Youth and Criminal Justice Social Work 2006 - PowerPoint PPT Presentation

1 / 59
About This Presentation
Title:

Youth and Criminal Justice Social Work 2006

Description:

Havana Rules, 1990 -role of prosecutors and diversion ... Left idealism. New Administrative Criminology. Desistance Theory. Social Integration ... – PowerPoint PPT presentation

Number of Views:62
Avg rating:3.0/5.0
Slides: 60
Provided by: sonia60
Category:

less

Transcript and Presenter's Notes

Title: Youth and Criminal Justice Social Work 2006


1
Youth and Criminal Justice Social Work2006
www.cjsw.ac.uk
2
  • UN Convention on the Rights of the Child (UNCRC)
  • Beijing Rules, 1985
  • well being of the young person
  • emotional, mental and intellectual maturity
  • socio-educational responses
  • extra judicial approaches
  • avoidance of deprivation of liberty
  • right to representation
  • Riyadh Guidelines, 1990 early
    intervention - shared responsibility

    -multi
    disciplinary responses
  • Havana Rules, 1990
    -role of prosecutors and diversion
  • ECHR Article 8 - right to
    respect for private and family life

www.cjsw.ac.uk
3
  • Its a Criminal Waste Stop Youth Crime Now
    (Scottish Executive 2000)
  • prevention
  • early intervention
  • diversion from criminal processes
  • multi-disciplinary co-ordinated intervention
  • participation

www.cjsw.ac.uk
4
  • Getting it Right for Every Child
  • Policy Objectives
  • Better outcomes for children and yp
  • Effective consistent and quality assured
    interventions for persistent offenders
  • Emphasis on prevention, diversion and restorative
    justice including a victim perspective
  • Making best use of resources by moving from
    institutional to community based interventions
  •                                   

www.cjsw.ac.uk
5
  • Action Programme
  • Multi-disciplinary Youth Justice Steering Groups
  • Youth Justice co-ordinator
  • Youth crime audits and service mapping
  • National objectives and standards
  • Standardised assessment (ASSET or YLS/CMI)
  • National Targets to reduce persistence by 10
  • Programmes tailored to the needs of girls
  • Intensive community based services
  • Integrate planning and inspection for youth
    justice and vulnerable children
  •                                   

www.cjsw.ac.uk
6
  • Action Programme
  • Specialist youth justice workers
  • Pilot Fast track Children Hearings
  • Pilot Youth Court
  • Anti-social behaviour contracts (ABA/ABC)
  • Anti-social behaviour orders (ASBOs),
  • Intensive Support, and Monitoring Service (ISMS)
  • Community Reparation Orders
  • Parenting Orders
  •                                   

www.cjsw.ac.uk
7
  • National Objectives and Standards
  • Objective 1 Improve the quality of the youth
    justice process
  • Objective 2 Improve the range and availability
    of
  • programmes to stop youth
    offending
  • Objective 3 Reduce the time taken to reach and
    implement
  • hearing decisions
  • Objective 4 Information on youth justice
    services to victims
  • and local communities
  • Objective 5 Target the use of secure
    accommodation
  • appropriately
  • Objective 6 Improve the strategic direction and
    co-
  • ordination of youth justice
    services

www.cjsw.ac.uk
8
  • Objective 1 Improving the quality of the youth
    justice process
  • initial assessment of offending behaviour,
    comprehensive assessment
  • ASSET/YLS-CMI assessment ,
  • an action plan including options
  • Objective 2 Improve the range and availability
    of
  • programmes to stop youth
    offending
  • Implement SRs, Core repertoire of community based
    programmes, Intensive supervision, RJ approaches,
    Family /parent, Cognitive behavioural, anger
    management, alcohol/drugs, mental health

www.cjsw.ac.uk
9
www.cjsw.ac.uk
10
  • Life course and persistent
  • Hyperactivity and high daring
  • Family difficulties at a young age
  • Cognitive difficulties
  • Adolescent limited
  • Anti-social peers
  • Criminality in the family
  • Poor educational attachment and achievement
    alcohol and drugs
  • Moffitt 1993, Rutter et al 1998

