This document provides an overview of social work and evidence-based practice. It discusses that while the students are not studying social work, many of the theories and evidence they will learn can be applied to roles supporting families. It also emphasizes building an understanding of theoretical concepts and imagining how they could apply in practice. Key examples discussed include family support work, preventative and voluntary intervention models, and the historical development of theories influencing social work and family services.
This document discusses different views on social justice and the role of welfare states. It contrasts individualistic views that value what people work for, like Nozick's view, with social views that value distributing resources independently of market forces, like Rawls' view behind a "veil of ignorance". It also notes debates around ensuring equality of outcome versus opportunity, and challenges of diversity, family ethics, and individual responsibilities on social policy approaches.
This document provides instructions for two assignments related to a level 5 placement session. It summarizes the deadlines, requirements, and content for Assignment 1, which involves submitting a portfolio by December 14th, and Assignment 2, which focuses on a placement report due March 1st. Assignment 2 must be submitted in paper copy and involves five sections of varying lengths, focused on the placement organization, implementing its policies, a performance review, career structure, and a project. Students are advised to contact the named individual if they need clarification or have drafts to review before the deadlines.
Solution focussed approaches to helpingNathan Loynes
This document discusses key concepts in solution-focused approaches to helping clients. It describes techniques like problem-free talk, scaling questions, and the miracle question. Problem-free talk aims to steer conversations away from continually revisiting problems by focusing on goals, exceptions, miracles, and scaling. Scaling questions involve having clients rate their progress on a scale and envisioning higher levels to work towards. The miracle question asks clients to imagine their lives without problems overnight. These approaches emphasize client expertise and solutions over problems.
The document outlines the sections and requirements for a final reflective report for a placement. It contains 5 sections: introduction, implementation of a policy, placement performance review, career structure within the organization, and a project undertaken during the placement. Each section has specific details and criteria that must be addressed. Completing the report requires critically reflecting on and analyzing various policies, reviews, roles, and projects experienced during the placement. The document provides guidance and examples for successfully completing each section of the final report.
This document discusses various theories and concepts related to evidenced based practice including Kolb's theory of experiential learning, De Bono's six thinking hats approach, continua of care models, and the CAF (Common Assessment Framework) process. It also touches on the costs of prevention, the need for participation in assessment, and guidance from the UK Department of Health.
This document provides an outline for a lecture on structuring arguments. It discusses developing a title, organizing relevant evidence, and writing concisely without losing meaning. Key points include choosing an effective title that may define your claim, planning thoroughly before writing to avoid blocks, and focusing your argument around a clear central claim while considering broader implications. Rhetoric should generally be avoided aside from potential use in a title. The document emphasizes structure, evidence, rebuttals, and maintaining a clear overall perspective.
Person-centered approaches developed in the 1960s as a reaction to overly institutional and mechanistic methods of dealing with people. Carl Rogers was a key figure and believed that all humans have a natural propensity for learning and growth. The role of the teacher is to facilitate learning through principles like making the subject matter relevant to students and minimizing external threats to the self. Person-centered practice aims to enable self-actualization through unconditional positive regard, empathy, and sharing power between professionals and those receiving support. The goal is to break patterns limiting transformational change by challenging views of self-worth.
This document provides an overview of social work and evidence-based practice. It discusses that while the students are not studying social work, many of the theories and evidence they will learn can be applied to roles supporting families. It also emphasizes building an understanding of theoretical concepts and imagining how they could apply in practice. Key examples discussed include family support work, preventative and voluntary intervention models, and the historical development of theories influencing social work and family services.
This document discusses different views on social justice and the role of welfare states. It contrasts individualistic views that value what people work for, like Nozick's view, with social views that value distributing resources independently of market forces, like Rawls' view behind a "veil of ignorance". It also notes debates around ensuring equality of outcome versus opportunity, and challenges of diversity, family ethics, and individual responsibilities on social policy approaches.
