1. education

INTRODUCTION
The Anti-Graffiti Support and Education Project was a collaborative venture between Hurstville City
Council and Pole Depot Community Centre. Operating over eighteen months the project was funded by the
Commonwealth Attorney-General’s Department under the Proceeds of Crime Act 2002 (Commonwealth).
The intended outcome for the project was to reduce re-offending in youth who previously participated in
graffiti. After referral to the program, casework was undertaken to identify and create individually tailored
support networks. Through education on the risks and implications of illegal graffiti the project also
undertook a proactive approach to deter youth from first time offending. Based on the information gained
from this project this report will present evidence to support best practice in reducing juvenile graffiti.
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
– ACKNOWLEDGEMENTS –
PROJECT LEADER AND REPORT AUTHOR
Traci Sii
Senior Youth Worker
YouthZone, Pole Depot Community Centre
PROJECT MANAGEMENT
David Linden
Manager, Community Services
Hurstville City Council
STREET ART MURAL VIDEO
Barry Gallagher & James Gallagher
Operations Director & Student
Pole Depot Community Centre
PROJECT VIDEO SUPPORT
David Kendal
Youth Worker
YouthZone, Pole Depot Community Centre
REPORT PREPARATION AND STATISTICAL ANALYSIS
Traci Sii and Emily Gallagher
FUNDING
This project was funded under a grant from the Australian Government.
FOREWORD
Hurstville City Council, like most other Councils,
experiences graffiti in various forms. Council in
partnership with the Pole Depot Community Centre
and with funds provided by the Commonwealth
Attorney General’s Department undertook an early
intervention and prevention approach to the problem.
This Report provides a detailed over view of the
Project which comprised two distinct parts: a case
management program and an educational component
which was delivered in local high schools. It analyses
various aspects of the case management program
as well as outlining the details of the educational
workshops and of the participants. This provides
details of the feedback received on both components.
The Report also examines the Project in the wider
context of graffiti in the community and contains
a number of recommendations arising from the
outcomes of the Project.
Finally the Report outlines the legacy of the Project
and identifies possible scenarios where the model
could be applied.
DESIGN AND PUBLISHING
Adam Lawdor
Vanguard House
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
– CONTENTS –
PROJECT FUNDING
001
PROJECT SUMMARY
002
PROJECT FINDINGS
003
PROJECT EXPENDITURE SUMMARY
010
PROJECT IN CONTEXT
011
ANTI-GRAFFITI EDUCATION
& SUPPORT PROGRAM
014
APPROACH TO EVALUATION
017
PROJECT EXPERIENCE
018
PROMOTION OF THE PROGRAM
023
THE MURAL
024
SUPPORT
027
LOOKING FORWARD
028
RAW DATA
030
APPENDIX
036
E RESOURCES & REFERENCES
041
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
– PROJECT FUNDING –
– PROJECT SUMMARY –
PROJECT FUNDING AND COMMONWEALTH
PROCEEDS OF CRIME (POC) PROGRAM
At the introduction of the program Hurstville Council
recorded concerns with the incidents of graffiti
occurring in the Local Government Area. The number
of recorded ‘tags’ amounted to 7500, costing around
$200,000 a year to clean up. It was suggested that
between sixty to eighty young offenders could be
identified for referral to the Anti-graffiti Casework
Program. It was also estimated that several hundred
high school students could participate in Anti-Graffiti
educational workshops.
Unlike previous NSW State Government Programs
which predominantly focussed on removal strategies,
the project undertook an offender-centred
intervention and education approach. Specifically
addressing the core reasons behind graffiti offences,
the project involved young offenders participation in
six counselling and educational support sessions with
a Senior Youth Worker. This incorporated a paint over
session of a tagged area in the local CBD to complete
the program. Additionally, the project involved the
development and implementation of preventative
educational schools based workshops.
SYNOPSIS
The Anti-Graffiti project embraced a holistic approach
which targeted educational and individualised
casework programs. This approach was not limited to
young offenders and sought to cater for the needs of
all young people within the St George area. Primarily,
the purpose of the project was to support young
people who had been identified as predominately
first time offenders of graffiti. Young people who
were influenced, challenged, indirectly involved, or
unaware of the risks, implications and consequences
for this type of vandalism were also encouraged to
participate in the program. The two main objectives of
the program were to educate and support. With this
at the forefront, it was anticipated that the program
would create a change of behaviour and awareness
resulting in fewer cases of vandalism and graffiti.
More broadly, in achieving these objectives the project
was intended to create a more positive and healthy
relationship between youth and the community of the
St George area.
Running over the course of an eighteen month
period the total POC funding amount was $148,940.
This funding was distributed through salaries,
administrative and resources/program running costs.
To support young offenders of graffiti a casework
program was undertaken. Even though the program
was open for a variety of participants, all participants
within this program were juvenile offenders referred
001
002
by court order or as part of an outcome plan from
a Juvenile Justice Conference. Thus, participants
were involved in this component of the program
under mandatory terms. Once the program had been
completed, a follow up support letter was provided for
court order purposes or Juvenile Justice Conference
outcomes. In total twenty young people from the St
George area were involved in the casework program.
Forming a crucial objective of the project, education
and awareness was achieved through the delivery
of Anti-Graffiti educational workshops. Local high
schools and youth services engaged and welcomed
this component of the program. The workshops were
delivered to four hundred and forty five students in all.
Both parts of the Anti-Graffiti Project brought about
positive results. Students and clients were exposed to
important information and provided with the support
and opportunities to overcome personal hardships.
Most significantly, awareness and understanding
encouraged young people to discover mediums of
expression and creativity that sustained safe and
legal activity.
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
– PROJECT FINDINGS –
FAMILY BACKGROUND
CLOSE
DYSFUNCTIONAL
SEVERED/DETACHED
PARENTING STYLE
AUTHORITARIAN
AUTHORITATIVE
UNINVOLVED
PERMISSIVE
RELATIONSHIP WITH PARENT
CLOSE
DYSFUNCTIONAL
SEVERED/DETACHED
THE CASEWORK
Engaging with twenty young people, the casework
component of the program provided important
information surrounding teenage Graffiti in the
area. The participants comprised an entirely male
group, with an average age of 15 (see figure 1.1.).
Of the fourteen clients who attended school, 80%
were identified as disengaged and/or not regularly
attending. Four young offenders attended TAFE with
the remaining two not currently partaking in study
or work. Just over half of the participants (60%) were
from low socio-economic backgrounds.
Figure 1.2
PARENTING CASEWORK DATA
Figure 1.1
AGE OF CLIENTS
Figure 1.2 displays the information
collected in regards to parental
relationships and experiences for
the young offenders in the program.
Majority, approximately 75%, of the
young offenders came from single
parent families, and 20% had one of
their parents spending time in prison
for criminal offences. Sixty per cent of
the participants were from low socioeconomic backgrounds and 20% from
middle socio-economic backgrounds.
PERCENTAGE ( % )
NUMBER OF PARTICIPANTS
ETHNICITY
AUSTRALIAN
MAORI
Figure 1.3
ETHNICITY OF CASEWORK PARTICIPANTS
17 YEARS
16 YEARS
15 YEARS
14 YEARS
The two main cultural backgrounds of
the participants were Australian and
Maori, each rating 40%. More detailed
information portraying the family
background of the participants is
conveyed in figure 1.3.
13 YEARS
ABORIGINAL
LEBANESE
BENGALI
PORTUGUESE
For the participants in casework, the relationship between them and their parents reflected high levels of dysfunction and
trauma. Permissive, uninvolved and authoritarian parenting styles were recorded as the dominant relationships between the
child and parent. Despite this, a high percentage of parents (approximately 70%) were supportive of their child’s involvement
in the program.
003
GREEK
COOK ISLAND
004
1 2 3 4 5 6 7 8
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
Approximately 70% of the young offenders were
referred to the program from Sutherland Court.
Another 25% were referred by Juvenile Justice
and the remaining 5% from Community services.
The data collected from the casework highlighted
that 85% of graffiti was performed in groups and
15% conducted alone.
More importantly, 75% felt their attitude had
changed towards graffiti, with 70% agreeing they
had implemented changed behaviour. Approximately
90% of young offenders did not re-offend. A survey
completed after the program recorded eight out of ten
participants enjoyed the casework and felt as though
their needs had been met by the Senior Youth Worker.
The results from a parent evaluation of the casework
program showed that 90% of the parents thought their
child enjoyed the program and 70% felt they would
change their behaviour and attitude towards graffiti
from participating in the program.
The casework had major success with 80% of
participants who completed the program, feeling
as though they had more awareness about graffiti,
the laws, dangers and impacts of illegal vandalism.
Figure 1.6
ASSOCIATED TRAUMA EXPERIENCES
The data collected in the program recorded significant
levels of trauma within childhood and early adolescence.
Figure 1.6 displays a mind map of traumatic events
experienced by some of these young people.
The motivations behind young people partaking in graffiti vandalism are highlighted in Figure 1.4 below.
This also demonstrates the types and locations of the offences.
Figure 1.4.2
TOOLS & TYPES OF OFFENCES
Figure 1.4.1
LOCATIONS OF OFFENCES
Paternal
imprisonment and
death in childhood
(aged six).
MARKER/TEXTA
RAILWAYS
SHOPFRONTS
PUBLIC &
SCHOOL PROPERTY
Figure 1.4.3
REASONS FOR GRAFFITI
PUBLIC PARKS
CREATIVE
OUTLET
Family immigration from
New Zealand during
early adolescence (aged
eleven) accompanied
by isolation and inability
to transition.
