BEST PRACTICES IN THE INSTITUTIONAL TREATMENT OF JUVENILE

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GROUP 3

BEST PRACTICES IN THE INSTITUTIONAL TREATMENT OF JUVENILE OFFENDERS

I. INTRODUCTION

The task of the group was to explorebest practices to overcome the challengesfacing organizations in relation to thetreatment of juvenile offenders. Thegroup was made of individuals from anumber of professions, including PrisonOfficers from Bangladesh, Fij i and

Pakistan; Social Welfare Officers fromTha i la nd a nd M ala ys ia , an d tw oPsychologists and a Public Prosecutorfrom Japan.

Our group’s assignment was to discussand prepare a report on the followingmain and sub topics:

Chairperson Mr. Mohammed Azizul Haque (Bangladesh)

Co-Chairperson Mr. Yasuhiro Hosoi (Japan)

Rapporteur Mr. Zaka-Ur-Rab Rana (Pakistan)

Co-Rapporteur Ms. Duangporn Ukris (Thailand)

Members Mr. Waliki Naiseruvati Satakala (Fiji)

Mr. Teh Guan Bee (Malaysia)

Mr. Kazuhito Hosaka (Japan)

Ms. Tomoko Yoshida (Japan)

Visiting Expert Ms. Pamela Phillips (New Zealand)

Advisers Prof. Yuichiro Tachi (UNAFEI)

Prof. Kenji Teramura (UNAFEI)

Main Topic Sub-Topic

1. Designing a Model System Development of Model System Geared at Through Care• Framework for Individualized

Treatment: Case Management System

• Effective Programmes/Interventions

2. Operational Issues Staff Training• Development of Training System/

CurriculaEfficient Management• Reducing Costs• Finding New Resources

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II. DESIGNING A MODEL SYSTEM

A. Development of Model System Geared at Through Care

The group discussions covered a wider an g e o f i ss ues in c lu d in g th erehabilitation, re-socialization, andreintegration of juveniles offenders. Itwas determined that positive results byproviding such services and treatmentscan be achieved in an institution.

It was also agreed that all childrenr equ ir in g i ns t i t u t ion al c ar e an dtreatment should be assessed, observedand classified before having an individualtreatment plan developed. To affect thispr oc ess t he s k i l l s o f a v ar ie t y o fs pecia l i s t s su ch as ps yc ho log ist s ,psychiatrists, social workers, doctors,teachers and sociologists are required.

Du r in g our d is c us s io n c ommonproblems were identif ied across theparticipating countries. These were:

• Overcrowding in institutions• Non availability of technical and

pr o fes s io na l s ta f f s uc h as ,psychologists, sociologists and socialcase workers, etc.

• Non existent or non-functional parolestaff

• Non-existent juvenile/family courts,classification and juvenile trainingschools.

The group agreed that the principlesexpr es sed i n t he Un it ed Nat ion sSt an dar d M in imu m Ru les f o r th eAdministration of Juvenile Justice “TheBeijing Rules” (especially numbers 26, 27,28, 29 and 30); the United Nations Rulesfor the Protection of Juveniles Deprivedof their Liberty (especially rule nos. 17–80), should govern the development of themodel system.

1. Framework for Individualized Treatment

It was agreed that there should beinstitutions with 4 distinct functions.

• Juvenile Classification Home (JCH)• Juvenile Training School (JTS)• Juvenile Medical Training School

(JMTS)• Juvenile Prison (JP)

It was also agreed that each countryneeded an institution such as a MinorChildren Re-socialization Centre. Thisinstitution should be run by the socialwe l fa re depar tm en t a nd a i med a tpreventing the behaviour of juvenilesprogressing to offending.

(i) Juvenile Classification Homes (JCH)According to the Beijing Rules 13,

detention in an institution should be usedas the last resort and for the shortestpossible time. The development of aJuvenile Classification Home is seen as

3. Accountability and Evaluation Offender Information Management System• Development of Offender-Based

Information System• Development of Forms of Individual

FilesPublic Relations• Gaining Public Confidence

Main Topic Sub-Topic

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one way of achieving the aims of theserules.

The following criteria are proposed togovern these Homes:

• The length of stay in the juvenileclassification home is as prescribed bythe juvenile laws in each country.

• Boys and girls are accommodated inseparate sections of the home.

• Dormitory placement is assigned by;age, personal history, previous historyof confinement and personality of theyoung person.

• The method of classification should bebased on the needs and strengths ofthe juvenile. This information isg ath er ed th r oug h a va ri e ty o fmeth ods inc lu ding : interviews ,an al ys is o f ca re h is t ory a n dps yc h o log ic a l tes ts t o a ss essintelligence and character. Diagnosisis considered from the results ofclinical psychology and psychiatry,medical examination, behaviouralobservation, analysis of personalhistory and life environment, caseconference and treatment. Varioustypes of psychotherapy, counselling,and behavioural observations areused to examine prob lems. Th eresults of this classification form thebasis for developing the treatmentplans and determining the type ofinstitute where the juvenile should beplaced.

(ii) Juvenile Training Schools (JTS)According to Bei jing Rule 26 the

objective of institutional treatment is toprovide care, protection, education andvocational skill, with a view to assistingt he ju v eni le to as su me a s oc ia l lyconstructive role in society.

Juveniles in institutions must receivecare, protection and all necessary social,

educational, vocational, psychological,medical and physical programmes andservices. Adult and young offenders,males and females, should be detainedseparately. The parents or guardians ofjuveniles must have the right of access totheir children; this can be achievedthrough phone calls, letters and visits tothe institution. Co-operation betweenorganizations is particularly important inenhancing the quality of institutionaltreatment and training. Our groupconsidered that Juveni le Tra iningSchoo ls should meet the fo l lowingcriteria:

• Institutions should be divided into 2types, depending on the duration oftreatment; short-term institutionsand long-term institutions.- Short-term institutions will provide

the basic course and rehabilitationfor juveniles who are assessed ashaving a low level of delinquenttendencies, and as being able to berehabi li tated with intens ivetraining.

- Long-term institutions will providefor those who are assessed ash aving relat ive ly advanc eddelinquent tendencies and, asbeing difficult to re-socialise in ashorter period of time.

• Individual treatment plans should bedeveloped according to individualneeds.

• Methods of treatment should beflexible and specified according torehabilitative needs of each juvenile.

• Maintaining close contact betweenthe correct ional institut ion andcommunity organizat ion shouldenc ou ra ge t he re - s oc ia l iza t ionprocess.

