Thematic Review - Working With Girls and Young Women

Worrking
g witth giirls and youn

y
g
wom
men a them
t matic review
Keir MccKechnie
Practice
e Champion
Septem
mber 2015
5
Thematic Rev
view working with girls and young women
n
Conttents
1
Introd
duction.......................................................................................................................... ......................................... 3
1.1
Purrpose of the Review .................................................................................................. ......................................... 3
Metho
odology ....................................................................................................................... ......................................... 4
Quanttitative analyysis of work with

w girls and
d young women ................................... ......................................... 5
Use off Includems helpline ............................................................................................... ....................................... 17
In-dep
pth analysis of Includems work with young wom
men ...................................... ....................................... 18
5.1
A
Analysis of re
eferral inform
mation sup
pport plans, referral
r
minu
utes and conntact logs ....................... 18
5.2
A
Analysis of In
ncludem support delivereed to girls an
nd young wo
omen ............ ...................................... 20
5.3
In
nterviews to analyse Includems app roach to wo
orking with girls and younng women ................... 23
Interviews to analyyse Includem

ms approachh................................................................ ...................................... 28
6.1
R
Recognising trauma and working tog
gether - Inclu
udem Assista
ant Project W
Worker ......................... 28
6.2
In
ncludem Pro
oject Workerrs - working with trauma using effe
ective techniqques ............................. 29
6.3
A
Analysis of usse of a Bette
er Life to worrk with young
g women .......................... ...................................... 30
6.4
P
Professional boundaries and working
g with girls with
w trauma ........................ ....................................... 31
6.5
M
Matching up workers with girls and yyoung wome
en ........................................ ....................................... 31
Voices of three yo
oung women
n working wi th Includem hear our sttory listen tto us ........................... 32
7.1
G
Getting to kn
now me .................................................................................................. ...................................... 32
7.2
In
n discussion with a young woman annd a project worker .............................. ...................................... 33
7.3
TThings have
e changed no
ow .................................................................................. ...................................... 34
Conclusion ............................................................................................................................ ...................................... 36
Recom
mmendation
ns and learning ................................................................................... ...................................... 38
10
App
pendix 1 - Co
ontext .................................................................................................... ....................................... 41
11
Appen
ndix 2 - Top tips and keyy messages - what staff say
s ...................................... ...................................... 44
12
App
pendix 3 - Literature Revview ................................................................................. ...................................... 45
Page 2 of 46
Thematic Rev
n
1 Inttroduc
ction
1.1
pose of the
e Review
Purp
The purpose of this Thematic Revie

ew is to exam
mine Include
ems work with girls and yyoung women. It
involves scoping current practice to
o help paint a clearer piccture of the variety
v
of woork Includem
m does with
girls and yo
oung women. The review
w explores w
what current research sta
ates works w
well when working with
vulnerable girls and yo
oung women
n. It involves a descriptive
e scoping ap
pproach to hhelp evaluate
e the
impact of o
our relationsship based in
ntensive supp
port model in
i achieving transformattive change in
i the lives
of vulnerab
ble girls and young wom
men.
The review
w proceeds with
w a closer examinationn of the Primary Service Objective
O
ouutcomes ach
hieved from
a random ssample of 20
0 young peo
ople - 10 fem
males and 10 males who exited
e
from tthe service by
b March
2015. Thesee examples help
h
to illustrate the Prim
mary Service Objectives laid out at thhe point of re
eferral and
the successs at reaching
g those objectives.
Moreover, the sample explores a much
m
wider l ayer of indivvidual well-being outcom
me indicatorss that more
accurately measure oth
her areas wh
here progresss is being made
m
in achie
eving desiredd positive we
ell-being
outcomes.
The review
w draws on a variety of otther internal and externa
al sources. This is to enhaance our
understand
ding of the need
n
to deve
elop specific gender based approach
hes and to inncrease the confidence
c
and abilitiees of practitio
oners to achieve outcom
mes that makke a real diffe
erence to thee quality of lives of the
girls and yo
oung women.
Includemss framework of intervention is predic ated on building meanin
ngful and efffective relationships
with young
g people and
d their families. These pr ofessional working
w
relationships withh young girlss and
women need to have purpose
p
and
d are develop
ped over tim
me in a collab
borative wayy. They are th
he
essence o
of what Inclu
udem does and
a are the kkey to unlockking the pote
ential for chaange. Yet, we
w fully
recognise tthe mountin
ng body of re
esearch acknnowledging the
t need to take accounnt of the speccific and
considerab
ble difference
es between working
w
withh boys and girls.
g
This includes age reelated develo
opmental
differencess, support ne
eeds and ressponses requuired when working
w
with adolescent younger girrls for
example.
m is to help promote prog
gressive pracctice by abso
orbing the main
m lessons from what iss a
A core aim
cumulativeely rich experrience at Includem. Movving forward Includem will integrate aany new learrning from
the currentt best practicce examples contained i n some of th
he new and innovative pprojects across the UK.
By embedd
ding the key learning and interventio
on technique
es this will further improvve the qualitty of our
practice wh
hen working with girls an
nd young wo
omen and make
m
an impo
ortant contriibution to acchieving
better outccomes with them.
t
Page 3 of 46
Thematic Rev
n
2 Me
ethod
dology
y
Quantitattive analysiis
Over a sixx month period from 1st October 20114 to 19th Ma
arch 2015, th
his review exxamined:
Nu
umber of You
ung Women
n across Incluudem Teamss
Leg
gislation Stattus Breakdow
wn for Femaales across In
ncludem Tea
ams
Breeakdown of Reasons for Referral for Females
Breeakdown of Age
A range of
o referrals fo
or Females
Tab
ble of Primary Service Objective Achhieved from random sam
mple of 10 ouut of 37 Females at Exit
Reaason For Exit or Non Eng

gagement fo
or 10 Female
es at Exit
Tab
ble of Primary Service Objective Achhieved from random sam
mple of 10 ouut of 82 Male
es at Exit
Reaasons for Exit or Non Engagement fo

or 10 males at
a Exit
Analysis of Helpline Calls by Females frrom 1.01.15 18.03.15
m 1.01.15 18
8.03.15
Analysis of Helpline Calls by Males from
Interview
ws with Pracctitioners, Managers
M
aand externa
al Agenciess
Inteerviews with
h 9 frontline practitioners
p
s
Inteerview with Learning and

d Developm
ment Manage
er
Inteerviews with
h 2 Team Managers
Inteerview with 1 Service Ma

anager
Inteerviews with
h Support Services Mana gers
Leaarning from Existing Case studies fro

om Helpline and Working
g with Familiies Thematicc Reviews
Inteerviews with
h three young
g women wo
orking with Includem
Interview With IVY Project A specialisst psychological and sociial work servvice for youn
ng people
Introduced by the Centre for
f Youth an d Criminal Ju
ustice (CYCJ) to promotee best practice in
forrensic mentaal health risk assessment and management
Inteerview with Specialist

S
Yo
oung Womenns Worker based
b
at the Centre Youtth Criminal Justice at
Strathclyde University
w University-cconducting PhD researcch into working with

Inteerview with PhD Studentt at Glasgow
vullnerable you
ung girls with
h high risk annd offending
g behaviour
Page 4 of 46
Thematic Rev
n
3 Activity of wo
ork wiith girrls and you
ung
omen
wo
The inform
mation contaiined in the ta
ables below was taken frrom Includems Informattion Manage
ement
System (MA
APS.) It cove
ers a 24 week period from
m October 2014
2
March
h 2015. The iinformation relates to
girls and yo
oung women working with Includem
m and offers some comparison with ffigures for bo
oys who
work with Includem.
Number o
of Young Women
W
bein
ng worked with acrosss different Local Auth
hority Areas:
Team
m
Clackkmannanshire Council
Dund
dee City Cou
uncil / Inclusiion Plus (eduucation
referrrals from 4 schools)
s
Fife C
Council
Westt Dunbartonshire Council
Glasg
gow City Council
Glasg
gow City Council (Fosterring Service)
Transsitional Supp
port Team and IMPACT TTeam
The ttotal number of young fe
emales
Numb
ber of femaales
3
8
11
20
27
2
29*
100
*Att point of an
nalysis thes
se 29 young
g people we
ere receiving
g a service either from the
Inccludem Tran
nsitional Su
upport Team
ms in the We
est and Eas
st of Scotlannd or the IM
MPACT
Te
eam based in
i Glasgow
There weree 100 young women on programme
p
and 151 you
ung men on programmee during the 24 week
sample perriod.
Young Wo
omen represe
ented 40% of
o the total reeferrals on programme
p
during
d
the saample period. Over
70% of fem
males working with Includ
dem were co
oncentrated in West of Scotland
S
areaa of the servvice.
on Status off Young Wo
omen
Legislatio
The table b
below showss that 55% off these younng women were
w
on comp
pulsory meaasures of care
e through
the Childreens Hearing System. Mo
ost of these w
were under the
t statutoryy responsibiliity of the soccial work
departmen
nt, with only 3% on a cou
urt mandate d disposal.
Of the 42%
% with No staatus listed these
t
are co
omprised of young
y
peop
ple working w
with Includem
m under
voluntary aagreement with
w no comp
pulsory elem
ment via the Childrens
C
Hearing Systeem. A portion of this
42% had also experien
nced their compulsory suupervision orrders being lifted
follow
wing review, hence a
change in ttheir legal sttatus. Anothe
er portion co
omprised of young peop
ple receivingg additional Transitional
T
Support aft
fter their legaal status had
d changed fo
ollowing the end of a perriod of involvvement with the
Childrens Hearing Systtem or the social work d
department.
Page 5 of 46
Thematic Rev
n
s
for oveer half of the
e young wom
men in this saample is that it
The significcance of the legislation status
underlines firstly, the im
mportance of
o additional compulsoryy measures to
o help prom
mote more stable, safer
and nurturring environm
ments for tho
ose young w
women on co
ompulsory measures
m
andd secondly, it highlights
the need fo
or an additio
onal level of co-ordinated
d planning and
a co-operation betwe en agencies to meet
the diversee and comple
ex needs of this
t group o
of young wom
men
Legislation typ
pe Breakdow
wn
N
Number of females
No sttatus listed
442
Section 22 Children Scotlan

nd Act 1995 Duty on Lo
ocal Authoritties to
provide a range of services to
o children w
who are in ne
eed
10
Section 25 Children Scotlan

nd Act 1995 Duty on Lo
ocal Authoritties to
provide accomm
modation for children. Reequires paren
ntal consent in
doing
g so
13
Section 29 Provvision of Through Care aand After Ca

are
Section 70 (9) He
earing is satissfied that a SSupervision Requiremen
R
t to
namee a residential establishm
ment for a chhild to reside
e in is necessary
Section 70 (1) He
earing is satissfied that com
mpulsory supervision me
easures
are reequired in re
espect of the
e child
18
Section 70 (3) Re
equires the child to residee at a place or places ide
entified
in thee Supervision Requireme
ent OR to co
omply with any condition
n
contaained in the requirement
10
Section 83 - Child
dren Scotlan
nd Act 1995 - Harbourin
ng Relates to
t a
perso
on who know
wingly harbo
ours or assistts or inducess a child to abscond
or prrevents them
m from return
ning
Otheers
Bail
The legislation total
1100
Breakdow
wn of reaso
ons for referrral
Includem h
has refined Exit
E Reporting
g processes to ensure better tracking and recordding of the le
evels of
success ach
hieved again
nst the origin
nal service o bjective agre
eed at the po
oint of referrral. The service
objective aagreed at the
e point of refferral is to ennsure that th
he referring agent
a
and Inncludem are clear
about the p
purpose of the
t Includem
m interventio
on and what outcomes will
w look like aat the point of
o exit.
Includemss 5 Service Objectives
O
are
e:
1. Supp
port the young person to
o live safely iin the comm
munity
Page 6 of 46
Thematic Rev
n
2.
3.
4.
5.
modation into
o secure caree
Prevent accomm
Redu
uction in offe
ending beha
aviour
Redu
uction in riskk taking beha
aviour
Supp
port the young person to
o improve atttainment
Reason fo
or referral Service Ob
bjectives
Support the young perrson to live safely
s
in the ccommunity
Numberr of femaless
61
% of females
62%
on into secure care

Prevent accommodatio
1%
1
Reduction in offending
g behaviour
5%
5
Reduction in risk taking

g behaviour
19
19%
Support the young perrson to improve attainm ent
7%
7
No Reason
ns for Referraal
7%
7
Tota
al = 100
10
00%
ely in the Communityy as the primary reason

