JCPSLP Vol 21 No 1 2019

administrative or legal information (Nolan, 2018). In the past year, several objectives have been progressed by Youth Justice Services, Department of Child Safety, Youth and Women in Queensland, to raise awareness of SLCN in young people in youth justice and promote communication- accessible contexts. In this section, an overview of significant objectives and achievements is provided. Provision of training and information to staff A fundamental component was to raise awareness of the prevalence of SLCN in young people in youth justice. This was an ongoing priority and was conducted through group training and information sessions, particularly to the staff who had the most direct contact with young people, including youth workers, caseworkers, teachers, and restorative justice officers. Workshops were developed to address topics including modifying communication for young people with communication difficulties; and recognising the differences between Australian Aboriginal and Torres Strait Islander languages/dialects and Standard Australia English. A notable achievement was successfully lobbying to gain a full day in every youth worker induction and every caseworker induction to raise awareness of the young people’s communication needs, and discuss practical ways to support their communication. Other forums included executive leadership forums, communities of practice for court and psychology, lunchbox sessions, allied health training days, and via Youth Justice media releases and newsletters. Integration of SLP frameworks and services SLP frameworks and services have been integrated at a systemic level within Queensland’s Youth Justice practice frameworks, policies and procedures, practice manuals, executive leadership reports, and responses to the Review of Youth Detention Centres (available at www.youthdetentionreview.qld.gov.au) Modifying written materials for young people The Queensland Youth Justice SLPs have modified written materials for young people with SLCN, including consent, confidentiality and privacy of information forms, court orders, incentives and rewards posters, factsheets, youth detention induction booklets, and individualised therapeutic strategies. There is a growing interest by youth justice staff in this area and the demand for modifications to written documents is increasing. Modifying current therapeutic interventions Currently, SLPs are involved in a working group to modify a cognitive-behaviour therapy program delivered by caseworkers so that language that is easy-to-understand by people with SLCN is used. It was found that 59% of young people completing custodial sentences had alexithymia (difficulty identifying and describing affective states) and 37% of young people had a language impairment (Snow, Sanger, Caire, Eadie, & Dinslage, 2015); thus there is a need to provide socioemotional interventions which include skills that develop the vocabulary of emotion and expression (Way, Yelsma, Van Meter, & Black-Pond, 2007). SLPs need to work alongside mental health workers who are providing services to young people. Scaffolding communication within restorative justice processes Restorative justice conferencing relies on young people to understand, admit and articulate the offence committed, accept responsibility and understand the impact on the

reduced modelling in resolving disagreements (Hughes, 2014). Children who had been exposed to domestic violence showed more difficulties in phonological awareness and reading than those who had not been exposed (Blackburn, 2008). SLCN and social, emotional, behavioural and relationship difficulties Young people with SLCN are more likely to demonstrate behavioural, emotional and social difficulties (Lindsay, Dockrell, & Strand, 2007). Boys and girls with poor receptive language were more likely to be physically aggressive and girls with poor expressive language were more likely to show higher levels of relational aggression (i.e., causing harm to others by damaging their relationships or social status) (Estrem, 2005). Other studies have shown that children diagnosed with conduct disorder frequently had pragmatic language impairments (Gilmour, Hill, Place, & Skuse, 2004) and that young people with depression reported difficulty with many pragmatic skills such as initiating and terminating conversations, changing topics and maintaining eye contact (Perrott, 2012). Young people with SLCN who offend are at increased risk of developing mental health disorders into adulthood (Botting, Durkin, Toseeb, Picles, & Cont-Ramsden, 2016), including significantly higher rates of anxiety disorders and antisocial personality disorders compared to their peers without SLCN (Beitchman et al., 2001; Hollo, Wehby, & Oliver, 2014). SLCN and the impact on engagement with education, employment and programs People with SLCNs are more likely to have difficulty in academic achievement and in gaining employment (Johnson, Beitchman, & Brownlie, 2010). Research has shown that a larger proportion of adolescents with developmental language disorders were employed in service and unskilled occupations whereas typically- developing adolescents were more likely to be involved in skilled and professional education and occupations (Conti-Ramsden & Durkin, 2012). SLCN is a risk factor for offending, and there is a need to advocate for the conceptualisation of language within a broader risk and protective framework (Snow & Powell, 2004). Such a framework may assist SLPs to support a young person’s success at school and contribution to the workforce. An Independent Review into Youth Detention in Queensland provided a unique opportunity to increase the therapeutic response to vulnerable young people in youth justice. In Queensland, Youth Justice employed six SLPs – a senior practitioner, four youth-detention centre-based SLPs (Brisbane and Townsville), and a regional SLP. In this section, key aspects of the current service provision for young people in youth justice are outlined. Ensuring accessible communication for all young people One of the key aspects of the current model is its focus on ensuring accessible communication for young people in youth justice. There is collective agreement that all young people who come into contact with youth justice need to have the skills to understand and express themselves effectively in addition to retaining and processing complex Current service provision for young people in youth justice

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JCPSLP Volume 21, Number 1 2019

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