduate course to become an English and History teacher. This has provided a good foundation
for her subsequent career in a variety of training situations. In the 1990’s she undertook a ‘couple’
counselling course and then completed her ‘Advanced Diploma in Counselling’ just in time for the
noughties. She also has a Masters in Religious Studies.
Charlotte became a HIIC tutor last century! In 1996 she became a freelance counsellor and trainer
and the following year, through the auspices of the Workers’ Educational Association (WEA), was
given the opportunity to become a tutor for a new course, ‘Health Issues in the Community’.
She was attracted to the course as it is designed to provide training in local communities, for the
people living in those communities. Its aim was, and continues to be, a means of making available
to people the wherewithal to build capacity in communities through its community development
approach. She believes that the HIIC course provides a solid platform for participants to learn their
true worth as individuals (the blossoming, without exception is breath-taking), thus enabling them
to fully contribute to the health of their communities. The course content allows participants to
identify the needs of their community and, by using their skills both learned and developed, build
up the capacity within that community. HIIC remains an excellent medium to convey and develop
the necessary skills to encourage and support community engagement.
Charlotte has run a number of HIIC, taster, short and full courses throughout Scotland. She is a
member of the ‘core’ group of tutors who monitor and develop HIIC through CHEX, a tutor trainer
and marker for the course.
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The Uddingston Grammar Group: The physical building.
Profile
Name and Location: Uddingston Grammar School, Uddingston
Group of: geography and identity.
Demographic makeup: white, 9 females, 7 males, 16/17 years old
Numbers: 16
Date it ran: August 2013 – May 2014. HIIC Part I
Topic for Presentation: Young People’s Mental Health
It opened my eyes to my local community and the many factors that I have never taken into
consideration before. (Quote from student)
This community is a community both of geography,
in this case its literal location, and identity. The
advent of HIIC in Uddingston Grammar grew out of
the national initiative of ‘Health Promoting Schools’
in Scotland. This school was interested in doing
something out of the norm and the tutors had a
passion for HIIC; especially the newly issued ‘Youth
Pack’. It was a match! The tutors found that getting
people, especially staff members, on board has been
key to the success of the initiative and it has been running in the school since 2011. Staff,
sympathetic to HIIC, agreed to run a pilot of the course with the tutors, and the rest, as they say, is
history. HIIC is now integrated in to what the school has to offer in terms of interest and
qualifications through their ‘More choices/More changes/More options’ programme. The
‘Personal and Social Development’ and other departments use the community development
approach and values of the course in their syllabus.
The students chose to take part in the HIIC course for a variety of reasons, including:
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Interested in that type of career
Being able to work in a team
Option booklet made the course seem interesting and fun
Interested in learning about my community – never given the opportunity to do so before
and it sounded different to other subjects within school
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They increased their knowledge in understanding
how the factors in a person’s own environment
can contribute to the vicious cycle of deprivation
and how a person’s social status and wealth can
affect other factors in their lives such as, mental
health, employment and social relationships.
They were enabled to carry out research on a
topic and had to find valuable resources in order
to do so. Students who have moved on to higher
education are finding that the same research skills are required in that setting. For some there is a
sense that they are much better equipped for dealing with further education establishments as a
direct result of completing the HIIC course.
Gave me confidence to speak my opinion in a group setting – this is proving useful within further
education in a College setting (Quote from student)
One of the important ways that students felt they had both benefitted from and contributed to
their school community was through their Presentations. While the overall topic was ‘mental
health’ students dealt with subjects ranging from sexual health through to dealing with depression
in young people. Each group delivered to the whole school assembly so that the subject matter
was disseminated. The other part of that education is therefore given to the rest of the school.
Recurrently, the pupils were saying that they did not know enough about health issues that affect
them and so that raising awareness and understanding allows the message to be put beyond the
initial group - everyone benefits. Some of the programmes that were an offshoot of their research
for the Presentations are still running in the school. The community has continued and will
continue to benefit from the course in this way. For example, a group looked at the links between
music and lifting depression. They looked at opening up options in the school whereby they could
encourage better mental health. They got a music group at lunchtime up and running. Another
group learned that their research helped others in that teachers are now taking steps to
implement more ‘personal’ education to younger students’ timetables to increase their knowledge
about vital skills for the real world; such as sexual health.