• Major methods of treatment are asfollows; admiss ion, orientation,dormitory placement, living guidance,academic educat ion , vocat ional


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training, moral education, treatment,med ic a l ca re , spor t /ph y s ic a leducat ion/recreation, dormitoryactivities, special activities/annualactivities/festivals/camping/c lubactiv ities, extra curr icular (e .g.Lecture by volunteers), progressiveg ra de sy st em, an d c ommu ni tyservices.

(iii) Juvenile Medical Training Schools (JMTS)

In our discussion around the model ofJuvenile Medical Training Schools, weconsidered the United Nations Rules forThe Protection of Juveniles Deprived oftheir Liberty, rules numbered 49–55. Ajuvenile who is suffering from mentaland/or physical illness should be treatedin a specia l ized inst i tu t ion underindependent medical management. It isa l so importan t to ens ure that th ejuveniles continue to receive mental andphysical health care after their releasefrom the institution.

Juvenile Medical Training Schoolsshould be established for juveniles whoare physically or mentally diseased andn eed med ic a l an d psy ch o log ic a ltreatment. Methods of treatment are asfollows; medical care, mental care,a cad em ic edu ca t ion , o c cu pat i onaltherapy, social skills training, sport,r e c re at i on , spec ia l a c t iv i t y an dcommunity services.

(iv) Juvenile Prisons (JP)Our group agreed that imprisonment

could serve as a small, though importantpart of the whole process of treatingjuveniles. While there is a general beliefthat imprisonment should be utilized as alast resort, there will always be juvenilesfor whom this kind of alternative cannotbe avoided. At this juncture, the groupunanimously supported that correctionalphilosophy for the treatment of juveniles

at this stage must be geared towardre form in g an d reh ab i l i tat in g th ejuveniles.

The inmates of juvenile prisons arethose classif ied as having advancedcr iminal tendency (rec idiv is ts , re-offenders, hardened criminals, age wisedseparation), and are not suffering froman y s er iou s ph y sic a l an d men ta lconditions which need intensive medicalcare.

Basic treatment programmes in thejuvenile prison will include intensivetreatment, vocational training, academiceducation, rehabilitation, re-socialization,discipline, prison labour and security.

(v) Minor Children Re-Socialization Centers

All group members generally agreed thata Minor Children Re-Socialization Centershould be available for uncontrollablejuveniles. These juveniles will demonstratethe following characteristics: disrespect,mischievousness and misbehavior ,homelessness, and juveniles who needguidance and supervision. The majormethod of treatment are as follows; care,control, parental love, affection and respect,guidance and academic education.

The services provided to the juvenilesin the Centre will help them to gain ach an g ed ou t l ook tow ar ds a mor econstructive purpose in life and enrichtheir sense of respect and confidence tosteer them away from crime.

The Minor Children Re-SocializationCenter should be under the control of thesocial welfare organizat ion in eachcountry, and not part of the juvenilejustice system. It is mentioned in thisreport as a valuable home for preventingth e beh av iou r o f ju v eni les f r omprogressing into offending.


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2. Case Management SystemTo implement the function of the Case

M an ag emen t Sy st em, ou r gr ou pconsidered that we should apply a set ofconcepts.

These concepts indicate that thefollowing principles should be applied toCase Management:

• Risk differentiation provides inten-sive treatment for the higher riskgroup.

• Intervention efforts must be targetedtowards criminogenic needs (dynamicrisk factors).

• Clarify the treatment goals andobjectives along with most effectivetreatment model in proper sequence(Individual Treatment Plan).

• Multimodal treatment programmeworks better than those used inisolation (Treatment should addressall of the needs).

• Responsivity Principle: Treatmentshould be matched with learner’sstyle and staff’s teaching style.

• Utilize skills orientation and cogni-tive behaviour treatment.

• Intervention should be comprehensiveand of sufficient duration. Continuityof care must be secured for treatmentintegrity.

• The same people deliver all treatmentfor the same group of programmes.

• Monitor the progress of evaluationan d mon it or th e prog r amm eeffectiveness in term of recidivism(outcome evaluation).

The group agreed that all juvenilesreferred to an institution should haveIndividualized Treatment Plans (ITP)rather than receiving stereotypical grouptreatment, however this does not preventgroup work with juveniles. Programmesshould be designed for the individual, not

for the ease of management within theinstitution.

The treatment plan offered should beperiodically reviewed and adjusted tomeet changes in the juvenile’s behaviour.The following is the case managementprocess that will be used.

(i) Assessment and ClassificationIn order to im plemen t e f f e c t iv e

treatment, we have to understand theproblems of juveniles. So we shouldinvestigate underlying problems andcriminogenic factors in the juvenile. Themain functions of assessment belong toJuvenile Classification Homes. However,classification functions are also necessaryfor juvenile training schools, juvenilemedical training schools and juvenileprisons to make effective ITPs. Majorelements of assessment are as follows:

a. Psychological interview and testingb. Behavioral observationc. Physical/mental examination

Clinical assessment is often conductedby special experts (e.g., psychologists,psychiatrists, social workers, instructors,doctors, etc.). In addition to such clinicalas ses smen t , t he ut i l i zat ion o fstandardized assessment tools wouldenhance the identification of risks andstrengths of inmates exactly (e .g . ,ASSET, LSI-R, etc.).

Objective and systematic assessmentsenable us to precisely classify varioustypes of delinquents into relativelyhomogeneous subgroups of juveniles interms of criminogenic risks and requiredprogrammes. Selection of the mostappropriate institution and the mostappropriate treatment course togetherwith successive reclassification to assessthe juveniles’ progresses and changes in


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risks and needs would lead to furtherenhancements of offender-rehabilitation.

(ii) Individualized Treatment Plans (ITP)

The individualized treatment plan isthe description of the goals to be soughtfor the juvenile and the activities to becarried out at the institution. At the samet ime , i t i s n eces sa ry f o r ju ven i l einstitutions to understand each juvenilesbackground and the information andrecommendations from the family courtand JCH. By integrating informationf r om a l l th ese sou rc es , ju ven i l einstitutions can develop the juvenilesITP. The process is as follows:

a. Set individualized treatment goalsb. Set sub-goals at each stage (e.g.,

orientation stage, intermediate stage,pre-release stage)

c. Make educational targets and mea-sures

At the same time, we have to considerthe scheduled treatment period andprior i t ise s trategies depend ing oni nm ates ’ needs an d th e n atu r e o fcriminality.