This document provides instructions for two assignments related to a level 5 placement session. It summarizes the deadlines, requirements, and content for Assignment 1, which involves submitting a portfolio by December 14th, and Assignment 2, which focuses on a placement report due March 1st. Assignment 2 must be submitted in paper copy and involves five sections of varying lengths, focused on the placement organization, implementing its policies, a performance review, career structure, and a project. Students are advised to contact the named individual if they need clarification or have drafts to review before the deadlines.
Solution focussed approaches to helpingNathan Loynes
This document discusses key concepts in solution-focused approaches to helping clients. It describes techniques like problem-free talk, scaling questions, and the miracle question. Problem-free talk aims to steer conversations away from continually revisiting problems by focusing on goals, exceptions, miracles, and scaling. Scaling questions involve having clients rate their progress on a scale and envisioning higher levels to work towards. The miracle question asks clients to imagine their lives without problems overnight. These approaches emphasize client expertise and solutions over problems.
The document outlines the sections and requirements for a final reflective report for a placement. It contains 5 sections: introduction, implementation of a policy, placement performance review, career structure within the organization, and a project undertaken during the placement. Each section has specific details and criteria that must be addressed. Completing the report requires critically reflecting on and analyzing various policies, reviews, roles, and projects experienced during the placement. The document provides guidance and examples for successfully completing each section of the final report.
This document discusses various theories and concepts related to evidenced based practice including Kolb's theory of experiential learning, De Bono's six thinking hats approach, continua of care models, and the CAF (Common Assessment Framework) process. It also touches on the costs of prevention, the need for participation in assessment, and guidance from the UK Department of Health.
This document provides an outline for a lecture on structuring arguments. It discusses developing a title, organizing relevant evidence, and writing concisely without losing meaning. Key points include choosing an effective title that may define your claim, planning thoroughly before writing to avoid blocks, and focusing your argument around a clear central claim while considering broader implications. Rhetoric should generally be avoided aside from potential use in a title. The document emphasizes structure, evidence, rebuttals, and maintaining a clear overall perspective.
Person-centered approaches developed in the 1960s as a reaction to overly institutional and mechanistic methods of dealing with people. Carl Rogers was a key figure and believed that all humans have a natural propensity for learning and growth. The role of the teacher is to facilitate learning through principles like making the subject matter relevant to students and minimizing external threats to the self. Person-centered practice aims to enable self-actualization through unconditional positive regard, empathy, and sharing power between professionals and those receiving support. The goal is to break patterns limiting transformational change by challenging views of self-worth.
The purpose of the criminal justice system is to achieve retribution, deterrence, rehabilitation, restoration, and incapacitation. Retribution involves society imposing punishment on criminals in response to their unlawful actions. Deterrence aims to discourage criminal behavior through the fear of punishment, both for the individual offender and others. Rehabilitation seeks to reform offenders by helping them address the underlying causes of their criminal tendencies. Restoration has the offender make amends through actions like community service. Incapacitation protects the public by physically separating criminals from society during imprisonment or via capital punishment.
Learn it and forget it or Just in Time KnowledgeNathan Loynes
The document discusses the changing nature of knowledge in the digital age. It notes that knowledge is growing exponentially and is increasingly being generated outside of academia. As a result, the most important skill may be the ability to access just-in-time knowledge as needed rather than retaining large amounts of knowledge long-term. However, others argue that some essential knowledge is still worth retaining. The document also examines debates around assessment and how it can drive shallow learning focused only on passing exams rather than deep understanding.
Scaling questions can be used in solution-focused therapy to help clients assess progress. The therapist first explains a scale from 1-10 and has the client rate their current status. They then have the client describe what is better already and earlier successes to build a platform for further progress. From there, the therapist helps the client envision higher positions on the scale and identify small, achievable steps toward continued improvement. Scales can focus on success, motivation, confidence, or independence. Solution-focused scaling questions keep clients focused on change and empower them to generate their own solutions.