www.cjsw.ac.uk
11
  • Early Intervention
  • Criminal activity at an early age AND
  • Multiple-problems
  • disruptive and disrupted families,
  • social and educational difficulties
  • alcohol/drug problems
  • anti-social behaviour
  • Risk of serious offending 2-3 times higher for
    child offenders aged 7 to 12 than for youth whose
    onset of delinquency is later
  • Loeber, Farrington, and Petechuk,
    2002

www.cjsw.ac.uk
12
  • immature and impulsive risk-takers
  • re-offend on supervision, fail to keep
    appointments or comply, find themselves in
    custody early
  • lead chaotic lives which lack constructive home
    supports
  • at greatest risk of substance abuse and violence
  • have been victims themselves
  • have had limited education
    .
  • Scottish Executive, 2000 Annex C

www.cjsw.ac.uk
13
  • Characteristics JR Scotland
  • Lone parent 49 20
  • LA Tenancy 89 27
  • Owner occupier 5 61
  • State benefit 64 25
  • Accommodated 46 1
  • Drug/alcohol 18 -
  • Mental health 20 1-2

www.cjsw.ac.uk
14
  • Jointly Reported
  • Extensive histories in the system
  • Many for non offence reasons
  • First referred between 5 and 11 years
  • Most convicted in an adult criminal court by 18
  • Over a third experienced custody by 18
  • Fiscals often unaware of their social
    circumstances

www.cjsw.ac.uk
15
  • Youth Crime
  • Learned, self re-inforced behaviour patterns
    which are central to the young persons self
    image, supported by a self consistent set of
    attitudes, hostile to conventions, social values
    and authority
  • Farrington 1977

www.cjsw.ac.uk
16
  • background of the crime
  • the form
  • the social and moral context
  • the situation in which crime occurs
  • the processes of detection and response
  • Young 1997

www.cjsw.ac.uk
17
.
.
.
  • Thinking about Crime
  • Bio genetic theories
  • Psycho dynamic theories
  • Learning theories
  • Social reaction theories
  • Social control theories
  • Social disorganisation theories
  • Social strain theories
  • Left idealism
  • New Administrative Criminology
  • Desistance Theory
  • Social Integration

www.cjsw.ac.uk
18
.
.
.
  • British Crime Surveys
  • the typical victim is very much like the typical
    offender male young, single, a heavy drinker and
    involved in assaulting others
  • the fear of crime is greater than the reality and
  • outside inner cities crime is a relatively minor
    risk

www.cjsw.ac.uk
19
.
.
  • drugs emerged as the predictor of serious or
    persistent
  • offending amongst 12-17 year old boys in a recent
    survey in England and Wales
  • The odds of offending were nearly five times
    higher for boys who had used drugs in the last
    year compared with those who had not
    Flood-Page et al 2000
  • young people who are heavy or binge drinkers
    are more likely to be involved in violent
    offences Honess et al 2000
  • a strong link between young peoples use of drugs
    and offending and this increased with age
  • Jamieson et al 1999

.
www.cjsw.ac.uk
20
Relational Justice
.
.
.
  • .

Police Agencies of Control
Offender
Social control
Criminal act
Community Public
Victim
www.cjsw.ac.uk
21
.
.
.
  • What is effectiveness?
  • What approaches seem to work best with whom in
    what situations?
  • How can evaluation be built in to practice?
  • How can risk meaningfully and ethically be
    assessed and managed?
  • What works? not what works!

www.cjsw.ac.uk
22
.
.
.
  • General Principles
  • diverting from formal systems altogether
  • target resources to those who continue to present
    the greatest risk
  • set practices for within a wider social inclusion
    framework

www.cjsw.ac.uk
23
.
.
  • Some Things do Work some of the time!
  • The change was modest in some cases, substantial
    in others, but overwhelmingly in a positive
    direction

    Garrett 1985293
  • In summary, it is downright ridiculous to say
    "Nothing works". This review attests that much
    is going on to indicate that offender
    rehabilitation has been, can be, and will be
    achieved. The principles underlying effective
    rehabilitation generalise across far too many
    intervention strategies and offender samples to
    be dismissed as trivial Gendreau
    Ross, 1987 395.

