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1.1. Define the term ‘offending behaviour’.
RCC 3.18 Understand the youth justice system as it relates to residential childcare
Unit reference
J/506/7606
Unit level
4
Credit value
3
Guided Learning (hours)
30
Unit aim
This unit provides the knowledge and understanding required to understand the youth justice system as it relates to residential childcare.
Learner name:
Centre no:
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ULN:
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 why children and young people in care are vulnerable to engagement in offending behaviour.
1.1. Define the term ‘offending behaviour’.
1.2. Summarise theories relating to youth offending.
1.3. Analyse factors that make children and young people in care particularly vulnerable to engagement in offending behaviour.
2. Understand how to reduce the risk of criminalisation of children and young people.
2.1. Define the term ‘criminalisation’.
2.2. Explain how poor behaviour management strategies can escalate the criminalisation of children and young people.
2.3. Analyse the risks of systematically classifying behaviour as offending rather than seeking alternative responses.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
2.4. Describe methods to reduce the risk of criminalising children and young people.
2.5. Describe principles of the organisation’s Police Involvement Policy.
3. Understand partnership working in the youth justice system.
3.1. Outline the role of agencies involved in the youth justice system.
3.2. Describe the practitioner’s role in relation to the youth justice system.
3.3. Analyse assessment tools used in the youth justice system.
3.4. Explain how to contribute to a holistic care plan for a child or young person who is engaged with the youth justice system.
3.5. Describe processes for informing social workers, and those with parental responsibility, of police involvement.
4. Understand the court system as it relates to youth justice.
4.1. Outline legislation relating to the court system for youth justice.
4.2. Describe the sentencing process.
4.3. Explain the function of Court Reports.
4.4. Summarise the main disposal options for children and young people.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
4.5. Describe systems for supporting compliance with disposal requirements.
4.6. Explain ways to minimise the high level of breaches of disposal requirements by young people in residential childcare.
4.7. Describe processes for responding to breaches of disposal requirements.
5. Understand the experience of the secure estate.
5.1. Describe the different types of secure settings experienced by children and young people.
5.2. Analyse why children and young people in secure settings are at higher risk of poor outcomes than others in residential childcare.
5.3. Describe approaches that improve outcomes for children and young people in secure settings.
6. Understand how to achieve successful transfer within and out of the secure estate for children and young people.
6.1. Describe the challenges faced by children and young people who are moving within and out of the secure estate .
6.2. Analyse factors for the successful transfer of children and young people between settings within the secure estate.
6.3. Analyse factors for the successful resettlement of children and young people in the community.
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Additional information about the unit:
Relationship to occupational standards
SCDHSC 0386
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:
Unit assessment guidance – provided by the sector
Theories including:
Pathways Theory
Good Lives Model
Theory of Social Capital
Labelling Theory.
Methods including restorative approaches. 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).
Assessment tools including:
National Standards for the Youth Justice Service
Asset and Onset Framework
Common Assessment Framework.
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.
Minimise the high level of breaches: includes accompanying the young person to and from appointments and providing the corporate parent role in court.
Poor outcomes includes outcomes in relation to:
physical health and well-being
mental health
learning and educational achievement
the establishment and maintenance of positive relationships with family and friends.
Within the secure estate : including transfer to adult secure settings and specialist services
Sample Answer - Plagiarised
1. Understand why children and young people in care are vulnerable to engagement in offending behaviour.
1.1 Define the term ‘offending behaviour’. Offending behaviour refers to actions that contravene legal statutes and societal norms, resulting in criminal charges or sanctions. This can encompass a range of activities, from minor infractions, such as truancy, to serious crimes like theft or violence. Understanding this term is crucial, particularly when working with children and young people in care, as it contextualises their actions within the broader scope of youth offending.
1.2 Summarise theories relating to youth offending. Various theories attempt to explain youth offending, including:
Pathways Theory : This theory posits that youth offenders often follow identifiable pathways to delinquency, influenced by factors such as family background, peer associations, and socio-economic status.
Good Lives Model : This rehabilitative approach suggests that offenders engage in criminal behaviour due to unmet human needs and aspirations, such as belonging, autonomy, and achievement.
Theory of Social Capital : This theory highlights the importance of social networks and relationships in shaping behaviour. A lack of positive social capital can increase the likelihood of engaging in offending behaviour.
Labelling Theory : This theory asserts that societal labels can lead to a self-fulfilling prophecy, where individuals internalise negative labels, thus perpetuating offending behaviour.
1.3 Analyse factors that make children and young people in care particularly vulnerable to engagement in offending behaviour. Children and young people in care are often at heightened risk of offending due to several interrelated factors:
Instability in Living Situations : Frequent moves between foster homes or residential care can create a sense of instability, leading to emotional distress and a desire to belong, which may manifest in delinquent behaviours.
Trauma and Adverse Childhood Experiences (ACEs) : Many young people in care have experienced significant trauma, such as abuse or neglect, which can predispose them to criminal behaviour as a coping mechanism or a way to express their anger and frustration.
Lack of Support Systems : A diminished family support system can result in feelings of isolation, prompting young people to seek acceptance or validation from peers, potentially leading to involvement in anti-social activities.
Educational Disruption : Many children in care face educational challenges, leading to disengagement from school, increased likelihood of truancy, and subsequent criminalisation.
2. Understand how to reduce the risk of criminalisation of children and young people.
2.1 Define the term ‘criminalisation’. Criminalisation refers to the process by which behaviours or actions become classified as criminal offences under law. This can involve the formal labelling of certain behaviours as deviant, leading to legal consequences and social stigma.
2.2 Explain how poor behaviour management strategies can escalate the criminalisation of children and young people. Ineffective behaviour management strategies can exacerbate the likelihood of criminalisation among young people. For instance, punitive approaches, such as zero-tolerance policies, can escalate minor misbehaviours into criminal offences, pushing young people into the justice system rather than providing them with appropriate support or intervention. Such strategies may fail to address underlying issues contributing to the behaviour, thereby increasing the risk of re-offending.
Continued..
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