Scaling questions can be used in solution-focused therapy to help clients assess progress. The therapist first explains a scale from 1-10 and has the client rate their current status. They then have the client describe what is better already and earlier successes to build a platform for further progress. From there, the therapist helps the client envision higher positions on the scale and identify small, achievable steps toward continued improvement. Scales can focus on success, motivation, confidence, or independence. Solution-focused scaling questions keep clients focused on change and empower them to generate their own solutions.
Work placement & (volunteering) intro presentationNathan Loynes
This document provides information about work placement and volunteering modules for 2012/13, including key dates and people involved. It discusses submitting a pre-placement portfolio by December 14th and placement report by March 1st. It emphasizes defining goals for one's placement and knowing where you want to go. Students are asked to complete a CV and SWOT analysis for the next session.
The document discusses the changing nature of knowledge in the digital age. It notes that knowledge is growing exponentially and is increasingly being generated outside of academia. As a result, the most important skill may be the ability to access just-in-time knowledge as needed rather than retaining large amounts of knowledge long-term. However, others argue that some essential knowledge is still worth retaining. The document also examines debates around assessment and how it can drive shallow learning focused only on passing exams rather than deep understanding.
This document discusses the importance of self-awareness in communication. It argues that studying communication, and specifically non-verbal communication and one's own tendencies, leads to increased self-awareness. Being self-aware brings self-confidence and inspires confidence in others. The document provides links to videos and a quiz about body language, and defines self-awareness as getting to know one's feelings, attitudes, and values, as well as one's effects on others.
Working together to safeguard children 2013Nathan Loynes
Working Together to Safeguard Children 2013 provides statutory guidance for organizations and individuals to work together to safeguard children. It replaces previous guidance and aims to provide a more flexible approach to assessment based on professional judgement. Key changes include streamlining the assessment process, increasing the independence of Local Safeguarding Children Boards, and conducting transparent Serious Case Reviews focused on learning lessons to improve services.
The document discusses the importance and challenges of multi-agency collaboration between professionals working with families. It notes that while collaboration has benefits, differences in values, perspectives and other factors can impede effective partnership. The Children Act 2004 and Every Child Matters policy renewed emphasis on collaboration following the Victoria Climbie case. These policies aim to unify goals and improve outcomes for children through better communication between systems, roles and trainings like the Common Assessment Framework. While the aims of multi-agency working are agreed in principle, effectively achieving and maintaining partnerships in practice remains challenging.
The document discusses Albert Bandura's theory of self-efficacy, which is defined as one's belief in their ability to succeed in specific situations. Bandura identified four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with strong self-efficacy are more likely to view challenges as things that can be overcome through effort, while those with weak self-efficacy tend to avoid challenges and dwell on failures. Bandura's 1977 paper on self-efficacy became highly influential in the field of psychology.
- The document discusses the concept of self-awareness according to theory. It aims to define self-awareness, explore how personality influences self-awareness, analyze the components of self-awareness, and reflect on how theory can be applied.
- Key components of self-awareness discussed include listening skills, awareness of barriers, assertiveness, anger management, communication skills, and awareness of how others affect us through transference, triggers, and blind spots.
- Students are asked to identify a critical incident, write 500 words on it in their reflective log with theoretical support, and link it to emotional intelligence in preparation for next week's session on emotional intelligence.
2285 (2021) week 1 introduction to the module onlineNathan Loynes
This module aims to develop skills for facilitating principled change when working with children and families. It will focus on communication, relationship building, and counseling. Students will learn to demonstrate skills in managing change, conflict and crisis. They will apply theories when problem solving with families. The module involves reflective writing assignments: a 2000 word reflective log on developing responses to change and conflict, and a 3000 word case study report demonstrating how to affect positive change with a family in crisis. The document provides guidance on completing the assignments and engaging with weekly materials.
Planning involves setting goals and defining actions to achieve those goals. It provides benefits like guiding actions, improving resource use, motivating employees, and allowing flexibility. However, planning can also harm organizations if it prevents action, leads to complacency, inhibits flexibility and creativity, or if managers feel bound to plans rather than goals. Effective planning requires continually adjusting plans as the environment changes.
