De Viggiani, N., Daykin, N., Moriarty, Y. and Pilkington, P. and ...

nationally, a decrease of 553 from 2012 (MoJ 2013a). Two of the sites involved in the research were
undergoing closure in April 2013.
2.2 HEALTH AND CRIMINOGENIC NEED
Developing needs-based interventions for young people in justice settings is challenging, especially
within institutional contexts dominated by compulsory rules, regimes and procedures (Johnston
and Hewish 2010), where there may be an underlying atmosphere of volatility, threat and fear (de
Viggiani 2006a; 2006b). Further challenges arise from the complex educational, health and social
needs of young people who encounter the criminal justice system (SEU 2002; DH 2005; DH 2007;
DH 2008; Bradley 2009). Young people who enter youth justice commonly exhibit significantly high
levels of educational underachievement, learning disability, school truancy and exclusion compared
with their peers, with approximately one half having under-achieved at school and around 15%
having special educational needs (YJB 2005). The majority present with disproportionately high
levels of complex health and social need, relative to the general population, often linked with
traumatic and unstable childhoods and family experiences (Lader et al 2000; Hagell 2002;
Chitsabesan et al 2006; Farrington 2006; Nurse 2006; Arnull, et al 2007; HMIP 2007; NAO 2010).
Moreover, young people in the justice system show higher relative levels of psychiatric morbidity
(mental illness), emotional, behavioural and social difficulties, and drug and alcohol misuse
(Farrington 2006; Nurse 2006; HMIP 2007). Newman et al (2013) recently identified that a
significant proportion will have mental health, social care and educational problems. Their research
found that around one quarter of the population have very low IQs (less than 70), while significant
proportions have health, social care and education needs. Specifically, 43% of those on community
orders have emotional and mental health needs, with a much higher proportion among those in
custody. Two thirds have communication difficulties, half of whom have poor or very poor
communication skills. The youth justice system refers around one third of all those who need to
access substance misuse services. Finally, on ending their period of youth justice supervision,
around one quarter are not in full time education, training or employment (Newman et al 2013:1).
It is also suggested that girls and young women are the most vulnerable subgroup of this
population (Batchelor and McNeill 2005; Chesney-Lind and Pasco 2003; HMIP 2004; Howard League
1997; Tye 2009), exhibiting high levels of psychiatric disturbance, self-harm and substance misuse
(Plugge and Douglas 2006).
Commonly, youth offending behaviour is associated with social exclusion, deprivation and health
inequality (SEU 2002; YJB 2005; Farrington 2006; Nurse 2006; HMIP 2007). These factors increase
the likelihood that young people who have offended will re-offend (MoJ 2008). Thus, given the
often complex needs and vulnerabilities of this population, interventions are required that aim to
improve health and well-being, reduce likelihood of re-offending, foster social re-integration and
equip them with life skills, competencies and emotional resilience so that they may begin to realise
their potential. While the proportion entering youth justice has fallen significantly (YJB/MoJ 2013),
10 | P a g e