A review of the Integrated Youth Offender Programme
piloted in Boksburg Juvenile Correctional Centre with the
"Inkanyezi yentathakusa"1

by
Margaret Roper

Centre for the Study of Violence and Reconciliation




Research report written for the Centre for the Study of Violence and Reconciliation, March 2005.

Margaret Roper is a facilitator of the Alternatives to Violence Project and Director of the Themba HIV/AIDS Organisation.

Contents

A. Introduction: Why an Integrated Approach?

B. Review of the IYOP
Methodology
Participant consent and confidentiality
Instruments
Limitations

C. Integrated Youth Offender Programme
C.1. Overview of the Programme
C.2. Sequencing of Programmes
C.3. Offender-based Programme Profiles

D. Boksburg Correctional Centre IYOP Participant Offender
Demographics

E. Findings: Juvenile Offenders
E1. The Morning Stars
E2. Choosing a Non-Criminal Life:
Building Resilience and Addressing Risk Factors Associated with Re-offending

F. Effectiveness of IYOP Approach
F1 IYOP Approach and Methodology
F.2 Sequencing of Programmes
F.3 IYOP Participant Review of Programmes
F.4 Programme Participation and Intensity
F.5 Challenges of Working in Prison Context
F.6 Integrated Partnership Approach

G. Findings: Impact on Staff and Correctional Services
G.1 Overview of Staff Training Programmes
G.2 Facilitating Support and Buy in for Implementation
G.3 Development of DCS Staff and Correctional Centre
G.4 Perceptions of Changes in Participants

H. Conclusion and Recommendations: Strengthening the IYOP

Notes

Appendix 1: Programme sequencing and implementation overview

The Following Abbreviations are Used in this Report:

AIDS Acquired Immune Deficiency Syndrome
AVP Alternatives to Violence Project
CADS Centre for Alcohol and Drug Studies
CSVR Centre for the Study of Violence and Reconciliation
DCS Department of Correctional Services, South Africa
HIV Human Immune Virus
IYOP Integrated Youth Offender Programme
NICRO National Institute for Crime Prevention and Reintegration of Offenders
STD/STI Sexually Transmitted Diseases / Sexually Transmitted Infections

Acknowledgements

The Integrated Youth Offender Programme would like to thank all the participants in Boksburg Correctional Centre, South Africa, for their participation and openness in the programmes, and their agreement to participate in the review process. The IYOP wishes to thank the Department of Correctional Services for agreeing to pilot this programme in Boksburg Correctional Centre and to all staff who supported and participated in the programme.

A. Introduction: Why an integrated approach?

South Africa has seen a growth in the number of children and young people arrested, charged and convicted of crime over the past few years. In 1999, 114 773 children were arrested, compared to 170 224 in 2002. The number of sentenced and un-sentenced children in Correctional Centre's (prison) has also grown, though not as dramatically, from 3 776 in 2001 to 4 449 in 2003. The problem of youthful offending is starkly illustrated by the statistics of young offenders in Correctional Centres. In June 2003, 72 427 offenders under the age of 25 were held in South Africa's Correctional Centres. These young offenders constitute 41 percent of the Correctional Centre population whereas they form 26 percent of the general South African population.

Although many of these offenders are charged and convicted of serious crimes, most of them will return to the community after serving a term of imprisonment. It is crucial, then, that their period of imprisonment attempts to assist these individuals to turn away from their criminal lifestyle so that they can lead a law abiding and productive life when they are released from the Correctional Centre. It is also important that they learn the skills necessary to function effectively while in the Correctional Centre and after release without engaging in further crime or violence.

The United Nations Rules for the protection of Juveniles Deprived of their Liberty (Resolution 45/113 December 1990) provides the international protocol regarding the focus of incarcerated sentence options:

79. 'All juveniles should benefit from arrangements designed to assist them in returning to society, family life, education or employment after release. Procedures, including early release, and special courses should be devised to this end.

80. Competent authorities should provide or ensure services to assist juveniles in re-establishing themselves in society and to lessen prejudice against such juveniles. These services should ensure, to the extent possible, that the juvenile is provided with suitable residence, employment, clothing and sufficient means to maintain himself or herself upon release in order to facilitate successful reintegration …'

Section 23 of the proposed South African Child Justice Bill states that the purpose of sentencing is to:

a) 'encourage the child to understand the implication of and be accountable for the harm caused;
b) promote an individualised response which is appropriate to the child's circumstances and proportionate to the circumstances surrounding the offence;
c) promote the reintegration of the child into the family and community; and
d) ensure that any necessary supervision, guidance, treatment or service which forms part of the sentence assist the child in the process of reintegration'.

The focus is therefore on the reintegration of juvenile offenders within a human and child rights framework. This applies to all sentence options: community-based sentences, restorative justice sentences, sentences involving correctional supervision, sentence with residential requirements (prison or a residential facility), or a postponed or suspended sentence.

Although these principles are stated in respect of children, between the 14 to 18 year age group, they apply as much to young people in conflict with the law in the 18 to 21 age group – defined by the South African Department of Correctional Services as 'juveniles'. Not only are many of this age group committing crime as a child and experience the criminal justice system during this phase, but also the historical and present macro socio-economic dynamics have impacted on aspects of youth development and young peoples' participation in the economy, community structures and governance of South Africa.2

The Department of Correctional Service (DCS) is responsible for implementing sentences of the courts, and in line with international protocols and the new policy approach towards child justice, the department has initiated policy and strategic steps to effect positive outcomes in offenders during their sentences through a focus on rehabilitation of offending behaviour.

The new policy shift has resulted in an 'Integrated Support System' for offenders, which focuses on delivering programmes with non-government and community-based organisations where there is joint care for offender development and rehabilitation to meet individual needs of the offender in the community. The White Paper also calls for families and communities to take greater responsibility for providing for the destitute and finding employment for ex-offenders.

There are a limited number of programmes currently available to offenders offered by members of the Department of Correctional Services, as well as by non-government, faith-based and community-based organisations. Yet, there is no programme that offers an integrated or holistic programme for offenders – mainly because no single organisation can do it alone. The Integrated Youth Offenders Programme (IYOP) aimed to pilot and review a holistic approach to dealing with the problem of offending and re-offending amongst young offenders. It aimed to build resilience among young offenders to enable them to choose a non-criminal life, and to address the factors associated with re-offending. From a review perspective, the intention was to determine whether an integrated approach is an appropriate and effective way of preventing re-offending in young offenders.

The proposal (February 2004) submitted to the Department of Correctional Services explicitly stated the theoretical approach and behavioural model of the Integrated Youth Offenders Programme to be offered at Boksburg Correctional Centre, Gauteng. The IYOP was built on the theory of risk and resilience,3 and incorporated an understanding of socio-economic dynamics that impinge on a young person in South Africa and influence their offending behaviour.4 Known 'protective factors'5 which influence effective reintegration of ex-offenders and prevent recidivism were also considered in the design of the programme. Because the focus of the IYOP was on influencing behaviour change, the Transtheoretical Model6 (cycle of change process) was used to model the approach, methodologies and sequencing of programmes within the overall intervention.

The integrated approach differs from programmes targeting single protective factors. The benefit is that an integrated approach allows for interventions within the complex coexistence of risk factors and therefore supports the young person to identify these factors in their own lives and to understand the impact of their lives and their offending behaviour. The range of interventions takes this understanding further by providing knowledge to allow the offender to make informed choices. It also supportively challenged the offender to contemplate and dialogue possible changes, and if the young person indicated a determination to change the behaviour, it supported them in taking the necessary action within the prison setting. Environmental factors within the prison setting as well as within their communities could then be taken into consideration at the various stages in the journey of change and incarceration.

The specific objectives and outcomes of the programme, in relation to the identified resilience and protective factors are presented in Section 2 below. The targeted risk factors that negatively influence behaviour are included, as are the known protective factors that contribute toward preventing re-offending.

In addition to understanding risk, resilience and protective factors as part of the process of youth offender transformation is the need to understand issues of youth development within the context of offending behaviour, rehabilitation and within the criminal justice system. Of interest are the reintegration 'scenarios'7 relevant to young people in South Africa as this approach acknowledges youth development is integral to personal development, changing offending behaviour and the reintegration after incarceration into families and communities.

A young person may be:

In addition, being male or female and socio-economic backgrounds also need to be taken into account. These scenarios assume different levels of:

These levels may in turn affect the young person's experience while in prison and as part of the rehabilitation process. In addition, the experience of incarceration may affect the young person's development. Consequently, these may affect the ability of the young person to benefit from treatment in and out of prison, to shift from a life of crime and 'resume socially constructive and productive roles in society' (United Nations Minimum Rules).

The Social Exclusion Unit8 identified specific intervention practices that are known to prevent re-offending. Key findings indicated that:

However, as the Unit points out, these services are not provided to all prisoners nor are they available at all prisons. In addition, resources still tend to focus mainly on security. One of the key concerns of the Unit is that no department or organisation in the United Kingdom is responsible for reintegration and there is a lack of co-ordination in services. Nor, they argue, is enough being done to engage families, communities and businesses in addressing social exclusion – to prevent crime and to improve reintegration.

The Intensive Aftercare Programme9 in the United States of America aimed to reduce recidivism by providing targeted services and counselling to youth offenders 'throughout correctional supervision, pre-release, community re-entry, and community supervision'.10 The evaluation highlights the following guiding principles for effective programmes aimed at reducing recidivism. Programmes should:

Similarly, a meta-analysis11 of juvenile delinquency programmes in the USA indicates that the more effective programmes:

The Gottfedson and Barton12 study on What works What doesn't in Crime Prevention suggests that the amount of treatment and quality of the intervention may be the important factor in reducing recidivism, regardless of whether it is offered in an institution or in the community setting.

