national youth justice practice guidance consultation

1. NATIONAL YOUTH JUSTICEPRACTICE GUIDANCE(Consultation) MANAGING HIGH RISK Structure for presentation (55 minutes total) Intro / scene setting (1st 4 slides): 10 minutes Jeff�s case study 5 minutes Feedback from case study 10 minutes Overview of high risk chapter (slides 10 � 15) 15 minutes Feedback on last 3 questions (15 minutes) Slide 1 : explain aims of workshop � to outline the contents of the chapter on managing high risk, but to also gather participants views on whether there are obvious gaps in content. Structure for presentation (55 minutes total) Intro / scene setting (1st 4 slides): 10 minutes Jeff�s case study 5 minutes Feedback from case study 10 minutes Overview of high risk chapter (slides 10 � 15) 15 minutes Feedback on last 3 questions (15 minutes) Slide 1 : explain aims of workshop � to outline the contents of the chapter on managing high risk, but to also gather participants views on whether there are obvious gaps in content.

2. �There are a small but significant number of children and young people who present a high risk to themselves and others. This group includes children and young people involved in sexually harmful behaviour, sexual offending behaviour and serious acts of violence.� What do we mean by managing high risk young people. This is defined by the GIRFEC guidance on children and young people who present risk of serious harm (2008). Worth mentioning subtitle which maps out the tasks � �meeting needs, managing risks and achieving outcomes�. What do we mean by managing high risk young people. This is defined by the GIRFEC guidance on children and young people who present risk of serious harm (2008). Worth mentioning subtitle which maps out the tasks � �meeting needs, managing risks and achieving outcomes�.

3. Serious harm has been defined as �that which is life threatening and/or traumatic from which recovery, whether physical or psychological, can be expected to be difficult or impossible� Violent behaviour is defined as an �act of physical force that is sufficiently severe to cause injury to another person or persons (i.e, cuts, bruises, broken bones, death) regardless of whether injury actually occurs, any forcible act of sexual assault, or threat made with weapon in hand�. One of the things the YJ National guidance does is provide some definitions that we can work to. Here we have two examples � serious harm (the definition is actually from the RMA initially) and violent behaviour (which has been endorsed by Violence Champions group and is originally from SAVRY). Although this definition includes forcible acts of sexual assault, it doesn�t cover everything we would mean by sexually harmful behaviour (e.g. incidents involving grooming and non-contact behaviour such as exposure wouldn�t come under this) so we need a SHB definition (next slide) One of the things the YJ National guidance does is provide some definitions that we can work to. Here we have two examples � serious harm (the definition is actually from the RMA initially) and violent behaviour (which has been endorsed by Violence Champions group and is originally from SAVRY). Although this definition includes forcible acts of sexual assault, it doesn�t cover everything we would mean by sexually harmful behaviour (e.g. incidents involving grooming and non-contact behaviour such as exposure wouldn�t come under this) so we need a SHB definition (next slide)

4. Young people who display sexually harmful behaviour are defined as �young people who engage in any form of sexual activity with another individual, that they have powers over by virtue of age, emotional maturity, gender, physical strength, intellect and where the victim in this relationship has suffered a sexual exploitation� This definition is used in the guide, and originally comes from Martin Calder. This definition is used in the guide, and originally comes from Martin Calder.

6. Age 5 � Parents separate. History of domestic violence. Age 6 � Issues around temper tantrums and aggression at school Age 8 � Mum contacts social work saying she can�t manage behaviour Age 10 � Persistent offending (mostly vandalism). Domestic violence is only known about by services subsequently � family manage to hide it at time. Jeff has difficulty settling at school behaviourally. First involvement of social work on a voluntary basis at 8 when Jeff is consistently defiant to mum and ignores boundaries. By 10 we have a pattern of persistent offending which leads to his being placed on a supervision order. . Domestic violence is only known about by services subsequently � family manage to hide it at time. Jeff has difficulty settling at school behaviourally. First involvement of social work on a voluntary basis at 8 when Jeff is consistently defiant to mum and ignores boundaries. By 10 we have a pattern of persistent offending which leads to his being placed on a supervision order. .

7. Age 13 � Involvement with local RSO. Placed in foster care. Issues around absconding, alcohol use and general offending. Exposes himself to an adult female. Charged with public indecency � case referred to children�s reporter. Age 14 � Sexually assaults a 6 year old year boy in the community. Child is the son of foster carers neighbour. Evidence of coercion. Jeff charged with a sexual offence. First sexualised behaviour at 13 in terms of adult exposure, then a much more serious incident that involves an assault on a 6 year old in the community. Some evidence to suggest that the abuse of the 6 year old may have not been a one off but took place over several weeks. Jeff is the kind of young man who presents significant challenges to local authorities and to multi agency risk management. Many of the characteristics of Jeff�s story are quite typical: 13 / 14 most common age for being charged with a sexual offence: (likely) history of multiple traumas (domestic violence and possible sexual abuse): index offence involves a known victim; being accommodtaed for care reasons (around 40% of yp in CJSW study were currently accommodated with around 50% having been accommodated at some stage). Not all yp who display SHB have a history of other offending behaviour, but this would be a risk factor and also creates challenges for how you engage with him and how you structure work. First sexualised behaviour at 13 in terms of adult exposure, then a much more serious incident that involves an assault on a 6 year old in the community. Some evidence to suggest that the abuse of the 6 year old may have not been a one off but took place over several weeks. Jeff is the kind of young man who presents significant challenges to local authorities and to multi agency risk management. Many of the characteristics of Jeff�s story are quite typical: 13 / 14 most common age for being charged with a sexual offence: (likely) history of multiple traumas (domestic violence and possible sexual abuse): index offence involves a known victim; being accommodtaed for care reasons (around 40% of yp in CJSW study were currently accommodated with around 50% having been accommodated at some stage). Not all yp who display SHB have a history of other offending behaviour, but this would be a risk factor and also creates challenges for how you engage with him and how you structure work.

