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FLINTSHIRE YOUTH OFFENDING TEAM RAY DICKSON Aspergers Syndrome Conference Wrexham North Wales 2005 Autism Cymru.

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Presentation on theme: "FLINTSHIRE YOUTH OFFENDING TEAM RAY DICKSON Aspergers Syndrome Conference Wrexham North Wales 2005 Autism Cymru."— Presentation transcript:

1 FLINTSHIRE YOUTH OFFENDING TEAM RAY DICKSON Aspergers Syndrome Conference Wrexham North Wales 2005 Autism Cymru

2 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 : 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

3 ROLES WITHIN THE TEAM STRATEGIC MANAGER OPERATIONS MANAGER SENIOR PRACTITIONER YOT OFFICERS x 4 PARENTING CORDINATOR REFERRAL PANEL COORDINATOR BAIL SUPPORT SUBSTANCE MISUSE FINAL WARNINGS ENHANCED COMMUNITY PUNISHMENT I.S.S.P APPROPRIATE ADULT RESTORATIVE JUSTICE VICTIM SUPPORT DUKE of EDINBURGH ANTI-SOCIAL BEHAVIOUR HEALTH COURT

4 YOTs IN WALES 17 YOTs IN WALES FLINTSHIRE CONWY/DENBIGHSHIRE GWYNEDD/MON WREXHAM NORTH WALES DYFED/POWYS CAMARTHENSHIRE MID WALESPEMBROKESHIRE GWENT CAERPHILLY/BLAENAU GWENT NEWPORT TORFAEN/MONMOUTHSHIRE SOUTH WALES BRIDGEND CARDIFF MERTHYR TYDFIL NEATH PORT TALBOT RHONDDA CYNNON TAFF SWANSEA VALE OF GLAMORGAN

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.

6 ASSET CORE PROFILE  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

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

8 TWO TIER YOUTH JUSTICE SYSTEM C & D ACT 1998 ANTI SOCIAL BEHAVIOUR ACT 2003 Final Warnings Referral Order Reparation Order Attendance Centre Order Action Plan Order Supervision Order Curfew Order Community Rehabilitation Order Community Punishment Order DTO PARENTING WORK I.S.S.P ADDITIONAL SUPPORT ACCEPTABLE BEHAVIOUR CONTRACTS INDIVIDUAL SUPPORT ORDERS PREVENTION STRATEGY ANTI SOCIAL PREVENT & DETER PANEL

9 WHY DID WE CHANGE?  Consistency  Effectiveness  Multi agency approach  Preventative support  Proportionate approach 11 year old banned for life From wearing a Balaclava (Manchester) 19 year old banned from Swearing in own back Garden (Manchester) 13 year old on 10 year A.S.B.O 4 year old on Acceptable Behaviour Contract

10 Portrait of a Typical Young Offender

11 Darren 17 Years Old  Typical – failed education, alcohol problem, homeless, self-harmer, ADHD.  Atypical – poet, sculptor, painter.  In May 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.

12 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.

13 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.

14 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.

15 Offence History  Darren was first convicted on the 22 nd May  Darren was last convicted on the 7 th November 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.

16 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.

17 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.

18 Current Position  Darren was released on the 6 th February  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.

19 Current Position  Darren was arrested and returned to prison two weeks after his licence period started. He is due for release again next month.

20 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.

21 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.

22 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 Home

23 Stoke Heath YOI Jan Rogers, SENCO Aspergers Syndrome Conference 2005

24 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

25 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

26 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

27 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.

28 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

29 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.

30 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

31 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’

32 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

33 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

34 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

35 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

36 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

37 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 Received Prison Aware from Butler Trust.

38 FLINTSHIRE YOUTH OFFENDING TEAM  IDENTIFYING YOUNG PEOPLE WITH ASD IN THE YOUTH JUSTICE SYSTEM. AUTISM CYMRU FLINTSHIRE YOUTH OFFENDING TEAM ARGOED HIGH SCHOOL, BUCKLEY

39 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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