Young People and Communities: Inside or Out? · 2018-07-19 · dundee.ac.uk Page 26 … so I kinda thought like I'm not smart enough to do higher stuff or something, it was kinda

National Youth Justice Conference 2018

‘Narrowing the Gaps, Transitions in Youth Justice and Education’

#YJconf18

www.cycj.org.uk developing, supporting & understanding youth justice


Programme Day One: Wednesday, June 20

Youth justice conference ‘Narrowing the Gaps, Transitions in Youth

Justice and Education’


#YJconf18


Opening Plenary

Claire LightowlerDirector, CYCJChair, Day One

#YJconf18

• Primary prevention –preventing offending before it occurs

• Improving life Chances


Dramatic shifts in youth justice

http://www.cycj.org.uk/wp-content/uploads/2017/10/Young-People-in-Custody-October-2017.pdf


95%

Graffiti, stealing money from home, underage drinking etc..

Edinburgh Study of Youth Transitions and Crime

We (nearly) all offend


Adverse childhood experiences – children who pose a high risk

of harm to others

http://www.cycj.org.uk/resource/adverse-childhood-experiences-in-children-at-high-risk-of-harm-to-others-a-gendered-perspective/

http://www.cycj.org.uk/resource/adverse-childhood-experiences-in-children-at-high-risk-of-harm-to-others-a-gendered-perspective/


• 90% excluded from school – high levels of primary school exclusion

• 60% speech, language and communication needs

• 60% children’s hearing system

• 58% from 20% most deprived areas of Scotland (SIMD 1 and 2)

• 33% residential childcare

(prison survey, Youth Justice Improvement Board paper - forthcoming)

Children & young people in custody:


How preventative are we really being?

• Assumes a problem – preventing YOU doing a bad thing

• Increases potential for labelling, stigmatising, net widening

• Individualises the problem – the problem is YOU not US

Problem of prevention

Reframing prevention as inclusion


Are you doing all you can to support the inclusion of children in distress who

might cause harm?


Resources to help

• Practice guide -http://www.cycj.org.uk/resource/youth-justice-in-scotland-guide/

• Practice advice service

• Mapping speech, language and communication needs provision in youth justice – contact Debbie Nolan at CYCJ

• NYJAG – quarterly meetings to discuss practice issues, raise concerns

• Sign up to CYCJ ebulletin…

http://www.cycj.org.uk/resource/youth-justice-in-scotland-guide/


John Swinney MSPDeputy First Minister

Cabinet Secretary for Education and skills

#YJconf18


Divya Jindal- SnapeProfessor of Education, Inclusion

and Life TransitionsUniversity of Dundee

#YJconf18

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Professor Divya Jindal-Snape

Director, Transformative Change: Educational and Life Transitions (TCELT) Research Centre

Twitter @DivyaSnape

Scottish University of the Year 2017

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Multiple and Multi-dimensional Educational and Life Transitions of Young People

National Youth Justice Conference, 20.6.18

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What does transition mean to you?

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What does transition mean to you?

1. The movement of pupils from one phase of their education to the next.

2. Seamless move from primary to secondary with a clear focus on teaching and learning.

3. Any move between stages or establishment or settings or even classes.

4. Any change in learning environment or expectation.

5. A change from any regular routine.

6. A period of change which can affect young people in a variety of ways (i.e., psychologically, socially, physically etc..)

7. Transition is physical, social and emotional adaption to new environments and stressors.

8. The move on from one state to another where change can have a major impact on an individual. Moving out of ones comfort zone and meeting and overcoming new challenges.

Primary and secondary school teachers’ views

Jindal-Snape & Mitchell, 2014-2016

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Transition can be defined as

(i) an ongoing process of psychological, social and educational adaptation,

(ii) over time,

(iii) due to changes in context, interpersonal relationships and identity,

(iv) which can be both exciting and worrying, and

(v) requires ongoing support.

Jindal-Snape, 2018

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Satisfying and fulfilling Opportunity to ‘move on’ and

‘move up’ with increased choices

Challenging and stressful

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What does successful transition look like?

