Having presented the legal framework involved in dealing with James and some of the possible theories to explain why James may have offended, this section will discuss the rational for choosing Task Centred Social Work (TCSW) as an intervention.
Task -centred social work originated in North America and was developed by Reid and Epstein in the late 1960’s. Adams et al 1998 (pg196) suggest that ‘the research project, Brief and Extended Casework, looked at the effectiveness of short term casework’. It was found that interventions that ran a lengthy spell were no less effective than those that were shortened. As James would be on the high intensity phase of the ISSP programme for 8 weeks it seemed the most appropriate method of intervention
It is generally agreed that there are five phases within the task-centred model. Doel (Adams et al 1988) suggest that they are Entry, Exploring problems, agreeing a goal (the written agreement), Planning and implementing tasks and exit.
Entry
As the point of entry for me working with James was through the court order I envisaged my first problems, it questions James reason for seeing me, i.e. it is not voluntary but as a court order and he may have been unwelcome to any service I could provide. There is also the problem of motivation and power imbalance. Dominelli (1996) suggests she sees ‘financial constraints, policy imperatives and the practitioner’s value base as setting boundaries which pre-empt the possibility of real power sharing’.
Exploring Problems
During our initial sessions when we discussed what James perceived to be factors contributing to his offending I employed many elements of the Exchange Model of assessment. The ‘exchange model’ takes the premises that the client is expert rather then the ‘Questioning Model’ which identifies the professional as expert. Through extensive use of James’s narration it empowers him to take greater control underpinning the voluntary nature of the process (Beresford & Turner1997).
It became clear early on that James’s criminogenic factors were his excessive use of alcohol, an absence of any form of structure in his life, the peers he was associating and his inability to make his own decisions when in the group, lack of victim empathy and general self esteem issues.
I came to these conclusions after visiting James’s family and consulting with them on what they perceived as the reasons for his offending, James also agreed that these were the most probable reasons. James family gave me the consent to refer him to the relevant agencies.
Agreeing the Goals/Implementing the Tasks
Alcohol Consumption
I referred James to Early Break (the adolescent alcohol and drugs service). On his initial appointment I introduced him to the worker and with James’s consent gave a brief overview of why he was being referred.
Absence of structure
Through my initial sessions with James he explained that he wanted employment/training within the building industry. I was able to arrange an interview with one of our partner agencies. I accompanied James to the interview careful not to appear too dominant, but speaking when I thought it was appropriate to convey his skills. As James as with many other young people would minimise his qualities or even worse failed to recognise he had any. James secured a training placement with the agency.
A referral was made to Connexions and appointments made to assist James finding full-time employment.
Self esteem/Decision making
I would meet with James twice weekly. During one of these sessions I would use cognitive behavioural theory in an attempt to allow James to make his own decisions without being under pressure from his peers. ‘Cognitive behavioural therapy is now recognised as an effective way of eliciting positive change in anti-social or offending behaviour’ NACRO Briefing 2000.
I attempted to enhance James’s ability to resist peer group pressure by teaching alternative responses to aggression and assertiveness training. Moral reasoning was used in sessions; here I attempted to show James the ability to see situations from the viewpoint of others, here self-centred reasoning may be reduced.
During the other session I would conduct a weekly review. Here I would discuss the programme and its content with James. Any potential problems would be discussed and hopefully resolved at this point.
Victim Empathy
I referred James to the Victim Liaison Officer to explore James’s view of the damage he had inflicted on his victim and their family. I also assisted him in compiling a letter of apology to the victim; this was never sent because when the victim was contacted and refused any form of contact from James.
Family Support
I would visit James’s family on a weekly basis and discuss his progress; I would also consult with them on ways I could assist both James and his family in anyway.
Exit
As the reason for my involvement was through a court order the exit was planned by the nature of the programme ending. This was after a period of 6 months. However due to my placement I was able to continue working with James as his case manager. Due to his continued good progress I made the decision to write to the courts and ask for James’s order to be revoked.