(iii) Programme ImplementationThe group discussed and agreed to

divide the stages of treatment in juvenileinstitutions into 3 stages; i.e., orientationstage, intermediate stage and pre-releasestage. The objectives in each stage are setto solve problems or needs of individualjuveniles by following an individualizedtreatment plan. The following are thede sc r i p t i ons o f pr ogr amm eimplementation at each stage.

a. Orientation stage programmes: theobjective of this stage is to help thejuvenile recognize their own problemsthat led to delinquency, and the needto carry out tasks designed in the

juvenile training school with positiveatt i t udes an d t o re f le c t th erelationship with the family. Staff ofthe institution are responsible fordesigning individual treatment plansdur ing this s tage. Progr ammesprov id ed a t th is s t ag e i nc lu deori ent at ion , i nt erv iew in g,introspective med itat ion, essaywriting, individual counselling, rolelettering and parent meetings.

b. Intermediate stage programmes: theobjectives of this stage are dividedinto 2 parts; the first part is aimed atdeve l op in g th e you n g per son semotional control so they do not getupset when facing a problem, and tohelp them to recognize the value ofwor k , to c ar r y o ut da i ly tas kspatiently and to recall past behaviourin the family and understand howthey were wrong. The second part isaimed at teaching the young person tobe considerate of the feelings andstandpoints of others, to participateactively in vocational training andacquire reliable working attitudesand to understand the way of familyan d t he r o les o f per son s in i t .Intermediate programmes includesuch programmes as individual andgroup counselling, introspectivemeditat ion, daily keeping , role-le t t e r in g , r o le -p l ay in g , g rou pdiscussion, aggression replacementtraining methods , posi tive peercul tur e methods , fami ly v is i ts ,academic examination, vocationalexamination, and case conferencewith significant persons who wouldassist rehabilitation after juvenilesare released.

c. Pre-release stage programmes: theobjective of this stage is to sympathizewith other inmates, to cooperate withth em vo l un ta ri ly , t o deve l op aconcrete plan of post-release lifef i r mly f ou nded on wor k , to


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communicate closely with familymem ber s an d ma in ta i n goo dr e la t ion sh ip s . Th e pr e - re l eas eprogrammes include individual andgroup counselling, essay writing,career development, soc ial skillt ra in in g , fam i ly c oun s e l l i ng ,overnight stay with parents, homevisit and continuing case conferencewith parole officers or VPOs whowould assist rehabilitation afterrelease.

(iv) Monitoring (Evaluation, Feedback, Improvement of ITP)

M on itor in g an d eva lu at ion o ftreatment processes are very importantfor individualized treatment plans. Bymonitoring changes and progress afterprogrammes, educational targets andmeasures can be adjusted flexibly towardfurther improvement of the juvenile. If aj uv en i le does n o t ac hi eve t h e irindividualized goals at the intermediatestage, juvenile institutions may need toprovide more intensive programmes inorder for the juvenile to achieve theirgoals.

Our group considered the methods toevaluate the progress/improvement ofjuveniles and agreed to devise thefollowing methods:

a. Interviewing: the purpose of inter-viewing is for the evaluation of attitu-dinal changes of each juvenile and togive guidance to support the juvenilein improving behaviour.

b. Essay: specific tasks for essay writingwill be provided for the juveniledepending on juvenile’s problems orneeds. The essay writing is intendedto improve juvenile thinking anddeveloping an understanding ofthemselves through writing.

c. Diary keeping: the objective of diarykeep i ng f o r ev a lu at ion i s t o

understand the juveniles thinking,feelings, attitudes and problems aswell as his/her self-monitoring.

d. Academic and vocational examination:in o rder t o r e - soc ia l ize andrehab i l i tat e the i nmates ,improvement s made thr oug hacademic and vocational trainingshould be measured.

e. Behavioral observation: in order toun ders tan d the r ea l at t i tu des ,thinking and feelings of the juvenile,staff have to observe how juvenilesbehave in the dormitory, whetherjuveniles have good relationship withothers or not, how juveniles havechanged their attitudes, thinking andfeelings. Behavioral observation isundertaken in various situations.

f. Evaluation after group activity:juvenile delinquents are not usuallygood at maintaining constructiveinterpersonal relationship. Theirrelationships are often damaged byviolence, selfishness, and antisocialactivities. In juvenile institutions, weshould establish group discussion,problem-focused programmes (DrugAbuse, Familial Problems, SexualAbuse, etc.) and role-taking activitiesin dormitories.

g. Evaluation after parents visit: a lot ofjuveni le de l inquen ts have poorrelationships with their parents andguardians. In order to improve therelationship with them, the staff haveto make approaches to the juveniles,par ent s a nd gu ar d ia ns byinterviewing them individually andimplementing family counselling.Staff then need to eva luate anychange in the juveniles’ attitudesafter fami ly v is its to determinewhether there is any improvement inthe relationship with the familymember.


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3. Effective Programmes/Interventions(i) To utilize group-based treatment

method specialized for juvenilesJuveniles often have antisocial, self-

centred and harmful attitudes. If staff injuvenile institutions don’t control thejuveniles external environment, theyc an n ot im plemen t pr og ra mmeseffectively. If staff don’t control andunderstand the relationship betweendifferent groups of individuals, the moreantisocial juveniles will adversely effectthe other juveniles. On the other hand, inorder to equip the juveniles with socialskills, the staff need to teach and modelpro-social behaviour for juveniles. Thiswill include developing good relationshipswith each other not only individually butalso collectively. From these points ofview, we should utilize group approaches.

a. The Positive Peer CultureAccording to the available materials,youth can learn to help each other ingroup sessions. They can learn to dothis through regular meetings andv ar iou s pr og ra mmes . Th r ou ghmeetings, discussions, activities andeffective programmes such as PositivePeer Culture (PPC), peer groups candevelop better moral judgment andsocial skills such as learning toexpress complaints and feelingsconstructively, caring for one another,keeping out of fights, respondingconstructively to failure, etc. Hence,these attempts to help one anotherwill be strengthened.

The peer-helping approach is alsoevident in the experience of theJ apan es e i n i ts reh ab i l i tat iv eprogrammes of Juvenile TrainingSchools, where group work and groupsessions have brought about positiveresults. Group work can be effective,it is therefore suggested that Groupwork activities and programmes

where juveniles learn to help oneanother should be carried out.

b. Aggression Replacement Training(ART)Aggression Replacement Training(ART) met hod i s a mu lt imoda lpsycho-educational interventionwh ic h ha s b een deve l oped an devaluated in response to the behaviorde f i c i t per spec t ive , su ch a snegot iating dif ferences, dealingappropriately with accusations, andresponding effectively to failure,teas ing, rejection or anger. Theintervention of this method has thefollowing three components; i.e., skillstreaming, anger control training(ACT) and moral education.