School adjustment*

→ good attainment

→ good attendance and engagement

Social and emotional adjustment at school*

→ like school and do not feel lonely at school

→ sense of belonging and well-being**

→ respectful, reciprocal relationships**

In other words, the Affective-Behaviour-Cognitive- ABCs of adaptation involving sense of belonging,

identification/group identity, cultural and pedagogical adaptation***

* Rice et al. (n.d.)

** Peters (2010)

*** Jindal-Snape & Rienties (2016), Jindal-Snape (2016)

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Transitions and Well-being

Depending on the nature and context, transition can have an impact on:

• emotional and psychological well-being

• physical well-being

• social well-being

Jindal-Snape (2016)

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School Children’s and Young People’s Transitions and Well-being

Anxieties were linked to school move and manifested as:

• depression • generalized anxiety • school anxiety and emotional issues • peer/social problems

And if unresolved, led to:

• poor outcomes in the long-term→ poor academic attainment

• psychiatric difficulties throughout the lifespan

Neal et al., 2016; Rice et al., 2010; West et al., 2010

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Symonds, 2009

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Stage-Environment Fit (unfit)

Eccles & Midgley, 1989

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… so I kinda thought like I'm not smart enough to do higher stuff or something, it was kinda like, like a hint [slight laugh]… [I felt] Annoyed… 'Cause it wasn’t my own age group, that's the problem…as soon as school finished they all went to university … and I like just went to college … I could have done it [university]… but I just never got a chance… (Alex, Interview 1)

Jindal-Snape et al., forthcoming

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Risk and stressorsSome children are considered to be at risk during transitions, such as children with autism (Schoon, 2006).

However → Risk factors interact with other influences

considerable individual variability with individual differences in the anxiety levels of children (Hannah and Topping, 2012)

- Other risks factors might emerge such as bereavement, family problems

- Some are concurrent factors, e.g., puberty- Some can be as a result of moving on, e.g., losing friends

Transition can be a time of risk for some and create Additional Support Needs.

Just make life easier on us and not put so much pressure on us … and stop focusing so much on all of the disabled kids and start thinking more about the ones who aren't disabled, because they might have problems too. (Pupil, End of S2)

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Resilience

Reduction of multiple ‘risks’ or ‘stressors’ and enhancement of resilience* during school transitions depends on:**

internal protective factors (e.g., self-esteem: messages of self-worth and self-competence)

external protective factors (e.g., positive relationships and secure attachments)

*Newman & Blackburn, 2002**Jindal-Snape & Miller, 2008

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Complexity of the interaction between ecosystems, Jindal-Snape, 2016

Pagedundee.ac.uk 30Image used by permission of Aziz family

Families experience transitions

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Professionals experience transitions too

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Multiple and Multi-dimensional Transitions Model*

Child 1-

peers

Parent

1-Work

Ch

ild

1-

Pa

ren

t

1

Parent 1-

Parent 2

Child 2-

Curriculum

Ch

ild

1-

Din

ne

r La

dy

Parent 1-

Teacher

Child 1-

Teacher

Child 1-

Nursery

staff Nursery

Staff-

Teacher

Nursery

staff-

College

course

Child 1-

Bereave

ment

Teacher-HT

Child 2-

Child 1

Child 2-

New

primary

Teacher-

Policy

Teacher-

Home

Educational

Psychologist-

Pregnancy

Changing Policy

Changing Economic

Environment

Change in Social Cohesion

Changing

Curriculum

Change in Organisational Culture

Changing Aspirations and

Expectations

*Jindal-Snape, 2012, 2016

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Rubik’s Cube® used by permission Rubik’s Brand Ltd. www.rubiks.com

http://www.rubiks.com/

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Transition as an ongoing and dynamic process

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Experience of the move to S1 (End of first term): Pupils’ perspectives

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Don't Know8%

Problems26%

No Problems66% There are some things

I don't like about S1.Feeder school

I move from Primary X to secondary school… [reason XX], it’s hard for me.Non-feeder school, came with no friends

There were a few problems with the class but I am fine with them now.Feeder school