62% of thee referrals forr females had Support tto Live Safe
for working
g with Includ
dem. This me
eans that neaarly 2/3 of th
he young fem
males were i dentified at the point
of referral o
of being at significant
s
rissk of a breakkdown in fam
mily relationships and to potential sep
paration
from their ffamily and th
heir local communities.
Almost 1/5 of referrals had Reduciing Risk Ta king Behav
viours as the
e primary re ason for refe
erral.
Only 5% off female refe
errals had Re
educing Off
ffending Be
ehaviour as the primaryy reason for referral.
r
There is cleearly no auto
omatic correlation in the se figures be
etween risk taking
t
behavviour and offfending
behaviour.
However, ffor the 5% of females wh
hose primaryy reason is to
o Reduce Offfending Behhaviour these
e cases
required taargeted interrvention to challenge
c
offfending behaviours in th
he context off building mo
ore stable
and positivve family relaationships an
nd creating aalternatives that
t
promote
e confidencee, self-worth
h and pro
social activvities for young women living in theirr communityy.
7% of femaale referrals had Supporrt the Youn
ng Person to
t Improve Attainmen
nt. These figures reflect
the focused
d work Includem does to
o support girrls and youn
ng women to
o sustain andd develop ed
ducational
placements.
One of thee total of 100 females sam
mpled had P
Prevent Acccommodation into Seccure Care as a primary
reason for referral.
utiny of initial referral forms of the 61 females whose primary reason for rreferral was to
t
Closer scru
Support tto Live Safe
ely in the Co
ommunity revealed a real range an
nd complex iinterplay of issues
i
confronting
g vulnerable
e girls and yo
oung womenn.
The referraal paperworkk shows the interlinking
i
aand overlapp
ping nature of the impacct of such facctors as
poverty, po
oor emotion
nal wellbeing and major ffamily relatio
onship problems. For exaample, the link
between breakdown in
n family relattionships and
d its wider ne
egative impa
act on youngg girls engagement
Page 7 of 46
Thematic Rev
n
der community are clearlly visible thro

oughout
levels and problematicc behaviours at school annd in the wid
the referral information
n.
Overall, thee figures for reasons for referral illusttrate the com
mplexity, wid
de variation aand diversityy of areas
of Includem
m involveme
ent in supporrting girls annd young wo
omen.
Female Ag
ge Range
Age range (ye
ears)
Number
N
of females
% of fema
ales
69
0%
9 12
7%
12 15
51
5
51%
16 19
38
3
38%
20 23
4%
Age range tottals
100
100%
9% of female
es working with
w Includem
m are betwee
en 12 19 years old.
Overall, 89
Over half o
of the total number of female referraals is aged be
etween 12-15
5 years old.
This illustraates the need
d for staff to be informed
d about diffe
erent age related develoopmental milestones
and taking account of those
t
differe
ent and distinnct gender based
b
appro
oaches whenn working witth younger
females.
38% of fem
males fall into
o the 16 19 year old agee group.
7% girls ag
ged between
n 9 12 yearss old who aree working with
w Includem
m.
4% of femaales continue
ed to receive
e Transitionaal Support in
nto their earlyy 20s.
Firstly, the above data does point to
t the need ffor Includem
m staff to und
derstand anyy age-related
d physical
and cognittive developmental chan
nges and seccondly the ne
eed for staff to continue developing their
knowledgee and undersstanding of distinct
d
gend
der based ap
pproaches w
when workinng with girls and young
women witthin specific age groups..
Success of Includem Intervvention Acchieved att Point of Exit

The followiing informattion examine
es the successs of the Includem intervvention as m easured aga
ainst the
original serrvice objectivve identified at the pointt of referral. This review examined
e
a sample of 10
0 young
women and 10 young men
m who ha
ad exited Inc ludem within
n the 24 wee
eks of servicee delivery exxamined
within this review.
Table One below explo
ores the Servvice Objectivves achieved
d from a rand
domly selectted sample of
o 10 young
women out of the total of 37 females who exiteed from Inclu
udem services over the ssample perio
od of 24
weeks.
Page 8 of 46
Thematic Rev
n
Table two ffollows up with

w an analysis of the wid
der well-bein
ng outcomes achieved aat the point of
o exit for
the random
mly selected sample of 10
0 females.
Table threee below expllores the Serrvice Objectiives achieved
d from a randomly seleccted sample of 10 males
out of the ttotal of 82 males
m
who exxited from In cludem servvices over the
e sample peeriod of 24 weeks.
w
Table four follows up with
w an analyysis of the wi der well-being outcome
es achieved aat the point of
o exit for
the random
mly selected sample of 10
0 males.
All of the in
nformation gathered
g
is based
b
on an analysis of a total of 20 completed EExit Reports for the
relevant males and fem
males.
Table 1
Achievem
ment of Serv
vice Objecttives at poin
nt of exit fo
or a Sample
e of 10 fem
males out off the total
of 37 fem
males who exited from the service
e over 24 week
w
period
d
Service Objective achieved
p
to
Support tthe young person
live safely
y in the com
mmunity
Prevent accommoda
ation into
secure carre
Reduction
n in offending
behaviour
Reduction
n in risk tak
king
behaviour
p
to
improve a
attainmentt
YES
NO
COM
MMENT
Onee female movved
geo graphical location
and service was
withhdrawn
No Leave rs in
Category of the
sample exxamined
1
1
Fem
male did not sustain
s
schoool placement but
succcessfully acce
essed
educcation via offfsite
suppport
Situation on Exit forr the 10 you

ung women
n sampled
Page 9 of 46
Thematic Rev
n
Kate
Initially did family work

w
to suppo
ort Kates relationship with mum. Su pported to move
m
into
own ten
nancy with her
h new babyy. Significantt reduction of
o risk of harm
m to herself and her
baby. Accepting
A
ad
dvice and sup
pport from other
o
service
es. Increasedd confidence and selfawaren
ness. Linked in successful ly with Leaviing Care Tea
am on exit
Marie
Supporrted Marie via family worrk to have less volatile an

nd aggressivve relationship with
her parrents. Reduce
ed incidencee of self-harm
m at home and
a less riskss around alco
ohol and
substan
nce misuse in
n the commuunity. Suppo
orted transition from schhool into a tra
aining
course and then intto successfull employment
Ellen
Helped to support Education p lacement at school and out with schhool times. Supported
off-site education when
w
school placement broke
b
down .Supported Ellen and he
er mum
with esttablishing ho
ousehold rouutines like pe
ersonal/physsical hygienee and sleepin
ng
routines. Facilitated
d appointmeents to CAMH
HS for Ellen and
a did basi c emotional
intellige
ence work arround emotiions. Improvved self-conffidence and self-esteem and
better engagement
e
t with off-sitee education support and
d CAMHS teaam at Exit
Clare
Initially high levels of

o risk taking
g in commun
nity whilst under the influuence of alco
ohol;
associating with old
der peers and
d beyond pa
arental contrrol. Did focu sed family work
w
with
parentss around settting boundaaries. Clare engaged well with Better Life work on
n
offending and risk taking
t
and a dhered mucch better to agreed
a
pareental bounda
aries and
making
g better decissions on exitt. Good levell of helpline use and risk taking posittively
reduced
d. Sustainable Pro-socia l activities an
nd resourcess put in placee prior to exit
Pauline
Supporrted Pauline, her sibling aand mum to

o access local activities duuring extend
ded
school holiday perio
od. After a d
difficult perio
od to build trust with Pauuline, she succcessfully
accesse
ed local grou
ups and activvities. This re
esulted in inccreased conffidence and selfesteem and improvved relationsship between
n her older sibling and h er mum. Helped in
positive
e discussionss with teacheers around trransition into
o secondary school. School
attendaance high an
nd mum feel ing more co
onfident in prroviding pra ctical and em
motional
supportt to her child
dren. Both si blings also engaging
e
we
ell with age-aappropriate local
commu
unity activitie
es
Elizabeth
Issues around
a
physical neglect and emotion
nal abuse at referral. Woorked well wiith family
on sustaining and providing
p
ap
positive, safe
e physical and emotionall environment.
Successsfully addresssed low self -esteem issu
ues via Better Life work aand accessing
recreational outletss. Marked im
mprovement in Elizabeths mood andd put in place
ea
Befriend
ding Service
e on exit
Sally
Initially,, Sally was acccruing charrges of Breacch of Peace and

a high levvel of risk taking
behavio
our related to alcohol m isuse. Sexual health riskss in communnity and out with
w
parentaal control. Co
ompleted fa mily work wiith Sally and her mum annd Sally engaged well.
Supporrted Sally thrrough parenttal imprisonment and th
hrough movee to live with
h her
grandp
parents and aunt.
a
Successsfully avoide
ed period in secure care.. Better enga
agement
with sch
hool, reductiion on risk taaking and alccohol use. Accessing
A
sexxual health support
Page 10 of 46
Thematic Rev
n
servicess. Improved self-esteem and better decision-ma

d
aking aroundd choices at exit
e
Nadia
Nadiass child was placed on Ch ild Protectio

on Register. Includem obj
bjective to rebuild
and reducee high levels of impulsive risk taking i n communitty.
family relationships
r
Supporrted Nadia to
o sustain pla cement in su
upported accommodatioon unit. Com
mpleted
focusse
ed work on anger
a
manag
gement and successfully set up sociaal and recrea
ational
activitie
es to reduce risk taking b
behaviours. Nadias child
d was removved from C.P
P. register
and twice weekly visits with her child taking place. Accessed Princesss Trust courrse. This
was a positive
p
expe
erience. Supp
ported transition from th
he Unit to liviing with
grandp
parents. Significant reducction in impu
ulsive risk takking and linkked into adult services
via Tran
nsitional Sup
pport team.
Rosie
Core aim to preven

nt accommod
dation into care.
c
Include
em supporte d mum to in
nstil basic
d improve so
ocial interacttion betweenn siblings and mum.
routines in the family home and
ed via Betterr Life work annd craft base
ed projects to increase soocial stimula
ation.
Achieve
Specificc activity based contacts with sibling and mum im
mproved rellationships. Progress
P
took so
ome time, the
ere was imprrovement in creating rou
utines in the home, bette
er
attendaance at school and mum
ms ability to meet
m
basic needs
n
of her children increased
Joyce
Core aims to suppo

ort Joyces scchool placem
ment and pre
event family breakdown. Failed to
sustain primary school placemeent but succe
essfully accessed off-sitee education support
s
and bettter engagem
ment with it. Promoted successful
s
usse of Helplinee with Joyce
es aunt to
manage
e aggressive
e behaviour aand resistance to bedtim
me routines. Placement at
a aunts
home being
b
sustain
ned at point of exit. This was a real acchievement as Joyce had
d
experie
enced severa
al short term accommodation placem
ments that w
were unsucce
essful
prior to
o working witth Includem
Page 11 of 46
Thematic Rev
n
Table 2
This table is a collective
e summary of
o wellbeing outcomes at the point of
o exit from Inncludem Services for
10 females randomly se
elected:
eduction in prior offen
nding behavviour recorded at the pooint of exit fro
om
Two femaales had a re
Includem
Four femaales had a re
eduction in risk taking
g behaviours and were able to bettter understan
nd the
consequences and risks of their ow
wn behaviouur
One femaale sustained
d her placement in the faamily home and
a avoided
d being takken into sec
cure care
through a high level of
o sustained engagemen
e
t with Includ
dem and extrra family suppport work being
b
put
in place
Two femaales successfu
ully accesse
ed and were
e sustaining
g employm
ment/trainin
ng at exit
One femaale failed to sustain
s
origin
nal school pllacement bu
ut was successsfully accesssing and susstaining
an altern
native offsitte educatio
on placeme
ent
One femaale had succe
essfully redu
uced risk taaking behav
viours and was
w linked innto other sup
pport
agencies tto get supervvised accesss to her child
d, who was livving with gra
andparents
Six femalees had mark
kedly impro
oved relatio
onships witth their fam
milies and faamilies were helping
to sustain improved re
elationships
Eight femaales were acctively engag
ged in pro--social and recreational activitiess within their local
communitties at the po
oint of exit
Eight out o
of ten females had enga
aged successsfully with
h elements of
o the Betteer Life cognitive
toolkit w
whilst working
g with Includ
dem the Help
pline as a sou
urce of advicce and crisis support
Four femaales had actiively used the
t Helplin
ne as a sourcce of advice and
a crisis su pport
Page 12 of 46
Thematic Rev
n
Table 3
Achievem
ment of Serv
vice Objecttives at poin
nt of exit fo
or a Sample
e of 10 mal es out of th
he total of
82 males w
who exited
d from the service
s
ove
er 24 week period
Service O
Objective Achieved
A
p
to
live safely
y in the com
mmunity
Prevent accommoda
ation into
secure carre
YES
NO
0
5
No Leaveers in
Categoryy in sample
examined
d
Reduction
n in offending
behaviour
Reduction
n in risk tak
king
behaviour

p
to
improve a
attainmentt
COMMEN
NT
O
One male Failed to
eengage and Includem
SServices were
e
w
withdrawn
O
One male failed to
eengage and Includem
sservices were
e
w
withdrawn
No Leaveers in
Categoryy in sample
examined
d
ung Men Saampled

