THINKING ABOUT BEHAVIOUR (TAB (2))
This programme is designed to meet the needs of young people who lack skills in thinking
about their behaviour, who may have problems in recognising and controlling their emotions
and who have deficits in their moral values.
It is therefore important that during the assessment phase, workers identify which of these
apply to each young person. The use of Asset during the assessment phase should assist to
differentiate between those young people who have had individual deficits in thinking skills
on specific occasions and those who have deficits in thinking skills, under most
circumstances, and it directly affects their offending behaviour.
This programme is therefore unlikely to be beneficial for first time offenders or for those who
have a limited criminal history although specific sessions from this programme may be
relevant and can be incorporated into other offending behaviour packages.
The Thinking About Behaviour Programme is intended to introduce young people to the
issues of how their behaviour, in particular their offending, is related to their ways of thinking
and how learning more about their pattern or style of thinking and changing this, could assist
in reducing offending.
1
TAB (2)
SESSION ONE
Assessment/Risks
All the material for this session is concerned with encouraging young people to think about
themselves. Initially by thinking about offending generally and then by looking at their own
personal situation.
a)
Ice breaker Worksheet 1
(The exercise is designed to show young people that if they think, analyse the
information first rather than impulsively answer the questions, then they have
more chance of reaching the right decisions – see question 12 – This will
illustrate what we would like to achieve over the coming sessions
Following the ice breaker link to -
b)
What is an offence – this is to clarify issues about the law, set aside young
person’s beliefs and agree a definition.
To achieve this BOARDSTORM all the offences young person and you can think
of –
Then ask the young person to say ‘WHY DO PEOPLE COMMIT THESE
OFFENCES’.
With assistance you should be able to split the ‘material offences from the
thinking ones’. (see attached e.g. Worksheet 2)
c)
Looking at my previous Court appears
Use Worksheet 3. (Ensure you have a full list of convictions with you) and when
a young person cannot remember offences, assist. Again split the offences into
thinking and material offences.
The young person should be able to identify patterns of offence times, who they
commit offences with, their emotional moods, and whether offences were
planned or impulsive. Identify whether the thinking reasons are a habit, pattern
or unlikely to happen again.
If they are unlikely to happen again – why. What makes young people commit
their offences and what will prevent them in the future (e.g. court penalties,
consequences, learning, motivation).
Now complete evaluation sheet with young person checking back on what they
have learnt.
2
WORKSHEET 2
THEFT
TWOC
POSSESSION
OF HEROIN
ASSAULT
DECEPTION
RAPE
SUPPLY OF
DRUGS
Theft No money
Assault - Loss of temper
TWOC - Boredom
Possession of Heroin – Addiction
Supply of Drugs – No money
Deception - Homeless, Hungry, Stole to Live
Explain
That, behind the material type of reasons eg ‘no money’, lies a chain of thoughts and
actions.
3
WORKSHEET 1
THINKING SKILLS COURSE
TASK LIST EXERCISE
Instructions
You are required to do this exercise within a limited amount of time. The idea is to gain as
many points as quickly as possible. Place answers on the sheet of paper provided.
Task List
1.
Write down 8 English words beginning with the letter “Z”.
2.
Write down the number of wrist watches in the room.
3.
Calculate 15.23 times 17.36 divided by 12.5.
4.
Write down the number of minutes in a week.
5.
Write down the number of pieces of furniture in the room.
6.
Complete the following sentence “The ability to manage time is important because…”
7.
Draw a horse.
8.
What day of the week was 3 March 1991.
9.
You will be awarded points for the items in this task list according to the points
information sheet available from the tutors. Why not ask for it now.
10.
Count the number of people in the room.
11.
What is the capital of Brazil.
12.
If this session is in the morning/afternoon all points for items 3, 4 and 6 will be awarded
automatically, even if items are not completed.
Remember the idea of exercise is to score the most points
4
WORKSHEET 1
THINKING SKILLS COURSE
POINTS INFORMATION LIST
Item 1 ------------------------------- 0 points
2 -------------------------------0 points
3 ------------------------------10 points
4 ------------------------------20 points
5 -------------------------------0 points
6 -------------------------------40 points
7 -------------------------------50 points
8 ------------------------------- 0 points
9 ------------------------------- 0 points
10 -----------------------------100 points
11 ------------------------------- 0 points
12 ------------------------------- 0 points
5
WORKSHEET 3
Looking at my previous Court appearances
Date
Name
OFFENCE
WHEN?
WHERE?
WHO WITH?
Looking at my offences, what I can see is
WHAT MOOD?
WHAT OPPORTUNITY
HOW?
OTHER COMMENTS
1.
2.
3.
6
SESSION TWO
Assessment/Risks Continued
a)
Ice Breaker
b)
Recap on Session 1 – use evaluation sheet to re-check on progress made in
first session – clarify anything a young person cannot remember or understand.
c)
Temptations Exercise
Explain that all around there are temptations to potentially offend. Ask the
young person to discuss what they are tempted by. (If they are near a window,
ask them to look out and point out potential temptations).
When you are happy that a young person has a grasp of this move on to
Worksheet 4 ‘Temptations’.
When they have completed this ask:‘What have they learned about themselves’
‘What kind of temptation affects you’
‘What do you think this is’
If a young person responds poorly, go through the exercise discussing what
problems might be linked to each temptation.
d) Now complete evaluation sheet with young person checking out what they have
learned.
7
‘TAB’ Thinking about Behaviour
WORKSHEET 4
TEMPTATIONS
Would you cheat at cards if you were with someone who seemed clueless?
If a shopkeeper goes out the back and you’re alone, would you take anything?
You find money lying in the street, would you keep it?
(How much would it need to be before you thought of handing it to the police?)
Would you hide stuff that a friend has stolen when you are still in the shop with them?
Would you sell stuff that you’ve borrowed from a friend if someone offered you a
good price?
If you see a shop window that is broken, would you try and get some stuff for
yourself?
Would you tell a new employer that you have a criminal record? (or pretend that you
don’t
have one)
If you find a case on the bus, would you keep it or hand it in, ignore it, tell someone
else or what?
What would be the greatest temptation for you and what would be the least?
………………………………………………………………………………………….
All of these involve some risk of being found dishonest, put them in order of greatest
to lowest risk…as you see it… (put 8 next to highest and 1 next to lowest.
Are there any other risks involved.
8
SESSION THREE
Assessment/Risks continued
a)
Ice breaker
b)
Recap on Session 2 – use evaluation sheet to re-check on progress made in
second session. Clarify anything a young person cannot remember or
understand.
c)
Introduce Case Study
T or B
Dependent on the young person and their offending history. Follow the
instructions.
A4 x W 1 x h analysis
Try to bring in issues of parental authority, adolescent peer pressure, selfesteem and potential risks – This should help to identify the reasons for
offending.
d)
What are the risks for you now ‘use Swamp’ (worksheet 5) on Force Field
(worksheet 6) ‘Snakes & Ladders’ (worksheet 7) can be used to help but it is
not as measurable. This exercise is to establish the currently risk of reoffending, what is tempting, pressuring the young people and what is reducing
risk and helping them to avoid offending.
NB Any problems that young people are saying are ongoing, and increasing risk
should be noted e.g. use of weapons, increase use of drugs, alcohol.
Explain that problems can be overcome by using a range of thinking skills.
e)
Case study P or V
Read or handout and complete.
Ask young person what might have stopped this cycle of repeat offending.
Help them recognise that the same approach especially thinking that ‘nothing
can change’ continues the cycle.
What might have brought about change earlier. Is P or V likely to do the same?
f)
Now complete evaluation sheet with young person checking out what they
have learned.
Give homework – Reasons for offending Worksheet 8
9
Thinking about behaviour (TAB)
Case Study T
T aged 19 was told not to use his parents car until he had passed his test, but he
was desperate to see his girlfriend who had moved some distance away and he
had no money for public transport.
He took the car, but on the way had a minor accident and the car was dented. T
did not want his parents to discover that he had taken the car.
To solve this problem, he drove the car to a quarry and tipped it over the edge,
hoping he could pretend it had been stolen.
As well as conducting a 4xw 1xh analysis, discuss what is limited about this
approach and what the consequences might be.
What would have improved the situation and what other ideas other options
were available.
10
Case Study B