SPRAY PAINT
BOREDEM/FUN
REVENGE
TRAUMA
ETCHING
ALCOHOLIC
INFLUENCE
Figure 1.5
OTHER OFFENCES/ADDICTIONS
A quarter of the participants were also involved in robbery
offences and 75% involved in drug (e.g. marijuana,
nicotine) and alcohol addictions. Figure 1.5. presents a
visual representation of other offences and addictions.
005
Paternal
imprisonment.
PUBLIC TUNNELS
REBELLION
SOCIAL STATEMENT/
PEER INFLUENCE
Multiple school
attendance
& expulsion.
Difficult transition
into high school.
Early divorce and
maternal imprisonment
due to drug addictions
and violence.
Experiences of low
expectation due to
older sibling success
accompanied by parental
divorce.
Maternal imprisonment
(four years) and
conflict with father.
Maternal abandonment
in childhood and
high responsibility in
household network.
Paternal abandonment
and drug addiction,
feelings of exclusion with
family members and
difficulty belonging to
school environments.
ROBBERY
MARIJUANA
ALCOHOL
NICOTINE
006
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
EDUCATIONAL WORKSHOPS
The educational component of the program proved
to be effective in the five schools and the two
external educational programs from local Youth
Services. The five high schools involved played an
active role in supporting the program in the local
St George community. The schools that welcomed
the workshop were Hurstville Boys High School,
Peakhurst High School, James Cook Boys High
School, Endeavour High School and Kingsgrove High
School. The two Youth Services which incorporated
Students became more aware of the new juvenile
graffiti laws, the risks and dangers to graffitists, and
the impact of illegal graffiti on the community, family
and friends. Fostering a learning program that sought
to address the reasons why young people become
involved in graffiti, the workshops taught other ways
for students to safely and legally express themselves.
Although a distinctively separate component of the
program, the educational workshops supported the
the workshops into their programs were MTC
(Rockdale) Youth Connections Program and St George
Youth Services (Brighton) Links to Learning Program.
These specialised workshops were delivered to a
targeted group of students who were specifically
recognised as disengaged in mainstream educational
environments. A total of four hundred and forty five
students participated in the Anti-Graffiti workshops
(See figure 1.7.).
Figure 1.8
STUDENT SUGGESTIONS TO
DECREASE GRAFFITI CRIME
casework through increased awareness of updated
and relevant information surrounding graffiti activity.
From the student evaluations, the program likability
was rated high at 80%. Interestingly, 60% of the
students felt the new juvenile laws would help
decrease graffiti, leaving 40% in disagreement. Figure
1.8 provides information from the student evaluations
of suggested ideas of how to decrease graffiti.
• Increased legal walls
• Encouragement for artistic expression within school and home environments
• Education (especially within schools)
• Reporting of tags through Vandaltrak
Figure 1.7
EXTERNAL ORGANISATIONS INVOLVED
• Increased police presence around hot spot areas (e.g. train stations)
• Increased supervised legal graffiti walls
• Graffiti and street art competitions
• Stronger restrictions on sales and licences for spray paint
11%
• Harsher fines and/or laws
HURSTVILLE
BOYS HIGH
JAMES COOK
HIGH
3%
ENDEAVOUR
HIGH
KINGSGROVE
HIGH
• Increased surveillance in hotspot areas
5%
Figure 1.9
STUDENT VIEWPOINTS
3%
Figure 1.9 conveys the
student viewpoints of
how graffiti impacts
on the community.
6%
PEAKHURST
HIGH
MTC
ROCKDALE
PROPERTY
DAMAGE
NEGATIVE ROLE MODELS &
INFLUENCE ON YOUNGER YOUTH
NEGATIVE REPUTATIONS
FOR YOUTH
6%
1%
OFFENSIVE TO LOCAL
COMMUNITY MEMBERS
LOSS OF PROPERTY VALUE
& MAINTENANCE, UNATTRACTIVE
JEOPRODISES FEELINGS
OF SAFETY
EXPENSIVE TO CLEAN UP
(TAXPAYERS & GOVERNMENT)
ST GEORGE
YOUTH BRIGHTON
JUNIPERINA
JUVENILE
DETENTION
CENTRE
YOUTH
SERVICES
18%
61%
LOSS OR DECLINE OF
CUSTOMERS FOR LOCAL BUSINESS
007
008
INCREASED GANG
ACTIVITY
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
PROJECT RECOMMENDATIONS
The information collected from this report suggests the areas of need and further development include parent
education and support, the provision of alternate educational experiences and programs to foster engagement,
learning, development, skills, confidence, self worth, respect, trust, communication and hope. A community
work scheme would create a more positive relationship between the community and young offenders. It would
likely restore harmony and give young offenders purpose. These recommendations will ensure these young
people set realistic goals, strive to achieve positive outcomes and experience life in a fulfilling and productive
manner. To be highly effective, the Anti-Graffiti Project would benefit from being delivered in all areas of Sydney,
if not all of New South Wales, to provide consistency, continuity and familiarity. In this way, it would continue to
support the new Juvenile Graffiti laws, Court orders and Juvenile Justice outcome plans.
– PROJECT EXPENDITURE SUMMARY –
EXPENDITURE SUMMARY
The Australian Government provided project funding
totalling $148,940 towards this project.
For any of these recommendations to present effective change, the programs need to embrace a holistic
approach that expands to long term support and education of both the young offenders and their families.
This integrated approach targets the framework that is the core foundation of support to a young offender.
Change will only occur when the deeper issues are addressed within a family thus enabling continued growth,
development and connection to expand and flourish.
This included:
RECOMMENDATIONS:
•
•
•
009
Parent Education and Support;
A targeted parenting program would help
support and educate parents of young offenders.
This program would ideally be provided within
the young offenders court order to support
and integrate healthy family connections and
relationships. This is an integral and essential
part of developing boundaries, support and
opportunities for positive change with the
young offenders life. It has the long term
rather than short term effect which is crucial
for long term change.
Parent Counselling;
To address and support the complex issues that
parents of young offenders face, it would be
highly effective to provide counselling, either face
to face or by phone, that assists with immediate
guidance and support for their challenging
moments. This equips parents to be better able to
manage challenging behaviour from their child,
by eliminating other stresses that may interfere
with the quality of parenting. It allows for more
positive connections between the parent and child
to be developed which can foster trust, respect,
boundaries and an environment where the young
person feels safe, accepted, nurtured and loved.
Anti-Graffiti Program Delivered In all Sydney
Suburbs, if not NSW;
The delivery of the Anti-graffiti Project throughout
all Sydney suburbs, if not all of New South
Wales, would provide consistency, continuity and
familiarity. This would operate in partnership
with Court Orders related to Graffiti offences
and Juvenile Justice Conference outcome
plans. It would also support the New Juvenile
Graffiti Laws by drawing awareness and
educating young people about the implications
and consequences of becoming involved in the
destructive act of graffiti.
•
Alternate Outdoor Education Options
The information from the program identified
a lack of alternate education options for
disengaged young people aged 13- 15 years.
Outdoor education programs would provide
disengaged young people an opportunity to learn
in a different environment that is away from any
dysfunctionally they may have experienced in
their present life. It would remove these young
people from environments that may sometimes
have been unhealthy, unsafe and detrimental to
them developing and learning appropriate life
skills. A new environment would be healthy, safe
and supportive where the young person could
view themselves and their life differently, giving
them hope and new vision for their future.
•
Community Work Scheme for Young Offenders
Opportunities for young offenders to work
within the community and earn money would
be beneficial in developing more harmonious
relationships between the community and young
people. It would provide direction and contain
these young people by giving them purpose. It
would also develop a sense of pride, a deeper
awareness of working for money through
experience and a better understanding and
respect for business owners and people of all
walks of life in the community.
010
TOTAL COST OF SALARIES
$106,834
SALARY ON-COSTS
$25,106
ADMINISTRATIVE COSTS
$4,000
CONTRACTOR (GRAFFITI REMOVAL)
$9,000
RESOURCES/PROGRAM RUNNING COSTS
$4,000
TOTAL
$148,940
Valued kind support was provided by the Hurstville
City Council and Pole Depot Community Centre to
support the project. This included employment and
supervision related costs as well, as accommodation
and insurances.
Audited financial statements were prepared
independently and provide a definitive statement of
project related expenditure. The audited financial
statements were published separately and provided
to the Australian Government in accordance with the
Funding Agreement.
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
– PROJECT IN CONTEXT –
GRAFFITI – A COMMUNITY CHALLENGE
THE SITUATION IN NSW
When the proposal for the grant was initiated to
deliver the Anti-graffiti Project in the St George area
of Sydney, the number of “tags” that Hurstville Council
removed each year was 7500 tags costing around
$200,000. The impact on the community was not
only the cost but also the negative and unattractive
look of the City. Graffiti tags made Hurstville and it’s
surrounding areas look ugly, unsafe and the people
in the community were scared of their businesses
not surviving with also the development of a bad
reputation. The relationship between young people,
in general, and the community became untrusting and
distant. This type of vandalism divided the community.
People in the community became resentful and also
became less motivated to keep their properties, both
private and public, aesthetically pleasing to the eye
due to continued graffiti vandalism. Community
members began to lack pride in their surrounding
areas, feeling powerless, disrespected and hopeless
in this situation.
Since the new juvenile graffiti laws were passed by the NSW Government in 2012 new initiatives have been put into place to
address the issue of graffiti vandalism within New South Wales. The Crime statistics showed that two thirds of graffiti vandals
were under 18. The Government was spending $100 million a year to clean up this vandalism with $50 million spent towards
RailCorp. The new laws state that a graffiti offender is to be charged and face a magistrate in Court to determine the outcome.
Fines, community service paint overs, educational/support programs, or driver’s licence may be taken away, time extended or
demerit points limited.
