Page 83 - Preventing Youth Violence

Arriving at an overall assessment of violence risk based on a client’s risk assessment is

described in the ensuing statements. The scores for each domain are added to produce
a score for the risk level. Scores of below 4 (<4) are scored as low risk. Scores of 4-6 are

scored as medium and Scores of 7-9 are scored as high. However, consideration is given
to whether any particular category increases the risk level (from low to medium, or from

medium to high). Finally, consideration is given whether the protective factors score
reduces the risk level (from high to medium, or from medium to low). In the case of DJ, his

risk score was 7, which made him HIGH risk. This was coupled with the fact that he had
very low protective factors - very little family support and prior involvement in antisocial

activities as outlined in his background data.

DJ described his acceptance into the CSJP as the best opportunity so far in his life. He
indicated he was sceptical at first about the personal questions that were asked about his

life when the risk assessment was being conducted, but he said when the Case Manager
explained the purpose to him, he was more willing to open up. He was of the view that the

questions were therapeutic in that he spoke about things that he had bottled up inside.
He noted that being risk assessed was a revelation about himself that he was able to put

into the context of wanting better for his life.

Case Plan & Intervention
Subsequent to completing the risk assessment, DJ indicated that the results and what they

meant were shared with him and explained by the case officer. He recounted being told
by the case officer that a plan of action was to be developed, and that he had to sign

the plan to demonstrate his commitment to the arrangements and his intention to do
some work in order to achieve success. Based on the risk assessment, six domains on the

case plan were identified for intervention with DJ: alcohol/drug use (use of marijuana);
education; employment; attitudes/behaviour; peer associations (gang involvement); and

cognitive skills.

This suite of interventions constituted a life skills programme that prepared the CSJP clients
for vocational training. The case officer, he said, indicated he would need to start his CSJP

journey by participating in life skills sessions before he commenced the vocational training.
Life skills and psychological support services became a prerequisite for all pre-vocational

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