Although the significance of effective engagement is widely recognised within the youth justice board in England and Wales, there is not fixed consensus as to what constitutes engagement which makes it complex for people working to engage with young people to individuals to define and interpret the term as different people may provide different definitions for the term (Fredricks et al, 2004; Bateman and Hazel, 2013). For example, research suggest that the youth offending team (YOT) practitioners have faced challenges in identifying and differentiating the term from participation (Ipsos MORI, 2010). According to Bateman and Hazel (2013), part of the difficulty is due to the fact the term ‘engagement’ may refer to two different things, depending
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However, Prior and Mason definition has attracted some criticism. For example, Stephenson et al (2011) argues that motivation and engagement should be differentiated and not defined as the same. In order words, a young person may be motivated and sincerely committed to stop offending but may not necessary engage with a particular practitioner or a particular technique used by the practitioner. Likewise, Ipsos MORI (2010) argues that just because young people show commitment to engaging does not mean they will fully immerse themselves in the activities, particularly in a manner that allows the programme objectives to be achieved. Finally, young people who may be motivated in the activities may be faced with the reality that the opportunities they wish to benefit from may be non-existent in the process that is advantageous to their engagement. For that reason, Stephenson et al, (2011) may have develop their definition of engagement, however, the problem with their definition is that it may become widespread. Mason and Prior (2010) argue that the term engagement is often identified as vital to producing positive outcomes and enabling individuals to derive clear explanations of why some programmes, activities or interventions seem to be effective in engaging some young people than others. However, if a failure to accomplish such outcomes is as a result of lack of young people …show more content…
In their report of “A Review of Techniques for Effective Engagement and Participation”, Ipsos MORI (2010) found that 96% practitioners saw parental support as key influence in facilitating successful engagement. However, this may not always be possible, as some parents may refuse to be involved making it difficult for practitioners to engage with young people. Nonetheless, a solution to this could be for practitioners to liaise with families (conducting home visits), this may help practitioners to have a better understanding of the young person they are working with, involve friends and support workers. As a result, this could help to boost the motivation of young people, improve attendance and engagement in the programme. In addition, highlighting positive outcomes to parents or family could be seen as refreshing to young people and their family as it shows they are actively striving to change their offending behaviour and are taking back something positive from the intervention. On the other hand, despite the fact that the youth justice board (YJB) have outlined set guidance for practitioners to follow, referred to as Key Elements of Effective Practice (KEEP) parenting guide, practitioners felt they required training and support when engaging with negative or intrusive families as they had insufficient direction to do so, and often reported too much or little engagement with young
However, Prior and Mason definition has attracted some criticism. For example, Stephenson et al (2011) argues that motivation and engagement should be differentiated and not defined as the same. In order words, a young person may be motivated and sincerely committed to stop offending but may not necessary engage with a particular practitioner or a particular technique used by the practitioner. Likewise, Ipsos MORI (2010) argues that just because young people show commitment to engaging does not mean they will fully immerse themselves in the activities, particularly in a manner that allows the programme objectives to be achieved. Finally, young people who may be motivated in the activities may be faced with the reality that the opportunities they wish to benefit from may be non-existent in the process that is advantageous to their engagement. For that reason, Stephenson et al, (2011) may have develop their definition of engagement, however, the problem with their definition is that it may become widespread. Mason and Prior (2010) argue that the term engagement is often identified as vital to producing positive outcomes and enabling individuals to derive clear explanations of why some programmes, activities or interventions seem to be effective in engaging some young people than others. However, if a failure to accomplish such outcomes is as a result of lack of young people …show more content…
In their report of “A Review of Techniques for Effective Engagement and Participation”, Ipsos MORI (2010) found that 96% practitioners saw parental support as key influence in facilitating successful engagement. However, this may not always be possible, as some parents may refuse to be involved making it difficult for practitioners to engage with young people. Nonetheless, a solution to this could be for practitioners to liaise with families (conducting home visits), this may help practitioners to have a better understanding of the young person they are working with, involve friends and support workers. As a result, this could help to boost the motivation of young people, improve attendance and engagement in the programme. In addition, highlighting positive outcomes to parents or family could be seen as refreshing to young people and their family as it shows they are actively striving to change their offending behaviour and are taking back something positive from the intervention. On the other hand, despite the fact that the youth justice board (YJB) have outlined set guidance for practitioners to follow, referred to as Key Elements of Effective Practice (KEEP) parenting guide, practitioners felt they required training and support when engaging with negative or intrusive families as they had insufficient direction to do so, and often reported too much or little engagement with young