I have left a legacy behind in the school to help educate others about issues in their community.
(Quote from student)
There is now good interaction with pupils and the Senior Management Team (SMT). That began
when these presentations allow the SMT to see things from the perspective of the pupils. What
was initially a ‘top down’ programme is now clearly a proper community-led ‘institution’.
In some of what might be described as the softer outcomes, the students were clear that they had
developed and increased their confidence to speak out and to know their rights. They have been
able to take this confidence into situations out with their school and use it to inspire others.
I have been better able to speak to professionals. (Quote from student)
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The group highlighted the need to ensure that young people are not only consulted about their
future but are able to be supported in taking choices forward; both in learning to take
responsibility and learning about consequences for themselves and others. What is notable is that
students have taken what they have learned into their wider community. The HIIC course
particularly empowered them by making them aware that, while they could lead a group, thus
having their own voices heard, it was of equal importance to make sure everyone’s voice was and
is heard. One student commented that she was able to challenge her demanding boss as a result
of taking part in the course.
While the main outcome for this group seems to have been growth in the area of recognising their
rights as individuals, they became aware of the fact that they now regard their extended
community (that is, out with the school) differently. There is 60% deprivation in Uddingston.
Students are more aware that they need to erase the stigma attached to poverty in some places in
particular within that community.
I now help out at charity events to raise funds for local community projects
(quote from student)
From the tutors’ point of view, the positive impact of the course on the school community
continues to grow exponentially. HIIC tutors are aware that it is almost a ‘given’ that there will be
a growth in confidence and self-esteem for participants on a course. However, the special
circumstances that exist in Uddingston Grammar make these outcomes particularly significant.
Like many other school populations, Uddingston Grammar is home to some students who function
even despite difficult home circumstances. Sometimes, students coming into the HIIC situation are
wary. They perhaps have had unproductive experiences of education or have a low expectation of
what education can do for them. They were, perhaps, missing other classes or were on the verge
of giving up on education all together. Some had been or were in danger of being ‘excluded’.
Often, they are frightened of failure. The tutors in Uddingston Grammar are good at thinking on
their feet! They thought and think long and hard about how they can support these students who
come their way and how they might integrate students from all the different backgrounds in the
school community; so that they can truly learn from each other. HIIC gave the tutors an
opportunity to re-engage the disaffected and help break the cycle of non-engagement. Some lives
have completely turned around.
Felt I had a more open and personal relationship with HIIC tutors through the group
teaching style and them treating us like individuals and really challenging us to participate.
(Quote from student)
For the school community the ‘set’ timetable doesn’t always teach about the world outside of
school. HIIC brings out that world and opens participants’ eyes to other possibilities. It is delivered
in an informal way and this helps students open up and lets them feel confident about expressing
their opinions. (Quote from tutor)
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They are changing attitudes about how education could be. The school has been thrilled by the
outcome for students and the students see it as a real educational option to do at school. They are
not forced, they have to opt in.
The scope of the course, as has been indicated, has
reached beyond the school community. One of the
group projects was to find out the attitudes of
adults in the community towards school pupils. A
group of girls went out and interviewed people in
the local shopping centre and then they
interviewed their class mates. They explored ways
of resolving the attitudes and stigma as well as any
concrete issues that existed such as ‘cheek’ or
‘litter’. Through discussion and openness, they changed the ethos of the relationship with their
community. In doing so, it also opened their eyes to what was going on in their own community
and gave them the gift to see themselves as others saw them. As the course encourages, the
students researched what was actually happening, in order to establish the facts. They
constructively challenged the views of the adult community: was it every pupil? What were they
actually doing? They disseminated this information to everyone involved; thus dispelling the myth
that all pupils were being ‘cheeky’ or ‘causing trouble’. In the interests of fairness and justice, a
theme running through the HIIC course, they also challenged their classmates about their
behaviour in public. This simple exchange of knowledge allowed both sides to see what was ‘true’
in the situation. The openness allowed views to be aired, exchanged and valued. Once both sides
had been heard, the relationship was grounded in reality and, therefore, the ethos of the
relationship changed from hostility and misunderstanding to acceptance and understanding and,
most importantly, a willingness to move forward together. The tutors are hoping that the next
group will be made up of school students and members of the public.
