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FLINTSHIRE YOUTH OFFENDING TEAM RAY DICKSON






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FLINTSHIRE YOUTH OFFENDING TEAM RAY DICKSON. Aspergers Syndrome Conference Cardiff 2005 Autism Cymru. LEGAL CONTEXT TO YOUTH OFFENDING TEAMS. Act introduced a new statutory aim – the prevention of offending by children and young people and a range of new measures, including :
FLINTSHIRE YOUTH OFFENDING TEAM RAY DICKSON

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Slide 1

FLINTSHIRE YOUTH OFFENDING TEAMRAY DICKSON

Aspergers Syndrome Conference

Cardiff 2005

Autism Cymru

Slide 2

LEGAL CONTEXT TOYOUTH OFFENDING TEAMS

  • Act introduced a new statutory aim – the prevention of offending by children and young people and a range of new measures, including :

  • A Youth Justice Board for England and Wales to set standards, monitor performance and develop policy;

  • Local multi-agency partnerships-YOTs-with representation from Police, Probation, Health, Social Services and Education.

  • 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.

  • CRIME AND DISORDER ACT 1998

Slide 3

ROLES WITHIN THE TEAM

STRATEGIC MANAGER

OPERATIONS MANAGER x 2

SENIOR PRACTITIONER

YOT OFFICERS x 4

COURT

PARENTING CORDINATOR

REFERRAL PANEL COORDINATOR

BAIL SUPPORT

SUBSTANCE MISUSE

HEALTH

FINAL WARNINGS

I.S.S.P

ENHANCED COMMUNITY PUNISHMENT

APPROPRIATE ADULT

RESTORATIVE JUSTICE

VICTIM SUPPORT

DUKE of EDINBURGH

ANTI-SOCIAL BEHAVIOUR

Slide 4

18 YOTs IN WALES

YOTs IN WALES

NORTH WALES

FLINTSHIRE

CONWY/DENBIGHSHIRE

GWYNEDD/MON

WREXHAM

MID WALES

POWYS

CERIDIGION

PEMBROKESHIRE

CAMARTHENSHIRE

CAERPHILLY/BLAENAU GWENT

GWENT

TORFAEN/MONMOUTHSHIRE

NEWPORT

BRIDGEND

CARDIFF

SOUTH WALES

RHONDDA CYNNON TAFF

NEATH PORT TALBOT

MERTHYR TYDFIL

VALE OF GLAMORGAN

SWANSEA

Slide 5

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.

Slide 6

OFFENDING BEHAVIOUR

LIVING ARRANGEMENTS

FAMILY AND PERSONAL ARRANGEMENTS

EDUCATION, TRAINING AND EMPLOYMENT

NEIGHBOURHOOD

LIFESTYLE

SUBSTANCE USE

PHYSICAL HEALTH

INDICATORS OF SERIOUS HARM TO OTHERS

EMOTIONAL AND MENTAL HEALTH

PERCEPTION OF SELF AND OTHERS

THINKING AND BEHAVIOUR

ATTITUDES TO OFFENDING

MOTIVATION TO CHANGE

POSITIVE FACTORS

INDICATORS OF VULNERABILITY

ASSET CORE PROFILE

Slide 7

FLINTSHIRE PREVENT & DETER PANEL

PROLIFIC AND OTHER PRIORITY OFFENDERS STRATEGY

3 STRANDS TO POPO STRATEGY

CATCH AND CONVICT

REHABILITATE AND RESETTLE

PREVENT AND DETER

Slide 8

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

ACCEPTABLE BEHAVIOUR CONTRACTS

INDIVIDUAL SUPPORT ORDERS

PREVENTION STRATEGY

ANTI SOCIAL PREVENT & DETER PANEL

ADDITIONAL SUPPORT

PARENTING WORK

I.S.S.P

Slide 9

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

  • Multi agency approach

  • Preventative support

  • Proportionate approach

4 year old on

Acceptable

Behaviour

Contract

13 year old on

10 year

A.S.B.O

Slide 11

CORE AIMS

  • Have a flying start in life

  • Have a comprehensive range of education and learning opportunities

  • Enjoy the best possible health and are free from abuse, victimisation and exploitation