B aged 17 had lived at home on and off over the past year. He regularly fell out
with his parents, resulting in him sleeping rough and being banned from
entering the home. The main problem was B’s drug misuse, thefts from the
home, and the fact he let friends into the house who damaged the house.
B’s parents were going away for a week, and B was to stay with his Aunty
nearby. He was told he could not use the parents home whilst they were away.
One evening when his Aunty was out, 4 friends visited and persuaded B to meet
them at his parents house for a party. During the party, 2 windows were
smashed and 2 items were stolen from the house.
B did not want his parents to discover what had happened.
To solve this problem he stole items from a local shop to replace those taken
and told his Aunty that he had checked the house and found the windows
smashed. Shortly after the Police arrived following complaints of noise at the
parents house earlier that evening.
Complete a 4xw 1xh analysis. What were the problems with what B did and what
could be the consequences for him and his parents.
What could have helped the situation and what other options could B have
taken.
11
WORKSHEET
Date
5
My risk of re-offending now
First Name
My Risk Swamp
Low risk
Medium risk
Low risk
High risk
High risk
12
WORKSHEET 5
Continued
Now think of the people, circumstances and other things that are pulling you in
deeper towards re-offending. List them in the first column. Then think of the
people, circumstances and other things that are pulling you away from reoffending. List them in he second column.
1. Pulling into re-offending
2. Pulling away from re-offending
A
A
B
B
C
C
D
D
E
E
F
F
What can be done to reduce the effect of column 1?
What can be done to increase the effect of column 2?
13
14
WORKSHEET 6
+5
+4
+3
+2
+1
-1
-2
-3
-4
-5
F
O
R
C
E
F
I
E
L
D
15
WORKSHEET 6
Continued
'Force-field' exercise
5+
4+
3+
2+
1+
F
O
R
C
E
1-
2-
3-
4-
5-
Using a layout similar to the one above or the one below, identify FIVE factors that
contribute to re-offending and five that could help avoid it.
In the column marked 5-, place the most powerful influences that would cause you to
re-offend, and then grade them so that the weakest is under column 1. Do the same
for the influences that help you avoid re-offending, placing the most powerful under
5+
If you think that some are the same strength, whether strong or weak, you can place
them under the same number. When you have done this add up the numbers and see
what the totals are for positives compared with the total for negatives.
Now repeat the exercise using the examples you have given, but ranking them
according to how important they actually are to you ie you may have said that lack of
money may tempt you to re-offend, but look at this again and consider whether
‘money’ is really so important in your life.
If you find that you have changed what is in the different columns, can you tell what is
really the most important factor in your life and what is the least. How do these
compare with the ones that link to offending?
5+
4+
3+
2+
1+
5-
4-
3-
2-
1-
17
WORKSHEET 7
Snakes and Ladders
In your life now, who and what is helping you to stay out of trouble? Make a list.
LADDERS
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
6. _______________________________________________________
7. _______________________________________________________
Secondly, who and what, is pulling you back into trouble? Make a list.
SNAKES
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
6. ______________________________________________________
7. ______________________________________________________
18
19
N B: Snakes & Ladders drawing required
20
THINKING ABOUT BEHAVIOUR (TAB)
CASE STUDY P
P had several convictions for shop theft by the time he was 15. His home life was
unhappy because he rowed with his father, but got on with his mother.
After a row with his father he would run away and sleep rough , or stay with
friends, and steal. On arrest he would always refuse to explain his behaviour but
ask to go home. He would not discuss his behaviour with his parents and the
rows would start again. Eventually he was put into a secure unit where staff
discovered that he and his father never discussed anything because there was
‘no point’. P felt his father just ‘told him off’ and his father insisted that it was P
who should ‘behave’.
What could he and his father have done to change this pattern?
Who would be responsible for making the changes?
21
Case Study V
V aged 16 had a number of convictions for assault related offences. He had a 17
years old girlfriend who he would argue with regularly.
After a row with his girlfriend he would drink alcohol heavily in the street with
friends. This would lead to him swearing at passers by and ultimately assaults
on the public when he was challenged.
V was now on the point of going to Prison and losing his girlfriend.
What could V and his girlfriend have done to change this pattern?
Who would be responsible for making the change?
22
’TAB’ Thinking About Behaviour
WORKSHEET 8
Why offend?
Place a tick against the reasons you would give for committing your offences
Reasons for Offending
1st off
2nd
3rd
4th
5th
6th
No money
Carelessness
Unable to resist temptation
Under the influence of drink/drugs
Pressure from others
Could not think of another way
Bad mood
Wrong decision
Did not know it was illegal, or lack
of information
Poor judgement
Other
*
*
*
*
23
SESSION FOUR
Assessment/Risks continued
a) Ice breaker
b) Recap on Session 3 - use evaluation sheet to re-check on progress made in third
session. Clarify anything a young person cannot remember or understand – check
on homework and briefly discuss.
c) Offence description exercise (Worksheet 9) - Do one offence in great detail. Some
young people are reluctant to do this initially, so they can profile an offender see
Worksheets 10-12. Ask the young person to draw or develop their own character.
What they do, their offence etc. Often young people will mirror themselves on
friends. The same objective should be achieved to assist a young person to
analyse offences and why they happen and who they affect.
d)
Social Interaction Skills
A NUMBER OF OFFENCES ARISE FROM THE DIFFICULTIES THAT
PEOPLE
EXPERIENCE WHEN INTERACTING WITH THE POLICE OR
OTHER
REPRESENTATIVES OF AUTHORITY
This introduces offenders to the importance of acknowledging that a lack of
social skills could contribute to a risk of re-offending.
WHOSE PROBLEM IS IT ANYWAY?
Many offenders will say that the problem lies with the police, club door staff,
store detectives or similar, but NOT with themselves. They argue that the person
in authority is being ‘provocative’
ASK:
What are the criteria for acceptable behaviour from these in authority?
BOARDSTORM
What are the criteria for acceptable behaviour from those at the receiving end of
authority? BOARDSTORM
Is there a vast difference? If so, why?
NOTE
Often young people believe that they have a right to express all their negative
emotions, but that authority figures should do ’nothing’ and put up with it. The
reasons may be too complex to explore at this stage, but the aim of the exercise
is to encourage the young person to ‘own’ some of the problem by
understanding that interaction is a two-way process and that they have
responsibility and power during the exchanges, despite feeling that those in
authority will make them feel wrong (therefore irresponsible) and helpless.
PRACTICE
Non-verbal expressions
 practice different facial expressions for different emotions
 practice walking towards each other ‘expressing’ different feelings
24
Is it easy to identify the emotion/feeling that is being expressed?
How far away do you have to be before the other person is understood?
e)
Now complete evaluation sheet with young person checking on what they have
learnt. Then check back on the first 4 weeks to bring this section on assessment
and risks to a close, evaluating and sharing evaluation with the young person.
25
WORKSHEET 9
Thinking About Behaviour (TAB)
OFFENCE DESCRIPTION EXERCISE
YOUR NAME:
OFFENCE:
WHEN DID IT OCCUR?
(date, time, ‘special day’ e.g. birthday anniversary)
WHERE DID IT OCCUR? Any link to key places in your life?
(eg school, home, pub)
WHO WAS INVOLVED?
(co-offenders, victims, witnesses, bystanders, relatives, police etc)
WHAT HAPPENED?
HOW/WHY?
(circumstances, factors, provocation etc)
YOUR FEELINGS ABOUT IT at the time and since then
OUTCOME court sentence and other consequences
26
27
WORKSHEET 10
Story Building Process
Description of main character
Same age and gender of group
Immediate Family Tree
What main
Living Arrangements
Area
Couple of weeks prior to
What they do
Offence
Personality
What Offence will take Place?
Character’s life would
have been like
without offending
Who is involved?
Who are the victim/s?
Background of main character (Personal
History)
Any circles of friends and relationships
Patters of Behaviour
Build up to the Offence
Detailed descriptions of build
up
Include dialogue
Planning of Offence
Individual Character input
Actual Offence
How they get caught
Who gets caught?
What happens after the
arrest?
29
30
WORKSHEET 11
Cognitive Behaviour
Victim Awareness
'Think Feel Do'
Who are the victims?
What the character THINKS
How the character FEELS
What the character DOES
How do they feel?
How are they affected?
What happens to the victims?
How are the victims affected
long-term and short-term?
How could this have been
avoided?
31
WORKSHEET 12
Presentation of Group Work
Display Presentation