It is also important to remember that accreditation is an option with this course. For those
students who were not likely to get any other formal qualification it was vital. If necessary, those
with literacy needs were allowed to use iPads or laptops and the school printed off the
assignments. Having a certificate is a good confidence booster; whatever your age or situation!
It is useful to plan for the future of this most beneficial course. Some thoughts that the tutors have
are that:
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The education authority takes HIIC on board and rolls it out to all the schools in South
Lanarkshire.
It is important to get HIIC into the development plans.
It would be good to highlight the course at the Public Practitioners’ Forum (PPF).
It needs the enthusiasm of tutors and people generally. Get going a continuous campaign.
Use HIIC as integrational work.
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This is one example of HIIC: looking at it running
throughout the school year and years and its overall
impact on the school community is impressive. This
case study is really about the WHOLE school
community and the work that is going on there and
has been since 2011. As a student it would seem it is
useful to have a choice in situations or circumstances
where usually they are ‘told’ what to do. This is a vital
life skill; to learn about choice, responsibility and consequences. HICC has provided here a
tremendous scope to meet many needs within the community. It has encouraged good reflection
skills in these students and helped give them a good preparation for life.
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The West Lothian Group: Diversity.
Profile
Name and Location: Forestbank, Livingston
Group of: geography.
Demographic makeup: female, BME, white
Numbers: 6
Date it ran: February - June 2014 HIIC Part I
Topic for Presentation: Mental Health
Sometimes, the idea for running a HIIC course comes from the ‘top down’ in the first instance and
this is the case here. The remit for the tutor was to promote the HIIC course to agencies which
help people to look at their own situations: help them look ‘upstream’ (Zola) thus giving them an
opportunity for improving all aspects of their health – and especially engendering positive mental
health. These agencies included:
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Adult Basic Education: literacy and numeracy
Sure Start and Home Start: working with vulnerable families
Local BME group
Cyrenians: dealing with alcohol and drug addictions
Homeless Unit
Carers’ Organisation
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Prior contact with these agencies built up confidence in the course. To the students, in the
absence of other information, it was reassuring that it was recommended by a known person such
as a Community Learning and Development (CLD) worker, who had built up a relationship with
them: the participants had faith in the organisations with whom they were already in contact and
this gave them a foundation from which to move out to something new: the HIIC course. For the
tutor, she was able to depend on the assessment made by the local workers to identify people
who would benefit from the course both on an individual as well as a community level. So, the
members of the group were specifically targeted as coming from these usually ‘difficult to access’
groups and those who have generally poorer health outcomes in West Lothian.
This community group became a community of identity; in that they came to recognise in each
other their vulnerability; perhaps living on the margins of society for whatever reason. As is noted
the participants were identified and encouraged by a variety of different agencies to take part in
the course and, therefore, did not know each other prior to signing up. The material provided in
the course and the skill of the tutor allowed them to explore their differences and similarities – to
accept those differences in themselves and each other and to bond with the similarities: to
become a group. This is one of the strengths of the HIIC course.
As well as her original impetus of providing an opportunity for people to explore their own
situations and allowing them to see that they could have the power to change those situations,
the tutor hoped also for the potential of community development within the geographical locale.
This would provide a ‘tried and tested’ model for others to have confidence in, and thus
encourage, community development within the area.
There was learning, too, for the tutor.
I learned on the spot. I was challenged as to how to continue to engage the participants as there
were multiple disabilities to contend with. (Quote from tutor)
Especially as they did not know each other, the tutor realised that enabling participants to work as
a group was important from the outset. With the emphasis on working as a group, sometimes the
positioning of the community development perspective of the course had to be rethought.
However, the enthusiasm from the group meant that this was possible to achieve. Some of the
underpinning of the course is the idea from Paulo Freire that ‘Education is not neutral.’ Challenge
what you have been fed! His idea that we are responsible for our own learning can lead to the
realisation that working collectively can cause real change in an individual and therefore in their
community. Freire offers another way to look at the world and encourages us all to look beyond
our boundaries.