8. Would it make a difference if Jeff was 17? Would it make a difference if this was a violent offence? For a second I want you to open out this scenario in your thoughts. You know Jeff�s background. Now consider for a moment that he didn�t commit a sexual offence at 15, but at 17, and consider what the implications and challenges are for services � and for Jeff then. The YJ guidance, if it is to be fit for purpose, will need to be a resource for workers with the 15 year old Jeff and the 17 year old Jeff. Similarly think to yourself for a moment what challenges are there if Jeff had committed a serious violent offence at 15 instead of a sexual one. You might want to think about what that offence may have been, and how your service would respond to this. (Give a few moments for people to think this through.)For a second I want you to open out this scenario in your thoughts. You know Jeff�s background. Now consider for a moment that he didn�t commit a sexual offence at 15, but at 17, and consider what the implications and challenges are for services � and for Jeff then. The YJ guidance, if it is to be fit for purpose, will need to be a resource for workers with the 15 year old Jeff and the 17 year old Jeff. Similarly think to yourself for a moment what challenges are there if Jeff had committed a serious violent offence at 15 instead of a sexual one. You might want to think about what that offence may have been, and how your service would respond to this. (Give a few moments for people to think this through.)

9. What would you expect from youth justice guidance to help with you work with Jeff? Flipchart this.Flipchart this.

10. Assessment Action Planning Intervention (risk reduction) Risk Management The guidance suggests the following would be the key tasks in relation to Jeff. It then pulls down what skills and knowledge are required to complete these different tasks. You can see this from the overview of the chapter in the following slide. The guidance suggests the following would be the key tasks in relation to Jeff. It then pulls down what skills and knowledge are required to complete these different tasks. You can see this from the overview of the chapter in the following slide.

11. Young people who display violent behaviour (definitions, data on Scottish research with this client group, key messages from literature and research) Young people who display sexually harmful or problematic behaviour (definitions, data on Scottish research with this client group, key messages from literature and research) Risk Assessment (structuring an assessment, specialist risk assessment tools) Action Planning (risk management plans, thrapeutic contracting, good lives plans) Effective Interventions for Risk reduction (typical content of intervention programmes, CBT, MST and family based approaches, Safer / Good Lives, emerging approaches, context of intervention � including work in secure settings) Risk Management: Case co-ordination (linked to GIRFEC principles), Multi-agency risk management (including MAPPA and local protocols) . Principles in management of young people (why management with young people is different from management of adults, and what this means in practice), Risk Management techniques (supervision, monitoring, disclosure, victim safety planning etc)

12. Normative and abusive sexual behaviours (assessing normative/ inappropriate / abusive behaviour) Risk Assessment tools (detailed notes on evidence base and evaluations) Family assessments and intervention where adolescent sexually harmful behaviour is an issue (overview of what support and work with parents often looks at) Legal decision making (factors to consider with respect to compulsory measures of care: work in sub-judice situations) Examples of Action Plans / Risk Management Plans Process map of good practice in managing high risk cases

13. �Research indicates that intervention with this group of children and young people should be: a. Holistic: focusing on the children�s needs across all dimensions of their lives and their development b. Systemic: involving families and parents in order to improve children�s social environments and attachment relationships c.Goal-specific: designed to address specific issues relating to the child�s harmful sexual behaviours� 13 � 15 are optional slides � to be ignored if time is tight. Just to give a sense of level of detail we go to. 13 � 15 are optional slides � to be ignored if time is tight. Just to give a sense of level of detail we go to.

14. Manual notes content of typical programmes in working with high risk group. It is not prescriptive of how this is done Examples provided of practice where there is an identifiable evidence base. e.g. CBT; MST Examples provided of emerging ways of working e.g. signs of safety; Good Lives; Neuro-developmental approaches Not prescriptive because the evidence base is so limited. This chapter is not a toolkit, although it will point you to where tookjits are available. Not prescriptive because the evidence base is so limited. This chapter is not a toolkit, although it will point you to where tookjits are available.

15. Multi-agency responsibility Developmental perspective Emphasis on protective factors and safety Focus on risk reduction as well as management Focus on balancing needs and risks Emphasis that client group are children first and foremost Explain what�s meant by developmental perspective here. Emph on safety rather than just risk man management (what does this person need for him to be able to go swimming . Explain what�s meant by developmental perspective here. Emph on safety rather than just risk man management (what does this person need for him to be able to go swimming .

16. Are there other areas that should be covered in this chapter? How can we help you to implement the Guidance? Any good practice examples? Answers to be flipcharted. 5 minutes on each if possible? Answers to be flipcharted. 5 minutes on each if possible?