“David’s Story”

“Born to fail-the perfect

storm”John Carnochan QPM

Detective Chief Superintendent

Violence Reduction Unit

“Truth springs from argument

amongst friends”

David Hume 1711-1776

Improving Scottish EducationHMIE 2006

“However, we must also recognise that many of the factors associated with poor performance lie outside the centre, school or college attended. The need for establishments and teachers to work effectively with parents and carers and with all those services which support young people and their families remains vital. Traditions, structures and even values present real challenges to joint working…..”

The The “How”“How”

Surveillance

Systematic data collection

Identify risk / protective factors

Research why it occurs

Develop and evaluate interventions

Find out what works.

Implement

Scale up and evaluate effective programmes

Understand Causes of Understand Causes of ViolenceViolence

Two components to Violence:

• The propensity to be violent - personal factors

• The triggers of violence - social factorsThe Wave Report 2005 “Violence and what to do about it”

0% 10% 20% 30% 40% 50% 60%

Literacy skills

Using numbers

Advanced IT or software skills

Strategic management skills

Basic computer literacy / using IT

Written communication skills

Other technical and practical skills

Oral communication skills

Team working skills

Problem solving skills

Customer handling skills

Planning and organising

What do Employers Want?What do Employers Want?

Percentage of Employers reporting an employee skill gap.

Future Skills Bar Chart. See Future Skills Scotland Website, Employer Survey 2004, p27, fig 15.

Rates of Return to Human Capital

Secondary

Preschool

Primary

Higher Education

Rates of Return to Human Rates of Return to Human CapitalCapital

EconomicsEconomics

“A major determinant of successful schools is successful families. Schools work with what parents bring them. They operate more effectively if parents reinforce them by encouraging and motivating children”

Professor James Heckman

Chicago University

Public Health ModelPublic Health Model

IndividualRelationship

Community

Societal

Parenting Lack of knowledge Friends that engage in violencePrevalence of gang cultureViolent families – siblings/parentsLack of significant adults/positive role model

Cultural norms Legitimisation of violenceAccess to and use of alcoholLack of aspiration Dependancy

Lack of punishment for pre cursor offences – knife carryingLack of visible swift justiceLinks to deprivationScottishness

Lack of communication skillsPoor behavioural controlImpulsivenessAggressive behaviourLack of skills to deal with conflict Lack of “life” skillsExclusion from Services/SchoolsNutrition Diet HealthAlcohol Lack of employment opportunities

Glasgow EastGlasgow East

•Population 60,000+

•27% residents are under the age of 20

•Education

•49% above the national average for adults without qualifications

•14% below the Nat Ave for 5+ GCSE equivalents (s4)

Glasgow EastGlasgow East

•Employment

•Workless households 122% above Nat Ave

•Number of income deprived people 114% above Nat Ave

•Child and Mental Health

•Low birth weight babies 62% above the Nat Ave

•Teenage pregnancy (under 18) 42% above the Nat Ave

Glasgow EastGlasgow East

•Life Expectancy

•Males 68.1, females 76

•Males life expectancy drops as low as 61.9

Glasgow EastGlasgow East

•Crime

•Serious Violent Crime 170% above Nat Ave

•Domestic Abuse 54% above the Nat Ave

•Vandalism 22% above Nat Ave

•Drug Offenders 39% above Nat Ave

Glasgow East•Gangs

•55 known gangs

•Approx 630 known gang members aged between 9 - early 20s

•White young men aged between 9-20s (peak membership 14-18)

•Highly Territorialised – obsessed with respect

•Resistant to change

ThoughtsThoughtsIt has to be about:

– WHAT is right not WHO is right

– WHAT is important not WHO is important

– The SHARED AGENDA