2. Helping young people through life The starting point of a new and
strengthened approach
• A holistic approach to the needs of young people and
families
• A joined up approach based around the life cycle of the
young person not the services
• Service design that brings in help early and at all stages
• Understanding and supporting young people’s high
expectations and aspirations
3. Helping Young People
To Flourish
Mentoring
Health
Friends
Skills
Relationships
Parents
Self esteem
Communities
and families that
are great for
young people
Early
identification
and help if
problems arise
College
Un i v e r s i t
y
Great times
Being safe
Meeting people
Aspirations
Fun
Schools
Family
Specialist help
and
turnaround if
things go
wrong
Training
Apprenticeships
Resilience
Jobs
Horizons
4. Identifying and reducing
risk factors
Identifying and reducing risk factors that result in:
Crime and anti-social behaviour
Young people leaving formal education without
qualifications (educational underachievement)
Misuse of drugs, alcohol and other substances
School aged pregnancy and sexually transmitted diseases
5. Risk Factors
Table 1: Adolescent problem behaviours and
associated risks
Source: Communities That Care (2002): pp.7-8
Risk Factors
Family
Poor parental supervision and discipline
Family conflict
Family history of problem behaviour
Parental Involvement/attitudes condoning problem behaviour
Low income and poor housing
School
Low achievement beginning in primary school
Aggressive behaviour, including bullying
Lack of commitment, including truancy
School disorganisation
Community
Disadvantaged neighbourhood
Community disorganisation and neglect
Availability of drugs
High turnover and lack of neighbourhood attachment
Individual, friends and peers
Alienation and lack of social commitment
Attitudes that condone problem behaviour
Early involvement in problem behaviour
Friends involved in problem behaviour
Drug Use
Youth Crime
School age
pregnancy
Educational
underachievement
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6. Risk Factors
Communities That Care report (2005)
Commissioned by UK Ministry of Justice
Risk and preventative factors around youth crime in a UK context: pp. 127-128
• Family risk factors include poor parental supervision and discipline; family
conflict; a family history of criminal activity; parental attitudes that
condone anti-social and criminal behaviour; low income; poor housing;
and large family size
• These risk factors can first be identified at the prenatal and perinatal
stages and persist in influence throughout childhood and adolescence.
• Risk factors in the school context include low achievement beginning in
primary school; aggressive behaviour (including bullying); lack of
commitment to school (including truancy); and school disorganisation, all
of which increase the likelihood that young people exposed to them will
become involved in crime.
• Within the community, the risk factors identified by research are living in
a disadvantaged neighbourhood; community disorganisation and neglect;
availability of drugs; and high turnover and lack of neighbourhood
attachment.
7. Risk Factors
Diagram: Youth focused systems approach
Source: Australian Government Department of
Health (2004)
8. Risk factors combine
to reduce chances
• Risk factors that predict youth offending and substance abuse are the same as
those that predict educational underachievement, teenage parenthood and
adolescent mental health problems
• For many children from deprived backgrounds, multiple risk factors cluster
together, making them between five and twenty times more likely to become
violent and serious offenders
• Certain childhood experiences, such as abuse by adults, may also mean children
are more likely to leave school without qualifications; become unemployed and
young parents; and commit offences resulting in a prison sentence
• Some risk factors are both symptoms and causes; anti-social behaviour amongst
young people, for example, can be both a cause and a consequence of heavy
alcohol consumption
9. Protective factors linked
to positive outcomes
• Strong bonds with family, friends and teachers
• Positive standards set by parents, teachers and community
leaders
• Opportunities for involvement in families, schools and the
community
• Social and learning skills to enable participation and devise
solutions (confidence and resilience)
• Recognition and praise for positive behaviour
10. Early Intervention
• Early (effective) family-based interventions
• Warm and supportive parents and relationship skills (between parents) are likely to
go a significant way to help moderate the negative effects of other risk factors
amongst children (e.g. low family income; poor housing)
• Early attachment and support in the first 3 years set children up for life
• Intervention at key points of risk - including early years, transition etc
• Interventions that focus on strong (clear parenting role) parenting to manage poor
behaviour
• Parenting classes for parents of teenagers - learning to listen, empathise and set
boundaries
11. Why community
based provision?