Situation on Exit forr the 10 You
James
Isssues at referral related tto offending

g when under the influennce of alcoho
ol and
d
drugs.
Picked
d up several charges and
d was on bail conditions. James workked with
T
Transitional
Support
S
Team
m for one ye
ear. At exit offending moodule of Bettter Life
c
completed
with
w positive rresults reduccing offendin
ng to no chaarges for ove
er a year
a better un
and
nderstanding
g of effects and
a consequ
uences of subbstance misuse. New
h
hobbies
and activities acccessed and marked
m
decrrease on tim
me spent with
h negative
p
peer
group. Linked
L
into ccourse at colllege on exit. Linked intoo housing support
a
agencies
to access
a
indep
pendent acco
ommodation
n
Page 13 of 46
Thematic Rev
n
Frank
Referral from
R
m CAMHS teaam to suppo
ort Foster Pla
acement andd help Frank explore his
fe
eelings and build up trussting relation
nships with other
o
adults. Also to offe
er short
te
erm respite to
t his carers . Frank was supported
s
th
hrough seveeral foster pla
acement
and successsfully engage
b
breakdowns
ed in Better Life
L work foccussing on his
u
understandin
ng of behavio
ours and building trust with
w adults, C
Completed Managing
M
M Emotionss module and
My
d participate
ed in recreational and arttistic activitie
es,
in
ncreasing co
onfidence annd own self-e
esteem. Consistent engaagement with Includem
h helped him build trusst and comm
has
munication skkills with aduults. Foster ca
arers also
d
demonstratin
ng they are ccapable of providing stable support at exit point.
Roddy
Roddy neede
R
ed support to
o maintain placement
p
in
n several accoommodation units.
A
Associating
with
w peers invvolved in ne
egative behaviours includding offending with
v
violent
eleme
ents involved
d. Poor relationship with parents folloowing historry of
d
domestic
violence. At exi t had completed the Offfending and Managing My
M
E
Emotions
mo
odule of a Beetter Life and
d there was a huge reducction in risk taking
t
and
o
offending
levvels. More ab
ble to make informed an
nd better chooices resultin
ng in him
b
being
stable in accommo
odation placement. Inclu
udem helpedd Frank access
e
employment
in the cateriing sector which
w
he had been workinng in for lastt six months
p
prior
to exit. Brokered in support from
m housing agencies to seecure own te
enancy.
Andrew
Concerns of family
C
f
breakkdown and Andrew
A
being taken into care. Includem
supported him to addresss over sexua
alised behaviour via Bettter Life work and
supported pa
arents to pro
omote safe use
u of interne
et and to moonitor risk taking
b
behaviours.
Andrew
A
was helped to ta
ake part in sw
wimming, gooing to gym and doing
v
voluntary
work in his com
mmunity. Red
duced level of
o disagreem
ment and anger
o
outbursts
at home
h
and b
better undersstanding from
m him and pparents of de
ee
escalation
tecchniques. Hiigh level of attendance
a
at
a school andd parents continue to
p
promote
safe
ety on internnet and in wid
der commun
nity. Consisteent engagem
ment with
h
health
suppo
ort services aat exit.
Ian
On referral Ia
O
an was out w
with parental control, pickking up charrges and increasingly
u
using
cannab
bis and alcohhol leading to high levelss of risk takinng. Includem
m did family
fo
ocussed worrk with mum
m and put in place
p
rules and
a strategiees for mum to keep Ian
safe. Good use of Helplinne in crisis sittuations. Mum was suppported to esta
ablish
h
household
ro
outines that rreduced disrruption at ho
ome and succcessfully pro
omoted
h
high
levels off school atte ndance. The
ere were no incidents of Ian leaving the
t family
h
home
withou
ut consent annd no new in
ncidents invo
olving the poolice during Includems
in
nvolvement and big reduuction of alccohol and cannabis use. Family intera
actions with
e
each
other in
ncreased via accessing re
ecreational activities
a
togeether in loca
al
c
community.
Placement
P
a t home settled and pare
ent more abl e to take control and
seek relevantt help when necessary.
Page 14 of 46
Thematic Rev
n
Tom
Priority to sup
P
pport schoo
ol placement due to high level of nonn-attendance
e and
c
concerns
aro
ound disruptiive behaviou
urs at school. Following a five week period
p
of
u
unsuccessful
engagemennt involving planned
p
and
d unplanned contacts with Tom
a his familyy the local ed
and
ducation autthority withd
drew Includeem services with
w a view
to
o a future re
eferral should
d family wish
h to engage
Gerry
In
ncludem inittially supportted Gerry to remain at Young Personns Unit. This broke
d
down
and support plan cchanged to support
s
him living safelyy with his mum.
B
Behaviours
involved self--harm with low self-esteem. Exploreed with Gerryy his
c
choices,
decisions and co
onsequencess of his beha
aviours. A peeriod of stabiility at
h
home
was acchieved for a short period. Successfully supporteed Gerry and mum with
a
additional
rea
ading and litteracy classe
es. Gerry stop
pped engag ing with Includem and
d
displayed
thrreatening annd aggressive
e behaviourss to staff. Aftter 3 monthss a decision
w made byy Social Workk to withdraw
was
w Includem before workk to effect change could
b undertake
be
en to addresss his deep ro
ooted emotional and traauma related
d
e
experiences.
Owen
In
ncludem objjective to preevent family breakdown. After ten w
week period of
o
a
attempting
to
o engage wi th Owen Social Work withdrew Incluudem service
es due to
ffailure to engage. Mum
m did engage
e in some fam
mily work annd reported improved
re
elationships with Owen aand his siblin
ngs. Mum more able to ssustain his placement
p
in
n family hom
me at exit po int.
Robert
Robert had been

R
b
in priso
on and on release stayed with his muum briefly. Includem
supported th
he transition to staying with
w his grand
dmother afteer relationship
b
breakdown
with
w mum. Ro
obert addresssed negativve attitudes ttowards wide
er family
n
network
via Better
B
Life wo
ork and improved his relationships w
with gran and
d other
faamily memb
bers. Positivee behaviours observed in
n communityy resulting in
n reduced
o
offending
and risk taking . Successfully accessed training
t
oppoortunity with
h Skills
t Scotland. G
D
Developmen
Gran successsfully sustaining his placeement at herr home at
e
exit.
Paul
Paul worked with Includeem as part off Alternative to Remand service. His offending
P
le
evels and risk taking behhaviours in th
he community reduced ssignificantly prior to
e Following cognitive b
exit.
based Better Life work Paul was makking positive decisions
to
o avoid risk situations
s
wiith certain pe
eers.
S
Successfully
linked into vo
olunteer work prior to atttending colllege course in
m
mechanics
Page 15 of 46
Thematic Rev
n
Table 4
This table
e is a collecttive summa
ary of well--being outccomes at th
he point off exit from Includem
I
Services ffor 10 maless randomly
y selected
ours by focuussing on their alcohol
3 males weere positivelyy supported to addresss self-harming behavio
and drug u
use (Better Life
L work) and by increas ing face to face
f
contact at the identiified high risk times
3 males weere supporte
ed to reduce
e offending
g behaviou
urs out with the
t Primary reason for re
eferral
2 males weere successfully supported to redu
uce violent behaviour, by engaginng with the Better
B
Life
Managing My Emotion
ns module and increased
d family support to manage crisis annd put in placce
protective boundaries
One male did not ach
hieve the Prrimary Obje
ective of re
educing offfending afteer an unsucccessful
sustained ttime period of effort to engage
e
faileed
One male did not ach
hieve the Prrimary Obje
ective of re
educing risk taking beehaviour afte
er an
unsuccessfful time period of effort to engage faailed. Howevver, work completed withh his family during
d
this
period hass helped parrents to put in place imprroved bound
daries and in
ncrease the pparents level of control
One male and his family were supported by Inncludem in accessing a new homee in a differen
nt
geographiical location. This had a significant
s
po
ositive impact on family relationshipps.
4 males haad specific an
nd targeted work with thheir families done. The Exit Reports rrecord significant
improvem
ment in fam
mily relationships/dyn
namics and the young males
m
demonnstrating bettter
decision m
making in the
e family hom
me and in thee local comm
munity
Two maless were helpe
ed successfu
ully to acce
ess further education
e
placementts at college
One male was supporrted to worrk through being bullied at schoo
ol and succeessfully sustained his
place at scchool
4 males haad helpline use
u identified
d in their Sup
pport Plans and
a did regu
ularly use tthe helpline
e during
their work with Include
em
The Exit Reeports indicaate that 7 ma
ales regularlyy took part in recreational and pro
o-social acttivities
with a po
ositive impa
act on their confidence llevels record
ded.
One male gained em
mployment just
j prior to exit with Includem
The above information

n also illustrates that the full range off SHANARRI well-being i ndicators arre being
routinely assessed and actions are being embeedded into each
e
young persons
p
suppport plan wiith specific
outcomes under each category are
e being reco
orded at the point of exit.
Page 16 of 46
Thematic Rev
n
4 Use
e of In
ncludems helpliine
Helpline d
data use by
y male and females
m
to the Includem Helpline for all young peoople receiving a service
Overall, 2,248 total calls were made
within tthe sampled
d 12 week period below.
32% off these calls were

w
made regarding
r
yo
oung female
es Includem work
w
with.
68% off these calls were

w
made regarding
r
yo
oung males Includem wo
ork with.
es in helplin
ne use by males
m
and ffemales
Similaritie
The inform
mation in this section dem
monstrates a number of common patterns emergging in the reasons
r
that both m
males and fe
emales use th
he Includem Helpline over a 12 weekk period. In thhe main, the
e sampled
data showss there are no
n real significant differennces betwee
en young wo
omen and yooung men re
egarding
why calls reelating to the
em are made to the help
pline.
In most areeas the perce
entage volum
me of calls w
within each category
c
is sttrikingly simi lar for maless and
females. Th
his evidences that both males
m
and feemales are using the Helpline to acceess support
fundamenttally for the same
s
kind off reasons.
For example, under the
e categories of
Accom
mmodation
n issues th
hese calls ac counted for 14% of the total
t
calls forr females and 13% for
males.
dvice thesse calls acco unted for 6%

% of the total calls for fem
males and 7%
% for males
Young person ad
ancel appo
ointment these
t
calls acccounted fo r 8% of the total
t
calls forr
Young person confirm/ca
femalees and 8% fo
or males
Familly dispute these calls accounted ffor 2% of the

e total calls fo
or females a nd 2% for males
m
Familly support Under the six categoriees covering this area the
ese calls accoounted for 44% of the
total ccalls for femaales and 36%
% for males. SSupporting young
y
females and malees within fam
mily/carer
relatio
onships was by far the most commonn reasons for female and
d male use oof the Include
em Helpline
Police
e matter these
t
calls acccounted fo r just 1% of the
t total callss for femaless and 1% for males
Social work ou
ut of hours these callss accounted for 2% of the total calls ffor females and
a 1% for
males
Helplline call outt for females there wass 1 recorded Helpline Call out and thhere were 11 recorded for
males
Othe
er calls from
m young pe
eople and ffamily/care
ers
o
Yo
oung person other caalls
Page 17 of 46
Thematic Rev
n
Th
he vast majority of the 3221 Young pe
erson other calls related to young males
m
making contacct with their workers and
d return calls by workers in response. The
paattern is the same
s
for youung person female
f
othe
er calls. Thesse calls typically
invvolved making sure younng people were
w
safe; sup
pporting youung people and
paarents to imp
plement routtines and agreed boundaries and to offer reassu
urance that
he
elped to man
nage and/orr avert crisis situations
s
de
eveloping.
o
Family Other Calls

These calls respectively rep
presented 13
3% of calls fo
or males and 15% of total calls for
fem
males. The re
easons for thhese calls we
ere similar in nature for pparents/carers of both
maales and fem
males. These related to pa
arents makin
ng contact w
with workers to check
contact times, rescheduling
g/cancelling contacts or sharing infoormation abo
out the
young personss whereabouuts. Other issues include
e family mem
mbers seeking support
witth having no
o power in thheir house, asking for asssistance withh food parcels, welfare
advvice and advvocacy workk in linking pa
arents and young peoplee in with oth
her
agencies
Calls recorded under the O