.
www.cjsw.ac.uk
24
.
.
  • Effective Methods
  • Lipsey's review (1992) of 397 experimental
    outcome studies published between 1970 and 1988,
    included 40,000 offenders
  • 65 of the experiments examined showed positive
    effects in reducing re-offending.
  • Behavioural, skill oriented approaches and
    especially, combinations of approaches
    (multi-modal), had most impact.
  • reviews of recidivism rates reveal that, on
    average, appropriate treatment cut recidivism
    rates by about 50 (in fact, the mean reduction
    was 53.06, SD26.49) (p.385). Andrew's et al
    (1990)

.
www.cjsw.ac.uk
25
.
.
.
  • Focus for Change
  • attitudes can be amended
  • skills can be acquired
  • for making better decisions,
  • for resisting pressures to commit offences
  • for self management.

www.cjsw.ac.uk
26
.
  • Pre and post natal programmes
  • Intensive home visiting
  • Pre-school programmes
  • Parenting skill education
  • School intellectual enrichment
  • School organisation
  • Teacher training in classroom management
  • Peer influence resistance strategies
  • Anti-bullying programmes

.
www.cjsw.ac.uk
27
.
.
  • Family Work
  • Parental Style
  • Poor parental supervision
  • Harsh inconsistent discipline
  • Disrupted family life
  • Early separation
  • Criminality in the family
  • Farrington 1996
  • parent skills training
  • structured family work FFT, MST
  • contact families, person, mentor
  • positive social models

.
www.cjsw.ac.uk
28
.
.
  • Effective Communities
  • Recruit and involve local people
  • Help communities take responsibility.
  • Divert from formal processes
  • Set within a community development context

.
www.cjsw.ac.uk
29
.
  • Effective Community
  • Shared and corporate responsibility
  • Housing policy and housing support
  • Neighbourhood and outreach work
  • Community involvement
  • School involvement
  • Restorative Practice
  • Direct Family Work
  • Contact Person/Family
  • Personal Change programmes
  • Age appropriate social opportunities
  • Outreach

www.cjsw.ac.uk
30
.
.
  • Principles

.
.
  • .

Model of Change Risk-need Criminogenic Responsivit
y Relational Community based Programme
Integrity Modality
Listening Communication Relationship Recording
Assessment Planning Evaluation
www.cjsw.ac.uk
31
.
.
.
.
  • .
  • Model of Change

Cognitive Behavioural
action
maintenance
contemplation
relapse
Person Centred
Pre-contemplation
www.cjsw.ac.uk
32
.
.
.
  • .
  • Risk principle
  • Maximum levels of intervention for highest levels
    of risk
  • Indiscriminate targeting can be counter
    productive
  • Risk assessment and risk management tools
  • Level of Service /Case Management Inventory
    revised (LSI-R/CMI)
  • YLS/CMI
  • ASSET

www.cjsw.ac.uk
33
.
.
.
  • Criminogenic need principle
  • changing anti social attitudes and feelings
  • reducing anti-social peer associations
  • promoting familial affection/communication
  • promoting familial monitoring and supervision
  • promoting protection
  • developing positive-social role models
  • increasing self control, self management and
    problem solving skills
  • replacing the skills of lying, stealing and
    aggression with more pro-social alternatives
  • reducing misuse of chemical substances
  • shifting the distribution of rewards and costs
    associated with offending behaviour so that non
    criminal activity is favoured
  • ensuring that the offender is able to recognise
    risky situations and has concrete and
    well-rehearsed plans for dealing with those
    situations
  • confronting the personal and circumstantial
    barriers in the way of effective service outcomes
    (Andrews 2001)
  • .

www.cjsw.ac.uk
34
.

.
.
  • .

Source Harper, G. et al. (2004 X)
www.cjsw.ac.uk
35
.
.

Bonta 2004
.
.
  • .
  • Criminogenic
  • r .19
  • (n 169)
  • Noncriminogenic
  • r -.01
  • (n 205)

www.cjsw.ac.uk
36
.

