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Assignment Briefs 10-18-2024

1.1. Analyse the political and legal context of the youth justice system.

RCC 5.16 Lead a residential childcare service that can engage with the youth justice system

Unit reference

Y/506/7609

Unit level

5

Credit value

5

Guided Learning (hours)

40

Unit aim

This unit provides the knowledge and skills required to lead a residential childcare service that can engage with the youth justice system.

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Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

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Assessor judgement achieved

Initial and date

1. Understand the context of the youth justice system.

1.1. Analyse the political and legal context of the youth justice system.

 

 

1.2. Evaluate theories relating to youth justice and offending behaviour.

 

 

2. Be able to support team members to work with the court system relating to youth justice.

2.1. Provide information to team members on the court system, the sentencing process and disposal options.

 

 

2.2. Work with team members to:

  • support compliance with disposal requirements
  • respond to breaches of disposal requirements.

 

 

2.3. Review team’s practice in working with the court system.

 

 

3. Be able to work in partnership with agencies involved in the youth justice system.

3.1. Explain the importance of working in partnership with agencies involved in the youth justice system.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

 

3.2. Support team members to contribute to holistic multi agency assessment and care planning for children and young people engaged with the youth justice system.

 

 

3.3. Develop team members’ understanding of the rights and responsibilities of an Appropriate Adult.

 

 

3.4. Describe processes for informing social workers, and those with parental responsibility, of police involvement.

 

 

4. Be able to provide a service that reduces the risk of criminalisation of children and young people.

4.1. Analyse factors that cause looked after children to be particularly vulnerable to involvement in the youth justice system.

 

 

4.2. Lead positive behaviour management strategies that reduce the risk of negative behaviours escalating towards offending behaviours.

 

 

4.3. Develop systems that prevent the premature escalation of responses to offending behaviour.

 

 

4.4. Explain tensions and risks that can be created by close work with youth justice agencies.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

5. Understand the experience of the secure estate.

5.1. Analyse why children and young people in secure settings are at high risk of experiencing poor outcomes.

 

 

5.2. Evaluate approaches that improve outcomes for children and young people in secure settings.

 

 

6. Be able to achieve successful transfer within and out of the secure estate.

6.1. Analyse factors for the successful transfer of children and young people between settings within the secure estate.

 

 

6.2. Analyse factors for the successful resettlement of children and young people leaving the secure estate.

 

 

6.3. Develop systems to support the successful resettlement of children and young people.

 

 

For e-portfolio a signature is not required, providing the learner has a personalised and secure login.

Additional information about the unit:

Relationship to occupational standards

SCDLMCB2 SCDLMCB3 SCDLMCD1

Additional unit assessment requirements

Units need to be assessed in line with the Skills for Care & Development Assessment Principles.

Guidance for developing assessment arrangements for the unit:

Guidance for developing unit assessment arrangements – provided with the unit

Learning outcomes 2, 3, 4 and 6 must be assessed in a real work environment.

Unit assessment guidance – provided by the sector

Theories including:

  • Pathways Theory
  • Good Lives Model
  • Theory of Social Capital
  • Labelling Theory
  • Restorative Approaches.

Disposal options including:

  • pre-court measures (youth caution, youth conditional caution, final warnings and reprimands)
  • anti-social behaviour measures (Acceptable Behaviour Contract, Anti-Social Behaviour Order)
  • other measures (local child curfew, gang injunctions, youth restorative disposal)
  • community sentences (youth rehabilitation order, referral order, fine, conditional discharge, absolute discharge, drinking banning order)
  • custodial sentences.

Support compliance, e.g.:

  • accompanying young people to and from appointments
  • providing a corporate parent role in court.

Tensions and risks, e.g.:

  • premature escalation of behaviour
  • bias towards use of the justice system
  • differing values and priorities.

Key agencies including:

  • Youth Offending Teams (YOT)
  • Probation Service
  • Crown Prosecution Service (CPS)
  • Drug and Alcohol Services, Education Services
  • Child and Adolescent Mental Health Services (CAMHS).

Poor outcomes include those in relation to:

  • physical health and wellbeing
  • mental health
  • learning and educational achievement
  • establishing and maintaining positive relationships with family and friends.

Transfer: including transfer to adult secure estates and to specialist services.

 

Example Answer - Do Not Copy

1. Understanding the Context of the Youth Justice System

1.1 Political and Legal Context of the Youth Justice System

The youth justice system in the UK is shaped by various political and legal frameworks aimed at addressing youth offending while promoting rehabilitation over punishment. The Children Act 1989, the Crime and Disorder Act 1998, and the Youth Justice and Criminal Evidence Act 1999 establish the foundation for how young offenders are treated. This includes the principle of ‘best interest’ of the child, which influences policies aimed at reducing youth crime and supporting vulnerable young people. Political initiatives have also aimed to balance the needs for public safety with rehabilitation, leading to varied policies across administrations.

1.2 Theories Relating to Youth Justice and Offending Behaviour

Several theories inform the understanding of youth offending behaviours. Pathways Theory suggests that young people engage in criminal behaviour through specific pathways influenced by environmental factors. The Good Lives Model emphasises the importance of promoting positive goals for individuals to reduce recidivism. Labelling Theory highlights the impact of societal labels on youth, suggesting that being labelled as a `criminal` can perpetuate offending behaviours. Restorative Approaches advocate for repairing harm through inclusive processes involving victims and offenders, aiming to foster accountability and empathy.


2. Supporting Team Members to Work with the Court System Relating to Youth Justice

2.1 Information on the Court System and Sentencing Process

It is crucial for team members to understand the court system, including the various stages a young person may encounter, from arrest to sentencing. The sentencing process typically involves several disposal options, including pre-court measures such as youth cautions and final warnings, anti-social behaviour measures, community sentences, and custodial sentences.

2.2 Supporting Compliance with Disposal Requirements

To ensure compliance with disposal requirements, team members must work collaboratively to develop strategies. This includes accompanying young people to court appointments and providing a supportive corporate parenting role, helping them navigate the legal system and understand their obligations.

2.3 Reviewing Team’s Practice

Regular reviews of team practices are essential for effective engagement with the court system. This can include evaluating how well team members support young people in complying with court orders and adjusting strategies based on feedback and observed outcomes.

Continued...

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