WELCOME
Gareth McGibbon NOTA Chairperson
www.nota.co.uk
• Most Presentations available
on NOTA website
• Benefits of NOTA membership
• Domestics
• AGM report on website
• Evaluations - online
Long-term outcomes for
children and young
people with harmful
sexual behaviours:
Issues and implications:
Simon Hackett
http://bit.ly/1p64IYU
Understanding and Managing Children
with sexual behaviour problems in
residential and foster care
Carol Carson and The AIM
Project
copyright 2014 carol carson
associates Ltd & AIM Project
Key Messages

Good assessments to give perspective and to be
focused about what intervention is required

It’s just another difficult behaviour

Personal views and impact on workers/carers

Multi-agency work

Stay calm and stay focused

You can do this!
copyright 2014 carol carson
associates Ltd & AIM Project
Personal Impact of working with sexual
behaviours
•This work can raise levels of anxiety on a personal,
professional, and organisational level, this should not be
underestimated
• The impact for some carers or staff may be about past
personal experiences
• Anxiety can be raised by trying to cope with the
powerful and abusive dynamics some young people
generate around their sexual behaviour some of which
may be directed at staff or carers
• Uncertainty is always a feature in this area of work and
this is a source of stress
copyright 2014 carol carson
associates Ltd & AIM Project
Understanding Younger Children
•Lack of research and statistics
• Girls are also displaying these behaviours
• Healthy sexual development is disturbed or
disrupted either through abuse or highly
sexualised environments
•Their bodies may have become sexualised and
they are overwhelmed with feelings they cannot
comprehend
•Emotional and physical space violated leaving
feelings of anxiety, distress, anger related to sex
copyright 2014 carol carson
associates Ltd & AIM Project
If not abused, but exposed to sexual information,
confusing messages and poor boundaries can also
create confusion, tension and anxiety related to sex
Other factors, unpredictable and unstable backgrounds;
violent or chaotic environments; little warmth or
empathy; sex paired with aggression or as an exchange
commodity
In general the sexual behaviours are a way of dealing
with intense negative emotions and sexual sensations
that may be overwhelming for them, and scary and they
may not have any positive ways in which to manage
them
copyright 2014 carol carson
associates Ltd & AIM Project
Pathways into Sexual Behaviors
1. Child has been sexually abused
2. Child lives in a highly sexualised environment
3. Exposure to sexual information through media,
social networking, older siblings etc
They have either experienced it, witnessed it or lived
with it. It has got to have come from somewhere
copyright 2014 carol carson
associates Ltd & AIM Project
Understanding Adolescents
Adolescents make up approx 1/3of those convicted of
sexual offences. Many have distorted or stereotypical
views about relationships and sexual relationships in
particular
Reasons they engage in the behaviours is also to meet
internal needs; overwhelming anger, anxiety, fear,
loneliness etc.
Puberty means body changes, and hormones creating
intense sensations and emotions in their bodies
Media and peer pressure to be successful sexually
copyright 2014 carol carson
associates Ltd & AIM Project
Not all adolescents who display these behaviours go on
to be adult sex offenders. Work now more holistic
looking at all aspects of their life; viewed as young
people with needs and social and developmental deficits
Factors from research and practice
Neglect & Emotional Abuse
Conduct disorder
Sexual Abuse
Other behavioural problems
Physical Abuse
Gender and Ethnicity
Social Inadequacies
copyright 2014 carol carson
associates Ltd & AIM Project
Understanding Adolescents with Learning
Disabilities
Over represented in surveys eg 37%. Not more
harmful, more likely to be caught or admit to
the offence.