Other categ
gory have see
en a significaant reduction of near
50% in comparison to thosse recorded under this category duriing the Help
pline Review
in 2013.
2
5. In--depth
h anallysis o
of Inclludem
ms wo
ork wiith
ng women
youn
4.1
Ana
alysis of refferral inform
mation su
upport plan
ns, referral minutes an
nd contact logs
From Octo
ober 2014 to March 2015 (24 week peeriod) Includ
dem worked with 100 girlls and young
g women
with an agee range of between 9 23
2 years old . The generic issues prevvalent for thiis group werre typically
linked with factors of multiple
m
deprrivation and significant trrauma relate
ed life experi ences. A wid
de range of
dentified at the point of rreferral for th
he girls and young wom
men Includem
m work with.
complex neeeds were id
These need
ds for some invariably sitt alongside hhigh levels of
o risk taking behaviour aand contribute to
concerns aabout the need to reduce
e vulnerabilitty, mitigate risk and to sttrengthen reesilience in th
he context
of family an
nd community for those girls and yo
oung women
n.
The list of ccomplex nee
eds and area
as of supportt identified here
h
are base
ed on an anaalysis of initia
al referral
information
n and Suppo
ort Plans for 30 females. It is thereforre a represen
ntative sampple but by no
o means
fully exhaustive:
Sub
use alcoho
ol and drugss (including New
N Psycho Active substtances)
bstance misu
Page 18 of 46
Thematic Rev
n
motional trauma related to

t physical aand emotional abuse
Em
Sig
gnificant men
ntal health isssues Deprression, anxie
ety, Bi-Polar Affective Di sorder, Postt-Traumatic
Stress Disorderr, Eating Diso
orders
omestic viole
ence from pa
artners in intiimate relatio
onships
Do
Sup
pporting Young Women
n through Ho
omelessnesss
Leaarning difficu
ulties
Atttachment an
nd Detachme
ent Issues
Sellf-harm
Suiicidal ideatio
on and Suicid
dal Behaviouurs
Low
w self-esteem
m and confid
dence
Anger manage
ement issuess
Bereavement isssues
ound Divorce
e and Familyy Separation
Losss Issues aro
Sup
n through th e prison exp
perience
Sup
n through th eir Secure Care
C
experien
nce througgh Secure Ca
are and
transitions back into the co
ommunity
Gang related isssues
dentity
Sexxuality and Id
Sexxual Health issues
Red
ducing the risk
r of sexual exploitationn and sexual violence
Sup
pporting you
ung women through preegnancy
Sup
pporting you
ung women through pa renthood
Pro
omoting Possitive Aspirattion, Self-wo
orth, Self-realisation
Sup
pporting educational, tra
aining and eemployment needs
An analysiss of initial Re
eferral inform
mation minuttes, Support Plans and Contact Logss for this review
distinctly demonstratess not just the
e multiple, co
omplex and changing ne
eeds of thosee girls and young
women wo
orking with In
ncludem; but also the m ulti-layered nature of support contaained and be
eing
delivered w
within individ
dually tailore
ed Support P
Plans.
Page 19 of 46
Thematic Rev
n
alysis of Inccludem support delive

ered to girls and young women
Ana
4.2
Regarding the types off support being routinelyy delivered with

w girls and
d young wom
men, several common
threads em
merged from
m an analysis of Monthly Reports, Con
ntact Logs, Supervision
S
RRecords, Sup
pport Plans
and Exit Reeports.
Types of su
upport includ
de:
Structured and
d planned facce to face co
ontact with girls,
g
their parents and otther relevantt family
meembers
Un
nplanned face to face contact with gi rls to build relationships
r
and enhancce engagem
ment levels
Person-centred
d Support Pllanning invo
olving goal and, boundarry setting dirrectly involving girls
and
d young women
Settting and esttablishing routines; nego

otiating acce
eptable beha
aviours in thee home, the
com
mmunity and
d at school
Sup
pporting girls and young
g women to maintain ed
ducational placements orr to support training
and
d employme
ent opportun
nities
Plaanned and fo
ocussed work using A Beetter Life in
ncluding focu
used modulees on relationship work
likee Relationshiip mapping, substance m
misuse, offen
nding, managing emotioons and beha
aviours and
feeelings related
d to experien
nces of traum
ma and loss.
Hands on pracctical supportt to girls and

d young wom
men to atten
nd CAMHS m
meetings, Pa
anel
Heearings, Case
e Review meetings, Priso
on visits, G.P. and other health
h
appoinntments, gettting to
sch
hool, superviised shoppin
ng, housing meetings, Careers Servicces
Advocacy supp
port work an
nd preparatio
on for Panel Hearings, DWP
D
appointtments, Case
e
Maanagement meetings,
m
CA
AMHS/FCAM
MHS meeting
gs, School Review meeti ngs, College
e
plaacement mee
etings, Court appearancces
Building Resilie
ence and Alte
ernative Cop
ping Mechan
nisms - Confflict Manageement and Mediation
M
tecchniques de
eveloping re
elationships w
with young women
w
and key family m
members by patiently
exp
ploring thoughts, feeling
gs, triggers, aactions and consequenc
c
es.
Em
motional and crisis suppo
ort through eepisodes of self-harming
s
g or suicidal tthoughts and
behaviours
Deeveloping witth girls and young

y
womeen a clearer understanding of their oown behavio
ours on
fam
mily and the potential im
mpacts of theese on self, fa
amily and the
e wider com
mmunity
Usee of de-escaalation techn

niques timee out strategies and stresss managem
ment advice and
a
sup
pport
Crisis interventtion and use of the Helpl ine to mana

age, divert an
nd minimise risk during crisis
c
uations
situ
Routinely being
g the listening ear to co
oncerns and
d anxieties raised by girlss and young women
Page 20 of 46
6
Thematic Rev
n
d praise of go
ood decision
n making, an
nd challenginng thinking and
a
Positive reinforrcement and
d decision m
making
behaviours thaat lead to bad
Building confid
dence, self-w
worth and se lf-esteem via
a positive pro-social rolee modelling through
t
onal and cultural activitiees
soccial, recreatio
In terms off analysing th

he effectiven
ness of the tyypes of supp
port being de
elivered, it is when a com
mbination
of the diffeerent elemen
nts above are
e structured,, brought together unde
er one roof and applied
d
holistically, that evidence strongly emerges
e
to sshow how In
ncludem stafff are able too meet the co
ore service
objectives and make a contribution
n to positive change.
Put simply,, the review shows
s
that in
nvesting in t he right sca
affolding of support is crritical. This co
ombines an
understand
ding of the economic,
e
so
ocial, personnal and relationship facto
ors that impaact on girls and young
women. From this foun
ndation stafff are in a stro
ong position to deliver a wide range of practical,
relationship
p based and
d trauma info
ormed intervventions thatt help to achieve positivee change.
Page 21 of 46
Thematic Rev
n
with girls and

a young women
w
-b
building rela
ationships with a purp
pose into the
Working w
practice m
model
Includemss emphasis on
o building trrusting and m
meaningful relationshipss is the starti ng point for work
completed
d with all of th
he girls and young peop
ple we work with.
w Several practitione rs during this review
observed tthat relationsship building
g with young
g people doe
es not occur in a vacuum
m.
It takes place most effe
ectively when
n practitioneers carry it ou
ut within a clearly definedd structured framework
of interven
ntion.
The review
w showed Inccludem staff working clossely within th
he key tenets of the GIRFFEC national practice
model. Anaalysis of 30 young
y
wome
en demonstrrate that stafff are system
matically meaasuring progress using
the SHANA
ARRI well-be
eing indicators as a barom
meter of succcess and/or movement towards pro
ogress in
achieving p
positive outccomes. Specifically, Inclu dem workerrs routinely deliver
d
structtured:
ndividual nee
eds assessme
ents
In
In
ndividual Riskk Assessmen
nts
Su
upport plann
ning and goal setting onn an 8 weeklyy basis
Completion of
o Individual//Personalised
d SHANARR
RI outcomes
Use of Well-b
being Webs with
w each yo
oung person
Im
mplementation of action plans identiified in the Support Plan
A Better Life Includems structured ccognitive and relationshiip based tooolkit is system
matically
ussed with all young
y
people
Reeviewing of goal setting,, support plaanning and action

a
plans
Evvaluation of outcomes achieved
A fusion off clarity of pu

urpose deriving from whhat the individual needs are
a of each yyoung perso
on; a clear
structured and focused
d support pla
an of interveention to me
eet those nee
eds is crucial . The ability to flexibly
apply and ttailor support plans to in
ndividual circcumstances helps to glue
e together thhe effective support
that effect real change for those yo
oung peoplee working witth Includem..
This generaal approach applies equally to Includ
dems work with
w girls and
d young wom
nd other
men. This an
Thematic R
Reviews (Wo
orking with Fa
amilies and TThe Helpline
e Review) pro
ovided clearr evidence th
hat trusting
relationship
ps; flexible su
upport that responds to need at the
e point of nee
ed and a tooolkit of effecttive
cognitive aand relationaal interventio
on techniquees is what wo
orks best at reducing
r
vullnerability, risk taking
behaviourss and contrib
butes to strengthening thhe capacity for
f resilience
e in girls andd young wom
men.
Page 22 of 46
6
Thematic Rev
n
views to an
nalyse Inclu
udems app
proach to working
w
with girls and young wom
men
4.3 Interv
The finding
gs in this section on the different
d
app
proaches in use
u at Includ
dem are takeen from nine extensive
interviews w
with internal staff and otther externall stakeholders.
Voices fro
om the fron
ntline
Some of th
he core gend
der specific approaches
a
iin relation to
o working with girls and yyoung women are
explored in
n this section
n. A number of commonn themes emerged from interviews w
with Includem
ms frontline
practitioneers, external stakeholders
s
s and young women working with Includem. Theese outline th
he most
effective teechniques that promote engagemennt of girls and
d young wom
men and hellp to put in place
p
effective su
upport planss that make a contributio
on to achieving real chan
nge and posiitive outcom
mes.
A. Include
em Project Worker Dont
go ttoo fast
With vulneerable girls the
t key thing
g at the start is NOT to push things to
oo fast. You can heighten their
sense of loss of control if you just barge
b
in like a bull in a China shop.
Initially, it ccan take a go
ood deal of time
t
to get aany sort of buy in so yo
ou cant givee up easily, esspecially in
trauma relaated cases. It will take lon
nger as theree are big issu
ues over who these younng women can
c trust.
You have tto prove thatt you can offfer consistenncy and safetty before you can earn t heir trust.
Lett them
m lead the way
w
You need to engage young
y
girls around
a
whatt they want to do. I work with a youn g girl who sa
ays she
wanted to go to the gyym. This actu
ually took 6 w
weeks before
e she went to
o the gym. YYou need to
understand
d there are im
mpending fe
ears around loss and how
w this can crreate doubt, ambiguity and
a
hesitation aabout follow
wing things th
hrough. Kno
owing this can help workers avoid geetting frustrated and let
young wom
men know th
hat you identtify with the challenges that
t
go along
g with their ttrauma and loss issues.
Workers neeed to seek to
t get to the
e root causess of problem
m behaviourss on display. Behaviours are the
effects of a cause. Veryy rarely do girls and younng women put
p themselvves at risk witthout there being
b
some
good reaso
ons that can explain their actions.
Knowing th
heir historiess, the chrono
ology of evennts and the special
s
mean
ning they havve to each person
p
is
critical. It helps you und
derstand how one incideent can trigg
ger off a who
ole set of othher risk taking
g
behaviourss.
Page 23 of 46
6
Thematic Rev
n
em Project Worker Baby
Stepss at First
B. Include
It really heelps if workers discuss in a positive annd clear man
nner what ou
utcomes aree hoping to be
b
achieved. Its true that sometimes a short piecee of work is required
r
but typically whhen working with high
levels of traauma and lo
oss you are dealing
d
mosttly with patte
erns of behavviour that arre long estab
blished.
These cant be undone
e in six weekss. It takes baaby steps an
nd patience to build up tthe full pictu
ure, the
chronologyy and case histories,
h
vital family evennts and so on
n before you
u can make ssubstantial steps
forward.
Knowing your limita
ations and brokering
b
tthe right se
ervices
Staff mustt be aware att what point that a vulneerable young
g woman mig
ght require pprofessional
counselling
g or anotherr type of therrapeutic inpuut. Knowing your own prrofessional liimitations an
nd being
able to bro
oker in the rig
ght service and
a facilitatee the arrange
ements is fun
ndamental too working with
vulnerable young wom
men. You nee
ed to know yyour own rem
mit in the support plan aand that of others and
crucially wh
hen your job
b is done. Yo
ou also have to avoid ove
er subscriptio
on of servicees by Social Work
W
too.
Flooding in
n too many services
s
can harm the likkelihood of engagement
e
at the start.
Practitioneers need to be
b confidentt too in identtifying with other
o
partne
ers about thee different ro
oles in
implementting a suppo
ort plan. Who
o is doing whhat and when is the supp
port plan beiing reviewed
d are
central queestions. Rem
membering th
hat the girls aand young women
w
we work
w
with havve many invvisible
barriers to
o engageme
ent and particcipation withh services is also
a importa
ant. This poinnts to a majo
or role that
Includem sstaff perform
m in linking up, preparing
g and discusssing with girls any anxietties before CAMHS
C
meetings, ccourt appearances or Pa
anel Hearing
gs to name a few. We sho
ould never uunderestimatte our role
other service
in helping o
es make fulle
er and moree comprehen
nsive assessm
ments or ourr role in assissting those
services to successfullyy engage and
d overcome substantial and
a deep rooted barrierrs.
Linking up work with young wo
omen to faamily work
To influen
nce change with
w vulnerab
ble young wo
omen you must
m get a ha
andle quicklyy on the fam
mily
dynamics. For example
e, what are mums
m
issuess and the oth
her main rela
ationship issuues going on
n for the
family. Thaat could also be about da
ad being in p
prison, the fa
amily having no money oor sibling rivalries.
There are m
many factorss that you sh
hould take innto account before
b
doing
g focussed w
work with the
e family.
It is important for staff to be able to
o differentiatte between problematic
p
but age apppropriate be
ehaviours like a teenaager not tidyying up their room and ccoming hom
me an hour late and a teeenager stayin
ng out all
night and rreturning ho
ome the nextt day under tthe influence
e of alcohol and drugs. SStaff should always try
to put behaviours in co
ontext and in
nto perspect ive. Putting in place extra family conntact to discu
uss these
issues with parents is vital in promo
oting more sstable and un
nderstanding
g relationshiips.
Page 24 of 46
6
Thematic Rev
n
ew with Inccludem Pro