It went smoothly.Non-feeder school but came with friends

No there was not any problems with the move.Feeder school

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Transition as an ongoing process (End of S2): Pupils’ perspectives

I had anxiety before school started and still had it at the start of the year but I

could still do a lot of things with my friends but I just felt sick and had a sore head

a lot because of it and wanted to go home but now I am all better! S1 pupil, End

of S1

They [problems] have not been resolved. S1 pupil, End of S1

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Transition as an ongoing process (End of S2): Pupils’ perspectives

Nothing [no support] because they think we've settled in enough. S2 Pupil, End of S2

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0

20

40

60

80

100

P7

S1 Autumn

S1 Spring

S2 Spring

Looking forward to in P7 and what has been good in S1 and S2 (in percentage)

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0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

P7

S1 Autumn

S1 Spring

S2 Spring

Worried about in P7 and still worrying in S1 and S2 (in percentage)

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Transitions Quiz

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True or False: End of first term, S1

1. Those who anticipated problems when in primary school were more likely to experience problems with the move to secondary school.

2. Pupils with siblings/cousins already in their new secondary school were less likely to experience problems.

3. Moving with friends did not seem to have any influence on whether transition was problematic or not.

4. Pupils who reported that primary school had prepared them well, were less likely to experience problems with the move.

5. Pupils who reported that secondary school had prepared them well, were less likely to experience any problems.

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True or False

1. Those who anticipated problems when in primary school were more likely to experience problems with the move to secondary school.

2. Pupils with siblings/cousins already in their new secondary school were less likely to experience problems.

3. Moving with friends did not seem to have any influence on whether transition was problematic or not.

4. Pupils who reported that primary school had prepared them well, were less likely to experience problems with the move.

5. Pupils who reported that secondary school had prepared them well, were less likely to experience any problems.

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What really works

Autonomy

Active learning agency

Voice

Active Participation

Familiarisation

Knowledge of the new context

Rehearsing in a safe environment

Opportunity to discuss concerns

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Voice

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How do we listen to children’s voice (in educational research)??

44

Adult-led? Semi-structured interviews Interviews using question cards, pictures, open-ended questions, photos, play-based Group interviews (with/without

props) Focus groups

Adult-led? Observations (school & home; indoor &

outdoor) Projective techniques (using pictures and asking about emotions)

Child-led? Film-based discussions (children’s

discussions guided by researchers)

Children taking photos Draw-and-tell method Story completion(using images, cards, dolls)

Systematic literature review, 34 papers between 2015-2017, listening to 3-7 year old children’s voice

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Preparing children and young people for transitions: Familiarisation, discussing concerns….

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0.00 20.00 40.00 60.00 80.00 100.00

Asking them about what they are looking forward to

Discussions about what to expect

Giving opportunities for them to talk about any…

Inviting Secondary/Primary School staff to my class

Meeting with other professionals, especially for…

Meeting with parents

Participating in the Induction days

Sharing/receiving academic information about each…

Sharing/receiving social-emotional information…

Visits with the P7 pupils to the Secondary…

Secondary School

Primary School

Preparation by primary and secondary schools (Professionals’ views in percentage; Primary School staff, n=6; Secondary School staff, n=7)

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P7 S1 Autumn S1 Spring S2 Spring

My parents/grandparents 85.90 80.33 68.75 51.22

My brother/sister/cousin 50.00 47.54 31.25 26.83

My classmates in P7/

S1/S2

76.92 47.54 50 24.39

My other friends who are

not my classmates

34.62 44.26 32.81 26.83

My P7 teacher 34.62 19.67 10.94 4.88

My primary school head

teacher

8.97 13.11 6.25 7.32

My S1 teachers/guidance

teacher

33.33 19.67 31.25 21.95

My secondary school head

teacher

26.92 6.56 1.56 2.44

Support system: People children spoke with most about the move to, and within, secondary school

Family: one of the few constant support mechanisms

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Pupils’ Perspective: Transition Support from Family

Being there for me and supporting my decisions.

My family help me a lot and said I will make new friends.

There's more freedom and you have more fun.