Autism – work ongoing about this
Similar routes into the sexual behaviour as the
others
copyright 2014 carol carson
associates Ltd & AIM Project
Specific Factors
Klinefelters Syndrome
Lack of understanding about consent or impact on others
May not have mainstream concepts of social mores about
sexual boundaries
Lives more restricted generally; social contacts more
limited
Denial of appropriate sexual
education
copyright 2014
carol carson
associates Ltd & AIM Project
Healthy Sexual Behaviours
Mutual, consensual, choice, exploratory, no intent to cause
harm, fun, humorous, no power differentials
Problematic Sexual Behaviours
• not age appropriate
• one off incidents or low key such as touching over
clothing
• peer pressure
• spontaneous rather than planned
• self directed eg. masturbation
• other balancing factors, eg lack of intent to cause harm
or level of understanding, or acceptance of responsibility
• other children irritated or uncomfortable but not
scared, they feel free to tell someone
• other factors such as parents/carers are concerned
and supportive.
copyright 2014 carol carson
associates Ltd & AIM Project
Harmful Sexual Behaviours
• Not age appropriate
• Elements of planning, secrecy, force or coercion
• Power differentials eg. age, size, status, strength
• The response of others eg fear, anxiety, discomfort
• The response of the child eg. fear, anger, aggression
• Child blames others and takes no responsibility
• Frequent incidents or increasing in frequency and
disproportionate to other aspects of their lives
• Not easily distracted, compulsive despite intervention
• Other difficult behaviours, conduct disorders, anger, poor peer
relationships etc.
copyright 2014 carol carson
associates Ltd & AIM Project
Checklists for evaluating Behaviour
• Based on a continuum from Healthy to Harmful, with
eight areas (questions) all based on research and
practice
• Needs to be checked against all the areas to have a
balanced picture. Any gaps should provide a prompt to
seek the information.
• Assessment on partial information should be viewed as
temporary.
• Behaviour is likely to fall within one part of the
continuum or straddle two
• Where behaviour is placed depends on how many
answers are in each section
copyright 2014 carol carson
associates Ltd & AIM Project
Pattern Mapping
Cause of the behaviour: Understanding facilitated by
good assessments
Pattern of the behaviour: Frequency,
increase/decrease, gaps, trigger factors, patterns leading
up to incidents
Meaning of the Behaviour: Linked to trigger factors
such as emotions; what do they get out of the behaviour;
how do they use the behaviour ie to control, intimidate
Motivation to Change Behaviour: how able are they
to talk about the behaviour, and how willing are they to
work on their behaviour and develop internal controls (
Miller & Rollnick 1991)
copyright 2014 carol carson
associates Ltd & AIM Project
Residential and Foster Care Settings
1. Personal Impact
2. Confidentiality vs Protection
3. Importance of recording
4. Working with others
5. Safe Practice in the home – bedrooms,
bathrooms, desexualise the environment, dress
codes, playfighting, privacy,
6. Physical interactions – what is ok and not ok, role
model healthy touching behaviours
7. Talking about sex
copyright 2014 carol carson
associates Ltd & AIM Project
Individual Level - Meeting Needs
1. Stability, Security and Consistency
2. Individual time and attention
3. Emotional Literacy
4. Self esteem and Life skills deficits
5. Celebrating Achievement
6. Opportunities to practice and develop
copyright 2014 carol carson
associates Ltd & AIM Project
Individual Level – Managing Risks
1. Honesty and Openess
2. Contracts
3. Supervision – realistic
4. Confidentiality vs Protection
5. Boundaries
- Stop the behaviour
-
Define the behaviour
-
State the house rules
-
Enforce the consequence or redirect the child
copyright 2014 carol carson
associates Ltd & AIM Project
Outcomes for parents and carers:
and implications
Part Two
Few studies…
• Concentration on identifying demographic factors and
typical family characteristics (Bischof and others, 1992,
1995; Graves and others, 1996; Kaplan and others, 1988):
– Useful to understand the broader family factors that might
influence and shape the development of hsb
– But, problem and deficit-focused
– Tend to conclude that there are differences between such
families and the general population, rather than looking at
either strengths or similarities between the families of young
people with hsb and other families
– Also, the emphasis on establishing family characteristics says
little about the experiences of such families once the abuse
comes to light.
