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Session 4 the murer of james bulger.2016
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 5 youth crime the media.2016
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.
Music subcultures 2
The document discusses several music subcultures such as skinheads, mods, punks, rockers, emos, ravers, and goths. It describes the origins, fashion, vehicles, and music genres associated with each subculture. For example, it states that skinheads originated in the UK in the 1960s and listened to ska, rocksteady, and early reggae. Mods originated in London in the late 1950s and were associated with northern soul, rhythm and blues, and brands like Fred Perry. Punks sought to shock others with eccentric styles held together by pins or tape and listened to punk rock.
British Youth Culture timeline
This document summarizes several British youth subcultures that emerged between the 1950s and 2000s. In the 1950s, the Teddy Boys rebelled against their parents' generation through their fashion and embrace of rock and roll music. The 1960s saw the rise of the Mods and Rockers, who differed in their styles and musical tastes. Glam rockers in the 1970s were known for outrageous clothing and makeup. Punk culture emerged in the late 1970s focused on anti-establishment views. New subcultures continued to develop in subsequent decades such as New Romantics, Soul Boys, football hooligans, Lad culture, Chavs, and youth embracing rave culture and drugs.
2285 (2021) week 2 self awareness (hand out)
- 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 online
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
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.
Vision, mission and values statements
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.
Recommended
Session 4 the murer of james bulger.2016
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 5 youth crime the media.2016
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.
Music subcultures 2
The document discusses several music subcultures such as skinheads, mods, punks, rockers, emos, ravers, and goths. It describes the origins, fashion, vehicles, and music genres associated with each subculture. For example, it states that skinheads originated in the UK in the 1960s and listened to ska, rocksteady, and early reggae. Mods originated in London in the late 1950s and were associated with northern soul, rhythm and blues, and brands like Fred Perry. Punks sought to shock others with eccentric styles held together by pins or tape and listened to punk rock.
British Youth Culture timeline
This document summarizes several British youth subcultures that emerged between the 1950s and 2000s. In the 1950s, the Teddy Boys rebelled against their parents' generation through their fashion and embrace of rock and roll music. The 1960s saw the rise of the Mods and Rockers, who differed in their styles and musical tastes. Glam rockers in the 1970s were known for outrageous clothing and makeup. Punk culture emerged in the late 1970s focused on anti-establishment views. New subcultures continued to develop in subsequent decades such as New Romantics, Soul Boys, football hooligans, Lad culture, Chavs, and youth embracing rave culture and drugs.
2285 (2021) week 2 self awareness (hand out)
- 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 online
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
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.
Vision, mission and values statements
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.
Lllc1080 module review
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.
Motivation
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.
TT2018
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.
Toxic Trio
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.
Session 10. final course summary[ 2016
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.2016
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.
Session 8. knives gangs guns.2016
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
Session 7 restoration ppt.2016
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.
Session 6 the cycle of abuse.2016
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.
Session 3 1 lllc 2222 official statistics.2016
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 2016
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.
Session 1 lllc 2222 2016
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.
Parenting capacity to change
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.
Significant harm
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".
Session 5 perspectives of childhood
The social construction of reality and childhood. Emphasis upon the social construction of child abuse and child concern with examples from international perspectives corporal punishment and participatory research into 'the voice of the child' with reference to their wishes and feelings regarding being 'smacked'.
Care and work or caring work
The document discusses Harriet Churchill's exploration of layers of meaning within the parenting experience, including parent-child relations, children's needs, and maternal and paternal responsibilities. It covers themes like an ethic of care towards children, intimacy in parent-child relations, and power and authority. Gender differences are also examined, finding that mothers accounts were more focused on accepting care responsibilities while fathers referred to constraining their own activities to be there for children. The challenges of measuring up to ideals of parenting are also noted.
Ethics and values (15 10 15)
This document discusses ethics, values, and ethical decision-making in professional contexts. It begins by defining key concepts like beliefs, values, morals, ethics, and attitudes. It then examines approaches to ethical dilemmas through principle-based and utilitarian frameworks. The document also addresses organizational ethical challenges and provides a framework for identifying and resolving ethical issues. Throughout, it emphasizes that ethical decision-making requires consideration of multiple stakeholders and viewpoints rather than just consequences or rules.
