The International Journal of Drug Policy 
1 April 1999, vol. 10, no. 2, pp. 117-129(13) CENTRAL BIRMINGHAM COLLEGE
SCHOOL COMMUNITY
CBC Educational Crime and Drug Prevention Commuinty Project
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CBC Seminar Date(s):
CENTRAL BIRMINGHAM COLLEGE
PRESENTATION
CBC Drug & Crime Educational Community Project
Seminar 2
30th & 31st August2007
10.00am – 16.45pm
(Lunch/ Afternoon Tea available)
Topics under discussion for Citizenship Programme Leaders:
Introduction to the Youth Criminal Justice System
Criminal Law
Crime & Young People
The Courts & Young People
Sentencing & Young People
The Penal Institutions & Young People
The programme is aimed at team leaders undertaking delivery of the citizenship programme within school where the elements of law becomes the main focus. The programme is delivered on a seminar basis.
Refreshment & Buffet available.
Cost: Schools and Non –Profit Organisations
£69.00 per seminar
Seminar Bookings payable by cheque in advance. Bookings and Cancellation must be made 3 days before seminar date. A small administrative fee is deductable where cancellation is made (please complete and return the booking form below with your remittance).
Telephone Bookings: 0121 604 7869/ 7870/357 0132
CBC Educational Crime and Drugs Community Programme
Seminar Guide: 1
9.00am - 9.30am
Light Refreshment served: Tea, Coffee, and Biscuits etc
9.50am
Welcome
10.00am – 11.30am (Criminal Justice System – an Introduction)
11.40am – 12.40pm (The Place of Young People within the Criminal Justice System)
12.45pm – 13.30pm
Lunch
Light Buffet available with a selection of sandwiches etc
13.30pm 14.45pm (Crime and Young People)
15.00pm – 15.30pm (Afternoon Tea Served)
15.35pm – 16.45pm (Psychology of Crime & Young People)
Close: 16.50pm
CBC Educational Crime and Drugs Community Programme
Seminar Guide: 2
9.00am - 9.30am
Light Refreshment served: Tea, Coffee, and Biscuits etc
9.50am
Welcome
10.00am – 11.30am (Drugs and Young People)
11.40am – 12.40pm (The Courts and Young People within the Criminal Justice System)
12.45pm – 13.30pm
Lunch
Light Buffet available with a selection of sandwiches etc
13.30pm 14.45pm (Penal Institutions and Young People)
15.00pm – 15.30pm (Afternoon Tea Served)
15.35pm – 16.45pm (Consequences of Crime and Young People)
Close: 16.50pm
Booking Form
CENTRAL BIRMINGHAM COLLEGE
CBC Educational Drug and Crime Community Project
756 The Big Peg, 120 Vyse Street
Jewellery Quarters
Birmingham B18 6NF
SEMINAR BOOKING FORM
Name………………………………………………….. Date………………………………
School Address……………………………………………………………………………..
………………………………………………………Post Code…………..………………..
Telephone No:……………………………………………………………………………….
I / We enclose my/ our payment of #…………………….
By cheque
Cheque Number:…………………………………………...
All cheques payable to Central Birmingham College
28th & 29th August 2007
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Seminar 2
30th & 31st August2007
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Please indicate attendance date(s) (tick where appropriate)
Welcome to CBC Educational Drug and Crime Prevention Community Project. Our 3rd year in operation continues to be one of experiment and great interest. We are indebted to the number of schools that have shown interest in our project. They have contributed financially and have engaged in positive feedback to make the project more rewarding and successful. We look forward therefore to build upon our early success and engage more and more young people in debate, on the matters of drug and crime prevention.
We have considered a number of proposals and have decided that we should keep the same format in terms of delivery. However, a number of schools suggested that for presentations, groups should not exceed 40-60 pupils. Here, it was argued that the reduction in pupils would have a more beneficial effect rather than presenting such project to large numbers of pupils (Please see our new programme guide at the back of this pamphlet).
The project will concentrate upon schools within the West Midlands and expand to cover such areas within the UK as the East Midlands.
We also have pleasure in welcoming to the project ‘Teenage Straight Talk’. This project looks at teenage pregnancy along with implication/consequences. The project is run by a number of former teenage mums and is delivered on a presentational and group discussion basis.