.
.
  • increasing self esteem without reducing
    anti-social thinking
  • increasing the cohesiveness of anti-social peer
    groups by failing to provide positive social
    models
  • increasing employment or educational aspirations
    without concrete assistance and opportunities to
    achieving these aspirations
  • .

www.cjsw.ac.uk
37
.

.
.
  • .
  • Responsivity principle
  • matching style and methods
  • practitioner-client relationship
  • engagement and motivation
  • active participatory methods
  • self-generated goals
  • use of authority positively
  • anti-criminal modelling,
  • differential re-inforcement
  • problem solving skills
  • structured learning skills
  • cognitive restructuring
  • advocacy/brokerage

www.cjsw.ac.uk
38
.

.
.
  • .
  • Relational principle
  • warm, optimistic and enthusiastic, creative and
    imaginative and
  • use personal influence through quality
    interaction with offenders.
  • modelling, positive reinforcement
  • effective disapproval
  • structured learning in a suitable
  • problem solving skills
  • opportunities for restoration.
  • (Trotter 1999)

www.cjsw.ac.uk
39
.

.
.
  • .
  • Community Based principle
  • More positive and lasting results than
    institutional or residential based programmes

www.cjsw.ac.uk
40
.

.
.
  • .
  • Programme Integrity principle
  • clear and stated aims and objectives
  • carried out by trained and skilled staff
  • adequately resourced and managed
  • evaluated

www.cjsw.ac.uk
41
.

.
.
  • .
  • Modality principle
  • Skills based
  • Designed to improve problem solving and social
    interaction
  • a cognitive component focused on attitudes,
    values and beliefs supporting offending
  • -behaviour, thoughts and feelings

www.cjsw.ac.uk
42
.

.
.
  • .
  • What doesnt work
  • service delivery to lower risk cases
  • mismatching according to a need/responsivity
  • non directive relationship
  • dependent and/or unstructured psycho dynamic
    counselling,
  • milieu and group approaches without control over
    pro criminal modelling and reinforcement
  • non directive or poorly targeted academic and
    vocational approaches
  • "scared straight ... (Andrews et al 1991379)

www.cjsw.ac.uk
43
.

.
.
  • .
  • What doesnt work
  • failing to recognise the influence (for better or
    worse) of families, friends and peers
  • failingto address the multiple problems
  • including poor mental health and
  • drug and alcohol abuse and are
  • too brief or diluted to establish the conditions
    for change

www.cjsw.ac.uk
44
.

.
.
  • .
  • What doesnt work
  • increasing self esteem without reducing
    anti-social thinking
  • increasing the cohesiveness of anti-social peer
    groups by failing to provide positive social
    models
  • increasing employment or educational aspirations
    without concrete assistance and opportunities to
    achieving these aspirations

www.cjsw.ac.uk
45
.
  • If there is one clear finding to be gleaned from
    the research on youth justice programming in
    recent decades, it is that removing youthful
    offenders from their homes is often not a winning
    strategy for reducing long-term delinquency.
    Most facilities suffer very high recidivism
    rates.
  • Intensive community-based supervision programs
    typically produce recidivism rates as low or
    lower than out-of-home placement (at a fraction
    of the cost), while intensive family-focused or
    multi- dimensional intervention programs have
    produced the lowest recidivism rates of all.
    (Mendel 200016)

.
.
  • .

www.cjsw.ac.uk
46
.
.

Adherence to Principles by Setting - Bonta 2004
.
.
.
  • .

Decrease
  • Community
  • Residence

Re-offending
Increase
www.cjsw.ac.uk
47
.

.
.
  • .
  • A cognitive model of intervention
  • Lack of self control or impulsivity.
  • Cognitive style
  • Concrete and abstract thinking
  • Conceptual rigidity
  • Inter personal cognitive problem solving
  • Egocentricity
  • Values
  • Critical Reasoning
  • Ross, Fabiano Ewles 1988

www.cjsw.ac.uk
48
.

.
.
  • .
  • Barriers to Effectiveness
  • Client resistance - non attendance or compliance,
    authority issues, low motivation.
  • Institutional resistance- control over admission
    to programmes or referrals, offenders 'lost' to
    custody, control over finance, lack of management
    support and consultancy.
  • Programme integrity - programme drift.

www.cjsw.ac.uk
49
.

