File #2731: "2019_Book_TheSocialImpactOfCustodyOnYoun.pdf"
Testo
1|Acknowledgements|5
1|Contents|8
1|Acronyms|10
1|List of Figures|11
1|List of Tables|12
1|1: Introduction|13
2|References|18
1|2: Youth Justice: The Impact of Policy on Current Practice|19
2|2.1 Learning from the Past—How Did We Approach Youth Justice?|20
2|2.2 Repeating the Past—How Do We Approach Youth Justice?|23
2|2.3 Child Imprisonment: The Legacy of a System Developed on Punitive Principles|27
2|2.4 Summary|35
2|References|36
1|3: Social Impact Measurement and Youth Justice|39
2|3.1 Empowerment in Youth Justice|40
2|3.2 Defining Social Impact Measurement|41
2|3.3 Multi-stakeholder Approaches to SIM|44
2|3.4 Building a Framework for SIM|46
2|3.5 Building a SIM Framework for Youth Offending|48
2|3.6 Summary|53
2|References|54
1|4: Health and Wellbeing|58
2|4.1 Health Inequalities for Young People Entering Custody|59
2|4.2 Health and Wellbeing for Young People in Custody|64
2|4.3 Approaches to Health and Wellbeing in Custody|66
2|4.4 Summary|69
2|References|70
1|5: Relationships|73
2|5.1 Relationships Prior to the STC|74
2|5.2 Relationships in the STC|81
2|5.3 Relationships Beyond the STC|86
2|5.4 Summary|88
2|References|89
1|6: Education|93
2|6.1 What Responsibilities Do Schools Have in Relation to Young People and Exclusions?|94
2|6.2 What Place Education?|96
2|6.3 Exploring the Current Youth Justice Board/Ministry of Justice 2016/17 Statistics|98
2|6.4 Why Do Young People in Custody Score So Much Lower at KS2?|99
2|6.5 What Are the Responsibilities of the Youth Justice Board?|109
2|6.6 Summary|112
2|References|114
1|7: Independence and Attitudes|119
2|7.1 Independence|119
3|7.1.1 Where Will I Go? What Will I Have?|121
3|7.1.2 Does Custody Equip Young People with Independence?|123
3|7.1.3 What Do Young People Need?|128
2|7.2 Attitudes and Regulating ‘The Self’|130
3|7.2.1 Sense of Hopelessness and Uncertainty|139
3|7.2.2 Remorse: “Shame and Guilt”|141
2|7.3 Summary|145
2|References|145
1|8: Rehabilitative Environment|149
2|8.1 Developing a Rehabilitative Environment|150
2|8.2 Foundation of the Rehabilitative Model|156
3|8.2.1 Organisational Purpose|156
3|8.2.2 Support, Supervision and Training|160
3|8.2.3 Partnership Working|165
2|8.3 Using the Rehabilitative Environment Model|166
2|8.4 The Rehabilitative Environment Model and Social Impact|168
2|8.5 Summary|170
2|References|172
1|9: The Future of Youth Justice Rehabilitation|176
2|9.1 The Youth Justice Contradiction|176
2|9.2 Empowering Young People Through Positive Outcomes Measurement|178
2|9.3 The Resettlement Pyramid|179
2|9.4 Resettlement and Effective Transitions|182
2|References|184
1|Epigraph|187
1|Appendix A: Secure Training Centre Rules 1998 (STC 1998)|188
2|Statement of Purpose|188
1|Appendix B: Secure Training Centre Statement of Purpose (2015)|190
1|References|193
2|Chapter 1|193
2|Chapter 2|194
2|Chapter 3|196
2|Chapter 4|199
2|Chapter 5|201
2|Chapter 6|204
2|Chapter 7|209
2|Chapter 8|212
2|Chapter 9|216
1|Index|220
1|Contents|8
1|Acronyms|10
1|List of Figures|11
1|List of Tables|12
1|1: Introduction|13
2|References|18
1|2: Youth Justice: The Impact of Policy on Current Practice|19
2|2.1 Learning from the Past—How Did We Approach Youth Justice?|20
2|2.2 Repeating the Past—How Do We Approach Youth Justice?|23
2|2.3 Child Imprisonment: The Legacy of a System Developed on Punitive Principles|27
2|2.4 Summary|35
2|References|36
1|3: Social Impact Measurement and Youth Justice|39
2|3.1 Empowerment in Youth Justice|40
2|3.2 Defining Social Impact Measurement|41
2|3.3 Multi-stakeholder Approaches to SIM|44
2|3.4 Building a Framework for SIM|46
2|3.5 Building a SIM Framework for Youth Offending|48
2|3.6 Summary|53
2|References|54
1|4: Health and Wellbeing|58
2|4.1 Health Inequalities for Young People Entering Custody|59
2|4.2 Health and Wellbeing for Young People in Custody|64
2|4.3 Approaches to Health and Wellbeing in Custody|66
2|4.4 Summary|69
2|References|70
1|5: Relationships|73
2|5.1 Relationships Prior to the STC|74
2|5.2 Relationships in the STC|81
2|5.3 Relationships Beyond the STC|86
2|5.4 Summary|88
2|References|89
1|6: Education|93
2|6.1 What Responsibilities Do Schools Have in Relation to Young People and Exclusions?|94
2|6.2 What Place Education?|96
2|6.3 Exploring the Current Youth Justice Board/Ministry of Justice 2016/17 Statistics|98
2|6.4 Why Do Young People in Custody Score So Much Lower at KS2?|99
2|6.5 What Are the Responsibilities of the Youth Justice Board?|109
2|6.6 Summary|112
2|References|114
1|7: Independence and Attitudes|119
2|7.1 Independence|119
3|7.1.1 Where Will I Go? What Will I Have?|121
3|7.1.2 Does Custody Equip Young People with Independence?|123
3|7.1.3 What Do Young People Need?|128
2|7.2 Attitudes and Regulating ‘The Self’|130
3|7.2.1 Sense of Hopelessness and Uncertainty|139
3|7.2.2 Remorse: “Shame and Guilt”|141
2|7.3 Summary|145
2|References|145
1|8: Rehabilitative Environment|149
2|8.1 Developing a Rehabilitative Environment|150
2|8.2 Foundation of the Rehabilitative Model|156
3|8.2.1 Organisational Purpose|156
3|8.2.2 Support, Supervision and Training|160
3|8.2.3 Partnership Working|165
2|8.3 Using the Rehabilitative Environment Model|166
2|8.4 The Rehabilitative Environment Model and Social Impact|168
2|8.5 Summary|170
2|References|172
1|9: The Future of Youth Justice Rehabilitation|176
2|9.1 The Youth Justice Contradiction|176
2|9.2 Empowering Young People Through Positive Outcomes Measurement|178
2|9.3 The Resettlement Pyramid|179
2|9.4 Resettlement and Effective Transitions|182
2|References|184
1|Epigraph|187
1|Appendix A: Secure Training Centre Rules 1998 (STC 1998)|188
2|Statement of Purpose|188
1|Appendix B: Secure Training Centre Statement of Purpose (2015)|190
1|References|193
2|Chapter 1|193
2|Chapter 2|194
2|Chapter 3|196
2|Chapter 4|199
2|Chapter 5|201
2|Chapter 6|204
2|Chapter 7|209
2|Chapter 8|212
2|Chapter 9|216
1|Index|220