Kurse-pers-pro- Jumblism

interactve storytelling articles

2007-04-10T09:46:00.002Z

http://upload2.net/page/download/d7r2iBnSlhzJ4ND/Film+production++arts+initiatives+engage+offenders+and+embed+Skills+for+Life+learning+_+Offenderlearning.net.htm.html
http://upload2.net/page/download/qwCwQiKCcHzd579/Choose_adventure_instructions.pdf.html

http://upload2.net/page/download/cKPE7wNHZQepT0l/http___www.readwritethink.org_lessons_lesson_view_printer_friendly.asp_id%3D128.pdf.html

http://upload2.net/page/download/aN7iu3nyBZrRGzQ/untitled.bmp.html

http://upload2.net/page/download/iFG1V5VNBgHHTS5/pisan-icalt04.pdf.html

theatre links

2007-04-10T09:46:00.001Z

http://upload2.net/page/download/zVLGo80TcuA3Q7T/theatre+rehabilitaion+project+full+version.pdf.html

http://upload2.net/page/download/cbiNIxKHgN2HFID/theatre+rehabilitaion+project.pdf.html

youth work links

2007-04-10T09:42:00.000Z

http://upload2.net/page/download/1g9gwEN8SjWNaOt/Youth.pdf.html
http://upload2.net/page/download/rwsqCOVgMDqzhqe/254BC5D1-BE6E-435B-A361-D72FCCCD38E8_DivisionalYouthOfficer-Devon%28Personspec%29%28Sept2006%29.wps.html
http://upload2.net/page/download/JiC3z6GkbjNrIVH/ASBOandYOTsummary.pdf.html
http://upload2.net/page/download/vDMXvbS3mUbZbKK/csj.pdf.html
http://upload2.net/page/download/1IhCwCEfuQZwG17/Dartington%2520Tech%2520letter.pdf.html

links to theatre project documents

2007-04-10T09:35:00.001Z

http://upload2.net/page/download/1qBL3BsDPeSvvkK/Film+production++arts+initiatives+engage+offenders+and+embed+Skills+for+Life+learning+_+Offenderlearning.net.htm.html

http://upload2.net/page/download/NN6epYFHrlM0G9k/Choose_adventure_instructions.pdf.html

http://upload2.net/page/download/WlYiWXUms430QJn/http___www.readwritethink.org_lessons_lesson_view_printer_friendly.asp_id%3D128.pdf.html

http://upload2.net/page/download/gqQ5zCRjOadHaUh/untitled.bmp.html

http://upload2.net/page/download/InAoiZR10v2c42W/pisan-icalt04.pdf.html

2007-03-28T10:19:00.000Z

http://www.theyworkforyou.com/debates/?id=2007-02-21b.245.4&m=1480#g246.2 jenny willot prisoner projections in wales

wasted lives

PDFThe Cost of Juvenile OffendingHaith Probation Journal.1999; 46: 45-46

PDFDrama-Based Group Work With Young PeopleFordham Probation Journal.2002; 49: 40-43

Stop & Think!: social problem-solving therapy with personality-disordered offendersCriminal Behaviour and Mental HealthVolume 11, Issue 4, Date: November 2001, Pages: 273-285Mary McMurran, Stephen Fyffe, Lucy McCarthy, Conor Duggan, Andrew LathamAbstract References Full Text: PDF (4161K)

Neurobiological substrates of antisocial and borderline personality disorder: preliminary results of a functional fMRI studyCriminal Behaviour and Mental HealthVolume 14, Issue 1, Date: March 2004, Pages: 39-54Birgit Völlm, Paul Richardson, John Stirling, Rebecca Elliott, Mairead Dolan, Imran Chaudhry, Christina Del Ben, Shane Mckier, Ian Anderson, Bill DeakinAbstract References Full Text: PDF (707K)
select this item for viewing
Childhood behaviour as related to subsequent drinking offences and violent offending: a prospective study of 11- to 14-year-old youths into their fourth decadeCriminal Behaviour and Mental HealthVolume 13, Issue 4, Date: November 2003, Pages: 294-309Jenny M. Eklund, Britt af KlintebergAbstract References Full Text: PDF (263K)
select this item for viewing
Stop & Think!: social problem-solving therapy with personality-disordered offendersCriminal Behaviour and Mental HealthVolume 11, Issue 4, Date: November 2001, Pages: 273-285Mary McMurran, Stephen Fyffe, Lucy McCarthy, Conor Duggan, Andrew LathamAbstract References Full Text: PDF (4161K)
select this item for viewing
Editorial: Social problem solving and offendersCriminal Behaviour and Mental HealthVolume 11, Issue 4, Date: November 2001, Pages: 204-209Clive R. HollinAbstract References Full Text: PDF (56K)
select this item for viewing
What are adolescent antecedents to antisocial personality disorder?Criminal Behaviour and Mental HealthVolume 12, Issue 1, Date: March 2002, Pages: 24-36Rolf Loeber, Jeffrey D. Burke, Benjamin B. LaheyAbstract References Full Text: PDF (18027K)
select this item for viewing
Editorial introduction three longitudinal studies of children's development in Pittsburgh: the Developmental Trends Study, the Pittsburgh Youth Study, and the Pittsburgh Girls StudyCriminal Behaviour and Mental HealthVolume 12, Issue 1, Date: March 2002, Pages: 1-23Rolf Loeber, Magda Stouthamer-Loeber, David P. Farrington, Benjamin B. Lahey, Kate Keenan, Helene R. WhiteAbstract References Full Text: PDF (116K)
select this item for viewing
Do they grow out of it? Long-term outcomes of childhood disorders. Edited by Lily Hechtman. American Psychiatric Press, London WC2E 8LU, June 1996 320 pp, index. ISBN 0-88048-703-8Criminal Behaviour and Mental HealthVolume 8, Issue 4, Date: November 1998, Pages: 328-329Susan YoungAbstract Full Text: PDF (42K)
select this item for viewing
Comorbidity: concepts, claims and choicesCriminal Behaviour and Mental HealthVolume 7, Issue 4, Date: November 1997, Pages: 265-285Michael RutterAbstract References Full Text: PDF (125K)
select this item for viewing
Predictors of contact difficulty and refusal in a longitudinal studyCriminal Behaviour and Mental HealthVolume 15, Issue 2, Date: June 2005, Pages: 126-137Robert B. Cotter, Jeffrey D. Burke, Rolf Loeber, John Mutchka

princes trust funded research for
Wasted Lives Counting the cost of juvenile offending BY Mark Liddle Research and Evaluation Co-ordinator, NARCO, isbn 0 850 69 150 8
November 1988

The report looks into the offenders backgrounds and characteristics.

43 Juveniles ages between 15-17 were studied and the causes of offending were as follows
significant factors identified by respondents

Lack of money -13
leaving school - 11
Drugs / alcohol - 11
Peer pressure / need to gain respect or establish a reputation -10
Nothing for young people to do - 8
Mixing with the wrong crowd - 8
Boredom / need for excitement - 5
Bad families / bad areas - 4

Family life
family violence
Family members and criminal behaviour
Quality opf family relationships
School experience
Leisure
Drugs and alcoholFriendship
VictimisationHalth Issues
Agency / proffessional involvementFuture prospects

Research into Effective Practice with Young People in Secure Facilities - group of 4 »B by Hobbs, H Consulting - yjb.gov.uk... with secure facilities, simple cost-effective measures ... was to identify how far offendingprevention work currently being undertaken with juvenile offenders who ... downloadable pdf

2007-03-18T11:33:00.000Z

http://www.estyn.gov.uk/press_releases/Final_Quality_of_education_in_youth_justice_system.pdf

News release

Education and training for young people under youth justice
supervision in Wales

Wednesday, 19 July, 2006

Estyn, the education and training inspectorate for Wales, today highlights
education and training projects that help young people in the youth justice
system.

Her Majesty’s Chief Inspector for Education and Training in Wales, Susan Lewis,
recently met the local Blaenau Gwent and Caerphilly ‘Crime of your life’ team in
Blackwood to find out more about their project – a case study in Estyn’s report.

Susan Lewis says, “Too many barriers prevent young people in the youth justice
system from getting appropriate education and training. There is a big gap in
education provision.

“Many young people under the supervision of youth offending teams (YOTs) are
permanently excluded from schools. Too many of them do not receive the
recommended 25 hours a week in their alternative placements. This has a
negative impact on their life chances and hampers the efforts of the youth justice
system to reduce crime.

“However, Estyn’s report is positive about many projects that are tackling the
problems. Across Wales there is now more willingness among organisations to
work in partnership for the benefit of young people in the youth justice system.”

Estyn invited all Youth Offending Teams and local education authorities in Wales
to take part in a survey on education and training for the young people who were
in the youth justice system on 13 September 2005.

Key findings of the survey are:

• 1,747 young people were being supervised in the community through the
13 Youth Offending Teams that responded to the survey.

• Almost a quarter of young people of statutory school age were receiving
less than 25 hours of appropriate education each week;

• In all, 531 of the young people - 30% of the total under supervision at that
time - were not receiving any education or training.

• The percentage was even higher among those in the 16 – 19 year old age
group. Nearly half were not receiving any education or training.

• 13 of the Youth Offending Teams (YOTs) in Wales took part. The other
five did not respond to Estyn.

• 14 out of the 22 local authorities in Wales took part. Eight did not respond.

The education and training inspectorate for Wales warns that local authorities are
not fulfilling their statutory duty. They all ought to provide excluded young people
with 25 hours of supervised education or activity a week.

In addition, many young people over 16 under supervision do not have access to
enough:
• placements in work-based learning;
• opportunities for subsidised jobs; or
• support with basic skills.

Estyn recommends that the Welsh Assembly Government (and the Youth Justice
Board where appropriate) should make sure:

• local authorities provide all young people who are of school age and under
the supervision of YOTs with full-time education; and

• all young people who offend have access to support and guidance from
Careers Wales advisers.

Notes to Editors:

• Estyn’s report “The quality of education and training provision for young
people in the youth justice system” is published today at www.estyn.gov.uk
The report was commissioned by the Welsh Assembly Government.

• Susan Lewis launched the report on Thursday 13 July when she met
members of the ‘Crime of your life’ project team at Blackwood.

• The ‘Crime of your life’ project is organised by Gwent Police School
Liaison Officers who bring together the Caerphilly and Blaenau Gwent
YOT Team, Ebbw Vale College, magistrates in the community and the
Prison Service. In Blaenau Gwent it is supported financially by the Crime
Prevention Panel and Safer Blaenau Gwent.

• Estyn’s report says that, generally, young people who offend have poor
basic skills. Often they are temporarily or permanently excluded from
school.

• The majority of those referred to youth offending teams have behavioural,
emotional and social difficulties. They need help in order to manage their
behaviour successfully.

• However, if they receive appropriate education and personal support they
take significant steps in becoming re-engaged in learning and develop
important personal and practical skills.

• When young people gain recognised qualifications and / or improve their
behaviour, confidence and self-esteem they are more likely to reduce their
offending and get and keep a job.

• A recent report (Persistent young offenders: a retrospective study Youth
Justice Board 2005) has found that almost half those leaving custody have
been in local authority care at some point. Nearly a third have mental
health difficulties. Just over half have been dependent on a substance.
Over a third of girls and a quarter of boys reported suffering violence at
home.

Young women who offend

• All responses to Estyn’s survey drew attention to the complex needs of
young women. They offend less often but when they are convicted it is
often for serious offences. They are often isolated when they are in the
youth justice system.

• Not enough young women have the help that meets their behaviour and
health needs at the same time as providing education and training.

• The recent Youth Justice Board report found that young women have often
been the victims of sexual abuse. They also have poor self esteem and a
tendency to self harm.

• Estyn’s survey on the hours of education and training that young people
receive showed that the total number of young people under supervision
by 13 (out of 18) YOTs in Wales on 13 September 2005 was:
1747 (total male: 1468, total female: 279).

• Table showing the hours of education / training received

10-14 14-16 16-19 Age/gender of
young people Male Female Male Female Male Female

25 hours
120 19 324 91 473 69

10-20 hours
18 2 30 6 25 8

less than10
hours

3 1 18 4 4 1
no education /
training
7 1 81 16 365 61

For further information and interview opportunities please contact:
Alexandra Doel
Communications, Media and Marketing Team
Estyn
communications@estyn.gsi.gov.uk
02920 446464

Children in Wales Policy E-briefing

2007-03-18T11:11:00.000Z

About the Children in Wales Policy E-briefing

This e-briefing is prepared on a monthly basis by Children in Wales. It provides information about
the latest news, consultations, and policy documents impacting on children and young people in
Wales. Details are given about legislation passing through Westminster, and proceedings taking
place in the National Assembly for Wales. There is also a link to information about forthcoming
events and current vacancies within the field.

If you have any comments about this e-briefing or wish to unsubscribe please contact Kate
Richards, Policy Information Officer, E-mail: kate.richards@childreninwales.org.uk

This E-briefing is bilingual. Please scroll down for the Welsh version below. The e-briefing consists
of the equivalent of 7 Pages in English and 7 pages in Welsh. It is also available in a larger print
size on request.

Y mae’r E-gyfarwyddiad hwn yn ddwyieithog. Rholiwch i lawr am y fersiwn Gymraeg isod, os
gwelwch yn dda. Y mae’n cynnwys yr hyn sydd gyfwerth â 7 o dudalennau yn y Saesneg a 7 o
dudalennau yn y Gymraeg. Y mae’r e-gyfarwyddiad hwn hefyd ar gael mewn print brasach ar gais.

Contents

1. News
2. Current Consultations
3. Documents
4. Statistics
5. Legislation
6. National Assembly Plenary Sessions
7. Cabinet Sub-Committee Meetings
8. Events
9. Jobs

1. News

Opening of Ely and Caerau Children’s Centre, 17/02/06, [W]
The First Minister , Rhodri Morgan, opened the Ely and Caerau Integrated Children’s Centre in
Cardiff on the 17th February 2006.
http://www.childreninwales.org.uk/policy/news/5442.html

Communities First Areas in Swansea Receive Funding Boost, 17/02/06 [W]
Four Communities First areas in Swansea have had their applications for funding approved and as
a result will receive a funding boost of almost £900,000.
http://www.childreninwales.org.uk/policy/news/5441.html

Re-launch of Nid ar Chwarae Bach, 15/02/06, [W]
The Care Council for Wales has launched a revised version of Nid ar Chwarae Bach; a bilingual
training pack which promotes effective support for children in Wales.
http://www.childreninwales.org.uk/policy/news/5440.html

Older people and disabled people to receive funding package, 15/02/06, [W]
Minister for Health and Social Services, Dr Brian Gibbons, has announced that a package of
support worth £76million will be made available to support older people, disabled people and their
carers.
http://www.childreninwales.org.uk/policy/news/5433.html

Play Policy Implementation Plan, 15/02/06, [W]
The Assembly launched its Play Policy Implementation Plan on the 15th February 2006.
http://www.childreninwales.org.uk/policy/news/5431.html

Children’s Commissioner for Wales Annual Report 2004-2005, February 2006, [W]
The Children’s Commissioner for Wales has published his Annual Report for 2004-05.
http://www.childreninwales.org.uk/policy/news/5421.html

Appointment of First Professor of Midwifery in Wales, 11/02/06 [W]
The first Professor of Midwifery in Wales has been appointed at Swansea University.
http://www.childreninwales.org.uk/policy/news/5413.html

Child Support Agency Operational Improvement Plan, 9/02/06 [W/E]
The Secretary of State for Work and Pensions, John Hutton informed Parliament on the 9th
February 2006 of the actions to be undertaken by the Child Support Agency to ensure that children
receive the support to which they are entitled.
http://www.childreninwales.org.uk/policy/news/5419.html

More protection against meningitis and septicaemia for children, 8/02/06 [W]
The Chief Medical Officer for Wales has announced a series of changes to be made to the
childhood immunisation programme.
http://www.childreninwales.org.uk/policy/news/5389.html

Names of Two New Departments Revealed, 7/02/06 [W]
The names of the two new Welsh Assembly Government Departments have been revealed.
http://www.childreninwales.org.uk/policy/news/5379.html

Appointment of New Chief Medical Officer for Wales, 3/02/06 [W]
It has been announced by the First Minister that a new Chief Medical Officer for Wales has been
appointed.
http://www.childreninwales.org.uk/policy/news/5367.html

Major Review of Crime Statistics, 26/01/06 [W/E]
It has been announced that a major review of how crime statistics are compiled will be undertaken.
http://www.childreninwales.org.uk/policy/news/5352.html

2. Current Consultations

Consultation Document: The Education (School Inspection)(Wales) Regulations 2006,
20/02/06, [W]
The Assembly has issued for consultation a document which will replace the Education (School
Inspection)(Wales) Regulations 1998 and The Education (Registered Inspectors)(Fees)
Regulations 1992.
http://www.childreninwales.org.uk/policy/consultations/consultations/5454.html

Consultation Document: Gender Equality Duty Draft Code of Practice Great Britain, 15/02/06,
[W/E]
The Equal Opportunities Commission has released this draft code of practice for consultation.
http://www.childreninwales.org.uk/policy/consultations/consultations/5449.html

Consultation Document: Defining Schools According to Welsh Medium Provision, February
2006, [W]
This document was produced as part of a commitment made by the Assembly in the Iaith Pawb
action plan and consults on the methods of defining schools according to Welsh medium provision.
http://www.childreninwales.org.uk/policy/consultations/consultations/5415.html