oject Worke
er - the you
ung women
ns group att Includem
mC. Intervie
thinking tthrough the challenge
es
Our team regularly ge
et between 8 to 10 young
g women to the group we
w run at Heaad Office. We
W take
time to disccuss and thin
nk through picking
p
who should com
me along. We
e explored soome of the difficult
d
and
challenging
g issues like how to create the right eenvironmentt for 2 young
g girls with s ignificant me
ental
health issues. We recog
gnised that they
t
both haad similar intterests and paired
p
them up with a sta
aff
member.
Its importtant in advan
nce to assesss who to brinng along, to ask what are
e the difficultt issues for the girls in
attendancee, how do we
e offer emottional suppo
ort and plan to
t have enough staff to ttake individu
uals aside
to support them when necessary.
An older g
group of girls have helpe
ed to glue thhe group tog
gether by offfering peer ssupport to ea
ach other
and are beecoming goo
od role mode
els for each other. The ro
ole that peer support plaays cannot be
b
underestim
mated. Young
g women pla
ace great vaalue on this. Its
I like Gold
den Time.
The group also do a raange of activities art, phhotography, Beauty and Make up, photograph
hy, guitar
and music..
Benefits o
of Girls Gro
oup
The girls g
group we are
e running is what
w
supporrted our girlss to have the
e confidencee to take part in the
show and tthe up and coming
c
Fun Day music a nd performa
ance arts on stage. The w
work done in
n the group
spreads intto other areaas of work we
w are doing with these girls
g all of the
e time. We a re able to po
oint out to
the older g
girls how resp
ponsible the
ey are and thhey take som
me pride in be
eing a role m
model to the
e younger
girls.
n advantagess flowering frrom the group for those
e girls involveed:
There are sseveral main
Active Peer support
w each othher in a safe place

Pro-social interaction with
g social and independennt living skillss

Developing
Activities th
hat are integ
grated with inndividual sup
pport plans
Building co
onfidence, se
elf-esteem a nd self-wortth
Page 25 of 46
6
Thematic Rev
n
D. Include
em Project Worker - Offering
O
su pport through anxietty, depressiion and eatting
problemss
An examp
ple of how we support girls with partiicular menta
al health issues like anxieety and depre
ession is
instructive of the need for real senssitivity. A youung girl with an eating disorder attennds the grou
up. A lot of
preparation and reassu
urance was offered
o
befo re, during an
nd after the group. We sspoke aboutt her
anxieties arround food as there is usually Take A
Away food th
here for the whole groupp. The emph
hasis was
on reinforccing that there was no prressure on h er to eat foo
od and to have a strategyy to help kee
ep her
feeling safee and manag
ge her anxiety. She actuaally did feel confident
c
en
nough to havve something to eat
whilst at the group with
h some othe
er girls. This w
was a real ste
ep forward and
a we havee been reinfo
orcing that
as a positivve breakthro
ough. Yet in other
o
situatio
ons we have had to be aware all the way through of her
feelings an
nd how to maanage these
e in different scenarios.
E. Include
em Learning
g and Deve
elopment M
Manager - Exploring
E
Attitudes
A
an
nd Values
Workers aalso need to be able to challenge theeir own attitu
udes and asssumptions abbout working with
young wom
men, or black minority etthnic comm unities and lesbian and gay
g communnities. Worke
ers need
the space tto explore so
ocietys attitu
udes and theeir own attitu
udes and nott be afraid too look critica
ally at wider
attitudes and how theyy can impactt on vulnerab
ble young pe
eople and women in parrticular. A cla
assic
example is the danger of making ju
udgemental attitudes tow
wards girls who
w display ssexualised behaviours
classed as being prom
miscuous.
There is a gap that needs addressed at Includeem around gender.
g
An example
e
of tthis is that within A
Better Life gender is ne
ever mention
ned. As we kknow the gen
nder of a you
ung person has an impa
act on how
they discusss and feel about certain issues. Equaality Training
g or some focus groups aaround attitu
udes would
be a good start. For exxample, we need
n
some hhonest conve
ersations abo
out were stafff personal attitudes
a
can jar with
h professional attitudes and
a expectattions. Valuess towards racism, sexism
m, homophob
bia or
transgendeer issues really do shape the supporttive approacches that are
e put in placee. Regardlesss of their
role within Includem, Equalities
E
traiining should
d be at all levvels and departments of the organisa
ation.
Professor A
Alexis Jay asttutely pointe
ed out during
g the Rotherrham inquiryy that one maajor problem
m was that
systems an
nd processess across statu
utory servicees overlooked, ignored and in the ennd undermined
progressivee anti discrim
minatory valu
ues towards the most vu
ulnerable girls and youngg women in the
communityy. We can all learn from the Rotherh am experien
nce.
Promotin
ng Positive Sexual Hea
alth
We need tto build understanding of
o womens ssexual health
h needs into
o staff learninng and comm
munication.
Youth workk research has much goo
od material tthat covers sexual
s
health
h issues for ggirls and sing
gle sex
approachees to working
g with boys too.
t
Its importtant to take account
a
of some of the ffeminist literature on the
e need for geender specific
approachees. There are organisations like Say W
Women that Includem ca
an be linkingg up with to tap
t into the
up to date research and current prractice on ho
ow best to work with wom
men involvedd in or at risk of sexual
exploitation, as well as young men.
Page 26 of 46
6
Thematic Rev
n
There are a host of services that sttaff link younng women in

nto on a regu
ular basis. Pllaces like the
e Sandyford
Clinic know
w our staff an
nd we should
d maintain aand develop these links. We
W are oftenn the lynchpin to
making surre that girls and
a young women
w
are g
getting regular sexual health checks aand supportt from
other specialist health partners that provide vittal care and support to vulnerable
v
yooung women
n.
There are w
out raising sensitive issues around seexual health. However,
workers who
o do know ho
ow to go abo
it is important to offer training
t
to all frontline sttaff on this. So
S training on
o these issuees can play an
a
important part in enhancing our work with vulnnerable girls.
F. Externa
al Stakehold
der a spec
cialist work
ker with girrls and young women
n at the centre for
youth and
d criminal justice
Relationsh
hips are vital for vulnerab
ble young wo
omen who have
h
lots of current
c
and hhistorical tra
auma based
issues. You
ur tone is imp
portant in all of your com
mmunication
ns this even
n includes thhe kind of lan
nguage
that you usse in reports. This can cause grave offfence and stop
s
you from
m connectin g immediate
ely.
Practitioneers need to grasp
g
the sim
mple links, i.ee. girls are lo
ooking to ma
ake a connecction with yo
ou.
You should avoid usin
ng programm
mes or group
p work settin
ngs as youre
e just storingg up future re
elationship
problems b
between tho
ose girls involved in the g
group. With girls
g to get proper
p
engaggement you need
firstly to foccus on their feelings abo
out things th en move on
n to explore the
t thoughtss and behaviours that
sit alongsid
de these. Gettting the ord
der right is veery importan
nt.
Girls also reespond better to getting
g involved if tthe environm
ment is prep
pared. Many service environments
could be im
mproved by just
j removin
ng the urinal s and paintin
ng the walls pink. Good engagemen
nt - Its all
about the w
workers skills and not co
osts.
with male workers
w
Working w
Especially in trauma caases girls oftten say they dont want to
t work with male workeers out of fea
ar or anxiety
about theirr past. Yet, having
h
strong
g male workeers are key. But you musst build thesee relationships in a
secure and
d trusting way. Caution and patiencee is required. You can gett to a point w
where a girl can have a
good relatiionship with a male workker despite ttheir own experience of trauma.
t
The best m
method is to
o chip away at
a it graduallyy. That could
d be having a male workker in the roo
om for a
minute on the first dayy; then the ne
ext day he caan sit down for
f 5 minutes and then inntroduce two males
briefly and so on.
Ultimatelyy, its importaant for this group of highhly vulnerable young wo
omen to know
w that there are good
men out th
here too. Its about strikin
ng the right balance and
d at the right time.
Small step
ps can also achieve trust and better eengagementt. For examp
ple, when gir ls have run away
a
from
residential units and latter return, we
w get the staaff that they already know
w to do the interviews and NOT
the police.
Page 27 of 46
6
Thematic Rev
n
6. Intterviews to
o analy
yse Include
ems a
approa
ach
to wo
orking
g with
h girlss and young
y
g wom
men on
o
traum
ma, lo
oss, rissk and
d vuln
nerabiility
From the in
nterviews five key areas emerged
e
as important when
w
working with youngg women exxperiencing
trauma and
d other relatted issues.
4.3
ognising trrauma and working to

ogether - In
ncludem Asssistant Pro
oject Worke
er
Reco
Firstly, we need to recognise that issues like beereavement,, sexual abusse and emottional proble
ems are at
the root off many of the
e challenging
g behaviour s. Staff should try to be conscious
c
off what the tra
auma
related issu
ues are and how
h they em
motionally afffect each yo
oung person and recognnise that thesse issues
can affect tthe worker to
oo.
We work cclosely with social
s
work and
a ensure tthe links are strong betw
ween Include m and the CAMHS
C
teams. We offer practiccal support to
t get young
g girls to the CAMHS app
pointments. We try to involve the
parents and routinely spend
s
separate time withh parents/ca
arers and ansswer basic q uestions like
e what is
CAMHS an
nd discuss ho
ow trauma can effect relaationships and behaviou
urs.
An Examp
ple - transla
ating trust into practi ce suicide
e preventio
on work
By being cconsistent an
nd clear about the indivi dual supporrt on offer we
e encouragee isolated and
vulnerable girls to trustt us and to get
g in touch w
when they fe
eel the need for more suupport.
A good exaample of thiss is a young woman at 166 whom we discussed a plan to keepp safe when she feels
suicidal. Sh
he tells her pal when she is thinking aabout suicide
e, who tells the school, w
who, in turn will
w call
Includem ffor support to help keep her safe. Byy following th
hrough and going
g
out too directly offe
er support,
we are buillding not only trust but also
a resiliencce in young women
w
that they can takke action to be
b safe.
With this yyoung girl we also have a Wellness B
Box which is used to prom
mote safe pl anning and to have a
plan for support when she feels the
e pressure m
mounting and
d a crisis com
ming on. Enccouraging simple
messages aabout using the helpline
e and reachinng out in a crisis can build resilience and tap into
o past
o minimising
survival skills. Its a strengths based
d approach to
g risk.
Intervenin
ng in crisis sittuations is also essential. It shows tha
at you care and
a that you want to help ease
emotional pain. But the
e follow up work
w
after thhe crisis has passed
p
is equ
ually importaant. Checkin
ng in to see
how a girl iis feeling folllowing suicid
dal thinking iis vital, as is encouraging
e
g her to talk tto her dad, which
w
she
now does. The result has been thatt dad now u ses the helpline for supp
port and she has used it once too.
We have also establish
hed good communicatio n with her co
ounsellor. We
W update eaach other on
nce a week
with any im
mportant con
ncerns we may have.
Page 28 of 46
6
Thematic Rev
n
dem Projectt Workers - working w