Lastly, as always cost is a factor. We have undertaken consultation on this matter at great length and have concluded that minimal cost should be attributed to each presentation. Autumn, winter, summer and Spring Specials will be increased to £385.00, as professional speakers on drug and crime are engaged on these programmes, along with actors. Presentations on drug, crime and the penal institution will be set at £75per hour. We suggest that schools wishing to undertake such presentation should fit the project within their Citizenship Programme (please see our programme guide at the back of this pamphlet).
Board of Trustees
***STOP PRESS***STOP PRESS***
The New A-Z of Crime and Drug Prevention will be published in September 2007. We are inviting all school to participate in the publication. For details of this scheme, please contact the CBC Co-ordinator.
CBC
Educational
Drug and Crime Prevention
Community Project
CBC has long held the view that in today’s society there is a growing uneasiness about the relationship between young people and crime. The root cause to such rise may be down to numerous common denominators e.g. peer pressure; failure through bad parenting; failure through life chances; failure due to demography; or failure by our social, economical or political institutions.
Given such rises, CBC has identified a workable project, by which it believes could arguably produce a reduction in the levels of crime committed by young people. The project is educational in content, in that it has at its principle aim the awareness of the dangers of early crime involvement, with the principle emphasis on consequence and outcome. The project is aimed at school pupils between the ages of 10-15 living within the East and West Midlands.
The focus of the project is to enrich the young by injecting a legal approach to the consequences of early drug, crime, physical violence, anti-social behaviour etc abuse and to focus the attention on outcome. The purpose of such discussions is to stimulate our young students into early recognition of the working of the law and law enforcement agencies involved in drug and crime prevention. It is hoped from this approach that our young people will be encouraged to take more responsibility for there own action/well-being and to encourage respect for the laws of the land in which they live. The project will undertake a number visits to school within the East and West Midlands.
These visits will form part of our programme structure. On such visits, information will be collated by means of questionnaires and it is hoped from this that the project would identify areas of abuse and prevention in response to drug and crime. The project will undertake group presentations, discussions and drama on the dangers of crime and drug abuse etc. We shall also be explaining the workings of the court system in relation to juvenile crime, the difference between a judge and a magistrate, the differences between a barrister and a solicitor and the working of the police and penal institutions, in response to crime and punishment. Our specials programmes deals with matters such as Bullying (Physical violence), Anti-social behaviour (ABSO’s) and Teenage pregnancies.
The Educational Drugs and Crime Prevention Community Project
Introduction
It is no secret that too many young people first become acquainted with the justice system at a very young age. That by all standards is too late. Through the Educational drug and crime prevention community project, run by CBC, professionals engage on a principal programme to both encourage and teach our young to respect the law and to take early responsibility for there own well-being. The project begins by imparting to students the legal and social consequences of early involvement in both crime and the misuse of illicit drugs. The goals of the programme are to encourage students to say no to early drug use and to say no to early crime involvement. The programme consists of early introduction to law in relation to criminal activities many of which are breached on a regular basis by our young. We will illustrate not only the areas of the law breached, but the consequences of such breach, along with the social fall out. Such discussion will be based on hypothetical situations involving crime and drug abuse. Our theme throughout remains prevention. The project will looks at such crime as, anti-social behaviour, gang crime and violence, theft, racism, nuisance, bullying, truancy, graffiti, criminal damage, teenage pregnancies etc. We shall also discuss current day topic of interest as in Anti-social behaviour, unlawful use of illegal drugs, parental responsibilities etc. Additionally, the programme engages on such matters as youth self-esteem, conflict resolution and peer pressure. The programme is further strengthened by presentations from law enforcement officers, former drug addicts and offenders. Finally, students prepare and conduct mock courtroom trial and drama sessions on a give topic of interest.
As society changes, new movements arise. For example, the 1960’s movement in music i.e., rock and roll, has been blamed for such rise in the usage of drugs. However, other determinable factors exist, as in medical usage, religion etc. One of the biggest yet arguable factors is peer pressure.
The use of drugs and the pushing of drugs carry high criminal sanctions. Often, illicit drugs are given high priority in school presentation, with little being said about alcohol and smoking. Here, the effects of such abuse as in alcohol and smoking can become just as catastrophic. Given all this, there is a well of opinions, which suggests that by educating our young on preventative measures, it is hoped that such measures will encourage non-participation in both drug abuse and youth crime.
American studies have show that students exposed to law-related education programmes are less likely to engage in delinquent behaviour. It is believed that students develop a more positive attitude towards schoolwork, open-minded attitudes about cultural differences and negative attitudes towards wayward and disruptive peers. Such programmes are delivered through educational leaflets, presentations and group discussions. Particular attention is also placed upon the social consequences in terms of life chances, health and the long-term social effects of such abuse.