Spence and Jones-Walker13 emphasise the importance of the following elements in designing and implementing effective re-entry pathways:

In addition, the Urban Institute14 process highlighted the 'critical importance of re-entry strategies that increase the psychosocial maturity, competencies, and resilience of youth so that they can successfully overcome diverse sets of challenges and go on to obtain employment, education, and close relationships with others.'

B. Review of the IYOP

The IYOP is committed to developing an effective evidence-based intervention for young offenders and staff in South Africa. Therefore, an integrated review and evaluation was built into the entire IYOP. The overall purpose was to determine if the Integrated Youth Offender approach is an appropriate and effective way of preventing re-offending in young offenders. Three questions were specifically developed to frame the review. These were:

  1. What has changed in the young offender as a result of the programmes individually and collectively?
  2. What impact did the training focused on Correctional Centre staff have, and did this have an effect on their treatment of offender participants of the programme?
  3. Is the IYOP model of intervention appropriate and has there been the correct selection of component programmes?

The IYOP is complex in the levels of monitoring, assessment and evaluation required for the review. These include the individual learning programme interventions for staff and offenders (assessment both at an individual and group level), the monitoring of the integrated approach, and the evaluation of six independent organisations working together. In addition, the programme set out to achieve a number of core objectives and address a critical range of protective factors with specific outcomes and indicators.

Methodology

A review of evaluative and research material pertaining to evaluations and reviews with young offenders was undertaken to provide a sound methodological approach for the evaluation. As stated in the commentary accompanying the UN Beijing Rules (1995) Part Six Article 30, the following is stated: 'A constant appraisal of the needs of juveniles, as well as the trends and problems of delinquency, is a prerequisite for improving the methods of formulating appropriate policies and establishing adequate interventions, at both formal and informal levels. In this context, research by independent persons and bodies should be facilitated by responsible agencies, and it may be valuable to obtain and to take into account the views of juveniles themselves, not only those who come into contact with the system.'

According to Save the Children (1995) there are three key research principles which must be addressed when undertaking research with children. These are:

Key issues that emerged from the review were the rights of the juvenile and youth offenders, validity of responses from offenders, validity of data from a range of tools, the quality of the individual programme assessments, language and literacy levels, the time and limited resources available for the evaluation, and the range of factors being measured. These were taken into account in the planning and design of the IYOP review.

The framework on the following pages was used to 'track' the measurement process and indicators.

The methodology used a participative action-reflection approach for the pre and post evaluation. The benefits of this approach are:

Integrated Youth Offender Programme: Framework for programme outcomes and evaluation

IYOP Objective Protective and Resilience factor vs Risk factor Expected outcomes and indicators Evaluation Programme Focus
Address individual's attitudes and responses towards education, development and employment, and assist in opening up opportunities to access employment and other opportunities. Education and schooling level and experience
Risk factors:
Poor cognitive skills and learning challenges.		 Improvement in cognitive skills, and demonstrate open attitudes towards education and learning opportunities. Demographic survey for educational experience. Pre and post cognitive development. All programmes
Employment and vocational training, and financial support and debt management. Acknowledgment that offender can access and create employment opportunities away from crime. Achievement of outcomes of business skills training through BEntrepreneurING assessment. BEntrepreneurING
Mental and physical health and behaviour; psychological resilience. Understanding of how factors have impacted on their lives;
Greater understanding and making sense of the world in which they live;
Developed internal resilience to face up to difficulties.		 Assessment by CSVR intervention. All programmes
Vuka S'Hambe
Attitudes, assertiveness and self-control, developing a sense of purpose and hope (spirituality), and understanding diversity in others and self.
Risk factors:
High impulsivity;
Anti-social attitudes and feelings.

Shift away of criminal gang activity towards positive interactions with offender group. Improved assertiveness and self control.

Develop a sense of purpose and hope for the future and an internal resilience to face up to life challenges. This will be gained through an increased understanding of how risk factors have impacted on their lives and a greater understanding of the world in which they live.

 Pre and post evaluation of sense of purpose, role models, assertiveness and attitudes. All programmes
Develop conflict management and problem solving skills to support successful interpersonal interactions. Life-skills and developing coping skills.
Risk factor:
Lack of problem solving skills		 The participant is open to opportunities to transform conflict and to see possibilities that problems can be solved. Demonstrate these skills in their life given the prison context. Pre and post approach to conflict and problems. AVP assessments.

Alternatives to Violence

All programmes
Reintegration and rebuilding family relationships and networks with the offender while in prison and for after release. Family networks and living arrangements (housing) post release.
Risk factor:
Family breakdowns and disrupted family relationships		 Improved relationships with the family while in prison and develop plans for post release housing and family acceptance. Demographic survey family history. Pre and post views of family. NICRO reports and assessment. NICRO Family reintegration
Able to make informed decisions about healthy living in relation to drug and alcohol use, HIV/AIDS and sexual relationships. Drug and alcohol misuse, healthy living.
Risk factor:
Participating in risk behaviour

Increased knowledge and is able to engage in dialogue to inform attitudes and possible behaviour changes in relations to substance use and healthy living.

Develop greater understanding of HIV/AIDS, sexuality and sexual relationships to make informed decisions in their own lives.

 Demographic survey substance use history. Assessments from CADS and THEMBA. Pre and post attitude changes.

CADS

THEMBA HIV/AIDS ORGANISATION
Through restorative justice components participants will address the issues of taking personal responsibility and recognising the impact of their actions. Positive interaction with the community. Improved communication skills Relationship building with family. Understand the consequences of their actions on themselves, the victim, their family and community; and gain insights into restorative justice possibilities and processes. Pre and post survey restorative justice factors, relationships and communication.

All programmes

*A direct RJ intervention was not included in the programme.
Develop the social, behavioural and socio- economic skills to enable young person to resist risk factors and develop an internal resilience to face up to the difficulties that life throws in their way. Peer group and friends; communication and social skills; leisure, recreation and interests.
Risk factors:
Weak social ties
Community disorganisation
and crime
Identification with anti-social
or criminal role models		 Develop the social, interpersonal and coping skills to enhance friendships and participate in meaningful self- development activities based on the strengths and skills of the individual.
Demonstrate the growth by shifting away from criminal gang activity towards positive interaction with peers, and greater acceptance of others.		 Demographic survey participation in gang activity. Pre and post future orientation. All programmes
Participant consent and confidentiality

Given the nature of undertaking evaluation assessment with juvenile offenders as part of the selection process a briefing was given to the selected participants on the role of the review and purpose of the evaluation component of the programme. The evaluator then asked the offenders if they wished to participate voluntarily in the review process and explained the nature of the confidentiality of the information they would share during the course of the programme.

It was stressed that no incentives or benefits would be given to the offenders for their involvement in the programme, but the information would help the IYOP to strengthen its programme for other offenders and build our knowledge of reintegration, rehabilitation and preventing re-offending. Each participant was given the option to refrain from participating in the evaluation with no repercussions. Upon agreement each participant signed a consent form, which was also signed by the evaluator and each participant could take a copy of it (although none of them took it as they wanted it to be anonymous within their sections).

Instruments

Demographic surveys and baseline questionnaires were completed by the participants prior to the first programme intervention. This survey provided information on the life history and unchangeable risk factors that the young offenders had experienced. This included information about housing, schooling, bereavement, experience of substance use, criminal activity, family criminal associations, family relationships, poverty and economic support.

Mid-way through the programme one-on-one interviews were conducted by the CSVR lead facilitator with a sample of participants to gather feedback on the process, delivery and achievement to-date. These were conducted in the vernacular language. The week after the final sessions a post-intervention questionnaire (baseline revisited) was completed by 15 participants, and a post-intervention rating and feedback sheet was completed. In addition, one focus group was held with all the participants to gather qualitative and reflective data from the participants.

The assessments undertaken by each programme and implementation reports, as well as other documents of the process, were collated to provide evidence for the review. Upon completion of the programme, a review discussion was held with facilitators, team members and programme managers to reflect on the integrated process, selection and sequencing of programmes, and the integrated partnership approach. This provided valuable information on the process, implementation, challenges and achievements, and provided an opportunity for debriefing from the intensive programme.

The available resources for this review did not allow an intensive review process with the staff who underwent the training, nor those who were not included, to gain insights and evidence of the impact of the programme on the Centre functioning and culture. Limited interviews were conducted in February 2005 with five staff members to gain insights into these issues. This is noted as a limitation of the evaluation.

Limitations

The review was limited in two further ways. The instruments were only available in English and programme facilitators translated the tools while they were being implemented, as well as translation of participant responses from isiZulu to English. Some variance in the actual and translated meaning may be evident. In addition, these instruments were being piloted for the integrated programme and further refinements will be made based on the emerging findings.

The second limitation is that the post-evaluation was conducted immediately after the final sessions before the graduation ceremony. Consequently no longitudinal study is incorporated to determine the impact of the programme of reducing recidivism – which is what the programme ultimately aims to achieve. This limitation was highlighted at the beginning of the programme and the intention is to undertake such a study, however additional funding is required.