Holistic and multimodal?
• Hackett et al. (2004) reviewed national provision
and found few services were working with
families…
• Smith et al (2013) reviewed provision in England
and Scotland and found there remains a
noticeable absence of family work, with services
often relying on individualised interventions with
young people, despite the evidence which
emphasises the importance of multisystemic and
family-based interventions….
Orthodox approaches to families
• Deficit perspective, pathologised
• Seen as: highly resistant, in denial, noncompliant, dysfunctional, high risk, chaotic, multiproblem
• Fragmented involvement of multiple systems,
uncoordinated care
• Intersectionality underplayed: systemic issues of
racism, sexism, poverty, educational inequity,
other forms of criminality or violence
• Parents’ needs lost within professional efforts to
‘manage risk’
Issues for families
• Loss of competence (overwhelmed by
problems, self blame)
• Loss of connection (with peer network, wider
families, distancing with professionals)
• Loss of vision (undermined roles, back at
square one)
• Loss of hope (resignation and despair)
• Loss of balance (e.g. about sex)
Why don’t we know much about parents’ experiences
of professional systems following their child’s hsb?
• Giving users a voice means:
– Handing back professional power?
– Listening to their experiences and taking them
seriously?
– Being open to changing practices on the basis of
user feedback?
What would parents say?
• Hackett, S. and Masson, H. (2006) Young
people who have sexually abused: what do
they (and their parents) want from
professionals? Children & Society 20(3): 183195.
• Confidential survey of 14 young people and 10
biological parents (9 women)
Helpful responses for parents
• The importance of professionals being clear
about processes and timescales was
emphasised repeatedly by parents:
– “the social worker who didn’t explain what would
happen”.
• Importance of parents getting information
about the concerns:
– “Learning about what happened and having it
explained by the [specialist] project as it wasn’t
explained before.”
Not helpful responses for parents
• Overly intrusive and extensive interventions were not
welcomed:
– “They stayed involved too long. My child felt abused by
them.”
• Lack of continuity:
– “I would say that the least helpful has been a change of
worker. Fortunately it was not the worker my child had
engaged with. We as a family are now on to our fourth
social worker. This is not helpful and continuity is a must.”
What should professionals do to make
services better?
– Get parents talking to other parents
– Have sessions to explain how they work [with the
child] so that parents can maybe understand the
work better
– More communication to parents as to where to
move on after the support ends for the person
involved. We have had problems getting our son
to go out and return to school
Outcomes for parents and carers in
our recent long-term outcomes study
• In the 117 cases we followed up:
– 27% only intrafamilial hsb by the yp
– 46% only extrafamilial hsb
– 27% both intra and extra
Initial responses to discovery
• Anger, fear, shock, guilt, embarrassment
• Ambivalence about removal
• Apparent lack of concern (hsb not viewed as
serious or parents with significant sexual
boundary problems)
But initial responses
didn’t necessarily
predict longer term
responses or
outcomes
Longer-term responses
• Highly varied pathways of:
– Support
– Ambivalence
– Rejection
Supportive responses
• 25% families were supportive once beyond
initial anger and shock:
– Parents accepted the young person needed help
and supported the interventions on offer
– Supportive parents came from a range of
backgrounds, with some from environments by
separation, abuse and crisis, as well as more
stable backgrounds
Supportive families
• Acknowledged that their child had a problem,
wanted it addressing
Stress
• Didn’t label child as ‘sex offender’
reduction
• Were able to differentiate child from their
abusive actions
• The burden on parents of being supportive
was still great- anxiety, stress, etc.
Supportive families
• Of the supportive families, in 75% of cases the
hsb was extra-familial or victims were more
distant relatives
• In the remaining 25% of cases, victims were
Social and emotional
siblings.
distance and
‘insulation’ effect….
Supportive families
Teach practical
behaviour
prevent
their child
management
strategies and safety
skills
• Were highly motivated to
from re-abusing
• Often tried to maintain a protective
environment at home, even if at times the
methods were questionable:
– X's mother was concerned about the risk that he
posed to the children and would lock him in his
bedroom at night-time (male aged 14).