From the NSW Bureau of Crime Statistics and Research (BOCSAR) 2013, Malicious damage appeared as the highest drop
in major offences in NSW LGAs from December 2012 – December 2013. In New South Wales, the total number of malicious
damage offences recorded in 2011 was 87,134. In 2012 there were 82,750 offences recorded. In 2013 there were 57,831
offences recorded. These statistics represent a significant difference.
LEGISLATIVE FRAMEWORK
THE SCOPE OF THE PROBLEM IN AUSTRALIA
It is evident in all states of Australia that acts of
vandalism related to graffiti incidences continue to
cause issues. It has proven to cost the Australian
government and taxpayers an exorbitant amount of
money to pay for the removal and /or restoration of
areas vandalised. Some recent incidents highlight
this problem. The Anti Australia Day graffiti messages
on January 24th this year displayed slogans painted
on retaining walls, toilet blocks and other structures
along an 8km foreshore stretch of Sydney’s Botany
Bay. Melbourne also experienced a similar incident at
the same period of time. An Anti Australia Day graffiti
attack was made on the historic Cook’s Cottage at
Fitzroy Garden where the window was spray painted
and a window smashed.
In March, three teenagers were caught tagging 20
cars and many shops in Melbourne causing $50,
000 damage. Graffiti attacks have also been made
in Darwin recently to the magistrates Court where
the entrance pavement and walls displayed graffiti
011
expressing messages that read, “justice for the poor”.
So too, graffiti vandals have targeted Alice Springs
mall by vandalising signs and shop-fronts. Racists
graffiti messages were also found on Adelaide
University campus signs. The vandalism quoted
statements such as, “No Jew World Over”, the Star
of David and the numbers 666. In Perth, the police
have run at least five Eraser Operations since 2011
to target graffiti vandals who have damaged trains,
buses and public property costing Western Australian
taxpayers $30 Million a year to clean up.
Additionally, in 2012, 19 people were charged for a
collective 1544 graffiti related offenses in Brisbane,
Queensland. The police targeted and identified
gangs who operated in Brisbane and surrounding
areas since 2011. The damage caused amounted to
$200,000.
New NSW Graffiti Laws amended in
2012 require young offenders charged
with graffiti offences to appear before
a court thus being charged rather than
given a warning by police. The new laws
introduced the driver’s licence penalty
for offenders of either losing their
driver’s licence, losing demerit points
or having to stay on their Learner’s or
provisional licence for a longer period
of time. The laws also strengthened the
Community Service Order by requiring
the courts to order a graffiti clean up
experience as a condition of Community
Service. The Government also created
a state-wide hotline 1800 707125 for
the public to report graffiti and have it
removed.
The objective of the change of laws was
to have all graffiti offenders charged
separately under the Graffiti Control
Act rather than under Section 195 of
the Crimes Act (Damage to Property).
It was also noted that according to
BOCSAR 75% graffiti incidences were
charged under the Crimes Act and only
25% charged under the Graffiti Control
Act. This made it difficult to collect
reliable data that provided information
and statistics related primarily to
graffiti.
CURRENT APPROACHES
The NSW government funds a
hotspot program for local councils
which aims at preventing graffiti by
using the Crime prevention through
Environmental Design techniques.
This incorporates community based art,
integrated signage, green screening
and enhancement of public spaces.
These techniques have been shown
in a variety of areas throughout New
South Wales. Mount Druitt created
an art project of a mural on the local
012
Swimming Pool wall to prevent graffiti
vandalism. Sutherland Council planted
vegetation in known graffiti hotspots to
reduce graffiti vandalism and enhance
the look of the public space. Blue
Mountains Council used a removable,
multi-layered protective film on council
assets to reduce graffiti vandalism.
Newcastle used landscaping along
a graffiti prone bike track to reduce
graffiti vandalism. In the ACT five
new legal graffiti sites have been
given a paint over for people to create
new pieces of legal graffiti. The ACT
Government currently manages 26
legal graffiti art sites across Canberra
which are well used by the public. They
are located at storm water drains, walls
of toilet blocks and underpasses. They
are signposted as legal sites and aim
to divert people away from illegally
placing graffiti on public and private
assets, leading towards productive
pursuits such as legal street art.
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
ANTI-GRAFFITI EDUCATION
& SUPPORT PROGRAM
CURRENT RESEARCH
The NSW Bureau of Crime Statistics and Research
(BOSCAR, 2012) indicate that 95,409 incidents of
graffiti were reported to NSW Police from 2002 to
2011, averaging 9,540 incidents per year. It was
highlighted that a reduction of 2751 graffiti incidences
occurred from 2009 to 2011. The top ten graffiti Local
Government Area hotspots in New South Wales
were Lake Macquarie, Sutherland Shire, Newcastle,
Blacktown, Wyong, Sydney, Penrith, the Hills Shire,
Gosford and the Blue Mountains. The premise types
most commonly reported to police as being targets of
graffiti vandalism were residential dwellings (26.3%),
business/commercial (19.6%), education (15.3%) and
outdoor/public places (15.6%)
The Australian Institute of Criminology (Morgan
& Homel, 2013) presented a review based around
the trends and issues in crime and criminal justice.
The support information related back to information
collected from 2006 up to 2011. The review suggests
that while there was strong evidence in support of
early developmental prevention programs across
a range of outcome domains there was also a lack
of evidence to support the effectiveness of the
development of crime prevention in reducing juvenile
offending in Australia. These have been limited to
a small amount of demonstrative projects which
were yet to be implemented and proven on a larger
scale. It presents that agencies such as community
based organisations, local and non government, are
undertaking the responsibility to provide quality
evaluation work but also being the least resourced.
It seems in Australia that this is the focus approach
on crime prevention.
PROJECT AIMS AND OBJECTIVES
Although this appears to be the most recent
research in relation to graffiti in New South Wales
the information presented up to 2011 may not be as
relevant in 2014. There are possibly other issues that
are not mentioned that have arisen since this time of
research. Hence, the research surrounding this Antigraffiti Report is a highly relevant and an important
resource for current information and statistics.
PROJECT AIMS
PROJECT OBJECTIVES
•
To educate, support and empower young people
in the community about the risks, costs, legal
consequences and impact of illegal graffiti on the
larger community as a whole.
•
To provide short to medium term casework
and referral that will discourage young people
referred from re-offending.
•
To reduce illegal graffiti by targeting known
local illegal graffitists referred to the program,
who represent a large majority of the current
illegal graffiti problem in Hurstville and the
St George area.
•
Increase awareness for the different aspects of
the impact of graffiti related crime.
•
Reduce re-offending in young people.
INTENDED OUTCOME
The Anti-Graffiti project embraced a
holistic approach which was presented
in two ways. The program targeted
both an educational component and an
individualised casework component.
This catered for the needs of all young
people within the St George area.
The aim was to support those young
people who were offenders of graffiti
as well as those who were influenced,
challenged, were an onlooker and/
or unaware of the risks, implications
and consequences for this type of
vandalism within their community in
which they may have lived, worked or
studied. The two main objectives of the
program were to educate and support.
With this at the forefront, it was hoped
the program would create change of
behaviour and awareness resulting
in less vandalism related to graffiti.
In return a more positive, healthy
relationship between youth and the
community was desired. Ultimately, it
was hoped that the young people of the
St George area would feel and be more
connected to their community.
community, dangers involved and
the positive side to graffiti through
examples of how a young person
could express themselves legally
in a safe manner. The final part of
the program was to participate in a
paint-over of a tagged wall in the local
community. Here, the young people
who had completed the counselling
sessions attended and completed the
task over a period of 2–3 hours. Once
the program had been completed, the
young person attended court with the
support of the Senior Youth Worker
who provided a support letter to the
magistrate to highlight the young
person’s involvement in the program. If
the young person had been referred by
a Juvenile Justice Conference then a
report letter was sent to the convenor
at the completion of the program.
LENGTH/TIME FRAME
The project was to be delivered over
a 12–15 month period, allowing time
to develop and program the essential
components of both the Casework
Program and the Educational
workshop.
Within the Casework Program, the
young people attended six 45minute
sessions which involved mentoring,
counselling and education regarding
the New Laws, impact on the
013
014
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
OBSTACLES AND CHALLENGES ARISING
There were many obstacles and challenges that prevented a smooth direction and flow of the program. These included:
•
•
•
015
The timing of the change and
amalgamation of St George
Police (Hurstville and Kogarah
Police Local Area Commands)
from two units into one created
some difficulties with maintaining
communication and awareness
of the Graffiti Project. The
changing of staff, particularly the
role of the Youth Liaison Officer,
created challenges in losing the
momentum and awareness of
the availability of the program
for young offenders in the St
George area. Necessary and
understandable focus was placed
on the many changes that took
place with the amalgamation which
left the Anti-Graffiti project less
supported which seemed like a
less important issue.
Prior to the amalgamation, there
appeared to be a slow change of
action taken by some police who
showed a preference for giving a
young person a warning rather
than being instantly charged.
Confusion surrounding which law
to charge young graffiti offenders
was also evident. Some police
would charge young offenders
under section 195 Crimes Act
(Damage to Property) rather than
the Graffiti Control Act. This also
created difficulties in recording the
appropriate statistics to indicate
specific graffiti related offenses.
The change of laws and awareness
of these seemed to be slow in
progress but began to be placed
into action over time. The program
was dependent on young offenders
being charged so that they were
placed with a mandatory court
order to complete the program.
Many young offenders missed out
on the program due to the lack of
action taken by merely being given
a warning rather than charged.
The Juvenile Justice Conferences
also created some obstacles
whereby a young offender was
presented with a variety of options
and thus by choice selected
outcome plans of less commitment
and depth. Lacking this mandatory
expectation, many young offenders
missed out on this opportunity
of working through their issues
deeply within this holistic program
due to them having other options
which appeared more appealing
but, perhaps, less effective in the
long term.