Showing the
completed work
Illustrating the
processes
 Highlighting the
varying used media
 Allowing the young
people to explain the
work to the audience
 Relaxed environment
Still photography
Representing Think Feel Do
element
Character’s life
Overall story
Dramatic Representation
Of
The Story
The characters
The cognitive behavioural work
Victim awareness
Consequences
Moving
Photography
- Representing
story
- One or more
characters
- Filming
dramatic
representation
33
34
SESSION FIVE
Thinking
a)
Introduce Thinking – Ice Breaker called ‘analyse of the day) or yesterday – Get
young person to detail what they did, why. This can be written, verbal, drawn
etc. Show the young person that they have used thinking skills for e.g. to
choose breakfast cereal, to see a friend etc.
Explain that thinking leads to action on the decision not to act. The way the
young person behaves can lead to problems and can resolve problems.
b)
Different kinds of thinking – Worksheet 13 and figures 1 & 2
Explain
Convergent - There is only one answer
Divergent There is no right answer
Impulsive Act on impulse – little thought
Rigid Not willing to change views or way we think
Use a flip chart to show examples of each or objects in a room.
Explain at the end that we all think in these ways, but we can change the way we
think by training and practising which can help us to overcome problems we
face.
c)
Now complete evaluation sheet with young person, checking back on what they
have learnt.
35
WORKSHEET 13
Thinking Skills
Types of thinking
CONVERGENT
‘THERE IS ONLY ONE ANSWER’
THIS IS THE TYPE OF THINKING THAT RELATES TO ‘FACTS’ SUCH AS YOUR BIRTH
DATE, YOUR HEIGHT, MATHS PUB QUIZZES ETC.
Ask for examples of this type of thinking.
DIVERGENT
‘THERE IS NO RIGHT ANSWER’
THIS IS THE TYPE OF THINKING WHEN YOU HAVE A PROBLEM TO BE SOLVED, BUT
NO SINGLE ANSWER. IT DEPENDS ON A RANGE OF IDEAS.
Try using a range of everyday objects and asking what they are for … is there one
correct use only? The possibilities may not be obvious and imagination is
needed..but objects can serve different purposes (think of the show ‘Whose Line Is It
Anyway’ when they had to think of as many ways as possible to use a ‘prop’).
BOARDSTORMING
‘QUALITY OVER QUALITY’
THIS TECHNIQUE ENCOURAGES YOU TO THINK OF LOTS OF ANSWERS, BUT NOT
TO STOP AND WORRY ABOUT WHETHER THEY ARE BETTER THAN OTHERS. GET
AS MANY AS POSSIBLE.