C. Integrated Youth Offender Programme

C.1. Overview of the programme

The Integrated Youth Offender Programme (IYOP) was offered to 20 convicted young offenders at Boksburg Correctional Centre (prison) in Gauteng, South Africa by six non-government organisations (NGOs) over a period of eight months during 2004. A coordinated series of workshops were offered to the offenders by these organisations to reinforce the learning and build resilience. The Integrated Youth Offender Project built on the theory of risk and resilience, and focused on addressing the factors associated with re-offending. The aim was to deliver an integrated programme that tackled a critical range of issues by weaving these themes through all the interventions that were offered.

The IYOP recognised that the success of any Correctional Centre-based intervention depends on the attitudes of Correctional Centre staff and their treatment of offenders. Consequently the project offered a training programme to selected Department of Correctional Service (DCS) staff at the Boksburg Correctional Centre.

The Centre for the Study of Violence (CSVR) undertook the management of the programme. Monthly meetings were held to monitor delivery, report on progress, discuss hand over issues and ensure the delivery of the programme. The hand-over process was important as it allowed the next facilitator team (or individual) to understand the emerging and current group dynamics, successes to-date, issues and concerns about logistics and possible solutions found, and it acted as a debriefing process for the team exiting the programme.

The project acknowledged the importance of sustaining the outcomes of the programme with the participants as well as in the juvenile section of the Correctional Centre. The proposal stated that follow-up support on a monthly basis would be provided to the participants for at least a further one year, as well as peer-support programmes to facilitate the practical use of what the participants have learnt within the Correctional Centre community, and to run small interventions on their own. This will be supervised and monitored by the IYOP programme partners. Actual strategies and commitment to take the process forward with the participants in the Correctional Centre were discussed during the team meetings (and are reflected in the minutes) and the focus of the meetings in early 2005 began to clarify the process and financing of the longer term intervention of the programme as well as continued support for the graduates.

The juvenile and youth offenders who participated in the IYOP underwent a selection and assessment process prior to programme commencement. The process involved the identification of approximately thirty potential participants by the Boksburg Correctional Centre staff. The identified offenders were then invited to undergo the assessment process conducted by the CSVR, as the lead organisation.

A team of psychologists undertook the assessment process and prepared a report on each of the areas assessed. Two hours were allocated to the assessment of each participant. Report-writing was estimated to be one hour per participant. The limitation is that this is an expensive process as it is done in individual rather than group format. The evaluation assessment could not afford to do a post-intervention assessment for this reason. However the information it yielded was a valuable diagnostic tool for decision making regarding selection of participants, programme content and individual case management throughout programme delivery.

The Senior South African Individual Scale - Revised (SSAIS-R) was used for assessment of the participants' cognitive ability. This intelligence test standardised for South African pupils between ages of seven and sixteen years, measures two primary mental abilities, verbal and non-verbal factors. It was administered in the participants' language of choice (isiZulu, isiSotho, English, and Afrikaans). It yielded valuable information about the participants' learning potential and thus their suitability for the programme. Participants were further assessed on their emotional and personality makeup using a projective drawing analysis (Draw-A-Person); Incomplete Sentences and Thematic Apperception Test (TAT). Interpretation of these tools yielded information on each participants' interpersonal relatedness and ability to communicate, sense of self, personality traits, mood and anxiety states. A decision was then taken whether the individual would be suitable for a group intervention.

The results from the above assessment process were used to select participants. Other selection criteria included the length of sentence (as those who were to be released prior to completion of the intervention were excluded), type of crime sentenced for (to ensure a range of offending behaviour), and those who were identified as having severe mental health problems were excluded as the programme did not set out to address these factors per se. This process identified fourteen potential participants. The social worker at the Correctional Centre assisted the assessment team to identify a further six participants. Those who were then selected were invited to participate on a voluntary basis as no remuneration or incentive (such as early release or parole) was given. In total, twenty participants were selected and who all agreed to participate in the programme.

One of the lessons from the selection process was to use the official age of the participants rather than ask participants their age – as sometimes this did not correspond with the official age on criminal records. It is necessary to use the official age, and not the age the participants gave, to avoid the possibility of transfer to adult sections – as happened with one of the participants although an arrangement was made for him to continue to attend the programme. A further criterion to add in future is to select participants who have not requested a transfer to other Correctional Centres - as happened half-way through the programme when three participants were transferred. After a written request to the Head of the Correctional Centre, they were recalled to ensure they could complete the programme.

One participant from the original selection only attended a few sessions and then 'disappeared' from the programme. By then it was too late to add a new participant to the programme. Towards the end of the programme three participants were released from the centre and consequently did not attend the graduation ceremony. Two were transferred to KwaZulu-Natal and Leeuwkop Correctional Centres in September at their request to be nearer their family members.

Consequently fifteen offenders graduated from the IYOP on 25 November 2005 at a ceremony held at Boksburg Correctional Centre. Families of the participants were invited to attend, and the programme included the reading of poems written by the participants and a dance from the Themba HIV/AIDS Organisation workshops.

By January 2005, seven graduates remained in the juvenile centre. One had been transferred to the adult section, three had been transferred to other Centres, and four had been released.

The project was funded through a Development Cooperation Ireland (DCI) grant to the Criminal Justice Programme of the CSVR. Although the project did not form part of the initial proposal, the DCI was kind enough to support the IYOP.

C.2. Sequencing of programmes

The programmes were offered in a phased approach. The sequence of the programmes intended to build on the core protective factors known to prevent re-offending and to reinforce core messages and values to meet the programme outcomes as discussed previously. The programmes complimented each other for the range of targeted factors and links between the programmes were made as issues arose. The content or sections of some of the programmes was reviewed to ensure the compatibility of the programmes and to reduce replication where it was believed to be unnecessary. Actual delivery is illustrated in the Appendix 1.

The programmes for training DCS personnel as well as the offenders are included, and the dates of the key project team meetings are included.

C.3. Offender-based Programme Profiles

The intervention profiles for each of the six programmes, which comprised the integrated approach, are provided below. An overview of the staff training is provided later in the report.

Programme Alternatives to Violence Project (AVP)
 
Name of organisation Phaphama
The Alternatives to Violence Project (AVP) is a series of workshops presenting pre-emptive conflict management skills enabling individuals to build successful interpersonal interactions, gain insights into themselves and find new and positive approaches to their lives. It provides experiences of respect for all, community building, co-operation and trust. Three workshop levels are offered:
AVP Basic This workshop deals with affirmation, communication methods, developing cooperative attitudes, developing a sense of community, and creative conflict resolution.
AVP Advanced The group selects a topic of concern for further exploration and to develop skills to transform conflicts non-violently. Typical themes include dealing with anger, fear, resentment, forgiveness, stereotyping, relationships between man and women and negative peer pressure.
AVP Training for Facilitators Participants who wish to become AVP facilitators after completing the basic and advanced workshops are trained in group process skills, leadership skills and methods, and developing team building.

The methodology is an experiential learning process based on various activities which are used to illustrate and explore individual and group behaviour, engage participants in dialogue, and seek alternative acceptable behaviour. Each AVP programme was run over four hours over four consecutive days. The AVP basic was run at the beginning of the IYOP (as the first intervention), the AVP advanced two months later, and the AVP Training for Facilitators (T4F) towards the end of the programme.

Assessment and evaluation processes are integrated into the workshops and participants reflect on their growth and challenges they faced since the last workshop at the beginning of the next one.

Participants trained as facilitators are able to join the AVP Facilitator team to undertake workshops while in prison and post-release.

A number of key achievements were made during the AVP Basic workshop with the participants. These included:

'Ngifunde ukumamela umuntu' (I learnt to listen to people)
Participant15

From the AVP Advanced workshops the following insights were gained by participants:

The AVP Training for Facilitators allowed participants to:

During the Training for Facilitators a visiting observer documented the process (with the permission of AVP and the participants). This provided valuable insights into how the AVP process impacts on the group and individuals within the prison context.

Programme Business Skills
 
Name of Organisation BEntrepreneurING
The programme aimed to develop participants' self-knowledge and self management skills, help them re-frame their current context and the skills they have acquired in the business of crime so they are empowered and motivated to change, and to develop a future vision of themselves and a sense of purpose. In addition, the programme aimed to teach practical skills to start up and sustain a business that reinforced and developed their unique package of skills.
The programme was offered as four modules:
Module 1 Investigating myself, my present, past and future. Expected outcomes were to strengthen self image, increase awareness of own skills and talents, draw out positive aspect of self and their past, and create a sense of possibility and hope in their future.
Module 2 Feasibility study.
In group discussion they brainstormed business ideas based on the skills and resources available in the group. They were then taught to undertake a feasibility study. The outcomes were to look at the world with an entrepreneurial 'eye', develop a sense of various business opportunities outside, and to learn skills for testing business ideas.
Module 3 Basic business plans, cash flow margin and profit. This module provided an understanding and basic business vocabulary, and developed an understanding of, and practice, of price costing, selling price and profit margins. A cartoon story book was used as a learning tool.
Module 4 Marketing myself and my business, managing myself as an entrepreneur. An understanding about marketing and types of marketing and promotional period was provided, and how this can be applied. In addition, participants explored how to sell themselves as a personal brand.

The modelling of one of the course facilitators was powerful as being self-employed and an entrepreneur made it appear possible. Key outcomes included the recognition and valuing of existing experience and skills of the offenders, the exposure to the option of legal self-employment (the offenders were excited to know that they could make money legally), enhanced self-esteem, the gaining of practical skills and knowledge, and the exploration of a vision for themselves and their community.

The participants were given the contact number of the organisation for them to contact for support in being self-employed after release.