• The ability to bring services together to undertake preventative work: Links with
Troubled Families teams and Health Visitors already doing outreach work;
providing advice and information; linking with social services and undertaking
multi-agency work
• A neutral location for all young people and no stigma
• A trusting relationship with young people and families - particularly important to
identifying needs and responses
• Broad and ongoing, enabling support for young people and families, which can be
adapted/targeted to help young people/parents with additional problems
• There are already many examples of good practice and many are already gearing
up for Early Intervention
12. Targeted turnaround
help before crisis
•
•
•
•
•
•
Identification of needs
Lead worker over a period of time
Intensive support and challenge - trust
Strengths based and empowering
Problem solving and risk reducing
Long term support through community based services
13. The Task – System and attitude
change for young people
• Make young people and their families a top local priority
• Turn services inside out and join together
• Improve our understanding of the evidence and what works
• Improve understanding, skills and abilities on how we work with young people
and families - taking a whole family, strength based approach
• Create the environmental conditions to enable prevention, early intervention and
youth and family support to thrive – leadership, professional motivations and
skills, funding, collaboration
• Move away from reacting and assessing
• Improve the inter-professional respect of young people, families and each other
14. The building blocks to
making it happen
The potential to lead and support change for young people, families and communities
Communities That Care (2002) international research evidence on the relationship between key youth risk factors and 4 problem behaviours associated with children as they get older
NotesInterestingly, the risk factors across the family domain focus predominantly on issues around parental supervision and discipline, behaviour management and family conflict. Low income and poor housing are also strong risk factors (Youth Justice Board, 2005), but their effects can be moderated by strong parental supervision and discipline (as may be the case amongst some low income ethnic minority communities in the UK). Poor parental supervision appears to increase the risk of delinquency, and there are many studies that have shown that parents who are unaware of where their children are from an early age tend to have delinquent children (McCord, 1979). In the Cambridge Study in Delinquent Development (with 400 males), 55% of those experiencing poor parental supervision at age 8 were convicted compared with 32% of the remaining group (Farrington and Welsh, 2007).Similarly, behaviour problems (disruptive and delinquent child behaviour) can begin as early as age 3 amongst children (see Figure 1), and without behaviour management, can deteriorate to ‘authority avoidance’ (e.g. truancy, running away, staying out late etc.) by the age of 11 (Loeber et al, 1993). This does not mean that every child who manifests proactive or reactive opposition at the age of 3 will go onto to become moderate or serious delinquents, but that every young person who has committed violent crime or serious delinquency will have had symptoms of poor behaviour at a much earlier age.personal characteristics, are beyond government’s or policy makers’ control; these include being female, high intelligence, having a positive or outgoing disposition and/or a resilient temperament (Communities That Care, 2002). But other protective factors can significantly help in moderating some of the aggregate risks that young people are exposed to (see Box 1).Young men commit more offences than young women and have longer criminal careers, even when they are exposed to the same risks (Youth Justice Board, 2005).Box 1 shows that some risks (e.g. living in a deprived neighbourhood or parental separation) can be moderated by children having strong, affectionate relationships with a family member, and who have parents who take a keen interest in their education (Communities That Care, 2002). Similarly, young people who have strong relationships with teachers or adults outside of the family, who support and encourage them, are also less likely to be at risk.In addition, parents, teachers and community leaders who set clear expectations and rules, and lead by example, are also protecting children from external risks. Recognition and praise from parents, teachers and community leaders reinforces positive social behaviour. Children may also need to be taught particular social and learning skills so that they are able to solve problems and form successful relationships.