Evaluating

In the last step you look back with the young person: what worked, what did not, and what comes next? Evaluation is not a final exam. It is a conversation between equals, and it often leads back to earlier steps with new goals.

Why it works

Desistance research shows that young people who move away from crime and street culture usually do so in a zigzag, not a straight line. A key part of that process is a new self-image: “I am someone who can do things differently.” Evaluation helps build that story. When young people name their own progress, they start to own it. Being heard also strengthens their sense of autonomy, which keeps motivation going.

With the young person

Do not evaluate the young person; evaluate the approach together. Use open questions:

• What are you proud of?

• What was hard, and what got in the way?

• What helped you, and what did not?

• What do you want to work on next?

Then add your own observations from monitoring. Start with what went well and be honest about setbacks. If you made a timeline in step 2, add this period’s turning points to it. A young person who feels judged will give you the answers they think you want.

With the group

Reflection and agreements are a fixed part of every group session. A youth panel can help choose themes and activities and evaluate the group with the trainers every quarter. This gives young people real ownership.

As a team

Use team meetings, observations and incident reports to learn. What works with this group? What should we change? Also evaluate your own role: where did you push too hard, or not enough?

What can come out of it

• New goals, back to steps 3 and 4.

• A different focus, for example from physical to financial resilience.

• A warm handover to a partner when more support is needed.

• A next step towards independence: school, work, volunteering or other participation.

Watch out

Only evaluating at the end. Short evaluations along the way prevent big surprises.

Seeing relapse as failure. A setback after progress is common. Ask what was different this time, and what the young person already did better than before.

From practice

In Kanaleneiland-Zuid, trainers and young people look back at the goals in the personal development plan every two weeks. In the past year, four young people who had dropped out of school went back to education.

Try this week

End one session by asking each young person for one thing that helped them this week. Note the answers and use them in your next team meeting.

Key message

Evaluating closes the circle and opens the next one. It keeps the approach honest and the young person in charge of their own path.