don’t stop to think if its ‘good’
try and get as many listed in a short time
be original, inventive
build on ideas from other contributions
Examples could be:
 a list of things to do for free
 how someone who can’t get up copes with a new job starting at
6am
 two people who want to watch different programmes on tv at the
same time in the same house
 what to do with two of your friends who won’t speak to each other,
but are coming to your birthday
36
Figure 1 – Picture of a face
37
Figure 2
Picture of a silhouette – 2 faces
38
SESSION SIX
Thinking continued
a)
Ice breaker
b)
Recap on session 5 on Thinking Skills – use evaluation sheet to check on
progress made in fifth session. Clarify anything a young person cannot
remember or understand.
c)
Introduce exercise
‘Noise in the night’
You hear a noise in the night when in bed.
Get young person to think of all the positive explanations and then get them to
think of all the negative ones.
(This helps young people to see that their first thought may not be the right one
and shows them that to stop and think may come up with a different solution)
d)
Missing TV exercise – scenario
You live at home with your parents. They are out. You walk in the house. The
back door is unlocked. You go to switch on the TV. It’s gone.
(i)
(ii)
(iii)
(iv)
(v)
What are your first thoughts?
What goes through your mind?
What is most likely and most unlikely?
What is the problem? Is there one?
What might you do next as a consequence of your thinking?
e)
Get young person to think of a scenario from their own life over the past few
days when something has happened. Ask some questions as D.
f)
Complete Worksheet 14 ‘problem solving’ – identifying personal problems –
refer to Worksheet 14 (:) to help understand the steps in problem solving.
At the end of this complete evaluation sheet checking the young person’s
understanding.
39
WORKSHEET 14
PROBLEM SOLVING
During the next ten years of your life you will face a number of problems which you
will overcome in order to become a happy and successful adult.
List below the main problems that you think are facing you in the future.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
40
Can you put these problems in order, with the most difficult at the top and the least difficult at
the bottom.
Do you feel that any of these problems cannot be solved?
41
WORKSHEET 14 (i)
THINKING SKILLS COURSE
STEPS IN PROBLEM SOLVING
1
Define Problem
Decide exactly what the problem is and what you want the solution to provide.
The definition should include all aspects of the problem, it should avoid using
woolly or vague terms. It should include phrases like ‘I want’, I need, so you
own the problem.
Most problems can be classified along the following lines.
I want to stop doing something but don’t know how.
I want to do something but don’t know how.
I want someone else to do something/not do something.
I want to feel differently.
I want to change my situation in some way.
2
Seek Information
Make sure you have all the facts. Sort out facts from opinions, good sources of
information from poor ones.
3
Generate Alternatives
Using brainstorming, come up with as many different ways for dealing with the
problem as possible. Go for general strategies, you can fill in the details later.
Remember the rules of brainstroming; don’t criticise or ridicule any ideas at
this stage. Allow your mind to freewheel from one idea to the next. Combine
ideas to produce new ones. Think laterally.
4
Decision Making
Remember to take into account all the costs and benefits in each case.
Eliminate any solutions which obviously won’t work or whose consequences
are all bad. Compare the remaining strategies on costs/benefits. Decide on the
best or ‘optimal’ solution. This is the solution which maximises benefits and
minimises costs. Remember the ‘comfort’ factor. Some solution will have many
benefits, but will feel uncomfortable because of their effects on others or
because of our values.
Important points for decision making
42
i)
Decisions involve value judgement, the same costs and benefit carry different
weights for different people.
ii)
Consider all the indirect costs – perhaps in the distant future.
iii)
Assess the probability of the solution working before applying it – avoid ‘long
shots’.
iv)
There is no perfect solution, all have costs.
v)
Place solution in order of preference, rather than only choosing one, then you
always have a fallback strategy.
5
Planning
Choose the most appropriate strategy, make detailed plans to put this into
effect. You might do further brainstorming for ways to do this. You might list a
step by step procedure. You might seek further information. You might have a
series of tasks to do in order of priority.
6
Verification
Use TOTE (Test Operate Test Exit). Check out solution, does it change the
situation to the one you require. If the answer is yes, the problem is solved and
you can exit the task. If the answer is no, try the next best solution.
Problem Situation
Apply
Solution
Has the situation
changed
Yes
No
Exit
Try next solution
Remember – best to try solution on a small scale first
43
SESSION SEVEN
Thinking continued
Emotions
a)
Ice Breaker
b)
Recap on Section 6, clarifying and checking on understanding by using
evaluations sheet from Section 6.
c)
Exercise – Boardstorm – words associated with emotion – arrange into spider
see worksheet 15 and complete.
anger
Hurt
Happy
Sad
Explain - between a thought and an action is a feeling or emotion. Explain
that the feeling we have affects the way we behave. Refer back to worksheet 15.
d)
Boardstorm exercise – what triggers emotions which lead to problems.
e.g.
argument with girlfriend – angry, sad
e.g.
assault by parent
steals
driving
sad, no confidence
violence
easily influenced by peers
Check that the young person understands that the level of emotion they have can
trigger poor behaviour or impair thinking, but also that the way we think can set up
emotions which acts as a fuel to the fire.
e)
What thinking skills are needed to solve problems. See worksheet 16.
This is a learning exercise where you need to apply the terminology – use flip
chart to explain 1-10 – section I)
Young person can come up with what thinking skills they think they need to
solve problems.
Make sure you explain the 3 points at the end of the worksheet.
f)
Choose a common problem that leads to an offence and will push the events
and things that lead to it, using the skills in worksheet 16 and those identified
on the flip chart to suggest alternative ways of behaving that solves the
problem.
e.g.
Argument with girlfriend
assault on police
Drinking
argument with police
Solve by working out what leads to arguments, what to do if you have an argument
i.e. separate rooms, cool down, talk to a friend, don’t drink, identify why you want to
change i.e. consequences, losing girl friend, time, pressure
Now evaluate session using evaluating sheet with young person; checking back on
what they have learnt.
Homework
Stop and think Diary
(number of sheets at least 5 examples) worksheet 17
44
EXPECTATIONS – WORKSHEET 15
1
Look at the spider chart below and as a group discuss the
questions written beneath.
Angry
Confident
Sad
Guilty
Happy
Isolated
Understood
Anxious
Frightened/Scared
Lonely
Bored
Accepted
Excited
Question
How do we behave if
we feel like this?
2
Persecuted
Question
What often happens if
we feel like this?
With teacher help, using a flip chart or board, think about other good and difficult
feelings, and write them down.
45
WORKSHEET 16
Set a scenario – from someone’s life
WHAT THINKING SKILLS ARE NEEDED TO SOLVE PROBLEMS?
1.
IDENTIFYING
How we see, hear, feel we have to do this
clearly to avoid mistakes
2.
GOAL-setting
What you want, beneficial? Legal?
3.
(CHOOSING) OPTIONS
Alternatives? Desirable?
4.
(SEEING AHEAD) CONSEQUENCES
What is likely to happen if you pursue this
Goal?
5.
PLANNING – MEANS to an END
STEP by STEP
How are you going to get there?
Can you see the way in stages?
6.
CONTACT- BENEFIT
What are the advantages?
7.
RESEARCH
Gather further information
8.
(BALANCING) CRITERIA
Choosing what you weigh up
9.
PRIORITIES
What is most important?
10.
SELF-TALK
Listening to ‘inner counsel’