•
During the course of the six
week casework program the
participants came across many
personal struggles such as family
dysfunction, living on the streets or
being caught up in other criminal
activity. This interfered with their
ability to complete the program
within the expected time frame.
•
Although parent support rated high
within the statistics, some parents
showed a lack of awareness of
the importance of the program.
It was apparent that parents, in
general, did not take responsibility
in encouraging their child to
attend the sessions yet left this
responsibility solely to the young
person. Many parents presented
with overwhelming personal issues
themselves being unavailable to
support their adolescent child
with the emotional support that
was necessary.
•
•
•
Insurance difficulties proved
to be a challenge when it
came to organising a cleanup of graffiti with professional
graffiti removalists in the local
area. Additionally, organising
an appropriate time proved to
be difficult as the clean ups
within the CBD were performed
instantly and we had little time to
prepare the participants for this.
Private owners of homes were
also hesitant to support a cleanup. This lead the committee to
approach a local Business owner
of a “run down” warehouse that
was a target for graffiti tagging
in the LGA of Hurstville. This
proved to be reliable, supportive
and accessible for our clients and
Youth Workers also.
•
Attracting interest from high
schools proved to be a challenge
with many schools showing
reluctance because of the fear
of discussion around this topic,
creating more thoughts and
actions around graffiti with the
students. Some High School
principals denied the need for the
program as they didn’t see graffiti
as an issue for their students or
school. The St George area also
has many girls High Schools and
due to graffiti being seen as mainly
being a male issue, these high
schools were also not welcoming
of the program as they did not
see the relevance. At times, the
Welfare Teacher from a high
school was highly supportive yet
when they asked the principal for
permission to run the program
they came across disapproval.
The essence of time. It took
considerable time for the
awareness of the program to
capture relevant organisations
to refer appropriate clients. The
reputation of the program took
time to develop as this is fostered
through real life experience and
examples from participants.
The program was funded only for
the St George region of Sydney. It
would be more beneficial to target
a larger area of Sydney for this
program to be utilised and gain
substantial support from police,
magistrates, Juvenile Justice and
Legal aid. More juvenile offenders
would benefit from this holistic
and effective program which has
proven to gain positive results.
•
GOVERNANCE
A Steering Committee for the Anti-graffiti Project was formed to co-ordinate, support and assess the progression and
development of the project. This Committee met regularly.
This consisted of:
Teachers and principals from local
high schools did not have sufficient
time to devote to introducing a
new program because their focus
was on the introduction of the new
English curriculum.
016
•
Project Co-ordinator (Senior Youth
Worker from YouthZone, Pole Depot
Community Centre), Traci Sii
•
Hurstville City Council Manager
Community Services, David Linden
•
Youth Development Officer, Hurstville City
Council, Angus Meggarity
•
Manager Youth Justice Conferencing,
Sydney, Michael Dyer
•
Operations Manager, Pole Depot
Community Centre, Barry Gallagher
•
Assistant Manager, YouthZone Pole Depot
Community Centre, Edgee Ribeiro
•
Youth Worker, YouthZone Pole Depot
Community Centre, David Kendal
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
– APPROACH TO EVALUATION –
– PROJECT EXPERIENCE –
CASEWORK PROGRAM
Each young person was given a pre and post
questionnaire at the beginning and the end of the
program. These produced information that was
quantitative as well as qualitative. The results showed
change from beginning to end within a reasonably
short time frame (two to three months). A more
detailed evaluation was also completed by each young
person which gave individualistic and important
information on the effectiveness of the program.
After the program was completed, the young person
was given an opportunity to receive further support
through a mentorship program provided by Youth
Workers at Pole Depot’s YouthZone.
A continued connection with the Youth Centre meant
keeping in touch and being able to monitor the young
person’s progress and changed behaviour.
CASEWORK AND REFERRAL
A phone call to the parents a month later also gave
some feedback regarding the young person’s progress
after the program. At times, other organisations
connected to the young person provided updated
information regarding the young person’s progress
in a program they had been referred to. Overall, the
information collected provided individual statistics, as
well as general group statistics that covered a broad
range of issues due to its unique holistic approach.
Each parent was also asked to complete an evaluation
form. This provided an insight from a parent’s
perspective of whether they felt the program was
suitable, supportive and / or effective. It also displayed
the level of support and awareness the parents
had towards their son and their viewpoints about
programs such as these for young offenders.
CASEWORK MODEL
There will be two approaches
for casework:
Holistic (bio psychosocial)
approach:
•
Education and training
•
Social and environmental
barriers
•
Health and mental health
CASEWORK TOOLS
•
Referral form
•
Needs assessment
•
Case planning/outcome
plan
•
Updates and evaluation
•
Follow-up and report
Relating to illegal graffiti:
CASEWORK EVALUATION CHALLENGES
Due to the program being compulsory for young
offenders’ court orders or Conference Outcomes,
most young people attending would finish the
program and not reconnect again to YouthZone.
help and support was not provided. At times, it was
difficult to have any contact with the parents, resulting
in a low number of completed parent evaluation
forms.
Due to the nature of the clients moving from home
to home or living on the streets at times, it was also
difficult to keep in contact. Parents and young people
involved in the program would also have unreliable
contact numbers, where phone numbers would
change or credit would run out.
It is a short to medium term support program where
major issues are disclosed and uncovered. The deeper
work needs longer time to support these young
people and their families, especially when trauma and
abuse have been involved. The graffiti offence is just
the external action of what is truly lying beneath most
of these young people. To really make a difference,
one needs to have a program that supports these
families for at least 12 months in a more intensive
way.
At times, the relationship between the parent and
young person was strained or non existent. Thus, the
positive influence and encouragement of continued
017
•
Offending
•
Anti-social and
behavioural issues
CASEWORK DELIVERY
Delivered at Hurstville Youth
Zone for a short-term basis
(less than 3 months)
•
Direct support
•
Mentoring
•
Advocacy
•
Assisted referrals
•
Referrals
CASEWORK
A Senior youth worker/ counsellor
worked with young offenders on a
short to medium term basis by helping
them to understand the reasons why
they offended and provided them with
the support they needed to avoid reoffending. The young person was also
made aware of the social and financial
018
costs, as well as the personal dangers
associated with graffiti crime. The
youth worker/counsellor supported
the young person with personal
issues such as family relationships,
friendships, school and /or work issues
and drug/alcohol misuse that may
have caused challenges and obstacles
for the young person to thrive and
live a healthy and balanced life. The
casework was completed over six
one-on-one sessions with additional
involvement in a two hour graffiti paint
over experience in the local area.
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
ANTI-GRAFFITI PROJECT
REFERRAL FLOW CHART
CASEWORK (CONTINUED)
Once the program was completed
the Senior Youth Worker / Counsellor
attended the court hearing to support
the young person with a support letter
explaining the level of commitment,
involvement and level of change made.
This was presented to the magistrate as
an outcome of the young person’s court
order. So too, if a young person had
been referred to the program from a
Juvenile Justice Conference the support
report was provided by the Senior Youth
Worker / Counsellor on completion of
the program as an outcome.
Continued support was offered to
the young person through a Mentor
Program provided by a Senior Youth
Worker from Youth Zone.
This was ongoing support with weekly
phone calls and fortnightly casual
meet ups to keep the young person
connected and committed to their
changed behaviour.
The referrals of young offenders
came directly from court and
Juvenile Justice Conferences.
Our Community organisation,
Pole Depot Youth Zone, opened the
program for parents, school principals,
Westfield’s Security or other Youth
Services in the St George area to refer
any young person who may be involved
in illegal graffiti to participate in the
Casework program.
This therefore presented an
opportunity for a voluntary
component to the program.
REFERRAL SOURCE:
COMMUNITY INTAKE
•
REFERRAL SOURCE:
INDIRECT REFERRALS
Local High Schools
•
Legal Aid
• Youth Services
• Youth Services
•
Behavioural Schools
•
Legal Centres
•
PCYC
•
Self referral
GROUPS
• Juvenile Justice;
- Youth Justice
- Conferencing
•
INDIVIDUAL CLIENTS
COMMUNITY EDUCATIONAL
WORKSHOPS
INTENSIVE TAILORED
EDUCATIONAL WORKSHOPS
•
School Students
•
Selected student groups
•
Offenders
•
Community Workers
•
Individual referrals
•
Individual referrals
• Youth Services’ groups
•
Intake from workshops
•
REFERRAL SOURCE:
DIRECT REFERRALS
Court Support
- Expansion Possibilitieslike traffic offenders
•
Court
•
Legal Aid
•
Legal Centres
CASEWORK AND
REFERRAL
GRAFFITI
CLEAN-UP
•
Offenders
Offenders
RE-OFFENDING
Only two of the young people who completed the Casework Program re-offended. Both of these young people came back to
YouthZone to complete an extension of the program. This was valuable as the young person had already developed a trusting
rapport and relationship with the Senior Youth Worker from YouthZone.
It was a difficult element to evaluate due to a lack of being able to monitor the young person after the completion of the
program. Once the young person completed the mandatory program they usually did not return or seek further support.
Therefore, a limitation of the program was the difficulty in quantifying recidivism. An additional challenge was identifying the
long-term influence of behaviour change.
019
020
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
EDUCATIONAL PROGRAM
The Educational Program consisted of
a 1.5 hour workshop. This included an
interactive PowerPoint presentation
that involved open discussion about the
New Juvenile Graffiti Laws, the dangers
involved in graffitiing, the impact on
the community, friends, family and
the graffitist, the reasons why young
people became involved in graffiti, and
legal, safe ways to express themselves.
The workshop also includes an art
experience where the students were
given an opportunity to create their own
street art on a printed version of a wall.
A quiz completed the workshop that
incorporated information learnt from
the session.