with trauma using efffective tecchniques
4.4 Includ
Project Wo
orkers shared
d some insig
ghts into two
o young wom
men they are currently woorking with who
w have
major trauma issues an
nd display high levels of risk taking to
o their own safety.
s
They highliighted a num
mber of tech
hniques that evidences good
g
practice
e in using thee requisite skills to
effectively engage with
h girls living with
w trauma and poor mental
m
health. The approaaches used also
a aptly
demonstraate some cleaar positive outcomes
o
an d progress being
b
made against the key SHANAR
RRI
wellbeing indicators co
ontained in the Support P
Plans for tho
ose girls and young wom
men involved
d.
Example 1 - Nice an
nd Slowly and
a Does Itt
Sharon waas not too ke
een on working with a m
male worker at
a first. So, a female colleeague and I did
d the first
contact visit together and
a we also brought
b
Shaaron into me
eet and chat with all of thhe team informally. This
worked reaally well and helped establish more ttrust.
The first 3 or 4 contacts I encourag
ged Sharon to lead the way
w with ideas and activiities she liked doing. I
reassured h
her that we would
w
work at her pace and we agre
eed it was okk if she did n ot want to ta
alk about
certain trau
uma issues in
n her past.
We did the Better Life lifeline workk over three sessions and
d Sharon said she did noot want to talk about
her early yeears experie
ence. She relaxed when I said that wa
as fine and engaged
e
reaally well abou
ut recent
issues overr the last yeaar.
Example 2 - ask open questions and listen

n
You need to use open
n questions and
a let the co
y tell me
onversation develop natturally. I wouuld say can you
how you feelt at that tim
me in your life
e? That is tottally differen
nt from saying you reallyy need to spe
eak about
these issuees if you want to change your life.
Patiently listening is th
he key skill. Knowing
K
thatt the best too
ol you can use is your eaars will go a long
l
way to
earning tru
ust. You shou
uld avoid butting in and resist the temptation to take over thhe conversation.
Example 3 - using pe
ersonal exp
periences
Be careful when sharin
ng your own
n personal exxperiences. It is ok to sha
are when askked about so
omething
like a bereaavement, bu
ut it also has to be releva nt and not done
d
in an ovver bearing fashion.
I regularlyy say things liike I empath
hise with youu but I haven
nt been thro
ough your exxperience. The
T
advantage of this apprroach is that it helps to n ormalise and
d validate their experien ce.
This is how
w to get to th
he situation where Sharo
on is able to say to herse
elf I trust him
m, he knows what I am
going through.
Page 29 of 46
6
Thematic Rev
n
s
when least ex
xpected
Example 4 - giving support
Stickabilitty is not just a clich. It matters.
m
From
m turning up
p on time and
d being ablee to be there
e when least
expected eencourages Sharon
S
to th
hink he has ccome out of his way to se
ee me.
Its also im
mportant to speak
s
up for these young
g girls too who
w have no confidence oor feel that there
t
is no
point because nobodyy is listening to
t them.
Example 5 - knowing
g trauma trriggers and
d respondin
ng calmly
Being awaare of triggers that can spark off ang er or other emotional
e
re
esponses is im
mportant. Yo
ou dont
want to re--traumatise a young wom
man and kno
owing how to
t de-escalatte and offer reassurance
e helps. You
cant allow yourself as a worker to get angry orr mimic some of the behaviours thatt you regularrly have to
confront. B
Being aware that anger might
m
be thee only respon
nse that a yo
oung girl knoows will put you
y in a
good posittion to teach
h new and more producttive response
es to trauma
a triggers.
4.4
alysis of use
e of a Bette
er Life to wo
ork with yo
oung wome
en with exp
perience of trauma
Ana
and loss
Two Inclu
udem Assisttant Projec
ct Workers and Two Project Workers
Several wo
orkers pointe
ed out a num
mber of gold
den rules the
ey apply whe
en using Inclludems cognitive
toolkit to su
uccessfully work
w
with girrls and young
g women exxperiencing and
a living witth trauma re
elated
issues.
Let the girls set the pace

e of the workk to get succcessful buy in.
Be aware th
hat the pace of movemennt is slower when
w
workin
ng with traum
ma.
You cant ru
ush Better Liffe work espeecially when working with
h girls who hhave major trauma
issues
When doing
g any life line
e work you nneed to listen
n to the deta
ail and Hearr the Story frrom the
young perso
on. Dont jusst rely on thee information
n in the referral paperwoork
Use techniq
ques like asking What jum
mps out at you
y when you think of yoour fondest memories.
m
Dont bomb
bard with too
o many quesstions and give too much informatioon at the starrt
Avoid mech
hanical appro
oaches that can put up big
b barriers to
t engagem ent Dont just
j sit with
a folder and
d assume its ok to take n otes. Ask the
e young person if its ok to take a no
ote of your
chat
Page 30 of 46
6
Thematic Rev
n
4.5
Aesthetics are
a Importan
nt - Create a relaxed atm
mosphere in a safe space and be crea
ative,
choose neutral spaces, going for waalks, using re
ecreational activities
a
to seet the scene for
focussed wo
ork. As one worker
w
put itt theres a lot a lot of efffort and preeparation tha
at lies
behind a gaame pool and if you get it right you can
c have the
e best conve rsations in th
hese
environmen
nts where yo
oung people feel safe and more willin
ng to talk abbout things
Get to know
w their intere
ests One m
male worker talked
t
of being an expe rt in make-u
up brands
and hair exttensions He
e says its theese small de
etails that do a lot to breaakdown
communicaation barrierss
ng with girlls with trau

uma
Proffessional boundaries and workin
Includem Project Wo
orkers
All those in
nterviewed spoke of the need to be aaware of the
e need for cle
ear boundarries when wo
orking with
vulnerable young wom
men. One said:
Girls with attachm

ment and tra
auma issues can sometim
mes latch on to you as a male worker. This is
likely because of lack of a male parent or any positive

e male role model.
m
You nneed to know
w the signs
and signals of inappropriate or
o misguided
d behaviourss.
One Projecct Worker saaid:
Incluudem workers were expeerienced andd good at recognising th

hese challengges to boundaries. Its
a difficult balancin
ng act and it is easy to ovver step the boundary and not be aw
ware that you are
actually doing it.
Another wo
orker stated:
I w
was aware of
o some overr sexualised b
behaviour and I had to refuse
r
a key ring from a young
y
wo
oman. Having
g clear proto
ocols for shaaring and communicating
g any conceerns with colleagues
and
d managers is vital; but iti flags up th e importancce of having a regular refflective spacce to unpick
and
d interpret the meaning of behaviouurs and relationships as they
t
unfold oon an ongoing basis.
Matching
g up workerrs with girlss and youn
ng women
Getting th
he right workker, with the correct apprroach and atttitude to wo
orking with t rauma and complex
c
needs is paaramount. It was clear fro
om the revieew that staff attached a high
h level of importance to this and
they did feel that it wass an area tha
at they and t heir team managers
m
sho
ould regularlyy discuss and monitor.
Issues arou
und Matchin
ng staff up and
a making decisions ab
bout whethe
er to have a m
male workerr or not on
the case reequires vigilaance, ongoin
ng assessmennt by Team Managers
M
an
nd dialogue with frontlin
ne staff to
routinely evaluate the suitability,
s
th
he skills and ccomplexitiess of staff worrking with vuulnerable girls and
young wom
men.
Page 31 of 46
Thematic Rev
n
5 Vo
oices of
o thre
ee you
ung women
w
n worrking with
w
Inccludem
m he
ear ou
ur storry lissten to
o us
This review
w interviewed
d 4 young women and thhis is what th
hey said.
5.1
Gettting to kno
ow me
The best tthing for worrkers to be iss honest withh you from the start. I do
ont like beingg asked hun
ndreds of
questions ffrom somebody I have ju
ust met. Takee your time. Youre going to put me off if you just go right
in there full steam aheaad with all gu
uns blazing. Dont just ta
alk at me iff my ears weere burning I am just
going to bo
olt.
I have worrked with Inccludem now for a long tiime. I couldn
nt believe att first how yoou just kept coming
c
back for more. I was pure
p
wild, alw
ways out drinnking, getting
g the jail and
d dingying yyou all at firsst. When I
turned 16 ssomething in
n me realised
d that what m
my Includem
m worker wass saying was right. Johnn
ny was
really doing
g me a favou
ur by following through and coming
g to see me. I started rea lising there was
w an
alternative to the madn
ness I was ca
aught up in. I wasnt just a wee lassie anymore annd I knew wh
hat Johnny
was saying about going to jail or se
ecure was reeal for me.
I ended up
p trusting myy worker beccause he wo
ould always come
c
and se
ee me no maatter what I had
h done
or how bad
d I felt aboutt it afterward
ds. I did not w
want to throw it back in his
h face eitheer.
My workers were alwaays there when things go
ot out of han
nd with me and my mum
m. I used to argue with
her and theen smash up
p the house. My mum ussed the helplline to talk to
o Johnny andd she got a lot of help
too to copee with me.
Better Liffe relation

nship work
I never listened to anyything my mum
m
said. Itss was doing A Better Life that helpedd me to see things from
my mums point of view
w. Just being
g able to sit ssomewhere quiet and talk about whaat had happ
pened after
an incidentt with my mu
um was good for me and
d helped me
e to understa
and how I waas feeling.
Things wo
ould get on top
t of me an
nd having thee same workkers support me throughh court and having
h
to
stay in a reesidential unit showed me that I had someone wh
ho supported me and w
was not again
nst me.
I can still kick off but I can now se
ee that I caree about my mum,
m
my fam
mily and otheer about peo
ople round
me. I am proud now off being a positive role m odel to my wee
w sister. I never
n
used tto care but I do now.
Page 32 of 46
6
Thematic Rev
n
e misuse an
nd keeping regular co
ontact
Substance
It was goo
od to know that my workker was comiing to see me
m regularly. At first I usedd to bam him up but
realised I reespected him
m and he resspected me. He would tu
urn up at tim
mes when theere was no planned
p
visit. My wo
orker would talk to me about my druug use and explained
e
a lot me aboutt it. We watched videos
about whats in drugs and
a their side effects. It d
did scare me
e and helped
d me to startt changing.
Top Tips ffrom Sharo

on
5.2
Be reliable and
d not be too pushy is my top tip to workers
You all need to

o be right on
n the ball or yyou will get rings
r
run aro
ound you
ways treat pe
eople the wa
ay you would
d like to be treated
Alw
In discussion with
w
a youn
ng woman aand a proje
ect worker
Penny startted work witth Includem in Septembeer2014. She works

w
with a mentor andd a Project Worker.
W
I really enjjoy my three
e contacts evvery week annd my confid
dence is mucch better now
w. I get to do
o things
that I reallyy enjoy, like horse
h
riding and visiting local parks.
She describ
bed her moo
od since worrking with Inccludem as 7/8
7 out of 10
0 and thats ggone up from
m a 4 or 5
out of 10.
When askeed what was making the difference inn her mood Penny said my
mum is getting good support
too and I can use the helpline
h
if I ne
eed it at anyy time. I use the
t helpline for my mum
m and make sure
s
she
gets help w
when she needs it. My sister
s
also geets support from
f
the Transitional Suppport team and
a thats
good too..
Transition
nal Supportt Work
My worker helped me
e set up supp
port with an Aberlour Em
mployment project.
p
So, I am happier leaving
school now
w. I know the
ere is supporrt to get me into training
g for work.
Penny has plans for he
er future. I want
w
to be a ccare worker after I leave school and have wanted to do this
since I was in care when I was youn
ng. She now
w has the co
onfidence and belief thatt this is a realistic
possibility ffor me.
Penny prou
udly showed
d her Better Life
L folder annd talked witth ease abou
ut the modu les she had completed.
my life and who
I enjoyed doing it with
h both my wo
orkers and itt helped me to see all the people in m
w was
close to mee and who wasnt.
w
Page 33 of 46
6
Thematic Rev
n
ned how to deal