Education
Choices are important aspects to educational success. Many of our young adults are left with little life choice, because the school or the society in which they live has failed them. However, we must not be quick to blame the schools, as factors such as bad parenting and demography each have a part to play in such matters. One would of course expect society to play a more active role and identify from the onset those mitigating factors, which suggest early signs of delinquency.
Should the problem be through lack of teachers, then it is down to government to recognise such needs. Investments in school must be a priority. A perhaps more alarming factor, factor of which suggests that some school are in denial that they may and do have problem pupils. This may well be the start of the problem. We do not wholly believe in expelling pupils from school. However, in many cases we believe the school to be fully justified.
One problem, which we believed to be overlooked, is this thing called ‘banding and streaming’. We believe this to be wrong. Not every child learns at the same speed. This was recognised and acted upon in one particular college within the West Midlands, where students with poor writing skills are assigned to ‘workshops’. These workshops approach subject areas on a one to one basis. They are particularly helpful in that the poor student is given help in subject areas where his or her performance is poor. We should also encourage more Saturday or evening/ after school clubs.
Oftentimes, many of our children suffer in our homes silently through neglect. We as adults in turn may have suffered the same neglect. Having suffered such failure, it is equally disturbing to find that we suffer further neglect, through the hands of our social institutions. A slow learner is still a learner, irrespective of pace. Goals can still be achieved through time confidence building and encouragement.
Crime /Awareness/Prevention
Crime and crime prevention measures continues to gain prominence throughout the world at large. Such preventative measures adopted are not simply based on the social consequences i.e. non-usage of illicit drugs etc, but also the legal sanctions put in place to strengthen prevention. It is a crime to steal from another, or appropriate property belonging to another. It is a crime to inflict harm on or to another whether such harm was unintentional, resulting in assault, ABH or GBH. It is a crime to knowingly look out for your friend while he or she commits a crime to which you have knowledge or no knowledge of in that you are an ‘accessory to such acts’. Getting away without paying on the bus, tram, or train may seem like good fun. However it is a crime on the basis of ‘ making off’. It is a crime to carry an offensive weapon i.e. a knife or a gun. Gun crimes irrespectively are dealt severely by the criminal justice system and this includes weapon imitation. The project will look briefly at a number of crimes associated with the young, in particular the Theft Act, Police and Criminal Evidence Act, Accessory to Crime, Drug Act, Proceeds Of Crime Bill, Vandalism, Violence and Juvenile crime, Crime and Disorder, Anti-Social Behaviour Act 2003 and Police Reform Act 2003 etc. We shall also look at the social aspect and significance in obtaining and having a criminal record.
What are the Factors which Encourage Youth Crime?
It is suggested that major risk factors for youth crime are low income and poor housing; living in deteriorated inner city areas; a high degree of impulsiveness and hyperactivity. The list however is not exhaustive. Other such factors include, low intelligence, low school attainment and poor parental supervision etc. Evaluative research suggests that the most promising techniques for reducing the risks of young people’s involvement in drug misuse, crime and other anti-social behaviour are in training our children to stop and think about acts and consequences’.
Police recorded crime statistics and national surveys of the victims of crime both agree that the types of offence most often committed by young people are anti-social behaviour, burglary and theft. Official records and self-report studies also show that individuals more often break the law when they are young. It is further suggested that young people whom become involved in crime at the earliest ages-before they are 14-tend to become the most persistent offenders, with longer criminal careers.
Nonetheless, interviews with young offenders, suggests that most crime committed by our young are most commonly for material gain. However, a minority of offences, especially vandalism and taking vehicles without the owners consent, are committed for excitement, enjoyment or to relieve boredom. Risk factors include socio-economic status, delinquent friends, school influence and community influences. Preventative techniques mostly conducted in the USA and Canada suggests that the most hopeful methods of preventing youth crime are pre-school ‘intellectual enrichment’, parenting education programme, cognitive and social skills training; peer influences strategies; classroom management; anti-bullying initiatives etc. Cognitive and social skills suggest teaching the child to stop and think before acting, to consider consequences, to understand the feeling of others and to solve interpersonal problems by means of negotiation rather than aggression. Similarly, peer group influence suggests that the young should be given advice on how to resist pressure from friends engaged in e.g. under-age drinking, smoking, drug abuse and crime.
