cctv around the town centre - big brother camera - speaking out loud
asbo's pros and cons
groups congragating and not aware of noise disturbance
adhd - asbo - kids say it is not fair
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.
changes from the 18 hundreds to today - whiping an 11yr old boy for stealing
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.
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
‘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.
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.
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.
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.
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