Other courses encouraged respondents to reflect critically on a more individual basis.
They identified personal growth as an outcome of courses in personal development
and counselling through the development of self-understanding, a sense of purpose,
and learning to adopt a positive approach. One respondent described how the creative
arts involve looking, watching, questioning and self-examination, which had led to
her personal growth. Personal growth achieved through the study of these subject
areas had had impacts upon aspirations, career paths and family relationships. It had
also contributed to improved communication skills and the development of less
discriminatory attitudes - these being particularly direct and noted effects of courses
in counselling.
Other subject areas had positive outcomes, but these were less to do with developing
critical approaches. Respondents described learning Maths and Sciences as
experiences that had taught them analytic and problem-solving skills, given them
confidence in their abilities, and been enjoyable because the subject was stimulating
and they had gained confidence in their abilities. A few respondents had studied the
martial arts and these had strengthened them both physically and morally. Learning
about survival - how to grow food, how to hunt, about the weather - had given
respondents a fundamental type of confidence.
The accounts of respondents suggest a number of ways in which the subject area of
learning impacts upon learning outcomes.
ICT is a subject area that leads to rather special wider benefits. Overcoming fears of
computers and realising even basic levels of competence in this area were enormously
confidence-boosting and made respondents feel “part of the modern world”. For those
who already had some ICT experience, brushing up on their skills made them feel
equipped to compete in the labour market, and for parents and grandparents, learning
about IT improved relationships with their children and grandchildren. Consequently,
learning about ICT facilitated integration of learners into particular communities -
namely, the modern world, their children’s worlds, and the labour market.
Learning English as a Second or Other Language (ESOL) was critical for
respondents who had arrived in England with little or no English, in terms of
empowering them to cope with the practicalities of day-to-day life, and in terms of
social integration. Basic linguistic competence acquired through classes in ESOL
enabled respondents to communicate with neighbours, buy things from shops, seek
assistance, access services, and communicate with education and health professionals.
In addition, attending ESOL classes was a forum for meeting immigrants facing
similar difficulties, with whom experiences and useful information such as
employment opportunities could be shared.
Creative Arts, Crafts and Creative Writing appear to be particularly beneficial to
psychological health. Respondents remarked that these subjects allowed “self-
expression” and could have “a cathartic effect”. One respondent gave a graphic
description of venting her anger on clay, which is messy and can be “squished” and
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