They told us about when they went and how good

it is to move from classroom to classroom.

My sister helped me because she knew what high school was like so she helped settle in.

My family let me get on with it. I think this was important as I needed to experience this on my own.

Helping me with school work, when I’m stuck.

48But families report that they don’t feel supported

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Professionals’ training for supporting transitions

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00.5

11.5

22.5

33.5

44.5

5

Primary Professionals Secondary Professionals

Professionals’ Training to facilitate Pupils’ Transitions

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Some professionals feel they are not supported

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Impact of legislation

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Impact of legislation (ASL Act): Change in Transition Review meetings

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[The meetings have] ‘…changed to focus more on what the [young person] wants (e.g. ‘talking mats’ to enable the young person to say what they want if they have limited verbal communication skills…’ (Speech and Language Therapist, 2010 interview)

Better understanding of self-determination and voice?

Richardson, Jindal-Snape, & Hannah, 2017

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Post-school transition of people with Additional Support Needs and the issues

Despite some improvement, several issues have been highlighted (Jindal-Snape, 2016; Richardson et al., 2017; Aziz, 2014)

→ lack of information and limited post-school options

→ lack of voice (young person and family)

→ lack of transition plans for all

→ difficulties in forming friends and relationships

→ problems with multi-agency collaboration

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Compass to navigate change

Engaged

Nurturing

Supportive

Well-being focussed

Compassionate Communities

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Implications for practice

Jindal-Snape, 2018

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Key aspect

Potential actions for, and by, relevant stakeholders

Child Family Professional

Secure attachment · Portfolios or artefacts from

previous school and/or home

· Building on existing secure attachments and support

networks such as with parents, community clubs

· Opportunities for creation of non-stigmatised secure

attachments with teachers, pupil

support workers and guidance staff

· Valuing the role of

parents in forming

secure attachments and ensuring their

involvement in the

transition process

· Supporting parents’

understanding of the role of secure

attachments during

transitions

· Sound school leadership from head

teachers, supportive ethos and

mechanisms for providing opportunities and support for staff

Co-curricular

activities

• School fair

• Residential trips (especially for older children)

• Clubs/activities in the community

to foster sense of belonging

Training and

support for

transitions

• Rehearsing in a safe environment

using creative approaches, such as

creative drama, sketches, stories

• Increased understanding of

own transition support needs

• Better provision of transitions training

in qualifying programmes

• Enhanced CPD provision • Increased understanding of own

transition support needs and clear mechanism of organisational support

Active learning,

participation and agency

• Opportunities to participate actively

in their learning in preparation for transition to different educational

stages

• Opportunities and ethos suitable to develop learner agency

• Active participation in all

aspects of transitions and child’s learning

• Peer education opportunities

• Opportunities and ethos suitable to develop professionals’ agency


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Key aspect

Potential actions for, and by, relevant stakeholders

Child Family Professional

Continuous open communication

and collaborative

partnerships

· Discussions about what to expect

· Opportunities to talk about what they are looking forward

to, or worried about

· Parents involved actively as partners

· Effective two-way communication (not just

provision of information) with parents

· Parental input in the

information that is shared about their child so as to

include other aspects related to home/community and other

transitions child might be

experiencing

· Opportunities to meet with

staff working with their child

· Understanding of legislative

obligations of schools and

local authorities and their rights, especially for children

with additional support needs

· Through reciprocal visits, intranet, and sharing of

information about the child o Information should focus

on educational, social,

and emotional aspects o Parents and children

should have opportunity

to see the information and add to it

· Working together to bridge the gap between pedagogical

approaches and curriculum

· Shared understanding of transition and best practice

· Opportunities to meet with parents and other staff

· Understanding of legislative obligations of schools and local

authorities and children/parents’

rights, especially for children with additional support needs

· Working collaboratively with other agencies involved in the life

of the child as relevant

· Early identification of support needs of child


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Bibliography

Aziz, A. (2014). A longitudinal study exploring post-school transitions of young people with learning disabilities: perspectivesof young people, parents and professionals. University of Dundee: Doctoral thesis.

Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. Ames & c. Ames (Ed,.), Research on motivation in education, vol. 3 (pp. 139-181). New York: Academic Press.

Hannah, E.F.S., & Topping, K.J. (2012). Anxiety levels in students with Autism Spectrum Disorder making the transition from primary to secondary school, Education and Training in Autism and Developmental Disabilities, 47(2), 198–209.

Jindal-Snape, D. (2010). Moving on: Integrating the lessons learnt and the way ahead. In D. Jindal-Snape (Ed.), Educational Transitions: Moving Stories from around the world. New York: Routledge, pp. 223-244.

Jindal-Snape, D. (2013). Primary-Secondary Transition. In S. Capel, M. Leask, & T. Turner, Learning to Teach in the Secondary School: A companion to school experience, 6th Edition. New York: Routledge, pp. 186-198.

Jindal-Snape, D. (2016). A-Z of Transitions. Basingstoke: Palgrave.

Jindal-Snape, D. (2018). Transitions from Early Years to Primary and Primary to Secondary Schools in Scotland. In T. Bryce, W. Humes, D. Gillies, & A. Kennedy (Eds.), Scottish Education (5th ed.). Edinburgh: Edinburgh University Press.

Jindal-Snape, D., Douglas, W., Topping, K. J., Kerr, C. & Smith, E. F. (2006). Autistic spectrum disorders and primary-secondarytransition. International Journal of Special Education, 21(2), 18-31. http://www.internationalsped.com/documents/03Jindalsnape.doc

Jindal-Snape, D., & Hannah, E. (2013). Reconceptualising the inter-relationship between social policy and practice: Scottish parents’ perspectives, in A. Kienig and K. Margetts (eds), International perspectives on transitions to school: Reconceptualising beliefs, policy and practice. Abingdon: Routledge.

Jindal-Snape, D. & Miller, D.J. (2008). A challenge of living? Understanding the psycho-social processes of the child during primary-secondary transition through resilience and self-esteem theories. Educational Psychology Review, 20, 217–236.

Jindal-Snape, D., Johnston, B., Pringle, J., Gold, L., Grant. J., Scott, R., Carragher, P., & Dempsey, R. (2015). Multiple and Multi-dimensional transitions: Understanding the life transitions of young adults cared for by CHAS and the impact on their parents, siblings and professionals. Dundee: Final Report for Children’s Hospice Association Scotland

58

http://www.dundee.ac.uk/eswce/staff/%EF%BF%BDhttp:/www.internationalsped.com/documents/03Jindalsnape.doc%EF%BF%BD

Pagedundee.ac.uk

Bibliography (contd.)

Jindal-Snape, D., & Rienties, B. (2016). Multidimensional transitions of international students to Higher Education.New York: Routledge.

Johnston, B., Jindal-Snape, D., Pringle, J., Gold, L., Scott, R. et al. (2016). Understanding the relationship transitions and associated end of life clinical needs of young adults with life-limiting illnesses: a triangulated longitudinal qualitative study. Sage Open Medicine, 13(4). Available from, DOI: 10.1177/2050312116666429

Mays, D., Jindal-Snape, D., & Boyle, C. (2018). Transitions of children with additional support needs across stages.Inclusive education: Global issues & controversies . Boyle, C., Mavropoulou, S., Anderson, J. & Page, A. (eds.). Rotterdam: Sense Publishers.

Mays, D., Wichmann , M., Metzner, F., Boyle, C., Jindal-Snape, D., Schneider, L., ... Franke, S. (2018). School belonging and successful transition practice. In K. Allen, & C. Boyle (Eds.), Pathways to school belonging Sense Publishers.

Newman, T. & Blackburn, S. (2002). Transitions in the lives of children and young people: Resilience factors.Edinburgh: Scottish Executive Education Department.

O’Brien, J., Pearpoint, J., & Kahn, L. (2010). The PATH & MAPS Handbook: Person-Centered Ways to build Community. Toronto: Inclusion Press.

Peters, S. (2010). Literature Review: Transition from Early Childhood Education to School. New Zealand: Ministry of Education.

