JCPSLP Vol 21 No 1 2019

medication reviews, specialist appointments and funding through the National Disability Insurance Scheme to continue consistent, effective treatment. The transient nature of many young people in youth justice with reduced adult supports is an ongoing hindrance to their individual well-being. Individualised support to young people to re-engage in education or vocational studies in the community After young people have entered the “school-to-prison pipeline” (Christle, Jolivette, & Nelson, 2005), how do we support young people in the “prison-to-school pipeline” to successfully re-engage in learning pathways that encourage young people to feel success and meet meaningful outcomes? Communication support to young people in legal settings A wealth of evidence asserts the need for legal settings and professionals to increase their ability to understand and be understood by young people with SLCN, including within courts, “fitness to plea” assessments, forensic interviewing, restorative justice conferencing, and in the interface with magistrates, judges, and legal representatives (LaVigne & Rybroek, 2011; Woodward, Hepner, & Stewart, 2014). Resourcing for SLP positions in youth justice The SPyce Project implemented at Parkville College (Victoria) recommended the ratio of one SLP to 15 young people in custody due to the high prevalence of SLCN (Caire, 2013). Queensland Youth Justice is implementing recommendations in response to the Independent Review of Youth Detention, including SLP service provision to support therapeutic services to young people. The draft youth justice strategy and resulting action plan will work to ensure that we are striving to meet best practice in this field. Conclusion Speech-language pathologists have a unique ability to assist young people with neuro-disabilities, complex trauma and attachment difficulties, and social, emotional and behavioural difficulties, common among the youth justice population. SLPs working with these vulnerable young people need to be equipped with specialist skills and clinical support in order to work effectively with them. This includes collaborative practice between the many stakeholders in the youth justice system and is essential to their integration back into the community. In this growing area of speech-language pathology in Australia, there is a need for further Australian research in speech-language I would like to acknowledge the contribution and research of Laura Caire (author of the SPyce Project), Morag Gilchrist (Centre of Excellence for Clinical Innovation and Behaviour Support, Queensland Government), and researchers of youth justice and speech-language pathology in Australia, the United Kingdom, New Zealand and United States. References American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services . Retrieved from www. asha.org/policy pathology in youth justice settings. Acknowledgements:

Anderson, S. A. S., Hawes, D. J., & Snow, P. C. (2016). Language impairment among youth offenders: a systematic review. Children and Youth Services Review , 6 5 , 195–203. Baidawi, S., Mendes, P., & Snow, P. (2014). “Setting them up to fail”: System responses to dual order Child Protection and Youth Justice clients. Alternative Law Journal , 39 (1), 31–35. Bedore, L. M., & Peña, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism , 11 (1), 1–29. Beitchman, J. H., Wilson, B., Johnson, C.J., Atkinson, L., Young, A., Adlaf, E., Escobar, M., & Douglas, L. (2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outcome. Journal of the American Academy of Child and Adolescent Psychiatry , 40 (1), 75–82. Bercow, J. (2008). The Bercow report: A review of services for children and young people (0–19) with speech, language and communication needs . London: DCSF Publications. Blackburn, J. F. (2008). Reading and phonological awareness skills in children exposed to domestic violence. Journal of Aggression, Maltreatment & Trauma , 17 (4), 415–438. Botting, N., Durkin, K., Toseeb, U., Pickles, A., & Conti- Ramsden, G. (2016). Emotional health, support, and self-efficacy in young adults with a history of language impairment. British Journal of Developmental Psychology , 34 , 538–554. Bower, C., Watkins, R. E., Mutch, R. C., Marriott, R., Freeman, J., … Giglia, R. (2018). Fetal alcohol spectrum disorder and youth justice: A prevalence study among young people sentenced to detention in Western Australia. BMJ Open , 8 , e019605. Brownlie, E. B., Graham, E., Bao, L., Koyama, E., & Beitchman, J. H. (2017). Language disorder and retrospectively reported sexual abuse of girls: Severity and disclosure. Journal of Child Psychology and Psychiatry , 58 (10), 1114–1121. Bryan, K., Freer, J., & Furlong, C. (2007). Language and communication difficulties in juvenile offenders. International Journal of Language and Communication Disorders , 42 (5), 505–520. Butcher, A., & Anderson, V. (2008). The vowels of Australian Aboriginal English. Proceedings of the 9th Annual Conference of the International Speech Communication Association, 22–26 September 2008 (pp. 347–350). Brisbane, Australia. Caire, L. (2013). Speech pathology in youth (justice) custodial education project report . Melbourne, Victoria: The Speech Pathology Association of Australia Limited. Christle, C. A., Jolivette, K., & Nelson, C. M. (2005). Breaking the school to prison pipeline: Identifying school risk and protective factors for youth delinquency. Exceptionality , 13 (2), 69–88. Conti-Ramsden, G., & Durkin, K. (2012). Postschool educational and employment experiences of young people with specific language impairment. Language, Speech, and Hearing Services in Schools , 43 , 507–520. Department of Education. (2018). Youth engagement alliance inter-agency collaboration guide . Retrieved from http://advancingeducation.qld.gov.au/youthengagement/ Pages/youth-engagement-alliance.aspx Estrem, T. L. (2005). Relational and physical aggression among pre-schoolers: The effect of language skills and gender. Early Education and Development , 16 , 207–231.

9

JCPSLP Volume 21, Number 1 2019

www.speechpathologyaustralia.org.au