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by Brendan Mackenzie7 views·Updated Mar 9, 2021
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  1. Hello and welcome to a presentation on A S B
  2. in juvenile has been Watford Town Centre.
  3. I'm PC Mackenzie.
  4. 1539 I'm going to guide you through the presentation taking
  5. you through the OCR.
  6. A model along with other theories included.
  7. Yeah, So the very first thing that I did and
  8. I was given the project of what For juvenile SB
  9. What? I wanted to understand the problem more.
  10. I first have ordered some research academically.
  11. And then I spoke to a numerous amount of colleagues
  12. across different departments.
  13. Uh huh.
  14. The very first thing I did want to understand the
  15. economic cost.
  16. The economic cost is tricky with antisocial behavior isn't like
  17. shoplifting with the direct cost to a company.
  18. Instead, it often the lack of tourism or the indirect
  19. costs of, um, custody is read, etcetera.
  20. The mechanism and the moderator is a bit of a
  21. tricky one to understand.
  22. Here is quite, uh, multileveled.
  23. If you look at the criminology theories behind SB, and
  24. there aren't as easy to identify as a simple thing
  25. like shoplifting, where if we take a product near the
  26. storefront, it might be more likely to be shoplifted instead
  27. environmental impact.
  28. Societal impacts.
  29. Um, educational impacts are all play a massive factor in
  30. S B.
  31. Um, however, the impact on crime or those together mean
  32. that A S B is often surrounding other various, um,
  33. forms of crime.
  34. For example, drug dealing or robbery, etcetera.
  35. Uh oh.
  36. Sorry. Model runs throughout the whole of this presentation.
  37. And that is how we look at our next steps.
  38. Mhm. Say yeah.
  39. On the quality of signed in the in person side,
  40. I spoke to numerous amount of PCs, 15 PCs over
  41. three different parliament, including the neighborhoods team and Intervention team.
  42. On what they thought of the problem as well.
  43. Once I would do the scanning.
  44. I moved on to my analysis phase, and in my
  45. analysis phase, I, um, spoke to even more people.
  46. I spoke to a combination of sergeants and inspectors.
  47. I spoke to five star gentlemen, seven inspectors across different
  48. departments, including safeguarding hubs, intervention and safer neighborhoods.
  49. Um, C Y P, which is the child with protection,
  50. um, and the community protection as well.
  51. So I spoke to a whole variety of different department
  52. and I came up with these three problems.
  53. Number one problem that didn't seem to be a consolidated
  54. understanding of what we did when we spoke to use
  55. and the social services and how they worked.
  56. Number two problem.
  57. There was a lack of clarity with what they with
  58. what officers and frontline officers, uh, saw and what they
  59. were being informed of so they wouldn't know what particular
  60. Children were a problem and what they could do about
  61. it. And number three problem when they did go to
  62. the jobs.
  63. And there was a particular problem a child on the
  64. on the scene, a problematic child.
  65. They didn't know what to do with them.
  66. And you can see this by the vast, varied methods
  67. of dealing with these problems.
  68. So this is evidenced by the last six months the
  69. discrepancies in safeguarding referrals between officers between teeth and teams,
  70. even though if they're exactly the same cost up exactly
  71. the amount, of course is yet they are dealing across
  72. the different six months, a whole different amount of safeguarding
  73. referrals differently on the crime prevention side.
  74. That means that essentially, we're looking at an environmental change.
  75. We're looking at how we can work with the officers
  76. to change our environment, which will help deflect offenders, Um,
  77. and also a rule setting around how we're going to
  78. those scenes and definitive ways of dealing with those Children
  79. just to get a bit more in depth in that
  80. these those three things I just mentioned there will also
  81. then create a natural surveillance style where officers are more
  82. aware of the problematic.
  83. Children are more aware of the antisocial behaviors to look
  84. out for, um, were formally strengthen the surveillance by creating
  85. by looking at creating a way of centralizing information around
  86. Children. And by setting rules, we can better understand how
  87. to deal with that.
  88. Major problems are not knowing what to do it as
  89. seen. And lastly, I did some theory work on this
  90. as well, looking at what creates a victim and how
  91. that perpetual cycle can increase depending on our interaction with
  92. them. Yeah, so the response that we've done to this
  93. is that we've looked at working with social services.
  94. I'm speaking to social services around creating information via video
  95. for training days that help explain partner agencies and what
  96. they do.
  97. We're looking at, um, consolidating all of the information on
  98. Children from all the different departments into five key vulnerable,
  99. uh, most vulnerable Children at the present time so that
  100. we can early intervene with these Children, um, to help
  101. steer their course away from that criminal aspect.
  102. United States behavior.
  103. Um, and lastly, we're looking at the standard operating procedure
  104. around how officers attend events and what they do when
  105. they get that just a bit more in depth about
  106. that. Um, in regards to education, we're looking at doing
  107. a 30 minute video initially, but also when lockdown lifts
  108. presentations in person around, uh, first of all social services,
  109. but then also linking in with other partner agencies and
  110. what they do.
  111. Yeah, Then we're looking at doing briefing slides similar to
  112. briefing slides.
  113. We've already gotten what for?
  114. But rather than focusing on the next major, well known
  115. Children, it's actually looking at the most vulnerable and the
  116. ones that are regularly missing, or the ones that have
  117. higher environmental factors that would need to be rectified, Um,
  118. so we can steer them away so early intervention as
  119. much as possible and going a bit more in depth
  120. about the standard operating procedure change.
  121. Looking at working on a two phased project phase one
  122. will be looking at Intel, Um, by creating a fixed
  123. way that we deal with Children at a scene.
  124. We can then make sure that all intel is recorded
  125. for Children that needed to be recorded.
  126. Uh, currently, if the officer attends a scene and there
  127. are 15 Children in a circumstances, is suspicious circumstances job?
  128. Um, it might be the case where if nothing is
  129. evidenced, Um, and then there are no offense is committed.
  130. Those Children are not recorded in any kind of meaningful
  131. way using the input of Intel recording on Children who
  132. are involved in jobs.
  133. We can then use that as a Federated search in
  134. A in a way, which we can search for later,
  135. meaning that in a few weeks time if that scene
  136. happens again, we can record that again.
  137. And we can start getting patterns of behavior, which is
  138. especially important when it comes to Children who are hanging
  139. around with well known people.
  140. Um, and so we can identify that behavior earlier on.
  141. Secondly, on the safeguarding Farrell side, speaking to safeguarding quite
  142. in depth about how we can create a a flow
  143. chart or a linear progression on what an officer needs
  144. to do and when, So that there is less discrepancy
  145. between officers on the numbers of who submits referrals and
  146. all of those things combined with a really easy way
  147. of measuring it, it'll be completely numeric, and we can
  148. do that by a month or via quarter or via
  149. half quarter or via year, depending on what you would
  150. like to do.
  151. Um, and all of it is based on the increased
  152. intelligence reports and the increase in safeguarding, both of which
  153. would show that education that I've delivered my briefings, lives
  154. I've delivered and my changing of standard operating procedures that
  155. have delivered have had an impact for the Children.
  156. All of those things combined.
  157. Going back to the original crime prevention tools will change
  158. a the environment the officers work within.
  159. It will change the surveillance and how they perceive Children
  160. between the formal surveillance in, um consolidating information so they
  161. can better support the Children that are the most vulnerable.
  162. Um, overall decreasing antisocial behavior at a crime prevention level
  163. prevention first level rather than waiting for that crime to
  164. escalate. Thank you very much.