Ambivalent responses
• 28% families had a more ambivalent response
• Acknowledged the behaviours, but denied its
seriousness or were reluctant to confront it:
– Behaviour raised too much anxiety
– Didn’t believe it was problematic
Help parents
– Didn’t want children’s serviceswork
in their
out lives
the
reasons for
ambivalence
Ambivalent families
• Reasons given in reports for ambivalent responses varied:
– Parental histories of csa used to suggest that it was more
difficult for some parents to confront the fact that their own
child was now ‘an abuser’
– Parental abusive behaviour: “X's mother said that she did not
believe that X was involved in the abuse of the children.
Allegations later emerged that X's mother and grandfather were
themselves involved in the abuse” (female aged 14).
– A desire to return to normality: “There was a strong desire
within the family to pretend that the abuse did not happen and
there was little empathy for the needs of the abused daughter.
On several occasions X's mother said that she wanted to forget
the incident and move on with life, and that she did not know
why her daughter continued to talk about the incident” (male
aged 16).
Ambivalent responses
•
Engage male
carers not just
In other ‘ambivalent’ families, the
dynamics
females
to
within the family were complexexplore
with some
differences
people in the family acknowledging
and some
minimising it:
– “In many respects X's parents had a good relationship
with him. His father was caring but to the point of
being too tolerant; he played down X's behaviour. His
mother was more authoritative and more disturbed
by what had happened. She was terrified that X could
reoffend” (male aged 13).
Ambivalent families
• Ambivalent parents often attempted to
control their anger and anxiety by:
Couple work
– Blaming their child’s victims: “X's mother was very
anxious about the intervention of the police and
social services, and to some extent blamed the
victim for wearing short skirts and talking to boys
(male aged 15).”
– Blaming each other as parents for what had
happened.
Ambivalent families
• Tended to explain away the behaviour as
‘experimentation’
• Ambivalent responses could be counterTheto
psychoproductive- sending messages
the yp that
educative
the behaviour was unproblematic
or not
element around
serious (and in some cases was
abuseacceptable
and sexual to
development
continue)
‘Disintegrative shaming’ responses
• 7% of families responded in a highly negative
way:
– Shunning, shaming, rejecting
– In 75% of these families, the yp had targetted a
brother or sister
– HSB was seen as betrayal and transformed the
child into a deviant outsider who had to be
removed (physically or/ and emotionally)
– Tendency to label the child as a ‘sex offender and
little inclination to empathise: e.g…..
‘Disintegrative shaming’ responses
• “His step-mother believed that X was an ‘evil
person’, and always had been” (male aged 12)
• “A high level of friction existed between X and
his stepmother. His stepmother referred to
him as ‘a rapist’ and a ‘fat bastard’.“(male aged
15)
‘Disintegrative shaming’ responses
Work
on own to be
• Mothers’ anger in several cases
seemed
victimisation
linked with a perception of the
child as as
like an
part of the
ex-boyfriend or ex-partner: process of
supporting
– X's mother said that he reminded
her of the
his father
hsbXwork
(her ex-husband). She described
as a con man.
She was very angry at X's continued abuse of his
sisters. She felt that his behaviour was innate. She
referred to X's birth father as a ‘pervert’ (male
aged 14).
Consequences and change
• Family responses could evolve from initial anger, into
support, uncertainty or rejection:
– “X made a video of himself to show his brother (who he abused)
but was very sarcastic and dismissive in it. After seeing the video
his mother- who had initially supported him- vowed that he
would never be allowed to return home” (male aged 15).
– “By the end of the treatment programme X had taken full
responsibility for his offences and seemed reasonably motivated
to reduce his risk level. He admitted that he thoroughly planned
the assaults. X's parents were surprised and shocked by this
revelation and his father began to take X's behaviour seriously”
(male aged 14).