The Educational Workshop was
welcomed by four local St George
high schools and one out of area high
school with a large percentage of St
George catchment students. These
high schools were Hurstville Boys High
School, Peakhurst High School, James
Cook High School, Kingsgrove High
School and Endeavour High School. The
workshop was also delivered within
other educational settings external to
school. These included a workshop
within the “Links To Learning”program
at St George Youth Services, the
“Youth Connections” program at MTC
Rockdale and the educational unit
at Juniperina Juvenile Detention
Centre. These groups of young people
were targeted students who were
disengaged from school and faced with
many challenges in their lives overall.
All in all, 445 students participated in
the educational program. The delivery
was flexible to cater for the needs of
each individual school. There were
opportunities to deliver the workshop
to classes of up 40 students or
targeted groups of 8–15. Both worked
effectively with varying outcomes,
impact and dynamics.
ANTI-GRAFFITI EDUCATIONAL PACKAGE
TOPICS
METHODS OF DELIVERY
RESOURCES
•
New laws
•
Topic speeches
•
Evaluation forms
•
Community Cost: financial
cost, social impact, individual
victims.
•
Group discussion
•
Worksheets
•
Video clips
•
•
Case studies
Laptop & projector:
YouthZone
•
Guest speaker
•
Props for role plays
•
Role plays
•
Stationary etc.
•
Risks: environmental
dangers,social interaction
risks.
•
Legal ways of expressing
art or opinion: internet,
community groups,
public events.
•
History: oppression, political,
cultural.
•
Types of vandalism.
•
Impact on offender and family.
INDIVIDUAL EDUCATIONAL PACKAGE
RESOURCES
•
021
Talk through of their own experience/s
•
Discuss what attracted them to it, how did it start?
•
If caught, what happened and how it felt.
•
Explore the impact it had on them personally and their family.
•
Thoughts on their social network.
•
Set-up or refer to alternative activity or expressive option
•
Explore casework options.
OUTCOMES
The workshop was received well from
the students and teachers alike. The
average rating of likeability was 80%.
The students found the discussion,
media clips, quiz and drawing activity
the most interesting in the program.
The aspects of the program that the
students enjoyed most were the quiz
and the art activity. Some ideas to help
decrease illegal graffiti in the St George
area included creating more legal
walls, providing more caution signs
related to juvenile graffiti fines, educate
young people about the New Juvenile
Laws and provide more Street Art
Classes/ activities. Sixty eight per cent
felt they had a better understanding of
the reason why youth turn to graffiti.
Sixty per cent of students agreed that
the new laws would reduce the amount
of graffiti whereas 40 % disagreed.
Due to the interactive approach to
delivering the program the students
were engaged in discussion or activity.
The variety of learning techniques such
as PowerPoint, discussion, quiz and an
art activity all contributed to allowing
the students to remain attentive and
actively involved.
All ways of delivering the program
proved to be successful. However, the
larger mixed groups that were not
targeted, proved to be more productive,
having more of a balance of opinions,
ideas, interest and interaction.
Discussion topics, questions and
answers were more detailed and
covered a broader spectrum of
material and ideas.
The feedback collated from evaluations
completed by high school welfare
teachers included 91% likeability of the
program. They felt the most interesting
part of the workshop were the media
clips, new juvenile laws and the art
activity. They felt the program was
relevant, interesting and appropriate
for young people. Overall, they thought
it enabled the students to think about
the impact on the community and draw
awareness to the new graffiti laws.
CHALLENGES
Convincing high schools to embrace and welcome the program into their school was a challenge. Many high schools were not
interested in having the program due to fearing graffiti may start up in their school. They felt their school didn’t have a problem
with graffiti or their curriculum was too busy. Some schools said their focus was the new English curriculum and didn’t have
time to include other programs into their timetable. At times, the welfare teacher was keen to have the program delivered but
they came across obstacles when addressing this to the Principal or other year teachers who saw it as less of a priority.
022
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
– PROMOTION OF THE PROGRAM –
– THE MURAL –
SAFE & LEGAL STREET ART PRESENTATION
During Pole Depot’s Community annual Spring
Festival, the Steering Committee thought it
appropriate to provide a safe and legal street art
experience for young people in the local St George
area. This mural was created by Tom MacDonald,
a well known Street Artist in Sydney, who also
delivers programs to young people at Marrickville
Migrant Resource Centre. Tom was commissioned
by the committee to paint a mural that reflected
the many aspects of Pole Depot Community Centre.
Young people who were participating in the Spring
Fair were given the opportunity to participate in
PROMOTION
To draw awareness to the Anti-graffiti Project, resources were created to advertise and promote the two components of the
Project. Flyers, letters, videos and an article in the local newspaper were all created to capture interest and support. The Antigraffiti Project Co-ordinator attended many meetings to advocate and promote the program. These included welfare teachers’
meetings, high school staff meetings, Principals’ forum, Council safety meetings, Juvenile Justice Convenors’ meeting and the
St George Youth Network meetings.
The targeted group the Project was directed to included Legal Aid, Juvenile Justice, Magistrates of local courts, high school
principals and welfare teachers, youth services, St George Police, Westfield Security and parents in the St George area.
023
024
this experience. Tom was able to talk about Street Art,
the creative element and the safety and legal issues
also with young people in a relaxed and unstructured
environment through experiential interaction. This
has now become Pole Depot Community Centre’s
legacy. It is a beautiful mural that sends the message
to young people that street art is appreciated and
valued by our community when it is performed in a
legal and safe manner. This provided a wonderful
representation of acceptance and a bid for connection
with teenagers in the community.
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
025
POLE DEPOT YOUTH SERVICE
026
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
– SUPPORT –
CASEWORK PROGRAM
Without the positive support of community members
this project would not have been as successful. The
support from Maria Lynch, Legal Aid at Sutherland
Court has been very positive. Every opportunity she
has had with young graffiti offenders from the St
George area, Maria has highly recommended the
Anti-Graffiti Program and this has been placed as
a Court Order for these young people attending the
court procedure. The Magistrates have observed the
process of support, with the young person returning
back to court with a support letter from the Senior
Youth Worker. This provided information about the
participant’s involvement in the program and the
progression of change. Maria Lynch, Legal Aid, and
the Children’s magistrate, Graham Blewitt, provided a
letter of support for the program (see Appendix 2 & 3).
In addition, Michael Dyer, from Surry Hills Juvenile
Justice, supported the program by providing
opportunities for the convenors to become aware of
the substance of the program. Michael also provided a
support letter for the program (see Appendix 4).
– LOOKING FORWARD –
LONG TERM BENEFITS
So too, was the invaluable support from the Property
Owner of a warehouse in Hurstville. This warehouse
was the space used for the paint over experience
of graffiti tags. The owner made himself available
to open the locked premises and also speak with
the young offenders. It was a great opportunity for
the young participants to hear from a community
member how he had been affected by graffiti created
by young people.
From the five high schools that embraced and
welcomed the educational workshop into their
schools, Hilal Chanoui, Head of Welfare at Hurstville
Boys High School was a very strong and reliable
supporter of the Anti-Graffiti Educational program.
Hilal provided a support letter for the educational
workshop (see Appendix 5).
The program has reached 20 families
in our community to support, educate
and guide them in a time of need. The
program supported 20 young people
who have been challenged with a
variety of issues such as abuse, trauma,
additional needs, lack of boundaries,
lack of support, lack of positive role
models, and at times lack of basic
needs being met.
The Casework program has provided a
holistic approach to supporting young
offenders of graffiti by addressing
issues underlying the reason why the
teenager has offended. This approach
has effectively drawn upon all aspects
of the individual’s life and been able to
work at a deeper level enabling these
larger challenges to be identified and
come to the forefront and be addressed.
The Casework Program has worked
in sync with the New Juvenile Graffiti
Laws and acted as an effective outcome
plan or court order for magistrates or
Juvenile Justice Convenors to refer a
young offender to.
The Educational workshop has
educated 445 Students in the St George
area about the new juvenile graffiti
laws. It has provided a platform for
young people to express their thoughts,
ideas and opinions about graffiti. The
workshop has been able to highlight
to young people the dangers involved
in performing illegal graffiti. It has
also encouraged young people to
understand the impact this type of
vandalism has on the community,
family, friends and the graffitists. It
educated teenagers about the cost that
taxpayers and the Government pay
each year for cleaning up graffiti. The
workshop also explored safer, legal and
more positive ways that young people
can express themselves creatively that
may bring an income, career or simply
provide a space for their work. Overall,
the workshop has influenced and made
students aware of issues concerning
graffiti and vandalism that is relevant.
The knowledge and understanding
gained from individual casework
participants has enabled greater
empathy and support for these young
people in a more effective way. From
this specific information, these young
people are not bad but sad. The way
we approach bad and sad kids is very
different. The attention these young
people seek is valid and positive
attention is needed to be given. With
this type of knowledge we can educate
others such as teachers, parents and
community workers to view young
offenders in this way and provide
strategies that effectively target “sad”
kids who are seeking positive attention.
It is not only the young people who need
support but the families connected to
these teenagers who play such a vital
role and influence on the quality of life
these young people have. Education,
support and guidance are the three
main attributes that we need to provide
to the whole family as they are a unit
that affects each other: like dominoes,
when one falls the others do so too.
PROGRAM EXTENSION
From the gathering of this important and valuable information, the program would be more beneficial and effective if it
included mandatory parent education workshops, some family counselling sessions and continued support for the young
person for a further 6–12 months. This particular clientele respond and commit when it is within a legal order framework.
From a holistic point of view, the deeper work within these families can only be resolved when the whole family are involved
and committed to making change as a “family unit” as well as individuals.