  • Have access to play, leisure, sporting activities and cultural activities

Slide 12

CORE AIMS

  • Are listened to, treated with respect, and have their race and cultural identity recognised

  • Have a safe home and a community which supports physical and emotional wellbeing

  • Are not disadvantaged by poverty

Slide 13

British children with autism 'targeted by government's anti-social behaviour orders'

(Source: Disabilities. AFreePress.com, May 31, 2005)

Slide 14

In the South West of England, a 15-year-old boy with Asperger's syndrome was given an Asbo which stated he was not to stare over his neighbours' fence into their garden. The young man concerned had no previous criminal convictions, but if he breached the order by "continuing to stare'," he faced a custodial sentence.

Slide 15

The British Institute for Brain Injured Children (BIBIC), discovered that an Asbo had been given to a 15-year-old with Tourette's syndrome, which can involve an inability to stop shouting out profanities. The order banned the teenager from swearing in public, something made impossible because of his disorder.

Slide 16

In a case in the Midlands, the authorities applied for an Asbo against a 12-year-old girl with Asperger's who had been swearing in the street. It later emerged that she had heard her parents arguing with neighbours and had simply mimicked them.

Slide 17

Britain's National Autistic Society has called on the Home Office to record all cases when people with serious mental disorders have been given Asbos. Campaigners believe the definition of anti-social behaviour in the legislation, the 2003 Anti-Social Behaviour Act, is too vague. They argue that "behaviour that causes or is likely to cause harassment, alarm or distress" could describe the behaviour of many autistic people.

Slide 18

FLINTSHIRE YOUTH OFFENDING TEAM

  • IDENTIFYING YOUNG PEOPLE WITH ASD IN THE YOUTH JUSTICE SYSTEM.

  • AUTISM CYMRU

  • FLINTSHIRE YOUTH OFFENDING TEAM

  • ARGOED HIGH SCHOOL, BUCKLEY

Slide 19

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.

Slide 20

Portrait of a Typical Young Offender

Slide 21

Darren 17 Years Old

  • Typical – failed education, alcohol problem, homeless, 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.

Slide 22

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.

Slide 23

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 ADHD.

Slide 24

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.

Slide 25

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.

Slide 26

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.

Slide 27

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.

Slide 28

Current Position

  • Darren was released on the 6th 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.

  • Darren was arrested and returned to prison two weeks after his licence period started. He was due for release again in April.

Slide 29

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.

Slide 30

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 self-harm and resource to violence is returned to the community in a state of high anxiety.

Slide 31

CURRENT STATUS

  • Darren is again in custody.

  • He was returned due to a breach of his CrASBO

  • No further offences were committed

  • Alcohol continues to be the major factor

  • Family relationships have been strengthened

  • Future looks bleak due to CrASBO

Slide 32

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

Slide 33

JAN ROGERS

STOKE HEATH

YOUNG OFFENDER INSTITUTE

Slide 34

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

Slide 35

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

Slide 36

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

Slide 37

Stoke Heath, Education Department

  • Education Induction within two weeks

  • Using the PLUS Induction Package, information is provided for:

    Literacy - reading/writing/spelling

    Numeracy - Number/Measure/Data

    1:1 interview with Guidance worker to ascertain additional information regarding SEN information, health issues, etc.

Slide 38

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

Slide 39

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.

Slide 40

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

Slide 41

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’

Slide 42

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

Slide 43

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

Slide 44

Strategies, continued

  • Make sure the person understands what work they are meant 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

Slide 45

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

Slide 46

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

Slide 47

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 Award from Butler Trust.

Slide 48

FLINTSHIRE YOUTH OFFENDING TEAM

  • IDENTIFYING YOUNG PEOPLE WITH ASD IN THE YOUTH JUSTICE SYSTEM.

  • AUTISM CYMRU

  • FLINTSHIRE YOUTH OFFENDING TEAM

  • ARGOED HIGH SCHOOL, BUCKLEY

Slide 49

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.


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