Titlebook: Child First; Developing a New You Stephen Case,Neal Hazel Textbook 2023 The Editor(s) (if applicable) and The Author(s), under exclusive li

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書目名稱Child First影響因子(影響力)




書目名稱Child First影響因子(影響力)學(xué)科排名




書目名稱Child First網(wǎng)絡(luò)公開度




書目名稱Child First網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Child First被引頻次




書目名稱Child First被引頻次學(xué)科排名




書目名稱Child First年度引用




書目名稱Child First年度引用學(xué)科排名




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書目名稱Child First讀者反饋學(xué)科排名

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Textbook 2023policy and practice, alongside discussion of critical themes, makes it a key read for students?on?youth crime/justice modules and for a wider market..Stephen Case. is Professor of Youth Justice in the Criminology, Sociology and Social Policy division at Loughborough University, UK.?.Neal Hazel. is P

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ents?on?youth crime/justice modules and for a wider market..Stephen Case. is Professor of Youth Justice in the Criminology, Sociology and Social Policy division at Loughborough University, UK.?.Neal Hazel. is P978-3-031-19271-5978-3-031-19272-2

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Challenging the Risk Paradigm: Children First, Positive Youth Justice explanations of ‘youth offending’ and youth justice responses in the Western world and the rise to prominence of neo-correctionalist risk management is the hegemonic model of youth justice, notably in England and Wales, animated by the Risk Factor Prevention Paradigm. The chapter continues by traci

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Developing Child First Youth Justice Policy in England and Wales—A View from Inside the YJB and Wester. The author argues that these ideas fell short of creating a ‘child first’ policy but played a part in preparing the ground for the emergence of ‘child first’ youth justice in 2019. He asserts that it was the creation by the New Labour government of the Youth Justice Board in its specific constit

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Embracing children’s Voices: Transforming Youth Justice Practice Through Co-production and Child Firt participation including potential resistance to change amongst the youth justice workforce, the perception that children pose a ‘threat’ to society, the credibility of children’s knowledge and capabilities, and the continuation of a ‘risk’ led deficit-based practice. The authors problematise the p