3954 a3 poster guide
The assignment covers leadership and management theory from the module and is worth 40% of the module marks. Students must create a poster and 1000 word rationale covering a concept or theme from leadership and management theory learned in the module. References to photos and pictures are not required for the assignment.
Vulnerability & and Developmental Needs
Understanding Children's Development within Needs Assessments and Safeguarding Contexts with reference to The Children Act 1989, Vulnerability and Risk.
Session 2 theoretical family perspectives
The document discusses the development of family policy and legislation in the UK over the past 100 years. Key acts and reports that shaped the modern welfare state include the Poor Law Amendment Act of 1834, William Beveridge's 1942 report which led to the NHS and welfare benefits, and the Children Act of 1989. Sociological perspectives that have influenced understandings of the family include functionalism, Marxism, and feminism. Family theories such as Bowlby's attachment theory and Bronfenbrenner's ecological systems theory also provide frameworks for analyzing the relationship between children, families and their environments.
More Related Content
More from Nathan Loynes
Lllc1080 module review
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.
Motivation
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.
TT2018
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.
Toxic Trio
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.
Session 10. final course summary[ 2016
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.2016
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.
Session 8. knives gangs guns.2016
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
Session 7 restoration ppt.2016
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.
Session 6 the cycle of abuse.2016
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.
Session 3 1 lllc 2222 official statistics.2016
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 2016
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.
Session 1 lllc 2222 2016
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.
Parenting capacity to change
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.
Significant harm
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".
Session 5 perspectives of childhood
The social construction of reality and childhood. Emphasis upon the social construction of child abuse and child concern with examples from international perspectives corporal punishment and participatory research into 'the voice of the child' with reference to their wishes and feelings regarding being 'smacked'.
Care and work or caring work
The document discusses Harriet Churchill's exploration of layers of meaning within the parenting experience, including parent-child relations, children's needs, and maternal and paternal responsibilities. It covers themes like an ethic of care towards children, intimacy in parent-child relations, and power and authority. Gender differences are also examined, finding that mothers accounts were more focused on accepting care responsibilities while fathers referred to constraining their own activities to be there for children. The challenges of measuring up to ideals of parenting are also noted.
Ethics and values (15 10 15)
This document discusses ethics, values, and ethical decision-making in professional contexts. It begins by defining key concepts like beliefs, values, morals, ethics, and attitudes. It then examines approaches to ethical dilemmas through principle-based and utilitarian frameworks. The document also addresses organizational ethical challenges and provides a framework for identifying and resolving ethical issues. Throughout, it emphasizes that ethical decision-making requires consideration of multiple stakeholders and viewpoints rather than just consequences or rules.
3954 a3 poster guide
The assignment covers leadership and management theory from the module and is worth 40% of the module marks. Students must create a poster and 1000 word rationale covering a concept or theme from leadership and management theory learned in the module. References to photos and pictures are not required for the assignment.
Vulnerability & and Developmental Needs
Understanding Children's Development within Needs Assessments and Safeguarding Contexts with reference to The Children Act 1989, Vulnerability and Risk.
Session 2 theoretical family perspectives
The document discusses the development of family policy and legislation in the UK over the past 100 years. Key acts and reports that shaped the modern welfare state include the Poor Law Amendment Act of 1834, William Beveridge's 1942 report which led to the NHS and welfare benefits, and the Children Act of 1989. Sociological perspectives that have influenced understandings of the family include functionalism, Marxism, and feminism. Family theories such as Bowlby's attachment theory and Bronfenbrenner's ecological systems theory also provide frameworks for analyzing the relationship between children, families and their environments.
More from Nathan Loynes (20)
Session 9. violence retribution & restoration.2016
Session 9. violence retribution & restoration.2016
Session 2 1 lllc 2222 defining social construction 2016
Session 2 1 lllc 2222 defining social construction 2016