LG 12 In trouble with the law

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Mind Map on LG 12 In trouble with the law, created by zgseymour on 06/04/2013.
zgseymour
Mind Map by zgseymour, updated more than 1 year ago
zgseymour
Created by zgseymour over 11 years ago
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Resource summary

LG 12 In trouble with the law
  1. assumed crime and ages and looks - judging
    1. cctv around the town centre - big brother camera - speaking out loud
      1. asbo's pros and cons
        1. groups congragating and not aware of noise disturbance
          1. adhd - asbo - kids say it is not fair
          2. wycyp - chapter 12, Peter squires.......The chapter argues that in many places, a young person’s identity has a very strong association with his or her neighbourhood. Importantly, this is not all negative and can be a basis for making friendships, but it can also lead to conflict with territorial groups from other areas. Squires suggests that issues of crime and anti-social behaviour are greater in more disadvantaged areas, where social relations are defined by the ‘toxic mix’ of deprivation and social exclusion. Although much research has been done in identifying contributory problems such as underachievement at school, Squires argues that policy in this area has been ineffective. Merely addressing the offending behaviour is unlikely to solve the problem.
            1. changes from the 18 hundreds to today - whiping an 11yr old boy for stealing
              1. K218 reading...Although strongly endorsing a welfare view of children in conflict with the law, Hammarberg stresses that children should still be held responsible for their actions but not criminalised or subject to retribution. The emphasis should be on mediation, involvement of the family, restorative justice, rehabilitation and reintegration. A key point that this approach emphasises is that while generally using the terminology of ‘youth justice’ and ‘youth crime’ in this area of work (and this learning guide), legally we should not forget that we are talking about children.
                1. Differences in culture, demography, politics and history may mean that it would not be possible to transpose this type of response to the UK. However the view that children, whatever crime they have committed, are still children and need a welfare response as well as a ‘crime-focused’ response is well made.....celia, Norway
                  1. ‘web of relationships’ can be in influencing the development and direction of children’s lives. For most children and young people offending behaviour will diminish over time – i.e. they ‘grow out of it’ – so what factors are relevant that make some continue to be in conflict with the law into adulthood? Explanations of causes are important, because policy is also shaped partly on this basis.
                    1. Video - work with Nathan recognises the complex web of influences on his life, and the resources devoted to him are justified by the identification of the specific risk factors discussed in the video. If the ability to predict risk is good then this could be a vitally important intervention which will help him avoid coming into conflict with the law. Staying out of the criminal justice ‘system’ before the age of 14 is in itself identified in the video as a highly significant factor. Certainly Nathan himself feels he has benefited from the support of his worker.
                      1. If the predictive ability is not so good, some young people might feel ‘labelled’ by this approach as potential criminals. Broad predictive risk factors will inevitably be inaccurate in the case of some individual children and young people. Arguably scarce resources would be targeted in ways that are ineffective. It has also led to children much younger than Nathan being included – several government strategies have sought to include children as young as 8 in crime prevention programmes.
                      2. RAP - video clip illustrates the importance of the ability to support young people without being judgmental, but also the need for challenge and honesty. This support needs to range from teaching basic shopping skills to specialist knowledge about, for example, drug use. Arguably the values and skills required are not substantially different to those needed for many other areas of work with children and families. However relationships in youth justice are often in the context of work that is not voluntary, which brings with it extra dimensions, particularly those related to power. This is an issue which will also be relevant in the next learning guide on safeguarding.
                        1. social ecological model .......with which you are now familiar: individual factors, e.g. hyperactivity and impulsiveness, substance misuse family factors, e.g. a history of criminal behaviour, conflict within the family school factors, e.g. low attainment, aggressive behaviour, particularly bullying community factors, e.g. disadvantaged area, high turnover of local population
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