As the course progressed, the tutor noticed that there was confidence-building in a number of
ways. One of these was being listened to in their Presentation. It was powerful: we are worth
listening to! They learned that they had the expertise in their own experiences and health and this
was publically validated at the Presentation. Merely speaking out in a group boosted confidence,
especially if, for the first time, they had found their ‘voice’. There was also the process of having to
write things down: for it to be assessed and passed! Although not suitable for everyone, the
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opportunity for accreditation certainly had an empowering effect on the participants and
definitely broadened their horizons through research and exploration. This has led to other adult
learning opportunities because they have confidence in their own abilities in a way that was not
true for them in the past. They have confidence to actually DO something. They have learned to be
in the community. Excitingly, some of the group have gone on to Part II of the course and this will,
hopefully, give them a deeper understanding of themselves and others. By engaging in Part II, they
now have the wished for geographical focus: a coming together in their local area to work towards
building a healthy, local community. Their topic for Presentation is to focus on the mental health
and well-being of the under 12’s and their families in West Lothian.
From the perspective of the participants, they got all of this out of it and more. The HIIC course
particularly empowered them in ways that they did not expect. Initially, they all had very different
motivations for getting involved in the course from; getting back into study, through gaining more
information about community health issues, passed personal development, to learning about
main issues and factors affecting health and finally into understanding better the ways in which
community is, or should (or could) be. One important point raised was the issue of cost.
Participants freely admitted that part of their motivation for taking part in the course was that it
was free to them and, therefore, allowed them access to education and a qualification which
would otherwise be denied them. Remember this community consisted of participants who found
themselves on the margins of society, often through lack of money as well as other resources. It is
a necessary discussion to be had elsewhere about the funding of educational provision. However,
where possible, HIIC is delivered free to participants to allow them to exercise their right to
education.
After learning about social and bio-medical models of health and being able to discuss differences
in the approach of the two models, the group were hooked as one; their motivation was to gain a
better understanding of what can affect or have an impact on everyone’s health and about
widespread health inequalities at national, local and even community level. Most importantly,
they learned how individuals can empower themselves by working together for common issues.
They were able to take the skills learned in the group situation back into their daily lives. They had
not had the experience before of being able to use education in this way. They all had been to
school where the ‘learning’ and the ‘outcomes’ stayed in the school building. They learned that
there was a process through which you have to go, or can go, to have your say: not only that there
was a process; but they learned HOW to go through that process. For some, this realisation really
was an eye opener.
I have freedom to express my views and opinions
And I have rights of access to public services
(Quote from participant)
Further to this, participants have been keen to pass on what they have learned to their family and
friends. Within the HIIC course is a real sense of the developing person. There is an
encouragement to look beyond what we are told about our society and what we can and cannot
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achieve. Participants learned that they had the right to education, something that many coming
out of our present school system are perhaps not sure of!
I am good enough. I am not stupid
(Quote from participant)
One of the things that participants appreciated on the course was the acknowledgement that
people understand and learn differently. This is reflected in the activities and exercises in the
course: there is scope for everyone’s way of learning. Multiple intelligences are catered for. The
idea that there is no harm in asking questions and getting information is engendered throughout
the course and participants in this group thrived on it. One participant said that she was now
making better lifestyle choices: job done!
The tenets of community development were passed on through the very doing of the course.
Participants did understand that ‘community’ can be geographic, ethnic, religious, social and so
on. It can be groups of individuals sharing the same interests or ideas or people working together
to obtain certain outcomes. Tellingly, the group did grasp the idea of how the Government
structures define decisions, how those decisions are made and then how they are filtered ‘down’
to the community; sometimes leaving the community with little say in its own affairs. The HIIC
course seeks to redress that balance, encouraging participants to take responsibility for their own
learning and choices, to accept ownership of their surroundings, assume control of their lives and
make changes with others where required. One of the key skills here is taking into consideration
others’ perspectives as well as their own. HIIC provides a clear explanation of how community and
politics work.