Impact on family functioning
Supporting the
family
system in
• Considerable consequences for family
functioning,
non-hsbunder
related
serving to place even supportive families
areas did not have
considerable stress, particularly if parents
a shared consensus about the seriousness of the abuse
and what needed to be done about it.
• A number of parents themselves appeared to have a
limited capacity to cope with stress, for example
because they were living in very deprived
circumstances and were trying to take care of other
children who had their own behavioural difficulties:
Sibling responses… a surprising finding
(well for me…)
• Relatively little information was present in the case
files concerning siblings' reactions to their brother's or
sister's sexually abusive behaviour.
• In many cases, siblings' voices appeared simply to have
been overlooked in any of the discussions between
parents and professionals about the impact of the
abuse on the whole family or about the management
of risk.
• Whether siblings felt safe or protected in the family or
whether they understood what was happening in the
family was not clear in many cases.
Sibling responses
•
Don’t leave
siblingreactions,
Abused siblings often had complex
rehabilitation to
loyalty issues and issues with reconciliation:
• “X met his sister again (some years chance
later), the first time since
his abuse of her had come to light. X's sister told him at the
end of the meeting that although she might hope to be
friendly with him in the future she could not think of him as
her brother. X felt considerably depressed after the meeting
and desired to hurt himself” (male aged 13).
• “X spent ever-increasing amounts of time with his sister and
began to get involved in risky activities with her, such as
going binge drinking. X's sister had developed significant
personality problems. X became increasingly out of control,
and potentially harmful to himself and to others” (male aged
13).
Some conclusions and implications
• Complexity and varied responses
• Broad categorisation of: supportive, ambivalent and
shaming responses on a continuum
• Shift over time (both directions)
• However, discovery a profound shock or trauma to parents:
– “from our analysis of cases, it seems that it is too easy for
professionals to explain away parental ambivalence or denial
about their child's abusive behaviour as evidence of poor
parenting, underlying personal issues or an inability to engage
with professionals in a meaningful way. It is possible that their
first reactions may be an understandable initial response to a
serious threat to family stability and cohesion”.
Conclusions and implications
• If parental responses to their child's abusive behaviour are
on a continuum, then the professional task becomes
working with parents to educate and support them over
time in managing their child's risk and in supporting the
development of a non-abusive life trajectory.
• At the same time, in a small proportion of cases,
professionals' suspicions about parental ‘culpability’
appeared well founded as it later transpired that the child
had been abused by a parent.
• Highlights the need for careful assessment of family
functioning and parenting practices, rather than an
approach that focuses solely on the child's abusive
behaviour without taking into account the context in which
it has developed.
Conclusions and implications
• Parental responses were highly differentiated by abuse
type.
• The closer parents are to their child's victim, the more
negatively they may respond to their abusive child.
• As parental engagement and family involvement in
treatment are critical elements in positive outcomes
(Letourneau and others, 2009), then this would suggest
that professionals need to devote specific attention in
particular to the needs of parents in situations of intrafamilial sexual abuse.
Conclusions and implications
• Few instances where siblings were consulted as to their views and
opinions, other than when they were interviewed to try to ascertain
whether they themselves had been sexually abused.
• Needs of siblings routinely overlooked- when we talk about family
work, what do we really mean by ‘family’?
• In situations where they indicated that they had not been abused,
there was little indication that their needs were being considered
explicitly and separately from those of the whole family
• Given the extent of the negative impact of the abuse on the whole
family, professionals should be alert to the fact that the welfare of
siblings who are not the direct victims can be severely
compromised following the discovery of their sibling's abusive
behaviour. Even if the direct victims are outside the family, it can be
argued that siblings in these cases are indirectly victimised.
Implications
• Relational stance (also matters for parents and
carers as much as for young people)
• Values:
– Appreciative ally
– Belief in resourcefulness
– Collaboration
– Families as experts in their own experience
MST
• Views parents as primary agents of change
(not add ons)
• Intervention plans seek to improve parents’
effectiveness and quality of relationship with
young person
MST (Henggeler, 2012)
NSPCC
Turn the Page
NOTA Conference Case Study
J, a 12 year old young person(M).