It is argued that Crime prevention in the UK tends to emphasise measures designed to reduce the opportunities for crime in particular situations. Techniques include increased surveillance by closed circuit cameras, improving personal and physical security and protecting individuals against re-victimisation. The report published by the Office for National Statistics in 1999 based on ‘Drug use, smoking and drinking among young teenagers’, suggests a markedly high proportion of pupils engaging in the taking of drugs, smoking and under age alcoholic consumption.
At CBC, we believe in educating the young on the basis of prevention and give an honest account on why preventative measures work. Our programme begins by respecting the competence of young learners and their right to decide for themselves. Illustration is by means of addressing both the legal and social aspects of drug abuse and crime prevention in a hard-hitting message; absent is the use of indoctrination and scare tactics. In a survey conducted by the Home Office in September 2003, the subject of Youth Crime was addressed. Here are some of the comments from the survey.
We asked
To help the court decide what punishment to give a young offender, what should it think about?
You said:
Stopping him getting involved in crime 5978 (70%)
“Make sure the young person knows and understands that he has committed a crime”
Kids are aware that they will not be put in prison so it encourages them to commit crime”
“Avoid prisons – kids learn more techniques there”
“Have an interest in the person and not only the crime”
“Punishment should suit the crime”
We asked and you said:
Is information pack a good way of explaining what happens in court?
You said:
“Yes”
You also said:
“Posters and leaflets given at school would be more helpful”
“Teach court processes at school”
“School tell us about drugs so why can they not tell us about courts, GBH and stealing as well?’”’
“A special person should visit school and explain court processes” (We have acknowledge this request and have implemented such request into our drug and crime community project)
Over the last four decades of the 20th century, the use of drugs by young people (and the attendant treatment industry) has grown exponentially and the focus has moved from individual treatment to public health and infection control to the current preoccupation with the drugs-crime connection. Association between drug use and illegal activity during adolescence is complex. However, drug use on a social scale has reached epidemic proportion in that the illicit use of such drugs seems to have become the norm of modern day society. Why such huge increases of drug use may be down to several factors, two of which seems to be movements in society i.e. fashion and music. A variety of sources indicate that substantial numbers of young people have used or experimented with drugs: (Leitner M, Shapland J, Wiles P. Drug Usage and Prevention: the Views and Habits of the General Public. HMSO: London, 1993; Balding J. Young People and Illegal Drugs, 1989-1995, Facts and Predictions. Schools Health Education Unit, University of Exeter, 1994; Balding J. Young People and Illegal Drugs in 1996. Schools Health Education Unit, University of Exeter, 1996; Mott J, Mirlees-Black C. Self reported drug misuse in England and Wales: findings from the 1992 British Crime Survey. Research and Planning Unit paper 89. London: Home Office.
Elicit usage of drugs carry high penalties for possession and possession with intent to supply. Our young must be aware through early year educational awareness that the use of drugs not only carry identifiable criminal sanctions, but also social consequences as in early death and poor quality of life. Survey’s suggests that particular drug usage are aligned with transitions in society as mentioned above e.g. music, fashion etc. The young must be taught that they can have a good time without the need to induce their bodies with substances which may attract social as well as criminal sanctions.
Our aim at CBC Educational Drug and Crime Prevention Community Project is to instil a ‘no participation element’ into our young people and to look at indictable drug offences latent with youth delinquency. We shall also look at the correlation between drug abuse and crime, arguably acting in concert with each other. As noted earlier, prevention education must address young people in ways that acknowledge their need to participate actively. Research suggests that interactive learning has a positive effect upon our young. Examples of interactive learning occur where adults provide information when it is asked for rather than in a predestined order. This is the principle of the ‘teachable’ moment. Here, learners participate in setting the agenda by means of dialogue and open discussion.
How the law classifies drugs and what it means for you.
The law puts illegal drugs into one of three categories - A, B and C - according to the harm they can do to you. Class A is the most harmful.
Dealing in drugs and possession with intent to supply is a more serious offence in the eyes of the law than possession for personal use.
CLASS DRUGS
These include cocaine, crack, ecstasy, heroin, LSD and magic mushrooms (when they are prepared). They are the most harmful drugs and carry the heaviest penalties. It is illegal to have, give away or deal in Class A drugs.
MAXIMUM PENALTIES
Possession: 7 years in jail plus an unlimited fine
Supplying/Dealing: Life imprisonment plus an unlimited fine
Possession with intent to supply: Life imprisonment plus an unlimited fine.
CLASS B DRUGS
These include speed (amphetamines). Any Class B drug prepared for injection will be treated as Class A. It is illegal to have, give away or deal in Class B drugs.