Consultation Document: Guidance on Safeguarding Children and Child Protection for
Managers and Drama Teachers, 10/02/06 [W]
The Assembly has issues for consultation a document which provides guidance for drama teachers
and managers in schools and further education colleges on how to deal with potential child
protection issues.
http://www.childreninwales.org.uk/policy/consultations/consultations/5416.html

Wales Concordat Cymru Consultation Workshops, February 2006 [W]
A series of consultation workshops are being held to gather the views of the NHS, local
government, voluntary organisations and service users on how the Wales Concordat for inspection,
regulation and audit should be implemented.
http://www.childreninwales.org.uk/policy/consultations/consultations/5383.html

Joining Together in Wales - an Adult and Young People’s Strategy to Reduce Re-offending’
1/02/06 [W]
Minister for Social Justice and Regeneration, Edwina Hart and Home Office Minister Baroness
Scotland have launched a strategy to reduce re-offending amongst adults and young people in
Wales.
http://www.childreninwales.org.uk/policy/consultations/consultations/5349.html

Consultation Document: Tackling Human Trafficking – Consultation on Proposals for a UK
Action Plan, January 2006 [W/E/S/NI]
The UK Government has issued for consultation a document outlining its plans for tackling human
trafficking.
http://www.childreninwales.org.uk/policy/consultations/consultations/5418.html

Consultation Document: Choice and Flexibility Draft Regulations on Maternity and Adoption
Leave and Flexible Working, January 2006, [W/E/S]
The Government has issued Draft Regulations on Maternity and Adoption Leave and Flexible
Working for consultation following a commitment made in its response to the Work and Families
Consultation in October 2005.
http://www.childreninwales.org.uk/policy/consultations/consultations/5414.html

Consultation on voluntary sector categories of interest for the Voluntary Sector Partnership
Council, January 2006 [W]
The Wales Council for Voluntary Action has released for consultation a document which considers
the suitability of the categories of interest used to represent the voluntary sector.
http://www.childreninwales.org.uk/policy/consultations/consultations/5368.html

Consultation Document: "A new deal for welfare: Empowering people to work", 24/01/06,
[W/E]
The Department for Work and Pensions has issued a green paper for consultation which sets out
its proposals to reform the welfare state through providing support to individuals who have the
capacity and capability of entering/re-entering the labour market.
http://www.childreninwales.org.uk/policy/consultations/consultations/5447.html

3. Documents

Play Policy Implementation Plan, 15/02/06, [W]
The Assembly launched its Play Policy Implementation Plan on the 15th February 2006.
http://www.childreninwales.org.uk/policy/documents/guidancecircularsandstandards/5432.html

Managing Children and Young People's Behaviour in the Secure Estate: A Code of Practice,
9/02/06, [W/E]
The Youth Justice Board for England and Wales has published a guidance document on managing
the behaviour of children and young people in the secure estate.
http://www.childreninwales.org.uk/policy/documents/guidancecircularsandstandards/5417.html

Lord Carlile's Inquiry into the treatment of children in penal custody, 17/02/06, [W/E]
Lord Carlile’s Inquiry into the treatment of children in penal custody was published by the Howard
League for Penal Reform on the 17th February 2006.
http://www.childreninwales.org.uk/policy/documents/researchandreports/5455.html

Small Primary Schools in Wales, February 2006, [W]
Estyn has published a paper that examines the organisation and quality of education provided by
small primary schools in Wales.
http://www.childreninwales.org.uk/policy/documents/researchandreports/5422.html

Children’s Commissioner for Wales Annual Report 2004-2005, February 2006, [W]
The Children’s Commissioner for Wales has published his Annual Report for 2004-05.
http://www.childreninwales.org.uk/policy/documents/researchandreports/5420.html

Childcare Costs Survey, 8/02/06 [W/E/S]
The Daycare Trust has published figures on the cost of Childcare in Great Britain.
http://www.childreninwales.org.uk/policy/documents/researchandreports/5381.html

Report of Chief Inspector Social Services 2004-2005 [W]
The report of the Chief Inspector of Social Services for 2004-2005 has been published.
http://www.childreninwales.org.uk/policy/documents/researchandreports/5338.html

4. Statistics

Think Rural Health Data, 10/02/06 [W/E/S/NI]
The Institute for Rural Health has published a guide on the analysis of data on health in rural
communities.
http://www.childreninwales.org.uk/policy/documents/statistics/5451.html

United Kingdom Health Statistics, 9/02/06 [W/E/S/NI]
The Office for National Statistics has published a report which gives health statistics for the UK.
http://www.childreninwales.org.uk/policy/documents/statistics/5397.html

Education Maintenance Allowances Awarded in Wales Update, Month Ending January 2006,
8/02/06 [W]
The Assembly has released statistics on the number of applications for Education Maintenance
Allowances that have been received to date in the academic year 2005/06.
http://www.childreninwales.org.uk/policy/documents/statistics/5380.html

Education Maintenance Allowances Awarded in Wales 2005/06 (Provisional), 31/01/06, [W]
These statistics provide provisional information on 16 and 17 year old students in Welsh schools
and Further Education Colleges receiving the Education Maintenance Allowance
http://www.childreninwales.org.uk/policy/documents/statistics/5343.html

Schools in Wales: General Statistics 2005, 31/01/06 [W]
The Assembly has published the first in a two-volume series of statistics on schools in Wales.
http://www.childreninwales.org.uk/policy/documents/statistics/5342.html

Reserves Held by Schools at 31 March 2005, 26/01/06 [W]
The Assembly has published statistics revealing the reserves held by schools in Wales at the end
of Mach 2005.
http://www.childreninwales.org.uk/policy/documents/statistics/5344.html

5. Legislation

Disabled Children's Assessment and Services Bill, 14/02/06 [W/E]
The Disabled Children’s Assessment and Services Bill was introduced to the House of Commons
on the 14th February 2006.
http://www.childreninwales.org.uk/policy/legislation/bills/5456.html

For a full list of Bills currently passing through Parliament see Children in Wales’ website:
http://www.childreninwales.org.uk/policy/legislation/bills/index.html

The Equality Act 2006, 16/02/06, [W/E/S]
The Equality Act 2006 gained Royal Assent on the 16th February 2006.
http://www.childreninwales.org.uk/policy/legislation/acts/5459.html

Racial and Religious Hatred Act 2006, 16/02/06, [W/E]
The Racial and Religious Hatred Act 2006 gained Royal Assent on the 16th February 2006.
http://www.childreninwales.org.uk/policy/legislation/acts/5458.html

For a list of recent Acts of Parliament see the Children in Wales website:
http://www.childreninwales.org.uk/1227.html

6. National Assembly Plenary Sessions

The following debates and statements relevant to children and young people took place in the
National Assembly for Wales Plenary Sesions:

15/02/06
• Free homecare for disabled people
• NHS finances
• Approval of Special Grant Report (Wales 2006) Social Services Performance Management
Development Fund
• Annual Report of the Children’s Commissioner

14/02/06
• Approval of the Public Services Ombudsman (Wales) Act 2005 (Transitional Provisions and
Consequential Amendments) Order 2006 and the Public Services Ombudsman for Wales
(Jurisdiction and Transitional Provisions and Savings) Order 2006
• Approval of the General Medical Services Transitional and Consequential Provisions
(Wales) (Amendment) Order 2006 and the National Health Service (Primary Medical
Services)(Miscellaneous Amendments) (Wales) Regulations 2006
• Approval of the Health and Social Care (Community Health and Standards) Act 2003
(Commencement) (Wales) (No. 4) Order 2006

01/02/06
• Communities First
• The future of healthcare in mid and west Wales

31/01/06
• Approval of the Education (Determination of Admission Arrangements) (Wales) Regulations
2006
• Approval of New School (Admission) (Wales) Regulations 2006
• Approval of Education (Objections to Admission Arrangements) (Wales) Regulations 2006
• Approval of Education (Variation of Admission Arrangements) (Wales) Regulations 2006
• Approval of Approval of the Education Act 2002 (Commencement No. 8) (Wales) Order
2006, and the Education Act 2002 (Transitional Provisions and Consequential
Amendments) (Wales) Regulations 2006
• The sixth Equality Annual Report

The following questions relevant to children and young people took place in the National Assembly
for Wales Plenary Sesions:

15/02/06
• Private Finance Initiative
• European Structural Fund
• Local Government & Public Services Portfolio
• Education and Lifelong Learning Portfolio
• Health and Social Services Portfolio
• Social Justice and Regeneration Portfolio

14/02/06
• NHS deficits
• Access to Primary Care Services
• Reducing the wealth gap in Llanelli
• NHS provision in Ceredigion
• Safe routes to schools

08/02/06
• Substance misuse
• Over indebtedness
• Get Heard programme
• Social Inclusion
• ‘Tackling Drugs; Changing Lives’ campaign
• Domestic Abuse Strategy
• Convention on the Rights of the Child
• Priorities over next 12 months
• Improving access for disabled people
• Ministerial portfolios
• Vulnerable children
• Equal opportunities
• Right of disabled people
• Disability Discrimination Act 2005

07/02/06
• Communities First in Ceredigion
• Provision of Welsh-medium education
• European Structural Funds
• Deprivation in Denbighshire
• Financial pressure on NHS services

01/02/06
• Local Government
• Public Service Improvement
• Developing community use of school playing fields
• Provision of Welsh medium education
• The effect of increasing energy costs on school budgets
• The implementation of the foundation phase
• School standards in north-east Wales
• Backlog of school building maintenance
• Uniformed services
• Denbighshire’s school admission criteria
• Special Educational Needs policies
• Co-operative methods and structures

31/01/06
• Proposed cuts to NHS services in mid and west Wales
• Policies to develop sport in Wales
• Under-age consumption of alcohol
• Success of Communities First programme
• Economic targets
• Role of local government in Wales
• Children’s safety in schools
• Development of rural services in Ceredigion
• Implementation of Manifesto Commitments

http://www.childreninwales.org.uk/policy/proceedings/plenarysessions/index.html

7. Cabinet Sub-Committee Meetings

Minutes of a meeting of the Cabinet Sub-Committee on Children and Young People, 28/11/05
[W]
The minutes of the Cabinet Sub-Committee meeting on Children and Young People held on 28th
November 2005 are now available. Issues discussed included:

• Outcome of Consultation on Partnership Planning Guidance
• Commissioning Specialist Placements for Children
• Future Direction of Children's Advocacy Services
• Early Entitlement

http://www.childreninwales.org.uk/policy/proceedings/cabinet/5457.html

8. Events

Information on forthcoming events available on Children in Wales’ website:
http://www.childreninwales.org.uk/Events/index.html

9. Jobs

Information on current vacancies available on Children in Wales’ website:
http://www.childreninwales.org.uk/inyourarea/jobs/index.html

E-gyfarwyddiad Polisi gan Plant yng Nghymru
Chwefror 2006
Ynglŷn ag E-gyfarwyddiad Polisi Plant yng Nghymru
Y mae’r e-gyfarwyddiad hwn yn cael ei baratoi yn fisol gan Plant yng Nghymru. Y mae’n darparu
gwybodaeth am y newyddion, ymgynghoriadau, a’r dogfennau polisi diweddaraf sy’n effeithio ar
blant a phobl ifanc yng Nghymru. Fe roddir manylion ynglŷn â’r ddeddfwriaeth sydd ar ei hynt drwy
San Steffan, a thrafodion a gynhelir yng Nghynulliad Cenedlaethol Cymru. Y mae yna hefyd
ddolenni cyswllt i wybodaeth am ddigwyddiadau sydd ar y gweill ac am swyddi yn y maes.
Os oes gennych unrhyw sylwadau am yr e-gyfarwyddiad hwn neu os ydych yn dymuno rhoi’r gorau
i danysgrifio, a fyddech cystal â chysylltu â Kate Richards, Swyddog Gwybodaeth Polisi, E-bost:
kate.richards@childreninwales.org.uk

Cynnwys

1. Newyddion
2. Ymgynghoriadau Presennol
3. Dogfennau
4. Ystadegau
5. Deddfwriaeth
6. Cyfarfodydd Llawn Cynulliad Cenedlaethol Cymru
7. Cyfarfodydd Is-Bwyllgor y Cabinet ar Blant a Phobl Ifanc
8. Digwyddiadau
9. Swyddi

1. Newyddion

Agor Canolfan Blant Trelái a Chaerau, 17/02/06, [C]
Fe wnaeth y Gweinidog Cyntaf, Rhodri Morgan, agor Canolfan Blant Integredig Trelái a Chaerau
yng Nghaerdydd ar yr 17eg o Chwefror, 2006.
http://www.plantyngnghymru.org.uk/policy/news/5442.html

Ardaloedd Cymunedau yn Gyntaf yn Abertawe yn Derbyn Hwb Ariannol, 17/02/06 [C]
Y mae pedair ardal Cymunedau yn Gyntaf yn Abertawe wedi gweld eu ceisiadau am gyllid yn cael
eu cymeradwyo, ac o ganlyniad fe fyddant yn derbyn hwb ariannol o bron £900,000.
http://www.plantyngnghymru.org.uk/policy/news/5441.html

Ail-lansio Nid ar Chwarae Bach, 15/02/06, [C]
Y mae Cyngor Gofal Cymru wedi lansio fersiwn ddiwygiedig o Nid ar Chwarae Bach, sef pecyn
hyfforddiant dwyieithog sy’n hyrwyddo cymorth effeithiol i blant yng Nghymru.
http://www.plantyngnghymru.org.uk/policy/news/5440.html

Pobl hŷn a phobl anabl i dderbyn pecyn cyllido, 15/02/06, [C]
Y mae’r Gweinidog Iechyd a Gwasanaethau Cymdeithasol, Dr Brian Gibbons, wedi cyhoeddi y
bydd yna becyn cymorth gwerth £76miliwn yn cael ei roi ar gael i gymorth pobl hŷn, pobl anabl a’u
gofalwyr.
http://www.plantyngnghymru.org.uk/policy/news/5433.html

Cynllun Cyflawni’r Polisi Chwarae, 15/02/06, [C]
Fe lansiodd y Cynulliad ei Gynllun Cyflawni’r Polisi Chwarae ar y 15fed o Chwefror, 2006.
http://www.plantyngnghymru.org.uk/policy/news/5431.html

Adroddiad Blynyddol Comisiynydd Plant Cymru 2004-2005, Chwefror 2006, [C]
Y mae Comisiynydd Plant Cymru wedi cyhoeddi’i Adroddiad Blynyddol am 2004-05.
http://www.plantyngnghymru.org.uk/policy/news/5421.html

Penodi’r Athro Bydwreigiaeth cyntaf yng Nghymru, 11/02/06 [C]
Y mae’r Athro Bydwreigiaeth cyntaf yng Nghymru wedi’i benodi ym Mhrifysgol Abertawe.
http://www.plantyngnghymru.org.uk/policy/news/5413.html

Cynllun Gwella Gweithredol yr Asiantaeth Cynnal Plant, 9/02/06 [C/Ll]
Fe wnaeth yr Ysgrifennydd Gwladol dros Waith a Phensiynau, John Hutton, hysbysu’r Senedd ar y
9fed o Chwefror 2006 am y camau sydd i’w cymryd gan yr Asiantaeth Cynnal Plant i sicrhau bod
plant yn derbyn y gynhaliaeth y maent yn ei haeddu.
http://www.plantyngnghymru.org.uk/policy/news/5419.html

Mwy o amddiffyniad i blant rhag llid yr ymennydd a septisemia, 8/02/06 [C]
Y mae Prif Swyddog Meddygol Cymru wedi cyhoeddi cyfres o newidiadau sydd i’w gwneud i’r
rhaglen imiwneiddio plant.
http://www.plantyngnghymru.org.uk/policy/news/5389.html

Dadlennu Enwau Dwy Adran Newydd, 7/02/06 [C]
Y mae enwau dwy Adran newydd yn Llywodraeth Cynulliad Cymru wedi’u dadlennu.
http://www.plantyngnghymru.org.uk/policy/news/5379.html

Penodi Prif Swyddog Meddygol Newydd i Gymru, 3/02/06 [C]
Y mae’r Gweinidog Cyntaf wedi datgan bod yna Brif Swyddog Meddygol newydd i Gymru wedi’i
benodi.
http://www.plantyngnghymru.org.uk/policy/news/5367.html

Adolygiad Sylweddol o Ystadegau Troseddau, 26/01/06 [C/Ll]
Y mae wedi’i ddatgan y bydd yna adolygiad sylweddol yn cael ei gynnal o sut y cesglir ystadegau
troseddau.
http://www.plantyngnghymru.org.uk/policy/news/5352.html

2. Ymgynghoriadau Presennol

Dogfen Ymgynghori: Rheoliadau Addysg (Arolygu Ysgolion) (Cymru) 2006, 20/02/06, [C]
Y mae’r Cynulliad wedi cyhoeddi dogfen ar gyfer ymgynghori a fydd yn disodli Rheoliadau Addysg
(Arolygu Ysgolion) (Cymru) 1998 a Rheoliadau Addysg (Arolygwyr Cofrestredig) (Ffioedd) 1992.
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5454.html

Dogfen Ymgynghori: Cod Ymarfer Drafft Prydain Fawr ar Ddyletswydd Cydraddoldeb y ddau
Ryw, 15/02/06, [C/Ll]
Y mae’r Comisiwn Cyfle Cyfartal wedi cyhoeddi’r cod ymarfer drafft hwn ar gyfer ymgynghori.
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5449.html

