National Youth Justice Conference 2018
‘Narrowing the Gaps, Transitions in Youth Justice and Education’
#YJconf18
www.cycj.org.uk developing, supporting & understanding youth justice
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’
www.cycj.org.uk developing, supporting & understanding youth justice
#YJconf18
www.cycj.org.uk developing, supporting & understanding youth justice
Opening Plenary
Claire LightowlerDirector, CYCJChair, Day One
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• Primary prevention –preventing offending before it occurs
• Improving life Chances
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Dramatic shifts in youth justice
http://www.cycj.org.uk/wp-content/uploads/2017/10/Young-People-in-Custody-October-2017.pdf
www.cycj.org.uk developing, supporting & understanding youth justice
95%
Graffiti, stealing money from home, underage drinking etc..
Edinburgh Study of Youth Transitions and Crime
We (nearly) all offend
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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/
www.cycj.org.uk developing, supporting & understanding youth justice
• 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:
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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
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Are you doing all you can to support the inclusion of children in distress who
might cause harm?
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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…
www.cycj.org.uk developing, supporting & understanding youth justice
John Swinney MSPDeputy First Minister
Cabinet Secretary for Education and skills
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www.cycj.org.uk developing, supporting & understanding youth justice
Divya Jindal- SnapeProfessor of Education, Inclusion
and Life TransitionsUniversity of Dundee
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Pagedundee.ac.uk
Professor Divya Jindal-Snape
Director, Transformative Change: Educational and Life Transitions (TCELT) Research Centre
Twitter @DivyaSnape
Scottish University of the Year 2017
16
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
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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
34
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)
Pagedundee.ac.uk 47
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
52
[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
Implications for practice
Pagedundee.ac.uk 57
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
Implications for practice
Pagedundee.ac.uk
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
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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.
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Coffee Break 11.00am – 11.30am
#YJconf18
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#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.
www.cycj.org.uk developing, supporting & understanding youth justice
Table Discussion:
Exclusion and inclusion
#YJconf18
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Lunch & networking
Abbey Craig Restaurant12.45pm – 1.45pm
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www.cycj.org.uk developing, supporting & understanding youth justice
Workshops
1.45pm – 2.45pm
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www.cycj.org.uk developing, supporting & understanding youth justice
Coffee2.45pm – 3.15pm
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www.cycj.org.uk developing, supporting & understanding youth justice
Workshops3.15pm – 4.15pm
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www.cycj.org.uk developing, supporting & understanding youth justice
Carole DearieHead of Services, St Mary’s Kenmure
Introduction of SQA Gender Specific Qualifications
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www.cycj.org.uk developing, supporting & understanding youth justice
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)
www.cycj.org.uk developing, supporting & understanding youth justice
www.cycj.org.uk developing, supporting & understanding youth justice
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)
www.cycj.org.uk developing, supporting & understanding youth justice
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)
www.cycj.org.uk developing, supporting & understanding youth justice
www.cycj.org.uk developing, supporting & understanding youth justice
www.cycj.org.uk developing, supporting & understanding youth justice
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
www.cycj.org.uk developing, supporting & understanding youth justice
So how does this feel?
www.cycj.org.uk developing, supporting & understanding youth justice
So what helped me?
www.cycj.org.uk developing, supporting & understanding youth justice
• Opportunity to demonstrate skills through alternative roles
• Dedicated mentors
• Free access to social activities and groups
So what can we do?
www.cycj.org.uk developing, supporting & understanding youth justice
• 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
www.cycj.org.uk developing, supporting & understanding youth justice
• 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
www.cycj.org.uk developing, supporting & understanding youth justice
www.cycj.org.uk developing, supporting & understanding youth justice
Claire LightowlerDirector, CYCJChair, Day One
Closing Plenary
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www.cycj.org.uk developing, supporting & understanding youth justice
The Street
Allanwater, 5pm
Twilight Session
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