COVID, Youth Justice and Challenges Dr Anthony Charles
Introduction • Member of Faculty at Swansea University • Criminologist who leads teaching in youth justice at Swansea (UG and PGT) • Former local authority CYP Policy Officer and Youth Justice Research Officer linked to Swansea YOS • Currently Criminology Co-ordinator for the Observatory on the Human Rights of Children, Co-ordinator of the Innovative Youth Justice Team and Lead for the Swansea School Research Partnership • Made an Associate of the Centre for Children’s and Young People’s Justice in 2019
Today • Trying to understand what has happened • Reflecting on the experiences of individuals involved in providing services for children and young people • Considering how disruption has created challenges (and opportunities)
Setting the scene Schools Welsh Local Government Welsh Parliament & Government Local co-ordination Front line services Legislation and policy Local Government Act (2000) Children and Families (Wales) Measure (2010) Education providers Crime and Disorder Act (1998) Rights of Children and Young Persons (Wales) Local service hubs Measure (2011) LASPOA (2012) Family support Social Services and Well Being (Wales) Act (2014) Anti-Social Behaviour, Crime and Policing Act Multi-agency co-operation Well Being of Future Generations (Wales) Act (2014) ‘First point of call’ (2015) Community Safety Partnerships
Things to think about…
Criminal Justice is not devolved. However, in terms of influence… YJB / YOT’s Welsh Councils Government ECM, diversion and Due Regard Policy community support Youth Justice Blueprint Framework, ASB, Social Services, Recreation Economic and Local Arts and Housing Development Government Culture Planning Health and Community Transport Social Care Safety PCC’s Health ACE’s, Youth Trust and CAMHS, GP support, MoJ / Welsh Government early intervention interface
However… "Throughout this crisis, our Committee has closely monitored the pandemic's impact on children and young people. There ere is is lit ittl tle dou oubt th that cor coron onaviru virus and and th the me measu sures res tak taken to to man manage ge it it have impact pacted ed th the liv ives es of of ch chil ildren en and you oung peop people sign signif ifican icantl tly. This is clearly highlighted by the disruption to children's right to education and the right to play, restricted contact with friends and family in particular for care experienced children, and the restrictions on access to clubs and activities. What is is less ss cl clear ear is is wh wheth ether er th ther ere has been een sys system emati tic con consid sidera erati tion on of of ch chil ildren en's righ ights ts with within in go govern ernme ment wh when en devel eloping oping it its respon esponse se to to th the pandemi emic. We are determined to monitor the First Minister's recent commitment to consider how best to present assessments of "the potential impacts of maintaining or easing restrictions on equalities and the rights of children and meeting other statutory duties." … Our inq inquiry on on ch chil ildren en's righ ights ts has led ed us us to to con conclud clude th that th there ere is is stil still pr progr ogress ess to to be be ma made... ... ch chil ildren en's righ ights ts are not drivin iving th the Welsh sh Gov overn ernmen ment' t's decision ision-ma making ing as as the legisl islati tion on inten ended ed." (Lynn Neagle MS, Chair, Children, Young People and Education Committee, Welsh Parliament, 2020: 5-6)
Estimated % of children in pov overty ty 2019 19-202 2020 0 to to 2020-20 2021 Putting things in context
What has happened in 2020?
