Scaling
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Scaling questions can be used in solution-focused therapy to help clients assess progress. The therapist first explains a scale from 1-10 and has the client rate their current status. They then have the client describe what is better already and earlier successes to build a platform for further progress. From there, the therapist helps the client envision higher positions on the scale and identify small, achievable steps toward continued improvement. Scales can focus on success, motivation, confidence, or independence. Solution-focused scaling questions keep clients focused on change and empower them to generate their own solutions.
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- Slightly over 50% of students believed media coverage of knife crime is inaccurate.
- Over 50% felt media coverage does not affect them personally.
- Students saw a strong connection between knife crime and TV/films but not music.
- Around 25% had carried a knife at some point, usually for legitimate reasons like cooking.
- Around 1 in 50 students reported regularly carrying a knife, usually citing protection as the reason.
- 1 in 4 students knew someone who carries a knife.
- 1 in 3 students reported worrying about local knife crime and the
Session 7 restoration ppt.2016
Session 7 restoration ppt.2016Nathan Loynes This document provides an overview of restorative justice and restorative practices. It discusses:
1. The differences between restorative practice, which aims to build relationships proactively, and restorative justice, which repairs relationships reactively following harm.
2. A range of restorative practices like circles, questions, and conferences that can be used proactively or reactively.
3. The development of restorative justice as an alternative to punitive criminal justice systems that view crimes as offenses against society rather than individuals. Restorative approaches seek to involve victims and negotiate restitution.
Session 6 the cycle of abuse.2016
Session 6 the cycle of abuse.2016Nathan Loynes The document discusses adolescent sex offenders and the cycle of abuse. It defines Schedule One offenses under the Children and Young Persons Act 1933, which include various acts of violence, cruelty, neglect against those under 18. It also lists sexual offenses from the Sexual Offences Act 1956. The document then outlines the cycle of abuse, including phases like fantasy, inappropriate sexual behavior, transient guilt, and reframing. It stresses the need for sex education, challenging denial, and relapse prevention to address adolescent sex offending and break the cycle of abuse.
Session 5 youth crime the media.2016
Session 5 youth crime the media.2016Nathan Loynes The document discusses how the media influences perceptions of youth crime through stereotypes and moral panics. It provides examples of how individual youth offenders were portrayed in sensationalized news headlines that distorted the realities of their situations. The document also examines how official crime statistics can be socially constructed depending on which details the media chooses to emphasize. Finally, it analyzes how moral panics over groups like punks and mods have historically contributed to more authoritarian approaches to controlling youth.
Session 4 the murer of james bulger.2016
Session 4 the murer of james bulger.2016Nathan Loynes Two 10-year-old boys, Robert Thompson and Jon Venables, led 2-year-old James Bulger from a shopping center in Liverpool in 1993. They beat James with stones and left his body on a railway track, where he was killed. The boys were tried and convicted of murder in an adult court. Their sentencing sparked significant public outrage and political debate around violent youth offenders, criminal responsibility, and appropriate treatment of child offenders. The case led to reforms in UK youth justice policy and law.
Session 3 1 lllc 2222 official statistics.2016
Session 3 1 lllc 2222 official statistics.2016Nathan Loynes This document provides statistics and explanations about measuring and understanding crime. It discusses four main ways of knowing how much crime exists: crimes known to police, victim surveys, self-report studies, and other agency data. It also examines definitions of crime, challenges in interpreting data, and strengths and weaknesses of different data sources. Key findings include that victimization studies are thought to provide the most accurate estimates, with the British Crime Survey estimating that 77% of crime goes unrecorded.
Session 2 1 lllc 2222 defining social construction 2016
Session 2 1 lllc 2222 defining social construction 2016Nathan Loynes This document discusses social construction theory and human development. It provides definitions of social construction and examines how social interactions and institutions shape reality and human nature. Several topics are explored, including the nature vs nurture debate, the social construction of childhood and crime, and how social policy and media influence perceptions. Examples are given of how views of childhood, crime, and morality are socially constructed and have varied over time and between societies rather than being fixed or biologically determined.
Session 1 lllc 2222 2016
Session 1 lllc 2222 2016Nathan Loynes This document provides an overview of youth crime and the youth justice system. It discusses key concepts like the age of criminal responsibility, the welfare vs. justice models, and landmark moments that have shaped youth justice policy. It also examines how youth crime has been portrayed in media from romanticization to moral panics. The youth justice process is outlined from community resolutions to court orders and potential custody for serious or repeat offenses.
Parenting capacity to change
Parenting capacity to changeNathan Loynes Parental capacity to care for a child is assessed based on factors like basic care, safety, emotional warmth, stimulation, guidance and boundaries, and stability. Risk factors include a history of abuse, unwanted pregnancy, parental abuse or mental health issues, isolation, unrealistic expectations, and substance abuse. Assessing capacity looks at a parent's ability to meet a child's needs over the long-term, not just during supervised visits. It employs a "good enough" standard of adequate care that protects a child's welfare given family risks and protections. Regular reassessment may be needed as circumstances change.
Significant harm
Significant harmNathan Loynes This presentation was designed to consolidate student's understanding of 'significant harm' following group work and a reading of Harwin and Madge's journal article, "The concept of significant harm in law and practice".
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Scaling
- 1. Solution Focussed Approaches to Helping: Scaling Nathan Loynes
- 2. Scaling Questions Steve De Shazer (1940 -2005) Co-founder of the solution focussed approach with Insoo Kim Berg. After asking a client “what is better since last time?” The client said “I’m nearly a 10 now”. Hence, numbers used to understand development
- 3. Benefits Easy to use Focus on change Focus on clients phenomenological existence (Like Person Centred) Broad application
- 4. Scaling… ‘Steps’ 1. Explain the scale
- 6. Where are we now? 2. The current position
- 7. Like a jigsaw… 3. Establish a platform: Find out what has already worked.
- 8. Vision Visualise a higher position; describe how things will look.
- 9. Success and Strengths 5. Identify earlier success – what happened?
- 10. Small steps 6. Step forward – Ask the client what small steps they could take
- 11. Types of Scale Success scale Motivational scale Confidence scale Independence scale
- 12. Conclusion Being a cognitively flexible mentor might mean that at times you have cause to employ solution focussed techniques. This might be when: Discussions of the problem are creating stagnation and or frustration. The mentee is in a contemplative stage of considering the benefits of change. You are being motivational (interviewing). You are empowering the mentee to employ divergent thinking and offer their own solutions that are more likely to succeed than mentor led solutions.