1.2 Evaluate the role of the support worker in encouraging young people to develop the action plan

This guide will help you answer 1.2 Evaluate the role of the support worker in encouraging young people to develop the action plan.

A support worker plays an active and guiding role in helping young people to take responsibility for their own goals and progress. The aim is to encourage them to create an action plan that sets out clear steps for improving a situation, achieving a target, or making positive changes in their life.

An action plan is a written or verbal outline of specific tasks, timelines, and responsibilities. For young people, it may focus on education, career, health, relationships, or personal development. Encouraging them to create an action plan is not just about helping them list actions. It involves motivating them, building their confidence, and supporting them to identify realistic and measurable steps.

Support workers must understand that the process is collaborative. The young person must feel involved at every stage so they can take ownership of the plan. This is where skilled communication, patience, and sensitivity from the support worker make a difference.

Building Trust and Rapport

Before a young person can feel comfortable making an action plan, they need to trust the person supporting them. Trust is built over time through honest communication, reliability, and showing genuine interest in the individual’s views.

Ways to build trust can include:

• Listening without interrupting
• Respecting their opinions, even if they differ from your own
• Keeping promises and following through on agreed actions
• Being consistent in your behaviour and support

When trust is present, the young person is more likely to open up about their needs, challenges, and aspirations. This is the foundation for creating an effective action plan.

Encouraging Self-Reflection

Support workers can guide young people to look at their current situation and think about where they want to be. This helps them identify priorities and set realistic aims. Self-reflection means considering the skills they already have, areas for improvement, and factors that might help or hinder their progress.

Questions you might ask to encourage reflection include:

• What do you enjoy doing?
• What is going well in your life right now?
• What would you like to change?
• What skills or strengths do you already have?
• What support do you think you need?

This questioning is gentle but focused. It allows the young person to express themselves and start thinking about future action.

Supporting SMART Goals

A strong action plan usually involves setting SMART goals. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. The support worker’s role is to help the young person turn broad aspirations into clear steps that meet these criteria.

Example:

A young person might say they want “to get better at maths”. The support worker can help them reshape this as:

• Specific: Improve maths grades by one level at school
• Measurable: Check progress through test marks every month
• Achievable: Spend one extra hour per week on maths homework with support
• Relevant: Necessary for their target of starting a college engineering course
• Time-bound: Achieve improvement within the current school term

SMART goals make the action plan practical and easier to follow.

Empowering Young People to Lead the Process

Support workers should aim for the young person to take the lead in creating their plan. This might mean giving prompts, asking questions, and offering resources rather than writing the plan for them.

Benefits of this approach:

• Increases motivation
• Builds problem-solving skills
• Encourages responsibility
• Boosts confidence

If the support worker takes full control, the young person may feel detached from the plan. Encouragement means guiding them but letting them make choices where possible.

Overcoming Barriers

Many young people face barriers when developing action plans. These may include low self-esteem, anxiety, lack of clarity about their goals, or external issues such as financial difficulties or family problems.

The support worker’s role includes helping to identify these barriers and explore solutions. This could involve:

• Finding local services that can help, such as counselling or financial advice
• Breaking down big tasks into smaller, manageable steps
• Encouraging gradual progress rather than expecting immediate results
• Offering emotional reassurance

Recognising barriers can help avoid frustration and keep the young person committed to their plan.

Providing Relevant Information

One aspect of the role is to share information that helps the young person make informed decisions. This might include:

• Education options
• Training programmes
• Job opportunities
• Health and wellbeing resources
• Local community activities

Information should be accurate and up to date. The support worker may need to research opportunities on behalf of the young person and explain them in plain language.

Encouraging Problem-Solving

Sometimes the steps in the action plan will not go as expected. The support worker helps the young person think of alternative ways forward rather than abandoning the plan. This builds resilience and determination.

Problem-solving strategies may include:

• Brainstorming possible solutions
• Looking at past experiences for ideas
• Seeking advice from trusted people
• Trying a different approach and reviewing the outcome

This support shows the young person that setbacks are part of progress, not a reason to give up.

Monitoring Progress

Once the action plan is in place, the support worker plays an important role in monitoring progress. This means checking in regularly with the young person to see how they are getting on, discussing any challenges, and celebrating achievements.

Regular review sessions help to:

• Keep the plan on track
• Identify areas that need adjusting
• Maintain motivation
• Recognise positive changes

Monitoring is supportive, not judgmental. It is about working together to keep momentum.

Encouraging Accountability

Accountability means the young person accepts responsibility for completing tasks in the plan. A support worker encourages this by:

• Setting clear expectations
• Agreeing deadlines together
• Checking progress at agreed intervals
• Recognising when tasks are completed

This approach strengthens the young person’s independence and decision-making skills.

Collaboration with Other Professionals

Sometimes the action plan will involve input from other professionals, such as teachers, social workers, or careers advisers. The support worker may act as a link between these people and the young person.

Benefits of collaboration include:

• Sharing relevant information to avoid gaps in support
• Coordinating actions so they work together rather than conflicting
• Providing a wider network of resources

The support worker must protect confidentiality by following policies and only sharing information with permission where appropriate.

Maintaining Motivation

Young people can lose interest in an action plan if progress feels slow. The support worker’s role is to help keep them motivated. Strategies include:

• Celebrating small successes
• Giving positive feedback
• Reminding them why they created the plan
• Making some tasks enjoyable
• Showing them the benefits of sticking with their plan

Motivation is often linked to seeing worthwhile results, even small ones.

Adapting the Plan When Needed

Circumstances can change. The young person may need to adjust their plan to fit new priorities or situations. Support workers help them make these changes without losing focus.

Adapting may involve:

• Shortening or extending deadlines
• Changing tasks to suit new opportunities
• Altering the focus of certain goals
• Removing steps that no longer apply

Flexibility keeps the action plan realistic and relevant.

Maintaining Appropriate Boundaries

Support workers encourage and guide without taking over or becoming too involved in personal matters. Boundaries protect both the worker and the young person.

Good boundary practice includes:

• Being clear about your role from the start
• Avoiding involvement in areas outside professional responsibility
• Keeping communication professional but friendly
• Seeking supervision when needed

This ensures your support is safe, professional, and effective.

Skills Support Workers Use in This Role

Supporting young people to create an action plan draws on many skills, such as:

• Active listening
• Clear communication
• Encouraging participation
• Patience
• Problem-solving
• Organisational skills
• Knowledge of available resources

A skilled support worker adapts their approach to suit the individual’s needs and circumstances.

Recording the Action Plan

Good practice involves keeping a written version of the action plan. This makes it easier to track progress and ensures clarity. The young person should keep their own copy, and you might store one following organisational procedures.

Recording should cover:

• Goals set
• Steps required to achieve them
• Deadlines
• Any agreed resources or support
• Review dates

Keeping records helps both the worker and the young person stay focused.

Final Thoughts

The role of the support worker in encouraging young people to develop their action plan is active and supportive. It is about guiding them without taking control, offering information without dictating choices, and motivating them while respecting their independence.

Young people benefit greatly when they are involved at every stage in the planning process. This builds their confidence, helps them take responsibility for their own progress, and gives them practical skills they can use throughout their lives. A committed and skilled support worker understands how important this process is and works to make it positive, realistic, and empowering.