Introduction to desistance

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Evidence summary
What inspections tell us about desistance practice

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Evidence summary

Desistance is the process of abstaining from crime by those with a previous pattern of offending. It is an ongoing process and often involves some false starts and stops. The collated evidence suggests that children are more likely to desist when they have:

a stable home environment
positive social interactions and friendship groups
a commitment to education and training
a pro-social identity, with a sense of purpose in their lives.

The term ‘assisted desistance’ has been used to describe the role that YOTs (and other agencies) can play, recognising that children can be supported to desist from crime but there are too many factors at play for an agency to ‘cause’ desistance.

The research literature highlights the importance of the following:

Adhering to risk, need and responsivity principles: Interventions should match the likelihood of reoffending, and offending-related needs should be the focus of targeted interventions. They should be sufficiently tailored to individual learning styles, motivation and abilities. Opportunities to provide integrated services and pathways of delivery, particularly for children with multiple and complex needs, should be well developed. Interventions can be at the individual, family or community level. Actions at an individual and family level include peer mentoring, family-based interventions, and building life skills. Actions at a community level include providing trauma-informed services, working with substance misuse services, and linking with education, employment and housing.
Respecting individuality: Since the process of giving up crime is different for each child, delivery needs to be properly individualised. The desistance process is influenced by a child’s circumstances, the way they think, and what is important to them.
Recognising and developing children’s strengths: The supervision process should promote a range of protective factors, such as strong and supportive family relationships, and take a strengths-based approach, rather than focus solely on a child’s deficits. There should be incentives and opportunities for the child to explore interests and develop skills. Protective factors can be categorised in a similar way to risk factors and grouped into individual, family, school and peer group, and community categories.
Building positive and trusting relationships: Children are most influenced to change by those whose advice they respect and whose support they value. The relationship-based practice framework for youth justice highlights the value of establishing relationships that are non-blaming, optimistic and hopeful, open and honest, and empathetic. Genuine relationships demonstrate ‘care’ for the child, their desistance and their future. Children have highlighted the need for continuity of support. They benefit from the establishment of ongoing trusting relationships rather than having to repeat the same information to a succession of ‘strangers’.
Working in collaboration: Desistance is a process that can be assisted externally but it must be accomplished by the child themselves. Involving and motivating the child and their parents and carers is of paramount importance. This means real collaboration and working with children rather than on them to establish goals and find solutions. Children have reported that they value being listened to and given a chance to ‘tell their story’, and the practitioner taking the time to recognise them as an individual, understanding their specific needs and expectations.
Providing structured supervision: Approaches such as pro-social modelling, effective reinforcement, cognitive restructuring and problem-solving are found to be beneficial. Building and maintaining motivation are often vital. Practitioners should take account of any practical obstacles and engage parents/carers and significant others as appropriate.
Recognising the significance of social context: Desistance is related to the external and social aspects of a child’s life (for example the supportiveness of those around the child), as well as to internal and psychological factors (for example what the child believes in). Desistance can be supported by establishing both human and social capital. Giving up crime may require new networks of support and a focus on opportunities for longer-term community integration.

Reflecting this evidence, the ‘5C’ characteristics of effective support are:

(i) constructive; (ii) co-created; (iii) customised; (iv) consistent; and (v) coordinated.⁴

What inspections tell us about desistance practice

When we inspect a case, we assess the quality of work delivered in relation to desistance, keeping children safe and keeping other people safe. In doing this, we do not focus on the quality of specific documents, work products or tools. Instead, we look at practice holistically.

Key strengths in desistance practice identified in inspection strengths

Assessment of children’s desistance is consistently good.
A child’s diverse needs are usually identified and understood throughout the assessment.
Plans, interventions and delivery focus on a child’s desistance and are delivered well in a high proportion of cases.
There is strong evidence of YOT staff engaging children and their parents or carers and involving them throughout the assessment and reviewing processes.

Common failings and remaining challenges to achieving effective practice

Management oversight does not always impact on the quality of the work delivered.
Lack of partnership arrangements and resources, especially education, training and employment, and emotional, mental health and wellbeing provision will lead to negative outcomes for children.

[4] Youth Justice Board. (2018). How to make resettlement constructive. Available at: https://yjresourcehub.uk/custody-and-resettlement/item/610-how-to-make-resettlement-constructive-yjb-document.html