None of these skills will work if your emotions keep pulling you in the
wrong direction or upsetting you.

You need to give yourself time to think, before you act, no matter how
pressurised you feel to respond quickly.

The more you practice thinking skills the easier and quicker it will be
to solve problems.
46
WORKSHEET 17
STOP AND THINK DIARY
Day and Date
Time and Place
Who was there
What was happening
What I did
Who gained what?
Who lost what?
Did I stop and
think? Yes/No
What might have occurred if I didn’t stop and think? (or, if I did?)
47
SESSION EIGHT
Thinking continued
Decision making
a)
Ice Breaker
b)
Recap on session 7 – using evaluation sheet – check on homework –
problems they have had, how they have resolved them.
c)
Options and consequences
To check they fully understand problem solving after previous session and
homework.
(i)
Set a problem such as the need to repay a debt immediately.
How would the young person resolve this. Check the range of options,
decisions and their consequences.
(ii) Give a scenario
A young person wants to go on holiday. Get the young person to plan
the holiday from the start to when they arrive at their destination.
e.g.
(1)
Choice of resort – why
(2)
Cost
(3)
Insurance
(4)
Airport
(5)
Travel to airports etc.
Get the young person to identify problems – you assist – why and how can
they resolve.
For each problem the young persons must think of as many different means
of resolving them as possible in order of preference and why.
e.g. Taxi fails to pick you up at the airport
Solution 1
Ring another taxi firm
2
Ask parents to take you
3
Ask friend to take you
Workers should look for evidence of
 Flexible thinking
 Step by step thinking
 How does it look from another perspective
 What the outcome may be
What is emerging – is the young person willing to change ideas, are they
impatient to resolve problems, do they look at long or short term solutions.
Importantly, have they sources of help e.g. parental support, peer support,
financial support. And are they obstacles to obtaining help e.g. drug
dependence, emotional feelings etc.
These will inform how they solve problems generally.
Review them later but note now.
d) Now evaluate session with young person checking their understanding.
48
SESSION NINE
Decision making
a)
Ice breaker
b)
Recap on session 8 – using evaluation sheet
c)
Introduce Decision Making
Making decisions is a process effected by our feelings and that our
feelings/emotions arise from our values and beliefs. In order to illustrate this
explain that beliefs are different from facts. An exercise that will help you here
is Worksheet 18 (i-iv)called ‘My Fact File’ which also incorporates sheets
‘Home and Family Fact File’ and my favourite/least favourite things.
d)
To make the comparison between facts and beliefs, get the young person to
complete Worksheet 19 ‘Women’s Work – Young Men’s Questionnaire’. This
assists in both explaining what a belief is to the young person but also elicits
their particular beliefs. For the conclusion of this exercise play the DOCTOR
GAME which is the value game. This game assists the young person further to
understand that our values effect our beliefs. To conclude this session, explain
that values are linked to beliefs.
e)
If we believe something in particular will make us happy or will be a benefit,
such as obtaining a job, we are likely to value the opportunity to obtain that
job. If we find that a belief is misplaced, our values may alter accordingly. Our
beliefs and values may be ‘the rules we live by’ or change as a result of
information we have received from people or just life experience. Some people
resist change no matter what happens to them and this can cause problems,
sometimes so serious that they are life threatening. If we are to survive, we
need to learn to adapt.
f)
Now complete the evaluation sheet. Check the young person’s progress and
understanding during the session.
49
WORKSHEET 18 (i)
MY FACT FILE
Full Name ………………………………………………………………………………
Nicknames ………………………………………………………………………………
Date of Birth ………………………………….
Age Yrs………………
Mths………….
Height
…………………………………
Weight …………………………………
Shoe Size ……………………………..
Hair Colour …………………………..
A favourite photo of me
Eye Colour …………………………..
My favourite clothes include
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
50
WORKSHEET 18 (ii)
HOME AND FAMILY FACT FILE
My Address is
My Home
………………………………………….
………………………………………….
………………………………………….
………………………………………….
I have lived here for ………..years
My own space / bedroom
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..
My most treasured possessions are
Pets
51
WORKSHEET 18 (iii)
In my home the following people live:
Comments?
…………………………AGE…………
…………………………AGE…………
………………………….AGE………..
………………………….AGE………..
………………………….AGE………..
………………………….AGE………..
………………………….AGE………..
Other family members who live elsewhere:
Comments?
…………………………AGE………..
…………………………AGE………..
…………………………AGE………..
…………………………AGE………..
…………………………AGE………..
…………………………AGE………..
Have a go at drawing your family tree!
52
WORKSHEET 18 (iv)
MY FAVOURITE / LEAST FAVOURTE THINGS
LOVES
HATES
………………………………… COLOURS……………………………………………
………………………………….FOOD………………………………………………….
………………………………….MUSIC…………………………………………………
………………………………….BAND………………………………………………….
…………………………………TV PROG………………………………………………
…………………………………MAGAZINE…………………………………………….
…………………………………PLACE………………………………………………….
…………………………………PERSON………………………………………………..
………………………………….TEACHER………………………………………………
………………………………….SPORT…………………………………………………
………………………………….BOOK………………………………………………….
……………………………….COMPUTER GAME ……………………………………
53
54
WORKSHEET 19
Women’s work – young men questionnaire
Agree
1.
It is okay for men to feed the baby
2.
Men can push a pram
3.
Anyone can change a nappy
4.
Men can cook a good meal
5.
Men shouldn’t do the washing up
6.
Men can teach their children to read and write
7.
Men should not talk to their children about
emotional problems
8.
Men should go out and earn the money
9.
Women should stay at home and look after
the house.
10.
You should get paid for looking after the children
and house
11.
Men don’t have a choice to do any of the above
12.
Young men don’t want to do any of the above
Disagree
55
SESSION TEN
Decisions and Beliefs
a)
Ice Breaker
b)
Recap on session 9 using the evaluation sheet and checking the young
person’s understanding again.
c)
Ask the young person to identify for themselves an occasion where their belief
probably led to an offence.
e.g.
I believe the two pints would not take me over the limit
I believe he was going to hit me, so I hit him first
When this is completed ask the young person to think of a belief that they once
held which has changed e.g. Father Christmas. This should elicit an
understanding from the young person that we all hold certain beliefs at certain
times but that life experience can assist us to change those beliefs.
a)
Decisions can be effected by our beliefs but also by the reasons we make our
choices and the order of importance we put our choices. In many cases they
depend on the information a young person has to hand or the options available
to them to solve a problem.
Introduce exercise. Get the young person to think of a problem e.g. loneliness.
Ask if they can find a solution, which could be to obtain friends, and then ask
them if they can think of the reasons why they think it’s the best solution to
their problem e.g. company, shared interest, someone to spend time with.
A second example the problem might be the young person hasn’t got transport
to work. The solution may be to get their own vehicle and the reasons might be
so that they have control, comfort of journey and because it’s convenient.
Once the young person has identified two or three problems, the solutions to
the problem and the reasons why they have picked that solution, ask them to
think in more detail about the solution. So in the previous example, if they want
a friend, what kind of friend would they need? If they want a vehicle, what kind
of vehicle?
The reason why a young person would pick one vehicle over another depends
on what information they have, what they think is important generally and what
is important to them as an individual person.
Now ask the young person to think what would make:
a) a good party – what would they need to think of to make a good party
b) a good job
c) a place to live in
The young person might well identify factual information, different beliefs and
values they hold and also what they need as an individual person. Be sure you
summarise the exercise for the young person so they can understand what
they have learned from it. Then tell the young person that problem solving
involves a range of thinking skills and we cannot make better decisions unless
we are aware of the link between our values and beliefs and the reasons we
make the decisions.
56
In effect those facts can widen or narrow the options available to a young
person.
e.g.
I can’t wear those kind of clothes
I don’t care if the uniform is silly
I’ll eat anything if I’m hungry
And finally in this section, ask the young person if they got into trouble
because their beliefs/values narrow their options, or if they did not make a
decision based on thinking through all the options available.
At the end of this session, complete the evaluation sheet with the young
person to check their understanding of the session.
57
SESSION ELEVEN
Planning
a)
Ice breaker
b)
Recap on session 10 using the evaluation sheet and checking the young
person’s understanding again.
c)
Introduction
We cannot predict what will happen to us in the long term, but we can
improve our chances of getting what we want if we take control, make
decisions and improve our understanding about the effects of our
behaviour in certain ways, for example in the short term – immediate
future. We can choose to work towards different outcomes.
Ask the young person what kind of decision maker they think they are.
There is a check list Worksheet 20 which explains different decision
making styles. Most young people will pick out no. 4 ‘Go along with
others’ which is a pressurised decision making style, no. 6 ‘You just
know’ which is an impulsive decision making style and no. 8 ‘ A means
to an end’ which means that young people make decisions because
they want to achieve certain outcomes.
d)
Solutions to problems:
Explain that problem solving can be divided into a sequence of steps
where we can identify where we are and also look ahead to where we
think we may end up and in order to get to the end we need to take
steps in the middle. See attached case study, Tony.
e)
Take the topic of buying a TV and the steps that have to be taken to do
this successfully and legally. Use worksheet 21 ‘Steps towards
solutions’ to mark out the individual steps.
Prompt list for staff.










Possession of TV licence
What can be afforded?
Value of TV
Who is selling, private/shop?
Who provides information about it?
Where do you look e.g. car boot sale, friends etc?
Checking it works, has instructions, guarantees etc
Price, negotiable?
Payment, cash?
Confirm ownership
58
This exercise should help a young person understand how to get
something they want, like checking out all the information, their reasons
for wanting it and whether they can afford it.
f)
At the end of the exercise complete the evaluation sheet, checking out
the young person’s understanding of the session.
59
WORKSHEET 20
DECISION-MAKING STYLES
1.
‘Wait and See’
2.
‘Get on with it’
3.
‘Feels Right’
4.
‘Go along with others’
5.
Think it through
Analytical
6.
You ‘Just Know’
Impulsive
7.
Do what you always do
Rigid
8.
Means to an end
Prevarication
Instinctive
Intuitive
Pressurised
9.
10.
What is your preferred style?
Are some styles more appropriate for some types of decision?
60
WORKSHEET 21
STEPS TOWARDS SOLUTIONS
61
CASE STUDY - Tony
Tony was a 16 year old who had been to prison for burgling houses and stealing cars.
On release from custody Tony had no where to live and no income. In order to find
himself somewhere to live Tony went to his YOT officer and explained that his parents
wouldn’t have him home any longer and that he had no accommodation. Together
they visited the local authority Housing Department who completed an assessment of
Tony’s homeless situation.
Due to Tony’s history of offending, he was considered to be in need of supportive
housing. The housing authority found him a place at a local hostel which was warden
controlled. In order to be able to pay for the accommodation, Tony visited the benefits
office with his Youth Offending Team officer and put a claim in for housing benefit.
As Tony had no income he also made a claim for income support in order to pay the
extra £10 top up rent that was requested and to be able to buy food for himself.
However, in order to be able to buy food immediately, Tony also had to put in a claim
for a crisis loan, as the income support application would take seven days to process.
That afternoon Tony received £42 crisis loan and moved into the Warden controlled
hostel.
When the young person has read the story jointly complete worksheet 15 ‘Steps
towards solutions’ marking out how many steps it took to get to the end of the story.
Did the steps make up a straight path or was it more complicated?
62
SESSION TWELVE
Thinking skills
Overcoming obstacles
a)
Ice Breaker
b)
Recheck understanding from previous session using evaluation sheet,
reminding the young person of the previous types of problems identified and
some of the steps they have taken towards finding solutions.
c)
Overcoming obstacles
Explain to the young person that they have worked out some good solutions to
the problems in the previous session but now we are going to make it more
difficult by thinking of obstacles that can be put in the way.
i.e.
-You arrange to go somewhere but there is no transport available.
-You are on your way somewhere but there is a traffic jam.
-You go to a club with friends and they drive off without you.
-You go out and rely on your friend to take you home but both of you
end up drunk and he can’t drive his car.
Ask the young person to look at the intensions they have to improve their life
quoting the example of either wanting a job or further training. Complete
problem solving exercise Worksheet 22 ‘ I want a job’. Help those young
people who get stuck on this exercise by asking:




