Transcript FLINTSHIRE YOUTH OFFENDING TEAM

FLINTSHIRE YOUTH
OFFENDING TEAM
RAY DICKSON
Aspergers Syndrome Conference
Wrexham North Wales 2005
Autism Cymru
LEGAL CONTEXT TO YOUTH OFFENDING
TEAMS
CRIME AND DISORDER ACT 1998
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Act introduced a new statutory aim – the prevention of offending by
children and young people and a range of new measures, including :
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A Youth Justice Board for England and Wales to set standards, monitor
performance and develop policy;
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Local multi-agency partnerships-YOTs-with representation from Police,
Probation, Health, Social Services and Education.
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The introduction of a range of new sentences including Parenting Orders,
Action Plan Orders, Antisocial Behaviour Orders, Sex Offender Orders,
Reparation Orders, Curfew Orders, Drug Treatment and Testing Orders
and Detention and Training Orders.
ROLES WITHIN THE TEAM
STRATEGIC MANAGER
OPERATIONS MANAGER
SENIOR PRACTITIONER
YOT OFFICERS x 4
PARENTING CORDINATOR
COURT
REFERRAL PANEL COORDINATOR
BAIL SUPPORT
SUBSTANCE MISUSE
HEALTH
FINAL WARNINGS
I.S.S.P
ENHANCED COMMUNITY PUNISHMENT
APPROPRIATE ADULT
DUKE of EDINBURGH
RESTORATIVE JUSTICE
VICTIM SUPPORT
ANTI-SOCIAL BEHAVIOUR
YOTs IN WALES
17 YOTs IN WALES
NORTH WALES
FLINTSHIRE
CONWY/DENBIGHSHIRE GWYNEDD/MON
WREXHAM
DYFED/POWYS
PEMBROKESHIRE
MID WALES
CAMARTHENSHIRE
CAERPHILLY/BLAENAU GWENT
GWENT
NEWPORT
TORFAEN/MONMOUTHSHIRE
BRIDGEND
SOUTH WALES
MERTHYR TYDFIL
SWANSEA
CARDIFF
RHONDDA CYNNON TAFF
NEATH PORT TALBOT
VALE OF GLAMORGAN
ASSESSMENT
 ASSET
 A structured assessment tool used by Youth Offending
Teams.
 Aims to look at young persons offence or offences and
identify a multitude of factors or circumstances – ranging
from lack of educational attainment to mental health
problems –which may have contributed to the behaviour.
 To assist the Court in reports and to highlight any
particular needs or difficulties the young person may have.
 Asset also helps to measure changes in need and risk of
reoffending over time.
ASSET CORE PROFILE
 OFFENDING BEHAVIOUR
 EMOTIONAL AND MENTAL
 LIVING ARRANGEMENTS
HEALTH
PERCEPTION OF SELF AND
OTHERS
THINKING AND
BEHAVIOUR
ATTITUDES TO OFFENDING
MOTIVATION TO CHANGE
POSITIVE FACTORS
INDICATORS OF
VULNERABILITY
 FAMILY AND PERSONAL
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ARRANGEMENTS
EDUCATION, TRAINING
AND EMPLOYMENT
NEIGHBOURHOOD
LIFESTYLE
SUBSTANCE USE
PHYSICAL HEALTH
INDICATORS OF SERIOUS
HARM TO OTHERS
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FLINTSHIRE PREVENT &
DETER PANEL
PROLIFIC AND OTHER PRIORITY
OFFENDERS STRATEGY
3 STRANDS TO POPO STRATEGY
CATCH AND CONVICT
REHABILITATE AND RESETTLE
PREVENT AND DETER
TWO TIER YOUTH JUSTICE SYSTEM
ANTI SOCIAL
BEHAVIOUR ACT 2003
C & D ACT 1998
Final Warnings
Referral Order
Reparation Order
Attendance Centre
Order
Action Plan Order
Supervision Order
Curfew Order
Community
Rehabilitation Order
Community
Punishment Order
DTO
PREVENTION
STRATEGY
ANTI SOCIAL PREVENT &
DETER PANEL
ACCEPTABLE
BEHAVIOUR
CONTRACTS
INDIVIDUAL SUPPORT
ORDERS
ADDITIONAL
SUPPORT
PARENTING WORK
I.S.S.P
WHY DID WE CHANGE?
11 year old banned for life
From wearing a
Balaclava
(Manchester)
19 year old banned from
Swearing in own back
Garden
(Manchester)
 Consistency
 Effectiveness
13 year old on
10 year
A.S.B.O
 Multi agency approach
 Preventative support
 Proportionate approach
4 year old on
Acceptable
Behaviour
Contract
Portrait of a Typical Young
Offender
Darren 17 Years Old
 Typical – failed education, alcohol problem, homeless,
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self-harmer, ADHD.