027
028
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
– RAW DATA –
BACKGROUND INFORMATION OF CLIENTS ATTENDING THE ANTI-GRAFFITI CASEWORK PROGRAM
INFORMATION
CATEGORIES
AGE
GENDER
15
Male
Female
RELATIONSHIP WITH PARENT Close
Dysfunctional
Severed/Detached
PARENT SUPPORT
Yes
No
029
qualifications to provide this support
in all areas of New South Wales.
A Co-ordinator’s position would be
essential to train staff, manage the
progress of the program, monitor and
support staff in all regions of New
South Wales. The position would need
to collect research data from each
Senior Youth Worker who delivers
and evaluates the program. The
Co-ordinator would collate these
statistics and new information on a
regular basis and produce an annual
report. This vital information will
reflect the effectiveness of the program
and allow the program to continue
developing. This will produce the
most effective program that supports
the young graffiti offender and their
family in the most productive way. As
a result, graffiti vandalism would
begin to decrease and the deeper
issues for these young people will also
be resolved. The family unit would
become a more supportive and caring
environment where each member
would begin to see purpose and
meaning in life and develop healthy
ways of relating and communicating
with each other and the wider
community around them.
INFORMATION
CATEGORIES
DATA
ATTENDING WORK/SCHOOL
School
Tafe
Chef apprenticeship
Panel beating
Shipwright
Hospitality
Work
Neither
14
ENGAGED / DISENGAGED AT
SCHOOL / WORK
Engaged
Disengaged
4
16
FAMILY BACKGROUND
(M = Mother / F = Father)
Two parent
Single parent
Criminal history
5
15
M2, F2
20
0
5
10
10
14
6
1
1
1
1
0
2
PARENTING STYLE
(M = Mother / F = Father)
Permissive
Authoritarian
Authoritative
Uninvolved
M6
M3, F10
M4
F10, M4
CHANGE
Attitude
Awareness
Behaviour
15
16
14
SOCIO-ECONOMIC
BACKGROUND
Low
Middle
High
12
4
0
FINISHED PROGRAM
Completed
Incomplete
16
4
CULTURAL BACKGROUND
TYPE OF GRAFFITI OFFENSE
Caught with Graffiti tool (spray paint),
spray painting tag Railway x 5, graffiti
on shopfront, graffiti tagging on public
and school property, etching in railway
station, tagging on swimming pool wall,
caught with graffiti tool (texta), tagging
and spraying on a wall in a park,
spraying in a tunnel
Australian
Maori
Cook Island
Portuguese
Bengali
Greek
Aboriginal
Lebanese
8
8
1
1
1
2
1
1
INTERESTS
Interest/Involvement
Non-Involvement
4
16
ADDITIONAL NEEDS
ADHD
Learning difficulties
Autism
ODD
Depression
Robbery
Marijuana
Alcohol
Nicotine
Yes
No
4
5
1
1
1
5
15
13
6
1
19
THE NEXT STEP
Ideally, with sufficient funding, the
Casework Support Program should
continue to support juvenile graffiti
offenders throughout New South
Wales. To have an effective and holistic
program that is delivered across
New South Wales would allow the
Juvenile Justice system, conference
outcome plans and court orders, to
direct these young people to the same
program for the same offence. This
provides consistency throughout all
of New South Wales and the program
becomes well established and reliable.
This would require training Senior
Youth Workers that have Counselling
DATA
REFERRED BY
Juvenile Justice
Court
Other community services
15
14
1
ALONE/GROUP
Alone
Group
3
17
REASON
Creative Outlet, revenge, bored/ friends,
influence, fun, rebel against social
behavioural norm, under alcohol,
influence, risky, cool
030
OTHER OFFENCES
ADDICTIONS
RE-OFFENDED
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
PARENT EVALUATIONS
OF CASEWORK PROGRAM
On a scale of 1 to 10 (ten being the highest) how much did your son/
daughter enjoy the program?
9
What was the most interesting part of the program for them?
•
•
•
•
•
•
•
Being made aware of the risks, costs for damage and fines
All aspects
Consequences / laws
Support provided
Awareness of the consequences from behaviour
Paint over experience allowed him to give back to the community
Having a good caseworker that my son trusts
Did your son/ daughter learn anything new?
•
•
•
•
The risks involved has prevented him from further disruptive behaviour
Defacing public and private property is unacceptable
Changed attitude towards the impact of his behaviour on community and family members
That there are people who want to help him
What parts of the program did your son/ daughter enjoy?
•
•
•
•
•
•
•
Discussion / counselling
PowerPoint
Case study work
Referral for extra needs
Videos
Discussion/counselling
Art Activity
•
•
•
•
•
•
•
Yes, more responsible
Yes, learnt consequences for actions
Needs further encouraging
Yes, has begun to work again and shift his focus on life
Changed attitude towards family and community members
Learning about consequences for his behaviour
Has had a counsellor that listens and talks with him that he has developed trust with
Has this program made a positive impact on your teenager?
PARTICIPANT EVALUATIONS
OF CASEWORK PROGRAM
On a scale of 1 to 10 (ten being the highest) How much did you like
the project?
8
What was the most interesting part?
•
•
Paint over experience
Videos in the educational power point presentation
What new information did you learn?
•
•
New Laws – fines
Legal walls in Sydney
What parts of the project did you enjoy?
•
•
•
•
•
•
•
Art Activity
Power point
Case Study Work
Videos
Legal walls
New Laws
Discussion/counselling
How can we decrease illegal graffiti in the St George area?
•
•
•
Tougher laws
Legal wall in St George area
Use more surveillance cameras
Do you have a better understanding of the reasons why youth turn to
graffiti?
Yes
What are some of the Graffiti Laws?
Yes (6)
What are the risks attached to doing graffiti?
•
•
•
•
•
Fines – act of graffiti
Possession of a graffiti tool
Paint over/ program,
Driver’s license law
Six months imprisonment
Is your teenager more aware of the Graffiti Laws and consequences for
illegal graffiti?
Yes (6)
What are the risks attached to doing graffiti?
Death, toxic propellants from spray paints, train line accidents can be serious, fights or disagreements
with wayward crews
Do you think your teenager will change their behaviour and attitude towards
illegal graffiti by participating in the program
Yes (6)
Do you agree the laws will help reduce the amount of graffiti?
Business owners, property owners, parents, families, children, graffitists, police
Have you seen any results of change in your teenager since participating in
the program?
Yes – has stopped participating in graffiti by choice
Yes – communicating better at home with us as parents
Yes back at work and more motivated
Yes starting to communicate more
Who in the community is affected mostly by graffiti?
•
•
•
•
•
Would you encourage your teenager to visit some legal walls in Sydney to
express graffiti art?
Yes so he knows the difference between legal and illegal areas
No
Yes to see graffiti art as a positive and where you can express it safely
Yes definitely to express himself creatively in a safe and legal environment
Yes want to encourage his creative ability
What are some legal ways you could express graffiti art?
Draw in art books, legal walls, display graffiti designs on online websites
Ways we can improve the program
Create street art experiences or a wall to paint
On a scale of 1 to 10 (ten being the highest) how has the Youth Worker met
your needs?
8.5
On a scale of 1 to 10 (ten being the highest) how well did the youth worker
meet your son/ daughter’s needs?
031
9.5
032
Dislike graffiti on walls/property – unattractive
Cost in cleaning up
Loss of business due to less customers
Families affected emotionally
Property damaged
STUDENT WORKSHOP EVALUATION, COLLECTED DATA
JUNIPERINA JUVENILE
DETENTION CENTRE
19-Jun-13
DATE
ADDITIONAL DETAILS
ABOUT PARTICIPANTS
7
PROGRAM
LIKEABILITY
Media clips, drawing activity,
MOST INTERESTING
power-point, new laws
PART
NEW INFORMATION
LEARNT
Laws
Group discussion, power-point, media
SECTIONS OF THE
WORKSHOP ENJOYED clips, art activity
WAYS TO DECREASE
ILLEGAL GRAFFITI
More legal walls and mediums of
expression, encouragement for young
people within artistic studies and
expressions at school and home
JUNIPERINA JUVENILE
DETENTION CENTRE
16-Jul-13
RISKS ATTACHED TO
GRAFFITI
HURSTVILLE BOYS HIGH SCHOOL
HURSTVILLE BOYS HIGH SCHOOL
31-Jul-13
Year 8
7
9
28-Aug-13
Year 8, half of the students were
identified as special needs
8
Drawing activity, new graffiti laws,
power-point
Graffiti art activity, quiz, videos,
power-point
Media clips, statistics, power-point,
drawing activity, legal walls, quiz
Laws
Graffiti laws, legal walls, costs of graffiti
vandalism, statistics, graffiti can be
positive and negative, different types of
graffiti, the risks of graffitists, impact of
graffiti on the community and individual
Laws, reasons why teens graffiti,
vandal tracking app, cost to clean up,
types of graffiti, the impact of graffiti on
victims and participants
Power-point, small group, artwork,
media clips
Media clips, power-point, groups
discussion art work
Group discussion, power-point, media
clips, case study work, art activity, quiz
Art books, increased legal walls
Increased legal walls, action on
catching graffiti offenders early,
educate people on the facts, report tags
on the Vandaltrak app, implement age
restrictions on spray cans and licenses,
increased police on graffiti areas,
creation of more supervises legal
graffiti walls in the St George area, ban
spray cans from stores
More legal walls and mediums of
expression, great police awareness
(e.g. reporting and Vandaltrak
app), higher fines and more severe
consequences, increased police
presence at train stations
89%
88%
Imprisonment, fines, restricted licence
demerit points, loss of license
50%
Fines, loss of license, longer period
on provisional license, loss of demerit
points, imprisonment, community
service
85%
76%
Business owners, children, parents,
families, property owners, gangs,
police, graffiti artists
Business owners, teachers, children,
parents, families, property owners,
gangs, police, graffiti artists
Business owners, teachers, children,
parents, families, property owners,
gangs, police, graffiti artists
100%
100%
PERCENTAGE OF
PARTICIPANTS
WHO UNDERSTOOD
REASONS WHY YOUTH
TURN TO GRAFFITI
Loss of licence, fines, fines for carrying Fines, loss of drivers license
GRAFFITI LAWS
or being in possession of a graffiti tool
40%
PARTICIPANTS WHO
THOUGHT THE LAWS
WOULD HELP REDUCE
GRAFFITI
WHO IS AFFECTED IN Business owners, parents, families,
property owners, gangs, police, graffiti
THE COMMUNITY
artists
STUDENT WORKSHOP EVALUATION, COLLECTED DATA
Dangers for the graffiti perpetrator
when fleeing police or civil attention
Possible injury (e.g. falls, toxic fumes,
trains)
WAYS THE
COMMUNITY IS
AFFECTED
Property damage, bad reputation for
youth, unsafe community feelings,
loss of property value, emotionally
distressing, unattractive physical
effects, decreased property
maintenance, offensive, expensive to
clean up, provides negative role models
for other young people
Art books, legal walls, internet sites,
Legal walls, commissioned work on
commissioned walls, merchandise,
walls or shop-fronts, art books, internet
community murals, paint on canvas or sites
boards, abstract art
LEGAL WAS TO
EXPRESS GRAFFITI
ART
Legal walls, canvas, paper
Books, legal walls
WAYS TO IMPROVE
THE PROGRAM
Teach graffiti styles and skills
Learn how to draw street art
Background music while drawing
RATING OF THE
PRESENTERS STYLES
8
8
9
033
Serious injuries (high risk activity) such
as inhalation of toxic fumes, fights,
trains, etc.