d)
What is the real problem?
What information needs to be gathered?
What kind of problem is it? Is it simple or complex? Is it getting worse?
Does it involve a lot of people whose behaviour they cannot control?
Obstacles to reduce offending
Ask the young person what is the greatest obstacle to reducing – avoiding
further offending. Is it something inside of them or is it factors outside of
them? Do they feel they can overcome it? Do they want to? Is there a problem
between what they think and what they feel? In order to assist them complete
exercise worksheet 23 ‘I can see it coming’ or worksheet 7 ‘Snakes and
Ladders’. At the end of the exercise discuss the need to see a problem ahead,
the mixed feelings they may have about avoiding temptation and whether
planning can prevent temptation or giving into temptation. Explain it helps to
know what you want in life, what is most important to you in the long term and
what is important to you now. Lots of problems arise because they make
decisions in the short term which prevent us from achieving what we want to
achieve in the long term.
Homework
e)
Ask the young person to complete worksheet 24 ‘Target ladder’,
things I would like to do in my life.
Now complete the evaluation sheet with the young person to check their
understanding to the session.
63
WORKSHEET 22
PROBLEM SOLVING EXERCISE
1.
I WANT A JOB
2.
Come up with as many options you can, that will help you get a job.
3.
Come up with as many negative things, that will go against you getting a job.
4.
this;
Go through the lists of 2 & 3 and throw out the ones that won’t work. To do
-
5.
think of the long term costs to you
think of the indirect costs to you
Out of the list, make a plan. Put them in order – then evaluate it, do you want to
change it?
64
WORKSHEET 23
‘I CAN SEE IT COMING’
OFFENCE
65
SESSION THIRTEEN
Thinking skills
Looking ahead
a)
Ice breaker
b)
Recap on the previous session using evaluation sheet and check on homework
making sure they have completed the target ladder ‘Things I would like to do in
my life’ and identify their long term goals, their main priorities, what they need
to do to bridge what they want and have now , what they want in the future and
is there any need for the young person to change what they are currently doing
in order to achieve what they want in the future. This will lead onto section C consequential thinking i.e. looking ahead.
c)
This section should be brought back to their offending behaviour. Ask the
young person to think of the gains and losses they will have by continuing to
offend. Complete worksheet 25.
d)
What if
Use your imagination. Ask the young person what would happen if there were
no laws relating to anything? Ask them to boardstorm what would happen.
Within this they should be able to list all the problems that might arise and
what the consequences would be. Ask them also how they might either reduce
or solve the problems. The young person should be able to see that by having
some laws or rules it gives us a chance to reduce risk. In effect when we do
look ahead we have different options to take to reduce a problem and each set
of consequences will have an outcome. Below is an example of the many ways
to deal with the problem of hearing that someone is spreading rumours about
you.
Ask a young person if you were the Prime Minister of England and had pride in
carrying out any promises or threats you made and not letting anyone beat
you, would you drop a nuclear bomb on another country that appeared to be
threatening you?
This exercise may elicit a number of responses from young people which may
include risky thinking and the subsequent dropping of the nuclear bomb.
During the exercise assist the young person to understand that the Prime
Minister’s behaviour could be risky and could lead to patterns which reject or
ignore alternatives available to him or her. Reflect that rigid thinkers tend to
feel threatened by change, examining the possible consequences could
encourage you to make better decisions. Explain to the young person that
although we may feel there is no point in planning because events over which
we have no control may stop us, we can take more control over a lot of things
and the more skills we have at planning and decision making the easier it is to
overcome obstacles put in our way. Explain that we need to give up some
things in order to get others so we need to be clear about we really want or
need and what is really important to us.
e)
Now complete the evaluation sheet, checking out their understanding.
66
WORKSHEET 24
TARGET LADDER (THINGS I’D LIKE TO DO IN MY LIFE)
Set a target of what you want to do, and then select the different steps needed
to get there.
Work out what you can do already.
Work out what you need to do/learn to get there.
THINGS I CAN DO
ALREADY
WHAT I WANT
TO DO
WHAT STOPS ME?
(Things I can’t do
now/well enough)
Steps to get there
67
WORKSHEET 25
Handout 6.1
GAINS AND LOSSES OF OFFENDING
GAINS
LOSSES
68
SESSION FOURTEEN
Self esteem and self image
a)
Ice breaker
b)
Recap on the previous session using evaluation sheet, checking out the
young person’s understanding.
c)
Introduce
Self image is how I see myself
Self esteem is how I value myself
The way other people see you and values affects your own views about
yourself and this in turn effects the way you behave.
Handouts
Pictures of famous people from magazines using contemporary ones
that young people identify with. Ask the young person what they think
of them and what they think that the person would think about
themselves. How do they think that this effects the way they behave? A
copy of the Vain Men video is also available. Ask the young person to
watch the video and make comments on the people and the behaviour
contained within it.
d)
Now complete the evaluation sheet and check the young person’s
understanding.
69
SESSION FIFTEEN
Self esteem and self image
a)
Ice Breaker
b)
Recheck the young person’s understanding of the previous session on self
esteem and self image reminding them of the video they watched and/or the
pictures of famous people they identify.
c)
Boardstorm. What thoughts about the person’s self can help a person be
successful? What thoughts undermine success? On completion…
d)
Introduce self assessment. Worksheet 26 ‘Strengths checklist’ and worksheet
27 ‘Social skills checklist’. Worksheet 28 ‘ Positive affirmations’ and worksheet
29 ‘How confident am I?’. By examining the completed worksheet we should be
able to identify whether the young person has good social skills and a good
opinion of themselves i.e. a balanced self esteem, or whether it is indicated
that the person has low self esteem or in fact high self esteem. Explain that if
the young person thinks very highly of themselves but they are not actually
particularly competent at things, they could be easily threatened by more
competent people and are likely to depend on the wrong things to bolster their
self image such as material success. It can equally be difficult if you are
competent but have no confidence in yourself as that type of person can be
over demanding, never satisfied and easily upset. If the young person and has
a poor image you are in great difficulty as the need to improve skills can be
undermined by your lack of confidence. If you are in a fortunate position of
being skilled and knowing that you have a positive image then this is all well
and good.
At the end of the session reflect that we live in a society where it is seen as fun
or entertainment to be critical or negative about people and this makes us
defensive and can prevent progress. Explain that we have a responsibility to
ourselves to improve our skills but we have a responsibility to each other to be
supportive.
NB:
e)
For those young people who exhibit particularly low self esteem and
social skills a more in depth completion of work around self image and
social skills should be completed with the young person.
Now complete the evaluation with the young person, checking out their
understanding of the session.
70
WORKSHEET 26
Strengths Checklist
Date:
Name:
What strengths do you have?
Tick any that apply to you and add any others you can think of.
A.
Practical
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Making things
Repairing
Cooking
Decorating
Budgeting
Gardening
Job skills
Hobby skills
Technical
Driving
B.
Thinking
1.
2.
3.
4.
Solving problems
Thinking up new ideas
Using numbers
Understanding books,
TV, films, etc
Decision making
Imagination
Getting information
Thinking skills at work
Thinking skills at leisure
5.
6.
7.
8.
9.
10.
11.
12.
C.
Spare
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Sports
Creative hobbies
Reading
Collecting
Using libraries
Using time well
Dancing
Being in groups
Occupying myself
D.
Social
1.
2.
3.
4.
Helping others

Meeting people for first time 
Sense of humour

Showing interest







5.
6.
7.
8.
9.
Giving/receiving affection 
Listening to others

Making conversation

Seeing others’ point of view 
Building relationships




10.
11.
12.






























