Police officers’ awareness of the speech, language and communication needs of young offenders
| Author | Ann Clark,AnneMarie MacRae |
| DOI | 10.1177/0032258X20968591 |
| Published date | 01 December 2021 |
| Date | 01 December 2021 |
| Subject Matter | Articles |
2021, Vol. 94(4) 539 –555
Article
Police officers’ awareness
of the speech, language
and communication needs
of young offenders
AnneMarie MacRae and Ann Clark
Queen Margaret University, Musselburgh, UK
Abstract
Around 60% of young people in conflict with the law experience speech, language and
communicationneeds (SLCN).This study investigatesPolice Scotlandofficers’ awarenessof
the SLCN of young offenders, strategies officersuse to support SLCN and their interest in
furthertraining on SLCN.A majority had worked withyoung offenders withSLCN and were
fairly confident in recognising these needs. The most common support strategy was to
involve outside agencies, specifically Appropriate Adults. Increased speech and language
therapyservices are needed to trainPolice Officers to recogniseand support SLCN without
reliance on otheragencies.
Keywords
Speech, language and communication needs, police awareness, youth offending, speech
and language therapy
Introduction
A substantial body of international research demonstrates speech, language and com-
munication needs (SLCN) are significantly and disproportionately over-represented in
youth justice populations (Anderson et al., 2016). Statistically, more than half of young
offenders in Scotland are likely to experience SLCN. Of those with SLCN, less than a
quarter will have been referred to speech and language therapy (SLT) services (Hughes
et al., 2017). Early recognition of SLCN is essential if a young person is to receive the
necessary support to engage with and participate fully in the justice system. Offence
Corresponding author:
Ann Clark, Queen Margaret University, Queen Margaret University Drive, Musselburgh EH21 6UU, UK.
Email: aclark@qmu.ac.uk
The Police Journal:
Theory, Practice and Principles
ªThe Author(s) 2020
Article reuse guidelines:
sagepub.com/journals-permissions
DOI: 10.1177/0032258X20968591
journals.sagepub.com/home/pjx
540 The Police Journal: Theory, Practice and Principles 94(4)
referrals decreased significantly in Scotland between 2005/2006 and 2012/2013. Since
then, number of referrals have stabilised, with 2,824 children and young people being
referred on offence grounds in 2018–2019 (0.6%of the overall population of children
and young people in Scotland) (Scottish Children’s Reporter Administation (SCRA),
2019). Police Scotland officers, as gate keepers to the justice system in Scotland (McAra
and McVie, 2010), will routinely encounter young people with SLCN. If police officers
are unaware of or fail to recognise and support SLCN, there is a high risk of unmet needs
significantly impacting on the quality of justice for Scotland’s young people. This study
explores Police Scotland officers’ perceptions of SLCN in young offenders and their
confidence recognising and supporting these needs.
Literature review
SLCN is an umbrella term describing difficulties with speech, language and communi-
cation which significantly impact on an individual’s academic achievement or day to day
social interaction (Hughes et al., 2012). The presentation of these needs is heteroge-
neous. Speech difficulties present as dy sfluencies, articulation difficultie s and voice
disorders affecting quality, pitch or loudness. Language difficulties refer to problems
understanding or expressing words and phrases, either their form and content. Beyond
the spoken word lie pragmatic difficulties with non-verbal and social communication.
Within those with SLCN, The Royal College of Speech and Language Therapists include
individuals impacted by hearing loss, auditory processing difficulties and difficulties
recall and relating to others (RCSLT, 2015). SLCN may be minor and temporary or
complex and long-term (Coles et al., 2017). An individual may have difficulty in one or
more areas (Afasic, 2018). As the development of literacy skills depends on oral
language competency (Griffin et al., 2004), young people with SLCN are likely to
struggle with reading and writing.
SLCN may be an individual’s primary presenting difficulties or may be symptomatic
of another condition. In offending populations, a higher prevalence of the following
conditions are reported: Attention deficit/hyperactivity disorder (ADHD); Autism Spec-
trum Disorders (ASD); Learning Disability (LD); Traumatic brain injury (TBI); Epi-
lepsy; Foetal alcohol syndrome disorder (FASD); and Social, Emotional and
Behavioural Difficulties (SEBD) (Coles et al. 2017; Hughes et al. 2012).
Over 1.4 million children and young people in the UK have SLCN, around 7–9%of
the general population (Hughes et al., 2012). In areas of social disadvantage, the figure
increases with up to 55%of children starting school with SLCN (Locke et al., 2002).
Similarly, SLCN are consistently over-represented in young offender populations. UK
data reports prevalence of language impairment in young offenders to be around 60–70%
(Bryan, 2004; Bryan et al., 2007, 2015; Gregory and Bryan, 2011). International pre-
valence studies mirror these statistics (Sanger et al., 2001; Snow and Powell, 2008,
2011). Hopkins et al. (2016) found that young people themselves were dissatisfied with
their communication and literacy abilities. Despite this, SLCN often go undiagnosed
with studies showing that only 5–8%of those with measurable SLCN having had these
previously identified (Bryan et al., 2007; Gregory and Bryan, 2011). Up to two thirds of
young people who have communication difficulties have additional behavioural
2The Police Journal: Theory, Practice and Principles XX(X)
To continue reading
Request your trial