Genogram
Grandfather
Grandmother
x
M
35
F
36
P
33
28
N
4
J
12
P
10
K
7
8
6
The journey through the emotional reactions to a
child's sexually harmful behaviour as seen
through the eyes of a parent.
Life as we
We can have a
Disclosure of SHB
knew it
future free
GROWTH from abuse
SHOCK, NUMBNESS, STUNNED
This can’t be
true
DISBELIEF, FEAR, POWERLESSNESS
SKEPTICISM
He wouldn’t do
this
She is making it
all up, its lies my
son is not like that
Where did we go
wrong? How could we
have been such bad
parents? If only I had
been ….
This is his
problem, but
we can help
ACCEPTANCE
DETERMINATION
DENIAL
She wasn’t really hurt. It
isn’t as bad as they say.
INDEPENDENCE
AWARENESS
HOPE
SELF-PITY, MINIMISATION,
DEPRESSION
RESOLUTION
FEAR
GUILT, SHAME
AMBIVALENCE
ISOLATION
INADEQUACY
VULNERABILITY
ANGER
HOPELESSNESS
DESPAIR
TRAPPED, LOST
(Adapted from Levenson J; Morrin J 2001 –
Connections Workbook; Sage Publications)
Our family is a mess – we can’t handle this life, it will never be the same
for him or us. How will we face people?
We can’t live with
The situation as it is
Do we still care about
him? Should he stay here
or go live elsewhere
How could he do
this? He needs to pay.
I hate him.
How dare he do this.
Aim 2
Developmental Factors
(sexual abuse, rejection, attachment problems)
Trait Factors
(Stable Dynamic Risk)
(Anti-social behaviour, emotional loneliness, etc)
Situational Triggers
(Substance misuse – victim,
Access, relationships,
Conflict, etc)
Protective Factors
(resilience, skills, strengths)
State Factors
Acute Dynamic Risks
(Harmful sexual thoughts, need for intimacy, availability of victims, etc)
Sexually Abusive Act
Victim resists
Outsider Intervenes
Young person desists
Four Domains = Strengths/Concerns
1. Sexual and non-sexual harmful behaviour
2. Developmental
3. Family Issues
4. Environmental Issues
Concerns/Strengths Profile = HIGH, MEDIUM, LOW
Outcome Matrix = Level of Supervision
Change for Good
Consists of 26-30 sessions.
1.Engagement (4)
2.Relationships (9)
3.Self Regulation (8)
4.Road Map for the Future (5)
Overview of Youth Justice in
Northern Ireland
Yvonne Adair, Youth Justice
Agency
Overview of Youth Justice in Northern Ireland
The last decade



establishment of the Youth Justice Agency
including the introduction of the Youth Conference
model;
referrals for sexually harmful behaviour cases both
from PPS and Court;
establishing strong partnerships with others,
including:
 HSC;
 Specialist Projects;
 PPS;
 PSNI/PPANI
 PBNI – Safer Lives; and
 AIM2/GMAP.
Overview of Youth Justice in Northern Ireland
YJA Practice Guidance
Principles:
 Co-ordination
 Communication
 Co-operation
 Collaboration
Objective is to maximise the effective delivery of:
 Risk management
 Risk reduction
 Therapeutic intervention
Overview of Youth Justice in Northern Ireland
Volume 2013/14
During 2013/14 YJA received 18 referrals
(17 YPs), 9 of which were
Court Ordered, the remaining Diversionary.
By Trust Area:
Belfast
3
Northern
2
Southern
5
S Eastern
4
Western
3
Outcomes:
DYCP/YCO 17
PSR = CSO 1*
Overview of Youth Justice in Northern Ireland
Volume 2013/14
During 2013/14 PBNI received 3 referrals.