Rice, F., Frederickson, N., Shelton, K., McManus, C., Riglin, L., & Ng-Knight, T. (N.D.). The School Transition and Adjustment Research Study (STARS) . Retrieved from http://www.ucl.ac.uk/stars

Richardson, T. D., Jindal-Snape, D., & Hannah, E. (2017). Impact of Legislation on Post-School Transition Practice for young people with additional support needs in Scotland. British Journal of Special Education.

Rice, F., Frederickson, N., Shelton, K., McManus, C., Riglin, L., & Ng-Knight, T. (N.D.). The School Transition and Adjustment Research Study (STARS) . Retrieved from http://www.ucl.ac.uk/stars

Symonds, J.E. (2009). Constructing Stage-Environment Fit: Early adolescents’ psychological development and their attitudes towards school in middle and secondary school environments. PhD thesis, University of Cambridge.

59

http://www.ucl.ac.uk/stars

http://www.ucl.ac.uk/stars

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Professor Divya [email protected]

60Illustrations by Graham Ogilvie

mailto:[email protected]


Coffee Break 11.00am – 11.30am

#YJconf18


#YJconf18

Jim LyonSenior Manager Children & Families,

East Ayrshire

Jim Lyon

Senior Manager, Authority Wide Services,

East Ayrshire Health & Social Care

Partnership

Escape from Poverty:

Supporting Young People with Transitions –

Custody & Employment

• Scotland's Youth Employment Strategy - young people,parents, carers, teachers and practitioners, careersprofessionals and employers are all key to this effort, andsuccess will depend on ensuring that they are central to whatis offered, how it is delivered and promoted

• The key message from young people is their need forsignificantly enhanced quality work experience while at schooland college

• Mentoring, supportive adults, play therapy, psychologicalsupport, trusting relationships, community support and oldheads

Youth Employment

Strategy

During 2017-18, we will see:

Increase uptake of vocational qualifications available to those in the senior phase:

• East Ayrshire has a long-standing and activeschool/college partnership and increasing numbers ofyoung people are undertaking vocational courses atcollege as part of their senior phase

• Schools are developing in-house vocational options forlearners , often in partnership with college and employers –e.g. Loudoun Academy partner both college and industry inthe provision of barista and hospitality skills through theirnew hospitality suite and with local engineering companiesand college to deliver the industry recognised PEO(Performing Engineering Operations)

Youth Employment

Strategy

Further expansion of foundation apprenticeship

across Scotland and covering other sectors:

• Session 2017-18 saw two new Foundation

Apprenticeship frameworks delivered through

Ayrshire College: Software Design / Social

Services (Children and Young People)

Youth Employment

Strategy

Delivery of mentoring support for young people in

care as part of the Invest in Young People accolade:

• In Session 2017-18 a group of care experienced

young people came together for a bespoke

Activity Agreement group. Provision can be

tailored to individual need and is delivered in

partnership with colleagues from other council

services including social work and employability

services

• Pop Up shop in Burns Mall

Youth Employment

Strategy

During 2018-19, we will see:

Increased uptake of vocational qualifications

available to those in the senior phase:

• East Ayrshire schools are looking to increase

capacity for the delivery of vocational

qualifications in session 2018-19

Youth Employment

Strategy

Pilot activity on foundation and advanced

apprenticeships and equalities being rolled out

across the country:

• Ayrshire College is increasing the range of

foundation apprenticeship frameworks in

session 2018/2019 to include areas such as

civil engineering. Currently no plans to

implement Graduate Apprenticeships next

session – situation similar to other LAs

Youth Employment

Strategy

All secondary schools will have active

partnerships with regional colleges:

• Completed

• Ayrshire College, Kilmarnock, has been fully

committed to supporting looked after young

people and have a looked after student

champion

The Hive - Examples

• S completed her 24/7 plus course and was

awarded the excellence award. S moved from

another LA to Kilmarnock after getting

involved in a serious assault. S has mental

health issues and has benefited from

attending college. S will be studying PEZ

PLUS in August.

