Note: To keep the young person's identity confidential, we refer to them as 'W' throughout the example below. Any individuals in the header image are for illustrative purposes only and are not the subjects of this case study.
About Young Futures Panels
Young Futures Panels support earlier, more effective interventions for children and young people at risk of poor life outcomes and increased vulnerability to crime. By identifying these individuals sooner, the programme makes sure they are offered access to tailored support.
Our organisation played a central part in the rollout of the Young Futures Panels in Hull by funding, coordinating, shaping and supporting the initiative.
Background
‘W’ is a young person who was referred to the Young Futures Panel due to a charge that was later classed as ‘no further action.’
The following needs were identified for the young person and his wider family:
- There were concerns around W’s safety.
- W was unable to regulate his emotions effectively and had difficulties with building positive friendships.
- W has an autism and ADHD diagnosis.
- Aside from maths, W was behind in his education.
- His siblings have learning needs (one had physical disabilities) which may require parental support.
Support from the Young Futures Panels
To help W explore his interests, fears, dislikes and future goals, the Youth Intervention Officers asked him to complete a “Get to Know Me” activity. They also used a “Superhero vs Supervillain” worksheet to identify positive and negative behaviours. This included lying, anger, manipulation and coping skills.
Following the activities, the officers discussed the impact of lying and the importance of taking responsibility. They introduced grounding techniques – including body scans – to support W’s anger management and mental wellbeing.
W completed an “anger signs” checklist to identify triggers and behaviours when he felt angry and strategies to manage emotions. The officers also used play-based sessions to reinforce learning and discuss appropriate behaviour.
Other activities included a “What Matters to Me Tree” to explore important relationships and support networks and a “Choices” worksheet to help W understand consequences and make positive decisions.
The officers also provided additional support information to the parent, including SEND (special educational needs and disability), Early Help services, Family Hubs, youth centres, carers support and a referral to Solihull parenting training.
The Positive Impact on the Young Person
Following the activities, W’s mental health and wellbeing has improved. He is now confident in reporting any harms to the authorities and feels like he will be taken seriously.
Through relevant services, W is being supported to better manage risks of becoming involved in crime. He has not been involved with crime or anti-social behaviour since the panel activities.
Now, W can recognise negative behaviours and discuss these with his parent, teachers and friends. He is better at regulating his emotions and will take himself away from stressful situations to practise grounding techniques. W is more open about things that concern him and will ask for support from friends and trusted adults.
The parent has also accessed training and alternative support for all children in their home.
When asked about the activities, W said: “I really like these sessions – can we do them forever? I am getting really good at the body scans. They help me to calm down.”
His parent added: “Thank you for being amazing with W. He is definitely changing, with less attitude and being more helpful. His behaviour has definitely improved.
“I can’t believe the difference. W does not seem to argue with his sister as much and will come to me with any problems he is having.”
Next Steps
The Education Inclusion Officer will continue to work with W to make sure he understands appropriate and inappropriate touch. They will also speak to his school about bullying issues and continue to support the parent with accessing alternative support services.