Are there any strengths you would like to have? If so, which ones?
Mark these with a cross X.
71
WORKSHEET 27
Social Skills Checklist
Date:
First name:
I am good I am not I am not I am
at this
bad at
very good bad
this
at this
at this
A.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Looking people in the face
Being watched by lots of people
Staring people out
Smiling at people I fancy
Keeping a straight face
Not blushing when I am caught out
Looking angry when I feel it
Hiding my disappointment
Knowing what other people are feeling
Standing close to other people
B.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Joining group of people already
Having to tell people who I am
Going into a room full of people
Being interviewed
Starting a conversation with a stranger
Giving people directions in the street
Carrying messages
Saying what I want to say
Understanding what other people say
Answering questions/asking questions
C.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Having an argument
Being told off
Being ordered about
Making a complaint
Refusing to do something
Apologising, making excuses
Giving someone bad news
Praising someone
Responding to praise
Asking for help
72
WORKSHEET 28
POSITIVE AFFIRMATIONS
are Self-Esteem Boosters!
1. I like myself because…
9. I consider myself a good
17. I am most happy when
………………………………….
………………………………….
………………………………….
………………………………….
………………………………….
………………………………….
……………………………………
……………………………………
……………………………………
2. I do ……………………..
…………………………………
…………………….very well.
10. I like the way I feel
about
…………………………………
…………………………………
11. What I really enjoy
most is
…………………………….
18. My goals for the future
are……………………………
……………………………….
3. I feel good about ……….
………………………………
………………………………
……………………………………
19. One of the many
positive
traits I have is……………….
…………..………….…………
4. My friends would tell
you I have a
great…………………
………………………………..
………………………………..
12. The person I look up to
the most is ………………….
5. My favourite place is
…….
…………………………………
…………………………………
13. The one person that
always makes me feel
good
about myself is……………..
21. My friends respect me
because I always …………..
6. …………………………….
14. I look good when
………
22. I have a good sense of
…………………………………
…………………………………
……………………………………
…………………….loves me!
……………………………………
……………………………………
……………………………………
…………………………………….
7. People say I am a
good…
15. The colour
………………
……………………………………
……………………………………
…………………………………….
……………looks great on
8. I have been told that I
have pretty ………………….
me.
16. I have a natural talent
for
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
20. People often
compliment me about
…………………….
…………………………………….
…………………………………….
……………………………………
23. The two things I do
best
are……………………….and
……………………………………
24. I know that I will be
successful in life because I
will……………………………
……………………………………
GENUINELY LIKING WHO YOU ARE IS THE CORE OF YOUR SELF-ESTEEM!!!!
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WORKSHEET 29
HOW CONFIDENT AM I?
Give yourself a score of 1-5 for your level of confidence in the following situations.
1 = not at all confident
5 = extremely confident
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Being watched by lots of people
Smiling at people I don’t know very well
Not blushing
Showing my feelings
Understanding what other people are feeling
Keeping a straight face
Going into a room full of people
Joining a group of people already talking
Walking past a crowd looking in my direction
Asking somebody the way
Using a telephone
Asking for help
Giving somebody a compliment
Receiving a compliment
Explaining my feelings to somebody
Being told off by somebody
Expressing my opinions clearly
Asking a question in a meeting or in class
Accepting criticism from others
Complaining about something/somebody
Apologising
Being asked for an opinion in a group/class
Saying ‘no’ when asked to do something I don’t
agree with
Being interviewed
Asking somebody for a favour
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
1
2
3
4
5
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
5
5
5
5
5
5
5
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
74
SESSION SIXTEEN
Victims (direct)
a)
Ice breaker
b)
Recap on previous session using evaluation sheet.
c)
Explain what a direct victim is. Ask the young person to think of a crime they
have committed where there was a personal victim e.g. burglary, car theft,
assault. Ask the young person to complete Worksheet 30 to detail the effects
on all concerned but particularly concentrating on the effect on the personal
victim. Complete this exercise thoroughly and bring with you a copy of the
statement made by the victim detailing the full effect on them. Compare the
views of the young person to the actual views of the victim. It may also be
useful to utilise the victim liaison officer who may have had contact with the
individual victim who can explain the effect on the young person. It needs to be
born in mind that the young person may be completing direct victim work with
the personal victim and this needs to be taken into account when a decision is
made to complete this particular exercise.
d)
Sentencing exercise:
This exercise should assist a young person to:
 Gather information
 Set criteria
 Agree short and long term goals
 Sort out facts and beliefs
 Recognise advantages and disadvantages
 Seek consequences for themselves and others
 Make a decision
 Adapt in response to new information
 Overcome obstacles
 Solve a problem satisfactorily to the greatest benefit
e)
Now complete the evaluation sheet, checking out the young person’s
understanding.
75
WORKSHEET 30
Now, think about the effects of the offence (consequences) ….e.g. What happened to you as
a result? and also to others? Put down your answers below:
The effect on
me
The effect on
my family
The effect on
my friends
The effect on
victim (s)
The effect on
any others
When you look at the above, what do you feel and
think?………………………………………..
……………………………………………………………………………………………………………
Now, if it were possible to turn the clock back to before you committed the offence,
think about what led up to the offence being committed (antecedents). Think of
different things you could have done or said, that would have ended up with you not
committing the offence (options out). List them for yourself below:
1.
2.
3.
4.
5.
76
Sheet One
Bystander
You are taking your dog for an early morning walk through York City Centre. As you
turn a corner you see a delivery van stop outside an office block. The driver takes a
parcel out of the van and goes into the building. Moments later you see another
person get into the van, start it up and drive away. Recently a friend of yours was
killed by someone driving a stolen car so you don’t like car thieves. It is none of your
business though and you don’t even really know that the car has been stolen. What
do you do?
77
Sheet Two
Sentencing exercise - Sentencers
The person before you today is 24 years of age. He has six previous
convictions including two TWOCs. He is currently 10 months into a crown
court probation order for the last TWOC. His probation officer says he has
missed his last two appointments but otherwise seems to be doing well and
his rate of offending is slowing down. You know that when he got the
probation order the judge said that he would go to prison if he appeared before
the courts again. He has been working night shifts for three months and has a
good report from his employer although he will lose his job if he is sent to
prison. He and his partner have children aged 3 years and 6 months. You have
heard from the defence solicitor that the defendant has been trying really hard
to stay out of trouble but has been overwhelmed by debts. He and his partner
just couldn’t make ends meet after the birth of their youngest child. The
offender committed this offence on the spur of the moment hoping that he
would be able to pay off his rent arrears and avoid eviction. He now deeply
regrets his behaviour. His partner has post natal depression and would find it
difficult to cope on her own. What do you do?
78
Sheet Three
Sentencing exercise – Offender
You are on a probation for TWOCs. You have been really trying to stay out of
trouble and haven’t committed any offences for 10 months. The last time you
were in court the judge said that if he ever sees again you will go to prison.
You’ve got a job but you hate it and it only pays £3.50 per hour. You and your
partner have just had another baby and you are finding it increasingly difficult
to make ends meet. Each week your debt gets bigger. You owe £400 in rent and
your landlord is saying that you will be evicted if it is not paid off. You are
walking home from night shift when you see a deliver van stop in front of an
office block. The driver gets out of the van and carries a parcel into the
building. As you walk up to the van you see it is full of packages. You can see
the van is not locked and the keys are in the ignition. No one is around. What
do you do?
79
Sheet Four
Sentencing exercise – Victim
You are a delivery driver making the first delivery of the day. You are behind
schedule because you got held up in a traffic jam on the motorway. This means
that you will probably be late home. You arrive at an office block in the middle
of York and park your van near the entrance. It is early in the morning and
there are not many people about yet. You take a heavy parcel out of the van.
The delivery note tells you that it needs to go to the tenth floor. When you get
inside the building, you find the lift isn’t working so you start up the stairs. You
are just reaching the fourth floor when you realise you forgot to lock your van.
It’s a company rule that drivers who are found not to have locked their van
when making deliveries are subject to instant dismissal. Do you go back to
lock your van before you make your delivery?
80
SESSION SEVENTEEN
Victim (indirect)
a)
Ice breaker
b)
Recap on previous session using evaluation sheet
c)
Introduce
Everything we do has an effect on others even if we do not realise it at the
time. Everything we do affects others for better or worse just as we are
affected by them. It is important when we make a decision to solve a
problem that we take into account the impact will have on others, that we
know who might be affected. If we do not take this into account we could
end up with a worse problem.
d)
Create an offender profile. If you created an offender profile previously
please refer back to that. If not get the young person with yourself to create
a realistic profile of an offender (see Worksheet 10-12). Therefore you need
to decide on the following: name, age, gender, race/ethnicity, location, family
members, personal history, offending history, last offence.
Assessment: presenting problems – identify need
The young person can use the offender profile and complete ‘Ripple’. Focus
on an offence they have committed and identify all those affected by it to
some degree. Choose one of the people and recount their feelings about the
incident and the affect it had on them.
This exercise should enable a young person to fully understand how many
people are affected by the crimes even if they are not the direct victims.
e)
Complete evaluation sheet checking on the young person’s understanding
of
the session.
81
SESSION EIGHTEEN
Drug/alcohol
What’s the problem?
a)
Ice breaker
b)
Recap on previous session using evaluation sheet.
c)
Introduce
Many offences are linked to drug or alcohol use and this may be the case for
the young person. This session is intended to use problem solving skills to
resolve some of the issues arising from drug or alcohol use.
Is there a problem?
Boardstorm. Encourage the young person to identify as many problems
associated with drug or alcohol use as possible. Sort out any that apply only to
alcohol and any that apply only to prescribed drugs.
Choose
Does the young person want to choose to work on one of these problems or
rank them in order of importance? If they worked on one would another be
resolved in the course of this? SORT OUT PRIORITIES.
Smart objective/goal setting - ‘ Get Real’
Check that what the young person would like to do is going to be useful or
realistic. It is no help to say the problem would be solved if all drug dealers
were shot for instance.
Who is involved with the problem?
Examples:
Family friend, work mates, health workers, neighbours, victims of crime,
police, local dealers, other dealers, producers/distributors, governments.
Exercise
The young person to work out the means to reduce and solve one of the
problems identified, taken into account the impact on those involved and that it
can take many steps towards a solution.
Feedback
Encouraging the young person to discuss their solution and for the worker to
note incidents where a particular skill has been demonstrated. It could help at
82
this point to have the decision making skills completed in previous sessions
on a flip chart to score against it.
It’s not a problem
If the young person denies that there is a problem linked to alcohol and drugs
you could try:
‘Torn paper’ – mark on a piece of paper the drink or drug they use most (or that
they think is the least problem if they don’t use). Ask how much they spend
each week on it. Percentages of the year they have been ill/suffered hangovers.
Percentage of week, month, year they have had arguments with partners,
friends, family because of it. Percentages of visits to doctors or health
professionals etc. If it is the least problem consider costs, even prescribed
drugs have implications of economy, social and personal relationships,
personal confidence etc. How scary is it that the person who could start a
nuclear war is dependent on prescribed medication.
It is just to stop being bored/have fun
Encourage of them to go through the cycle of alleviating boredom, using
drugs/alcohol, impact on health, income, legality….offence,
behaviour….penalty….. and so on. It is really the best way to avoid
boredom/have fun.
Real resistance
Provide some statistics and improve knowledge
Summarise
Whatever you think about the levels of problems caused by drug and alcohol
abuse you can use problem solving skills to reduce distorted thinking about
the issues and to improve the decisions you make on your life when it is
affected by such use.
d)
The evaluate the session by using the evaluation sheet.
e)
Now evaluate whole programme using TAB feedback form Worksheet 32 and
Worksheet 33.
83
T.A.B. (Thinking About Behaviour)
Record of session………………
Title (or focus of planned work)……………………
Date of session……………………office/home/other
EVIDENCE OF MATERIALS USED IN SESSION
(tick against relevant types of material used, describe any other
exercises)