Costs, property destruction, increased
gang activity, community members
emotionally affected, time and cost for
clean up, unattractive and negative
effects for businesses and homes
8
DATE
ADDITIONAL DETAILS ABOUT
PARTICIPANTS
PROGRAM LIKEABILITY
MOST INTERESTING PART
HURSTVILLE BOYS HIGH SCHOOL
4-Sep-13
Year 9
7
Graffiti art, quiz, videos, power-point,
costs to graffiti, laws relating to drivers license, dangers of graffiti
Graffiti laws, costs of graffiti, vanNEW INFORMATION LEARNT
dalism, positive and negative graffiti,
types of graffiti, risks involved, impact of graffiti, reasons behind graffiti, legal and safe ways of expression
with street art
SECTIONS OF THE WORKSHOP ENJOYED Media clips, power-point, group
discussion, art work, quiz, group
discussion
WAYS TO DECREASE ILLEGAL GRAFFITI More legal walls and mediums of expres-
PERCENTAGE OF PARTICIPANTS WHO
UNDERSTOOD REASONS WHY YOUTH
TURN TO GRAFFITI
GRAFFITI LAWS
HURSTVILLE BOYS HIGH SCHOOL
18-Sep-13
Year 9
HURSTVILLE BOYS HIGH SCHOOL
12-Mar-14
Year 7
HURSTVILLE BOYS HIGH SCHOOL
17-Mar-14
Year 7
7
Media clips, power-point presentation, art activity, legal walls, graffiti
design-wear, quiz, new laws
Laws, reasons why teens graffiti,
ricks involved in illegal graffiti,
statistics
8
Graffiti art activity, quiz, videos,
power-point
8
Drawing activity, videos
Group discussion, power-point, me- Media clips, power-point, group
dia clips, art activity, quiz
discussion, artwork
Small group discussion, power-point,
media clips, art activity
Increased awareness of laws, increased legal walls, Vandaltrak app,
increased use of surveillance cameras in high graffiti areas, encouraged
use of Vandaltrak, increased awareness of juvenile laws for graffiti
Increased legal walls
Increased legal walls, proactive
action to catch graffiti offenders,
education for young people, use of
Vandaltrak app, age restrictions on
spray cans and licenses, increased
police on duty near graffiti hot sports,
increased supervised graffiti walls,
ban spray cans from stores, harsher
fines and laws
80%
82%
96%
Fines, loss of license, longer time on
provisional license, demerit points,
imprisonment, community service,
possible fining if found in possession
of a graffiti tool
Imprisonment, fines, restricted
license and demerit points, loss of
license, extended time on provisional
licenses, community service (e.g.
graffiti clean up), additional fines for
trespassing, dangers surrounding
graffiti on train lines
89%
Fines, loss of license, extended
License order, fines, fines for the
period on provisional license, impris- possession of graffiti tools
onment, community service, lose of
demerit points
92%
93%
Business owners, teachers, children,
parents, families, property owners,
gangs, police, graffiti artists
Serious injury (e.g. trains) or death,
inhalation of toxic fumes, fights with
crews
Children, teachers, parents, families,
property owners, graffiti artists, business owners, families, gangs, police
Serious injury (e.g. falls) or death,
toxic inhalation from spray cans,
trains
Business owners, children, teachers,
parents, graffiti artists, property owners, families, gangs, police
Possible injury or death, caught and
accused of illegal activity
sion, increased Graffiti/Street Art competition, increased graffiti art programs,
schools excursions to legal wall sites,
awareness and use of Vandaltrak tags
tracking apps, stronger restrictions on the
sales of spray paint (e.g. higher age for
sales), ban spray cans, more education
programs in high schools, increased surveillance cameras, greater action against
graffiti offenders, education, report tags,
implementation of a license to purchase
spray cans, create supervised legal walls
in the St George area, increased police on
duty, harsher fines and laws
64%
PARTICIPANTS WHO THOUGHT THE
LAWS WOULD HELP REDUCE GRAFFITI
WHO IS AFFECTED IN THE COMMUNITY Children, teachers, parents, families,
property owners, graffiti artists, business owners, gangs, police
Risk of serious injury (e.g. bridgRISKS ATTACHED TO GRAFFITI
es, fences, toxic inhalation from
propellants, injury when fleeing,
trains, fights), damage to community
environment
WAYS THE COMMUNITY IS AFFECTED Property damage, bad reputation for
youth, jeopardises feelings of safety,
property value decreases, unattractive affect on buildings, offensive,
expensive to clean up, negative environmental affects, negative influence
on younger generations
Costs, property destruction and damage, negative impacts on social opinions and perceptions, loss of customers for local businesses, financial
losses to the community, gang related
activity, promotion of dangerous and
illegal activity, affects on parents and
families, feels of intimidation within
the community, waste of taxpayer and
government money for clean up
LEGAL WAS TO EXPRESS GRAFFITI ART Art books, legal walls, internet sites, Legal walls, commissioned work,
commissioned walls, merchandise, create graffiti styled emblems for
community murals, canvas, supclothing or airbrushing cars, post
graffiti drawing on internet sites, art
ported youth street art activities,
TAFE courses in spray painting with books
cars or design, art competitions and
exhibitions,
More activities
Background music while drawing,
WAYS TO IMPROVE THE PROGRAM
excursion to legal walls in Sydney,
more videos relating to graffiti on
train lines, more hands on and
interactive
8
RATING OF THE PRESENTERS STYLES 8
034
Laws, cost to clean up graffiti,
Graffiti laws, legal walls, costs of
graffiti vandalism, positive and neg- dangers
ative graffiti, types of graffiti, impact
of graffiti on the environment and
individual, risks of graffiti
89%
Property damage, bad reputation for Costs, offensive, property destrucyouth, unsafe community feelings, tion, negative impact on community
decrease in property value, unattrac- (emotionally)
tive physical environment, offensive,
expensive to clean up or replace,
negative role models for younger
people in the community
Art books, legal walls, internet sits,
commissioned walls, merchandise,
community murals, paint on canvas
Permit to paint on legal walls,
commissioned walls, internet e.g.
devianart.com
8
8.5
STUDENT WORKSHOP EVALUATION, COLLECTED DATA
LINKS TO LEARNING
PROGRAM AT ST GEORGE
YOUTH SERVICE
17-Oct-13
DATE
ADDITIONAL
DETAILS ABOUT
PARTICIPANTS
8
PROGRAM
LIKEABILITY
MOST INTERESTING Drawing activity, videos,
new laws, statistics
PART
KINGSGROVE HIGH SCHOOL MTC (YOUTH CONNECTIONS) PEAKHURST HIGH SCHOOL
ENDEAVOUR HIGH SCHOOL
JAMES COOK HIGH SCHOOL
12-Aug-13
13-Jun-13
5-Aug-13
17-Sep-13
Targeted group
19-20 May 2014
8.5
8
10
8
8
Discussion, legal walls,
media clips, drawing activity, power-point
Media clips, statistics,
power-point
Drawing activity, videos
Media clips, drawing activity, risks
Drawing, new graffiti laws,
power-point
Laws, reasons why teens
graffiti, Vandaltrak app
Laws, costs for clean up
Laws, impact on the com- Laws, risks, legal walls,
munity, risks and dangers costs for governement and
of participating in illegal taxpayer to clean up graffiti
graffiti
NEW INFORMATION Laws, costs to clean up,
statistics
LEARNT
SECTIONS OF
THE WORKSHOP
ENJOYED
Laws, costs involved to
clean up, impact of the
community, legal ways of
graffiti art, types of graffiti,
ricks and dangers in participating in illegal graffiti
Small group, power-point, Group discussion, power-point, media clips, art
media clips, art activity,
activity
quiz
WAYS TO DECREASE More legal walls and meILLEGAL GRAFFITI diums of expression, increased reporting through
the Vandaltrak app, restrict
visible walls with plants
POLE DEPOT YOUTH SERVICE
Increased legal walls, the
internet as a display for
graffiti art, more caution
signs with fines and risks
to raise awareness
Group discussion, pow- Small group, power-point, Group discussion, power-point, media clips, case media clips, art activity
er-point presentation,
study work
media clips, art activity
Power-point, small group
discussion, artwork, media
clips
Increased awareness of
laws, more opportunities
for teens to be creative,
increased illegal walls,
graffiti art
Art books, increased legal
walls, Vandaltrak app,
education of young people
at schools
Increased legal walls
Internet as a medium to
display graffiti art
– APPENDIX –
Appendix 1
LEADER ARTICLE
POLE DEPOT’S COURSE HELPS STOP GRAFFITI ON BUILDINGS
IT APPEARS that young people
with spray cans defacing walls and
fences can be made to see the error
of their ways.