MAXIMUM PENALTIES
Possession: 5 years in jail plus an unlimited fine
Supplying/Dealing: 14 years in jail plus an unlimited fine
Possession with intent to supply: 14 years in jail plus an unlimited fine.
CLASS C DRUGS
These include cannabis, GHB, anabolic steroids and tranquillisers such as Valium. It is illegal to have, give away or deal in Class C drugs, and to grow cannabis plants.
MAXIMUM PENALTIES
Possession: 2 years in jail plus an unlimited fine
Supplying/Dealing: 14 years in jail plus an unlimited fine
Possession with intent to supply: 14 years in jail plus an unlimited fine.
What happens if you commit a drugs offence?
A lot depends on your circumstances - your age, whether it's your first offence, and whether you have been supplying your friends.
If you are under 18
You will be arrested, have your drugs confiscated and taken to the police station for a formal warning. Your parent or guardian will be asked to attend. If it is not your first offence, or a more serious offence like supplying or dealing, you are more likely to be charged.
If you are 18 or over
If it is a less serious offence, you may not be arrested. You may simply have your drugs confiscated and receive a warning. If it is not your first offence, or a more serious offence like supplying or dealing, you are more likely to be charged.
Guilty as charged?
If you are found guilty of possession for personal use, you may be fined or given a community sentence. For more serious offences such as dealing or supplying, you could be sent to prison or a young offender’s institution.
Physical Crime and Anti-Social Behaviour
(Bullying etc)
Societies Immemorial Nightmare?
We have all read in our newspapers the increase in anti social behaviour and from time to time, bullying. Oftentimes, the young is unaware that unacceptable conduct can also carry criminal sanctions for example shouting in the street may land you with a Public Order Offences triable in a Court of Law…
Anti-Social Behaviour Legislate 2003
OAPA 1861 S.47 Offences (Assault)
S.18 and S.20 Actual and Grievous Bodily Harm
(This part is currently being edited)
TEENAGE STRAIGHT TALK
The UK has one of the highest rates of teenage pregnancy within the western world. Figures suggest (see Figure F1.1), that such increase may have parallel effect with demography and poverty.
Figure F1.1
England and Wales |
28.4 |
18.6 |
46.9 |
40.2 |
In a recent government report, it was argued that girls from the poorest backgrounds are ten times more likely to become teenage mothers than girls from professional backgrounds. The report also went on to add that 1 in 10 babies born in England and Wales are to a teenage mother.
Given this statement, it may be argued that such rises in teenage pregnancies, are not simply down to one factor, but to include a psychological and social perspective. These include such factors arguably as, education, beliefs, relationships, family and peer influences, community and schools attributes, poverty and ethnicity etc. One should also take into account such issues as teen sexual behaviour, decision-making processes and pregnancy.
Here at Teenage straight talk; we encourage lively debate in such topics as contraception, safe sex and consequence of teenage pregnancy.
Our group discussion involves former teenage mums, who have an in-depth knowledge on the consequence of being a teenage mother.
The project undertaken by CBC, aims to both highlight and tackle the social ills of drug abuse, physical violence, anti-social behaviour and crime; and to instil a sense of social worth within youth culture. Our aim, as mentioned beforehand, is to educate the young in the legal, yet stark reality of what may happen should they move beyond the rubicon of acceptable behaviour, to behaviour that carries criminal sanctions. Our drama sessions, presentation and group discussion provide a focus in tackling these social problems head-on and ask the question ‘why are teenagers in general, dissatisfied with their worth. We aim to make known that attainable goals do exist and intend to highlight the path to reaching such goals.
However, as in all projects, funding remains an issue. Notable subscribers, along with members have donated funds to set up the project and has obtained the services of the magistrates, lawyers, trainees and qualified solicitors, law graduates, social workers etc to deliver such programme. As noted, prevention remains operative throughout Group discussions. It is hoped that many of the schools within the East and West Midlands, The North East, Greater Manchester and Greater London, will participate and support the programme. The programme runs annually and attracts pupils between the ages of 13-15 year olds. The project starts in September 2005 and ends in July 2006. It is hoped that this programme will gain national recognition as the law remains with us throughout our lives.
Due to the large number of requests for participation in the project and our dependent upon volunteers from within the legal and social based profession, we are not able to accommodate all schools. The programme is therefore offered on a first come basis.