Checklists
Question/quiz sheets
Drawings/cartoons/diagrams
Flipcharts/OHP
Video/magazines/books
Other
--------------------------------------------------------------------------------------------
SUMMARY OF DISCUSSIONS/LEARNING OUTCOMES




-----------------------------------------------------------------------------------------------------
POINTS TO TAKE FORWARD



---------------------------------------------------------------------------------------------------I ACCEPT THIS AS A RECORD SUMMARISING THE WORK OF THIS SESSION
AND THAT THE DATE OF THE NEXT SESSION WILL BE………………..
TITLE/PLAN FOR NEXT SESSION:
SIGNED…………………………………………..NAME………………………
PRACTITIONER/TUTOR………………………NAME………………………..
84
85
WORKSHEET 32
t.a.b. (thinking about behaviour)
feedback form
name………………………………………………..date……………….
WHAT DO YOU THINK THIS PROGRAMME HAS BEEN ABOUT?
Please circle the number that corresponds to your views for the following questions
Have you found the programme useful?
not at all
1
not very much
2
a fair bit
3
quite a lot
4
a great deal
5
a fair bit
quite a lot
a great deal
3
4
a fair bit
3
quite a lot
4
Did you find the programme well organised?
not at all
1
not very much
2
5
Were things made clear to you?
not at all
1
not very much
2
a great deal
5
How sure are you of staying out of trouble from now?
not at all
1
not very much
2
a fair bit
3
quite a lot
4
a great deal
5
Please write below anything else about the effect of this programme on you.
86
WORKSHEET 33
t.a.b. (thinking about behaviour)
name:
The programme objectives have been met and evidenced by:
















assessment of current risks
…..
analysis of offence(s)
…..
identifying reasons for offending
…..
identifying different thinking styles
…..
applying thinking styles to situations
…..
identifying links between decision-making styles and offences
…..
identifying obstacles to change
.….
using self-instructional techniques
…..
practising social interaction skills
…..
detailing the consequences of offences for themselves …….
others (directly involved)
…..
others (indirectly involved)
…..
practising problem-solving around the issue of misuse of drink and
drugs
…..
discussing referral to other programmes
…..
discussing referral to partnership agencies
…...
identifying future plans and the means to achieve them …..
demonstrated change in any or all:
Skills
……
Knowledge
……
Attitude
……
Awareness
……
Behaviour
……
Assessed impact/value of programme for evaluation ……
Signed ……………………………name…………………practitioner
Date……………….
87