Atypical – poet, sculptor, painter.
In May 2000 - first record of involvement with criminal
justice system - Darren received a caution for a common
assault.
Darren has been continuously in trouble since.
Five separate periods in a Young Offenders Institute twice being returned for offences committed whilst being
on licence – on the last occasion this happened within the
space of 48hours.
Family
 Darren comes from a stable background.
Father is employed as a Mechanic and Mother
is a Housewife.
 There are 5 siblings, 4 brothers 1 sister.
 Their house is neat, tidy, clean and comfortable
with no signs of deprivation.
 Though the family home is clearly
overcrowded Darren’s parents show usual
concern and affection for their children.
Family
 Darren’s parents have made every effort with
Darren.
 Darren’s eldest brother is an excellent role
model - he has a steady and good job with
British Aerospace.
 Darren’s younger brother has also been
diagnosed with ADHD.
Education
 Darren has not been to school since the age
of 13 years.
 Darren has significant academic and
creative abilities.
 Darren was diagnosed with ADHD in Jan
2003, this is associated with inattention,
impulsivity, over-activity, insatiability,
disorganisation and variability.
Offence History
 Darren was first convicted on the 22nd May 2001.
 Darren was last convicted on the 7th November
2003. 27 offences in total.
 3 offences against the person.
 8 offences against property.
 8 offences for theft and similar offences.
 4 offences relating to Police, Courts, Prisons.
 4 miscellaneous offences.
Youth Offending Team Involvement
 Youth Offending Team has been working with
Darren and his family since 2001, both in and out
of custody.
 Work with Darren in the community has been
limited due to Darren’s prolific and persistent
offending.
 For one period where Darren was on a
Supervision order with ISSP, Darren was able to
comply for a period of two to three months. This
was an offence free period.
Youth Offending Team Involvement
 Programmes have included offending behaviour
work, restorative justice, education, social skills,
alcohol awareness, employment, family
relationships, independent living skills and
searching for accommodation. (All of these
programmes had active support from Darren’s
parents)
 Darren was unable to control alcohol consumption
leading to erratic, violent and intimidating
behaviour.
Current Position
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 Darren was released on the 6 February 2004.
 Even before this period in custody,
accommodation was a major issue. On his release,
this was still an issue. No accommodation
available. Housed in B+B at £65 a night.
 Darren has been referred to the Drugs and Alcohol
Team for his alcohol misuse.
 An intensive support package for Darren is in
place with particular emphasis on employment and
training.
 Darren still has the support of his parents.
Current Position
 Darren was arrested and returned to
prison two weeks after his licence period
started. He is due for release again next
month.
Summary
 Key factors which may have helped control
Darren’s offending behaviour are: Accommodation: Supported
accommodation or accommodation where
ISSP could support him.
 Education: Alternative full-time education
provision available at the right time would
have enabled the constructive use of the
skills this young person possesses.
Consequences
 The lack of an accommodation address resulted in
Darren being initially remanded to custody during
his latest period of offending.
 The lack of an available, suitable accommodation
address distracted ISSP from focusing on his
release programme.
 The lack of such accommodation is a potential
obstacle to the successful completion of Darren’s
licence period.
 A vulnerable, young person with a history of selfharm and resource to violence is returned to the
community in a state of high anxiety.
Home
I was home but know I’m not.
I’m in Jail planning a escape plot
Decided that wasn’t good enough,
ended up feeling dead rough.
Thought of going to the gym to
toughen up
but ended up getting beaten up.
Everyday is the same
but I think I’m going insane.
ended up in health care,
suicide notes flying every where.
I thought to myself
I don’t care.
This is what’s happening everywhere
the same feelings
don’t care
I’m in health care
Stoke Heath YOI
Jan Rogers, SENCO
Aspergers Syndrome Conference
2005
Role of SENCO
 To develop appropriate provision to meet the special
educational needs of trainees
 Lead and manage a team of Learning Support Assistants,
to ensure appropriate individual support for young people
in the classroom
 Involvement in revising/designing policies relating to
special educational needs, ensuring inclusion and
differentiation
 Provision of special needs information and liaison with
members of staff, to ensure differentiation and inclusivity
will occur for students across the curriculum
SEN Code of Practice 2002
 Fundamental Principles include:
 An individual with SEN should have their needs
met
 The views of the individual should be sought and
taken into account
 Students with SEN should be offered full access to
a broad balanced and relevant education
SEN Code of Practice
Critical Success Factors include
 Appropriate resources are used
 Agencies work together to ensure that any
student’s SEN are identified early
 When SEN are identified, best practice is utilised
 Provision and progress is monitored and reviewed
regularly
 Co-operation between all agencies
Stoke Heath, Education Department
 Education Induction within two weeks
 Using the PLUS Induction Package, information is
provided for:
Literacy Numeracy -
reading/writing/spelling
Number/Measure/Data
1:1 interview with Guidance worker to ascertain
additional information regarding SEN information,
health issues, etc.
