FLINTSHIRE YOUTH OFFENDING TEAM RAY DICKSON

1
FLINTSHIRE YOUTH OFFENDING TEAMRAY DICKSON

• Aspergers Syndrome Conference
• Wrexham North Wales 2005
• Autism Cymru

2
LEGAL CONTEXT TO YOUTH OFFENDING TEAMS

• CRIME AND DISORDER ACT 1998

• Act introduced a new statutory aim the
  prevention of offending by children and young
  people and a range of new measures, including
• A Youth Justice Board for England and Wales to
  set standards, monitor performance and develop
  policy
• Local multi-agency partnerships-YOTs-with
  representation from Police, Probation, Health,
  Social Services and Education.
• The introduction of a range of new sentences
  including Parenting Orders, Action Plan Orders,
  Antisocial Behaviour Orders, Sex Offender Orders,
  Reparation Orders, Curfew Orders, Drug Treatment
  and Testing Orders and Detention and Training
  Orders.

3
ROLES WITHIN THE TEAM

• STRATEGIC MANAGER

OPERATIONS MANAGER
SENIOR PRACTITIONER
YOT OFFICERS x 4
COURT
PARENTING CORDINATOR
REFERRAL PANEL COORDINATOR
BAIL SUPPORT
SUBSTANCE MISUSE
HEALTH
FINAL WARNINGS
I.S.S.P
ENHANCED COMMUNITY PUNISHMENT
APPROPRIATE ADULT
RESTORATIVE JUSTICE
VICTIM SUPPORT
DUKE of EDINBURGH
ANTI-SOCIAL BEHAVIOUR
4
YOTs IN WALES
17 YOTs IN WALES
NORTH WALES
FLINTSHIRE
CONWY/DENBIGHSHIRE
GWYNEDD/MON
WREXHAM
DYFED/POWYS
MID WALES
PEMBROKESHIRE
CAMARTHENSHIRE
CAERPHILLY/BLAENAU GWENT
GWENT
TORFAEN/MONMOUTHSHIRE
NEWPORT
BRIDGEND
CARDIFF
SOUTH WALES
RHONDDA CYNNON TAFF
NEATH PORT TALBOT
MERTHYR TYDFIL
SWANSEA
VALE OF GLAMORGAN
5
ASSESSMENT

• ASSET
• A structured assessment tool used by Youth
  Offending Teams.
• Aims to look at young persons offence or offences
  and identify a multitude of factors or
  circumstances ranging from lack of educational
  attainment to mental health problems which may
  have contributed to the behaviour.
• To assist the Court in reports and to highlight
  any particular needs or difficulties the young
  person may have.
• Asset also helps to measure changes in need and
  risk of reoffending over time.

6
ASSET CORE PROFILE

• OFFENDING BEHAVIOUR
• LIVING ARRANGEMENTS
• FAMILY AND PERSONAL ARRANGEMENTS
• EDUCATION, TRAINING AND EMPLOYMENT
• NEIGHBOURHOOD
• LIFESTYLE
• SUBSTANCE USE
• PHYSICAL HEALTH
• INDICATORS OF SERIOUS HARM TO OTHERS

• EMOTIONAL AND MENTAL HEALTH
• PERCEPTION OF SELF AND OTHERS
• THINKING AND BEHAVIOUR
• ATTITUDES TO OFFENDING
• MOTIVATION TO CHANGE
• POSITIVE FACTORS
• INDICATORS OF VULNERABILITY

7
FLINTSHIRE PREVENT DETER PANEL
PROLIFIC AND OTHER PRIORITY OFFENDERS STRATEGY
3 STRANDS TO POPO STRATEGY
CATCH AND CONVICT
REHABILITATE AND RESETTLE
PREVENT AND DETER
8
TWO TIER YOUTH JUSTICE SYSTEM
ANTI SOCIAL BEHAVIOUR ACT 2003
C D ACT 1998
Final Warnings Referral Order Reparation
Order Attendance Centre Order Action Plan
Order Supervision Order Curfew Order Community
Rehabilitation Order Community Punishment
Order DTO
ACCEPTABLE BEHAVIOUR CONTRACTS INDIVIDUAL SUPPORT
ORDERS
PREVENTION STRATEGY
ANTI SOCIAL PREVENT DETER PANEL
ADDITIONAL SUPPORT
PARENTING WORK I.S.S.P
9
WHY DID WE CHANGE?
11 year old banned for life From wearing a
Balaclava (Manchester)

19 year old banned from Swearing in own
back Garden (Manchester)

• Consistency
• Effectiveness
• Multi agency approach
• Preventative support
• Proportionate approach

4 year old on Acceptable Behaviour Contract
13 year old on 10 year A.S.B.O
10
Portrait of a Typical Young Offender
11
Darren 17 Years Old

• Typical failed education, alcohol problem,
  homeless, self-harmer, ADHD.
• Atypical poet, sculptor, painter.
• In May 2000 - first record of involvement with
  criminal justice system - Darren received a
  caution for a common assault.
• Darren has been continuously in trouble since.
• Five separate periods in a Young Offenders
  Institute - twice being returned for offences
  committed whilst being on licence on the last
  occasion this happened within the space of
  48hours.