• C charged with serious assault. C has

attended and completed her 24/7 plus course

and will be studying PEZ in August.

HIVE

• T was referred to social services after being

charged with assault and breach of the peace.

T has completed PEZ PLUS, is currently on

the Princes Trust course and will be studying

social care in August.

HIVE

• K was charged with serious assault and has benefited from the structure and support from college, completing PEZ PLUS.K has applied to join British Army.

• G is from the travelling community and was a non-school attender. G has benefited from college as it has broken down barriers, she has made a lot of friends and has gained a lot of confidence.

Early Intervention &

Prevention

• Transformation: People @ of everything we do!

• Family and Community support Underpinning

– Relationships Framework

– Parenting & Family Support Framework

– Parental engagement

– Nurture & Solihull Approach

Early Intervention and

Prevention

• Investments

– Children’s Services

– Pupil Equity Funding

– Scottish Attainment Challenge

Stanley’s Story

• As many adverse childhood events as we care to

mention

• Asked for a Permanence Order at 14 and got it

• Due for release on Parole

• Working in canteen and doing really well

• Needs further education, employment and

housing support

• Key is trusting supportive adult relationship,

partnership working and supportive communities

Darren’s Story

• Multiple adverse childhood experiences

• Developmentally at a very young age and

highly complex

• Transition from secure care to community?

• Transitional placement with residential service

provider in EA whilst team recruited to support

24/7 in own tenancy.

• Part of the week in CH part in supported

tenancy.


Table Discussion:

Exclusion and inclusion

#YJconf18


Lunch & networking

Abbey Craig Restaurant12.45pm – 1.45pm

#YJconf18


Workshops

1.45pm – 2.45pm

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Coffee2.45pm – 3.15pm

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Workshops3.15pm – 4.15pm

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Carole DearieHead of Services, St Mary’s Kenmure

Introduction of SQA Gender Specific Qualifications

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Young People’s Participation: Supporting Transitions

Rosie MooreIndependent Care Review Secretariat

Ross GibsonPractice Development Advisor, CYCJ

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“Participation is not about giving youngpeople a voice. They already have that.Participation is about letting children andyoung people’s voices have real weight.It is about recognising that every youngperson has the right to be activelyengaged in the making of decisions thatwill influence their lives.”

(Maloney, 2018)



Why participation?

• Young people are the experts• Decisions made will affect young people’s lives for ever• UNCRC and Beijing Rules• Participatory approaches builds trust and respect and

developing their skills and confidence• Can balance power relations between adults/

professionals and young people • Active participation shifts in a young person's identity• Ownership• A young person’s active involvement in their resettlement

leads to better outcomes for them, greater job satisfaction for staff and more effective services

(Beyond Youth Custody, 2018)


Why participation?

“Compliance with Article 12 will not only

foster a positive school ethos and

produce better citizens, it is a legal and

moral imperative.”(Lundy, 2007; 939)




Looked after school leavers 2012/13 2013/14 2014/15 2015/16

% Higher Education

4 5 4 3% Further Education 31 36 26 32

% Other positive destination 34 31 39 36

% Positive destination 69 72 69 71

So why is this?

• Poorer attainment

• Numerous placement moves

• Other priorities:

– Housing

– Benefits

– Independence


So how does this feel?


So what helped me?


• Opportunity to demonstrate skills through alternative roles

• Dedicated mentors

• Free access to social activities and groups

So what can we do?


• Greater opportunities for non-traditional learning

• Extra tuition to help students catch up & navigate the changes in their educational pathway

• Alternatives to suspension or isolation where possible


• Aged 16-25

• Living with, or have had to overcome the disadvantages of having a criminal conviction

• Are passionate about bringing the voices of Scotland’s justice experienced young people to where they will be heard by decision makers



Claire LightowlerDirector, CYCJChair, Day One

Closing Plenary

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The Street

Allanwater, 5pm

Twilight Session

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Documents

Young People and Communities: Inside or Out? · 2018-07-19 · dundee.ac.uk Page 26 … so I kinda thought like I'm not smart enough to do higher stuff or something, it was kinda