d with myy thoughts a nd feelings differently
d
from before. I am in a much better
I also learn
place to move forward
d now hopefu
ully into trainning and the
en work.
An examp
ple of a goo
od interaction
The relationship and in
nteraction be
etween Pennny and her worker
w
was re
elaxed yet foocussed on the specific
pieces of w
work Includem are doing with Penny.. Their intera
action was friendly, warm
m and respecctful. The
worker articulated with
hout any diffiiculty all of thhe elementss in the Supp
port Plan, whho was involvved in each
area and w
what agency had responssibility for paarticular area
as of work. For example, Aberlour ha
ad the main
focus on trransitional su
upport into training and employmen
nt and Includem were foccussing on Pennys
P
relationship
ps with family members, her confideence levels and pro socia
al activities too build up he
er selfesteem and
d confidence
e.
The Project Worker dissplayed a detailed knowl edge of the Better Life work
w
and how
w the differe
ent
modules w
were completted over a 6 month perio
od and were
e identified in
n discussion with Penny during
early suppo
ort planning meetings. The
T approacch was confid
dent when sp
peaking aboout Pennys Better
B
Life
work .She w
was easily in sync with Pe
enny throug
ghout and wa
as encouraging Penny too express he
er own
opinions.
5.3
Th
hings have changed
c
no
ow
Susan has w
worked with
h Includem fo
or several yeears. There iss a history off complex traauma related
d issues,
specialist leearning need
ds and high risk behavio
ours.
Susan startted by describing her relationship wiith Sonny, Asssistant Proje
ect Worker. I like Sonnyy, he is
funny. He h
has helped me
m with my emotions
e
annd showed me
m pictures th
hat have hel ped me kno
ow what I
am feeling about differrent things. He also talkks to me abo
out relationships I have w
with my mum
m and dad
and all the people I kno
ow.
Susan then
n spoke of ho
ow she has been
b
making
g new friends at College and how heer worker he
elped me a
lot to be co
onfident to travel on my own to colleege and to get
g home saffely and avoiid getting into trouble.
She summ
marised the areas
a
of workk she was do
oing with Includem Sonny sees mee twice a wee
ek and
does the In
ndependent living stuff in
n a Better Liffe. Its good. He always asks
a me abouut my cookin
ng at the
Unit, aboutt how I would go about paying my b
bills, how to use
u a debit card
c
and how
w I am mana
aging the
money I haave for thinks like bus and train fayrees to college.
Susan prou
udly commented I am actually
a
good
d at cooking now and I get
g myself upp in the morning, out to
college and
d back home
e again on my
m own.
I also liked
d the Mountaain stuff and the map of all the peop
ple I know that I did with Sonny, it helped me
work out w
what problem
ms I still had to
t sort out. Susan descrribed how was getting o n better with
h her mum
and was seeeing her dad sometimes. The differrence now iss that I will te
ell my workerrs when I wa
ant to see
my dad as I know I can
nt just go and see him.
Page 34 of 46
6
Thematic Rev
n
Susan said her mood had

h improved over the laast few montths. On a happiness scal e out of 10 she
s said I
am an 8 orr 9 out of Th
hings are going good no
ow and Includ
dem has really helped m
me through the times
when thing
gs were reallyy difficult. Yo
ou remembeer all the times I used to run away annd how bad my
m
behaviour was. I dont do that stufff now. I am nno longer on
n Vulnerable Young Persson status an
nd you all
helped mee with that.
Penny had a vision of moving
m
into supported aaccommodation once sh
he moved ouut of the Unitt and a
desire to leearn more I want to prrepare for so
ome work in the future. I am taking m
my medicatio
on it helps
me. I am enjoying myself.
Page 35 of 46
6
Thematic Rev
n
6 Co
onclusion
This review
w has shown that there iss good qualitty work being done with girls and yooung women
n at
Includem. It has eviden
nced that the
e scale and d
diversity of th
he work is wide, structureed and well integrated
into an estaablished corre support planning fram
mework for every
e
young person. Thiss includes evvidence of a
significant focus on upgrading the tools used tto personalisse and measure outcomees achieved with young
people. The overall approach rema
ains holistic aand understanding of th
he complexity
ty of need off those
oung women
n working witth Includem.
The analysis of the 20 Exit
E Reports also evidencced that the Primary Servvice Objectivves set at the
e point of
referral aree being met in the vast majority
m
of caases. Furtherrmore, these
e Exit Reportss throw lightt on the far
wider range of positive
e SHANARRI well-being o
outcomes being achieve
ed with both individual fe
emales and
males.
The descrip
ptive scoping
g work in the
e review also
o highlights the
t work being done is pperson centrred and
tailored to individuals. Staff and ma
anagers havve a wealth of
o experience
e at working with the highest level
of complexxity, multiple
e and challen
nging needs of vulnerablle young women and haave much experience at
delivering fflexible and consistent high quality ssupport.
Staff are bu
uilding stron
ng and trustin
ng relationshhips with you
ung women and familiess that they work
w
with.
Many of th
he staff intervviews presen
nted evidencce that not only are staff aware of thee main gend
der specific
issues and approachess to working with traumaa, loss and wider issues of
o social deprrivation; but that they
are able to
o apply effecttive approacches to solvinng extremelyy difficult relationship isssues in families in both
a sensitive and challeng
ging way wh
hen necessarry.
There is alsso evidence of staff enthusiasm to deeploy new and innovativve approachees to working with girls
and young
g women. Staaff will beneffit from furthher rooting their practice
e in current thheory and re
esearch
centred on
n relational and resilience
e theories in understanding the beha
aviours of vuulnerable girrls and
young wom
men.
hat all of the latest knowledge and p ractice around working with womenn offenders and
a
Ensuring th
ow Includem
complex trrauma issuess is a good example of ho
m can continue to upskill its workforcce and
better prep
pare it for the challenging work invo lved. The pla
anned trainin
ng input from
m the Centre
e for Youth
and Crimin
nal Justice intto gender ap
pproaches to
o working with trauma, loss and offeending is a good start.
Includem sstaff have already participated in be reavement, trauma and loss trainingg; suicide awareness
(ASIST); wo
orking with legal highs (NPS); Menttal Health Firrst Aid: Youn
ng People. Inntegrating th
his new
learning ovver time with
h improved knowledge
k
aand experien
nce of gende
er specific woork put Inclu
udem staff
in a strong position to enhance furrther the worrk we do with girls and young womeen.
There is a g
great deal off passion and
d enthusiasm
m amongst staff.
s
A real desire
d
to talkk about and learn more
about how
w to work with young women was preevalent throu
ughout the review.
r
Matcching that en
nthusiasm
with a com
mmitment to better intern
nal processees of how we capture and
d improve onn our work with
w young
women is eessential.
Page 36 of 46
6
Thematic Rev
n
g on currentt changes an
nd upgrading
g on how Inccludem mea
asure, track
This will neecessarily invvolve building
and evaluaate outcomes throughou
ut the journeey of each yo
oung person.
Specificallyy, for work with
w girls and young wom
men it is nece
essary to make some addditional chan
nges to
data collecction gathering. Capturin
ng more dataa that is speccific about trrauma relateed issues for young
women at the point of referral can only strengtthen our und
derstanding of the volum
me of young women
experiencin
ng trauma and also the more
m
specifi c and detaile
ed breakdow
wn of the pa rticular types of
trauma. Th
his will enhan
nce our know
wledge of thee scale of the trauma issues and the interlocking
g
complexitiees of the varrious trauma related issu es affecting many of the
ese young woomen.
To cite one example, itt would be beneficial
b
to collate data at the pointt of referral oon how many young
women have self-harm
ming behavio
ours and/or eexperience suicidal
s
ideattion and behhaviours Thiis will not
only streng
gthen undersstanding of the
t scale of tthese important issues and their effeects on the lives of the
girls and bo
oys we are working
w
with. It will also hhelp to identtify and shap
pe the learninng needs for frontline
staff to meet the challe
enges of futu
ure interventtions, training
g priorities and to gain a better overrall
understand
ding of the isssues facing the young w
women Inclu
udem work with.
w
Crucially, th
his review haas demonstrated the cenntral importa
ance of ongo
oing reflectivve practice fo
or
practitioneers and manaagers alike this means having quality space and
d time wheree staff and managers
m
can analysee and interpret complex relationship
p and behaviiour issues when
w
workingg with young
g women.
Making tim
me in superviision to discu
uss creative w
ways to solve problems, reviewing teechniques th
hat reduce
risk and bu
uild on resilie
ence factors; these remaiin the critical elements in
n offering efffective support to
oung women
n.
Ultimately, the range of
o approache
es suggested
d throughout this review will help furrther improvve support
planning and assessme
ent mechanisms that lea d to interven
ntions that are gender seensitive and informed.
This should
d go a long way
w to ensurre we are do
oing our veryy best in gettting it right foor every girl.
Page 37 of 46
6
Thematic Rev
n
7 Recomm
menda
ationss and learniing
1. Working Group on
n girls and young wom
men
A short term working group
g
should
d be set up tto harness th
he knowledge and identiify any furthe
er learning
needs and training prio
orities for the
e whole orgaanisation to take forward
d.
There is a large body of
o gender based knowled
dge and rese
earch in relation to traum
ma, desistance and
offending. Frontline staaff and Team
m Managers will benefit from
f
an improved underrstanding of resilience,
relational theories and desistance pathways
p
in relation to girls
g and young women
2. Strengtth and resillience monitoring too

ols develo
oping insigh
hts
Includem sshould explo
ore the use of Case Manaagement too
ols that specifically suppoort and evide
ence
outcomes of working with
w young women.
w
Thesse new toolss are gender and age speecific and infformed by
person cen
ntred and a trauma
t
sensitive approacch to workin
ng with vulne
erable and trroubled young women.
(See Up To
o Us and Rog
gers 1957, Miller 1976 an d Covington
n 2007).
3. Genderr based serv

vices - know
wing what is out there
There is a w
wide range of
o gender sp
pecific based services ava
ailable to sup
pport the girrls and young women.
Knowledgee is often pattchy, fragme
ented and no
ot shared we
ell enough accross the orgganisation.
Includem sshould develop a directo
ory of key geender specificc services an
nd promote iits easy acce
ess to all
frontline prractitioners and
a Team Managers.
M
Bee pro-active in
i developing links with oorganisation
ns like
Womens A
Aid, SAY Wo
omen and others in the sstatutory/voluntary secto
or.
4. Recording
Improvemeents to Includems intern
nal recording
g data are re
equired. Inclu
udem shouldd routinely gather
g
quantitativve data on girls to develo
op the evaluaation framew
work of workk being donee specifically with girls
An importaant aspect off moving forrward is the nneed for the
e Includem MAPS
M
inform
mation system
m to be
able to extrapolate rele
evant data th
hat can imprrove our und
derstanding of the work being done with both
males and females and
d give a clearrer picture o
of the objectiives being se
et and the ouutcomes actually being
achieved. TThis kind of data
d
collectio
on improvem
ment is vital in strengthening the eviddence base of the
success or otherwise of Includem in
nterventionss generally but
b also with a specific foocus on our work
w
with
girls and yo
oung women.
Page 38 of 46
6
Thematic Rev
n
er-specific materials i n A Betterr Life work

k
5. Developing gende
Includem sshould develop its own gender
g
speciific materialss around mental health aand trauma as
a well as
improving our knowled
dge and app
plication of itt by developing a range of creative aand visual tools to help
the learning process.
6. Developing menta
al health kn
nowledge aand materials
Training sh
hould be com
mpulsory forr all Includem
m frontline sttaff including
g Team Man agers in Sco
ottish
Mental Heaalth First Aid
d: Young Peo
ople.
Includem sshould revam
mp the Menttal Health mo
odules of A Better Life to
o develop itss toolkit to fu
urther
integrate reesilience and
d relational theories
t
withh a higher levvel of undersstanding of m
mental healtth
conditions and effectivve exercises for
f use with both girls an
nd boys.
7. Toward
ds a specialist womens team
Includem sshould explo
ore the poten
ntial of develloping specialist workerss, both male and female in working
specificallyy with girls an
nd young wo
omen and up
pskilling in gender based
d specialist aapproaches. Promoting
specialist knowledge iss consistent with
w our app
proach to the
e some of the specialist eelements in our
o
Transitionaal Support, Fostering sup
pport work aand the workk of the IMPA
ACT team
8. Equalities training
g
Includem sshould organ
nise Equalitie
es Training aas a feature of
o Induction and ongoingg training fo
or all staff.
This will heelp to cemen
nt anti-discrim
minatory and
d anti-oppre
essive practicce into the coore fibre of the
t
organisatio
on.
A clear ability to identiffy and respo
ond appropriiately to issues in societyy around rac ism, sexism,
sectarianism
m and homo
ophobia, forr example, is indispensab
ble when working with yooung people
e and their
families.
9. Promotting best practice

The review
w evidenced some excelle
ent joint worrk with otherr agencies. One
O examplee of this is the work the
Clydebankk NHS CAMH
HS team. Thiss practice sh
hould be specifically capttured, writtenn up and lesssons from
its success shared acro
oss Includem teams as ann effective way to achieving successfful social and
d health
improvemeent outcome
es for girls an
nd young wo
omen.
All Includem
m teams sho
ould re- focu
us efforts to eestablish stro
ong links witth CAMHS teeams in all th
he
geographiccal areas we
e are working
g in.
Page 39 of 46
6
Thematic Rev
n
10. Joint W
Working
Maintain and develop links with Vu
ulnerable Girrls and Young Women Champions G
Group, the IV
VY Project
and other ssuch initiativves across Sccotland and ffurther afield
d. Includemss experiencee is invaluable in
helping keyy decision makers
m
and has a role to p
play in shaping and chan
nging perce ptions and responses
r
to their neeeds
11. Recruittment and Selection