'If you want to be an entrepreneur you take small steps every day
to make my vision come true'
Feedback, Morning Star participant

In addition to the business skills programme, BEntrepreneurING offered a writing programme to the participants as the IYOP drew to a close. This was both an identified need to encourage creative skills as a result of the business skills course, as well as a method to 'capture' more qualitative feedback for the evaluation.

Successes of the writing programme include:

Programme Substance Use
 
Name of Organisation: Centre for Alcohol and Drug Studies (CADS)
A division within SANCA (Johannesburg)

The programme involved a prevention and awareness programme that dealt with addiction, information on drugs and alcohol, the impact of addiction on the physical, spiritual and psychological functioning, dealing with peer pressure, coping with relapse and high risk situations, and the links between drugs, HIV and STDs. The focus of the programme was to engage offenders in positive behaviour change through promoting healthy living and habits, and encouraging individuals to take responsibility for meaningful interpersonal relationships. Six sessions were held.

The methodology incorporated providing information through the use of videos, brochures, guest speakers (for example a recovering alcoholic), handouts and activities, followed by discussion, feedback, group presentations, role plays and opportunities for questions and answers. The role-plays provided opportunities for offenders to experience being in different situations and to face the challenges of 'saying no' and changing their behaviour. Offenders were given opportunities to be honest about their drug-related behaviour and the consequences of it. Individual high-risk situations were identified and participants developed original and realistic ideas and plans on how to overcome personal addictions.

During one session the relationship between crime and drugs was raised. Offenders "spoke passionately about their involvement in criminal activities" (CADS report). One offender revealed he was a gang leader and provided insights into the relationship between drug use, drug trafficking and crime. He revealed how important drugs were in him feeling powerful and strong in order for the gang to achieve its goals, and that peer pressure played an important part in 'safety in numbers'. Of interest is that during the session there was an 'awakening or realisation that friends are not here to rescue one from negative situations or necessarily visit one at Correctional Centre. Family usually play an important role in this regard' (CADS Report).

The facilitators were concerned that the offenders gave model answers, indicating their level of awareness of issues and 'correct attitudes', but that it was not possible to detect their honesty especially as what was often written about did not correspond to the verbal response or experience.

Programme Vuka S'Hambe
 
Name of Organisation: Centre for the Study of Violence and Reconciliation (CSVR)

The Vuka S'Hambe programme is a psychotherapeutic approach to life skills that promotes the development of self knowledge, psychological well-being, and promotes an authentic self-esteem. Expected outcomes included assisting young offenders with anger, stress management, developing emotional relationships with others, developing decision making skills and included a restorative justice approach to encourage taking personal responsibility for one's actions as well as creating awareness of the impact of actions on the victim.

The methodology is based on an experiential process intended to engage participants in creative ways to reflect upon themselves and learn new ways of thinking, feeling and behaving. Games and puzzles were used to promote thinking skills, managing emotions, problem solving, sharing, decision making, managing conflict and self awareness. Each session began with the lighting of a candle and placing it in the centre of the circle to provide continuity and safety. To promote self-knowledge, facilitators gave participants the opportunity to self-monitor changes in their behaviours, thought (attitudes) and feelings. They were encouraged to share their reactions to the experiences in the group and encouraged to give and receive feedback.

The length of the intervention was scheduled for 26 sessions, and the programme was run throughout the IYOP. The Vuka S'Hambe programme served as a weaving thread throughout the IYOP. Even though other programmes came and went, the Vuka S'Hambe facilitators remained constant and gave a sense of continuity, assisting participants with emotional difficulties as they emerged, providing debriefing opportunities when incidents arose such as fights in the sections and the sexual offender intervention.

Only two sessions were given to the restorative justice component of the programme because four sessions were lost due to Correctional Centre operational factors. The two sessions provided an overview of restorative justice and "set the scene for them to take responsibility for their crimes and to recognise how their actions impacted on the victims" (Vuka S'Hambe report). The programme recognised that this topic was not addressed adequately, and there is a need to take it forward.

Key changes that the Vuka S'Hambe programme brought about in the young people included the following:

Of interest was the month-long break in the Vuka S'Hambe programme during July as this impacted on the group. The report highlights the necessity of then having to take two sessions to 'warm up to the group again' and the need for participants to share their growth.

The challenges in taking this programme forward include the need for follow-up after release and within the Correctional Centre to sustain and deepen the change.

Programme Family Reintegration
 
Description of intervention: National Institute for Crime Prevention and Reintegration of Offenders (NICRO)

The NICRO intervention focused on family relationships between the offender and the family. The objectives were to enhance family involvement and contact with the offender, increase awareness of the rights and responsibilities of families during imprisonment and after release, and involve families in the rehabilitation and reintegration of offenders. The programme involved group discussions, contact with family members (by telephone or a personal visit), and one-on-one counselling with the offender. The intervention aimed to provide continuity between what happens inside the Correctional Centre and outside. Where necessary, action plans or further referral were made.

Three group sessions were held with the inmate participants for about 2-hours each. The first session explored the family as an institution in terms of who and what is a family, the role of a family and different roles within a family structure. Activities allowed participants to explore the differences between functional and dysfunctional families. The second session unpacked the participants' relationship with their family. This session was difficult for some participants as they shared personal details with the group. This was very touching and brought out many emotions and issues in family relationships.

The third session focused on identifying any issues or needs the participant might want to restore in their family relationships. This was based on the drawing the participants had done of their families between the second and third sessions. This provided insights into the nature and state of the relationships for the facilitator, and possible areas for intervention.

NICRO received positive responses in the evaluations of the sessions from the offenders who participated, and indicated that they felt there was group respect and adherence to the agree group rules. However three participants did not participate in the group sessions. Reasons cited were one transfer of an inmate, ill-health, and loss of interest.

The group sessions were followed by one-on-one sessions with each participant. The graph below illustrates the number of one-on-one sessions (contacts) held with programme participants by the NICRO social worker to facilitate family reintegration.

The majority of participants (49 percent), as illustrated in the graph below, had three individualised sessions with the social worker. The number of sessions depended on the needs and counselling required.

Graph 1: Frequency of One-On-One Contact by NICRO Social Worker with Inmate

In addition, the facilitator held fourteen telephonic conversations with family members to mediate relationships, convey concerns of participants, and restore family communication. Two home visits were undertaken towards the end of the programme. The social worker experienced difficulty in trying to contact family members and to re-establish connections with three of the participants. Many family members did not have telephones, worked long hours or had moved and were difficult to trace. In one instance, the family members did not want to have anything to do with the offender.

The original proposal indicated that family group conferences would be held after the one-on-one sessions. However this was dependent on the needs of the participants and only one conference was held. This is discussed later in the report.

Programme Relationships and Sexual Health (HIV/AIDS)
 
Name of Organisation Themba HIV/AIDS Organisation

The organisation has developed the 'Interactive Themba Theatre' (ITT) methodology to help individuals explore ways of transforming their lives and giving them techniques to practice behaviour to keep themselves safe within the context of HIV/AIDS. The ITT methodology was developed specifically in South Africa, and includes aspects of drama therapy, psychodrama, theatre games, improvisation, formal teaching methods, forum theatre, play devising, play directing and performance.

The initial performance-workshop aims to:

The initial performance-workshop (given to a larger group of inmates at the prison) was followed by fourteen action based workshop sessions with the young people. These workshops developed participants' practical skills, such as using a condom properly, participating in a public performance, sharing information with other offenders, articulating changes in attitudes towards HIV positive people, related health and social skills, redefining relationships to others in terms of 'there's more to loving someone than just having sex', and developing the ability to talk about intimate activities openly and to ask questions. 93 percent of the participants indicated that the training 'made me think about how people who are HIV positive are treated by others', and all participants agreed that it made them think about their life. Only one participant indicated that it was not relevant to his life.

Through these participants engaging with the other young people in custody in open discussions and sharing information, it has raised the 'consciousness' of the entire cell. As one respondent in the post training evaluation wrote in response to the question 'As a result of this training I am going to … talk about HIV/AIDS'.

The sessions raised a number of issues about sexuality, sexual relationships, sexual development and masturbation. There is a need to provide further workshops on issues such as pregnancy, birth, and the biological aspects of being human and 'being alive'.

One of the challenges the programme faced is gaining the support of the DCS health department regarding HIV testing procedures within the custodial setting and gaining the support of healthcare staff in relation to communicating safer sexual practices.

D. Boksburg Correctional Centre IYOP Participant Offender Demographics

The demographic survey was completed by 16 of the 20 participants. The figures below are based on this. The exception is for the offending behaviour where offences of all 20 participants were included.

Age of the participants at beginning of programme

Of the twelve participants the programme had the (official) ages for, two of the participants were 18 years of age at the beginning of the programme, four were 19 years and six were 20 years. One participant was transferred to the adult section during the programme as he turned 21 years of age, and continued to participate in the programme as Centre management arranged for him to be escorted to the juvenile centre for sessions. It was noted during the programme that there was a discrepancy between the 'actual age' of some participants and the 'prison age'. Given that more services are offered to children and juveniles through the criminal justice system, many young people will give their age younger than they actually are in order to benefit from the juvenile criminal justice process and services. Consequently there is often a discrepancy between the official age and the actual age of the participant.

Offending behaviour: Conviction and sentences

The table below indicated the convicted offences committed by the selected group of 20 participants. Seven participants had two or more convictions. All participants were convicted of serious crimes. The highest category of offences is for economic crimes.