The document discusses vision, mission, and values statements for organizations. A vision statement describes an organization's aspirations and goals for the future, while a mission statement defines how the organization will operate and compete. A values statement establishes ethical principles that guide an organization's culture and decision-making. Together, these statements provide strategic direction and alignment for an organization's members and activities.
The document reviews the components of the LLLC1080 module over 9 weeks, with components 1 through 7 covering material from weekly classes and components 8 and 9 covering missed classes to be completed independently. It concludes by outlining the requirements for a 2500-word report due at the end of the module, including sections on family/environmental factors, child development needs, parenting capacity and change, strengths assessment, and recommendations with a reference list in Leeds Harvard format.
The document discusses motivational theories and aims to help learners understand what motivates them. The session aims to provide knowledge of motivational theories and help learners understand what motivates themselves. The objectives are for all learners to identify a theory, recognize pros and cons, and analyze their own motivation. Some learners will apply a theory to their experiences.
This document discusses families with complex needs, known as the "Toxic Trio" of domestic abuse, substance misuse, and mental health issues. It examines the cumulative negative impact of these issues on families and children. Specifically, it explores how the presence of two or more factors, like domestic abuse combined with parental substance abuse, poses greater risks to children than any one issue alone. The document also outlines strategies for family support workers to take a strength-based approach to help families with multiple needs.
The document discusses the "toxic trio" of domestic abuse, parental substance misuse, and parental mental health issues and their impact on parenting and child outcomes. It provides prevalence rates for these issues among child protection and family services cohorts. The document also examines barriers to supporting families dealing with the toxic trio and discusses emerging models like Hampshire's Family Intervention Teams that aim to address toxic trio issues swiftly with integrated specialist support.
This document summarizes John Clark's final course on violent and sexually offending young people over several weeks. It covers topics like the youth justice system, prevalence of youth crime, the murder of Jamie Bulger, media portrayals of youth crime, weapons and gangs, truth and rehabilitation versus punishment, and cycles of abuse in adolescent sex offenders. The summary emphasizes that most youth offending is non-violent and non-sexual in nature, but the most serious cases require assessment and intervention, with consideration given to other countries' approaches.
Session 9. violence retribution & restoration.2016Nathan Loynes
This document discusses gangs, violence, and different approaches to justice. It addresses what constitutes a gang and weapons. While some youth groups are mislabeled as gangs, evidence shows most youth offending is group-related. Regarding gangs, carrying weapons is often for protection and violence is rarely pre-meditated. The document also outlines the retributive justice system and restorative justice approaches, with the latter seeking to include all affected parties and find mutually agreeable outcomes.
This document summarizes the results of a knife crime survey of over 5,000 students in West Yorkshire. Key findings include:
- Slightly over 50% of students believed media coverage of knife crime is inaccurate.
- Over 50% felt media coverage does not affect them personally.
- Students saw a strong connection between knife crime and TV/films but not music.
- Around 25% had carried a knife at some point, usually for legitimate reasons like cooking.
- Around 1 in 50 students reported regularly carrying a knife, usually citing protection as the reason.
- 1 in 4 students knew someone who carries a knife.
- 1 in 3 students reported worrying about local knife crime and the
This document provides an overview of restorative justice and restorative practices. It discusses:
1. The differences between restorative practice, which aims to build relationships proactively, and restorative justice, which repairs relationships reactively following harm.
2. A range of restorative practices like circles, questions, and conferences that can be used proactively or reactively.
3. The development of restorative justice as an alternative to punitive criminal justice systems that view crimes as offenses against society rather than individuals. Restorative approaches seek to involve victims and negotiate restitution.
The purpose of the criminal justice system is to achieve retribution, deterrence, rehabilitation, restoration, and incapacitation. Retribution involves society imposing punishment on criminals in response to their unlawful actions. Deterrence aims to discourage criminal behavior through the fear of punishment, both for the individual offender and others. Rehabilitation seeks to reform offenders by helping them address the underlying causes of their criminal tendencies. Restoration has the offender make amends through actions like community service. Incapacitation protects the public by physically separating criminals from society during imprisonment or via capital punishment.