Staff involvved in recruittment processes will bennefit from mo
ore enhance
ed knowledgge of core va
alues and
beliefs at th
he heart of progressive
p
social
s
care a nd the Includ
dem model of interventiion.
Recruitmen
nt of new staaff should invvolve values based exerccises and incclude some oof the young
g women
we work with in planne
ed areas of th
he selection process.
12. Develo
oping academic and research lin
nks
Includem sshould stay abreast
a
of de
evelopmentss in the policcy, research and
a academ
mic literature. Ensure
ongoing trraining and regular
r
team
m practice sesssions feed through
t
exam
mples of besst practices into daily
activities w
with young women working with Incluudem.
13. Improving partnership working and co

o-production
Identify join
nt training opportunitiess with the Ceentre for You
uth and Crim
minal Justice aat Strathclyd
de
University aand other orrganisations. This would focus on ge
ender specific responses,, exploring values
v
and
attitudes to
o working wiith girls and young wom
men and effecctive use of gender
g
speccific measurin
ng
outcomes w
when workin
ng with girls..
14. Studen
nt Placeme
ents
The scopin
ng work in th
his review sho
ould be follo
owed up with
h more exten
nsive quantittative analysis of our
work with g
girls and you
ung women and comparrative analysis with boys. Includem coould designa
ate a
portion of tthis research
h to a research student w
whilst on placcement at In
ncludem.
15. Annua
al Staff Con
nference
Includem sshould ensurre one of the
e themes at tthe next stafff conference
e is celebrati ng the achie
evements
of its work with girls an
nd young wo
omen. It shouuld focus on how we are continually improving in
n this area.
Page 40 of 46
6
Thematic Rev
n
8 Ap
ppend
dix 1 - Conte
ext
Context The chang
ging policy landscape moving from
f
a punitive to a p
public healtth
approach
It is now reecognised ge
enerally by policy
p
makerss and practittioners alike that certain services like prisons
and the Secure Estate in
i Scotland have
h
in the m
main been lim
mited to meet the needss of male populations;
without any real recognition that girls have theeir own uniqu
ue experiencce of and ressponse to ad
dversity and
other traum
matic life exp
periences. Th
his has meannt that too often vulnerable young w
women with complex
c
needs havee found them
mselves inap
ppropriately locked into services
s
theyy do not fit iinto or morre
accurately services thatt do not mee
et their chall enging and complex needs and fail to achieve better
b
outcomes ffor those invvolved.
Recently, th
here has bee
en real strate
egic movem ent within Criminal and Youth
Y
Justicee Services in
n
addressing
g some of the
e major shorrtcomings off this approa
ach. A substa
antial shift inn orientation by the
Scottish Go
overnment in
n the plannin
ng, design a nd delivery of
o services fo
or vulnerablee girls and yo
oung
women is w
well underwaay.
A key driveer for this chaange is the evidence
e
preesented in Dame Elish An
ngiolinis Co mmission into Women
Offenders. This pointed
d to a youth justice and ssocial welfarre system in Scotland thaat does not take
t
adequate aaccount of th
he gender based differe nces and the
e special nee
eds of vulnerrable women
n when
dealing witth their offen
nding behaviour. This faiilure notablyy contributed
d further to tthe vulnerab
bility of this
particular g
group of women and wa
as observed tto have had a poor impa
act on reduccing offendin
ng patterns
and reconvviction rates..
Crucially, reesearchers found that pu
unitive and nnon-public health
h
appro
oaches were failing to he
elp this
small but h
highly vulnerrable group of
o women to
o address the
eir core issue
es of poor em
motional and mental
well-being, substance misuse and other significcant and end
during traum
ma related liffe experiences all of
which played a major part
p in their pathways
p
to offending.
Government are
Now, changes in the sttrategic thinkking and new
w policy initia
atives from the
t Scottish G
paying diviidends for th
hose women
n involved wiithin the crim
minal justice system.
Diversion ffrom prosecu
ution schemes, alternativve to remand
d strategies, communityy based dispo
osals like
Communitty Payback Orders
O
and a range of wo
omen specific communitty based inteerventions arre
witnessing a fall in offending and re
econviction rates.
A substantial body of work
w
produced by the Ceentre for You
uth and Crim
minal Justice (CYCJ) Deve
elopment
Centres National Deve
elopment Ch
hampions Grroup for Vuln
nerable Girlss and Youngg Women continue to
evidence th
he need for effective responses to g irls and youn
ng womens particular neeeds and ad
dvocate for
approachees with a stro
ong evidence
e base.
Page 41 of 46
Thematic Rev
n
n just the nneed to unde

erstand the unique
u
expeerience of girrls and
The critical issue presents itself as not
develop prractical servicces and interventionist aapproaches that
t
are senssitive and ressponsive to the
t specific
needs. Equ
ually importaant are issuess around how
w practitioners often resspond differeently to how
w they work
with boys tthan girls and
d what informs the profeessional judg
gements they make regaarding how they
t
plan,
deliver and
d review support.
More geneerally, issues identified in current reseearch urge more
m
focusse
ed collaboraation across
organisatio
ons and sectors over how
w to improvee the policies, culture, syystems and ppractices that will
promote b
better life exp
periences and life chancees for vulnerrable girls and young woomen.
Understan
nding and mapping-o
out effectiv
ve approach
hes to work
king with g
girls and yo
oung
women
Research eemanating frrom the Centre Youth annd Criminal Justice
J
identiifies the impoortance of
understand
ding relation
nal theory, re
elational agg
gression and resilience th
heory as the central pillars to
unlocking tthe key charracteristics off the compleex relationship and relational aggresssion behavio
our that is
often prevaalent in vulnerable girls and
a young w
women.
Specialist training on G
Getting It Rig
ght for Girls has been developed in Scotland aloongside a range of
other gend
der specific programmes
p
s like the Zerro Tolerance
e programme
e and the film
m To Cut a Long Story
Short to enhance know
wledge and improve praactice in this area of work.
These initiaatives are we
elcome not only
o in termss of upskilling
g practitione
ers knowledgge of how wiider
attitudes in
n society shapes views to
owards youn g girls and women;
w
but also in findinng alternative
narratives aand outcomes that avoid
d the criminaalisation of young
y
vulnerrable womenn or challeng
ging
perception
ns that they are
a more ma
anipulative, m
malevolent, more promiscuous or haarder to worrk with than
boys.
A quick guide: offen

nding - how
w are girls d
different?
Some factts
Girrls offend farr less than bo

oys
On
n the whole, girls committ less seriouss offences
Girrls are less likkely to be recconvicted annd stop offen

nding at an earlier
e
age.
Girrls pathways into offending are differrent
Rissk factors of particular relevance for g

girls: povertyy, abuse, truancy, drug aand alcohol use,
u
parental conflicct, victimisation, low self--esteem; personal relatio
onships and the influencce of boys
in rrisky situations
Page 42 of 46
6
Thematic Rev
n
ors more strrongly asso

ociated witth girls offe
ending
Risk facto
relaationships
Fam
mily conflict
Preevious abuse
e
Co
onflict with otther girls
oys
Inflluence of bo
Em
motional/men
ntal health(self-esteem)
Soccio economiic Factors
Dissrupted educcation
(So
ource: Leedss YOS Projecct)
Page 43 of 46
6
Thematic Rev
n
9. Ap
ppendix 2 - Top ttips an
nd key
y messsagess whatt stafff say
Do
o not push to
oo far too so
oon
Do
o not treat girls and youn
ng women ass victims
Criisis and helpline supportt is vital to m anage risk and build up trust
Go
oing the extraa mile via he
elpline and O
Out of Hours support builds trust e..g. make an extra
unplanned call if you know
w a young peerson is worrried about an
n exam. Let tthem know that
t
you
aree there.
Un
nderstand that girls tend to be more self-abusive
e than boys, i.e. behaviouurs can involve more
self-harm, morre sexual riskk taking behaaviours , more alcohol and substanc e related ab
buse as a
forrm of self-haarm
Be sensitive do
d not go ba
arging in, esp
pecially if you are a male
e worker
Be honest
Sho
ow respect
Do
o not judge
Usee visual aids Well Box/Visual Mind Maps
Leaave Better Life

L work ma
aterial behind
d to help young person remember
Do
ont make asssumptions about where a young wo
omen is at
Listtening the
e best tool you can use i s your ears
Do
ont jump in with
w your ow
wn trauma isssues
Do
ont try to be their best pal
Un
nderstand the
e role of forg
giveness wheen trying to resolve family conflicts
Page 44 of 46
6
Thematic Rev
n
10.. Appe
endix 3 - Literatu
ure Re
eview
w
CJSSW Report :T
Taking stockk of alternativves to secure
e accommod
dation or cusstody for girrls and
you
ung women in Scotland (August 20112 by Mitche
ell, Marsh and
d Robb)
The Scottish Ce
entre for Crime and Just ice Research
h Time For Change: Ann evaluation of into
Pilo
ot Service fo
or Vulnerable
e Young Wo men aged 14
4 18 years old at High Risk of Secure Care or
Custody (2011 By Burman and
a Imlah , TThe Universitty of Glasgow
w
Youth Justice Practice

P
Guid
dance Cha pter 11 Why Guidance Fo
or Girls (Januuary 2013)
Co
ommission in
nto Women Offenders
O
Angiolini (20
013)
Leeeds Project YOS

Y 2014
Ministry of Justtice Justice Data Lab Reeport , England May 14th

h 2015
Livving Dolls The

T Return of
o Sexism N
Natasha Waltter (2010)
Revviving Ophe
elia Saving the Selves o
of Adolescent Girls Marry Pipher, PH
H.D (1994)
Page 45 of 46
6
Thematic Rev
n
nder the Comp

panies Act, Registration Numb
ber 207985
Includem is a company incorporated un
Registered Charity Numbe
er SC030233
www
w.includem
m.org
Page 46 of 46
6

Thematic Review - Working With Girls and Young Women

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Droits d'auteur :

Thematic Review - Working With Girls and Young Women

Transféré par

Droits d'auteur :

Worrking

g witth giirls and youn

Purrpose of the Review .................................................................................................. ......................................... 3

Quanttitative analyysis of work with

Use off Includems helpline ............................................................................................... ....................................... 17

Interviews to analyyse Includem

Conclusion ............................................................................................................................ ...................................... 36

The purpose of this Thematic Revie

Breeakdown of Reasons for Referral for Females

Reaason For Exit or Non Eng

Reaasons for Exit or Non Engagement fo

Analysis of Helpline Calls by Females frrom 1.01.15 18.03.15

Inteerview with Learning and

Inteerview with 1 Service Ma

Leaarning from Existing Case studies fro

Inteerview with Specialist

w University-cconducting PhD researcch into working with

Section 22 Children Scotlan

Section 25 Children Scotlan

Section 29 Provvision of Through Care aand After Ca

The legislation total

on into secure care

Reduction in risk taking

Support the young perrson to improve attainm ent

ely in the Communityy as the primary reason

der community are clearlly visible thro

Age range tottals

Success of Includem Intervvention Acchieved att Point of Exit

Table two ffollows up with

Situation on Exit forr the 10 you

Initially did family work

Supporrted Marie via family worrk to have less volatile an

Initially high levels of

Supporrted Pauline, her sibling aand mum to

Initially,, Sally was acccruing charrges of Breacch of Peace and

servicess. Improved self-esteem and better decision-ma

Nadiass child was placed on Ch ild Protectio

Core aim to preven

Core aims to suppo

Support tthe young person

ung Men Saampled

Isssues at referral related tto offending

Robert had been

The above information

32% off these calls were

68% off these calls were

dvice thesse calls acco unted for 6%

Familly dispute these calls accounted ffor 2% of the

Family Other Calls

Calls recorded under the O

motional trauma related to

Gang related isssues

Sexxual Health issues

alysis of Inccludem support delive

Regarding the types off support being routinelyy delivered with

Settting and esttablishing routines; nego

Hands on pracctical supportt to girls and

Deeveloping witth girls and young

Usee of de-escaalation techn

Crisis interventtion and use of the Helpl ine to mana

In terms off analysing th

with girls and

Reeviewing of goal setting,, support plaanning and action

Evvaluation of outcomes achieved

A fusion off clarity of pu

em Project Worker Baby

ew with Inccludem Pro