An analysis of supervision skills in youth probation

Abstract

This article examines the content of supervision sessions between probation officers and their clients and the extent to which supervisors make use of effective practice skills. It summarises the literature which suggests that when probation officers use particular skills, those under their supervision are likely to have lower recidivism rates than the clients of probation officers who do not use these skills. It discusses the few studies which have directly considered the extent to which probation officers make use of effective practice skills. It then outlines a research project which involved personal observation of 119 interviews between youth probation officers and their clients in Juvenile Justice in NSW with a view to identifying the content of interviews and the extent to which probation officers used effective practice skills. The findings suggest that probation officers are strong on relationship and pro-social modelling skills but make less use of role clarification, problem solving and cognitive behavioural skills. The implications of this are discussed.

Burnout among Probation Officers in Poland and the Role of Preferred Styles of Coping with Stress

“…By influencing the clients’ environment, the probation officers also indirectly influence the clients themselves. Such a strategy (working with clients in their environment) often yields very good results [ 16 , 17 ]. However, it can also cause various risks: aggression from the clients or others, aggression from house pets (dogs), or difficulties working with individuals suffering from mental disorders or addictions.…”

The impact of skills in probation work: A reconviction study

“…For example, in Canada Bonta and colleagues were analysing audiotapes of interviews in the course of an experiment to assess the effects of a training programme (known as STICS, the Strategic Training Initiative in Community Supervision, which was designed on RNR principles): the results were published by Bonta et al in 2011. In Australia Trotter, who had earlier carried out a well-known study of pro-social modelling (Trotter, 1996), was engaged in a new study of skills in the supervision of young offenders using direct observation (Trotter and Evans, 2012). In the USA others were working on experiments designed to evaluate the effects of training in appropriate skills (e.g.…”

Le désistement du crime des adolescents judiciarisés « multiproblématiques » soumis à une ordonnance différée de placement et de surveillance

“…peuvent donc être présents. De plus, la nature de ces données ne permet pas d'analyser la qualité de la relation entre les adolescents et les délégués à la jeunesse qui est considérée comme une composante centrale du désistement assisté des adolescents (Asay et Lambert, 1999 ;Moore et al, 2006 ;Trotter et Evans, 2012). Finalement, les dossiers analysés contiennent des informations concernant les services offerts et les mesures légales entreprises à l'égard des adolescents suivis par les centres jeunesse (MSSS, 2016).…”

“…On sait, néanmoins, que les agents d'intervention doivent miser sur l'alliance thérapeutique, c'est-à-dire sur l'établissement et le maintien d'un lien de confiance et de collaboration mutuelle entre l'intervenant et l'adolescent (Asay et Lambert, 1999 ;Moore, Gray, Roberts, Taylor et Merrington, 2006 ;Trotter et Evans, 2012 ;Weaver, 2013). On sait aussi que les interventions qui facilitent le désistement du crime des adolescents sont centrées sur l'identification, la planification et l'actualisation d'un « projet de vie » réaliste et satisfaisant (Barry, 2010(Barry, , 2015Fitzpatrick, McGuire et Dickson, 2015).…”