Youth justice practice with girls

Author(s):  
Becky Shepherd
Author(s):  
John Deering ◽  
Jonathan Evans

Abstract This article draws upon empirical research conducted within a Welsh Youth Offending Service (YOS) in 2017–2018. It captured staff responses to the introduction of AssetPlus, an assessment tool intended to complement a corresponding move to desistance-informed practice. Given that YOSs are now expected to develop practice underpinned by desistance theories, the article focuses on how desistance theories were interpreted and translated into one YOS. It was concluded that the introduction of the new practice model suffered from inadequate planning and AssetPlus assessment did little to enhance this shift. In an exercise in Utopianism, the views of practitioners and managers were sought on what constituted ‘ideal’ practice with children in conflict with the law. The researchers found some evidence of support for holistic child-centred social work practice that addressed contextual factors. The study was conducted with a small sample of practitioners and operational managers, involving seven semi-structured interviews, two focus groups (a total of eighteen respondents), case file analysis, document reading and observation. Given the size of the sample, the findings are not regarded as generalisable, but rather as raising important issues and pointers for further research.


Author(s):  
Pamela Ugwudike ◽  
Gemma Morgan

This chapter presents the findings of a study that examined supervision skills within three youth offending teams. The study focused on youth justice practice in Wales and its objective was to explore how best to integrate research evidence into frontline practice. It found that participating practitioners employed mainly relationship skills. This is a positive finding but there was limited use of evidence-based skills embedded in what is described as the ‘structuring principle' of effective interpersonal interactions (Bonta and Andrews 2017). The skills are change-focused and they impact on what young people learn during interactions with practitioners and the quality of the influence the practitioners exert over them. This chapter examines the factors that impede the application of structuring skills and concludes with a discussion of the ways in which gaps between research and supervision practice can be bridged to enhance the quality of youth justice practice.


Youth Justice ◽  
2020 ◽  
pp. 147322542094159
Author(s):  
Hannah Smithson ◽  
Paul Gray ◽  
Anna Jones

This article presents the findings from a pioneering project between a university and 10 regional youth justice services. The project resulted in the co-production, with young people, of a framework of principles termed ‘Participatory Youth Practice’ (PYP). The benefits and challenges of producing PYP are discussed. We argue that the framework – grounded in Article 12 of the United Nations Convention on the Rights of the Child and ‘child first, offender second’ principles – is a formative step in the process of creating a youth justice system that respects and acknowledges children and young people’s rights and enables them to meaningfully participate in decision-making processes.


2018 ◽  
Vol 19 (2) ◽  
pp. 232-253 ◽  
Author(s):  
Pamela Ugwudike ◽  
Gemma Morgan

Although the Risk, Need, Responsivity model of rehabilitation is rooted in a substantial body of research evidence, several studies of the model’s efficacy in youth and adult justice settings within England and Wales have revealed modest outcomes. In this article, we contend that the findings do not necessarily reflect deficits in the model. Rather, a growing corpus of research now indicates that poor practice integrity or inadequate implementation of the model’s principles is a key but under-researched factor that undermines the efficacy of interventions based on the model. We also present the findings of a study that explored applications of the model in three Welsh youth justice services and we examine possible means of bridging the gap between research evidence and real-world practice.


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