Executive Summary
The pilot had many successes and some challenges. Lessons have been learnt to improve the project design, recruitment and sample of participants, project delivery, and theory of change for the specific context of Trinidad. The pilot provided solid evidence of the importance of a development project that collects empirical evidence – of social problems in an at-risk community and the psychological impacts such social problems create – for devising engagements that can develop the life skills, start the process of transforming behaviours, and enhance capacities of young persons aged 15-25 to become youth mentors and peace ambassadors in their community
Insight 1: The pilot project demonstrated how evidence-based developmental work could support and develop the psychological resilience of at risk youth to choose alternative life pathways from joining a gang.
Insight 2: The development of a flexible and holistic “Life Skills” programme based on anthropological and sociological field work data, as well as individual psychological assessments and the flexibility of delivery process, does to a varying degree impact the capacities and expectations of at risk “Positive Deviants” in East Port of Spain
Insight 3: The “push” identified in the baseline mapping exercise that the community said the potential Positive Deviants needed wasn’t rapid peer mentorship as originally envisaged in the theory of change, or simple career development, but rather a process of empowerment starting from rehabilitation of the would-be positive deviants through building and developing their “life skills” such as self esteem, coping strategies and team work, alongside dedicated and consistent mentorship.
Insight 4: Positive Deviance as a theory of change to identify potentially at-risk youth 15-25 who can be transformed into peace ambassadors did work, with some, but not all the participants, however the pilot also suggests some tweaks for the application of Positive Deviance in Trinidad and Tobago.
Insight 5: In a low income and at risk community where the social reality produces an historic distrust of authorities, building trust with the potential PDs – and being seen to continue to build trust with them during the workshops and field trips – is intrinsic to getting at-risk youth to come on board for this type of work.
Insight 6: The initial effects of the pilot project on the PDs can be seen across various markers including: incremental behaviour modification, sharing lessons of workshops with others in community, written feedback from PDs, observational improvements in PDs’ self esteem and the ability to work with others, and changes in their professional outlooks.
Insight 7: We set out thinking we would find PDs who were already fit for purpose but came to understand remedial and rehabilitation work was needed as such a different population group might be most appropriate for a follow up project.
Insight 8: The pilot suggested a variety of ways to make the project sustainable and national
Insight 9: It was clear in this project that while we thought rapid peer mentorship was key to success, it appears it is life skills training with long term and consistent mentorship that works and guides PDs with most success in a positive direction
The pilot had many successes and some challenges. Lessons have been learnt to improve the project design, recruitment and sample of participants, project delivery, and theory of change for the specific context of Trinidad. The pilot provided solid evidence of the importance of a development project that collects empirical evidence – of social problems in an at-risk community and the psychological impacts such social problems create – for devising engagements that can develop the life skills, start the process of transforming behaviours, and enhance capacities of young persons aged 15-25 to become youth mentors and peace ambassadors in their community
Insight 1: The pilot project demonstrated how evidence-based developmental work could support and develop the psychological resilience of at risk youth to choose alternative life pathways from joining a gang.
Insight 2: The development of a flexible and holistic “Life Skills” programme based on anthropological and sociological field work data, as well as individual psychological assessments and the flexibility of delivery process, does to a varying degree impact the capacities and expectations of at risk “Positive Deviants” in East Port of Spain
Insight 3: The “push” identified in the baseline mapping exercise that the community said the potential Positive Deviants needed wasn’t rapid peer mentorship as originally envisaged in the theory of change, or simple career development, but rather a process of empowerment starting from rehabilitation of the would-be positive deviants through building and developing their “life skills” such as self esteem, coping strategies and team work, alongside dedicated and consistent mentorship.
Insight 4: Positive Deviance as a theory of change to identify potentially at-risk youth 15-25 who can be transformed into peace ambassadors did work, with some, but not all the participants, however the pilot also suggests some tweaks for the application of Positive Deviance in Trinidad and Tobago.
Insight 5: In a low income and at risk community where the social reality produces an historic distrust of authorities, building trust with the potential PDs – and being seen to continue to build trust with them during the workshops and field trips – is intrinsic to getting at-risk youth to come on board for this type of work.
Insight 6: The initial effects of the pilot project on the PDs can be seen across various markers including: incremental behaviour modification, sharing lessons of workshops with others in community, written feedback from PDs, observational improvements in PDs’ self esteem and the ability to work with others, and changes in their professional outlooks.
Insight 7: We set out thinking we would find PDs who were already fit for purpose but came to understand remedial and rehabilitation work was needed as such a different population group might be most appropriate for a follow up project.
Insight 8: The pilot suggested a variety of ways to make the project sustainable and national
Insight 9: It was clear in this project that while we thought rapid peer mentorship was key to success, it appears it is life skills training with long term and consistent mentorship that works and guides PDs with most success in a positive direction
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