Dogfen Ymgynghori: Diffinio Ysgolion Yn Unol â’r Ddarpariaeth Cyfrwng Cymraeg, Chwefror
2006, [C]
Fe baratowyd y ddogfen hon fel rhan o ymrwymiad a wnaed gan y Cynulliad yng nghynllun
gweithredu Iaith Pawb ac y mae’n ymgynghori ynglŷn â’r dulliau o ddiffinio ysgolion yn unol â’r
ddarpariaeth cyfrwng Cymraeg.
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5415.html

Dogfen Ymgynghori: Canllawiau ar gyfer Diogelu Plant a Chyngor i Reolwyr ac Athrawon
Drama ynglŷn â Sut i Ymdrin â Materion Amddiffyn Plant, 10/02/06 [C]
Y mae’r Cynulliad wedi cyhoeddi dogfen ar gyfer ymgynghori sy’n darparu arweiniad ar gyfer
athrawon drama a rheolwyr mewn ysgolion a cholegau addysg bellach ynglŷn â sut i ymdrin â
materion amddiffyn plant posibl.
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5416.html

Gweithdai Ymgynghori Concordat Cymru, Chwefror 2006 [C]
Y mae yna gyfres o weithdai ymgynghori yn cael eu cynnal i gasglu barn y GIG, llywodraeth leol,
mudiadau gwirfoddol a defnyddwyr gwasanaethau ynglyn â sut y dylid gweithredu Concordat
Cymru ar gyfer rheoleiddio, arolygu ac archwilio.
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5383.html

‘Cyd-uno yng Nghymru – Strategaeth ar gyfer Gostwng Aildroseddu ymysg Oedolion a
Phobl Ifanc’, 1/02/06 [C]
Y mae’r Gweinidog Cyfiawnder Cymdeithasol ac Adfywio, Edwina Hart, a Gweinidog y Swyddfa
Gartref, y Farwnes Scotland, wedi lansio strategaeth ar gyfer gostwng aildroseddu ymysg oedolion
a phobl ifanc
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5349.html

Dogfen Ymgynghori: Mynd i’r Afael â’r Fasnach mewn Pobl – Ymgynghoriad ar Gynigion ar
gyfer Cynllun Gweithredu yn y Deyrnas Gyfunol, Ionawr 2006 [C/Ll/A/GI]
Y mae Llywodraeth y Deyrnas Gyfunol wedi cyhoeddi dogfen ar gyfer ymgynghori sy’n amlinellu’i
chynlluniau ar gyfer mynd i’r afael â’r fasnach mewn pobl.
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5418.html

Dogfen Ymgynghori: Dewis a Hyblygrwydd – Rheoliadau Drafft ar Absenoldeb Mamolaeth ac
Absenoldeb Mabwysiadu a Gweithio Hyblyg, Ionawr 2006, [C/Ll/A]
Y mae’r Llywodraeth wedi cyhoeddi Rheoliadau Drafft ynglŷn ag Absenoldeb Mamolaeth ac
Absenoldeb Mabwysiadu a Gweithio Hyblyg ar gyfer ymgynghori, yn dilyn ymrwymiad a wnaed yn
ei hymateb i’r Ymgynghoriad ar Waith a Theuluoedd ym mis Hydref, 2005.
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5414.html

Ymgynghoriad ar gategorïau buddiant y sector gwirfoddol ar gyfer Cyngor Partneriaeth y
Sector Gwirfoddol, Ionawr 2006 [C]
Y mae Cyngor Gweithredu Gwirfoddol Cymru wedi cyhoeddi dogfen ar gyfer ymgynghori sy’n
ystyried addasrwydd y categorïau buddiant a ddefnyddir i gynrychioli’r sector gwirfoddol
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5368.html

Dogfen Ymgynghori: "Bargen Newydd ar gyfer Lles: Grymuso Pobl i Weithio", 24/01/06,
[C/Ll]
Y mae’r Adran Gwaith a Phensiynau wedi cyhoeddi Papur Gwyrdd ar gyfer ymgynghori sy’n
amlinellu’u cynigion ar gyfer diwygio’r wladwriaeth les drwy ddarparu cymorth i unigolion sy’n
meddu ar y gallu i ddechrau / ailddechrau gweithio.
http://www.plantyngnghymru.org.uk/policy/consultations/consultations/5447.html

3. Dogfennau

Cynllun Cyflawni’r Polisi Chwarae, 15/02/06, [C]
Fe lansiodd y Cynulliad ei Gynllun Cyflawni’r Polisi Chwarae ar y 15fed o Chwefror, 2006.
http://www.plantyngnghymru.org.uk/policy/documents/guidancecircularsandstandards/5432.html

Rheoli Ymddygiad Plant a Phobl Ifanc mewn Sefydliadau Diogel: Cod Ymarfer, 9/02/06, [C/Ll]
Y mae Bwrdd Cyfiawnder Ieuenctid Cymru a Lloegr wedi cyhoeddi dogfen gyfarwyddyd ynglyn â
rheoli ymddygiad plant a phobl ifanc mewn sefydliadau diogel.
http://www.plantyngnghymru.org.uk/policy/documents/guidancecircularsandstandards/5417.html

Ymchwiliad yr Arglwydd Carlile i driniaeth plant mewn canolfannau cosbi, 17/02/06, [C/Ll]
Fe gafodd Ymchwiliad yr Arglwydd Carlile i driniaeth plant mewn canolfannau cosbi ei gyhoeddi
gan Gynghrair Howard er Diwygio Cosbau ar yr 17eg o Chwefror, 2006.
http://www.plantyngnghymru.org.uk/policy/documents/researchandreports/5455.html

Ysgolion Cynradd Bach yng Nghymru, Chwefror 2006, [C]
Y mae Estyn wedi cyhoeddi papur sy’n archwilio trefniadaeth ac ansawdd yr addysg a ddarperir
gan ysgolion cynradd bach yng Nghymru.
http://www.plantyngnghymru.org.uk/policy/documents/researchandreports/5422.html

Adroddiad Blynyddol Comisiynydd Plant Cymru 2004-2005, Chwefror 2006, [C]
Y mae Comisiynydd Plant Cymru wedi cyhoeddi’i Adroddiad Blynyddol am 2004-05.
http://www.plantyngnghymru.org.uk/policy/documents/researchandreports/5420.html

Arolwg o Gostau Gofal Plant, 8/02/06 [C/Ll/A]
Y mae Ymddiriedolaeth Gofal Dydd wedi cyhoeddi ffigurau ynglyn â chost gofal plant ym Mhrydain
Fawr.
http://www.plantyngnghymru.org.uk/policy/documents/researchandreports/5381.html

Adroddiad Prif Arolygydd y Gwasanaethau Cymdeithasol, 2004-2005 [C]
Y mae adroddiad Prif Arolygydd y Gwasanaethau Cymdeithasol am 2004-2005 wedi’i gyhoeddi.
http://www.plantyngnghymru.org.uk/policy/documents/researchandreports/5338.html

4. Ystadegau

Data Meddyliwch am Iechyd Gwledig, 10/02/06 [C/Ll/A/GI]
Y mae’r Sefydliad Iechyd Gwledig wedi cyhoeddi canllawiau ynglyn â dadansoddi data ynglyn ag
iechyd mewn cymunedau gwledig.
http://www.plantyngnghymru.org.uk/policy/documents/statistics/5451.html

Ystadegau Iechyd y Deyrnas Gyfunol, 9/02/06 [C/Ll/A/GI]
Y mae’r Swyddfa Ystadegau Gwladol wedi cyhoeddi adroddiad sy’n rhoi ystadegau iechyd ar gyfer
y Deyrnas Gyfunol.
http://www.plantyngnghymru.org.uk/policy/documents/statistics/5397.html

Y Diweddaraf am Lwfansau Cynhaliaeth Addysg a Ddyfarnwyd yng Nghymru, Y Mis yn
Gorffen yn Ionawr 2006, 8/02/06 [C]
Y mae’r Cynulliad wedi cyhoeddi ystadegau ynglyn â nifer y ceisiadau am Lwfansau Cynhaliaeth
Addysg sydd wedi’u derbyn hyd yn hyn yn ystod blwyddyn academaidd 2005/06.
http://www.plantyngnghymru.org.uk/policy/documents/statistics/5380.html

Lwfansau Cynhaliaeth Addysg a Ddyfarnwyd yng Nghymru, 2005/06 (Ffigurau Annherfynol),
31/01/06, [C]
Y mae’r ystadegau hyn yn darparu gwybodaeth annherfynol am fyfyrwyr 16 a 17 mlwydd oed mewn
ysgolion ac yng Ngholegau Addysg Bellach Cymru sy’n derbyn y Lwfans Cynhaliaeth Addysg.
http://www.plantyngnghymru.org.uk/policy/documents/statistics/5343.html

Ysgolion yng Nghymru: Ystadegau Cyffredinol 2005, 31/01/06 [C]
Y mae’r Cynulliad wedi cyhoeddi’r gyntaf mewn cyfres dwy gyfrol o ystadegau am ysgolion yng
Nghymru.
http://www.plantyngnghymru.org.uk/policy/documents/statistics/5342.html

Cronfeydd Wrth Gefn oedd gan Ysgolion ar yr 31ain o Fawrth, 2005, 26/01/06 [C]
Y mae’r Cynulliad wedi cyhoeddi ystadegau sy’n dangos y cronfeydd wrth gefn oedd gan ysgolion
yng Nghymru ar ddiwedd Mawrth, 2005.
http://www.plantyngnghymru.org.uk/policy/documents/statistics/5344.html

5. Deddfwriaeth

Mesur Asesu a Gwasanaethau Plant Anabl, 14/02/06 [C/Ll]
Fe gyflwynwyd Mesur Asesu a Gwasanaethau Plant Anabl i Dy’r Cyffredin ar y 14eg o Chwefror,
2006.
http://www.plantyngnghymru.org.uk/policy/legislation/bills/index.html

Am restr cyflawn o Fesurau sydd ar hyn o bryd ar au hynt drwy’r Senedd gwelwch wefan Plant
yng Nghymru:
http://www.plantyngnghymru.org.uk/policy/legislation/bills/index.html

Deddf Cydraddoldeb 2006, 16/02/06, [C/Ll/A]
Fe dderbyniodd Deddf Cydraddoldeb 2006 Gydsyniad y Frenhines ar yr 16eg o Chwefror, 2006.
http://www.plantyngnghymru.org.uk/policy/legislation/acts/5459.html

Deddf Casineb Hiliol a Chrefyddol 2006, 16/02/06, [C/Ll]
Fe dderbyniodd Deddf Casineb Hiliol a Chrefyddol 2006 Gydsyniad y Frenhines ar yr 16eg o
Chwefror, 2006.
http://www.plantyngnghymru.org.uk/policy/legislation/acts/5458.html

Am restr o Ddeddfau Seneddol diweddar gwelwch wefan Plant yng Nghymru:
http://www.plantyngnghymru.org.uk/1227.html

6. Cyfarfodydd Llawn Cynulliad Cenedlaethol Cymru

Manylion ynglyn â dadleuon a datganiadau sy’n berthnasol i blant a phobl ifanc a gynhaliwyd yn
ystod Cyfarfodydd Llawn Cynulliad Cenedlaethol Cymru:

15/02/06
• Gofal cartref am ddim i bobl anabl
• Cyllid y GIG
• Cymeradwyo Adroddiad Grant Arbennig (Cymru 2006) ar Gronfa Datblygu Rheoli
Perfformiad y Gwasanaethau Cymdeithasol
• Adroddiad Blynyddol y Comisiynydd Plant

14/02/06
• Gorchymyn Deddf Cymeradwyo Ombwdsmon Gwasanaethau Cyhoeddus (Cymru) 2005,
(Darpariaethau Trosiannol a Diwygiadau Canlyniadol) 2006 a Gorchymyn Ombwdsmon
Gwasanaethau Cyhoeddus Cymru (Awdurdodaeth a Darpariaethau Trosiannol ac
Arbedion) 2006
• Gorchymyn Cymeradwyo’r Gwasanaethau Meddygol Cyffredinol, Darpariaethau Trosiannol
a Chanlyniadol (Cymru) (Diwygio) 2006 a Rheoliadau’r Gwasanaeth Iechyd Gwladol
(Gwasanaethau Meddygol Sylfaenol) (Diwygiadau Amrywiol) (Cymru) 2006
• Gorchymyn Deddf Cymeradwyo Iechyd a Gofal Cymdeithasol (Iechyd Cymunedol a
Safonau) 2003 (Cychwyn) (Cymru) (Rhif 4) 2006

01/02/06
• Cymunedau yn Gyntaf
• Dyfodol gofal iechyd yng nghanolbarth a gorllewin Cymru

31/01/06
• Cymeradwyo Rheoliadau Addysg (Penderfynu ar Drefniadau Derbyn) (Cymru) 2006
• Cymeradwyo Rheoliadau Ysgolion Newydd (Derbyn) (Cymru) 2006
• Cymeradwyo Rheoliadau Addysg (Gwrthwynebiadau i Drefniadau Derbyn) (Cymru) 2006
• Cymeradwyo Rheoliadau Addysg (Amrywio Trefniadau Derbyn) (Cymru) 2006
• Cymeradwyo Gorchymyn Deddf Addysg 2002 (Cychwyn Rhif 8) (Cymru) 2006, a
Rheoliadau Deddf Addysg 2002 (Darpariaethau Trosiannol a Diwygiadau Canlyniadol)
(Cymru) 2006
• Y chweched Adroddiad Blynyddol ar Gydraddoldeb

Manylion ynglyn â chwestiynau sy’n berthnasol i blant a phobl ifanc a gynhaliwyd yn ystod
Cyfarfodydd Llawn Cynulliad Cenedlaethol Cymru:

15/02/06
• Y Fenter Cyllid Preifat
• Cronfeydd Strwythurol Ewropeaidd
• Portffolio Llywodraeth Leol a Gwasanaethau Cyhoeddus
• Portffolio Addysg a Dysgu Gydol Oes
• Portffolio Iechyd a Gwasanaethau Cymdeithasol
• Portffolio Cyfiawnder Cymdeithasol ac Adfywio

14/02/06
• Diffygion yn y GIG
• Mynediad at Wasanaethau Gofal Sylfaenol
• Gostwng y bwlch mewn cyfoeth yn Llanelli
• Darpariaeth y GIG yng Ngheredigion
• Llwybrau diogel i ysgolion

08/02/06
• Camddefnyddio sylweddau
• Gor-ddyledion
• Rhaglen Codi Llais
• Cynhwysiant Cymdeithasol
• Ymgyrch ‘Mynd i’r Afael â Chyffuriau; Newid Bywydau’
• Strategaeth Cam-drin yn y Cartref
• Confensiwn ar Hawliau’r Plentyn
• Blaenoriaethau dros y 12 mis nesaf
• Gwella Mynediad i Bobl Anabl
• Portffolio Gweinidogol
• Plant Diymgeledd
• Cyfle Cyfartal
• Hawliau Pobl Anabl
• Deddf Gwahaniaethu ar Sail Anabledd 2005

07/02/06
• Cymunedau yn Gyntaf yng Ngheredigion
• Darpariaeth o addysg drwy gyfrwng y Gymraeg
• Cronfeydd Strwythurol Ewropeaidd
• Amddifadedd yn Sir Ddinbych
• Pwysau ariannol ar wasanaethau’r GIG

01/02/06
• Cymunedau yn Gyntaf yng Ngheredigion
• Darpariaeth o addysg drwy gyfrwng y Gymraeg
• Cronfeydd Strwythurol Ewropeaidd
• Amddifadedd yn Sir Ddinbych
• Pwysau ariannol ar wasanaethau’r GIG

31/01/06
• Toriadau arfaethedig i wasanaethau’r GIG yng nghanolbarth a gorllewin Cymru
• Polisïau i ddatblygu chwaraeon yng Nghymru
• Pobl dan oed yn yfed alcohol
• Llwyddiant y rhaglen Cymunedau yn Gyntaf
• Targedau economaidd
• Rôl llywodraeth leol yng Nghymru
• Diogelwch plant mewn ysgolion
• Datblygu gwasanaethau cefn gwlad yng Ngheredigion
• Gweithredu Ymrwymiadau Maniffesto

http://www.plantyngnghymru.org.uk/policy/proceedings/plenarysessions/index.html

7. Cyfarfodydd Is-Bwyllgor y Cabinet ar Blant a Phobl Ifanc

Cofnodion cyfarfod Is-bwyllgor y Cabinet ar Blant a Phobl Ifanc, 28/11/05 [C]
Y mae cofnodion cyfarfod Is-bwyllgor y Cabinet ar Blant a Phobl Ifanc a gynhaliwyd ar yr 28ain o
Dachwedd 2005 yn awr ar gael. Y mae materion a drafodwyd yn cynnwys:

• Canlyniad Ymgynghoriad ar Ganllawiau Cynllunio mewn Partneriaeth
• Comisiynu Lleoliadau Arbenigol ar gyfer Plant
• Cyfeiriad Gwasanaethau Eiriolaeth Plant yn y Dyfodol
• Hawliau Cynnar

http://www.plantyngnghymru.org.uk/policy/proceedings/cabinet/5457.html

8. Digwyddiadau

Y mae restr o ddigwyddiadau yn y dyfodol yn ymwneud â materion plant yng Nghymru ar gael ar
wefan Plant yng Nghymru:
http://www.plantyngnghymru.org.uk/Events/index.html

9. Swyddi

Y mae gwybodaeth am swyddi ar gael ar wefan Plant yng Nghymru:
http://www.plantyngnghymru.org.uk/inyourarea/jobs/index.html

2007-03-18T08:28:00.000Z

http://news.bbc.co.uk/1/hi/health/3074145.stm
http://www.youngminds.org.uk/youngoffenders/2001_06_15/cd.php
http://www.cmd.act.gov.au/Documents/ACT_juv_justice_051202.pdf
http://www.childreninwales.org.uk/inyourarea/parentingprojects/1931.html
http://www.hmprisonservice.gov.uk/adviceandsupport/prison_life/youngoffenders/
http://www.prisonersadvice.org.uk/volunteer.html
http://www.community-safety.net/images/archive/conf04/early_inter.pdf
http://www.sunderland.gov.uk/yos/content/ED-SYOS%20newsletter-%20june%202005.pdf
http://www.dvice.org
http://newsvote.bbc.co.uk/mpapps/pagetools/print/news.bbc.co.uk/1/hi/health/3074145.stm

Hyperactivity - not always a child's disorder

2007-01-19T06:59:00.000Z

Sat 2 Apr 2005

Hyperactivity - not always a child's disorder

IAN JOHNSTON SCIENCE CORRESPONDENT

HYPERACTIVE children can grow up to become hyperactive adults, according to new research by a team of psychologists.