By Trust Area:
Belfast
1
Northern
2
Outcomes:
CSO
CRO
PO
1* (see YJA referrals)
1
1
Overview of Youth Justice services in Northern Ireland
Current situation
Sexually harmful report
►PSNI (inc. HSC)
►PPS
insufficient
evidence
sufficient
evidence
no prosecution
diversion/prosecution
Mitigating
Public interest
CP
DYCR
YCR
PSR
Overview of Youth Justice in Northern Ireland
Youth Justice Agency
Referral received - PPS/Police file inc. YP/Victim information (A&A if
DYCR)
►Contact with YP and parent/carer
►Contact with victim and family
►substantial preparation
►liaison with Trust/Child Protection
►liaison with Police/PPU
►liaison with Specialist Projects
►assessment/PP
►restorative practice
↓
Youth Conference (YP, Appropriate Adult, YCC,YDO – plus significant others
who add value/purpose)
(Meeting or series of meetings)
↓
Recommendation
DYCP/YCO
YCO with Custody
PPS/Court Discretion (alternative disposal)
Overview of Youth Justice in Northern Ireland
YCO/DYCP
►Intervention (Risk management - GL model strengths-based)
►Multi-agency (Trust- Programme provider –Police)
►Community
►Victim/person/family harmed
►Family: parent/carer contact is central for
involvement in:
- decision making;
- intervention, integration
with support/treatment from the beginning,
throughout and until conclusion.
Overview of Youth Justice in Northern Ireland
Safeguarding


Children’s Services Improvement Board
Risky Children Subgroups
Review level and type of current service provided:
 Existing policy and procedures
 Threshold for referrals/access
 Type of therapeutic intervention required
 Connection of specialist services with others (forensic
psychology, PSNI, PPS, Youth Justice, PPANI etc.)
►effectiveness
►consistency
►positive outcomes
Overview of Youth Justice in Northern Ireland
Planned Landscape
There are three main fields, namely:



Not involved with/do not come to the
attention of the justice system
YJA: diversion and prosecution
PBNI: prosecution
(in partnership with Trusts and Specialist
Projects)
More Complex Cases/level of forensic input
required
►FACTS
Overview of Youth Justice in Northern Ireland
Family
Families: each is unique.
(Approximately 50% of offences
are intra-familial)
Overview of Youth Justice in Northern Ireland
Family Intervention & Support







Parents Support Group
Non-abusive parents
Individual/couple/family
 Direct, face-to-face – (one-on-one/co-work)
 Staff consultation/support
Family support
Counselling
Information
Education






Sexual abuse
Exploitation
Offending
Supervision
Protective parenting
Coping with multi-agency systems
Overview of Youth Justice in Northern Ireland
Family Intervention & Support contd.





Shock/trauma/isolation/unsupported/loss of usual networks
Shame/self blame/’done wrong’/’missed’
Strong emotions re child’s behaviour
Trigger stress from past experiences
Own abuse may emerge
Action:
 Offer range of services/multi-modal
 Sign-post, refer, support
 Equip with knowledge and skills for:
 Self
 Child
 Other children (siblings, grandchildren etc.)
Overview of current services within
Northern Ireland
• NSPCC – Turn the Page (Craigavon & Foyle)
• Youth Justice Agency – Diversionary & Statutory
Responses
• Northern Health & Social Care Trust – Making
Changes Project.
• Barnardo’s – working with children and families
• PBNI/NIPS – Safer Lives Custody & Community for
young adults under 21 years.
• Independents practitioners
Strategic Planning
• Draft inter –departmental Domestic & Sexual
Violence Strategy 2014-20.
• Multiple tiers of intervention.
• Early intervention through preventative
education in schools is essential.
• All statutory and non statutory agencies should
be required to operate at defined levels.
• Reducing sexual violence & abuse can only be
tackled by a public health approach.
• Tackling abuse is about transforming attitudes.