Youth and Criminal Justice Social Work 2006

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Youth and Criminal Justice Social Work2006
www.cjsw.ac.uk
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• 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

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

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• 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

•                                   

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• 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

•                                   

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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• 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

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Relational Justice
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Police Agencies of Control
Offender
Social control
Criminal act
Community Public
Victim
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• 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!

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• 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

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• 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.

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• 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)

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

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• 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

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• 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

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

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• 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

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• Principles

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Model of Change Risk-need Criminogenic Responsivit
y Relational Community based Programme
Integrity Modality
Listening Communication Relationship Recording
Assessment Planning Evaluation
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• Model of Change

Cognitive Behavioural
action
maintenance
contemplation
relapse
Person Centred
Pre-contemplation
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• 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

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• 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)

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Source Harper, G. et al. (2004 X)
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Bonta 2004
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• Criminogenic
• r .19
• (n 169)
• Noncriminogenic
• r -.01
• (n 205)

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• 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

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• 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

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• 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)

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

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

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• 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

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• 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)

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• 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

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• 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

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• 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)

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Adherence to Principles by Setting - Bonta 2004
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Decrease

• Community
• Residence

Re-offending
Increase
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• 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

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• 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.

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• 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

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• 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

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• 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

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• 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)

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• 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

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• 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)

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• 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)

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• 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?
• )

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Summary Plan Priorities reducing risk to others
reducing re-offending
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End to End Case Management Manage - Supervise
- Administer

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

Interventions 1..23 Maintain Change
Teamwork
Partnerships
Terminate
Commence
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• 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

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