Attention Deficit Hyperactivity Disorder (ADHD) had been thought to be a condition that mainly affected children, but a study found that sufferers’ attention spans and powers of concentration did not improve with age.

src="http://ad.uk.doubleclick.net/adj/scotsman.jp/news;site=news;nl1=Ritalin;tid=1228;sz=250x250;tile=1;ord=38290883?">

Older people who had been diagnosed with ADHD were better able to control impulsive responses than younger sufferers, but they experienced other problems believed to be connected to the condition.

These included higher levels of both anxiety and depression, which researchers said suggested the longer someone lived with the disorder the more distress they felt.

The findings of the study of more than 200 people aged 16 to 50 were reported to the Division of Clinical Psychology’s annual conference in Manchester.

The Scottish Executive said it had "no plans" to set up a treatment centre for adults with ADHD, but would examine the new research.

There is a centre in London but its acceptance of adult ADHD has remained controversial among health workers and there are few other specialist services available.

Dr Jessica Bramham, a chartered clinical psychologist who carried out the research with several colleagues from the Institute of Psychiatry in London, said adult ADHD sufferers were not being given adequate treatment because many health organisations did not recognise that the condition continued after childhood.

"These findings confirm that ADHD does not necessarily disappear by the time a child reaches their 18th birthday," she said.

"Some adults can continue to experience significant cognitive and emotional problems associated with the disorder.

"Treatment can substantially improve their functioning but still many services do not recognise that ADHD may persist beyond childhood."

The belief that ADHD was limited to childhood was partly based on some studies which showed improvements in several symptoms as the child grew older, but the study found this "trajectory is not clear through the disorder in adulthood".

Dr Bramham said the impression that ADHD went away as people got older was based on an improvement in some sufferers’ condition.

"It does go away for a proportion of people. As their brains develop the symptoms don’t manifest any more, probably about 50 per cent don’t have it any more," she said.

"But there is a proportion who still go on to have the full-blown syndrome and another proportion who will have some symptoms.

"They may have lots of psychological problems through growing up with this and may need help with anxiety, depression and substance abuse.

"A three-year-old climbing the walls with ADHD may not be doing so when they get older but they may be still fidgeting in their seat, they may feel internally restless.

"It could be they have learned from social situations that they cannot be climbing the walls."

ADHD is thought to cover a range of disorders caused by brain conditions, genetic problems and birth trauma.

Sufferers have reduced levels of the chemical dopamine in the brain. Symptoms can be relieved by the controversial drug Ritalin - known as the "chemical cosh" and which some fear can cause lasting damage - anti-depressants and amphetamine-based drugs.

Undiagnosed sufferers who do not receive treatment are highly likely to end up in prison - some believe as many as 50 per cent of prisoners either have ADHD or had it as a child. They also have a higher tendency to use illegal drugs, which some researchers view as a form of "self-medication".

Dr Bramham, who works at the adult ADHD centre in London, said: "If they are untreated they are more likely to be sensation-seeking and get into drugs. They can find things like speed calm them down a bit and make them feel more normal. Alcohol and cannabis are also used."

Police in Newcastle have started trying to identify and get help for ADHD sufferers, mainly teenagers, as a form of crime prevention.

The London ADHD centre began informally about ten years ago when a psychologist agreed to see sufferers who were being dropped on their 18th birthday by child health services but still needed help.

"Once word got round he was seeing adults with ADHD, people started referring cases," Dr Bramham said.

It now sees about 150 people a year. However despite a decade of work, there is still scepticism about the idea of hyperactive adults among many health professionals, with one doctor calling the London centre "experimental".

A Scottish Executive spokesman said: "We have no plans to set up a similar centre in Scotland, but would be interested to hear about any positive results which come out of the project."

However he said new guidelines were being drawn up for the treatment of ADHD "at all ages" by the National Institute for Clinical Excellence.

Treatment of jailed criminals with ADHD was a matter for the prison service.

"We recognise that there may be a higher than average proportion of the prison population with personality disorders. It is therefore vital that they receive the appropriate care on referral by the Prison Medical Service," the spokesman added.

Dr Bramham said she hoped her study would finally help win over those who remained doubtful.

But she added: "Even the people referring patients to us are sometimes a bit sceptical, saying ‘This person thinks they have ADHD, but I’m not so sure myself’."

Related topics

Ritalin: http://news.scotsman.com/topics.cfm?tid=1228
Scottish Executive: http://news.scotsman.com/topics.cfm?tid=867

This article: http://news.scotsman.com/topics.cfm?tid=1228&id=348272005

2007-01-17T20:23:00.000Z

Vol. 8, No. 2, 2002 Page 1&3

ADHD in prisoners 'problem of great magnitude'

link to full article: http://www.autismwebsite.com/crimetimes/02b/w02bp1.htm

Mental Health Foundation Articles of interest

2007-01-17T16:49:00.001Z

More than a third of children with attention deficit hyperactivity disorder (ADHD) have been excluded from school, a survey of parents claimed today.

The BBC reports that a poll of 526 families found 39% had had a child excluded from class, and in 11% of cases this was permanent.

link to full story: http://www.mentalhealth.org.uk/information/news/?EntryId=46131

Psychologist helps children with ADHD make friends

Many children with Attention-Deficit/Hyperactivity Disorder suffer through a range of problems, from poor grades to poor relations with parents and teachers. But more than half of these children also have serious problems making friends. Too often they live lonely lives, never learning to develop the social skills they need to make friends as children or as adults.

link to full story: http://www.mentalhealth.org.uk/information/news/?EntryId=48125

Mental Health Foundation Articles of interest

2007-01-17T16:49:00.000Z

More than a third of children with attention deficit hyperactivity disorder (ADHD) have been excluded from school, a survey of parents claimed today.

The BBC reports that a poll of 526 families found 39% had had a child excluded from class, and in 11% of cases this was permanent.

link to full story: http://www.mentalhealth.org.uk/information/news/?EntryId=46131
Psychologist helps children with ADHD make friends

link to full story: http://www.mentalhealth.org.uk/information/news/?EntryId=48125

Personal Project Lit Review

2007-01-17T16:15:00.000Z

Introduction

My personal project aim is to investigate new media technologies. The ways in which new media technologies can be implemented to assist teenagers and young adults with ADHD in their daily lives. Teaching them to use their so called deficits as skills. Thus providing them with a location-aware, non-hierarchical, social network which supports the social and behavioural nature of those with ADHD. Focusing on their deficits as strengths, stopping them feeling misunderstood and isolated which often causes them to get into trouble.

The review of literature begins with an overview of ADHD, the research findings, conclusions and hypotheses. It then goes on to a review of the eitology of ADHD looking into the Hunter Concept in more detail. The correlation with ADHD and creativity is reviewed and the effect Green Time has on the condition.

The following chapters review assistive technology , social computing and locative media. Concluding with a discussion of the way in which these emerging technologies can be implemented.

What is ADHD - research findings, conclusions and hypotheses

There has been a wealth of literature written on ADHD. There have been many journal and press articles, research papers, books and Government and charity publications published on the subject. In addition to those are many internet sites both unofficial and official dedicated to ADHD Worldwide.

Background Information on ADHD

The American National Information Center for Children and Youth with disabilities (NICHCY) describes the core symptoms of ADHD as developmentally inappropriate levels of inattention, hyperactivity, and impulsivity. These problems are persistent and usually cause difficulties in one or more major life areas: home, school, work, or social relationships. Clinicians base their diagnosis on the presence of the core characteristics and the problems they cause.

Not all children and youth have the same type of ADHD. Because the disorder varies among individuals, children with ADHD won't all have the same problems. Some may be hyperactive. Others may be under-active. Some may have great problems with attention. Others may be mildly inattentive but overly impulsive. Still others may have significant problems in all three areas (attention, hyperactivity, and impulsivity). Hence the three subtypes of ADHD:

Predominantly Inattentive Type
Predominantly Hyperactive-Impulsive Type
Combined Type (inattention, hyperactivity-impulsivity)

For instance, children with ADHD, without hyperactivity and impulsivity, do not show excessive activity or fidgeting but instead may daydream, act lethargic or restless, and frequently do not finish their academic work. Not all of these behaviours appear in all situations.

Of course, from time to time, practically every person can be a bit absent-minded, restless, fidgety, or impulsive. So why are these same patterns of behaviour considered normal for some people and symptoms of a disorder in others? It's partly a matter of degree. With ADHD, these behaviours occur far more than occasionally. They are the rule and not the exception.

According to the fourth edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV) of the American Psychiatric Association, ADHD can be defined by behaviours exhibited. Individuals with ADHD exhibit combinations of the following behaviours:

Fidgeting with hands or feet or squirming in their seat (adolescents with ADHD may appear restless);
Difficulty remaining seated when required to do so;
Difficulty sustaining attention and waiting for a turn in tasks, games, or group situations;
Blurting out answers to questions before the questions have been completed;
Difficulty following through on instructions and in organizing tasks;
Shifting from one unfinished activity to another;
Failing to give close attention to details and avoiding careless mistakes;
Losing things necessary for tasks or activities;
Difficulty in listening to others without being distracted or interrupting;
Wide ranges in mood swings; and
Great difficulty in delaying gratification.

According to Barkley (1997) Children with ADHD show different combinations of these behaviours and typically exhibit behaviour that is classified into two main categories: poor sustained attention and hyperactivity-impulsiveness. For instance, children with ADHD, without hyperactivity and impulsivity, do not show excessive activity or fidgeting but instead may daydream, act lethargic or restless, and frequently do not finish their academic work. Not all of these behaviours appear in all situations.

According to the fourth edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV) Attention deficit hyperactivity disorder (ADHD) is a neurological condition, which affects those parts of the brain which control attention, impulses and concentration. It is thought to affect 3 to 7% of school age children.1 2 3 Research has shown that boys are three times more likely to suffer from ADHD than girls.4

The best description for ADHD is that a child who suffers from this condition shows disruptive behaviours, which cannot be explained by any other psychiatric condition and are not in keeping with those of the same-aged people with similar intelligence and development. These behaviours are usually first noticed in early childhood, and they are more extreme than simple “misbehaving”. Children with ADHD have difficulty focussing their attention to complete a specific task. Additionally they can be hyperactive and impulsive and can suffer from mood swings and “social clumsiness”.

Although people with ADHD can be very successful in life, without identification and proper treatment, ADHD may have serious consequences, which can include4:

Under- performance at school
Depression
Problems with relationships
Problems finding and keeping a job
Criminal behaviour

Early identification by a healthcare professional is therefore very important to ensure that the child can fulfil his/her full potential.

Children with ADHD tend to display the following behaviours: -

Hyperactivity
Impulsive behaviour
Inattention
Social clumsiness
Poor coordination
Disorganisation
Mood swings
Specific learning disabilities such as dyslexia
Language problems
Difficulties with handwriting / written work

In people with ADHD, behavioural problems are seen in several places i.e. not just at school. Some children with ADHD have significant problems with concentration and attention but are not necessarily overactive or impulsive. It was thought until recent years that children outgrew ADHD in adolescence. However, it is now known that in approximately one third to one half of children with ADHD, the symptoms continue into adulthood.5

This is Netdoctor.co.uk’s response to the question “What are the symptoms of adult ADHD?”

Like childhood ADHD, adults share the symptoms of inattention, impulsiveness and hyperactivity. For some adults, the hyperactivity part of things calms down and is more controllable as they get older.

Research has shown that the experience of ADHD varies with age and symptoms can be quite different for people as the years go by.

Adults can experience ADHD in different ways, but some of the common symptoms include:

· concentration problems

· forgetfulness and poor short-term memory

· lack of organisation

· problems with creating and maintaining routines

· lack of self-discipline

· impulsive behaviour

· depression

· low self-esteem

· restless mind

· restlessness

· poor time management

· impatience and frustration

· poor social skills

· saying inappropriate remarks

· Feelings of underachievement.

Etiology of ADHD

There are many researched domains on the etiology of ADHD. Neurochemical, biological/gestational, evolutionary/genetic origins for the disease have been explored.

The neurochemical, focuses on the role of specific neurotransmitters that connect the neuronal circuits underlying attention. Neurological studies are converging on the conclusion that a dysfunction in the orbital limbic pathways of the frontal area is the probable impairment that gives rise to the primary features of ADHD (Barkley 1990,).

Most investigators in this area endorse a biological predisposition to the disorder (Barkley 1990, p.104). Barkley further discusses the biological origins in pregnancy, birth complications, toxins, infection, and heredity..

The evidence that some forms of ADHD have a genetic component come from a number of family aggregation, adoption, and twin studies over the past 30 years reviewed by DuPaul (1990). In the case of ADHD it would seem that hereditary factors play the largest role in the occurrence of these symptoms in children (Barkley, p.104). The development of ADHD need not have a hereditary origin, but heredity does correlate to a small percentage of this disease. Comings (1994) proposed that a site on the D2 gene coding may likely be responsible for ADHD and related syndromes.

Genetic studies on the segregation analysis of the twin and adoption studies suggest that there is a heritable component in some children and adults (Biederman, 1994:Faroane et, al. 1994, 1995). Multiple genes on chromosome 3 are related to compulsivity and aggression, (L.A. Phelps, Personal Communication Oct 20,1997). Phelps goes on to say that 80% of ADHD subjects have a first degree relative who is also ADHD. The review of literature by Lombroso (1994) clearly suggests that there are genetic factors involved in the etiology of many childhood psychiatric disorders. If the gene for this disorder can be identified then a greater degree of understanding and treatment may ultimately result for those afflicted with this disease.

Barkley discounts the fact that ADHD can arise purely from social and/or environmental factors. These factors, however, can contribute to the manifestation of the symptoms in each individual case. This is reflected in the treatment process being centred on social/environmental accommodations.

The evolutionary perspective lies in the fact that right brain development, or lack thereof, was especially important during our pre-agricultural evolutionary period (Shelley-Tremblay & Rosen, 1996). During this time our existence was more dependent on our ability to hunt. ADHD was perhaps beneficial during past evolutionary periods (Hallowell & Ratey, 1994). The genetic code was most likely valuable to survival in pre-agricultural human beings. The evolutionary perspective does not explore the possibility that these changes may be the first indicators of a threshold to new functions in the evolutionary development of the brain.

The ‘Hunter Concept’

Thom Hartmannn is an award-winning, bestselling author, international lecturer, teacher, radio talk show host and psychotherapist. Hartmann believes ADHD is not a disease or a disorder but merely a difference in the way people think. He came up with a metaphor to help describe his son Justin’s mind when he was diagnosed with ADHD.

“Justin, then 13 and a budding biologist, was devastated when a doctor told him he had a “brain disease” and would never go to college. Hartmann chose to explain it differently: he told Justin that the world was made up of hunter-gatherers and farmers and that 100,000 years ago the hunter-gatherer was vital to sustain humankind. He was prepared to risk his own life to get food and he was easily distracted by things, making him a good hunter and guard. As the world evolved and many of the risks were eliminated, the need for the hunter type diminished. He explained to Justin that he was “a hunter — and the world has been taken over by farmers. You can learn to be a farmer or you can take farmer pills.”

Hartmann (1993) later created and popularised ‘The Hunter Concept’ in the book ‘ADD - A Different Perception’ and In Hartmann’s ‘Beyond Add: Hunting for Reasons in the Past and Present ‘(1996).

In an article for The Times Online Abigail Rayner (2003) reports that what had started out as a metaphor was later backed up with science. Jay Fykes, a cultural anthropologist, found that the theory was exhibited in the different ways that American Indian tribes had evolved: “The Athabaskan are displaced hunters: give them a spear and a horse and they ruled the world, but when they tried to live in boxes and drive around in boxes and work in boxes, their society fell into crisis. The Pueblos had always been a thoughtful, fairly well-organised society and they did pretty well in modern America.”

In an online article entitled ‘Attention Deficit Hyperactivity Disorder and Green Time’ published on an information and resources site for parents and children 4ADHD St Clair writes

“ Dr. Richard P. Ebstein, a molecular geneticist and laboratory director at the Sarah Herzog Memorial Hospital in Jerusalem, has isolated the gene called DRD4 that seems to be a factor in ADHD.”