Table 1: Frequency of Convictions
Robbery and theft 9
Housebreaking 5
Armed robbery 2
Possession of stolen property 2
Culpable homicide 1
Assault 1
Damage to property 1
Escape 1
Aggressive robbery 1
Drugs 1

The selection criteria specifically excluded rape convictions, as the integrated approach did not include a specific intervention to address and prevent this type of crime. Of interest is the finding that seven participants self-reported previous criminal activity prior to this sentence: one of whom was placed in a place of safety previously.

As indicated in the following table, the majority of the selected participants were serving a two to five year sentence. Eight of the participants had only served their sentence in Boksburg Correctional Centre, four had served part of the sentence in one other juvenile centre, two participants in two other centres, and one had been in the Awaiting Trial centre. Five participants did not answer this question.

Table 2: Sentence duration
Sentence less than 1 year 1
Two years or less 3
Two to three years 5
Five year sentence 4
10 years 2
18 years reduced to nine 2

Of interest are the sentence scenarios that this group of participants fall into. These are highlighted below:

As discussed previously, the age at sentence, duration of imprisonment and age of release is likely to impact on the developmental stages of the young person and their experience while incarcerated, as well as the reintegration experience after release. Unfortunately an in-depth analysis of these scenarios was not possible within the financial and time constraints of this review.

Criminal family associations and ties to anti-social behaviour

There was a high level of criminal association within the family structures for these participants indicating ties to criminal networks. Thirteen participants indicated that close family members had been convicted of a criminal offence. Two participants had more than one family member convicted. Family members convicted included mothers (6), uncles (3), fathers (3), step-brothers (2 both for rape) and brother (3). Mothers were convicted for economic crimes (shoplifting 2), interpersonal violence (assault 2), attempted murder (1) and murder (1). In one family the mother and a brother had been convicted of murder.

Three participants indicated that they had been involved in anti-social behaviour - gangsterism - prior to prison. Two of whom were still involved in gang activity while in prison at the start of the programme. Of interest is one participant who responded 'yes' and stated it was with the IYOP group.

Family structures and bereavement

The participants' family structures differed. However, most offenders indicated that they had moved between family members' homes while growing up. Only one inmate did not indicate that his home was within the East Rand of Johannesburg. Of interest were two participants who wrote that their home was the 'public phone prison' indicating a lack of connection with family members and a lack of belonging to a community outside of prison.

The table below (Table 3) indicates the roles family members played in the lives of the participants prior to incarceration. The roles focused on economic support (breadwinner), setting family boundaries for behaviour (disciplinarian), taking care of one (carer) and who the inmate could confide in and share hopes, challenges and go to for emotional support (confidante). Mother's by far take on the majority of these roles, while very few fathers appear actively to be involved in parenting the child. Only one inmate indicated that both parents were the 'carers' in his family. Of interest is the high number of siblings (brothers and sisters) who are the breadwinners and support family members.

Table 3: Who played the following roles in your life?

 Breadwinner Disciplinarian Carer Confidante Total
Mother 7 9 8 8 32
Father 3 5

8
Brother 3 1
2 6
Sister 4

2 6
Aunt

1 1 2
Grandmother
1 4 2 7
Girlfriend/lover


3 3
Friend


1 1
Mother and Father

1
1
 
Graph 2: Family Bereavement experience

Every participant surveyed indicated that they had lost a close family member and experienced bereavement. The graph below (Graph 2) indicates the frequency of family members deceased.
Substance use and abuse

Graph 3 below indicated the frequency of use of substances. Alcohol and dagga are the substances that are used the most within the 'sometimes' category, indicating that some participants are not dependent (addicted) on them. However, Dagga and Mandrax were reported to be used 'always' indicating greater addictive use. Two participants indicated that they had never used drugs, while four respondents did not complete this section of the survey.

Graph 3: Frequency of self-reported substance use

Of concern is the early age at which some of the participants began to use illegal substances. At the age of eight and nine years, two participants began using inhalants (such as glue) and dagga respectively, three started to use drugs and alcohol by ten years of age, and 40 percent began to use alcohol during their early adolescence (13-16 years). Alcohol and dagga are the most common substances used, followed by mandrax. Only one inmate self reported the use of 'Rock' at the age of nineteen.

Educational experience and cognitive skills

55 percent of the participants had an educational level above Grade 9, with no participants with educational levels above a Grade 11. Four participants had Grade 6 and Grade 7 educational levels. The Grade levels attained are presented in the table below. None of the participants were involved in formal education or further study prior to the IYOP programme. In terms of the intellectual scores, three were below average, five were average and six were above average.

Table 4: Highest Grade Achieved
Grade 6 1
Grade 7 3
Grade 8 0
Grade 9 4
Grade 10 3
Grade 11 4
Grade 12 0
Post matric diploma, certificate 0
Not known 4

A number of the participants had repeated grades or had failed to continue with education. Seven participants indicated that arrest or prison had stopped them from continuing. One indicated that he had to repeat a Grade because of his involvement in crime and another participant indicated that he had to repeat Grade 3 because of being truant from school. One learner repeated both Grade 5 and Grade 7 because of drugs.

In three instances lack of money hindered the schooling process: two participants had to stop at Grade 7 and Grade 10 due to lack of money, and one participant repeated Grade 4 only to have to stop at Grade 7 as their was no money for further schooling. Other reasons for repeating grades are the movement during the school year to different locations to stay with other family members who could provide for the child. Only one inmate indicated that he repeated due to not being ready for the next grade. Five respondents did not complete this section of the survey.

E. Findings: Juvenile Offenders

E1. The Morning Stars

The participating offenders were asked to come up with a name for their group during the Vuka S'Hambe programme. The name they chose was 'Morning Stars': 'Ikhwezi lomso' (Xhosa), 'Inkanyezi yentathakusa' (Zulu). This gave them the sense of identity and meaning. This was a reflection of the impact of the candle used at the beginning of each Vuka S'Hambe session, and light, as both a literal experience and a means to describe figuratively the journey they undertook as part of the IYOP. The group indicated that the name meant they were moving from darkness to light, they had been lost and felt they were moving from ignorance to being informed. This idea was then translated graphically into the murals they painted on the walls in the room which was being used for the programme: an offender holding a candle and walks towards the future. The motto they chose was: 'on the right track'.

'This candle is a symbol of our hope for our future.
It shines in our hearts and in our minds in times of darkness.
It reminds us that we are alive. It became for us like a magnet bringing us close,
And allowed us to learn to trust again'
Morning Star offender, graduation ceremony 2004

Being part of this 'gang', as one member indicated in the demographic survey when responding to gang participation, and feedback from the morning stars about what made it easy to attend the programme, suggests that the group provided a sense of belonging, acceptance, affirmation and community.

'We shared each other the things that we did not know'
(Participant 1)

The following reasons were noted in terms of why participants continued to be part of the group:

'Encourage one another and give each other support'
(Participant 12)

Members were very positive about each other and expressed positive feelings about one another as members of the morning star group: 72 percent indicated that the group made them happy, 53 percent found it friendly and special and 33 percent found the group caring. As one participant wrote:

'I felt like I am their child'
(Participant 8)

E2. Choosing a Non-Criminal Life: Building Resilience and Addressing Risk Factors Associated With Re-Offending

As stated previously, the IYOP aimed to build resilience among young offenders to enable them to choose a non-criminal life, and to address the factors associated with re-offending. The programme objectives, the range of protective factors targeted and the expected outcomes are highlighted in the framework in Section 2 of this report. The purpose of this section is to highlight the findings based on the evidence from the evaluation process of the extent to which the young participants have achieved the expected outcomes and altered their attitudes and behaviour.

Although the aim of the IYOP is to prevent recidivism, this review is limited in that it determined the impact on the targeted outcomes immediately after the programme. A longitudinal study to track offending behaviour post-programme would provide further insight into the effectiveness of the IYOP to reach this goal.

Expected outcome 1:
Improvement in cognitive skills, and demonstrate open attitudes towards
education and learning opportunities.

The assessment process undertaken for the selection of participants determined cognitive skills of the participants and their potential to learn from the intervention. Unfortunately the programme budget could not cover a post-assessment to determine growth in cognitive skills.

It is noted in the pre- and post-surveys to determine changes in the attitudes and understanding of the protective factors on their lives and the enhancement of life skills, that the reasons and motivation for participant answers to questions has changed. In the post-survey they tend to be more articulate and demonstrate a greater understanding of the issue, and depth of insight into internal responses and how they can apply what they have learnt in their lives.

The writing presented by the participants from the writing workshop demonstrates a growth in writing skills as the writing becomes more expressive and there is an improvement in language structure. These workshops encouraged writing in English with the expectation that the writing skills could be applied across languages. Of interest was the confidence of many participants to share their depth of understanding through reading poems, writing extracts or reflecting verbally on the programme at the graduation ceremony.

Given that 55 percent of the participants of this group had attained educational levels between Grade 9 and Grade 11, there is scope for further educational and learning opportunities. Despite disrupted schooling for many, five participants indicated that they wished to continue to study. One participant indicated he wanted to become a psychologist prior to the intervention and afterwards was more realistic about becoming a facilitator and was proud of his achievements.

'I want to (go) back to school and complete my matric and when completed my studies, I want to be psychologist, soccer star'

Participants' ability to reflect on themselves and the processes in the group improved significantly over the course of the intervention. The reflections during the Vuka S'Hambe sessions shifted from being merely about events in their lives, towards a greater depth of introspection. They started to reflect on their reactions to situations in their lives; and they grew to identify and express their feelings to these situations with ease. Some of the participants' ability to comprehend was evidenced by their ability to summarise and make links to what was learnt in previous sessions or other programmes, and their meaningful engagement was also shown in their ability to ask relevant questions.