The effectiveness of ART programmesfrom efficacy evaluations demonstratea significant decrease in aggressivein ci denc es . I t i s an im pac tin ter ven t i on to p rom ote s k i l l sacquisition and performance, improveanger control, decrease the frequencyof acting out behaviors and increaseth e f r equ en cy o f con s tr uc t i ve ,prosocial behaviors.

(ii) Aftercare ProgrammeDuring the group discussion the issue

of maintaining changes in the juvenilef o l l owi ng th e ir r e leas e f r om th ein st i tu t i on wa s con s ider ed v er yimportant. It was agreed that mostcountries have two forms of release frominstitutions:

a. Released finally, on the expiry ofsentence

b. Released conditionally, when somepart of his/her sentence is yet tofinish.

In the first case the released juvenile,soon before his/her release is given some


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sort of guidance and knowledge focussingon their adjustment into the community.

In the second case, planning for theconditionally released juvenile should beundertaken by the agency responsible forresocialization and reintegration of theoffender in the society. The agency(parole officer) will be responsible for thecare and adjustment of the juvenile in thec ommu n ity w ith c on st an t l i a is on(feedback) to the institution from whichthe juvenile was released. The paroleo f f i ce r wi l l ac ce ss soc i a l we l far e ,education and health institutions in orderto get specialized services for the juvenilelike education, job placement, recreation,individual counselling etc. These effortswill be helpful in achieving the objectiveof through care for juveniles.

III. OPERATIONAL ISSUSES

A. Staff Training

1. Development of Training System/Curricula

The effective and efficient working ofstaff in any organization or institutiondepends on the knowledge, motivationand expertise of the staff. This can beenhanced by providing or ientation,knowledge and skills, in the shape oftraining to every member of the staff.This should be viewed as a continuingprocess and as one of the key factors inmaintaining the mot ivat ion of thecorrectional staff working with youngo f fen der s . S imi lar ly t hi s c an b econsidered as a stepping stone for anypromotion f or s ta ff once they haveacquired the necessary knowledge, skillsand competence.

(i) U. N. Standard Rules for TrainingThe following standard rules are

f r amed b y the Uni ted Nat ions f o requipping the staff with most appropriate

and up to date training. In the StandardMinimum Rules for the Administration ofJuvenile Justice (The Beijing Rules), RuleNo.22.1 and rules No.81 and 85 of UnitedNations rules for the Protection ofJuveniles Deprived of their Liberty dealwith training of the staff.

(ii) General SituationMost of the countries have their own

training system and curricula beingdelivered by the Tra ining Centres,Training Institutions or Academies andthese institutions are responsible forproviding training skills and knowledgefor offender treatment, proposing suitabletreatment plans and implementation ofthose plans and programmes.

While the importance of training andfurthering knowledge is important in anyfield of life, some of the underdevelopedor developing countries do not have theirown staff training system. After inductionto some posting, the official sometimesreceives OJT (On the Job Training) underthe supervision of experienced staff. He/she does not usually study the relevantlaws and rules and this can lead toproblems.

It is proposed that in such countrieswhere opportunities for staff training areabsent, assistance may be sought fromthe nearby developed countries andrequest for help in this regard may bemade to the UN a nd i ts a f f i l iatedagencies like UNAFEI.

(iii) Enhancement of KnowledgeThere is a continuous need to establish

and develop new strategies for moderntreatment. Therefore staff should beprovided with opportunities to attendseminars, conferences and be offeredtr a in in g an d sc h o lar s hi ps f o rinternational training to update their


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knowledge and enhance their skills in theproper treatment of juvenile offenders.

It was unanimously agreed that soonafter induction to any position everybodyshould receive basic orientation training.Th is sh ou ld i nc lu de t he s ta nd ar doperating procedures of the institutions,programmes and services, the basicpsychology of working with offenders andtheir characteristics, legal procedures,etc.

After completion of basic orientation,the staff should be placed in OJT. Newrecruits should be placed under the closesupervision of experienced staff for acertain period of time to enable them tobecome acquainted with the functionsand carry out such functions effectivelyby putting into practice what they havel ear ned dur in g tr a in in g . O n th ecompletion of the specific period theyshould be evaluated with regard to theirperformance in order to determine theirs tr en gt hs a n d a rea s f o r fur th erdevelopment.

Follow up or refresher training shouldalso be provided to all staff involved inthe treatment and rehabilitation ofo f f ender s to fu r th er e nr ic h th e irknowledge and enhance their skills inworking with offenders. Performanceevaluation will be one of the bases inconsidering the possible content of thet ra in in g . Cu rr en t te c hn iq ues an dm eth odo log y in t he tr eat men t o fo f f ender s sh ou ld be taken i nt oconsideration and the curriculum shouldbe revised, taking into consideration thec h an gi ng need s br ou gh t ab ou t bypractice, experience and research.

The faculty responsible for deliveringtraining should be selected with greatcare. They should be practice focused andtransferred from juvenile institutions to

staff training institutes and vice versa, inthis way they can learn about gaps, ifany, between theory and practical work.

(iv) Training NeedsTraining should be provided as per

needs of the staff in the institution. Asthe sta ff t ra ining in st i tut ions areproviding training to all positions (junior,middle and senior ranks) it should betarget or goal oriented. Every post shouldbe provided training as per his/her jobrequirements and needs, because ofvariation in nature of duties. Trainingsu bj ec ts an d ma ter ia l s sh ou ld bestandardized, yet delivered in a flexibleway.

(v) Proposals for Cost Reduction in the Field of Training

Some of the measures to be adoptedcan help in cost reduction of the stafftraining institutions, such as one or twost a f f memb ers f rom t he j uv eni leinstitution being selected and providedcomprehensive training to make themmaster trainers (Training the Trainer).These trainers can provide training to thewhole of the juvenile institution staff aswell as nearby juvenile institutions. Inother words without sending 30 or 40people to the training institution, theyca n b e pr ov ided tr a i ni ng at th e irinstitution where they can carry out theirofficial duties as well as can receivetraining without leaving their place ofposting.

Distant learning programmes can alsobe offered such as correspondence, CAI(Computer Assisted Instruction), videos,training brochures and kit etc. The maintraining division or academy can providetraining instructions and education,th r oug h t he a bov e -men t ion edprogrammes.


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(vi) Development of Training CurriculaIt is proposed that some curricula,

which are suitable to member countriesbut flexible according to needs, is to bedesigned. This can then be remodelled,r edes ign ed or r es truc tur ed as perchanging needs. The model designed isgiven in chart 1 and table 1.