A couple of years ago Dr Robert Moyzis, of the University of California in Irvine, found that early human beings with ADHD traits were more likely to survive. The traits were associated with the DRD4 7R gene that is present in about half of ADHD individuals. Many other ADHD experts have disagreed with Hartmann’s theory, but they agree that the syndrome does exist in children and adults and cannot be ignored.

http://www.4-adhd.com/greentimeadhd.html hosts research projects with the conclusion exercise and working outside in a green environment reduces symptoms of ADHD.

The correlation between Add and creativity has been argued for several years. According to Crammond (1995) Being ADHD you see things that others miss. There are traits commonly associated with ADHD that are also associated with highly creative people. These are inattention, daydreaming, sensation seeking, and inability to finish projects, hyperactivity, enthusiasm and playfulness, difficult temperament, deficient social skills, academic underachievement, hypersensitivity to stimulation and mood swings

Russell A Barkley’s book ‘ADHD and the Nature of Self-Control’ reviews the diagnostic criteria (DSM-VI) of the disorder. It identifies the inadequacies of current conceptualisations and presents a new range of hypotheses about the nature of the disorder and construct of behavioural inhibition. The book provides an insight into the day-to-day adaptive functioning problems of children and adults affected by the disorder.

There have been a number of reports and articles written on the impact that ADHD has on the social interactions of those who suffer with the disorder. There are three major symptoms of AD/HD that can affect the way individuals get along with other people:

Inattention -- an individual has difficulty with paying attention, organization and following through on tasks

Impulsivity -- an individual has difficulty with talking or acting before thinking, or with self-control

Hyperactivity -- an individual is unusually active or restless

Add.about.com has published an on-line article ‘Communication skills (Bailey 2006). This provides insight into into ADHD symptoms and how they can become barriers in achieving effective communication. The article gives tips and suggestions but there is no evidence or references to support the statements made by Bailey. Research of literature in this area is needed and books highlighted for further reading are

‘Right-Brained Children in a Left-Brained World : Unlocking the Potential of Your Add Child’ by Jeffrey Freed, Laurie Parson, Laurie Parsons; Simon & Schuster,1997.Right-Brained Children in a Left-Brained World offers a step-by-step program that shows parents how to work with, not against, the special abilities of the ADD child.

‘ADHD and Teens : A Parent's Guide to Making It Through the Tough Years’ by Colleen Alexander-Roberts, Paul T. Elliott; Taylor Publishers,1995. ADHD (Attention Deficit Hyperactivity Disorder) is the most common behavioural disorder in American children. Teens with ADHD have an extremely high risk of failing in school, becoming drug abusers or alcoholics, breaking the law, and becoming teenage parents. This manual offers practical advice to help parent scope with these problems.

Windows into the A.D.D. Mind: Understanding and Treating Attention Deficit Disorders in the Everyday Lives of Children, Adolescents and Adults by Daniel G. Amen; Mindworks Press, 1997.

Visual Thinkers, Gifted People with Learning Difficulties, Computer Imaging, and the Ironies of Creativity, THOMAS G. WEST, ISBN 1-57392-155-6. West is a columnist, who has also been a manager and consultant in computer systems, energy research, and international technology. He directs the Visualization Research Institute of Washington, DC. In the Mind's Eye profiles gifted individuals who used non-traditional methods in their work as it explodes many myths about conventional intelligence and charts new vistas for today's computer visualization technologies. West examines the learning difficulties experienced by these people and others, and how recent neurological research shows an association between visual talents and verbal difficulties. In the Mind's Eye probes new data on dyslexics and ADHDers to see how computers enhance the creative potential of visual thinkers, as well as interactive computer applications to all levels of education and work.

Assistive Technology

Lindi Johnston’s research paper ‘How Assistive Technology Helps Overcome Learning Disabilities’ explores the various types of learning disabilities. Johnston looks at how assistive technology can play a beneficial role in those students’ lives that suffer from learning disabilities. The chapters relevant to my research are other disorders and the impact that ADHD has on social interactions.

Johnston states ADHD is a common inattention disorder that is characterised by inattention, impulsivity and hyperactivity. The learning difficulties experiences by those who have ADHD are poor organisational skills, problems categorising and memorising information, weakened interpersonal relation (poor social skills) a poor self concept, low co-ordination and motor functions and short attention spans.

According to Johnston the types of assistive technology available are

· pda (personal data assistant) for those who suffer organisation and memorisation problems

· Headphones for those who have social skills deficits. They are used to block out distractions.

· Amplification systems to aid concentration

· Varial speed tape recorders for adaptive listening

· CD-roms can be used for direct interactions

Social Computing

Social software networks and mobile software have seen a massive rise in popularity in the last few years. Social software comes in many different forms, the most well known being Web logs (aka blogs), wikis and social networking and tagging sites.

Blogs are easily updated online personal journals which are arranged in diary format. Blogs are accessible for all to read and leave comments on.

Wikis are online encyclopaedia s that can be extended and edited by users. The most popular of them being Wikipedia which was started in 2001, it currently contains 1,507,723 articles.

Social networking - My space. In May 2006 - Comscore’s Media Matrix reported that My Space had 51.4 Million unique visitors making it the 7th most frequented website in the world. Based on its size it would be the 12th largest country in the world.

Social Tagging sites such as del.icio.us and Blink list allow users to share their favourites/bookmarks with others. The bookmarks are tagged with keywords which enables the user to search for resources via others’ tags. This puts information in a social context, so you can find resources that others found useful and how they categorized them.

Leon Cych a consultant of emerging technologies in education believes blogs can be used for regular writing practice and the compilation of coursework. Saving the collection of books, writing and projects.

What Are Location-Based Services?

Location-based services (LBS) are applications that leverage the user's physical location to provide an enhanced service or experience. Location awareness can be used, for example, for mapping and navigation, shipment tracking, finding points of interest or a even virtual tour guide. Location awareness differentiates mobile applications from traditional PC and wired Internet services. GPS, RFID, Bluetooth are used in many locative media projects.

Ben Russell is the author of Headmap.org.uk (a blueprint for wireless technology, location aware devices) and one of the founders of the Locative Media Lab. In Russell’s on-line article for Vodafone Receiver Magazine, he discusses the social qualities of locative communication.

My research of social software led me to some motivating and innovative projects. Socialight was one of them.

Socialight is a mobile social networking system that was designed by students on an Interactive Telecommunications Program at New York University. Users initially join online and at first glance it looks like a run of the mill social networking site. However on closer inspection Socialight has much more exciting capabilities than it first lets on.

All users current locations are tracked by Socialight's central server. When two users are located in the same physical area they are notified of this. The user can view the other's profile and decide whether or not they wish to utilize the option of communicating with the other user. Teens and young adults with ADHD could really benefit from this adhoc networking as it takes the embarrassment of approaching a stranger in an attempt to initiate conversation with them.

There are a number of additional features which could also benefit an ADHD user. Socialight has a 'tap and tickle' function which requires little concentration to manipulate. This can be used to say "hi!" or give a 'nudge' to a friend. You can even make up your own secret morse code like vibing messages. The sticky notes feature could be an invaluable asset to a user with ADHD who suffers from memory problems

References

Barkley, R, A. (1997). ADHD and the Nature of Self-Control. New York: The Guilford Press 8. 1-350.

American Psychiatric Association DSM IV diagnostic criteria

Barkley, RA, ADHD: a handbook for diagnosis and treatment. New York 1998. Guilford Press

Wolraich ML (1996). Comparison of diagnostic criteria for ADHD in a countrywide sample. Journal of the America Academy of Child and Adolescent Psychiatry; 35:319-324

Green C and Chee K. (1997) Understanding ADHD – A Parent’s Guide to Attention Deficit Hyperactivity Disorder in Children. Vermillion Publishing

Murphy KR and Barkley RA. (1996). The prevalence of DSM-IV symptoms in adult licensed drivers. Implications for clinical diagnosis. Comprehensive Psychiatry; 37:393-401

NETDOCTOR http://premium.netdoktor.com/uk/adhd/adult/facts/article.jsp?articleIdent=uk.adhd.adult.facts.uk_adhd_xmlarticle_004624

Hartmann, T (1993) The Hunter Concept

Hartmann, T (1996) Beyond Add: Hunting for Reasons in the Past and Present

DuPaul, G.J. (1991) ’Parent and teachers ratings of ADHD symptoms:Psychometric properties in a community-based sample.’ Journal of Clinical Child Psychology

http://www.4-adhd.com/greentimeadhd.html

Lindi Johnston (2005) How Assistive Technology Helps Overcome Learning Disabilities

http://tiger.towson.edu/~ljohns15/research/paper.htm

Hartmann, T (1993) later created and popularised ‘The Hunter Concept’ in the book ‘ADD - A Different Perception’ and In Hartmann’s ‘Beyond Add: Hunting for Reasons in the Past and Present ‘(1996).

London Times on-line Is it ADHD that’s eating the boss? September 15 2004

http://timesonline.co.uk

Crammond, B. (1995). The Coincidence of Attention Deficit Hyperactivity Disorder and Creativity (RBDM 9508). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut

St Clair, J. 4adhd

Russell, B.(2003) Vodafone Receiver Magazine.

www.socialight.com

Adhd in prison

2007-01-17T16:11:00.000Z

Young men in prison show high level of ADHD

9/12/2004

The population of young male prison inmates exhibits a considerable psychiatric morbidity, Swansea Clinical School's Professor of Psychiatry, Johannes Thome, has found.

In a recently published study in European Archives of Psychiatry and Clinical Neuroscience, Prof. Thome and others reported that the prevalence of Disturbance of Activity and Attention (DAA) and Hyperkinetic Conduct Disorder (HCD) or Attention Deficit/Hyperactivity Disorder (ADHD) in young adult prison inmates is significantly elevated when compared to non-delinquent controls.

�Of the total sample, 64% suffered from at least two disorders. Only 8.5% had no psychiatric diagnoses. This indicates the urgent need for more psychiatric expertise in young offender facilities,� the authors said.

The overall prevalence of ADHD was 45%. The Prevalence of DAA and HCD was 21.7%. The most common diagnostic combinations were DAA/HCD and substance use disorder/alcoholism.

According to the authors, ADHD is a condition with widespread co-morbid disorders in childhood, adolescence and in adulthood. In adolescence and early adulthood, substance use disorder and alcoholism occur with a prevalence of 50% and more. A comparable proportion of ADHD patients display personality disorders, in particular antisocial personality disorder and impulsivity personality disorder.

�The variety of co-morbid disorders creates a complex situation, which makes it difficult to unequivocally determine the influence of each single disorder on social outcome and delinquency,� they said.

The study investigated 129 prison inmates (mean age 19.2 years), and 54 healthy male control subjects for the presence of adult ADHD and co-morbid conditions using international diagnostic criteria as well as established rating scales and clinical interviews.

The study further found a significant difference between prisoners without any childhood or adult DAA psychopathology, and prisoners suffering from persistent adult DAA or having at least evidence of childhood ADHD-related symptoms, in terms of the prevalence of theft. Theft was two times more frequent amongst the two DAA/ADHD populations than in the controls.

The authors concluded that, �it seems evident that DAA/ADHD in association with co-morbid conditions has independent and joint influences on the onset, structure and outcome of delinquent behaviours.�

Source:	Swansea University
	Web Link

http://www.newswales.co.uk/?section=Hea l th&F=1&id=7573

Interacting with Others: Tips for Adults with AD/HD (WWK 15 short version)

2006-12-13T08:55:00.001Z

Interacting with Others: Tips for Adults with AD/HD (WWK 15 short version)

WWK refers to the What We Know series of information sheets on AD/HD. See the complete list.

People with attention-deficit/hyperactivity disorder (AD/HD) often have social problems. They may have problems with relationships and may be rejected by other people. The problems often come from their symptoms, which include inattention (not being able to pay attention); impulsivity (doing and saying things before they think); and hyperactivity (being overly active).
These social problems can be painful to people with AD/HD. They also may contribute to other psychiatric disorders such as depression or anxiety.
This What We Know sheet will help adults with AD/HD by:
describing how symptoms of AD/HD can result in social and relationship issues
suggesting ways to find out whether an adult with AD/HD interacts well with others
suggesting ways to help adults with AD/HD get along well with other people
AD/HD and Interacting with Others
It is not hard to understand why people with AD/HD often have a hard time interacting with other people. Fifty percent to 60 percent of children with AD/HD have difficulty getting along with other children. Adults with AD/HD very often are lonely and isolated because they haven't learned the social skills others expect them to have, such as listening, polite behavior and following through on responsibilities.
To get along well with others, people must be able to pay attention, to be responsible, and to control their impulses. Adults with AD/HD are often inattentive and forgetful, and they generally do not have good control over their impulses.
AD/HD is not a disability that others can see, so people who don't know what it is may think that the behavior of someone with AD/HD is simply rudeness or laziness or just being self-centered or irresponsible. These and other negative labels can lead to rejection of the person with AD/HD.
Rejection by others such as coworkers, family members and friends causes emotional pain, which can lead to low self-esteem and many other problems throughout life. Inappropriate behaviors may anger a friend or spouse and the friend or spouse may eventually "burn out" and give up on the friendship or marriage.
Teaching people with AD/HD, their loved ones and their friends about AD/HD and how it affects social skills and behavior can help lessen the blame, conflicts and rejection. People with AD/HD can learn to interact well with others and to improve their social lives.
Learning the Skills to Get Along with Other People
Social skills are generally learned by watching people, copying the behaviors of others, practicing and getting feedback. This normally begins in childhood and improves as one gets older.
People with good social skills are accepted by others. People with AD/HD or who don't have such skills are often rejected -- and rejection and isolation gives them even fewer chances to learn how to behave with family and others. This cycle leads to even more rejection, and so on. People begin to avoid the person or use other ways to show disapproval. Because it's considered rude to point out social errors, people with AD/HD are left on their own to improve something they may not even understand.
The Impact AD/HD Symptoms have on Interacting with Others
There are three major symptoms of AD/HD that can affect the way individuals get along with other people:
Inattention -- an individual has difficulty with paying attention, organization and following through on tasks
Impulsivity -- an individual has difficulty with talking or acting before thinking, or with self-control
Hyperactivity -- an individual is unusually active or restless

Inattention
An adult with AD/HD may miss important information in a conversation or in a social setting if they have difficulty paying attention, and others may get frustrated or annoyed if they believe the adult with AD/HD wasn't listening on purpose.
Here are some tips for adults with AD/HD to understand others and gain social skills:
Pay close attention to what others do and say. Know that sometimes people don't say what they really mean. Look for clues to understand what is really meant. Try to "read between the lines."
Be aware of body language, tone of voice, behavior, or the look in someone's eyes to better understand what they are saying and meaning.
Notice a person's choice of words to better understand real meaning. "I'd love to go" probably means "Yes." "If you want to" probably means "No, but I'll do it."
Actions speak louder than words. If someone's words say one thing but their actions say another, suspect that their actions might be telling you their real feelings.
Find someone to help you with this hidden language. Compare your understanding with their understanding. If you don't agree, try the other person's interpretation and see what happensespecially if you usually get it wrong.
Learn to see beyond polite behavior. Polite behavior sometimes disguises actual feelings.
Be alert to what others are doing. Look around for clues about proper behavior, dress, seating and talking.

