Case manager guidance
The Think Programme.
Introduction
The Youth Justice Board’s guidance for the Scaled Approach highlights that
young people on Enhanced and Intensive intervention levels should focus on
‘enabling help/ change’.
The Think Programme is targeted to address offenders who are assessed as
requiring an ‘enabling change’ intervention. The Think Programme will be the
primary programme for all young people at an Enhanced or Intensive
intervention level. It will be the first programme that a young person is
recommended for and made subject to.
If a young person then commits a further offence they will be directed onto
another programme. Their offending behaviour will dictate which of the
various programmes they would be suitable for. Having varied programmes
allows for resources to follow risk appropriately. Furthermore it gives Courts
more non-custodial options for those young people who have already had a
number of community sentences.
Eligibility criteria
The criteria for The THINK Programme is:
 All young people must be within the Enhanced or Intensive intervention
levels
 The young person must also have an Asset score of over 25
and/or
 Have a score of 2+ in the Thinking and Behaviour and/or Attitudes to
Offending sections on ASSET to qualify for the programme.
When making a proposal to the court Practitioners must ensure that they
recommend a supervision requirement of at least 9 months to enable the
individual to be supported throughout their sentence when undertaking The
Think Programme.
Suitability
Most young people open to the Youth Offending team should be suitable for
The Think Programme. The programme has been devised with the intention
of incorporating all learning styles into each individual session, is interactive
and interesting. If a case manager is concerned that a YP may not be suitable
for The Think Programme it is advised that they should speak to a member of
the Programmes Team regarding this. A discussion can take place around
suitability and a decision then made.
Whilst The Think Programme aims to be a group work programme we do
have the facility to run the programme on a one to one basis should it be
deemed appropriate.
The Think Programme structure.
The Think Programme is a modular programme consisting of 12 sessions. It is
divided into 3 modules; Self Control; Problem Solving and Positive
Relationships. Each module has 4 sessions in it, 3 of which are delivered in a
group work format and 1 individual one to one session with the programmes
tutors. This programme aims to help, support and facilitate changes in young
peoples thinking and behaviour to help reduce their risk of re-offending.
Given the modular format of the programme there is flexibility for the
programme to be run in a closed or rolling format with new group members
starting at the beginning of a new module.
The Think Programme is a Cognitive Behavioural Intervention. Research
suggests that exploring and targeting individuals’ thinking and behaviour
through Cognitive Skills Programmes is effective in reducing their risk of reoffending. All sessions will be interactive, with the use of games, role play and
role shifts, group discussion, DVD’s etc.
Programme session guide:
Self Control Module
There is considerable evidence linking impulsivity with offending. This strongly
suggests that developing self control is an important intervention in reducing
an individual’s likelihood of re-offending. Self control involves being in charge
of our choices and decisions.
Session One: Decision making
Session one explores how developing self control can enhance an individuals
choices. This focuses on increasing their understanding of how we make
decisions and what influences our behaviour. We look at how offending can
result from a chain of impulsive or poorly thought out decisions. We will look
at how past experience influences their current decisions and identify
alternative solutions and decision making paths.
Session Two: Emotions
Session two focuses on emotions to enable YP to explore their own bodies
reaction to different emotions, how the strength of their emotions can impact
on the effectiveness of their decisions and the link between events, their
thoughts/emotions, and the resulting actions and consequences. We will
enable YP to identify how ‘strong’ emotions can lead to ‘red thoughts’ and
explore ways of controlling their emotions through various pro-social methods.
Session 3: Green thoughts and goals
Positive self talk is explored in this session and the importance of goal setting
and keeping goals in mind. We investigate what the YP’s aims of their
offending were and then encourage them to identify what their true core long
term goals are for themselves and ways of reaching them without getting into
trouble. We explore the problems of immediate gratification where the short
term good takes over the long term bad even though the long term bad is far
worse. A game at the end of the session brings the self control module group
sessions to an end with a bit of fun but also an important point about
maintaining self control.
Session 4: Self Control one to one session – My Snowball
The final session of the self control module is completed on a one-to-one
allowing the individual to apply the learning from the past three self control
sessions directly to their own offending behaviour. This will be achieved
through the completion of a ‘snowball’ storyboard of their offence. YP will then
draw on their thoughts, beliefs, decisions and emotions. They will then be
encouraged to generate alternative behaviours and ‘green’ thoughts they
would be able to use in future.
Problem Solving Module
There is considerable evidence highlighting that offenders have difficulties
solving life’s problems. This module explores effective ways of solving
problems by breaking them down and offering tips to effective step by step
problem solving. It also examines how the behaviour we display may impact
on our ability to find pro-social solutions.
Session 1: Behaviours
The Problem Solving module will firstly look at the different types of behaviour
YP may use: aggressive, passive and assertive. We will look at how these
behaviours can reinforce beliefs and the positive and negatives of each. We
will then explore the idea of a win/win situation promoting and encouraging
young people to use assertive behaviour.
