WELCOME Early and Effective Practice 2011

1. WELCOMEEarly and Effective Practice2011 www.cjsw.ac.uk

2. Preventing Offending by Young People – A Framework for Action 2008Promoting Positive Outcomes: Prevention, Integration Engagement and Communication (2009)Shift in emphasis from ASB to Positive and Effective Early Intervention GETTING IT RIGHT FOR EVERY CHILD“…‘early intervention’ is directed at halting the development of an emerging problem;’ 21st Century Social Work Hard to gather evidence on effectiveness of Preventative & Early Intervention workSome evidence of success eg Islington with ABCs –voluntary Child’s Plan www.cjsw.ac.uk

3. Early and Effective PracticeFive pilot areas (Glasgow South,Dundee City, Edinburgh City and Fife and Renfrewshire 2007 ) early and effective multi-agency processes in line with the principles of Getting It Right For Every Child (GIRFEC). Each area agreed to develop their approach around four key elements:Better outcomes for children and young people;Interventions are appropriate, proportionate and timely;clear link to victims/reassuring communities; andAll collective decisions are captured and reviewed within a child’s plan. www.cjsw.ac.uk

4. Victims or Villains • a third of young people who offend have been maltreated as children (Weatherburn and Lind, 1997) • 30% had already been referred as at risk of being victims of crime, abuse (Whyte, 2004, p 404). • being a victim of crime by age 12 was strongly associated with subsequent delinquency and that victimisation predicted delinquency three years later (Smith, 2004). • delinquency ‘seven times as high’ among those who had been victims of five types of crime Being a victim of assault with a weapon and of robbery was most associated with later delinquency Smith, 2004). • getting involved in risky activities/situations and social associations. • victimisation and offending are ‘twin aspects of the same social settings, social interactions, behaviour patterns and personal characteristics’ (Smith, 2004, p 18). www.cjsw.ac.uk

5. UN Convention on the Rights of the Child • 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 • Tokyo Rules 1990 – non custodial measures • Vienna Guidelines 1997– child oriented youth justice systems • Recommendation CM/Rec (2008)11 European Rules for juvenile offenders subject to sanctions or measures • ECHR – right to avoid state intervention . www.cjsw.ac.uk

6. effective early intervention presents the greatest opportunities, challenges and greatest risks for practitioners and young people. • ‘radical non-intervention’ (Schur, 1973) • ‘no order’ principle Ch (S) Act 1995 • early preventive intervention - Kilbrandon • compulsory measures as a last resort. www.cjsw.ac.uk

7. behind every complex set of problems there is a simple solution - and it is usually wrong. • Netwidening - drawn unnecessarily into formal process to theirdetriment. • Scarce resources used inappropriately • ‘intensive family-based interventions are essential if the deepest-rooted ASB problems are not simply to be recycled from one area to another’(Home • Affairs Select Committee, 2005). • . www.cjsw.ac.uk

8. Antisocial Behaviour Right issue – wrong response • ‘juvenile trouble-makers are too rapidly drawn into the criminal justice system and .. too readily placed in detention, when greater attention to alternative forms of supervision and targeted early intervention would be more effective’ (EC, 2005, para 81). • The ASBO: Wrong Turning, Dead End(2007) • Chief Super,N Wain, Greater Manchester Police • ASBOs fail to prevent further crime and anti-social behaviour among offenders • • naming and shaming could endanger vulnerable children by publishing their contact details www.cjsw.ac.uk

9. The ‘Big Four’ Predictors • antisocial attitudes (including values, beliefs, rationalisations, cognitive states), • antisocial associates (including parents, siblings, peers and others), • a history of antisocial behaviour (early involvement, perceptions of criminal ability) • antisocial personality (aggression, poor self control, impulsive and risky behaviour, poor problem solving) (Andrews and Bonta 1998) www.cjsw.ac.uk

10. Risk Factors • Criminal & anti-social at an early age PLUS • Multiple difficulties: • disruptive and disrupted families • social & educational difficulties • alcohol & drug problems • ASB, pre-criminal behaviour • bullying , aggression, or other violent activity with anti social activity • the risk of becoming a persistent offender in later teens is two to three times higher for those first offending under the aged under 12 than for a young person whose onset of offending is later • (McGarrell, 2001) www.cjsw.ac.uk

11. ● bullying other children or being the target of bullies ● exhibiting aggressive behaviour or being alternately aggressive and withdrawn ● being truant from school ● being arrested before age 14 ● belonging to delinquent or violent peer groups ● abusing alcohol or other drugs ● engaging in anti-social behaviour, such as setting fires and treating animals cruelly (Loeber and Farrington 1998) www.cjsw.ac.uk