Impulsivity
Impulsivity -- speaking or acting without thinking first -- can damage relationships. Not stopping to think first often causes unwanted situations for others.
Speaking without thinking first often results in opinions and thoughts being expressed in their raw form, without the thoughtful "being nice" that is socially appropriate. Interrupting others is common with impulsive people and not appreciated.
Rapid speech and talking too much can also be a sign of impulsivity. The rapid-fire speech of someone with AD/HD leaves little room for others who might want to speak too. This behavior can lead to losing friends and missing needed information.
Acting without thinking first can also cause problems. Doing something instantly and without thought often means poor decision-making. Impulsive actions include taking reckless chances, not studying or preparing for school or work, having affairs, quitting jobs, deciding to relocate, overspending and even aggressive actions such as hitting others or throwing things.
Hyperactivity
Physical hyperactivity can make it hard to take part in leisure activities. Being unable to sit still and concentrate for concerts, sports events, religious ceremonies, educational events, or even on vacations may be seen by others as not caring or not being concerned.
Evaluating Your Ability to Get Along with Others
During an evaluation for AD/HD, a health professional will do a complete evaluation to see how the adult interacts with others. Interviews and questionnaires are usually used to determine what social skills and problems an adult with AD/HD has. The questionnaire may include items like those listed here:
Not paying attention when spoken to; missing pieces of information
Seeming to ignore others
Not taking turns in conversation (interrupting frequently)
Not following through on tasks and/or responsibilities
Not using proper manners
Missing social cues
Having a disorganized lifestyle
Sharing information that is inappropriate to share
Being distracted by sounds or noises
Becoming flooded or overwhelmed, "shutting down"
Having disorganized or scattered thoughts
Rambling or straying off topic during conversations
Ending conversations abruptly
Ways to Treat AD/HD
Medications are often helpful for managing AD/HD symptoms. In many cases, medication will give an adult with AD/HD the boost in self-control and concentration he or she needs to use newly learned social skills at the appropriate time. However, medications alone usually are not enough to gain the necessary skills. Once an adult knows what social skills to work on, working with a therapist or coach who understands how AD/HD affects social skills should be considered. (A doctor or other professional may be able to recommend someone. For additional information on coaching, see What We Know #18, Coaching for Adults with AD/HD.")
Adults with AD/HD should think about the following when seeking help with social skills:
Knowledge. To learn better social skills, an adult with AD/HD needs to understand them and know which skills he or she needs to improve. Books that can help include What Does Everybody Know That I Don't (Michele Novotni), ADD and Romance (Jonathan Scott Halverstadt) and You, Your Relationship, & Your ADD (Michael T. Bell).
Attitude. Adults with AD/HD should have a positive attitude and be open to improving their social skills. It is also important to be open to -- and to appreciate -- feedback from others.
Goals. Adults with AD/HD may want to work on one goal at a time. Others close to the adult can help evaluate skills and problems. Tackling skills one at a time will help an individual master each skill before moving on to the next one.
The echo. Those who struggle with missing pieces of information because of problems paying attention in conversations may want to learn to check what they heard with others by saying and asking things like "I heard you say that...Did I get it right?" "Is there more?" or by asking others to check after giving important information. They could help by saying, "Please tell me what you heard me say." This is a good way to avoid social errors because of inattention.
Watching others. Adults with AD/HD can learn a great deal by watching others -- both at work and in their personal life -- do what they need to learn to do. Television may also provide role models.
Role playing. Practicing new skills with others is a good way to get feedback about what was learned.
Rehearsing. Individuals can rehearse by imagining themselves in a situation to practice skills by picturing the place and the people who will be there. This practice should be repeated as many times as possible to "overlearn" the skill and increase chances for success.
Using prompts. Using prompts to focus on particular goals helps, too. The prompts can be an index card with notes, a vibrating watch set every four minutes to remind a person to be quiet, or a gesture someone makes (such as rubbing his or her head) to remind the individual with AD/HD to work on a particular skill.
Increasing "likeability." Researchers have found that people who are likeable have certain characteristics. They are sincere, honest, understanding, loyal, truthful, trustworthy, intelligent, dependable, thoughtful, considerate, reliable, warm, kind, friendly, happy, unselfish, humorous, responsible, cheerful and trustful. Developing or improving any of these "likeability" characteristics should help improve the overall social life of an adult with AD/HD.
Summary
Although AD/HD certainly brings unique challenges to social relationships, information and resources are available to help adults with AD/HD improve their social skills. Most of this information is based upon sound clinical practice and research on social skills and AD/HD in children and teens; there is a great need for more research on social skills and AD/HD in adults. Adults with AD/HD are encouraged to seek help through reading, counseling or coaching and, above all, to build and maintain connections with other people.
The information provided in this information and resource sheet was supported by Cooperative Agreement Number R04/CCR321831-01 from the Centers for Disease Control and Prevention (CDC). The contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC. It was adapted from What We Know #15, "Social Skills in Adults with AD/HD," developed by the Attention Deficit Disorder Association, and approved by CHADD's Professional Advisory Board in 2003.
© 2003 Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD).
For further information about AD/HD or CHADD, please contact:
National Resource Center on AD/HD
Children and Adults with
Attention-Deficit/Hyperactivity Disorder
8181 Professional Place, Suite 150
Landover, MD 20785
800-233-4050
www.help4adhd.org
Please also visit the CHADD Web site at
www.chadd.org.
`

soc mob

2006-12-13T08:53:00.001Z

Elizabeth F. Churchill

Palo Alto Research Center
Christine A. Halverson
IBM
Social Networks
and Social Networking
14 SEPTEMBER • OCTOBER 2005 Published by the IEEE Computer Society 1089-7801/05/$20.00 © 2005 IEEE IEEE INTERNET COMPUTING Guest Editors’ Introduction
Social networking is built on the idea
that there is a determinable structure
to how people know each other,
whether directly or indirectly. Notions such
as “six degrees of separation” — that
everyone on Earth is separated from everyone
else by no more than six intermediate
personal relationships — have popularized
the idea that people can be (however
unknowingly) connected through common
associates.
This issue’s theme includes three articles
on research activities that have
drawn on ideas from social networking to
drive innovative designs. The focus stays
close to our own intellectual home — the
design, development, and study of social
technologies at the level of individuals,
groups, and organizations — although we
refer to the broader issue of business,
community, and societal impact in this
short introduction.
Origins
Most contemporary lay discussion of
social networking seems to center on
online interactions via the Internet and
focus on “hooking up” with others to get
a job, get a date, or share stories with
people who have, say, the same breed of
dog. Yet, for decades researchers in the
behavioral sciences have been systematically
studying social networks of all
kinds — “offline” interactions (face to
face, letters, telephone, and so on) as well
as online to determine how social networks
are developed and maintained and
how social-network connections affect
our lives.
John Scott’s introduction suggests that
contemporary social network analysis
(SNA)1 draws on three lines of inquiry:
• Sociometric analysts in the US during
the 1930s, whose work had roots in
Gestalt psychology, aimed to investigate
how feelings of well-being are
related to the structure of people’s
social lives. This movement is most
closely associated with Jacob Moreno,
who devised the sociogram, a visual
diagram of people’s relationship networks
in which individuals are represented
as points and their connections
to others as lines. Other major players
in this research movement were Kurt
Lewin, whose greatest legacy was his promotion
of mathematical models of group relations,
and Fritz Heider, who focused on
people’s perceptions about their relationships
with others.
• Also in the 1930s, Harvard University researchers
began focusing on cliques in social groups to
identify cohesive subgroups (such as work,
church, family, associations, and clubs) within
social systems. This group was influenced
by anthropologist Alfred Radcliffe-Brown,
whose work focused on factory and community
life in the US.
• A group of anthropologists in Manchester, England,
also drew on the work of Radcliffe-Brown
in the 1950s. John Barnes, a member of this
group, is attributed with having coined the specific
term “social networks” in 1954. His work
with Elizabeth Bott drew on the sociometric
approach, but focused on people’s informal
social relationships rather than those associated
with institutions and associations. In addition,
their work focused on conflict and change
in these networks. Clyde Mitchell extended the
traditional sociometric approach with insights
from the mathematics of graph theory to better
deal with observations that were gathered.
Influenced by these investigations, Harvard
researchers led by Harrison White further
explored the mathematical basis of social structure
in the 1960s and ’70s. They drew together
algebraic models of groups using set theory and
multidimensional scaling to establish concepts
such as the strength and distance of connections.
The general approach gained legitimacy and
popularity with the publications of Mark Granovetter’s
analyses of how information from
informal social contacts was used in job seeking
in a US community.2,3 These works laid the foundation
for the methods of study and analysis
used in SNA today.
Definitions
SNA data is essentially relational rather than
attribute-based (that is, concerned with relationships
between things versus the attributes of
individual entities). Thus, the unit of analysis
isn’t the individual, but structures (networks) that
consist of at least two social entities (usually
more) and the links among them. Examples of
the data gathered include kinship relations (for
example, brother of ), social roles (boss of, friend
of, and so on), actions (such as has dinner with,
dance with, or fights with), affective (loves,
hates, and so on), material exchanges (such as
business transactions) and common behaviors
(for example, wears the same jeans or goes to the
same tattoo parlor).
Figure 1 is a sociogram depicting the structure
of relations between entities A through G, the
“nodes” in a simple network. In the figure, the circles
are nodes and the lines between them are links
(also called arcs, edges, or ties). Entity A is connected
to two subgroups and one singleton, G. One
subgroup is made up of entities B, C, and D, and
the other comprises entities E and F. The arrows
depict whether the flows are uni- or bidirectional:
• A is connected to — say, sends email to — B, C,
E, F, and G.
• A receives email from B, C, F, and G.
• E and F send email to each other.
• B,C, and D all send and receive email from each
other.
• A doesn’t receive email from E.
We could characterize A as spanning the boundary
between the two subgroups, thus serving as a
potential connection source between individuals
in each. Figure 2 (next page) shows the connectivity
matrix visualized in Figure 1.
Information passes between nodes as flows — the
movement of diseases among cattle populations,
connections between musicians based on musical
IEEE INTERNET COMPUTING www.computer.org/internet/ SEPTEMBER • OCTOBER 2005 15
Social Networking
Figure 1. Elements of a social network, illustrated
in a simple sociogram. The nodes in this network
are represented as circles, and the links or
connections between them are the arrowed lines.
Between the nodes are one unidirectional and
eight bidirectional links. A is at the centre of two
subgroups of linked nodes consisting of B, C, and
D, and E and F, respectively. A also has a
connection to G. A connects to E, but E doesn’t
connect to A.
E
C
A G
F
B D
styles, letters, money, emails, blog entries, gossip,
love, or virtually anything else.
In analyzing the flows between nodes along
links, we can characterize nodes as powerless,
active, stationary, transient, or permanent. Links
can be strong or weak, private or public, singular
or multiple, unique or redundant, and parallel or
intersecting. Flows between nodes can be copious
or sparse, constant or intermittent, one-way or
bidirectional, and meaningful or meaningless.
Using the simple concepts of nodes, ties, and
flows, analysts can derive relational matrices and
sociograms for anything in which connections
exist. Network analysis also reveals substructures
within networks — for example, cliques within a
larger group. Some common network characterizations
are as follows:
• centralized, decentralized (that is, multicentered),
or distributed (centerless);
• hierarchical or horizontal;
• bounded or boundless;
• finite (with fixed limits on the number of nodes
and ties);
• accessible or inaccessible;
• inclusive or exclusive;
• intensive (that is, few nodes linked by a multiplicity
of dense, strong ties) or expansive
(many nodes enabling reciprocal, multidirectional
flows); or
• noninteractive (enabling only unidirectional
flows).
Changing patterns in networks over time show
how networks form, grow, and wane. By understanding
such patterns in different network types,
we can also derive the potential causes and consequences
of change, and predict network evolution
given different interventions.
Why Do Networked
Computers Matter?
The advent of Internet communications has greatly
increased SNA’s popularity in recent years.
Broadly speaking, the Internet has sparked curiosity
(why and how are people connecting with others?),
opportunity (we can track communication
flows efficiently via computer logs), and commerce
(what services will be compelling enough for people
to pay for them?).
For researchers interested in the dynamics of
human communication, it’s fascinating that people
are increasingly available for online communication,
often with others they would never have
encountered prior to the Internet’s emergence.
Connections are no longer as bound by propinquity;
rather, people can seek out or “bump into”
others from all over the globe. Further, the potential
for network density increases with social software
that emphasizes group communications
(Tribe.net, for example, explicitly focuses on
groups and communities as well as person-toperson
contacts). In this regard, the drive for
human-to-human communication has become
more evident — at least initiating, if not maintaining
it, as evidence shows that many “connections”
through online sites are ephemeral.
Along with this surge in sociability among
friends and strangers, computer-based networks
have let researchers instrument and measure what
communications are taking place in evolving, stable,
and fluctuating social networks. As people
increasingly interact online, analysts are interested
in observing and characterizing when, where,
and how connections are made, how long they are
maintained and in what ways, and what function
these connections serve. At the level of interpersonal
communication and communities of interest
and affiliation, researchers have examined
social information flows for strong and weak ties
in Internet communications4 and online spaces,5–7
how online socializing impacts people’s psychological
health,8 and how online socializing affects
face-to-face interactions in communities.9 Considerable
research is also exploring impression
management — that is, how people represent
themselves through constructed online identities.10
At the societal level, Manuel Castells places computer-
based communications at the center of
16 SEPTEMBER • OCTOBER 2005 www.computer.org/internet/ IEEE INTERNET COMPUTING
Guest Editors’ Introduction
Figure 2. Connectivity matrix for entities A through
G in Figure 1. In the matrix, a 1 indicates a
connection, and a 0 shows no connection. The
absence of a connection between A and D is shown
by the 0 in both cells. A is also connected to E via a
unidirectional connection: E does not connect to A.
G 1 0 0 0 0 0 1
F 1 0 0 0 1 1 0
E 0 0 0 0 1 1 0
D 0 1 1 1 0 0 0
C 1 1 1 1 0 0 0
B 1 1 1 1 0 0 0
A 1 1 1 0 1 1 1
G F E D C B A
changes in global socioeconomics.11,12 He isn’t
alone in expressing concerns about rising
inequities between those with access to technical
— and therefore social — networks, and those with
such access.
Social-network concepts have become
increasingly interesting to companies such as
Ryze, LinkedIn, MySpace, Tribe, Orkut, and
Friendster, which have launched networking sites
in the past few years, although no particularly
lucrative business model has emerged. At the
inter- and intraorganizational levels, analysts
have used SNA to map the ways in which people
communicate and cooperate — that is, to identify
knowledge flows: Who do people seek information
and knowledge from? Who do they share
their information and knowledge with? As
applied to business, SNA is often about revealing
the informal communication networks that exist
within organizations — how information actually
flows around and between the formal procedures
and relationships mapped to organizational
hierarchy charts. Several consultancy firms are
offering services based on SNA, promising optimization
of information flow as a way to improve
efficiency, reduce costs, and improve productivity.
Within the research context, understanding
how these informal networks flow within and
among organizations has even given rise to a
separate area of study, called organizational network
analysis (ONA).13,14
Articles in this Issue
All three theme articles take up social networks
and social networking in terms of relationships
among individuals (rather than at the organizational,
community, or societal level). In addition,
all share our own penchant for sociotechnical
design intervention — that is, all are concerned
with using SNA to drive innovations that help
people use communication technologies to
understand and manage their social networks
more effectively.
Danyel Fisher’s “Using Egocentric Networks to
IEEE INTERNET COMPUTING www.computer.org/internet/ SEPTEMBER • OCTOBER 2005 17
Social Networking
Resources on Social Networks, Social Networking, and Social-Network Analysis
Simply typing “social network” into a
search engine will yield thousands of
hits pointing to papers, books, journals, and
bibliographies, as well as tools for analyzing
and visualizing social networks. Here, we
offer a more focused list of relevant readings
and tools.
Readings and Resources
Wikipedia offers a good basic introduction
to social networks and social-network
analysis (SNA), with links to numerous
resources (http://en.wikipedia.org/wiki/
Social_networks).
Several academic bibliographies dedicated
to social networks and SNA are available
online. (See www.socialnetworks.org,
for a good example.)
NetLab (www.chass.utoronto.ca/~well
man/netlab/) provides up-to-date information
on social networks in the broadest
sense, including pointers to many activities
and resources that intersect with SNA. This
is an excellent, scholarly resource.
Robert Hanneman from the University
of California and Mark Riddle from the
University of Colorado maintain a particularly
good bibliography of SNA resources
at http://faculty.ucr.edu/~han
neman/nettext/Bibliography.html.
Bruce Hopper and Patti Anklam also
maintain a fairly good, annotated SNA bibliography
at http://connectedness.blog
spot.com/2005/05/annotated-biblio
graphy-of-social.html.
Specifically business-related resources
are often listed under the banner of organizational
network analysis (ONA), which
has been dubbed an x-ray into the inner
workings of an organization.Rob Cross and
colleagues have focused on ONA in their
work (www.robcross.org/sna.htm).
Network-analysis modeling techniques
can be quite complicated as researchers
use considerable mathematical rigor and
sophisticated statistical techniques to
uncover patterns of nodes, links, and flows.
We recommend beginning with John
Scott’s Social Network Analysis:A Handbook
(Sage Publications, 1991). Scott offers an
excellent introduction to the area.
A good follow-up is Stanley Wasserman
and Joseph Galaskiewizc’s Advances in Social
Network Analysis (Sage publications, 1994),
as well as Wasserman and Katherine Faust’s
Social Network Analysis (Cambridge Univ.
Press, 1994).
Darin Barney’s The Network Society
(Polity Press, 2004) offers an interesting
introduction to the broader area of the
Networked Society, inviting readers to
consider the larger scale (global, for
example) ramifications of sociotechnical
networks.
Elsevier publishes an excellent journal
called Social Networks (www.elsevier.com/
wps/find/journaldescription.cws_home/505
596/description). See also the online Journal
of Social Structure (www.cmu.edu/joss/).
Tools
Social networking is an increasingly hot topic
in software design. Sites and services are
built around common interests, geographical
proximity,professional communities and
practices, and so on. Social networking sites
such as Ryze, LinkedIn, Friendster, Orkut,
MySpace, and Tribe are growing in popularity,
although effective revenue generation
remains elusive.
continued on p. 18
18 SEPTEMBER • OCTOBER 2005 www.computer.org/internet/ IEEE INTERNET COMPUTING
Guest Editors’ Introduction
Understand Communication” stays closest to the
current characterizations of social networking
through online communication. Focusing on the
networked “ego” of the sophisticated email user,
he presents two systems: Soylent looks at interaction
patterns in email, and Roles applies SNA to
messages and replies within Usenet. Both projects
examine connections that are explicit and volitional
— connections are based on conscious decisions
to communicate, as opposed to, say, bumping
into someone serendipitously in a hallway — with
no assumption that links are bidirectional. Soylent
presents sociograms as end-user visualizations of
connections between individuals who’ve been
coaddressed on email messages. Fisher describes
core patterns that emerge from such connections.
The Roles project applies SNA to public Usenet
group communications to identify individuals’
roles as well as point toward interaction patterns
between individuals.
In “Social Networks as Health Feedback Displays,”
Margaret Morris also focuses on individuals,
concentrating on self-perception and mental
well-being. Her work at Intel takes a proactive
approach to health by using social-networking
and pervasive computing technologies to help
reduce feelings of social isolation and depression
in elderly individuals. Building on cognitive
behavioral ideas and notions of mindfulness,
Morris and colleagues use network displays to
provide a form of social biofeedback. They use
sensor data (measuring phone calls and visits) to
derive public displays of social interactions with
relations and friends, which they introduced into
select elders’ homes. This approach shows the
persuasive power of mobilizing concepts such as
social networks: as people see their social interactions
illustrated in these feedback displays,
their feelings of social isolation are subtly and
gently refuted.
Finally, Quentin Jones and Sukeshini A.
Grandhi’s “P3 Systems: Putting the Place Back
into Social Networks” takes us furthest from current
discussions of social networking. Although
very much part of early SNA work, geographical
space, location, and architectural space are often
forgotten in discussions of abstract “connections”
via communication technologies. This article
brings together physical place, mobile
technologies, and social networks in what the
authors call the P3 framework, which is intended
to help designers consider what geographic
context cues are appropriate for specific social
interactions. In their framework, Jones and
Grandhi distinguish between people- and placecentered
techniques for communication or location-
aware community systems. As we see an
increase in cellular technologies that promise
perpetual availability, it seems there will also be
an increase in tools and applications for social
Resources on Social Networks, Social Networking, and Social-Network Analysis cont.
Mobile social software (MoSoSo) services
and applications are increasingly popular.
Similarly, building and maintaining social
networks by sharing digital media is becoming
more common, both online (Flickr’s
photo-sharing site, for example;www.flickr.
com) and offline (Fuji Xerox’s interactive
bulletin boards, the CollaboPosters; see
www.designingassociates.com/displays).Undoubtedly,
the future will bring new visions
for such sites and services.
Various tools have also emerged for
visualizing explicit and tacit social networks
and carrying out SNA. We can apply such
tools and metrics at the level of individuals,
organizations, and industries to analyze
computer networks (to optimize topologies,
and so on) and information systems
(to offer representations of link structures,
for example). These tools reveal densely or
sparsely connected clusters, which can be
mapped to “affiliative groups” or communities
of practice to reveal people who are
connectors and boundary spanners
between groups.
Tools are designed for different areas
and levels of investigation – for example,
some are better suited for social-science
research and others for business analysis.
They also differ in the level of mathematical
understanding they assume, and in
their ability to deal with large data sets.
As with all forms of data analysis, selecting
the “right” tool depends on the questions
posed, desired output, specifics of
the data sets to be analyzed, and the analysts’
interest in manipulating the underlying
parameters.
Orgnet.com’s InFlow 3.0 is frequently
used in business contexts. The site also
includes a good range of articles on SNA as
well as product information on InFLow,
which the company describes as “a social
network mapping and measurement tool.”
Other examples of SNA software
include NetMiner (www.netminer.com/
NetMiner/home_01.jsp), SociometryPro
(www.sociometry.ru/eng/index.php), Pajek
(see http://vlado.fmf.uni-lj.si/pub/neworks/
pajek/), and UCINET (see www.analytic
tech.com/ucinet_5_description.htm).
We also recommend checking the
International Network for Social Network
Analysis (www.insna.org/INSNA/soft_inf.
html) for more pointers to SNA tools and
techniques.
continued from p. 17
networking via these devices. Examples of such
mobile social software (MoSoSo) services include
Dodgeball (www.dodgeball.com), which connects
people to their friends on the basis of physical
proximity, and Morca (www.common.net), which
helps people discover common interests from
each other’s profiles, indexed by their email
addresses. Jones and Grandhi’s framework begins
to address the complexities inherent in making
judgments about our availability by bringing
into focus the fact that desire for contact is moderated
by who is contacting us and where we are
at the time.
Central to SNA is the interplay between the
activities of nodes and the dynamics of the
networks they’re part of. The Internet has made
us aware of people’s desires and abilities to network
socially beyond the confines of geographical
proximity.
The articles in this special issue attempt to
honor the actions of the nodes (the individuals)
while keeping in mind the bigger picture of collective
behavioral patterns. Although the tools
described here are all intended for individuals,
each article highlights how new technologies and
technical competencies will further push our
understanding of human social-networking drives
and desires. Specifically, socially adaptive
location-aware technologies, large-screen displays,
and visualization methods for quickly representing
group dynamics and socio- (rather than
bio-) feedback will surely highlight even more
about how people establish, manage, and maintain
their social networks in mediated and faceto-
face communication situations — and, for that
matter, manage their identities and relationships
as there are more and more ways to connect and
“be connected to.”
Although we can’t do full justice to the theme
topic in terms of sociological analysis, communication-
tool development, personal experience, or
business analysis and applications, we hope this
special issue proves provocative.
References
1. J. Scott, Social Network Analysis: A Handbook, 2nd ed.,
Sage Publications, 1991.
2. M. Granovetter, “The Strength of Weak Ties,” Am. J. Sociology,
vol. 78, no. 6, May 1973, pp. 1360–1380.
3. M. Granovetter, Getting a Job. A Study of Contacts and
Careers, Harvard Univ. Press, 1974.
4. B. Wellman and M. Gulia, “Virtual Communities as Communities:
Net Surfers Don’t Ride Alone,” Networks in the
Global Village: Life in Contemporary Communities, B. Wellman,
ed., Westview, 1999, pp. 331–366.
5. H. Rheingold, The Virtual Community: Homesteading on
the Electronic Frontier, Addison-Wesley, 1993.
6. L. Cherny, Conversation and Community: Discourse in a
Virtual World, CSLI Publications, 1999.
7. E.F. Churchill and S. Bly, “Virtual Environments at Work:
Ongoing Use of MUDs in the Workplace,” Proc. Int’l Joint
Conf. Work Activities Coordination and Collaboration, ACM
Press, 1999, pp. 99–108.
8. R.E. Kraut, B. Butler, and J. Cummings, “The Quality of
Social Ties Online,” Comm. ACM, vol. 45, no. 7, 2002, pp.
103–108.
9. K. Hampton and B. Wellman, “Neighboring in Netville:
How the Internet Supports Community and Social Capital
in a Wired Suburb,” City and Community, vol. 2, no. 4,
2003, pp. 277–311.
10. J. Sunden, Material Virtualities: Approaching Online Textual
Embodiment, Peter Lang Publishing, 2003.
11. M. Castells, The Rise of the Network Society — The Information
Age: Economy, Society and Culture, vol. 1, Blackwell,
1996.
12. M. Castells, The Internet Galaxy: Reflections on the Internet,
Business, and Society, Oxford Univ. Press, 2001.
13. R. Cross, N. Nohria, and A. Parker, “Six Myths about Informal
Networks and How To Overcome Them,” Sloan Management
Rev., vol. 43, no. 3, 2002, pp. 67–75.
14. R. Cross, A. Parker, and S. Borgatti, “Making Invisible Work
Visible: Using Social Network Analysis To Support Strategic
Collaboration,” Calif. Management Rev., vol. 44, no. 2,
2002, pp. 25–46.
Elizabeth F. Churchill is a research scientist at Palo Alto
Research Center (PARC). Originally a psychologist by training,
her research interests center on designing and evaluating
technologies, tools, and smart environments to
facilitate content sharing and communication. Churchill
has a PhD in cognitive science from the University of Cambridge.
She has authored numerous publications and
coedited several books concerned with people’s interactions
in physical and digital spaces. Contact her at churchill@
acm.org.
Christine A. Halverson is a research staff member at IBM. Her
interests include aspects of social interaction, whether in
complex work places, online communities, or daily life.
Halverson has a PhD in cognitive science from the University
of California, San Diego. She is coeditor of
Resources, Co-Evolution, and Artifacts: Theory in CSCW
(to be published by Springer in 2006). Contact her at
krys@acm.org.
IEEE INTERNET COMPUTING www.computer.org/internet/ SEPTEMBER • OCTOBER 2005 19
Social Networking