Session two: Problem Solving
Problem solving is introduced in this session with exercises to explore why we
take on certain problems even at times, problems that are not our own. We
encourage young people to thoroughly work through problems by firstly
working out how important the problem is and then offer them tips to deal with
problems more effectively. The core aim is to support young people to make
better decisions when problem solving, moving away from offending.
Session three: Problem Solving continued.
This session continues to provide tips to effective problem solving focusing on
exploring options and solutions and the importance of brainstorming when
problem solving. It encourages YP to consider the consequences of different
solutions to aid a better understanding of the need to consider the impact of
decisions. Planning solutions is also covered in this session. We practice
problem solving applying the tips learnt throughout the past two sessions.
Finally YP identify personal high risk/problematic situations ready for the
following one to one session.
Session four: Solving my own problems
The one-to-one session allows each group member to explore what type of
behaviour they displayed during their offence and how this behaviour
reinforced their thoughts and beliefs. Each YP will then discuss how using the
problem solving skills might have prevented their offence and lead to a prosocial solution. They will then focus on planning for their future in term of their
personal high risk situations and future potential problems by applying the
problem solving tips to one of their identified triggers/high risk situations.
Positive Relationships Module
The Positive relationships module aims to explore how different relationships
can affect thinking and decision making. It acknowledges that everybody will
have positive and negative influences and introduces methods of enhancing
positives and managing negative influences. The module begins to explore
change with young people and the skills needed to make it work, for example,
the ability to perspective take or to deal with conflict appropriately.
Session one: Social circles
Session one involves using a character and exploring all the different
relationships he has in his life. The YP then have to consider who is a positive
influence and who is negative for the character. This is done through the
introduction of perspective taking where YP practice seeing a situation from
different people’s points of view; an important skill for YP to develop. The fork
in the road exercise encourages YP to begin to consider where they are at
and where they want to be. Exploring the pro’s and con’s of change helps YP
to see that whilst changing is hard it is worth it in the long run.
Session two: Assertiveness and future change.
Session two introduces stereotyping, helping YP to understand what this
means, why we stereotype and the importance of challenging the stereotypes
we hold. We then explore the need to value different opinions and how this
can be achieved through assertive behaviour. A moral debate allows YP to
practise these skills during the session.
Session Three: Conflict and negotiation
Conflict is the starting focus of this session exploring how everyday conflicts
can snowball and get out of control. We then introduce ideas for
stopping/limiting the impact of conflict particularly through the skill of
negotiation. What if negotiation is not possible? We explore other safe and
positive methods for dealing with conflict or difficult situations, paying
particular attention to the material delivered throughout the programme.
Session four: My Social Circle.
This session focuses on the YP drawing on the learning from the previous
three sessions of this module. They explore their own personal social circle
and the different influences. They begin to examine where they are currently
at and where they want to see themselves in the future. Finally they are
encouraged to practice the skills of assertiveness and negotiation and make
sense of these skills in relation to their personal situations/lives.
The Think Programme Referral Process – July 2011
Pre-sentence report requested for young person convicted of
an offence.
Asset assessment completed by case manager.
Young person meets the criteria for
The Think Programme.
Case manager sends an email outlining basic information
regarding the referral to
michelle.mcglynn@derbyshire.co.uk and
carly.barrett@derbyshire.gov.uk
Programmes Team complete a suitability check.
Programmes Team inform Case Manager of
acceptance/refusal.
If accepted, Case Manager recommends in PSR.
If refused, Programmes Team Advise on alternative
intervention.
Case Manager informs Programmes Team of outcome at
court. If Programme Requirement given Programmes Team
and Case Manager agree start date, venue and times.
Young person attends The Think Programme.
End of programme report by Programmes Team.
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Attendance and feedback will be recorded on YOIS by the
Programmes Tutors.
Any issues re. Failure to attend/behaviour will be fed back to Case
Managers for action.
Programme recording and feedback.
Programmes team will record the progress of each individual group member
after each session. This will be entered directly on to YOIS to ensure all staff
members have access to the YP’s attendance and understanding of the
programme.
Upon completion of the programme tutors will complete an end of programme
report and a review meeting will be held to allow the YP to receive feedback
and give them the opportunity to present their personal story board and
completed session tasks to their case managers.
PSR Wording
The Think Programme (TTP):
… (Name)… has been considered for placement on The Think Programme
Requirement (TTP). The Think Programme explores ways of increasing self
control including the triggers and consequences of their behaviour, developing
problem solving techniques and exploring the effect of relationships on
behaviour. Given the nature of his/her offence…(Offence details)..., his/her
offending related factors and his/her motivation s/he has been assessed as
suitable. Attendance at The Think Programme would enable … (Name)… to
explore the factors that led to his/her offending and address these to enable
him/her to prevent behaviour like this in the future.
The Think Programme consists of 12 sessions lasting 2 hours. … (Name)…
will be required to attend a designated location as direct by his/her case
manager.
The Court would need to pair this requirement with a Supervision
Requirement in order to support … (Name)… through this Sentence. I
therefore propose a Supervision Requirement of (minimum 9 months in
length.)