In chart 1, it has been shown that afterinduction in the correctional service,everybody should receive training for thephase, which we call “BASE”. In the“BASE” course essential subjects, basiclaws, rules, case studies, etc. are to begiven. The more advanced information/knowledge should be given according tothe needs and requirements of the joband similarly specialized training is to bepr ov ided to t he ex per ien ced s ta f fa cc or d in g to th e dema nd s a n dr esp ons ib i l i t ie s o f t he p osts . Th eperformance of each participant can beevaluated periodically by reviewing theirperformance through exams/assessmentsand evaluations as given in the chartunder the heading “MONITOR”. At thesame time the training records aremaintained so that their participation inadvanced or refresher courses, will bemonitored and assessed to determinewhat further subject and expertise is tobe provided. This idea is based on thet heor y o f RPL (Rec og ni zed Pr iorLearning).

The group proposed the followingcurricula for the training of the juvenilestaff as given in table 1. It has beenagreed that everybody who joins thecorrectional service for the juvenilesshould undergo some basic training in thesubjects like basic behavioral sciences(e.g. , child psychology, correctionalsociology, etc.), criminology, child welfareand case study etc. so that they learnabout the different needs and treatment.

B. Efficient Management

1. Reducing CostDue to economic depression the world

over, most countries are striving hard toachieve their targets of development byusing minimum resources and achievingbest resul ts in the management ofjuvenile institutions. The following stepsare proposed which will be helpful inreducing the cost.

(i) A lot of the allocated budget for eachin st i tut ion is c on sumed in thepayment of salaries of the staff. It isagreed that to reduce cost, it isnecessary that some clerical naturejobs shou ld be replaced by theintroduction of I.T. (InformationTechnology). The I.T. will not onlyhelp in reducing cost but will alsoprovide a more rapid and confidentialservice. Similarly some of the jobsmay be restructured in such a waythat one person may be assignedsome of the tasks at one time. Inother words two tasks are to becarried out by one person. At thesame time advanced systems of closec ir c ui t T V mon it or s h oul d beintroduced, replacing the old systemof w atc h a nd w ar d sta f f . Th ecomputerized system should beinterlinked between the juvenileinstitutions, for cost effectivenessand to avoid delays in acquiring up todate knowledge.

(ii) Another step that can be taken ischanging the structure of the juvenileinstitution. The juvenile courts,j u ven i le c las s i f i c at i on ho mes ,juvenile training schools, juvenilem edic a l t r a in in g sc h oo ls an deducational set up (both formal andvocational) could be set up on thesame campus with separate blocks(like in Bangladesh). The whole ofthe establishment can have one


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kitchen and the same senior, middlemanagement and professional staff.The lower level supervisory staff canbe dif ferent for each block. Thejuvenile medical training school willprovide treatment to all sick inmates.With the introduction of juvenilecourts in the same campus, we canavoid transportation cost as well assecurity problems. The educationalset up for juveniles may be run byNGOs under the supervis ion ofeducation department. The books,writing materials for the juvenilemay be provided by th e NGOs.Similar ly book foundations andpub l ish er s may b e in vo lved inestablishing a well-stocked library inthe campus.I f i t i s no t app l i c ab le in som ecountries because of establishedstructure, the vocational and formaleducat ion can be g iven in shiftsystems, with less number of staff.For example group A receiv ingformal education in the morning willgo to vocational training in theevening and group B, in the morningreceive vocational tra ining andformal education in the evening. Thiswill help in reducing the manpowerc ost s . Ch an ges in l ay out o feducational set up will be useful tosave manpower costs.

(iii) The proposed treatment plan shouldnot be generalized to save costs. It isnecessary for every programme to bedesigned according to the individualneeds and suitability of the juvenile,so that limited resources can beallocated and utilized effectively.

(iv) The primary objective of juvenilein s t i t ut ion s i s to pr ovi de th ejuveniles with education and trainingto b ui ld t he i r c on f iden c e an dstrengths so that after their releasethey do not re-offend. For this it isnecessary that in addition to formal

education they must be providedwith vocational education. Theyshould be taught some skills, so thatafter their release they can adopt thesame or similar trade or career insociety. The skill that he/she hasacquired in the institute can also beused as a source of income by thejuvenile but it should always betreated as a secondary objective toavoid stigmatization of child laborbecause the juvenile institutions arenot the commercial organization. Inacquiring the skills, the products/crafts made by juveniles can be soldout in the market. Similarly thev eg et ables , f odders and cr ops ,cultivated at the land of institutioncan also be used as a source ofincome. At the same time if bakingand cooking skills are provided in theinstitution, it will also be helpful inre-socialization and re-integration ofthe offender after his/her release.Moreover the juveniles can consumethe food which they have prepared inacquiring the skill, and it can also bes o ld ou t i n th e c omm un it y togenerate an income.

2. Finding New ResourcesTo meet the expenses of treatment

programmes, rehabilitative activities aswell as betterment and welfare of thejuveniles, we have to search for newresources, from within the community inaddition to relying on the government forimplementation of such programmes. Inevery community there are a large numberof NGOs, pr ivate companies ,manufacturers and philanthropists whoare willing to extend every support for thewelfare of juveniles because they are thehope and future of tomorrow. Theseresources can be utilized in different areasafter proper planning and mobilization.The expenses of the institution willobviously be cut down if shared by above-


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mentioned organizations/persons. Thefollowing are some of the areas, which areidentified as areas where the servicescould be utilized. In table 2, target areas,focal needs, available resources and effectare given. For example, if we identify theneed of imparting formal education as wellas vocational training, we can involveNGOs, private manufactures, privatecompanies like publishers, printers etc.and education department in helping thejuvenile inst itut ions for impart ingeducation, extending expertise, withprovis ion of course books , wr i tingmaterial, books for the library of theinstitution. The services of the trainedteaching staff, trade masters as well asraw material, are also provided by NGOs,manufacturers, etc. By the involvement ofthe community in the areas of human,material and monetary resources indifferent projects of juvenile institution,we will be able to reduce manpower aswell as material cost. The details of targetareas and focal needs, etc. are given intable 2.

IV. ACCOUNTABILITY AND EVALUATION

A. Offender Information Management System

Our group considered a wide range ofi s sues ar oun d t he dev e lopmen t o fOffender Information ManagementSystems. We agreed that developinginformation management systems areimportant for planning, poli cy andpractice development, as well as forreporting on the work of the institution atboth the case individual (juvenile) andsystem (institution) level.