wasted lives

2006-12-13T08:49:00.001Z

Wasted Lives Page 1
Wasted lives – missed opportunities
Background to the project
Attention deficit hyperactivity disorder (ADHD) is a highly genetically predetermined disorder that
affects sufferers in many ways throughout their lives. The core symptoms of impulsivity,
inattention and hyperactivity give rise to a plethora of difficulties that affect behaviour, emotions
and the ability to learn social skills. Undiagnosed and untreated ADHD leaves young people
vulnerable, marginalized and at a great risk of not achieving their birthright potential.
Mary grew up in care, rejected at birth by the parents she doesn’t know. Being
‘different’ at school she soon found that she had few if any close friends. Always on the
go, never resting, never stopping to seemingly draw breath, Mary out paced her peers
and led a solitary young life. At times outspoken in the foster home, Mary was often
punished for being wilful and for expressing herself with ‘tantrums’ and anger. Carers
couldn’t cope with Mary and by the age of five she had been looked after by four
different families as well as having spells in council run care homes. As Mary grew
older other children shunned her, her self-esteem got lower as teachers called her
stupid and punished her with endless detentions and withdrawn privileges. At the age
of eleven, having being totally humiliated by her teachers for her poor academic
performance Mary set fire to her school. It was raised to the ground. The police
caught Mary; she had remained in the school grounds, fascinated by the fire. She was
referred to a psychiatrist and over the next five years diagnosed with three different,
and conflicting mental health disorders. For one period of six months she was forcibly
kept in secure accommodation, as she was deemed too ill to be allowed into society.
Mary was receiving no education worth noting, the inputs she did get were inadequate.
She didn’t concentrate, she didn’t care and she didn’t actively participate. She became
more and more defiant and was rejected by all those around her. At nineteen, uneducated,
Mary was a reject from society, a criminal, a habitual drug taker and an
alcoholic. On many occasions she had attempted to take her own life, she felt it wasn’t
worth living. Thankfully, and unusually, Mary was then recognised by a specially
trained social worker as possibly having ADHD. After many struggles the social
worker had Mary seen by a specialist psychiatrist who confirmed her ADHD and
prescribed medication for her. Mary became motivated to do better, went back to
college and in a single year sat three ‘A’ levels, all of which she passed with flying
colours. She is now under the regular care of a leading psychiatrist and she is a
student at Cambridge. Mary, in reality, was lucky, not many young people with ADHD
have such a happy ending.
A ground breaking project being orchestrated by officers in the Lancashire Constabulary is
addressing the needs of the many Mary’s in the County with a commitment to altering the trajectory
from genetic disorder to a chaotic lifestyle and giving the ADHD sufferers of Lancashire a greater
chance to achieve their birthright potential.
It is vital that we understand the biological, psychological and educational issues within ADHD and
the inherent need for collaborative inter-agency approaches to achieve success. Within the
Lancashire project, managers and key workers from a wide range of agencies are presenting an
alternative future to young people.
This paper outlines why Lancashire Constabulary’s DDAP (Development Disorders – Achieving
Potential) project is gaining national and international recognition.
Wasted Lives Page 2
The DDAP project
Lancashire Constabulary’s solution is based on three separate foundations:
· Previous academic research on ADHD and it’s affects on people’s lives
· The existing knowledge and experience of experts from around the world, and
· The fertile ground that is allowing for a step change in public services with the advent of a
changing political agenda for preventative services.
The project has developed a multi-agency framework for service provision that has a focus on the
performance criteria of the individual agency, rather than expecting participants to alter their
organisational focus to one of crime reduction. Should the agencies involved in DDAP assist the
relevant young people to achieve their potential, an anticipated outcome, it is an expectation that
entry into crime or recidivism will naturally reduce as a direct consequence.
DDAP has deliberately not restricted the activities of the project to a single age group, within the
alliance framework participating agencies concentrate on the catchment age profile of their existing
client group, e.g. for Connexions this would be up to age 19 years whilst for the police involvement
this would stretch beyond this boundary.
23% of crime is committed by people with undiagnosed or inadequately treated mental illnesses
such as ADHD1. 5% of the general population are believed to suffer from ADHD yet in 2001 her
Majesty’s Inspector of Prisons reported that up to 50% of the prison population had some form of
mental illness. Reducing the disproportionate nature of this population / prison balance is a driving
force behind DDAP.
The project is located in the boroughs of Burnley and Pendle, both of which are in East Lancashire,
an area of higher than average deprivation. The decision to locate the project in East Lancashire
was made due to the high levels of commitment and support within the East Lancashire Child and
Adolescent Mental Health (CAMHS) team and the governing Primary Care trust (PCT).
DDAP is managed through a project board. Each participating agency has a place on the board, but
where agencies are clustered around a delivery theme, e.g. schools and education psychologists, one
person represents the ‘theme’ at the monthly meetings. Thus the board is tight, focused and able to
make decisions expediently and effectively.
DDAP has representation and participation from the majority of agencies that could be involved
with mental health sufferers in the wider context. At the younger age bracket are health visitors and
Sure Start staff whilst in the more senior category Social Services, the police and the voluntary
sector are active contributors.
Additional vulnerabilities and co-current issues frequently manifest within ADHD sufferers. DDAP
is engaged with a wide-range of partners to tackle headlining issues such as: -
· Teenage pregnancies, addition risk of unwanted pregnancy is 41:1
· Community drugs teams acknowledging that ADHD and associated co morbidities provide
higher risk of a fast track into substance misuse
· Domestic violence groups working with offenders and victims acknowledging that ADHD
leaves a person nine times more likely to be involved in domestic violence
· Youth offending teams tackling the increased risk of re-offending from 1.7% within the
‘normal’ population to 31% within the ADHD population
1 British Medical Journal. Article 3197, 23 May 1998.
Wasted Lives Page 3
Fig 1.
Wheel and spoke
Parenting groups had previously struggled to get support and help when parents themselves
recognised their child was getting difficult to control. The newly formed parent support group, built
into the management of the project, offers support and a signpost into the participating agencies.
Partner agencies have each produced an individual, mental health specific action plan as part of the
DDAP process. Uniquely these plans include three elements, i) what the agency recognises as
service improvements, ii) what the agency recognises it needs to higher standard from partners and
iii) what the agency can deliver, with the project in mind, to higher standard to partners. As a suite
of DDAP development plans these are quality assured by ADDISS, a process that places the
voluntary sector at the forefront of the project. The model, referred to as the ‘handshake model’ is
instrumental to the development of true allied services across the participating agencies.
Fig 2.
Allied services handshake model
Feedback from parents, carers and sufferers of ADHD indicate that having to access services
individually is itself a barrier to progress, let alone the additional obstacle that ADHD in the family
can bring about. A key aim of DDAP is to provide care pathways for parents, carers and sufferers
to reduce the maze of services into a more organised and identifiable allied service. The provision
Voluntary sector quality assurance - ADDISS
Young people achieving their potential
Education
YOT
Lancaster
Farms
Communication and liaison is a vital component of
DDAP. The board have developed a ‘wheel and
spoke’ philosophy, whereby agencies work in alliance
to identify mutually beneficial service improvements
and to assist the ‘greater good’ of the project. Cofunded
posts, support across agencies for the common
goal, such as parenting training, are exemplars of true
multi agency activity that has occurred within DDAP.
The combination of the statutory agencies plus the
voluntary sector brings an unparalleled strength into
DDAP. The voluntary sector offers a level of expertise
and practical assistance that reaches far beyond the
existing levels of competence found amongst core
service providers. Agencies such as ADDISS, the
national ADHD support group, are therefore a
principal component of DDAP.
Wasted Lives Page 4
of a Multi Agency Care Pathway (MACPATH) and the associated wrap around services will remain
the centre of attention whilst DDAP matures.
Activity focus
Untreated or undiagnosed ADHD leaves young sufferers vulnerable to failing to achieve their
potential, a trajectory that leads directly to wasted lives. DDAP is designed to alter the course of
that trajectory and to help sufferers and their carers to break the cycle.
Educational achievement, or lack of, social marginalisation, depression, absenteeism from the home
and school, residing in care, entering the criminal justice system, depression, drug abuse and being
extraordinarily accident prone are some of the more common associations with untreated or poorly
treated conditions such as ADHD.
Sufferers frequently have behavioural difficulties that co-exist with the core issue. ADHD sufferers
often cannot effectively ‘read other peoples faces’, a core component of any meaningful
interpersonal activity, they often show a lack of restraint, especially when under stress and,
worryingly for parents, young people with ADHD are often gullible and easily led by others.
Emotional development within the ADHD person is often slower than the ‘norm’ and scientists
have recently claimed that the emotional ‘fallback’ is up to one third. Imagine an eighteen year old
with an undiagnosed emotional ability of that more akin to a twelve year old.
Not all young people with ADHD go wrong, however, most are at a heightened risk of educational
underachievement. With the existence of additional risk factors such as hostile parenting, the
probability of reduced opportunities is inflated considerably.
This project reduces the vulnerability of ADHD sufferers by providing a two storey service. On the
ground floor, services such as SureStart, schools and Connexions aim to identify and assist in the
early diagnosis of ADHD. Thus, through DDAP, they place individual sufferers and their families
into a co-ordinated multi agency pathway of care. Should this initial level of service fail to prevent
young people having reduced risk, thereby entering into the justice system, the participating
agencies such as the Youth Offending Team, special education needs and the police offer another
opportunity for the individuals negative trajectory to be re-aligned.
Under the leadership of Lancashire Constabulary, DDAP has three main focal goals
all of which are seen as consequences of more young people achieving their potential
1. reducing crime and substance misuse
2. reducing anti social behaviour (ASB)
3. reducing road traffic casualties
1. reducing crime and substance misuse
Returning to the crime based agenda, the failings of the neuro-pathways within the ADHD
brain are cited as the causes of the behavioural traits mentioned above. Treatment with
prescribed medication, such as methylphenidate, for instance Ritalin, increases the
effectiveness of those pathways and so reduces the negative behavioural manifestations
that give rise to so much concern. Recent research has identified that sufferers can ‘selfWasted
Lives Page 5
medicate’ through the use of illegal drugs, such as cocaine and heroin, both of which have
a similar effect on the brain to methylphenidate.
Therefore, within the rationale for DDAP, the reduction of substance misuse, through
diagnosis and appropriate medication is a goal that could directly lead to greater
achievement and less crime.
2. reducing anti social behaviour
Anti-social behaviour is a frequent matter for discussion within observers of ADHD and
its associated co-morbidities. Typical responses to young people who cause civil
disruption is through anti-social behaviour contract (ABCs), interventions such as positive
activities, anti-social behaviour orders (ASBOs) and where already within the YOT
clientele, reparation orders and detention training orders (DTOs). DDAP aims to ensure
that such contracts and legal undertakings are made ADHD tolerant, thus increasing the
probability of successful completion.
3. reducing road casualties
When the behavioural characteristics of ADHD are discussed in detail, i.e. inattentiveness,
an inability to concentrate for long periods and a prevalence to act on impulse, the links to
road casualties become clearer. Published research outlines how young men with
untreated ADHD are four times more likely to have a road collision2, and youngsters with
ADHD in Germany were found to be 9 times more likely to suffer an accident on the
roads as a pedestrian3. DDAP is embarking on education programmes for the ADHD road
user and is seeking a greater level of awareness amongst parents, carers and professionals
within the field of driving.
ADHD and courts youth offending teams and prisons
Studies claim that a minimum of 5% of the population have ADHD yet the Institute of Psychiatry
indicate that 25% of a sample group of ADHD sufferers had been to prison4. Her Majesty’s
Inspectors of Prisons stated in 1997 that 50% of young people on remand in the UK suffer a mental
health disorder and 30% of those sentenced also have a mental health disorder5.
A focal area of the project is an improvement in the services provided to offenders, pre-offenders
(through the local YISP) and for those incarcerated at Lancaster Farms (YOI). Where appropriate,
training will be given to CPS and the court services regarding mental health and ADHD to ensure
that interventions and sentencing decisions are made in a manner that supports the offender’s
mental health and gives every chance of effective rehabilitation.
Within the YOI the level of psychiatric service is regarded by the prison service to be inadequate.
DDAP will draw on contacts and the emerging influence to ensure that a more effective provision is
an outcome of this project.
Overall
Nothing matters more to families that the health, welfare and future success of their children. Our
future depends on the fulfilment of dreams, hopes and potential of our children being realised.
2 Barkley RA. et al. Paediatrics 1993; 92: 212–218
3 Federal Agency for Occupational Health, Safety and Medicine, Germany. (2001)
4 Dr Susan Young, Speech to British Psychiatry Society, Annual Conference, March 2001
5 Young Prisoners ISBN 1-85893-998-4
Wasted Lives Page 6
DDAP members have a system that is reasonable and likely to work, because it is a model based
upon good practices and solid foundations, such as robust academic research, considerable
knowledge amongst participating agencies and the emerging, and changing, political agenda.
Further requirements of DDAP exist, when provided these will ensure that the project maintains
effective and complete solutions. Those requirements are: -
· The provision of a jointly funded ‘conductor’ to orchestrate activity to maximise effect across
participating agencies, such a professional would be an educationalist or specialist nurse
· Re-alignment of corporate decision making, especially co-coordinated long term funding, to
ensure the efficacy matters of dealing with ‘special measures’ are understood and moved away
from the current ‘too much – too late’ scenario
· Higher levels of investment in recruitment and training of professionals such as teachers, health
workers, police officers, and youth workers to overcome the skills deficits that this work has
highlighted and addressed within its locality
In conclusion, agencies and their staff need to work in close alliance to orchestrate the most
effective solutions, in particular, as seen in DDAP, professionals and carers should be in a position
to answer three fundamental questions: -
What does ADHD look like?
What do I need to do?
Who else do I need to assist me?
DDAP is establishing itself as a tested model to achieve the framework goals. As a pilot project
DDAP needs to prove the value of the systems and processes within its framework. In doing so this
project will present prima facie evidence that justifies re-alignment of budgets and services within
existing provisions of social, and welfare care.
Wasted Lives Page 7