On a day-to-day basis, it would seem that participants are more involved in community events in
their locale; one woman has joined a board of trustees in the voluntary sector. She said she would
not have had the confidence or felt that she had the proper knowledge to do so before. In general,
participants say that they are more open to attend further courses and one is considering taking
up an MSc at Queen Margaret University. They have developed research skills and team work.
The ‘softer’ outcomes, which are not measurable but are there to be seen include: feeling less
isolated, more empowered and confident. Most want to continue their journey of self-discovery.
Because of the course, they now have more information about starting a community-based
project and have knowledge about community development. A few of the people in the group
wanted to take their Presentation on mental health to the ‘next level’. At the time they were
interviewed, they were trying to set up a meeting with some local councillors to talk about their
findings.
The group were offered the chance to make their Presentation to a meeting of the Public
Partnership Forum (PPF) for West Lothian in April 2015. This body represents patient and public
interests to the Health Board. Unfortunately, due to illness they were unable to do so and will seek
another date to meet with the Board, which has reformed. Meanwhile, one of the people in the
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group has signed up to join the reorganised body. They are hoping that the opportunity to present
their findings will come in the near future.
By embarking on Part II of the course, participants are equipping themselves by further learning
about community development and making concrete plans for the future of their community.
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Dumbarton Group: The Community.
Profile
Name and Location: The Havoc Group, Westcliff, Dumbarton.
Group of: geography and interest.
Demographic makeup: white, 50/50 male and female
Numbers: 10
Date it ran: May 2014 – April 2015 HIIC Part I
Topic for Presentation: Story of developing the ‘Havoc’ changing rooms.
It is not a sprint – it is a marathon.
(Quote from participant)
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This community group is a community of geography, with a mixture of people living in the
Westcliff area of Dumbarton, and interest: there being an indirect focus on ‘recovery’. This group
was brought together by the tutor. She had successfully run a HIIC course in Forth Valley and knew
it was a good tool to inspire change because connections could be made within the community
using it. The Westcliff area, a year ago, was poorly connected to services and to the rest of
Dumbarton. Often the challenge to community capacity in our poorer areas lies wherein people do
not even have the practical know-how, experience or connections to build a secure community.
This group of people had a common interest in the recovery of Westcliff. The tutor used HIIC as a
hook; as a way to build relationships. She was deliberate in the way in which she wove the
interaction between participants. She involved people who lived in the community, people
interested in the regeneration of the community as well as people in recovery from addictions. As
the course builds trust and identifies opportunities, it was the right course at the right time for
people in this area. Trust is a fundamental issue in ‘recovery’ and the fact that this course was run
over a year, allowed participants to open up to each other gradually; it meant that slow, intense
progress was possible. The initial focus on the individual and their journeys enabled the tutor to
use the strengths-based approach in the pack which led to the development of the idea of
‘community’. People got involved step-by-step, no rush, no hurry and saw a change in their own
attitudes and realised how they might reinvent themselves and be part of their community. It was
a huge personal investment for the tutor which has paid off. It has produced something
sustainable and built a team: the very essence of HIIC. .
One community worker was given the chance to be included in the group. Her experience of
working in partnership (as she describes it, ‘real partnership working’) with other health
practitioners, has equipped her with knowledge and experience to go back to her managers and
co-workers and explain that encouraging people in their own communities to take responsibility
for what happens there really works.
From the tutor’s point of view, it was clear why she wanted to introduce the HIIC course to this
area of Dumbarton. But why did the participants want to get involved? There was a mixed bag of
reasons. The responses below are quite usual for the participants of a HIIC group.
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As I am in recovery from an addiction, I wanted to get re-involved in my local community: I
was introduced to the tutor who was looking to start a HIIC group and realised this was a
good starting point to get involved in a community project for me
Initially, I got involved to find out about the course as a tool for engagement and then to
assist in the facilitation
To get involved in the community; to meet people and broaden my horizons
I am the session clerk at my church. We were approached to help with accommodation for
the group. I attended a ‘taster’ day and decided to continue as I found it so interesting and
therefore asked the church board if we could use the church for the course.
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It would seem that some of the learning was simply finding out just what a ‘community’ was.