Expected outcome 2:
Demonstrate improved communication skills, assertiveness and self control.

Participants were asked to rate themselves on how often they liked themselves. 71 percent of the participants (10) marked the same response prior to and after the programme. Of interest are the reasons they gave for these ratings as there is a shift from external aspects such as being good at soccer, taking care of oneself, liking oneself because one can ask for help or trust oneself; to a greater awareness of knowing who one is and expressing internal strengths and needs.

28 percent (4) marked an improvement in self esteem. The most noticeable was one participant who marked 'never' in the pre-questionnaire and wrote: 'I want to change my life. I want to be a normal person in our community, to be proud about me'. In the post-questionnaire he marked 'always' with the reasoning: 'I must accept the way I am. And I am proud …' Their was also a marked shift in recognising his own strengths and a greater commitment to living a positive life.

One participant (7 percent) rated that he liked himself most of the time in the post-survey whereas in the pre-survey he rated 'always'. The reason in the pre-survey focused on him being good at external aspects such as soccer and education, whereas in the post-questionnaire it is about knowing himself and other people's perception of him:

'I know who I am and where I come from. Most the time people they like me that is
why I like who I am'.

In terms of participants' ability to handle their emotions prior to the intervention and post-intervention, 36 percent felt that they could handle their emotions the same as before, 36 percent felt they had improved skills to handle their emotions, while 28 percent (4) indicated a lower rating in being able to handle their emotions but a greater understanding of their emotions and their reactions to their emotions. As one participant wrote in the post-questionnaire:

'If you are unable to recognise what you feel it is your own problem. If you are a
person you need to recognise the feelings'.

In the pre-survey he had given no explanation for indicating that he always could handle his emotions.

Initially it was difficult for participants to identify feelings that they found difficult to manage. Two participants identified the difficulty of being in prison, one their difficulty in dealing with sexual feelings (desires) and others were broad issues of poverty, smoking, being released and 'feeling coming from my heart'. Other participants indicated happiness (1), patience (1), violence (1), fear (1) and anger (1). After the intervention the majority of participants (5) identified the feeling of anger as being difficult to deal with, one still indicated smoking, another, loneliness. One participant indicated that he could deal with all emotions now, and one indicated the difficulty he had in dealing with his emotions when somebody was beating him.

A facilitator of the Vuku S'Hambe programme noted a positive change in the participants' ability to communicate and how this was transferred into positive body language, improved self esteem and confidence in interacting with other people. The observable changes included making appropriate eye contact during sessions; displaying an open rather than closed posture during sessions; and engaging with interest in the activities. It was also observed that these changes were more evident in the participants whose assessments suggested evidence of low self-esteem and depression at the beginning of the intervention. The therapeutic approach of the Vuka S'Hambe programme, which facilitated exploration and healing or resolution of emotional concerns, and secondly the group approach utilised by all the programmes which offered a sense of community and a shift from isolation, allowed some of these participants to experience acceptance, optimism and positive esteem.

By the end of the Themba HIV/AIDS sessions more of the young people were sharing openly about intimate personal experiences and asking detailed questions with regard to relationships and sexual health. This indicated both increased individual confidence and the creation of a supportive environment where people were respected and listened to. An increase in self control, assertiveness and confidence was also evident during the preparation and performance of their plays to other prisoners, staff and members of the public. The young people spoke about controlling their anxiety and nerves and the role of 'self talk' in doing this: one telling himself, when he wanted to hide, 'I can do it'. This experience of overcoming disabling emotions contributed to their ability to perform their final presentation.

In addition, participants noted the improvement in their verbal and listening skills. As two participants said at the end of the programme:

'Learn how to communicate with other people'; "I messages" and try to understand
others not the same'
The programme 'really change(d) my life in many things because now (I) respect
people; when somebody talking must listen before, then speak …'

Expected outcome 3:
The participant is open to opportunities to transform conflict and to see possibilities that problems can be solved. Demonstrate these skills in their life given the prison context.

During the final focus group almost all the participants recalled an aspect of the Alternative to Violence 'mandala' for transforming conflicts. Many indicated the skills they had learnt – such as 'thinking before reacting', 'I messages' and looking for a non-violent path to solve conflicts and problems.

'Before I come to programme thought if solve problems must fight, know violence not
way to solve problem: if someone want to fight must find another way'
Participant, final evaluation focus group

The advanced AVP workshop focused, as chosen by the participants, on 'fear and anger'. As per the report: 'As the sessions progressed more and more participants wanted to talk about their criminal offences; they felt this was helping them to understand how anger had led them to commit these offences. Their understanding went even deeper (than) this; to see that their anger was based on immense fear of being hurt had they not acted violently in certain situations. This led them to understand that it is not just anger they need to deal with, but their deep-seated fears … . All in all, this was a very sensitive situation because whilst their openness led to a greater understanding of their past, it also opened up new fears about their victims, particularly when they get released.'

The evaluation process which is integrated into the AVP workshops highlighted the honest and genuine desire the participants had for searching for alternative ways to live their lives. Feedback from the participants after the AVP workshops indicated the difficulties they have experienced in applying the skills within the prison context because of the lack of skills of other offenders. Despite this challenge, many indicated how they are applying the skills in their daily lives.

Expected outcome 4:
Increased knowledge and ability to engage in dialogue to inform attitudes and possible behaviour changes in relations to substance use and healthy living.

There was a 21 percent increase in recognition of the importance of living a healthy life after the IYOP programme. The understanding of what it means to live a healthy life varied for each participant. This ranged from healthy eating, exercise, looking after one's body, not being violent and abstaining from drugs, to having a house, wife and one's own children. One participant highlighted (in the pre-survey) the fact that prison itself contributes towards an unhealthy lifestyle:

'I am not healthy by living in prison. Instead I become aggressive … prison is a very
dirty place the(y) do not contribute with such thing with healthy lifestyle'

All participants highlighted the core messages of abstinence and the impact of illegal substances on ones body and life. Two participants indicated that they had stopped using drugs or smoking (dagga or tobacco). One participant indicated that he still has difficulty in not smoking but he was thinking about stopping, and one was considering stopping 'liquor'. Of interest was the acknowledgement of how drugs had led them to be in prison and how it met certain needs of theirs prior to prison: it gave them a sense of belonging as 'I was not alone'; for a sense of powerfulness and purpose 'to see them self bigger than other' and so that others feared them; to go and do crime as it gave them confidence; to enjoy themselves; to overcome problems; to make money by dealing and using drugs; and to hide fear. Furthermore a participant indicated that he avoids fellow inmates who 'do bad things' although he did not elaborate on what this is.

'My body must be healthy all the time, body cells must work well.'

Initially most participants starting the Themba HIV/AIDS workshops believed that if you found out you were HIV positive death soon followed. This perception had changed by the end of the programme with the young people able to discuss how to live a healthy lifestyle whether HIV negative or HIV positive. Healthy eating, exercise, safe(r) sexual practises and the impact of drugs and alcohol on the immune and reproductive systems were all explored. They were also able to state the signs of other sexually transmitted diseases, including skin to skin infections along with how to keep safe from these. The young people shared their own experiences of STIs and their concerns about the impact of substance use on their sexual health. The participants recognised the benefits of the physical activities contained in the Themba sessions.

Expected outcome 5:
Develop greater understanding of HIV/AIDS, sexuality and sexual relationships to make informed decisions in their own lives.

The post-IYOP programme evaluation indicated an increase in knowledge about HIV and AIDS, sexual intercourse, sexuality and sexual relationships, and a shift in attitude towards taking care of oneself and others. There was an openness to raise issues and to talk about health concerns, such as masturbation and using a condom. This confirms the findings from the Themba HIV/AIDS Organisation's pre and post intervention surveys conducted with the participants. The following results are taken from eight participants who completed both the pre and post surveys (16 in total). This number is lower than expected due to participants missing sessions, or being transferred or released (see discussion further in report regarding programme participation and intensity).

No participants answered all the knowledge questions correctly in the Themba HIV/AIDS survey prior to the intervention. 25 percent answered all the questions correctly in the post survey; 37.5 percent scored 90 percent in the post-survey. This indicates that 62.5 percent of the participants gained a significant amount of knowledge during the intervention. In all but two of the questions participants scored higher correct responses in the post surveys.

The surveys indicate an increase in awareness of previous sexual behaviour that may have put themselves or their partners at risk of getting pregnant. 37.5 percent indicated they 'may have' in the pre-survey, whereas 62.5 percent indicated this in the post survey. Of interest is that 50 percent of the respondents indicated that they 'do sexual things that put me at risk of getting HIV' in the pre-survey, whereas 37.5 percent indicated this in the post survey. However, 25 percent in the post survey indicated they were 'unsure' about this compared to 12.5 percent; suggesting that participants were more aware of their previous behaviour and engaging in the process of contemplating behaviour changes.

In terms of previous condom use behaviour, one participant changed their answer from saying they had not used a condom last time they had sex to 'yes'. This suggests that one participant is having sex while in prison and using a condom. As part of the programme all participants practised putting a male condom on a wooden condom demonstrator and were able to ask questions while doing this.

The pre-survey indicated that 62.5 percent of the participants believed that a woman did not have the right to refuse sex if her partner or husband had an STI: in the post survey this had dropped to 37.5 percent. In the pre-survey all participants indicated that a woman had a right to ask her husband or long term partner to use a condom if he had an STI, whereas in the post survey 87.5 percent agreed with this and one participant indicated 'no'. The 'no' response may be due to one participant expressing anger towards the IYOP in the last week as the programme was drawing to an end and he expressed concern and anxiety about being 'abandoned' by the facilitators. Consequently he was aggressive and negative towards the programme and this is reflected in the survey he completed.