Two examples of change and potential consequences: Work in schools Shifts in local youth justice practice
Pre-COVID – ‘ Welshtown Primary School’ Appropr opria iate e Inter erven enti tion ons and Suppor pport Focus on well-being,RP, Rights Embedding Cultural awareness: Early intervention and and a ‘community hub’ School WIMD; FSM; FSI and prevention CSI scores; behaviour; Restoration Behaviour Participation Interventions
Progress in improving behaviours PURPLE Methodology Positive Resourceful Determination Improvements Reflective Effort
Insta tances ces of 'gre rey' y' (Sprin pring & Summer mmer Term m 2019 19) Outcomes 21 21 • Foundation Phase Indicator target 16% - Actual, 16 16 16 16 14 14 14 14 13 13 13 13 13 13 32% 10 10 9 8 7 7 7 7 6 6 4 4 • Core Subject Indicator target 55% - Actual, 68% SP 1 SP 2 SP 3 SP 4 SP 5 SP 6 SP 7 SP 8 SP 9 SP SP SP SU 1 SU 2 SU 3 SU 4 SU 5 SU 6 SU 7 10 11 12 • 68 68% decreas ase in in ex exclus lusio ions ns in in 1 year • Strengthening of teaching practice (including strengthening of training) • Optimised deployment of Family Support and agency referrals • Behaviour learning and flow-through
“ The school has had to turn the power up on its community role and shift “This is an investment. We “People think school is just service provision. There has been a invest time and resource to about classes … but when we’re shift to helping parents and families make sure that children, here Miss [form teacher] listens more, for instance, with mental health especially those who might not to us, if we’re sad or upset, issues. Services have not been able to otherwise have support know someone is always there to help get to families, and families could not that someone is there to help get to services for help. But, we were and our friends are there for us. there … We are thinking ahead though them. We want them to do well And, we get to know about our because this can have serious and develop. ” rights and how to use them. ” consequences. ”
Welfare re Learnin ing suppor port acti tiviti ties es Enga gagemen gement t Ro Routi tine e / with staff and behaviou iour specialist cialist suppor port schoo ool te teams ms
Youth Justice? Increased levels of engagement between YJB Cymru and YOT’s Shifts in working patterns and modes Statutory and community-based work continuing Reflection
Interesting effects? Child-Friendly? Appropriate interventions Adjusting access to justice - - Providing appropriate, local - De-stigmatising justice Children preferring on- line ‘e - interventions: processes: communications’ • Using community assets and • E.g. virtual Bureau - capital Increased accessibility to • • Centrality of the home and children ‘Keeping it local’ parents/carers • Adapting and providing enjoyable - Using methods that children like interventions • Community work
Something else… • Not just about the children, but something that may benefit them: “Do you know maybe I’ve done five or six visits in a day and come home and then done my admin work … in terms of work life balance, it’s brilliant. I’m not stuck in an office just for the sake of it … I’m not walking across town because I can park only a mile and a half away … I just think it’s far more flexible. I think especially for young people as well, if you’re willing to have your phone on, maybe that time is even harm reduction as well. You’re supporting young people … it takes core hours out of if it … Let’s go out to the families in their communities. We can be seen in the communities so they know who we are. You’re going to get far more preventative … This is how it used to be …” (Youth Justice Officer)
Inter erven enti tion on Learnin ing suppor port acti tiviti ties es Enga gagemen gement t Ro Routi tine e / with YOT staff behaviou iour suppor port
Denial ial v Governm rnment ent v Enhancem ancemen ent t of Publi blic percep eptions tions Art 40 Rights hts (& of servic vice e shifts ts GC 24 expectat tations ions)) Innovation? ation? Grea eater er More e meaningfu ingful l engagem agemen ent t with h forms of ‘youth the vulner erable able in a justice’? time e of less contac tact
Emerging COVID-related challenges Changed Relationships Shifts in support behaviours • • • Redefining youth justice? Many of the things that ‘work’ are Poor take up of school supplied relationship heavy and have virtual learning systems. Also, on- traditionally worked within going positive programmes such as • Domestic violence and ASB? institutional settings healthy eating, emotional support and nurture have been disrupted • Shifts in the ‘routines’ of families • YOT practice may actually have • become more focused upon The ‘you will come to the office’ • Fear and isolation relationships, rather than process approach for YOT’s has changed. and intervention Also, due to facility closure, community-based and local support • The unintended consequences of is being more widely provided, e.g. staff and family work from home • Relationships with rights at school? park-based activities and lockdown family time
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