Referrals are made to the SENCO for students
showing any signs of Special Educational Needs
 Examine ASSET form
 Liaison with YOT (internal and external teams) to
obtain any further relevant detail
 Interview : SENCO/student
 Agree a Support or Behavioural Programme
 Circulate relevant information to teaching staff
 Liaison with YOT,Healthcare staff, Chaplains,
Wing Staff
Additional Educational Support
Learning Support Department
 A team of 6 specialist teachers work with
students on a 1:1 basis, providing additional
support and guidance for educational,
emotional and behavioural issues.
Learning Support
continued
Inclusion Area:
Students may attend this room for various reasons:
 special timetables, with agreed classroom contact
time/inclusion time
 students needing to refocus, or calm down
 individuals removed from class for disciplinary
reasons
 Vulnerable students, based in Healthcare and
requiring slow integration into education
OUTREACH Provision
Students who are unable to attend routine education classes
receive tuition from Outreach teaching staff.
Locations may include:
Healthcare Department
Segregation Unit
In-cell tuition, on the ‘Wings’
SENCO Interventions
Some students may require special support:
 To enable them to understand the rules and
regulations – and what is expected of them
 To monitor behaviour, anger management
 To praise appropriate behaviour and
achievement
Strategies for working with young people who
have autistic spectrum disorders:
 Understand that behaviour which may seem bizarre or rude
to you is not a deliberate attempt to offend, but stems from
a person who sees the world in a different way
 Try to ensure that the person has a particular member of
staff who they can go to if they are worried about anything
or a written instruction about what to do if worried
 Try to provide a calm environment, with as few
distractions as possible, and clear routine to sessions. Be
very clear in advance if there are going to be changes to
this
Strategies, continued
 Make sure the person understands what work they are meant
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to do, how long they are to do it for, when it has finished and
what happens next
Take care to use clear and unambiguous language. It may be
preferable to give written rather than oral instructions.
People with autistic spectrum disorders might find group
work challenging or may be disturbed by background noise
Teasing may be misinterpreted as criticism
Provide a visual timetable with work organised from left to
right and from top to bottom
Ensure consistency of approach
Positive Behaviour Books
 Used for students who may present challenging
behaviour or find it difficult to comply within the
education department
 Simple strategy: teaching staff record any positive
aspects of student behaviour, attitude, approach to
work, politeness etc whilst in the education
department
 Monitored daily by SENCO – with immediate
feedback to student; acknowledging and
reinforcing positive behaviour
 Weekly summary in student ‘Wing’ file
NURTURE GROUP
8-10 week course, for students who present
challenging or vulnerable behaviour:
 Work based around the preparation and eating of
breakfast
 Rationale:
To provide a structured social interaction, where
individuals can develop positive and progressive
social skills and behaviour
Nurture Group
continued
Emphasis upon praise and reinforcement of
positive student behaviour. Support is
provided, particularly for those who appear
vulnerable and demonstrate low self esteem.
Highly praised by Ofsted, 2004 and 2005.
Received Prison Aware from Butler Trust.
FLINTSHIRE YOUTH OFFENDING TEAM
 IDENTIFYING YOUNG PEOPLE WITH ASD
IN THE YOUTH JUSTICE SYSTEM.
•AUTISM CYMRU
•FLINTSHIRE YOUTH OFFENDING TEAM
•ARGOED HIGH SCHOOL, BUCKLEY
AIMS OF PROJECT
 TO COLLATE INFORMATION FROM ASSET FORMS TO
DETERMINE THE NUMBER OF INDIVIDUALS WITH ASD IN
THE YOUTH JUSTICE SYSTEM.
 TO HIGHLIGHT THE MAIN AREAS OF CONCERN AND DEVISE
A PROGRAMME FOR A GROUP OF YOUNG PEOPLE WITH ASD
WHICH FOCUSES ON PREVENTION MEASURES.
 TO CONSIDER APPROPRIATE INTERVENTION STRATEGIES
FOR YOUNG PEOPLE WITH ASD WHO ARE ALREADY IN THE
YOUTH JUSTICE SYSTEM.
 TO DISSEMINATE THE FINDINGS ACROSS WALES, ALERTING
OTHER YOTs TO THE KEY ISSUES AND ENCOURAGING
THEM TO CONDUCT SIMILAR PROJECTS.