12. Overt ASB often well established by start of school. • Mix of temperamental risk and inexperienced vulnerablecoercive parenting. • Patterson and Yoerger, 1993; 1997 • Patterson’s ‘coercion’ model • begins during the toddler stage - transformed during pre-school and primary school – • persistent attention-seeking, non-compliance physically aggressive behaviour, fighting, antisocial and bullying • At School • unpopular, withdrawn isolated, rejected by 5 • viewed as anti-social at school by 8-10 • reading age of 11, AS peers, disaffection, truancy 11-14 www.cjsw.ac.uk

13. Making connections: the impact of environment on brain development • the impact of poor or abusive physical and emotional environments on brain development & the long term effects • less sociable and more aggressive than those with normal profiles • ‘Family environment is a primary sources and mediator of stressful events in a child and young persons world ”.. • MV Flinn 2006 • Cortisol - the fear hormone = stress • puts a brake on other body systems – Relaxation, Immune system, Learning, -Because the body believes it is in crisis www.cjsw.ac.uk

14. Need/Risk Factors • poor parental supervision, • harsh and inconsistent discipline, • parental conflict, and parental rejection • disrupted and broken homes, • early separations, both permanent and temporary, • criminality in the family • Loeber and Stouthamer-Loeber (1986) Farrington, (1996). www.cjsw.ac.uk

15. Understanding Crime • •the background of the asb/crime • •the form • •the social and moral context • •the situation www.cjsw.ac.uk

16. Referrals by Day and Time of Offence for YP under 15 www.cjsw.ac.uk

17. Early preventive practice universal ‘pick-up’ points - health visiting of (all) under-fives transitions to primary school (5-8) to secondary school (11-13), preparation for leaving school (over 15) entering the world of work. www.cjsw.ac.uk

18. . • Prevention & Early intervention – Pick ups • Under 5 - persistent attention-seeking, non-compliance, physically aggressive behaviour – HALT 4 • in-home skills based modelling • Age 5-8 isolated unpopular, poor concentration - Statutory assessment • parent skills programme and individual developmental work with child • Age 8-11 bullying and anti-social associations • As above with greater focus on parental supervision, school enhancement, behaviour, associations • Age 11-14 Literacy, numeracy, personal management, ASB, offending • As above, structured family work, • Age 15+ persistent offending • multi-systemic family focused work, offence focused programmes www.cjsw.ac.uk

19. 1 In-home modelling, Behaviour skills programmes, Functional family work, Educational enhancement programmes and family conferencing 2 Multi-systemic family work, intensive wrap-around support, offence focused programmes, drug/alcohol counselling and restorative practices www.cjsw.ac.uk

20. Ten Effective Crime Prevention Programmes www.cjsw.ac.uk

22. Building Resilience • … an interaction between risk and protective factors within a person’s background, which can interrupt and reverse what might otherwise be damaging processes. (Fraser and Galinsky 1997, pp 265-75) • a positive social orientation, • positive and warm relationships that promote close bonds with family members, teachers and other adults • recognise a young person’s competence, as close friendships with positive peers • experiences of successful coping; • parent adequately monitors social activities; • reduce negative chain reactions like family strife • increase positive chain reactions - family supports • promote self-esteem and self-efficacy • neutralise or compensate for the risks the child faces • open up positive opportunities for change and growth – schools, recreation • encourage the positive cognitive processing of negative life events www.cjsw.ac.uk

23. . • Family based initiatives • early home visitation provision and pre-school education programmes, parent training and structured family work • combine training in parenting skills, education about child development and the factors that predispose children to criminal behaviour with other approaches such as social and problem solving skills for children, pro-active classroom management, and peer related programmes for older children (O’Donnell et al 1995). • Intensive family intervention projects (FIPs) Pawson et al 2009 • Multi-dimensional systemic family work (FFW, MSFW) • avoid arrest - 40% vs. 7% (Barton et al 1985) www.cjsw.ac.uk

24. . • School based initiatives • influence the organisation and ethos • anti-bullying initiatives • family-school partnerships (Mendel 2000). • After school programmes www.cjsw.ac.uk

25. . . . Leisure and Sports All agree that there are personal and social development objectives which form part of a matrix of outcomes. These developments may, sooner or later, improve offending behaviour, but their impact is unpredictable in scale and timing. To expect anything more tangible is unrealistic’ (Taylor et al 1999 p.50). www.cjsw.ac.uk

26. . . . • Early and Effective Practice • Housing policy and housing support • Neighbourhood and outreach work • Community involvement • Restorative Practice • Direct Family Work • Contact Family • Contact Person • Personal Change programmes • Social Opportunities • Youth and Family Outreach www.cjsw.ac.uk

27. . . Getting it Right for Every Child The Whole Child: Physical, social, educational, emotional, spiritual and psychological development www.cjsw.ac.uk