Learn it and forget it or Just in Time KnowledgeNathan Loynes
The document discusses the changing nature of knowledge in the digital age. It notes that knowledge is growing exponentially and is increasingly being generated outside of academia. As a result, the most important skill may be the ability to access just-in-time knowledge as needed rather than retaining large amounts of knowledge long-term. However, others argue that some essential knowledge is still worth retaining. The document also examines debates around assessment and how it can drive shallow learning focused only on passing exams rather than deep understanding.
Scaling questions can be used in solution-focused therapy to help clients assess progress. The therapist first explains a scale from 1-10 and has the client rate their current status. They then have the client describe what is better already and earlier successes to build a platform for further progress. From there, the therapist helps the client envision higher positions on the scale and identify small, achievable steps toward continued improvement. Scales can focus on success, motivation, confidence, or independence. Solution-focused scaling questions keep clients focused on change and empower them to generate their own solutions.
Scaling questions can be used in solution-focused therapy to help clients assess progress. The therapist first explains a scale from 1-10 and has the client rate their current status. They then have the client describe what is better already and earlier successes to build a platform for further progress. From there, the therapist helps the client envision higher positions on the scale and identify small, achievable steps toward continued improvement. Scales can focus on success, motivation, confidence, or independence. Solution-focused scaling questions keep clients focused on change and empower them to generate their own solutions.
Work placement & (volunteering) intro presentationNathan Loynes
This document provides information about work placement and volunteering modules for 2012/13, including key dates and people involved. It discusses submitting a pre-placement portfolio by December 14th and placement report by March 1st. It emphasizes defining goals for one's placement and knowing where you want to go. Students are asked to complete a CV and SWOT analysis for the next session.
The document discusses the changing nature of knowledge in the digital age. It notes that knowledge is growing exponentially and is increasingly being generated outside of academia. As a result, the most important skill may be the ability to access just-in-time knowledge as needed rather than retaining large amounts of knowledge long-term. However, others argue that some essential knowledge is still worth retaining. The document also examines debates around assessment and how it can drive shallow learning focused only on passing exams rather than deep understanding.
This document discusses the importance of self-awareness in communication. It argues that studying communication, and specifically non-verbal communication and one's own tendencies, leads to increased self-awareness. Being self-aware brings self-confidence and inspires confidence in others. The document provides links to videos and a quiz about body language, and defines self-awareness as getting to know one's feelings, attitudes, and values, as well as one's effects on others.
Working together to safeguard children 2013Nathan Loynes
Working Together to Safeguard Children 2013 provides statutory guidance for organizations and individuals to work together to safeguard children. It replaces previous guidance and aims to provide a more flexible approach to assessment based on professional judgement. Key changes include streamlining the assessment process, increasing the independence of Local Safeguarding Children Boards, and conducting transparent Serious Case Reviews focused on learning lessons to improve services.
The document discusses the importance and challenges of multi-agency collaboration between professionals working with families. It notes that while collaboration has benefits, differences in values, perspectives and other factors can impede effective partnership. The Children Act 2004 and Every Child Matters policy renewed emphasis on collaboration following the Victoria Climbie case. These policies aim to unify goals and improve outcomes for children through better communication between systems, roles and trainings like the Common Assessment Framework. While the aims of multi-agency working are agreed in principle, effectively achieving and maintaining partnerships in practice remains challenging.
The document discusses Albert Bandura's theory of self-efficacy, which is defined as one's belief in their ability to succeed in specific situations. Bandura identified four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with strong self-efficacy are more likely to view challenges as things that can be overcome through effort, while those with weak self-efficacy tend to avoid challenges and dwell on failures. Bandura's 1977 paper on self-efficacy became highly influential in the field of psychology.
- The document discusses the concept of self-awareness according to theory. It aims to define self-awareness, explore how personality influences self-awareness, analyze the components of self-awareness, and reflect on how theory can be applied.
