How to become a Community Enabler

March 2026 COIN Discussion

Video: www.youtube.com/watch?v=aRWcp1U9Oi8 Paul Thomas

Mary Poppins is a Community Enabler (CE). She turns multiple “I’s” into overlapping “We’s” (Comm-Unity) by getting people to laugh at life’s difficulties, jump in & out of pictures, co-create shared stories. Some of her skills can be learned: Rapid Appraisal; Listen without Jumping In; Cycles of Learning & Change; Notice who is Missing; Gentle Assertiveness; Open Questions; Build from Strengths; Acknowledge Uncertainty. But good CEs give the impression that these happen without effort – less easy to learn, and to appreciate.

A good way to learn CE skills is to be repeatedly immersed in situations where the need for CE skills is obvious, and good practice is modelled. Then, the skills ‘rub off’; theory comes to life… These things help:

• Intergenerational spaces
• Early exposure to difficult situations that show how to overcome adversity
• Warm, genuine smiles
• Knowing when to speak out and when to keep quiet
• Empower people through knowledge that helps them to work with existing systems
• Trusted relationships that ‘stretch’ to develop a collaborative culture
• Multidisciplinary teams that hold shared developmental spaces (e.g. Neighbourhoods, Homes where there is a Carer) where participants work things out for themselves, mobilise assets, have fun
• Balance Holistic Thinking that Empowers and Medical Thinking that Takes Over
• Use everyday difficulties, as opportunities for reflective practice, active listening and growth
• Stay strong like a reed in the wind, to meet every kind of challenge
• Give space for hidden emotions to be expressed
• Respond quickly to the efforts of others
• Align with like-minded people

The discussion also recognised that:

• Good people need to be recruited (good CEs recruit each other)
• The Buurtzorg Model (used in 24 countries) trains teams of Carers in local areas
• School teachers help children to develop CE skills by encouraging them to face up to difficulties
• Professionals need to be trained in real-life situations
• “Worn Stickers” help to understand CE roles. e.g. “Personalised Care Matters”, “From Inequality to Equity”, “I Speak Portuguese”
• The system we inherit works against empowerment – “people are not trained to make people smile”
• CEs can have many part-time roles that enhance each other and facilitate inter-disciplinary working
• Including local people in multidisciplinary teams enhances connections with local networks
• Both professional and voluntary Carers need training and support
• CEs may have to act as if they know, until they genuinely do know
• CEs need support and guidance, to avoid being knocked by difficult things that could be anticipated
• Local organisations, e.g. pharmacists, corner shops… can be CEs
• Doctors, Politicians and Citizens need to be persuaded that different people, and different theories, offer usefully different perspectives
• People want to listen to clinicians, but they must also value other ways to look at things
• “Values-based contracting” looks at Outcomes as well as the Cost of Contracts and ‘KPIs’
• The disconnect between health & social care, and primary & secondary care is counterproductive
• Criteria of success need to combine ‘Growth’ and ‘Wellbeing’
• Commissioning needs to focus on Relationship-Building as well as ‘Beds’ and ‘Silo-Measures’… on What Matters to People as well as Boxes to Tick… on Human as well as Service Relationships… on Positive Aspects of Life as well as Fear
• Difficult situations create strong emotions that lead some to want to blame, and harm, those who are doing most to enable communities.