It was acknowledged that many of theparticipating countries did not have thetechno logy o r f inance avai lab le tointroduce computerised systems, however

it was agreed that all countries needed tobe working towards developing suchsystems to help facilitate and improve theman ag emen t o f ju ven i l es an dinstitutions. A suggested cost effectivestrategy for developing a computerisedsystem is for countries to work togetherin developing the system, with eachcountry contributing either financially orwith technological expertise.

O ne o f th e key a dva nt ag es o f acomputerised system was seen as havingthe potential to provide ready access to“Bes t Pr ac t i ces in In st i tu t i ona lTreatment of Juvenile Of fenders”.Realising this potential could addressmany issues identified in the OperationalIssues section of this paper, particularlystaff development and training. Thesystem should be designed to gather anddisseminate information on best practicefor the treatment and management ofjuvenile offenders. Professional staffwould be able to use the system as asource of ideas, practical advice andsupport.

A computerised system would alsoprovide a ready link to the Internet forthe latest research about the treatment ofyoung of fenders as we ll as on linetr a in in g c our s es f o r p ro fes s i ona ldevelopment of staff.

It was also considered important thatthe system should be developed topromote best practice at a system, orinstitute management level. This willenable the institutions to monitor theeffectiveness of their overall programmeas well as managing and reporting on keystrategies.

B. Development of Offender-Based Information System (OBIS)

A diagrammatic representation ofOB IS is a t t ac hed i n c ha rt 2 . Th e


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information to be contained in OBIS isdescribed as follows;

1. Individual case managementA sy st em o f in d iv idu al c as e

management is necessary for the use byprofessionals working in the institutionto develop and monitor IndividualizedTreatment Plan (ITP).

Before developing ITP, an assessmentmust be made of the individual youngpersons “needs” and “strengths” (Referrule number 12 and 49 of the UnitedNations Rules for Protection of JuvenilesD epr iv ed o f th e ir L ib ert y) . W h i l etreatment within institutions will usuallyfocus on the needs and strengths of theindividual, it is important to work closelywith our community partners who willf ocus the ir work on the needs andstrengths of the young persons’ familyand within the community that the youngpersons will return to on their releasefrom the institution. This process willensure effective after care for the youngperson.

In o r der to deve l op t he ITP ,information must be gathered on eachindividual young person, their familybackground, case history, and offendinghistory as well as information on theyoung person’s needs and strengths. Theinformation gathered will provide acomprehensive picture of the youngperson’s situation and will be used todevelop the ITP.

A wi de va r ie ty o f s t a f f ma y b enecessary to develop, implement andmonitor the ITP. These will include forex am ple edu ca tor s , v oca t ion alinstructors, counsellors, social workers,psychiatrists and psychologists (Refer toRule 81 of the United Nations Rules forProtection of Juveniles Deprived of theirLiberty).

The individual case managementsection of the OBIS is used to enter theresult of the individual young personsassessment, their treatment plan and tomonitor the effectiveness of the plan.

In addition to monitoring the cases atthe individual level, information will becollated to provide information on theeffectiveness of the programmes acrossall individual young people. In this waythere is a continual cycle of evaluation ofthe effectiveness of programmes, andinformation gathered will be used todevelop and improve the programme.

2. System level managementSystem level management is necessary

for managers and administrators of theinstitutions to ensure the efficient andeffective management of the institutions.We have ca l led th is part of OBIS,“Institutional Management”.

The institutional management systemwill have a number of key components.These will include:

(i) Admission registerInformation entered here will include

the elements necessary to comply withinternational conventions as well asindividual countries legal and policyrequirements. They will include forexample; the young persons date ofcommittal, and date of discharge from theinstitution (Refer to Rule 20 of the UnitedNations Rules for Protection of JuvenilesDeprived of their Liberty), as well asexamination by physician on admission tothe institution (Refer to Rule 12 of theUnited Nations Rules for Protection ofJuveniles Deprived of their Liberty).

(ii) Daily activity registerInformation entered here will assist in

the day- to -day management of theinstitution and requirements will vary


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among the different countries. Suchinformation will include records of allma jor ac t i v i t ie s o r even ts in th einstitution, for example, visitors to theinstitutions, number of young people inthe institution and movements of youngpeople to and from the institution.

(iii) Security and emergency management plans

The system will be used to record andmonitor the institutions comprehensivesecurity and emergency managementp l an s . Th ese p l an s w i l l in c l ud eprocedures to be put to place to manage asecurity or emergency crisis, as well asthe location of, and monitoring of themaintenance of security equipment.(Refer to Rules 32 & 33 of the UnitedNations Rules for Protection of JuvenilesDeprived of their Liberty).

(iv) Human resource managementThis will include all in formation

required for efficient and effective staffmanagement. The following records willbe included:

• Staff rosters• Timesheets, sick leave, annual leave,

length of service, etc.• Training records for all staff• Performance and development plans

for all staff

(v) Public relations managementThe public relations strategy will also

be entered onto the system. This willinclude full details of the informationthat formed the strategy, the strategyitself, as well as providing for monitoringof the strategy.

Reports that are relevant to the PublicRelations Strategy such as overalleffectiveness of the programme will beobtained from both the Individual Case

Ma na gemen t an d In st i tu t i ona lManagement parts of OBIS.

C. Development of Forms for Individual Files

In order to effectively manage theinformation to be entered on to theIndividual Case Management section ofOBIS it is important to develop a formth at wi l l c ap tu re c on s i st ent dat aelements. In this way everyone whoundertakes assessments will gather thesame elements, although the actualinformation gathered will be different foreach individual young person.

The form developed by our group forthis purpose has been adapted fromASSET (Assessment tool by the YouthJustice Board [UK]). Table 3 (AssessmentInformation) contains the elements andcontent of the form to be used to gatherthe relevant information.

D. Public Relations—Gaining Public Confidence

One of the most important issues forpub l i c re l at ion s in c or rec t i ona linstitutions is that of gaining publicconfidence. The public are concernedabout their safety and the humanetreatment of their young people. They arealso concerned about the high cost ofinstitutional treatment of young peoplean d req ui re i nfor ma t ion o f th eeffectiveness of such programmes inpreventing re-offending.

In general, the public is unaware of theactivities of institutions and often formtheir views from individual cases that arereported in a sensational way in themedia. It is therefore important toexp l ore a l l av en ues o f prov id i nginformation to the public to promoteawareness of the work of the institutions.Ensuring that effective programmes aredelivered and providing the public


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regular r eports on the programmeoutcomes will go a long way in developingpublic confidence.