- Key components of self-awareness discussed include listening skills, awareness of barriers, assertiveness, anger management, communication skills, and awareness of how others affect us through transference, triggers, and blind spots.
- Students are asked to identify a critical incident, write 500 words on it in their reflective log with theoretical support, and link it to emotional intelligence in preparation for next week's session on emotional intelligence.
2285 (2021) week 1 introduction to the module onlineNathan Loynes
This module aims to develop skills for facilitating principled change when working with children and families. It will focus on communication, relationship building, and counseling. Students will learn to demonstrate skills in managing change, conflict and crisis. They will apply theories when problem solving with families. The module involves reflective writing assignments: a 2000 word reflective log on developing responses to change and conflict, and a 3000 word case study report demonstrating how to affect positive change with a family in crisis. The document provides guidance on completing the assignments and engaging with weekly materials.
Planning involves setting goals and defining actions to achieve those goals. It provides benefits like guiding actions, improving resource use, motivating employees, and allowing flexibility. However, planning can also harm organizations if it prevents action, leads to complacency, inhibits flexibility and creativity, or if managers feel bound to plans rather than goals. Effective planning requires continually adjusting plans as the environment changes.
The document discusses vision, mission, and values statements for organizations. A vision statement describes an organization's aspirations and goals for the future, while a mission statement defines how the organization will operate and compete. A values statement establishes ethical principles that guide an organization's culture and decision-making. Together, these statements provide strategic direction and alignment for an organization's members and activities.
The document reviews the components of the LLLC1080 module over 9 weeks, with components 1 through 7 covering material from weekly classes and components 8 and 9 covering missed classes to be completed independently. It concludes by outlining the requirements for a 2500-word report due at the end of the module, including sections on family/environmental factors, child development needs, parenting capacity and change, strengths assessment, and recommendations with a reference list in Leeds Harvard format.
The document discusses motivational theories and aims to help learners understand what motivates them. The session aims to provide knowledge of motivational theories and help learners understand what motivates themselves. The objectives are for all learners to identify a theory, recognize pros and cons, and analyze their own motivation. Some learners will apply a theory to their experiences.
This document discusses families with complex needs, known as the "Toxic Trio" of domestic abuse, substance misuse, and mental health issues. It examines the cumulative negative impact of these issues on families and children. Specifically, it explores how the presence of two or more factors, like domestic abuse combined with parental substance abuse, poses greater risks to children than any one issue alone. The document also outlines strategies for family support workers to take a strength-based approach to help families with multiple needs.
The document discusses the "toxic trio" of domestic abuse, parental substance misuse, and parental mental health issues and their impact on parenting and child outcomes. It provides prevalence rates for these issues among child protection and family services cohorts. The document also examines barriers to supporting families dealing with the toxic trio and discusses emerging models like Hampshire's Family Intervention Teams that aim to address toxic trio issues swiftly with integrated specialist support.
This document summarizes John Clark's final course on violent and sexually offending young people over several weeks. It covers topics like the youth justice system, prevalence of youth crime, the murder of Jamie Bulger, media portrayals of youth crime, weapons and gangs, truth and rehabilitation versus punishment, and cycles of abuse in adolescent sex offenders. The summary emphasizes that most youth offending is non-violent and non-sexual in nature, but the most serious cases require assessment and intervention, with consideration given to other countries' approaches.
Session 9. violence retribution & restoration.2016Nathan Loynes
This document discusses gangs, violence, and different approaches to justice. It addresses what constitutes a gang and weapons. While some youth groups are mislabeled as gangs, evidence shows most youth offending is group-related. Regarding gangs, carrying weapons is often for protection and violence is rarely pre-meditated. The document also outlines the retributive justice system and restorative justice approaches, with the latter seeking to include all affected parties and find mutually agreeable outcomes.
This document summarizes the results of a knife crime survey of over 5,000 students in West Yorkshire. Key findings include:
- Slightly over 50% of students believed media coverage of knife crime is inaccurate.
- Over 50% felt media coverage does not affect them personally.