In the post survey, all participants indicated they knew where to go for an HIV test compared to 75 percent in the pre-survey. Two participants had gone for an HIV test prior to the intervention, and this increased by one during the intervention.

Of interest is a shift in thinking that the participants knew someone who is HIV positive. In the pre-survey 37.5 percent indicated that they knew someone who was HIV positive, which dropped to 12.5 percent in the post survey. This suggests a shift in making judgements about people not based on stigma or perceptions, rather on open communication and trust. 37.5 percent in the pre-survey indicated they would be friends with someone who has HIV, and the same percentage indicated that they 'maybe' friends. In the post survey, 75 percent said yes, 25 percent 'maybe'. During the Themba sessions one participant shared that his girlfriend contracted HIV after being raped while he had a gun to his head. Participants had different reactions to continuing the sexual relationship or not, and the issue of remaining friends or not. Of interest was the level of discussion this evoked, the level of engagement by all participants in facing the reality of sexual relationships and friendships, and the group support offered to this participant to explore his emotions, attitudes and consequences of actions. The consensus at the end of the discussion was that one had a choice about continuing a healthy sexual relationship, and that it was important to remain friends with the girl and not abandon her because of her being HIV positive or her past experience.

Empathy with HIV positive people increased by 25 percent in terms of understanding how difficult it might be for a person who is HIV to tell someone.

'I want to help people and those people who are sick because of HIV' (post)

In the pre-survey, 37.5 percent thought that talking about safer sex may scare off a boyfriend(s) or girlfriend(s). In the post survey this had dropped to 12.5 percent. The pre and post survey results remained the same for participants' ability to ask a partner about their past sexual experience: 62.5 percent indicated that they would find this difficult. 62.5 percent indicated in the pre-survey that it would be difficult to tell their partner about their past sexual experiences compared to 50 percent in the post survey.

When it came to being able to talk about and negotiate safer sex with someone they wanted to have sex with, all indicated in the pre and post survey that they would be able to. However findings from confidence levels in responding to specific situations suggest a different ability. 25 percent of the participants indicated they were very confident to be able to start a conversation about past sexual behaviour in the pre and post surveys. 37.5 percent indicated they were not at all confident to talk about this in the post survey, an increase from 12.5 percent in the pre-survey. This suggests a far greater awareness of the issues and consequences of talking about past sexual behaviour and the difficulty of opening spaces in relationships to do so. Similarly, in relation to confidence levels in being able to refuse to have sex and still be friends, once again there was a decrease from being very confident (50 percent to 25 percent) towards being 'a bit confident' (25 percent to 37.5 percent).

Confidence levels in relation to refusing to have sex without a condom (for an existing partner where no condom is currently being used) increased by 25 percent, with one participant acknowledging in the post survey that he would not be at all confident to refuse. 25 percent of the respondents in the pre-survey indicated that they were very confident to use a condom properly, whereas in the post survey this had risen to 62.5 percent.

There appears to be a need for an understanding of basic health care and an understanding of how the body functions. The Themba HIV/AIDS Organisation facilitators were constantly asked questions not only about HIV and sexual relationships, but also about pregnancy, childbirth and general health. There was great interest in masturbation as a safe form of expressing sexual desires while in prison.

Of concern was the lack of knowledge and practical support from the correctional centre's health services. The sustainability of the outcomes achieved from this intervention need to be reinforced by management and health officials: core messages and positive behaviour changes must be based on accurate information irrespective of personal beliefs. For example, the young people were open about masturbation as an alternative to penetrative sex within the prison setting; however a health official undermined these positive behaviour changes by stating that 'masturbation causes acne'. The staff must be aware of the issues that the young people are grappling with in terms of healthy living and sexual relationships as they will then be able to provide support for them to make informed decisions both in and out of prison.

A further concern was the set-up within the centre for HIV testing and Voluntary Counselling and Testing. One of the participants shared with the group, initially in the CSVR Vuka S'Hambe session, which was followed through in the Themba sessions, his negative experiences of sodomy while in prison. He was supported by the group in dealing with this trauma. He had been to the clinic for an HIV test and was given medication; however the clinic indicated that they did not do a further HIV test and consequently the participant does not know whether he is HIVpositive or if the treatment was effective. Because the system was not functional, even though they expressed concern about their situation, the young people that wished to find out if they were HIVpositive or HIV- did not do so while in prison as it lacked the support, care and follow-through. In addition, as many were nearing the end of their sentence it was deemed more appropriate that they go to a clinic based in their community where they would be able to receive pre and post-test counselling and support.

Expected outcome 6:
The offender acknowledges they can access and create employment opportunities away from crime.

The participants were eager to learn and share their knowledge and experiences with the group in the BEntrepreneurING training. The course content 'was quite refreshing for them as it helped to remove them from their own realities as they learnt about cash flow projections and marketing techniques'. The realisation by participants that they had valuable skills from crime and individual capacities motivated them to participate and to start working on their business plans while still incarcerated. The intention is that after release they will have a concrete action plan to immediately begin implementing. It was acknowledged that family members may be more willing to support them if they see a concrete road ahead. The sharing of past business experiences, such as selling fruit and vegetables, confirmed the possibility of 'how it is genuinely possible to make an honest living'.

'We must not rush to have a job we must plan first'
Feedback from a Morning Star participant

Post-release, six participants plan to start their own small business, four want to find employment, one wished to become an actor, and two were looking at facilitating or teaching on programmes within the IYOP.

'I plan that I will open a fruit corner shop'.

Feedback from the participants during the final evaluation focus group indicated the scope of options for legal economic participation which participants are considering. There was a strong commitment by participants not to return to a life of crime, and they did see opportunities for themselves as entrepreneurs or to be employed. Participants were motivated by the realisation that they could start their own business with very little, and that it could start small and grow and that they could still be successful.

'In business (I will) use my crime skills to open business'
'I must learn and finish school so that I can get a job and live well and help other people and those that are poor'

Expected outcome 7:
Improved relationships with the family while in prison and to develop plans for post release housing and family acceptance.

There were no clear trends emerging regarding the impact that the offender felt his actions had had on his family. This suggests that their personal development through participating in the IYOP as well as the process of family reintegration undertaken by NICRO was specific to individual needs and journeys they were undertaking.

The NICRO social worker indicated that each case is specific to the offenders' family structure, and the relationship they had with the offender. In addition, the criminal behaviour and pre-sentence lifestyle of the offender impacted on the family – although the offender was not aware of this prior to the one-on-one sessions held with the social worker. Many of the families indicated the hurt and anger they felt towards their child as a result of the crime they had committed and the stigma this had placed on them. In some instances, the family member 'punished' their child for this by not visiting them. Another reason given for not visiting the child was due to lack of finance for transport and work commitments.

It was difficult for the social worker to establish connections with family members and mediate the specific issues between family members and the child. As stated previously, family members had moved, did not have telephones, worked shifts or long hours or were not open to the mediation.

Of concern was one participant who was due for parole however his parents had passed away and no family member would house him as per the parole conditions. The social worker made efforts to find a 'shelter' that would accept him, with the result that he was accommodated at the Salvation Army.

One Family Group Conference (FGC) was held between family members and the offender. Although both maintained that they had a good relationship and family members regularly visited the child, the participant wanted to apologise to his family for his actions and the hurt he had caused them. The social worker mediated the conference and indicated that it benefited both the family members and the participant.

Three of the participants indicated that they grew up in families that were abusive (alcoholic fathers and mother), and one indicated he grew up in a family without love. One of the offenders is a father and his plan after release is to be good father to his child – not like his own father. Another participant has lost contact with his surviving aunt and his younger brother, who is a 'thug' in Vosloorus.

One member indicated that after his release, he would have to look after his younger siblings when his old and sickly grandmother passed away. The social worker undertook a home visit to the family and met with family members who reassured her that the participant's siblings would be taken care of, and that he would be welcomed home after his release. This was conveyed to the participant. The family members indicated that they would reassure him on the next visit.

A 'good life' for you means:
'It means success. To have a happy relationship with my family and have my own
properties …'

Although family members were invited to the Graduation ceremony, very few confirmed or indicated a willingness to attend. However, on the day most of the participants had a family member present and there was pride on both sides of the achievements made. The social worker highlighted that a number of parents have thanked her for the efforts she has made, and indicated that they are appreciative of the improved relationship and that greater communication is underway.

The post-programme surveys suggest that the participants have a deeper insight into what it means to be part of a family and in understanding the roles, relationships and importance of caring, guidance, communication and accountability within the family network. For all participants, they indicated a clear post-prison plan for where they would stay and how they would engage in earning an income, and what support they could expect from their family.

Expected outcome 8:
Understand the consequences of their actions on themselves, the victim, their family and community; and gain insights into restorative justice possibilities and processes.

57 percent indicated that they felt they deserved to be in prison because they had committed crime and were being punished, or that they had to correct the mistake they had made. 14 percent (2) participants stated that they had not done the crime for which they were convicted. Interestingly one of these participants admits in the post-survey that he did commit the crime and holds himself accountable for his actions.