Presentational Programme:
Programme 1
Programme 2
Programme 3
Programme 4
Programme 5
Programme 6
(i) Racism
Programme Menu: (Detailed)
Each programme takes an in-depth look at the law and young people. In addition such topics as Racism and social inclusion are added on a topical basis.
Programme 1(i) (ii) looks at the definition of law. It asks such questions as what is law and how do the lawmakers interpret such acts as criminal, e.g. theft, anti-social behaviour and physical crime etc. This is especially useful to year group 8 and 9, as many through our research do not fully understand the relationship between acts committed by young people, crime and consequence. Programme 1 (ii) looks at the law in relation to drug use. Illicit drugs, it is argued is given far too much scope, with little attention paid to the subject of alcohol and tobacco. However, the main emphasis of this programme is the illegality of supplying and possession of illicit drugs and consequences.
Programme 2(i) (ii) looks at the Courts and the functions of such courts. We will look in details at the young person or juvenile/youth courts and their powers and operations. Further, the programme encourages group participation in a mock trail by which pupils act out particular roles/scenes as if in a real-life courtroom drama. We thereafter look at the courts and sentencing policies in relation to juvenile crime.
Programme 3(i) looks at the Penal institutions with the particular emphasis on institutions for young offenders. Here, we look in details at the workings of such institutions and question their role within society. We also look at the personnel and characteristics of a particular institution. In Programme 3(ii), we look at adult prisons and functions; in addition, we look at the ratio and characteristic of offenders
Programme 4(i) looks at the subject of teenage pregnancy and consequences. In this presentation, a group of former teenage mothers discuss such issues as life chances as a teenage mum, safe sex, contraception and the effects of teenage pregnancy. Programme 4(ii), picks up on the former programme and discuss in more debt, preventative measures in regards teenage pregnancies.
Programme 5(i) is innovative in that it discusses the time immemorial subject of bullying in school. Here, group drama is encouraged, along with group discussion. Often, the subject of bullying fails to give recognition that physical assault of any kind is a criminal offence.
Programme 6(i) tackles head on the subject of racism in the classroom. Often, racism is downplayed by many schools and can be disguised as bullying when in fact the victim is assaulted because he or she is a different religion, colour etc. Here, we highlight the thin of the wedge between what is in fact a race crime and the incident of bullying etc.
Each programme can be delivered to small or large groups. However, to become more effective, a cohort of 30 to 40 will be ideal.
School Head/Principals interested in the project should call the Educational Drugs & Crime Prevention Community Project on: 0121 604 7869 for bookings. An informal discussion can be arranged before to discuss this project as to its suitability to your school.
Bibliography
Anti-social Behaviour Act 2003 c.38
Sherlock K.[1]; Conner M. ‘Patterns of ecstasy use amongst club-goers on the UK 'dance scene'
The International Journal of Drug Policy 1 April 1999, vol. 10, no. 2, pp. 117-129(13)
PACE (code of practice) (statutory powers of stop and search) order 2002, SI 2002/3075
Heaton R., ‘Principals? No Principles!’ Crim L R [2004] p.463
Home Office ‘Defining and Measuring anti-social behaviour’ Crown Publication 2004
Rogowski, S. ‘Young Offenders: Their Experience of Offending and the Youth Justice System’ Youth Policy 70 p.p53-69
Muncie, J. Youth and Crime: A Critical Introduction. London Sage Publications (1999)
ONS (2000) 189 ‘Drug use, smoking and drinking among young teenagers in 1999, 31st May 2000
Joint Inspection of Youth Offending Team ‘First Phase’ Annual Report 2004 p.14
Gorman, DM The ‘science’ of drug and alcohol prevention: the case of the randomised trial of the Life Skills Training Programme. International Journal of Drug Policy, 13 p21-26 (2002)
Home Office; Young Offenders Unit, March 2004
Yates, R ‘A Brief History of British Drug Policy’ Drugs: Education, Prevention & Policy, 2002, 9, 2, pp.113-124
White et al., ‘Illegal Acts Committed by Adolescents Under the Influence of Alcohol and Drugs’ Journal of Research and Delinquency May 2002, Vol. 39 No.2 pp.131-152
Osgerby, B ‘Youth in Britain since 1945’ Oxford: Blackwell (1998)
Brown, J H. ‘Youth, Drugs, and resilience education’ Journal of Drug Education 31(1), 83-122 (2001)
Teen pregnancy statistics from the Guttmacher Institute (2001)
Government response to the First Annual Report of the Independent Advisory Group on Teenage Pregnancy (June 2002) 28241 D.O.H p.1