1.1. Analyse the political and legal context of 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

e.g. page number & method

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.

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.