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17 - Some Final Remarks on Working with Young Offenders
- Hong Kong University Press, HKU
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Diagram 8 Criminalisation process Diagram 9 Criminalisation process To halt the process, some variety of intermediate intervention are needed. Diagram 9 illustrates the argument. 17 Some Final Remarks on Working with Young Offenders We have considered local youth crime and some locally contentious juvenile justice issues. By way of final remarks, I will underscore three topics: intermediate intervention, effective rehabilitation and supervision, and the way ahead for services for young offenders. ■ Intermediate Intervention As I have suggested elsewhere, there is a criminalisation process that can turn a juvenile delinquent into an adult criminal (Lee, 1996). I described this process as “the gradual procession that a juvenile delinquent becomes an adult criminal in the lack of appropriate intervention” (Lee, 1996:152). Diagram 8 illustrates the process. Juvenile Delinquent Adult Criminal Juvenile Delinquent Adult Criminal Juvenile Delinquent Adult Criminal (Without Intermediate Intervention) (With Intermediate Intervention) 170 Nurturing Pillars of Society Among the most discussed and popular intermediate intervention models for young offenders arose in the 1960s in the U.K., it is known as intermediate treatment. It was a programme that a court could attach to a young offender’s probation order requiring attendance in one or more treatment groups (Home Office, 1969). Intermediate treatment was a CBT programme applying group work methods. Although there were arguments for and against it (Downie and Ames, 1981), it was accepted as a diversionary measure for juvenile offenders. It can also be regarded as a form of early intervention (McWhirter et al., 1998). I also believe that certain kinds of intermediate intervention, intended to help young offenders satisfy their needs and recognise their mistakes, are useful. ■ Effective Rehabilitation and Supervision Concerns have been noted as to what works to rehabilitate and supervise young offenders (Day and Howells, 2002 ; McGuire and Priestley, 1995 and Vennard and Hedderman, 1998). To measure the effects of programmes with these goals, we look at both hard data and soft data. As stated earlier, hard data measure rates of recidivism among those who have been or who are still under supervision. Supervision is judged successful or not according to these data. They are easier to collect as they can be provided by the authorities. Soft data, which are more difficult to gather, measure such things as improvements in human relationships (e.g., with family and desirable friends), the stability of school and work routines, and degrees of remorse. These are also the aims of rehabilitation and aftercare supervision. At present, these data are not energetically measured. But to prove the effectiveness of rehabilitation programmes, some objective methods to determine these achievements have to be developed. Vennard and Hedderman (1998) suggest seven working principles for effective interventions: a. Risk classification of offenders (i.e., paying more attention to high-risk groups); b. Targeting criminogenic needs of offenders to focus on the causes of crime; c. Trained staff are necessary to maintain programme integrity; d. Motivate offenders to participate by identifying their individual characteristics; e. Design of the treatment modality (i.e. it should be focused and specific – e.g. on skill-based/cognitive change of attitudes/values and beliefs); f. Interventions should be community based and aimed at reintegration; and [3.81.222.152] Project MUSE (2024-03-28 22:47 GMT) Some Final Remarks on Working with Young Offenders 171 g. Interventions should incorporate wisdom gained and professional judgement). The most common methods employed for supervision of offenders are individual work or interviews and group guidance. But whichever means one chooses, an emphasis on trust is essential. Without mutual trust, nothing can be done. We must recall that helping offenders stay in school or work is a basic aim of rehabilitation and supervision; in turn, it helps them gain feelings of competence. Promoting the participation of clients (Lee, 2003), another way for interventions to succeed, can be achieved through discussion and sharing, homework, drawing, tests, games, and role playing, among the many practical methods available. Vennard and Hedderman (1998) also state 14 reminders for one to remember for effective supervision and guidance: a. Rehabilitation and reintegration are components of correction; b. Understanding of the characteristics, needs, and coping methods of the offenders is necessary; c. Offenders should be treated as worthy individuals; d. Self-respect of offenders should be encouraged; e. Negative stereotyping is to be avoided; f. Positive potential of offenders should be explored; g. Contact with family should be maintained if appropriate, especially for those in correctional homes; h. Individual contact is to be maintained when offenders are in...