We considered that it is necessary forall countries to undertake a consistentand methodical approach to developing aPublic Relations Strategy.

1. Developing a Public Relations Strategy

(i) Getting StartedDefine the problem or issues that

relate to public confidence. This willinc lude under taking researc h an dsurveys to find out how confident thepublic are about the institution.

(ii) Planning and Developing the Strategy

Identify the target groups, establishthe goals and objectives, identify thebenefits to the institution and targetgroups. Select the techniques to be usedto assess progress against the plan.

(iii) Develop Materials and ActivitiesDecide what the key messages are that

the institution wants the public to hear.Then plan activities, special events andot her pro mot i ons t ha t wi l l he l pcommunicate the message.

(iv) Write the Communications PlanThis must include the issue, goal,

objectives, target group, benefits, deliverymethods, resources, indicators of success,and assessment methods. Timeframesare then assigned for implementing thestrategy. The strategy is then recorded inthe Institutional Management section ofOBIS.

(v) Implement the PlanWork with community leaders to help

ensure the message is at least consideredby the people who count.

(vi) Measure the ResultsAs with any strategy it is important to

measure its effectiveness. Informationga in ed s h oul d b e d e ta i led in to aco mpr ehen si ve repor t f o r us e i ndeveloping the next plan.

2. Target and StrategyAlthough our group did not have the

informat ion availab le to develop acomprehensive public relations strategyfor each country, we identified from ourexperience, the target groups necessaryto gain public confidence. These are:

• The families of the juveniles in theinstitution.

• The immediate neighbours of theinstitute.

• The general public.• The media.

Table 4 identifies our target groups inthe community and their areas of concernab out j uv en i le t rea tmen t an drehabilitation. It also identif ies ourstrategies.

In order to improve our strategies togain public confidence, the overall resultsof public participation and effectivenessof the strategies will be monitored andevaluated. The evaluation will includequestionnaires and surveys.

V. CONCLUSION

In the field of Juvenile Justice, theUnited Nations has played a key role inestablishing Standard Practices bypreparing international instruments (UNRules). A number of Member States haveundertaken special efforts to administer aJuvenile Justice System in line withthese instruments. In the process of theseefforts for Juvenile Justice reforms, theneed for technical assistance has becomeevident and led to various activities. This


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course at UNAFEI is an example of theseactivities of conducting a training coursefocusing upon the treatment of juvenileoffenders.

Recently the organisations in charge ofthe treatment of juveniles in conflict withthe law are facing many challenges. Insome countries, the treatment system isoverwhelmed by the sheer volume ofoffenders supplied by the criminal justiceadministration. In some countries, thepressure from society to redefine the mostappropriate measures to deal withJuvenile Offenders has intensif ied,r esu l t in g in man y l egal a n dadministrative changes. Equally, in somecountr ies , the introduction of newtec hno log ies , s uch as in format iontechnology is craved, but barred by thetremendous amount of human an dmonetary resources required. In othercountries, the costs of offender treatmentis under pressure to be reduced so thatoffenders and the rest of society get areasonable share of the national wealth.Considering the above facts, UNAFEIaims through this training course, tocome up with strategies to overcomerecurrent and newly raised challenges inthis area, focussing management ofoffenders and management of treatmentorganizations.

We, all members of the group work,s erv in g in t he cr imi na l j u st i c eadministration discussed our countries’situations and shared our experiences toex p lor e t h e bes t pr ac t i c es in th einstitut ional treatment of juvenileoffenders. Newly emerging ideas such as‘risk management’, restorative justiceand multi-systemic approaches, whichgives impetus to the integration of thev ar ious tr eatmen t s yst ems at th einstitutions, have been studied andsuggested as an integrative approach indesigning a model system.

In the group we exchanged our viewsconcerning the introduction, developmentan d ut i l i zat ion o f o f f e nder dat amanagement systems in each countryand agreed that the introduction of anindividual case file/record system with asoph is t i c a ted data bas e , u t i l i z i nginformation technology will help to studythe trends of changing characteristics ofjuveniles and their crimes.

There is no alternative to training.Although the training of staff has been ofpere nn ia l c on cer n t o c or rec t i ona ltreatment providers, many countrieshave had difficulty in equipping theirtreatment officers with the knowledgeand skills necessary for working withjuvenile offenders. Group membersdiscussed in length and designed bestpractices for training of their officers. Theidea in designing the curricula is basedon t he th eor y of Rec ognized Pr iorLearning (RPL).

Since juvenile criminal justice haschanged dramatically in recent years,managing public relations is becomingmor e an d more d i f f i c u l t f o r th ecorrectional institution officers andgaining public confidence is becomingcrucial to the correctional institutionservices. Keeping in mind the urgency inthis regard the group shared theirexperiences and developed a strategy,linking up with the Offender BasedInformation System (OBIS) for obtainingfeedback through conducting research/evaluation.

In the end we hope that the proposedmodel will be practically applicable inevery participant’s country, of coursewith some of the modifications keeping inmin d th e na tu r e , r esou r c es an dcircumstances. At the same time, it willbe helpful in achieving a framework forindividualized treatment with effective


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training programmes and interventionw it h s ta nda rd ized s ta f f t r a i ni ngprogrammes and OBIS and suggestionsfor gaining public confidence.

ACKNOWLEDGEMENT

The endeavours and deliberations of allt he pa rt i c ipan t s o f G r oup 3 , ar eappreciated and acknowledged as allhave contributed a lot through theirshared knowledge and experiences todevelop this paper as a useful model of“Best Practices in the InstitutionalTreatment of Juvenile Offenders”.

The acknowledgement is also dedicatedto the v is it ing experts to UNAFEIespecially Ms. Pamela Phillips whosevaluable contribution was an asset to thegroup discussion. Credit also goes to thed i st in gu is hed fac ul ty memb ers ,particularly Professor Kenji Teramuraand Professor Yuichiro Tachi whoseknowledge and expertise on the subject ofcriminal justice have supported andguided the group from the discussionstage to the development of this paper.

We wish to exten d our profoun dgratitude to the Programming Officer forthis course Professor Hiroshi Tsutomiand the Director of UNAFEI Mr. MikinaoKitada for their invaluable contributionsduring our deliberations. We are alsograte ful to our interpreters whoseexpertise and efforts made deliberationspossible and successful.

Finally, we want to acknowledge thework of UNAFEI, and offer our sincerethanks for the knowledge gained byparticipating in this course. This will bein valu able wh en we r et urn t o ourrespective countries and organisations.

