Come rain or shine, we said.  It’s been mostly rain!  But today we braved putting up the yurt and were rewarded with a variety of showers!  Happy to provide a sheltering service for foolhardy picnickers, we made puppets and stalagmites – and we made a great big mess!

Here is our celebratory time-lapse film of the putting-up of the yurt:

We began working with Glossopdale Community College in October 2010.  In meetings with Leanne Hammond we talked about the range of young people who access the Learning Support Base both in lesson time and at lunchtimes; young people in care, those with learning difficulties and with autistic spectrum needs – in short anyone who needed additional support to cope with the environment of a large high school.  Initially High Peak Community Arts was looking at developing work for young people in care, but we were keen to plan a wider project which included their peers.  Leanne identified a common need for all the young people accessing their base, to develop their confidence in social situations and learn more about social interaction in ways that normal school lessons don’t allow.  Research by the National Autistic Society suggests that prevalence of ASDs is much higher than estimates by the Medical Research Council.  They also report that teachers surveyed believe these issues to be on the rise and support available to be falling far short of what is needed.

I went in one lunchtime to meet a group of about 12 young people, suggesting ideas and collecting feedback.  There was an instant enthusiasm for film and animation.

The Aims

In 2003, Baker published “Social skills training for children and adolescents with Aspergers Syndrome and social communication problems”, suggesting that “since social skills are an important ingredient in life success, we need to make sure that children with Autistic Spectrum Disorders acquire these skills or learn social rules to compensate for what does not come naturally, and, as a result, lead successful lives.”

The project aims to provide activities including animation techniques, creative writing, acting, technical skills in camera work, directing and editing on computer.

Employing a film maker who is experienced in community workshops, they have a good understanding of the issues the young people face.  They structure the sessions to build on social interaction, peer support, team working and sharing a common goal.

What we found

• These young people are disadvantaged by their needs, finding social situations particularly challenging, and their voice and wishes can often be lost in a larger school or group setting.
• Modelling issues of social interaction is often done with hypothetical scenarios in a way which doesn’t engage young people emotionally – however this type of creative team activity will involve negotiation, conflict, peer support and a long term commitment to achieving good results.
• Because they care about the results, they engage emotionally with those challenging situations which on other occasions would be easier to avoid – and by engagement they will learn valuable lessons about their own ability to cope in social situations.

What next?

The National Autistic Society recommends that providers “should develop and expand the range of services and approaches designed to facilitate social inclusion of children with Autistic Spectrum Disorders”.

We are currently seeking funding to establish a series of year-long after school clubs at Glossopdale Community College, Chapel en le Frith High School and New Mills School, to take referred young people and work in film making.  We will build in involvement from the schools’ Teaching Assistants and include trips to live events and exhibitions, and work towards achieving the national accreditation Arts Award.

We have also recommended that a future club be set up as an after-school activity, with interaction with parents to help engage those who can benefit most.