- Students saw a strong connection between knife crime and TV/films but not music.
- Around 25% had carried a knife at some point, usually for legitimate reasons like cooking.
- Around 1 in 50 students reported regularly carrying a knife, usually citing protection as the reason.
- 1 in 4 students knew someone who carries a knife.
- 1 in 3 students reported worrying about local knife crime and the
This document provides an overview of restorative justice and restorative practices. It discusses:
1. The differences between restorative practice, which aims to build relationships proactively, and restorative justice, which repairs relationships reactively following harm.
2. A range of restorative practices like circles, questions, and conferences that can be used proactively or reactively.
3. The development of restorative justice as an alternative to punitive criminal justice systems that view crimes as offenses against society rather than individuals. Restorative approaches seek to involve victims and negotiate restitution.
The document discusses adolescent sex offenders and the cycle of abuse. It defines Schedule One offenses under the Children and Young Persons Act 1933, which include various acts of violence, cruelty, neglect against those under 18. It also lists sexual offenses from the Sexual Offences Act 1956. The document then outlines the cycle of abuse, including phases like fantasy, inappropriate sexual behavior, transient guilt, and reframing. It stresses the need for sex education, challenging denial, and relapse prevention to address adolescent sex offending and break the cycle of abuse.
The document discusses how the media influences perceptions of youth crime through stereotypes and moral panics. It provides examples of how individual youth offenders were portrayed in sensationalized news headlines that distorted the realities of their situations. The document also examines how official crime statistics can be socially constructed depending on which details the media chooses to emphasize. Finally, it analyzes how moral panics over groups like punks and mods have historically contributed to more authoritarian approaches to controlling youth.
Session 4 the murer of james bulger.2016Nathan Loynes
Two 10-year-old boys, Robert Thompson and Jon Venables, led 2-year-old James Bulger from a shopping center in Liverpool in 1993. They beat James with stones and left his body on a railway track, where he was killed. The boys were tried and convicted of murder in an adult court. Their sentencing sparked significant public outrage and political debate around violent youth offenders, criminal responsibility, and appropriate treatment of child offenders. The case led to reforms in UK youth justice policy and law.
Session 3 1 lllc 2222 official statistics.2016Nathan Loynes
This document provides statistics and explanations about measuring and understanding crime. It discusses four main ways of knowing how much crime exists: crimes known to police, victim surveys, self-report studies, and other agency data. It also examines definitions of crime, challenges in interpreting data, and strengths and weaknesses of different data sources. Key findings include that victimization studies are thought to provide the most accurate estimates, with the British Crime Survey estimating that 77% of crime goes unrecorded.
Session 2 1 lllc 2222 defining social construction 2016Nathan Loynes
This document discusses social construction theory and human development. It provides definitions of social construction and examines how social interactions and institutions shape reality and human nature. Several topics are explored, including the nature vs nurture debate, the social construction of childhood and crime, and how social policy and media influence perceptions. Examples are given of how views of childhood, crime, and morality are socially constructed and have varied over time and between societies rather than being fixed or biologically determined.
This document provides an overview of youth crime and the youth justice system. It discusses key concepts like the age of criminal responsibility, the welfare vs. justice models, and landmark moments that have shaped youth justice policy. It also examines how youth crime has been portrayed in media from romanticization to moral panics. The youth justice process is outlined from community resolutions to court orders and potential custody for serious or repeat offenses.
Parental capacity to care for a child is assessed based on factors like basic care, safety, emotional warmth, stimulation, guidance and boundaries, and stability. Risk factors include a history of abuse, unwanted pregnancy, parental abuse or mental health issues, isolation, unrealistic expectations, and substance abuse. Assessing capacity looks at a parent's ability to meet a child's needs over the long-term, not just during supervised visits. It employs a "good enough" standard of adequate care that protects a child's welfare given family risks and protections. Regular reassessment may be needed as circumstances change.
This presentation was designed to consolidate student's understanding of 'significant harm' following group work and a reading of Harwin and Madge's journal article, "The concept of significant harm in law and practice".