Within any group of people there will be a collection of differing ideas and prejudices which they
bring to the table. HIIC allows space and scope for these ideas to be aired and discussed and
challenged if necessary. From that freedom to explore, emerged a collective group of one mind in
terms of a desire to work together, while being mindful and respectful of each other’s
individuality. Strong communities grow from acceptance. In this way, they learned to respect
others; as they were listened to, so they listened to others. There was a sense that the importance
and strength of a community lay in the people.
I hadn’t worked in the area of Westcliff before. Although it is a very deprived area, it is like
every other community: there are lovely people with great skills and enthusiasm
(Quote from a participant)
Significantly, for the needs of this particular group, recognising the rights of the person was crucial
to their feeling valued and valuable. The recovery road is long and hard. Often people feel
ashamed and worthless. The course has given participants the opportunity to engage once more in
education, productive learning and crucially, self-development. Although one member of the
group is likely to go forward for accreditation, for this group it was more important that there was
achievement in terms of the community-based group, brought into existence by the efforts of the
tutor, moving to the community-led project now in train (of that more later): that is, participants
taking control of their own community needs and wants.
Others realised that people’s circumstances do not always mean that they can access the rights
that they take for granted: everyone has the right to be heard and to participate; to be an
individual and at the same time be a valued member of the community. Taking part in the course
highlighted for participants how, for example, a lack of money had a severe impact on people’s
lives and their ability to access the basic right to food. Food banks are all very well but if you
cannot afford the electricity to cook the meal; you cannot eat!
I didn’t think about the fact that no money for food meant no money for electricity.
(Quote from participant)
Through the personal growth of the individuals in the group came the realisation that having
confidence in themselves meant that they had confidence in other people. This has enabled many
of them to involve themselves in community groups in their area, such as the Royal Voluntary
Service (RVS) and the Armed Forces Veterans Association, as well as their bigger project - of that more later! There is an understanding that personal growth will continue and with it, growth in
the community.
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I feel my life has become more enhanced because of working with my group and learning more
about the various agencies which work with people with health ‘difficulties’.
(Quote from participant)
Many courses or opportunities provide these kinds of outcome. What was it about this course that
made the difference? It would seem that the content of the course provided real issues for the
group to engage with. Subjects were relevant to the participants themselves or the environments
from which they came. The course provides an opportunity to share views and express opinions
about everything that happens in one’s community. For some people it opened up new
opportunities to hear about things; like the work of people who were helping others recover from
addictions. Some people do not know what kind of things other people have to endure or what
obstacles they encounter. There is scope in the course to allow individual sharing which, with this
group, has been crucial to build the trust needed to build a community. The activities themselves
were enjoyable and when learning is fun, people are engaged. As is often the case, the
enthusiasm, warmth, passion and inspiration of the HIIC tutor was an important factor here.
As explained in the introduction, the ethos and focus of the HIIC course is to build sustainable
communities through empowering the people within those communities. If participants use the
skills gained, that is the real asset. For these participants, this is clearly the case. In their everyday
lives, as well as pushing forward their project, participants are finding that they have a greater
understanding of diversity, they realise that they are fortunate and can offer their services to help
others. The community worker can now encourage her colleagues to work from an asset-based
approach within and with communities and know that it works. They are continually reinforcing
their strengths and improving on their weaknesses as they work together.
I now feel more confident about challenging friends and family in terms of equality issues
and around power and participation and using your voice effectively
(Quote from participant)
The HIIC course for this group has obviously engendered the energy to take them forward to their
goal of being more active in the community by championing a concrete project.
The community-led project grew out of the topic for the group’s Presentation. The group’s
Presentation grew from the exercise in the pack which explores, “Why don’t people come to
things”. Out of this came the awareness of the lack of amenities in the area. So, for their project,
they brought all the concerned community groups together in one place and asked them to
‘display their wares’ for the day. During that ‘open day’, participants consulted the groups as to
what amenities they would like to see in their area and so planned their Presentation around that
information. Crucially, the information gathered was from people who lived and worked in the
area. They encouraged people to view their health as a whole. While curing ‘symptoms’ is
important, the far greater need is to look at causes: where do people live and what are their
homes like, what access do they have for recreation, for example?
