Building relationships with detained young people to improve pro-social outcomes

The challenge

The first phase of the process was the completion of a literature review, which sought to identify the lessons that could be learned from research into how a conceptual model of relationship building with detained young people could be developed.

Given the interest in usable findings to facilitate change, the review would concentrate on empirical research looking at effective practices leading to beneficial outcomes.  

The real challenge was not a lack of knowledge about what works but rather translating this knowledge into practice.

What we did

After careful consideration 42 sources were selected for their high degree of relevance to the Oberstown setting.

The literature review was overseen by a Steering Group with representatives from Oberstown management, the Irish Youth Justice Service and Dr Sean Redmond.

‍Key learning from the research

The review outlines learning in six key areas, which can help relationship building between staff and young people and may be useful to people working with young people in detention.

1. ‍Developing pro-social skills: Approaches that build skills to help young people interact effectively with their social environment have the best chance of success.
2. Providing a variety of activities: Good educational, skill-building and rehabilitative programmes, delivered by positive and proactive staff, are crucial factors in helping young people desist from crime. Recreational and other structured activities can help young people to develop socially and emotionally.
3. Building relationships between staff and young people: Establishing and maintaining good quality relationships between staff and young people can help to discourage criminal behaviour and improves young people’s ability to manage their own behaviour.
4. Attending to systems and supports: Practices, programmes and interventions are more likely to make a positive difference when they are part of a coherent and explicit organisational framework.
5. Ensuring programme quality: Sufficient time plus the quality of the interactions with staff are crucial to the success of developmental work. Therapeutic models can reduce the incidence of aggression and/or need to use restraint. Self evaluation activities illustrate a commitment to quality and to improving practice.
6. Providing staff development and support: Staff need access to supports such as supervision, mentoring, coaching and peer review processes. Staff development activities are enhanced when they are part of an organisational commitment to continuous improvement.

Disseminating the findings

The findings from the research were translated into a conceptual model of relationship building with detained young people, illustrated in a graphic.

The findings from the literature review were compiled in a report 'Lessons from the Literature: Building relationships with detained young people to improve pro-social outcomes.'

A shorter summary of the key learnings was also compiled.

The Impact

The conclusion drawn from the research was that certain practices, programmes and interventions were shown to make a positive difference, and these appear to be more effective when they are part of a coherent framework that is explicitly supported by the organisational environment.  

Following the completion of the literature review, CES worked with Oberstown to develop a Theory of Change based on the review findings and developed an user-friendly Outcomes Framework for use by the staff in working with young people.  

Although produced for Oberstown, this literature review and the lessons to be learned from it may have relevance for other detention or residential settings in which relationship building is the key to young people achieving pro-social outcomes.