This paper reviews the current issues in risk assessment and risk management facing practitioners, and draws upon current literature to argue for an holistic approach to…
Abstract
This paper reviews the current issues in risk assessment and risk management facing practitioners, and draws upon current literature to argue for an holistic approach to assessment. The demands of risk management in a climate of risk avoidance are briefly reviewed, and key principles for effective risk management offered.
The purpose of this viewpoint paper is to explore the concept of experiential peer support, which involves individuals who have lived experiences of using care and justice…
Abstract
Purpose
The purpose of this viewpoint paper is to explore the concept of experiential peer support, which involves individuals who have lived experiences of using care and justice services. This paper discusses whether experiential peer support can contribute to developing a participatory culture in youth justice practice.
Design/methodology/approach
This viewpoint paper will critically evaluate the relational power of experiential peers. Particular attention will be paid to the key components of relational practices by reflecting on ways to enhance the voice of the child within participatory and child first approaches. The paper draws on a range of evidence and research to explore whether inclusion of a lived experience perspective can foster participatory cultures.
Findings
Experiential peers can create a participatory youth justice culture, which can positively impact on desistance for justice involved children.
Research limitations/implications
Further research needs to be undertaken to extrapolate the key characteristics of effective experiential peer support. This includes discussion on whether recruitment of wounded healers into professional youth justice roles can enhance participation in youth justice settings and construct conditions for social growth to develop in youth justice practice.
Originality/value
The author of this viewpoint paper has personal experience of care, youth incarceration and professional experience of youth justice participation practice, providing a unique vantage point and contribution to the desistance and rehabilitation literature.
Details
Keywords
This study aims to critically evaluate the trajectory of the “Child First” guiding principle for youth justice in England and Wales, which challenges adult-centric constructions…
Abstract
Purpose
This study aims to critically evaluate the trajectory of the “Child First” guiding principle for youth justice in England and Wales, which challenges adult-centric constructions of children (when they offend) as “threatening” and asserts a range of theoretical and principled assumptions about the nature of childhood and children’s evolving capacity.
Design/methodology/approach
Focussing on how Child First seeks to transcend the socio-historically bifurcated (polarised/dichotomised) thinking and models/strategies/frameworks of youth justice, this study examines the extent and nature of this binary thinking and its historical and contemporary influence on responses to children’s offending, latterly manifested as more hybridised (yet still discernibly bifurcated) approaches.
Findings
Analyses identified an historical and contemporary influence on bifurcated responses to offending by children in the United Kingdom/England and Wales, subsequently manifested as more hybridised (yet still discernibly bifurcated) approaches. Analyses also identified a contemporary, progressive challenge to bifurcated youth justice thinking, policy and practice through the “Child First” guiding principle.
Originality/value
By tracing the trajectory of Child First as an explicit, progressive challenge to previous youth justice thinking and formal “approaches”, to the best of the authors’ knowledge, they are the first to question whether, in taking this approach, Child First represents a clean break with the past, or is just the latest in a series of strategic realignments in youth justice seeking to resolve inherent tensions between competing constructions of children and their behaviour.