Cleverly, the Presentation was to key partners in the area; those who could provide investment
into supporting the proposed venture, elected members of council and government and other
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people key to providing support and resources. Inviting key members from the council and so on
was a strategic move. If communities can improve on how public services work for them, there is
more chance of meeting the desired outcome of reducing the number of people suffering from
addiction and isolation, as is the example here. Their Presentation was done through story telling
events, which depicted the development of the ‘Havoc Changing Rooms’.
In this group we see real community development at work and they have a practical vision. Over
the next months, they will be searching for more members to establish a constituted group to
work within the community. Their goal is to revamp a disused sports pavilion, having identified the
‘Havoc’ changing rooms as a building that could be reutilised. They have an idea to turn it into a
community hub. They are keen to ‘Raise Havoc’! They want the ‘Havoc’ to be of use to the
community. It was of particular relevance for this group to inform people of their rights on issues
such as alcohol and poverty; they do, after all, speak from experience. However, if they are to
speak for and to the whole community, they realise there are other needs and issues to be dealt
with. There is already a recognised need to support the Armed Forces Veterans’ Association in the
area; one member of the group has involved himself in providing a workshop for the Association
to make them aware of their rights. He has been excited by the idea of this since he became more
cognisant of his own rights. It is also hoped to provide art studios to up-and-coming artists and
encourage ‘grow your own food in raised beds’ allotments, to name a few ideas.
So, how did the HIIC course particularly empower this group? In general terms, this grew through
the opportunities, skills and confidence by being part of the group community. The sharing
involved allowed them to recognise their potential and the potential to utilise local resources and
assets. Each group member had the opportunity to be constructively challenged in the group
about what s/he could or could not do. For some, speaking in public and taking responsibility for
their own learning was important. For others on their recovery journey, the new confidence
gained from the support of the group has enabled them to become office bearers in the proposed
committee. Because of the flexibility of HIIC, group members learned through discussion at their
own pace and in their own way. The tutor and other supporters provided the conditions:
importantly, it was the group that ran with it. It has to be recognised that, although there is a need
for ‘professional’ input, it is people’s own aspirations and wants which will take forward, or not!,
the desires within any community. This community now has a substantial asset – its people.
The course was so much more interesting than anything I did because of the interaction and the
dynamics of the group and their diverse background. The tutor was enthusiastic and prepared.
Always delivered in a non-judgemental way. We were able to say what we thought and felt about
any of the topics. And it was good fun. (Quote from participant
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Oakley Community Group: People.
Profile
Name and Location: Oakley Community Group, Oakley
Group of: geography
Demographic makeup: white, female, 25 – 35, mothers, not in work
Numbers: 3
Date it ran: January – March 2014 HIIC Part II
Topic for Presentation: ‘Bedroom’ tax
It was a good course. I was daunted by being on my ‘own’ in Part II; doing all the research and
organising the Presentation. However, I have taken pride in my achievements and feel more
independent. I have learned that I CAN do things for myself. I am a stronger character.
(Quote from a participant)
This is the only group in the study which completed Parts I and II. This HIIC group is a community
of geography and identity. It was formed with the main purpose of equipping members of this
West Fife village with the skills to develop a thriving community council. The community worker
chose this course as she wanted to encourage an increase in community participation in the area.
It already had a history of community involvement and the community worker hoped to build on
that by making available the skills necessary to build a lasting relationship within the existing
factions in the community. She knew that HIIC would provide the practical know-how as well as
the softer approaches such as building confidence in abilities and bonding within the community.
She contacted a local HIIC tutor accordingly. However, the well laid plans of mice and men (and
community workers!) gane a’ awry. While the HIIC course particularly empowered the individuals
within the group, the original plan is still to be realised.
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One of the greatest ‘learnings’ of HIIC is to work as a team. If a community development approach
is to be fostered in Scottish communities, then the skills to work together are paramount. It is
here, in the ‘safety’ of the group that participants learn to get on with each other, to take equal
responsibility for the work load and to deal with events that they had not planned for or seem to
be out with their control. When meeting with these situations for ‘real’ in their communities’,
participants are equipped to handle difficult situations (and people!) and have confidence in their
abilities to know what to do. By mirroring what they have done in the course, they can transfer the
appropriate skill required.