Having established the interventions this paper will conclude my reflections on the outcome and what I may have done differently.
When working with James I was always conscious that the programme had to be designed to match his learning abilities. Sessions were taught creatively combining active and reflective components, these included role-playing, alternative thinking exercises, problem solving, scenarios setting and exchanges of life experiences. Each session had to be attainable for then to have any positive impact for change.
During the intervention James’s training placement broke down. When I questioned James why this happened he explained that one of the teachers had insulted him by asking him if he had learning difficulties, this was said in a derogatory manner. James reacted in an aggressive manner and was eventually asked to leave the placement. Although I did not condone James’s behaviour I gave him the opportunity, in fact I encouraged him to make an official complaint against the member of staff involved. As James declined I felt as though I could have done something more than do nothing. I passed this information onto both my manager and Connexions.
I feel that with this intervention James has matured and the risk of him re-offending has been reduced dramatically. His alcohol consumption has reduced dramatically and the relationship with his peers has altered with him choosing not to become involved with their anti-social behaviour. This is expressed by both James and his family. Unfortunately James continues to look for full-time employment; he tells me this will get a lot easier when he turns 18 and he is able to sign up with the employment agencies.
Having, in consultation with my manager, took the decision to ask for the Order to be revoked, I was pleasantly surprised to receive a letter from the judge saying that he was pleased with James’s progress and was willing to revoke the order but would like to review this in September. This, I am told is a significant move from the Judge. A copy of this letter can be seen within this Portfolio.
REFERENCES
Adams, Dominelli and Payne. (1998) Social Work; Themes, Issues and Critical Debates. Hampshire, Palgrave.
Beresford P and Turner M (1997) It’s Our Welfare: Report of the Citizen’ Commission on the Future of Welfare, London: National Institute of Social Work.
Devlin A (1995): Criminal Classes. Winchester, Waterside Press.
Home Office (1998) Youth Justice – The Statutory Principle Aim of Preventing Offending by Children and Young People. London. Home Office.
NACRO Briefing (2000) Effective Practice with Young People who Offend. Youth Crime section London
Siegel L (1992): Criminology. 4th edition. St Paul Mn. West Publishing
Youth Justice Board (2001): Good Practice Guidelines for Restorative Work with Victims and Young Offenders. February 2001. Published by the Youth Justice Board.
Youth Justice Board (2002): National Standards for Youth Justice. London. Published by the Youth Justice Board.
INTERNET SOURCES
EVIDENCE OF COMPETENCES
1: COMMUNICATE AND ENGAGE
1a: Form and develop working relationships with children, adults families, carers and/or groups.
I developed a positive relationship with James through Pro-social modelling, i.e. turning up for appointments on time and encouraging him of his progress through praise.
1b: Communicate and engage with people in communities and seek to minimise factors which cause risks and need.
I engaged with James in assisting him to write the apology letter that will assist him to take responsibility for his actions. I did this even though the letter was not going to be sent to the victim, I felt it enable James see the damage he had caused.
1c: Network and form effective working relationships with and between individuals, agencies, community resources, volunteers and other professionals.
I networked between James and the training placement by referring him and then supporting at the interview. I continued to have contact with the placement on a weekly basis by telephoning his support worker
2: PROMOTE AND ENABLE
2a: Promote the rights of children and adults at risk or in need in the community.
I promoted James’s right to make an official complaint after the placement broke down. I also informed my manager and connexions of the incident
2b: Provide information and advice to individuals, families and or groups.
I wrote a progress report to the courts outlining James’s excellent progress whilst on the programme
2c: Provide opportunities for learning and development to enable children and adults to function and participate.
I provided James with an opportunity to learn that by apologising he can engage with society in more constructive way. I provided a learning opportunity for James to think about what his victim may want to hear in an apology therefore increasing his victim empathy.
2d: Enable people to use their own strength and expertise to meet responsibilities, secure rights and achieve change.
I assisted James in utilising his own resources by engaging in a discussion with him what he thought should go in the letter therefore encouraging him to contemplate what it may be like for his victims.