'Because I commit crime and the time while here I correct my mistakes …'

Only two sessions were held on restorative justice by the Vuka S'Hambe programme and consequently participants did not have the opportunity to explore possible healing processes for themselves, or the victims or their family. However, at least two participants indicated in the general comments about the programme a desire to follow such processes with their victims. For example, prior to the programme, one participant indicated that he 'don't trust the family of my victim' and afterwards said: I plan to go to my victim and tell him that I am sorry for doing bad things.'

In three instances the participants had taken steps to ask for forgiveness and to begin the healing process for themselves. The participant who denied committing the crime had written a letter to the victim apologising for his actions and explaining why he had committed the crime. He received a letter back and felt he had been forgiven. Three participants in the post intervention surveys acknowledged that their victims would feel something toward them, whereas they had indicated that their victim probably felt nothing towards them in the pre-survey. Post intervention 50 percent of the participants thought their victims would be angry towards them, and 50 percent felt they would be forgiving toward them. Those who felt they were forgiven had either made efforts to ask for forgiveness, or felt that they were being punished and that 'she (is) happy with this sentence'. Those who felt the victim was angry at them tended to have inflicted physical harm (two had shot the victim), or that they had done wrong and their actions had had a big impact on the persons wellbeing or lifestyle.

71 percent indicated that they felt sorry for the victim after the intervention compared to 41 percent prior, suggesting an increased empathy towards others and accountability for their actions.

'Cause I see that I was wrong by robbing his money, cell phone and his jewellery and
shot him in the stomach' (post-survey)

Expected outcome 9:
Develop a sense of purpose and hope for the future and an internal resilience to face up to life challenges. This will be gained through an increased understanding of how risk factors have impacted on their lives and a greater understanding of the world in which they live.

There was a 21 percent increase in feeling of hopefulness about their future. 14 percent indicated they were 'mostly hopeful' about their future, as they had learnt new things through the programme, and one participant indicated this was due to family expectations of opening a successful small business.

'Because I got to fulfil (my) dream and I belief in myself that I will do this'
'I still have hope that I can make it in life. I can achieved my plans or goals'

In general there was a greater acceptance of who they were and how their past life had impacted on them. There was also recognition that the past will not stop them from achieving their goals of living a normal, good life. Through talking about past experiences and opening of potential avenues for business, the healing process has begun within themselves and in their relationships:

'My past life not stop me to reach my future, but all the same in heart and mind and
talking about past heal us.'

The challenge will be how the participants put into practice skills they have learnt in the challenges that they face in prison and after release. This is beyond the scope of this review. However, indications based on the ongoing support sessions held with the participants in the centre in early 2005, indicates that they are applying what they have learnt, sharing it with fellow inmates, and demonstrating a commitment towards a new life. The difficulty of implementing the skills within the prison context is noted, as highlighted by the AVP feedback.

'By doing this programme I achieve a lot, to know myself and I am important and to take care of myself. Lot of things think I cannot do it but through programme wake up my mind and life, talent in my life I can do it. Seek help from others … to achieve my goals. No shortcut'.

Expected outcome 10:
Develop the social, interpersonal and coping skills to enhance friendships and participate in meaningful self-development activities based on the strengths and skills of the individual. Demonstrate the growth by shifting away from criminal gang activity towards positive interaction with peers, and greater acceptance of others.

The enhancement of life skills and protective factors as illustrated above, contributed towards the self development and social skills of the young people towards their families, each other and the programme staff. In some instances, the Correctional Centre staff have noted a marked difference in the young people's ability to communicate with them. Participants have noted the change in themselves. Not only are they more aware of themselves, have coping skills, have knowledge and realise the consequences of their actions, but they are more aware of their strengths and how they can use these both in and out of prison.

'… and help me to change my behaviour. I control myself … have life in community.
(In) Cell teach other people about life.'
(Participant 14)

'I want to start creating good things about my life, to make a future plan and make positive thinking.'
Morning Star writing exercise

The shift away from anti-social associations towards a 'positive life' meant that some of the participants began reflecting on their friendships prior to prison and what their new lifestyle would mean to these friends after release. Prior to the intervention one participant indicated that his many friends had a bad influence because they would 'talk about drug, have money, nice clothes and crime'. However, after the intervention, he indicated that they had a bad influence because 'you do not share about life or do nice thing you just think drugs and crime and when you get arrested is no longer your friends'. Another participant indicated in the post-survey that they were a bad influence 'Because they have led me to darkness and they lied to me and I now see what I have done'. This suggests a greater awareness of the influence of peers.

Of interest is that at least three participants wanted to share what they have learnt with their peers both in and out prison. In addition, a strong bond was formed between the participants of the Morning Star group. The comments in the final evaluation indicated how important these positive friendships had become in showing each other a positive life style and in modelling a new kind of friendship:

'Cause if I do what is wrong they show me that now what I am doing is wrong and
they always encourage me and give support'

Facilitators noted the change in attitude and level of engagement by the young people as the programme unfolded, and observed the growth of the individuals during the intervention time and over the course of the programmes. In particular the AVP and Vuka S'Hambe facilitators noted this change as they engaged with the participants at various points throughout the programme.

'Through the IYOP I believe that genuine change can happen in this timeframe
because its very intensive and see the change they gone through, know it because
was part of it'
Facilitator

F. Effectiveness of IYOP Approach

F.1 IYOP Approach and Methodology

One senior DCS official indicated the importance of the integrated approach as the core range of coping skills are given within each programme and enhanced throughout the programme. If only one programme is offered, this limits the relationship between skills and issues and the effectiveness of interventions to meet the needs of participants and strengthen new behaviours and attitudes are not reinforced in all the programmes. The influence of the programme was noted on the participants, and concern raised as two or three participants who have demonstrated less change. The official highlighted that these participants did not necessarily meet the initial criteria of educational background and length of Correctional Centre sentence.

No concerns were raised by the participants regarding the methodology of each of the programmes, despite asking for comments. The ratings for each programme in terms of 'How I liked the way the lessons and activities were given' all scored high, indicating support for the methodological approaches used.

Each programme ran as an 'independent' programme and consequently used the method which over time and with experience programme evaluations have deemed appropriate for the purpose and content being taught. The initial conceptualisation meeting of all the partners in the IYOP discussed general principles behind the programme implementation. This included a commitment towards outcomes-based educative approaches and participative action-orientated methodologies to engage participants on a practical, physical, emotional, psychological and cognitive level.

The methodologies used were essential to ensure that all members could participate to meet their cognitive, creative and expressive needs. For example, drawing pictures provided opportunities for those who cannot process at an abstract level, but through guidance and discussion they could understand what they had put down on paper, often unconsciously. Greater assistance was provided by facilitators to those who were more reserved, and individual growth was managed by the team. Concerns and successes were discussed at the team meetings, during handover sessions between programmes, and as aspects emerged during the programme.

A case management approach towards each individual was integrated within the delivery of the programmes. Individual participants were mentored and coached through the programme and necessary individual guidance was provided by facilitators in terms of their particular programme.

F.2 Sequencing of programmes

Of interest is that 80 percent of the participants indicated that they knew which programme was coming next, whilst only one participant (7 percent) indicated he never knew which programme was next. 67 percent of the participants thought that the programmes carried on from the one before, whilst 20 percent (3) thought they sometimes did. Two participants indicated that they did not see a sequence to the programme. It is hypothesised (as the post-survey was anonymous) that these two participants had lower cognitive skills of the group and therefore were unable to make the cognitive connections between the programmes. Reflection by Correctional Centre management suggested that they have observed fewer changes in the participants who had the lower schooling and cognitive levels.

The final surveys asked participants if they found it difficult to have different facilitators for each programme. 47 percent indicated that it was 'never' difficult and 20 percent found it 'sometimes' difficult. However, 27 percent (4) did find it difficult. There was an overwhelming sense by the majority of the participants that they felt guided across all the programmes (87 percent). However, two participants (13 percent) did not feel guided. One of these participants had also indicated that that he never knew which programme was coming next, nor did he think that each programme carried on from the next.

DCS staff interviewed indicated that the range of programmes was appropriate and had no comments regarding the sequencing of the programmes. They did however note the need for a restorative justice component as a number of the participants have requested assistance in further mediation with victims. This was viewed by two staff members as an essential element in the reintegration process post-release and one of the factors that contributed towards ex-offenders returning to prison. They agreed with the proposal that this be a second phase of the programme as they believed the IYOP had raised the level of consciousness and maturity for participants to be able to participate in restorative processes.

Reflection by the organisations and facilitators at the end of the implementation phase of the IYOP suggests that the programme sequencing was appropriate and had built on the core protective factors it set out to achieve.

One of the cornerstones of effective programmes is building trust between the offenders and facilitators. All programme facilitators indicated that this was established during the AVP Basic workshop, which provided a foundation for behaviour, communication, and working relationships. Consequently the other facilitators did not have to spend as much time building this trust and group community as in other interventions in the prison context.

It was suggested that the writing and creative input begin earlier in the programme to open opportunities for participants to write a journal if they wished to about the experience (and this would require clarification on issues of confidentiality).

'The business skills training came at exactly the right time, as it was clear that all
participants were dedicated to living a crime-free life and were eager to learn the
practical steps as to how to make a living for themselves'
BEntrepreneurING report

The findings emerging from the evaluation indicate that refinement is required more on the logistical and process level of the entire programme. One of the participants suggested that the programme begins earlier in the year in order for more sessions to be held.

For example, the following observations were made by the BEntrepreneurING team, which require restructuring of how they implement the programme in the Centre:

The Themba HIV/AIDS Organisation indicated that they need to find ways to support the Morning Starts to spread the message in the Correctional Centre.

F.3 IYOP participant review of programmes

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