The change for the better usually starts
with a court case where a magistrate
decides that an anti-graffiti program is
the way to go.
But it could start before the law
becomes involved, if parents and
teachers are vigilant.
90%
PERCENTAGE OF
PARTICIPANTS
WHO UNDERSTOOD
REASONS WHY
YOUTH TURN TO
GRAFFITI
License order, fines, imGRAFFITI LAWS
prisonment
56%
PARTICIPANTS
WHO THOUGHT THE
LAWS WOULD HELP
REDUCE GRAFFITI
WHO IS AFFECTED Business owners, children,
IN THE COMMUNITY teachers, parents, graffiti
artists, property owners,
families, gangs, police
RISKS ATTACHED TO Serious injuries or death,
participation in illegal
GRAFFITI
crime
WAYS THE
COMMUNITY IS
AFFECTED
Costs, property damage,
emotional effects on
families and community,
negative impressions of
property, loss of business
82%
Loss of license, fines,
imprisonment, fines for the
possession of graffiti tools
55%
Business owners, children,
teachers, parents, families,
property owners, gangs,
police, graffiti artists
Serious injury or death
Costs, destroys property,
offensive
67%
Imprisonment, fines,
restricted license demerit
points
67%
100%
License order, fines, fines
for possession of graffiti
tools
100%
Business owners, teachers, children, parents,
families, property owners,
gangs, police, graffiti
artists
Serious injury or death,
inhalation of possible toxic
flumes, fights with local
crews
Business owners, teachers, children, parents,
families, property owners,
gangs, police, graffiti
artists
Serious injury or death,
caught in illegal crime
Costs, property destruction, negative impact on
local community
Costs, offensive, decreased property maintenance, lower social and
emotional feelings
100%
Loss of license, fines for
graffiti, fines for the possession on graffiti tools
75%
75%
Business owners, families,
property owners, parents,
graffiti artists, families,
gangs, police
Serious injury or death
Gang related fights, risks
of trains, inhalation of
toxic fumes, risks of injury
in attempting to escape
police
Negative impact on reputations, loss of business,
negative relationship
between youth and older
generation, unsafe and
unattractive impacts on
buildings, loss of property
maintenance
Books, legal walls, internet
e.g. deviantart.com
Costs, destroys property,
offensive, unattractive
9
9
9.5
10
7.5
It also has an educational component
which highlights the new graffiti laws
introduced in November 2012.
‘‘The idea is to draw awareness to the
huge costs involved in cleaning up
illegal graffiti — well over $100 million
a year — paid for by the government
and taxpayers,’’ Ms Sii said.
Since April this year about 15 young
people (12-18 years) have taken part in
the anti-graffiti program at Pole Depot
Youth Zone at Hurstville.
‘‘The impact on families, property
owners, and the local community is
also highlighted, encouraging the
young person to have an understanding
of the effects of their vandalism.’’
Youth worker Traci Sii said it was
proving very effective, with few
repeat offenders.
Ms Sii said the six-week course usually
ended with offenders cleaning up
graffiti sites in the local area.
Funded by a federal government grant
and supported by Hurstville Council,
the program comprises six counselling
sessions that explore the deeper
Along with the cause-effect component,
Ms Sii said the course also focused on
redirecting the antisocial aspects of
graffiti into a positive direction.
Testimonials from young people:
From parents:
•
‘‘The program has helped me stop
graffiti because I understand the
new laws better and don’t want to
bring any more problems or worry
to my family.”
•
‘‘My son has learnt the risks and
laws through the program which
has prevented him from further
disruptive behaviour, and hasn’t
had the urge to [do] graffiti.’’
•
‘‘The program has shown me legal
and safe ways to express myself
creatively.’’
•
“Our teenage son has learnt there
are consequences for his actions.”
•
‘‘I have learnt that is costs a lot of
money to clean up illegal graffiti
and realise I was doing it because I
was bored…”
Games
WAYS TO IMPROVE
THE PROGRAM
035
Fines, loss of drivers
license
Business owners, children,
teachers, parents, families,
property owners, gangs,
police, graffiti artists
Permit paint on legal walls, Legal walls, canvas, paper, Legal walls, commissioned Permit paint on legal walls Paper, internet
LEGAL WAS TO
walls
EXPRESS GRAFFITI internet websites, drawing internet, commissioned
books
walls
ART
RATING OF THE
PRESENTERS
STYLES
89%
reasons why the young person has
become involved in illegal graffiti.
9
036
She said young people were attracted
to drawing in public spaces out of
boredom, the thrill, peer pressure and
wanting to be accepted by a subculture.
But if their energies were directed into
proper art forms, sports, youth groups,
TAFE courses, websites, legal walls —
or even permission to paint the shed at
home —they usually did not re-offend.
After the course, offenders were
followed up by Youth Zone youth
workers to check on their progress.
Ms Sii also runs anti-graffiti workshops
at schools.
Anyone can refer a young person to the
program, and that includes parents,
police, legal aid, school principals,
youth workers, juvenile justice
convenors and security guards.
Details: Traci Sii, 9580 8008.
Written by Maria Galinovic Oct. 1, 2013.
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
POLE DEPOT YOUTH SERVICE
Appendix 2
SUPPORT LETTERS
Appendix 3
SUPPORT LETTERS
MARIA LYNCH, LEGAL AID, SUTHERLAND CHILDREN’S COURT
GRAHAM BLEWITT, SUTHERLAND CHILDREN’S COURT MAGISTRATE
037
038
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
Appendix 4
SUPPORT LETTERS
MICHAEL DYER, MANAGER, YOUTH JUSTICE CONFERENCING, SYDNEY
POLE DEPOT YOUTH SERVICE
Appendix 5
SUPPORT LETTERS
HILAL CHANAOUI, HEAD TEACHER WELFARE, GEORGES RIVER HURSTVILLE BOYS CAMPUS
Hurstville Boys’ Campus
Kenwyn Street
Hurstville NSW 2220
Phone (02) 9587 3199
Fax (02) 9553 8264
Email: [email protected]
www.grc.nsw.edu.au/hurstville
27 March 2014
To whom it may concern
We were delighted to have Ms Traci Sii, Senior Youth Worker from Pole Depot Youth
Zone visit our school both in 2013 and again in 2014 to deliver a number of free
student awareness workshops on anti-graffiti and the law. The aim of this program
was to raise awareness about illegal graffiti, as well as its impact on offenders and
the wider community.
The anti-graffiti workshops were very interactive and engaging for all our students.
Each workshop was approximately 2 hours in duration and included engaged the
students in a variety of discussions and hands-on activities, where students were
given an opportunity to create a form of graffiti art on special paper using crayons.
This was a particularly enjoyable activity for students.
In total, approximately 300 students participated in these workshops in Years
7-10. As a result of the anti-graffiti workshops, students demonstrated increased
awareness of the law surrounding illegal graffiti and learned more about what they
could do as individuals to stop the spread of illegal graffiti in the community. There
was also lots of positive feedback about the workshops from students, teacher and
also parents.
We wish to thank Traci from Pole Depot Youth Zone for an outstanding job in
delivering these highly engaging and very informative workshops to our students.
We look forward to continuing our partnership and connection with Pole Depot
Youth Zone into the future.
On behalf of the school,
Hilal Chanaoui
Head Teacher Welfare
Georges River College Hurstville Boys Campus
039
040
ANTI-GRAFFITI EDUCATION AND SUPPORT PROGRAM
– E RESOURCES & REFERENCES –
E RESOURCES
•
3Bridges - www.3bridges.org.au
•
Video – Anti-Graffiti project:
•
Video – Mural at Pole Depot Community Centre: http://youtu.be/9pB66Y49g5A
REFERENCES
•
Community Crime Prevention. Graffiti Prevention and Removal Grants Featured Projects. http://www.crimeprevention.vic.
gov.au/home/graffiti/graffiti+projects/
•
Graffiti Legislation Amendment Bill 2011: Bill introduced on motion by Mr Greg Smith. 1 June 2011, page 56.
•
Media Release: ACT Government: Five new legal graffiti canvases ready for new art. Released 16 January 2014. http://
www.cmd.act.gov.au/open_government/inform/act_government_media_releases/rattenbury/2014/five-new-legal-graffiticanvases-ready-for-new-art
•
Morgan, A. & Homel, P. (2013). Evalutaing crime prevention: Lessons from large-scale community crime prevention
programs. Trends & Issues in Crime and Criminal Justice Bulletin No. 458.
•
NSW Bureau of Crime Statistics and Research. New South Wales Recorded Crime Statistics 2013. Sydney: Department of
Attorney General and Justice.
•
NSW Department of Attorney General and Justice.
•
NSW Department of Attorney General and Justice. Preventing Crime: Community Snapshots. http://www.crimeprevention.
nsw.gov.au/cpd/protectcommunity/graffitivandalism/community_snapshots.html
•
NSW Department of Attorney General and Justice. Preventing Crime: Graffiti facts and figures. http://www.
crimeprevention.nsw.gov.au/cpd/protectcommunity/graffitivandalism/facts_and_figures.html
041
YOUTHZONE // 18 TREACY STREET, HURSTVILLE, 2220 // (02) 9580 8008