.
.
  • .
  • Effective Programmes
  • longer in duration
  • larger amounts of meaningful contact
  • behavioural, skill-oriented and multi-modal
  • provided in community settings.
  • duration, sequencing and intensity
  • engagement, compliance, catch up

www.cjsw.ac.uk
50
.
  • Emerging Themes
  • We are unlikely to see a major impact on
    re-offending rates, as promised by the What
    Works? literature, from accredited programmes
    alone.
  • Good targeting for programmes does appear to be
    linked to successful results

.
.
  • .

www.cjsw.ac.uk
51
.
  • Case management and Desistence
  • Human Agency the active participation of
    individuals in structuring their own lives.
  • (Laub and Sampson, 2004)
  • Building Capacity - productive investment
  • Human capital personal change resources
  • Social Capital changes in social relations
  • Cultural Capital change social opportunities
  • Hope -successful personal agency related to
  • goals

.
.
  • .

www.cjsw.ac.uk
52
.
  • Compliance
  • incentive-based compliance - education,
    employability , early revocation, the relaxation
    of conditions.
  • trust-based compliance - sense of obligation,
    working alliance
  • threat-based compliance - fear of future
    consequences
  • surveillance-based compliance - awareness of
    immediate, here-and-now regulation
  • incapacitation-based compliance the actual
    deprivation not just the restriction, of
    liberty
  • (adapted from Nellis 2004 239-240)

.
.
  • .

www.cjsw.ac.uk
53
.
  • Core Practice
  • Relationship factors
  • Skill factors
  • Effective reinforcement
  • Effective disapproval
  • Problem solving
  • Structured learning
  • Effective modeling
  • Effective use of authority
  • Advocacy/brokerage
  • Dowden et al 2004

.
.
  • .

www.cjsw.ac.uk
54
.

.
.
  • Defensible Decisions
  • The issue of risk assessment, prediction and
    management is complex and has to recognise
    limitations in any defensible decision that are
    taken.
  • All reasonable steps taken, reliable methods
    used, evaluated thoroughly, recorded, policy and
    procedures, communication (Scottish Office 1998)
  • .

www.cjsw.ac.uk
55
.
  • Holistic Approach
  • Objective screening criteria to identify highest
    risk
  • Work intensively when appropriate
  • Coordinate services among agencies youth
    justice, education, mental health and child
    welfare, social inclusion, culture and leisure
  • Implement graduated interventions
  • Recruit local volunteers and engage community
    based organisations to work with high risk/high
    need
  • Make quality aftercare a core component
  • Implement effective school-based prevention
    models.
  • Mobilise the entire community to plan and
    implement comprehensive youth crime prevention
    strategies that involve families, schools, and
    neighbourhoods.
  • (adapted from Mendel 2000)

.
.
  • .

www.cjsw.ac.uk
56
.

.
.
  • What rewards will be built in to assist the young
    person identify their own progress in different
    areas?
  • Who will be around when the programme is
    completed ?
  • What are the contingencies when things go wrong
    during the day, evening at weekends or night time
  • Will these contingencies have been pre-rehearsed?
  • )
  • .

www.cjsw.ac.uk
57
Summary Plan Priorities reducing risk to others
reducing re-offending
.

.
.
  • .

www.cjsw.ac.uk
58
.

.
.
End to End Case Management Manage - Supervise
- Administer
  • .

ENGAGE
MOTIVATE
LEARN
SHARE
Offender interacts with sequence of interventions
Face to face work

Interventions 1..23 Maintain Change
Teamwork
Partnerships
Terminate
Commence
www.cjsw.ac.uk

59
.
  • Practice what you preach
  • personal/professional efficacy
  • plan for change,
  • provide learning opportunities
  • develop well structured service pathways
  • effective supervision and compliance.
  • opportunities to apply learning
  • Outcome oriented
  • Power and Authority
  • Providing Rewards

.
.
  • .


www.cjsw.ac.uk
Write a Comment
User Comments (0)
About PowerShow.com