12
Family

• Darren comes from a stable background. Father is
  employed as a Mechanic and Mother is a Housewife.
• There are 5 siblings, 4 brothers 1 sister.
• Their house is neat, tidy, clean and comfortable
  with no signs of deprivation.
• Though the family home is clearly overcrowded
  Darrens parents show usual concern and affection
  for their children.

13
Family

• Darrens parents have made every effort with
  Darren.
• Darrens eldest brother is an excellent role
  model - he has a steady and good job with British
  Aerospace.
• Darrens younger brother has also been diagnosed
  ADHD.

14
Education

• Darren has not been to school since the age of 13
  years.
• Darren has significant academic and creative
  abilities.
• Darren was diagnosed with ADHD in Jan 2003, this
  is associated with inattention, impulsivity,
  over-activity, insatiability, disorganisation and
  variability.

15
Offence History

• Darren was first convicted on the 22nd May 2001.
• Darren was last convicted on the 7th November
  2003. 27 offences in total.
• 3 offences against the person.
• 8 offences against property.
• 8 offences for theft and similar offences.
• 4 offences relating to Police, Courts, Prisons.
• 4 miscellaneous offences.

16
Youth Offending Team Involvement

• Youth Offending Team has been working with Darren
  and his family since 2001, both in and out of
  custody.
• Work with Darren in the community has been
  limited due to Darrens prolific and persistent
  offending.
• For one period where Darren was on a Supervision
  order with ISSP, Darren was able to comply for a
  period of two to three months. This was an
  offence free period.

17
Youth Offending Team Involvement

• Programmes have included offending behaviour
  work, restorative justice, education, social
  skills, alcohol awareness, employment, family
  relationships, independent living skills and
  searching for accommodation. (All of these
  programmes had active support from Darrens
  parents)
• Darren was unable to control alcohol consumption
  leading to erratic, violent and intimidating
  behaviour.

18
Current Position Current Position

• Darren was released on the 6th February 2004.
• Even before this period in custody, accommodation
  was a major issue. On his release, this was still
  an issue. No accommodation available. Housed in
  BB at 65 a night.
• Darren has been referred to the Drugs and Alcohol
  Team for his alcohol misuse.
• An intensive support package for Darren is in
  place with particular emphasis on employment and
  training.
• Darren still has the support of his parents.

19
Current Position

• Darren was arrested and returned to prison two
  weeks after his licence period started. He is due
  for release again next month.

20
Summary

• Key factors which may have helped control
  Darrens offending behaviour are-
• Accommodation Supported accommodation or
  accommodation where ISSP could support him.
• Education Alternative full-time education
  provision available at the right time would have
  enabled the constructive use of the skills this
  young person possesses.

21
Consequences

• The lack of an accommodation address resulted in
  Darren being initially remanded to custody during
  his latest period of offending.
• The lack of an available, suitable accommodation
  address distracted ISSP from focusing on his
  release programme.
• The lack of such accommodation is a potential
  obstacle to the successful completion of Darrens
  licence period.
• A vulnerable, young person with a history of
  self-harm and resource to violence is returned to
  the community in a state of high anxiety.

22
Home
I was home but know Im not. Im in Jail planning
a escape plot Decided that wasnt good
enough, ended up feeling dead rough. Thought of
going to the gym to toughen up but ended up
getting beaten up. Everyday is the same but I
think Im going insane. ended up in health care,
suicide notes flying every where. I thought to
myself I dont care. This whats happening
everywhere the same feelings dont care Im in
health care
23
Stoke Heath YOIJan Rogers, SENCO

• Aspergers Syndrome Conference
• 2005

24
Role of SENCO

• To develop appropriate provision to meet the
  special educational needs of trainees
• Lead and manage a team of Learning Support
  Assistants, to ensure appropriate individual
  support for young people in the classroom
• Involvement in revising/designing policies
  relating to special educational needs, ensuring
  inclusion and differentiation
• Provision of special needs information and
  liaison with members of staff, to ensure
  differentiation and inclusivity will occur for
  students across the curriculum

25
SEN Code of Practice 2002

• Fundamental Principles include
• An individual with SEN should have their needs
  met
• The views of the individual should be sought and
  taken into account
• Students with SEN should be offered full access
  to a broad balanced and relevant education

26
SEN Code of Practice

• Critical Success Factors include
• Appropriate resources are used
• Agencies work together to ensure that any
  students SEN are identified early
• When SEN are identified, best practice is
  utilised
• Provision and progress is monitored and reviewed
  regularly
• Co-operation between all agencies

27
Stoke Heath, Education Department

• Education Induction within two weeks
• Using the PLUS Induction Package, information is
  provided for
• Literacy - reading/writing/spelling
• Numeracy - Number/Measure/Data
• 11 interview with Guidance worker to ascertain
  additional information regarding SEN information,
  health issues, etc.