The tutor for this course was newly accredited and this was her first full course: running both Parts
I and II. She is also a member of this community and, particularly because of the looked for
outcomes stated above, this was important. For various reasons some participants fell by the
wayside. Others came one week and did not come the next and so on. Some people agreed to
take part in the research and then did not. Topics for the group Presentation were agreed on and
then had to be abandoned due to lack of consistent numbers. It was a baptism of fire. And here is
one of the unlooked-for positive outcomes in being involved in HIIC. The tutor had completed HIIC
herself and so had a good understanding of the principles and aims. Despite not knowing who
would turn up each week, she maintained a good grasp of where everyone was and what needs
were and were not being met. Her confidence grew as she negotiated an ever-changing landscape.
As well as being able to take this experience into her future groups, she is even better equipped to
be involved in her community. Her expertise in dealing with crisis and people in distress enhances
the community as a whole. The experience also informs her future as a HIIC tutor. She is in a
better position to discuss courses in terms of appropriate clientele; perhaps by running some
tasters and exploring with whoever is asking her to run a course what the expectations of the
community are. As in this case, having other professionals such as the community education
worker on board to back up the ideas of the group and the tutor is vital. They know the area and
come to know students so can be marketing the course appropriately. However, some of the other
learning from this case is that more time needs to be taken by everyone to make sure that the
community leads in terms of what it knows it requires.
The looked-for positive outcomes were there for participants. Some of the people who initially got
involved were able to realise their own limits. Two of the participants took this learning back in to
their home lives and managed to assert themselves in a positive way so as not to further burden
their lives. Other participants found that their needs were not in tune with the course. They were
not quite ready to take responsibility for their own learning. They behaved in the group in a way
that suggested that they had to ‘prove’ themselves. This caused discord which was dealt with in a
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friendly and assertive manner and provided learning for the people concerned. Taking part in the
course, with its information and discussion, made participants question more of what is actually
the case in any given situation, for example, the ‘bedroom tax’. Although this had been mooted as
a problem everywhere, participants found through research that what everyone thought was a
local issue, was not. So they learned that they can and should question more.
However, for one participant, the transformation was truly life-changing. Before completing the
HIIC course, when M was communicating with professionals over anything to do with her children,
she took the word of the ‘professionals’ over what her own gut was telling her. After the course,
she had confidence to speak up for her rights and those of her children. In particular, she is
negotiating the return of her son to the family; she now has confidence that she has rights, as
does he.
“I know now to speak up. Before, I was quiet. It helped me better deal with social workers and the
Children’s Hearing Panel. I know I have to take responsibility where I can.”
(Quote from participant)
There is an increased benefit for her other children and the way their needs will be dealt with in
the future. She is also modelling to her children how to interact with authority figures in an
assertive way. In M’s case, attaining the qualification further boosted her confidence in her own
abilities to continue with adult learning. She has since completed some Maths modules and
attained her ‘Food & Hygiene’ certificate. Because of the work she did for her Part II assessment,
M has completed much of the work to obtain a qualification in English. Motivation to do other
things can stay with someone for some time; the confidence and the knowledge that we have
done something before can help in later years, even some time after the initial event. The tutor
feels sure that M will build on this experience both academically and personally.
Regarding her involvement in community issues, M is honest.
“I didn’t pay attention before. I am now more eager to be involved in the resolution of issues. I can
speak my mind.”(Quote from participant)
M’s handling of her child’s situation eventually benefits the community as a whole as she can take
a different tack with her other three children. People can get stuck in a bubble and think that this
is all there is: ‘what is, is’. However, HIIC ‘normalises’ and makes realistic a person’s circumstances
and explores what might be possible. It is also means that there is one more accredited, educated
person in this community.
Having support and understanding of the professionals is revealing itself to be very important.
In choosing to finish HIIC even though she was the only one going for accreditation, M took
responsibility for her own learning. She realised she was the only one with the answers to her own
issues. She also discovered a talent for writing.
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