REFERENCES

John C. Gibbs, Granville Bud Potter AndAr no l d P . G o lds te i n , T he EQ UIPProgramme—Teaching Youth to Thinkand Act Responsibly Through a Peer-Helping Approach, 1995.

Correction Bureau, Ministry of Justice,Japan, Correctional Institution in Japan,1999.

Rob Allen, Children & Crime—TakingResponsibility, 1996.

Ger a l d G . G aes e t a l . , C orr ec t io nTreatment, 1999.

UNAFEI, Resource Material Series No.40. December, 1991.



UNAFEI, Resource Material Series No.46. March, 1995.


UNAFEI, Resource Material Series No.52. January, 1998.


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Chart 1

ADVANCED

FOCUSDevelopmentManagement

MONITOR

FOCUSSpecialized Supervision

FOCUSSpecialized Supervision

Include current needs into the Training Programme (or module) to upgrade

CORE

FOCUSClassification

FOCUSSecurity

FOCUSTreatment

Review by OJT

Psychological Assessment,Psychiatry,

Report Writing

Securiy Practice,The Art of Self-

Defense

Case Work,Group Approach,

CouselingReview by Exam

BASE

Criminology, Case Study

Basic Knowledge on Institutional Operation and I.T.RPL Keeping Training Record

Basic Behavior Studies

Law, UN Standards

Ethics

Juvenile Classification Home

Juvenile Training School,Juvenile Medical Training

School,Juvenile Prison

*RPL is the abbreviation for Recognized Prior Learning.


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Chart 2Offender-Based Information System

IndividualData

IndividualData

IndividualData

Treatment Treatment Treatment

Evaluation Evaluation Evaluation

FamilyBackgroundCase HistoryNeedsStrength

Individual Case Management

* Statistical Standardized Procedure

OBISOffender-Based Information System

IMSInstitutional Management Systems

Admission registerDaily activity register

Security and emergency managementHuman resource managementPublic relations management

StatisticsMonitoring

(Review Programme)

Research

Evaluation

PublicRelations

Accountability

1. Individual Case Management

2. System Level Management

• Impact of Programme

• Evaluation Research

• Monitoring Trends

3. Monitoring of Compliance with Policy, Regulation, Legal Issues (Finance)

4. Staff Development and Training


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Table 1Proposed Curricula for the Staff Training

Advanced Course

FocusSpecialized Supervision

FocusDevelopment Management

FocusSpecialized Supervision

Core Course

FocusClassification• Psychological

Assessment• Psychiatry• Report Writing• Interview

Method• Psychological

Test• Classification

Practice• Case Study

FocusSecurity• Security Practice• The Art of Self

Defense• Physical

Training• Crisis

Management• Law (The

Constitution, Criminal Law, Juvenile Law, Prison Laws and Legislation etc.)

• Behavior Sciences

FocusTreatment• Case Work• Group Approach• Counselling• Treatment

Practice• Protective

Detention Practices

• Outline of Problem Behavior

Base Course

• Occupation Ethics• Law (The Constitution, Criminal Law, Juvenile Law, Prison

Laws and Legislation etc.)• UN Standards• Basics Behavior Sciences (Correctional Psychology, Correctional

Pedagogy, Correctional Sociology, Child Psychology)• Child Welfare• Basic Knowledge on Institutional Operation and I.T. (Outline of

Correction, Security Practice, The Art of Self -Defense,Information Processing etc.)

• Criminology• Case Study


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Table 2Finding New Resources

Target Area

Focal NeedAvailable Resources

Effects

Human Resources

Vocational education, Formal Education

NGO/Relevant Company, Governmental Agency

Reduce manpower cost after achieving skill and license, certificate, the chances of rehabilitation and reintegration community care enhanced

Counselling, Group work, and other Psychological Services

University Internship Programme

Reduce recruitment cost and initial training

Extra Curricula, Special Activities (camping, study tour, concert, cultural activities)

NGO/Relevant Organization

Reduce the cost incurred on these programmes and it will also help in the personality development of juveniles.

Medical ServicesNGO/Relevant Organization

Reduce recruitment cost as well as initial training cost with high quality service

Staff DevelopmentUN, other JJS agencies

Reduce recruitment cost as well as initial training cost with high quality service

Material/Monetary Resources

Facilities and various materials (e.g., clothes, office material, sports goods, new institution)

Official Development Aid, Private companies, NGO

Reduce operational cost and invest budget for more important area

Cash

Donation, Fund raising campaign Public/Each people/Business Community

Reduce operational cost and invest budget for more important area


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Table 3Form for Assessment Information

Element Content

1 Personal Information Name, Gender, Date of Birth, Address, Number

2 Care History Probation, JCH, JTS, JP etc.

3 Living Arrangements Current Living Arrangements

4Family and Personal Relationship

Family Members and Cares, Family Members (Criminal Activity, Alcohol Abuse, Experience of Abuse etc.)

5 Statutory EducationRegular Truanting, Under-Achievement, Bullying

6Employment, Training and Further Education

Lack of Qualifications, Skills or Training, Negative Attitude towards Employment

7 Neighbourhood Rural Area, Metropolitan Area (Crime “hot spot”)

8 Lifestyle Friendships, Reckless Activities

9 Substance Use Tobacco, Alcohol, Amphetamine, LSD etc.

10 Physical Health Physical Immaturity / Delayed Development

11Emotional and Mental Health

Mental Illness, Emotional Psychological Difficulties

12Perception of Self and Others

Confused Sense of Identities, Lack of Understanding for Other People

13 Thinking and BehaviourPoor Control of Temper, Aggression, Inappropriate Activities

14 Attitudes to OffendingLack of Remorse/Understanding of the Effect of Their Behaviour on Victims

15 Motivation to ChangeStop Offending, Co-operate with Others (JCH other agencies)

16 Needs • Summarize key Needs

17 Strengths • Summarize key Strengths

18 Progress RecordResult of programme (ITP), priority of programme


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Table 4Public Relations Strategy

Target Group

Their Concern

Strategy

Family of juvenile

Well being of juvenile

• Involve family participation (ex. Family conference)

NeighboursEscape

Noise

• Security• Minimize noise levels• Provide facilities free of

charge• Community services

General public

Safe/Secure

Humane treatment

Lack of information

• Invite public participation- Board of visitors- Spiritual counseling

& moral education, etc.

• Community services• Dissemination of official

information• Internet/website

Media

The right of juvenile

The society to know the role of the institution in relation to treatment of juvenile

• Invite media to cover special activities of inmates

• New development

Mo

nit

or

Ev

alu

ate

Documents

BEST PRACTICES IN THE INSTITUTIONAL TREATMENT OF JUVENILE