List of social networking websites

2006-11-24T08:56:00.000Z

Name Description/Focus User count Registration
43 Things Tagging 627,000 Open
ActiveRain Real estate professionals 5,374 Open
Adoos Latin America and Spain classifieds, personals 1,000,000 Open
AIM Pages AOL Instant Messenger Unknown Open
aSmallWorld European jet set and social elite 75,000 Invite-only
BlackPlanet.com African-Americans 18,000,000 Open
Babbello Australian teenagers 30,000 Open

Bebo Schools and colleges 22,000,000 Open
Blogger Blogging Unknown Open
Blurty Blogs, based on LiveJournal 947,169 Open
Bolt General (music and video) 4,000,000 Open
CarDomain Car enthusiasts 1,600,000 Open
Care2 Activists 6,000,000 Open
Classmates.com School, college, work and the military 40,000,000 Open
Connect.ee Estonia 39,000 Invite-only
Consumating "Consumeetings" 21,000 Open
Cyworld South Korea 15,000,000 Open
Dandelife Collective narratives or "shared biographies" unknown Open
DeadJournal "Dark" blogs, based on LiveJournal 490,310 By invite or payment
Dodgeball.com Mobile location-based service unknown Open
Doostang Online career community 53,000 Invite-only
DowneLink LGBT Unknown Open
Draugiem.lv Latvia 731,652 Invite-only
Ecademy Business 100,000 Open
Eons People over 50 Unknown Open to people over 50
Facebook General 7,700,000 Open
Faceparty British teens and 20-somethings 5,900,000 Open
FaceRen Mainly Chinese-literate university students unknown Open
Flickr Photo sharing 2,500,000 Open
Friendster General 29,100,000 Open
Frühstückstreff General 10,100 Open
Gaia Online General 4,548,824 Open
Gazzag General Unknown Open
GhettoSoul Writing, Poetry, and Music unknown Open
Goldmic Hip-Hop 58,000 Open
GoPets Virtual pets 400,000 Open
GreatestJournal Uses LiveJournal code 1,514,865 Open
Grono.net Poland 830,000 Invite-only
Hi5 Worldwide. 50,000,000 Open
Hyves Dutch people, but translations available (UK, GE, FR, SP) - many students 2,311,790 Open
imeem media-centric social network with instant messaging functionality Unknown Open
Inked Nation Body modification aficionados Unknown Open
IMVU 3D chat software 1,000,000 Open
IRC-Galleria Finland 350,000 Open
iWiW Hungary 1,000,000 Invite only
Janglo Jerusalem & Tel Aviv (Taanglo) English speakers 14,300 Open
Joga Bonito Football (soccer) Unknown Open
Last.fm Music Unknown Open
LibraryThing Books 82,374 Open
LinkedIn Business 7,500,000 Open
Listography Social List Making Unknown Open
LiveJournal Blogging 10,921,263 Open
LunarStorm Sweden 1,200,000 Open
Match.com Dating 12,000,000 Open
Med Network Healthcare Professionals and Students Unknown Open
MiGente.com Latinos 3,600,000 Open
Mixi Japan 5,000,000 Invite-only
MOBANGO Cell phones 1,000,000 Open
MOG Music Unknown Open
Multiply "Real world" networking with definable relationships 3,000,000 Open
Music Forte Music 37,000 Open
myGamma Cell phones 900,000 Open
MySpace General 125,632,282 Open
myYearbook General 950,000 Open
Neurona Spanish businesses and Italy 690,000 Open
Nexopia Canada 866,000 Open
Newscloud News and Media Not reported Open
OkCupid Dating 500,000 Open
openBC Business 1,000,000 Open
orkut Owned by Google 31,343,397 Invite-only
Passado General (business) 4,700,000 Open
Piczo Teenagers, Canadians, photo sharing 10,000,000 Open
Playahead Swedish teenagers 2,000,000 Open
ProfileHeaven British teens 100,000 Open
Rediff Connexions India 1,400,000 Open
Reunion.com Locating friends and family 25,000,000 Open
Ryze Business 250,000 Open
Sconex American high schools 500,000 Open
Studybreakers High school students 34,000 Open
Stumbleupon Websurfing 1,200,000 Open
Sulekha Desis 1,000,000 Open
TagWorld General (tagging) 1,850,692 Open
TakingITGlobal Social action 116,000 Open
The Sports Area Sports fans/athletes 2,000 Open to everyone 13 and older
The Student Center Teens and colleges 800,000 Open
Threadless General 364,474 Open
Tribe General 554,993 Open
Vampire Freaks Gothic industrial culture 650,000 Open
VietSpace A social network of Vietnamese 20,000 Open
Vox Blogging Unknown Invite-only
WAYN Travel & Lifestyle 7,000,000 Open to people 18 and older
WebBiographies Genealogy 3,500 Open
Windows Live Spaces Blogging (formerly MSN Spaces) 30,000,000 Open
Xanga Blogs and "metro" areas 40,000,000 Open
Xuqa Colleges 1,000,000 Open
Yahoo! 360° Linked to Yahoo! IDs 4,700,000 Open to people 18 and older
Yuku part of ezboard Unknown Open
Zaadz Social consciousness 17,627 Open

2006-11-18T20:11:00.001Z

add & creativity

2006-11-14T12:44:00.000Z

The correlation between Adhd and creativity has been argued for several years.
Being ADD you see things that others miss.
Traits commonly associated with ADD / ADHD that are also associated with highly creative people.

Inattention
Daydreaming
Sensation seeking
Inability to finish projects
Hyperactivity
Enthusiasm and Playfullness
Difficult Temperament
Deficient Social Skills
Academic underachievement
Hypersensitivity to stimulation
Mood Swings
(Crammond)1995

Attention Deficit Disorders and Gifted Students: What Do We Really Know?
Contributed by: Terry Matlen, ACSW (Posted on 2003-05-18)
http://www.addconsults.com/articles/full.php3?id=1344

GIFTED CHILDREN WITH AD/HD
Contributed by: Terry Matlen, ACSW (Posted on 2003-05-18)
http://www.addconsults.com/articles/full.php3?id=1346

ADHD and Children Who Are Gifted
Contributed by: Terry Matlen, ACSW (Posted on 2003-03-13)
http://www.addconsults.com/articles/full.php3?id=1323

research proposal

2006-11-13T10:02:00.001Z

BA/BSc (Hons) DESIGN for INTERACTIVE MEDIA (Top-up)

Module Number ADM306b
Year 2006-2007
Semester 1 & 2
Tutors WKB/DL/SN/SP/JPJ
Assignment Personal Project Pro Forma

Student name: Kirstie Willis

Student number: ST06003280

Email address: kustard99@hotmail.com

RESEARCH PAPER PRO FORMA

I. Your general field of enquiry

The general field of my enquiry will be of people who are sufferer from the condition Attention Deficit Hyperactivity Disorder (A.D.H.D) and Attention Deficit Disorder (A.D.D). The problems they face in their day-to-day lives and ways in which new media technologies especially in the area of Locative media can be used to enhance the lives of A.D.H.D/ A.D.D sufferers and improve their social skills. I’m also interested in researching the current issue of whether there are links between A.D.H.D/ A.D.D and creativity that is currently being debated
I suffer from A.D.D. myself so this project has personal meaning to me and will be beneficial to myself and other sufferers.

II. Your chosen subject

My research project will focus on sufferers of Attention Deficit Hyperactivity Disorder (A.D.H.D) and Attention Deficit Disorder (A.D.D). I intend to look at the links that sufferers have with creativity. I also intend to research ways in which new media technologies especially in the area of Locative media can be used to enhance the lives of A.D.H.D/ A.D.D sufferers. Looking at what assistive technology is presently available for people with A.D.H.D/ A.D.D

III. Your objectives. What are you going to document/uncover/ explain/question?

To uncover what research has already been done with regards to the links A.D.H.D/ A.D.D has with creativity and conduct my own research in this area.

To document research into the severity of the problems associated with A.D.D/ A.D.H.D such as inattention, memory, completing tasks, money and time management and poor social skills of sufferers and to look at ways that new media technology can improve them.

I am interested in developing an interactive device to enhance the social skills and lives of sufferers. I would like to investigate how the device could be location aware. The device should allow the user to map points and add notes in their locality and post messages for others thus building a location aware social network. The device will also have a memory minder, which will enable the user to remember events meetings phone calls etc.

I am hoping that if teenagers and young adults use these devices and build a social network of creative like minded people it will stop them feeling misunderstood and isolated which often causes them to get into trouble.

IV. A description and assessment of research base. Primary sources. Secondary sources.

Myself in the form of questionnaires online surveys and interviews will carry out primary research with people who have been diagnosed with the condition. I also want to survey people studying or working in the creative arts who have not been diagnosed.

Articles of interest on coaching ADD

V. An indication of your preferred methodology and why it is appropriate. What academic approach will you choose that is best suited to the analysis, contextualisation and cultural critique of your subject?

I will do a literature review of current research into the coincidence of creativity and A.D.H.D/ A.D.D

VI. References to key thinkers/academics

Cramond B The National Research Center on the Gifted and Talented, University of Connecticut.

VII. Indicative bibliography

Secondary research papers I have uncovered that are of interest to me are
Cramond, B. (1995). The coincidence of attention deficit hyperactivity disorder and creativity (RBDM 9508). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.

Ackerman, C., "Identifying Gifted Adolescents using Personality Characteristics: Dabrowski's Overexcitabilities" June 1997, Roeper Review, Vol 19, No.4. (This paper has a nice chart comparing over excitabilities of gifted to average children).

Bachtold, L.M. (1982). Divergent thinking and temperamental traits. Psychological Reports, 51, 419-422.

Burcham, B., Carlson, L., & Milich, R. (1993). Promising school-based practices for students with attention deficit disorder. Exceptional Children, 60, 174-180.

Cramond, B. "The Association of ADHD and Creativity" 1995, The National Research Center on the Gifted and Talented. This entire paper is online!

Funk, J.B., Chessare, J.B., Weaver, M.T., & Exley, A.R. (1993). Attention deficit hyperactivity disorder, creativity, and the effects of methylphenidate. Pediatrics, 91, 816-819.

Gallagher, S.A. (1986). A comparison of the concept of overexcitabilites with measures of creativity and school achievement in sixth-grade students. Roeper Review, 8, 115-119.

Goertzel, V., Goertzel, M.G., & Goertzel, T. (1978). Three hundred eminent personalities: A psychosocial analysis of the famous. San Francisco: Jossey-Bass.

Pickering, G. (1974). Creative malady. New York: Dell.

Piechowski, M.M., & Cunningham, K. (1985). Patterns of overexcitability in a group of artists. The Journal of Creative Behavior, 19, 153-174.

Reid, B., et al. "Square Pegs in Round Holes --These Kids Don't Fit: High Ability Students With Behavioral Problems." The National Research Center on the Gifted and Talented, Sept. 1995.

Restak, R. (1993). The creative brain. In J. Brockman (Ed.), Creativity (pp. 164-175). New York: Touchstone.

Richards, R.L., & Kinney, D.K. (1990). Mood Swings and creativity. Creativity Research Journal, 3, 202-217.

Shaw, G.A. (1992). Hyperactivity and creativity: The tacit dimension. Bulletin of the Psychonomic Society, 30, 152-160.

West, T.G. (1991). In the mind's eye: Visual thinkers, gifted people with learning difficulties, computer images, and the ironies of creativity. Buffalo, NY: Prometheus Books.

VIII. Additional information that is relevant.

IX. Any questions you may have for staff.

rfid links

2006-11-11T23:32:00.000Z

This link is for a site which has a huge list of RFID Resources
http://www.nearfield.org/2006/08/rfid-books-weblogs-and-resources

ideas

2006-11-06T07:32:00.000Z

TO CONDUCT PRIMARY AND SECONDARY RESEARCH OF SOCIAL GROUPS AND THE ON-LINE NETWORKING STRUCTURES THAT ALREADY EXIST eg blogs, my space and Yahoo Groups.
Applying these friend of a friend (FOAF) networks to location aware mobile technology will allow for the emergence of a sustainable economy of exchange based on trust. The idea being you will be able to meet likeminded people who share similar interests. It would enable people to assist each other in making music, art, graffiti etc. I also want to research the nightlife on offer in cardiff and set up a locative sticky note application that will inform residents and visitors of Cardiff of live gigs, clubnights and dj sesh's and also people would be able to leave sticky notes regarding the venue/ dj / atmosphere etc. I also want to have live feeds (audio / video/ pics) from the clubs so subscribers to the network would be able to check out venue before deciding whether going in. I'm also thinking about the possibility of rfid membership cards or even wearable components.

discounted entry with code received from phone.

Take photos on clubnights/ gigs etc and habd out business card size flyers with site details that telll you wherer you can download the photo that you'vr had taken and maybe host short research questionairres and / or encourage them to join up

bbc Wales streets of cardiff

2006-11-04T19:46:00.000Z

remember to look up this

links

2006-10-31T02:21:00.000Z

http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2006/06/04/ncrim04.xml
Brain exercises 'improve' behaviour of criminals By Andrew Alderson, Chief Reporter

http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2006/06/12/ndance12.xml
Dancing 'has calming effect on unruly youngsters'

http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2006/06/11/nfanu11.xmlFirst mind over matter, then matter over mind
Cognitive training in prison

http://www.cityneo.com/findfriend.htm
http://www.ydreams.com/ydreams_2005/index.php?version=1&lang=en
http://lbschallenge.com/eu/news.html
http://navteq.com/NewsUserServlet?action=NewsDetail&newsId=442

2006-10-26T04:08:00.000Z

http://en.wikipedia.org/wiki/Location-based_service

Guerilla Marketing

2006-10-25T20:25:00.000Z

http://www.computerarts.co.uk/in_depth/features/guerrilla_tactics