28
Referrals are made to the SENCO for students
showing any signs of Special Educational Needs

• Examine ASSET form
• Liaison with YOT (internal and external teams) to
  obtain any further relevant detail
• Interview SENCO/student
• Agree a Support or Behavioural Programme
• Circulate relevant information to teaching staff
• Liaison with YOT,Healthcare staff, Chaplains,
  Wing Staff

29
Additional Educational Support

• Learning Support Department
• A team of 6 specialist teachers work with
  students on a 11 basis, providing additional
  support and guidance for educational, emotional
  and behavioural issues.

30
Learning Support continued

• Inclusion Area
• Students may attend this room for various
  reasons
• special timetables, with agreed classroom contact
  time/inclusion time
• students needing to refocus, or calm down
• individuals removed from class for disciplinary
  reasons
• Vulnerable students, based in Healthcare and
  requiring slow integration into education

31
OUTREACH Provision

• Students who are unable to attend routine
  education classes receive tuition from Outreach
  teaching staff.
• Locations may include
• Healthcare Department
• Segregation Unit
• In-cell tuition, on the Wings

32
SENCO Interventions

• Some students may require special support
• To enable them to understand the rules and
  regulations and what is expected of them
• To monitor behaviour, anger management
• To praise appropriate behaviour and achievement

33
Strategies for working with young people who have
autistic spectrum disorders

• Understand that behaviour which may seem bizarre
  or rude to you is not a deliberate attempt to
  offend, but stems from a person who sees the
  world in a different way
• Try to ensure that the person has a particular
  member of staff who they can go to if they are
  worried about anything or a written instruction
  about what to do if worried
• Try to provide a calm environment, with as few
  distractions as possible, and clear routine to
  sessions. Be very clear in advance if there are
  going to be changes to this

34
Strategies, continued

• Make sure the person understands what work they
  are meant to do, how long they are to do it for,
  when it has finished and what happens next
• Take care to use clear and unambiguous language.
  It may be preferable to give written rather than
  oral instructions.
• People with autistic spectrum disorders might
  find group work challenging or may be disturbed
  by background noise
• Teasing may be misinterpreted as criticism
• Provide a visual timetable with work organised
  from left to right and from top to bottom
• Ensure consistency of approach

35
Positive Behaviour Books

• Used for students who may present challenging
  behaviour or find it difficult to comply within
  the education department
• Simple strategy teaching staff record any
  positive aspects of student behaviour, attitude,
  approach to work, politeness etc whilst in the
  education department
• Monitored daily by SENCO with immediate
  feedback to student acknowledging and
  reinforcing positive behaviour
• Weekly summary in student Wing file

36
NURTURE GROUP

• 8-10 week course, for students who present
  challenging or vulnerable behaviour
• Work based around the preparation and eating of
  breakfast
• Rationale
• To provide a structured social interaction,
  where individuals can develop positive and
  progressive social skills and behaviour

37
Nurture Group continued

• Emphasis upon praise and reinforcement of
  positive student behaviour. Support is provided,
  particularly for those who appear vulnerable and
  demonstrate low self esteem.
• Highly praised by Ofsted, 2004 and 2005.
• Received Prison Aware from Butler Trust.

38
FLINTSHIRE YOUTH OFFENDING TEAM

• IDENTIFYING YOUNG PEOPLE WITH ASD IN THE YOUTH
  JUSTICE SYSTEM.

• AUTISM CYMRU
• FLINTSHIRE YOUTH OFFENDING TEAM
• ARGOED HIGH SCHOOL, BUCKLEY

39
AIMS OF PROJECT

• TO COLLATE INFORMATION FROM ASSET FORMS TO
  DETERMINE THE NUMBER OF INDIVIDUALS WITH ASD IN
  THE YOUTH JUSTICE SYSTEM.
• TO HIGHLIGHT THE MAIN AREAS OF CONCERN AND DEVISE
  A PROGRAMME FOR A GROUP OF YOUNG PEOPLE WITH ASD
  WHICH FOCUSES ON PREVENTION MEASURES.
• TO CONSIDER APPROPRIATE INTERVENTION STRATEGIES
  FOR YOUNG PEOPLE WITH ASD WHO ARE ALREADY IN THE
  YOUTH JUSTICE SYSTEM.
• TO DISSEMINATE THE FINDINGS ACROSS WALES,
  ALERTING OTHER YOTs TO THE KEY ISSUES AND
  ENCOURAGING THEM TO CONDUCT SIMILAR PROJECTS.