3: ASSESS AND PLAN
3a: Work in partnership to assess and review peoples’ needs, rights, risks, strengths, responsibilities and resources.
During weekly reviews I would discuss with James how he felt he was progressing and see if there were any problems that needed to be rectified. I would also discuss the matters with his family and the placement.
3b: Work in partnership to identify and analyse risk or harm, abuse or failure to protect.
I worked in partnership with James in order to carry out a risk assessment of his suitability for the placement. I also assessed the risk factors associated with his offending when deciding to ask for the revocation of his order.
3c: Work in accordance with statutory and legal requirements.
I worked within the guidelines of the ISSP programme by maintaining 25hrs a week contact for the first 2 months.
3d: Work in partnership to negotiate and plan responses to assessed needs, rights, risks, responsibilities, strengths, and resources.
I assisted James throughout his order to address the criminogenic factors associated with his offending and thus reducing the risk he presented to the public.
3e: Work in partnership to develop packages of care, support, protection and control.
I worked in partnership with James in assisting him to take responsibility for his actions by requesting that he thinks about the consequences of his actions thereby supporting him in his efforts in remaining out of trouble.
4: INTERVENE AND PROVIDE SERVICES
4a: Contribute to the management of packages of care, support, protection and control.
I contributed to James’s management of packages of care by providing him with a weekly timetable; this provided a structure for James which was absent prior to my involvement
4b. Contribute to the direct provision of care, support and protection.
I contributed to James’s direct provision of care by writing to the courts and asking for the order to be revoked.
4c: Support and sustain children and adults through the process of change.
By supporting him through the order this I believe enabled James to develop a work ethic which will be invaluable for his transition into adult life..
4e: Contribute to the control of people who are a risk to themselves or others.
James committed a very serious offence under the influence of alcohol. By referring James to the Alcohol and Drugs service James was able to receive professional guidance surrounding his alcohol intake and the influence it had on him.
5: CONTRIBUTE TO THE WORK OF THE ORGANISATION
5a: Demonstrate the capacity to work as an accountable and effective member of the organisation in which placed.
I demonstrated the capacity to work as an accountable member of the Team by attending team meetings and development days. Sharing both my concerns when appropriate and elements of my practice.
5b: Contribute to the planning, monitoring and control of resources.
By liaising with the various partner agencies and James I was able to make changes within the programme as and when the need arose, thus constantly addressing James’s need.
5c: Contribute to the evaluation of the effectiveness, efficiency and economy of services.
I contributed to the evaluation and efficiency of the economy of service by becoming the case manager for James after his ISSP programme finished. This allowed the YOT Officer to take on another case.
6: DEVELOP PROFESSIONAL COMPETENCE
6a: Use supervision effectively, agree priorities and manage own workload.
I used supervision effectively by discussing the relevant theories to my work summaries and discuss my concerns with each case I was working with.
6b: Exchange, process and report information.
I compiled a progress report for the when asking for the order to be revoked. I also reported the incident at the training placement to both my manager and Connexions.
6c: Contribute to the resolution of professional dilemmas and conflicts, balancing rights, needs and perspectives.
Even though I wanted to contact the training placement and complain about the way James had been spoken to I was conscious that the complaint had to come from James. Although I really wanted this to happen I realised that if he did not want to go through with this then all I could do was to inform the people I did.
6d: Respond to unexpected opportunities and problems.
I responded to the unexpected opportunity of James’s placement breaking down as is demonstrated within the work summary. I arranged appointments with Connexions and assisted him looking for full time employment.
6e: Make decisions.
I made the decision to ask for James’s order to be revoked after considering the risk factors associated with his initial offence.
6f: Contribute to the maintenance, critical evaluation and development of own professional practice knowledge and values.
By engaging in critical evaluation of my own practice by completing these logs I have demonstrated the maintenance of my own professional development. Through critically evaluating my practice I realised that when you receive a referral you conjure up an image of the client. This representation can be far removed from the actual person.
