module specification

This module will be delivered though a placement within a Youth Offending Team. The placement will be designed to support the students gain experience of working within the youth justice sector and applying the Standards for children in the justice system.

You will gain experience of working on national standards 1 and 3 and will be supported by a senior member of staff who will act as their mentor whilst on placement.

You will be assessed by the completion of a placement portfolio that demonstrates both the student's application of the national standards and their reflection on their own practice and of those around them

The syllabus will be delivered in the form of a professional placement covering the following:

National Standard 1 Out of Court (LO 1-4)

National standard 3: in the community (LO 1-4)

All children entering the justice system receive a suitable and sufficient (YJB approved) assessment. This should focus on strengths and risk based factors to inform planning of appropriate interventions for children

Local practice prioritises children’s best interests; constructively promotes their potential and desistance; encourages their active engagement; and minimises the potential damage that contact with the system can bring

Court orders are managed in a way that reflect the aim of the youth justice system; to enable children to live a safe, crime-free life and make a positive contribution to society

Effective communication and information exchange is in place for all relevant stakeholders throughout the sentence.

Strategic partners have confidence in the quality of services and in the rigour of supervision of children

Children and their parents and carers are provided with appropriate information and support during the sentence.

The majority of this module will be delivered on placement, though a professional mentor. The student will be guided by a placement workbook which will outline what areas of professional development they are to experience whilst on the placement. This will be supported by a reflective log, which along with the completion of the placement workbook will also constitute their assessment portfolio

By the end of the module, students will be able to:

1. Demonstrate a sound knowledge of the Standards for Children in the Justice System and the Caseload Management Guidance
2. Demonstrate that they can correctly apply the National Standards to their practice Caseload Management guidance
3. Assess both their own behaviour within the workplace and their own ability to work within professional frameworks
4. Evidence the ability to work on their own and use their own initiative in managing a youth justice caseload
5. Show competence in regards to the Standards for children in the justice system and relevant areas of the Youth Justice Skills and Knowledge Matrix at Induction and Foundation level (YJSAKM - I7-13/I17/I15-16/I21-22/F6-22)

The module will have two assessments, one will be a work book that will accompany the work placement and will indicate whether or not the student has met the criteria of the professional standards outlined above. The student’s practice will be signed off by their professional mentor.

The second assessment will be a 3000 reflective log allowing the student to critically assess their own personal development

Bassot, B. (2016) The reflective practice guide: an interdisciplinary approach to critical
reflection. London: Routledge, Taylor & Francis Group. Available at:
http://catalogue.londonmet.ac.uk/record=b1788275~S1.

Case, S. (2018) Youth justice: a critical introduction. Abingdon, Oxon: Routledge. Available
at: https://ebookcentral.proquest.com/lib/londonmet/detail.action?docID=5303426.

Fox, D. and Arnull, E. (2013) Social work in the youth justice system: a multidisciplinary
perspective. Maidenhead: Open University Press. Available at:
http://catalogue.londonmet.ac.uk/record=b1682039~S1.

Gibbs, G., Oxford Centre for Staff and Learning Development and Great Britain. Further
Education Unit (2013) ‘Learning by doing: a guide to teaching and learning methods.’
Oxford: Oxford Centre for Staff and Learning Development, Oxford Brookes University.
Available at:
https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf.

Haines, K. and Case, S. (2015) Positive youth justice: children first, offenders second.
Bristol: Policy Press. Available at:
http://0-www.jstor.org.emu.londonmet.ac.uk/stable/10.2307/j.ctt1t899qx.

Kolb, D. A. (2015) Experiential learning: experience as the source of learning and
development. 2nd edition. Upper Saddle River, New Jersey: Pearson Education, Inc.
Available at: http://catalogue.londonmet.ac.uk/record=b2031423~S1.

Lillyman, S. and Merrix, P. (2012) Portfolios and reflective practice. Harlow, England:
Pearson Education. Available at:
https://ebookcentral.proquest.com/lib/londonmet/detail.action?docID=1782373.
Morgan, R. (2011) Youth justice. Bradford: Emerald Group. Available at:
http://www.vlebooks.com/vleweb/product/openreaderid=LondonMetr&isbn=9781780522
579.

Seymour, M. (2013) Youth justice in context: community, compliance and young people.London: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreaderid=LondonMetr&isbn=9780203102 800.
Sicora, A. (2017) Reflective practice and learning from mistakes in social work. Bristol:
Policy Press. Available at:
http://0-www.jstor.org.emu.londonmet.ac.uk/stable/10.2307/j.ctt1t88z4v.

Smith, R. S. (2014) Youth justice: ideas, policy, practice. 3rd ed. London: Routledge.
Available at:
https://ebookcentral.proquest.com/lib/londonmet/detail.action?docID=1575972.

Taylor, W. et al. (2010) Youth justice handbook: theory, policy and practice. Cullompton, Devon: Willan. Available at: http://catalogue.londonmet.ac.uk/record=b1680945~S1.

Other

National Standards for Youth Justice Services April 2013 Youth Justice Board for England and Wales

Websites
https://yjresourcehub.uk/
https://www.gov.uk/government/organisations/youth-justice-board-for-england-and-wales
https://www.gov.uk/government/collections/case-management-guidance