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Dr Matt Overd

Tackling Antisocial Behaviour in the Big Society The Woolwich Model – empowering communities to tackle low level antisocial behaviour through developing skills and training. Dr Matt Overd. A few definitions. Anti-social behaviour Woolwich model Community Big Society.

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Dr Matt Overd

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  1. Tackling Antisocial Behaviour in the Big SocietyThe Woolwich Model – empowering communities to tackle low level antisocial behaviour through developing skills and training Dr Matt Overd

  2. A few definitions • Anti-social behaviour • Woolwich model • Community • Big Society

  3. Define: Antisocial behaviour • Defined by the Home Office as: virtually any intimidating or threatening activity that scares you or damages your quality of life. It includes, but not exclusively, rowdy, noisy and 'yobbish' behaviour, vandalism, graffiti and fly-tipping. • Defined by Wikipedia as: behaviour that lacks consideration for others and that may cause damage to society, whether intentionally or through negligence.

  4. Antisocial behaviour (Top 10) • Street drinking/drunken behaviour/under-age drinking/youths drinking - 30% • Youths/teenagers/groups/ gangs loitering on the streets - 29% • Vandalism/graffiti - 25% • Rowdy or inconsiderate behaviour - 23% • Noise/loud music - 21% • Using/dealing drugs - 13% • Intimidation/threats/ harassment - 11% • Verbal abuse/abusive behaviour - 11% • Assault/violence/ fighting - 10% • Nuisance neighbours - 10% Ipsos MORI. % is out of the 5,699 people surveyed about anti-social behaviour in their local area over the last 12 months

  5. Who should deal with it? • 90% think the public should • 36% the local council • 15% the community • 8% individuals

  6. Define: The Woolwich Model - an essay by Ben Rogers for the RSA

  7. Woolwich Model • First aid founded in Woolwich in 1878 • Within a decade it was established around the world • Today, it is a great example of ‘co-production’

  8. Woolwich Model • Skills based • Can be taught to different levels • Anyone can master basic skills quickly • Appeals to a range of motivations • Supported by government and employers

  9. Define: Community • Local and geographic • Work based • Community of interest with specific needs

  10. Define: Big Society • The Snow Test

  11. Big Society

  12. Big Society

  13. Big Society

  14. Big Society

  15. Big Society

  16. Big Society

  17. Quiz • Who would take action if… • Someone dropped litter? • Someone was spraying graffiti? • A child was being bullied on by a teenager? • A young man was being harassed by a group of football fans? • Someone was being violently attacked? • Someone was attacking you?

  18. It depends! • Is it about fear?

  19. Where does fear come from? ‘On the night in 1997 that MrNewlove was fatally attacked he had walked out of his home to speak to a gang of youths who he believed had been vandalising his wife Helen's car.’ BBC

  20. The bystander effect These factors can influence whether to help or not: • Diffusion of responsibility - ‘Someone else is bound to help’ • Social inhibition - ‘I don’t want to stand out’ • Situational ambiguity - ‘This can’t be how it seems’ • Feelings of competency - ‘I don't have the skills to help’ • The right mood - ‘I can’t be bothered/ I don’t have the time’ • Personality and characteristics - ‘I don’t care’ • Anxiety and fear - ‘I don’t like to look of this’

  21. Other factors • Changing culture of public service workforce • Decline in local social capital and shared identities • Uncertainty about when it is appropriate to intervene • Perceived lack of state support

  22. Overcoming the bystander effect The effect can be overcome if individuals: • Notice something is happening • Recognise that the situation would benefit from an intervention • (Recognise the bystander effect) • Assume personal responsibility • Assess the risk • Choose a form of assistance • Implement assistance

  23. Do something rather than nothing… … but not just anything.

  24. The Woolwich Model paper proposes that the following skills are taught: • How to read a situation and assess risk • How to deal with a potentially violent or violent situation • How to mediate and defuse

  25. Dfuse trains people to respond to antisocial and challenging behaviour There are three main elements to the training: Communicating in highly charged situations Recognising the risks Staying safe and getting away

  26. Who are we targeting? • The general public • Communities • People at work • Children and young people

  27. Communication • Dfuse teaches advanced communication techniques as used by hostage negotiators • The purpose of communication is: So that you can better influence the situation. To get someone talking So that you can better understand them

  28. Why when you ask someone to ‘calm down’ does it often have to opposite effect?

  29. Why is your approach important? My behaviour My attitude Your attitude Your behaviour

  30. Match the energy, not the emotion

  31. Match the energy, not the emotion

  32. Relevance to Keep Britain Tidy • A useful model for co-production • Useful skills for engaging with the public

  33. Thank you www.dfuse.org.uk mail@dfuse.org.uk

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