Todo movimiento , en tanto que tránsito de un reposo a un reposo, es absolutamente indivisible.

NICRO's research indicates a high success rate in the diversion programmes which were aimed at preventing re-offending and in re-integrating children into their families and communities. NICRO handles more than 10 000 diversion cases each year in all nine provinces. Wood (2003:11) summarises the five diversion programmes offered to juveniles by NICRO:

4.4.1.1 The Youth Empowerment Scheme (YES)

The Youth Empowerment Scheme (YES) is a life-skills training programme that involves young people and their parents or guardians. The programme is offered for six weeks. Arendse (2007) conducted an evaluative study on the experience of diversion workers

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and volunteers in the implementation of YES as a diversion programme in the Western Cape.18

4.4.1.2 Pre-Trial Community Service (PTCS)

The Pre-Trial Community Service allows the offender to perform community service at a non-profit organisation in lieu of prosecution. Community service is aimed at instilling, in the offender, a sense of responsibility and accountability. There must be consultation between a NICRO worker and the public prosecutor on the number of hours that a child must adhere to, and monitor the child’s progress.

4.4.1.3 Victim-Offender Mediation (VOM)

The purpose of the Victim Offender Mediation is to bring victims and offenders together in an attempt to reach an agreement that addresses the needs of both parties resulting in a mutually acceptable agreement. A trained mediator must conduct this process. However, Spuy et al (2007:9) caution that tension must be expected in these meetings.

4.4.1.4 Family Group Conferencing (FGC)

The purpose of Family Group Conferencing (FGC) is to create an opportunity for child offenders and those affected by the criminal act to discuss the actions and effects of the crime. This approach applies to first-time offenders and non-violent offenders who commit minor offences. The FGC is aimed at developing a strategy that will enable all parties to remedy the situation to the benefit of those affected. The outcomes of FGC depend on the severity of the crime, ranging from an apology to community service restitution, compensation or the attendance of rehabilitation programmes. The FGC

18_{( Arendse,2007) An evaluative study on the experience of diversion workers and volunteers in the implementation of the}

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embraces the philosophy of Ubuntu, where every child is a child of the nation. This means that a child’s problematic behaviour ought to be handled within the family and in a “homely” approach before the conflict can be considered irresolvable.

According to Bezuidenhout (2013:183), family group conferencing is based on the following assumptions:

 Crime does not only affect the victim, but also the family and the community.  Crime is effectively managed with the active involvement of all stakeholders.  Responsibility and accountability are achieved by making amends for the

wrongdoing, either symbolically or directly to the victim and/or the community.  The damaged relationship because of crime can only be harmonised through

dialogue and negotiation.

Wormer and Walker (2013:105) suggest that these conferences become more fruitful when families, victims and young people are adequately informed of the process and their views are taken into account when arranging the conference.

4.4.1.5 The Journey

The Journey, aimed at high-risk children, lasts 3-12 months and involves life skills training among other things. The Journey is an intensive, long-term programme focused on young people who are most at risk and are determined to change their ways into a constructive and independent life. In addition to the five diversion programmes which have already been discussed, there are other types of diversion programmes which are summarised Bezuidenhout (2013:183):

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4.4.1.6 Life skills training

Life skills can be described as those acquired attributes that can enhance one’s quality of life and prevent problematic behaviour. Therefore, life skills training equips young people with the capacity to function efficiently within a society and with the ability to effectively react to life’s stressors harmoniously. Life skills training enables an individual to successfully deal with provocative situations and conflict, while communicating meaningfully with others.

The South African reality is that the majority of children are subjected to an inferior education system. While traditional value systems are being challenged, this situation is worsened for those children who come from troubled homes and are not exposed or equipped with the necessary life skills needed to cope with day-to-day challenges. Regrettably, it is commonly accepted that children require teaching in cognitive affective and behaviour skills as primary competencies for adulthood. Among others, life skills are required for successful independent living, the maintenance of friendships, success at school, and the prevention of prolonged interpersonal problems.

Life skills training as an intervention makes the following assumptions about the criminal behaviour of children: crime results from an inadequate ability to react appropriately to particular situations and, therefore, requires specific skills to maintain direction and focus in life; the acquisition of relevant life skills strengthens responsibility and accountability; and collective interaction creates opportunities to learn from others. Based on these assumptions, life skill training as a diversionary mechanism makes use of social cognitive theory to bring about change in child offenders.

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4.4.1.7 Mentoring

Bezuidenhout (2013:185) indicates that parents are generally viewed as the most important adults in the lives of children since they significantly impact on the beliefs, attributes, behaviours and goals of their children. However, this is not always possible owing to circumstances which may hinder the ability of parents to meaningfully support and develop their children. These include, among others, unstable home environments that are situated in poor and marginalised communities; those characterised by dysfunction, child neglect and deprivation; single, disrupted or inconsistent parenting; and alcohol and drug abuse. In the midst of these challenging circumstances, children may have missed an opportunity to have at least one older, more experienced individual who may provide guidance and stability in their lives. Mentoring means a cross age, dyadic relationship between an experienced, caring adult and a disadvantaged or troubled younger person.

Steyn (2005:283) suggests that the ideal age difference between the mentor and mentee varies between 8 and 15 years. Furthermore, mentoring relationships are based on acceptance and support in order for the mentor to provide attention, guidance and understanding. In the context of child offending, mentoring as an intervention assumes that:

 During their formative years, young people require guidance and support from older, more experienced persons.

 Adolescents who are at risk of criminal behaviour often grow up without a father figure or positive role model in their lives.

 The establishment of long-term, trusting relationships can help at-risk adolescents to cope with challenges.

 Meaningful interactions between a mentor and an at-risk child stimulates a positive self-concept, which in turn promotes responsibility (Steyn, 2005:283).

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It is crucial to address problematic behaviour, including minor crimes, at an early stage to prevent more serious patterns of criminal behaviour. This can be achieved by equipping children with the necessary skills to function responsibly and to be cognisant of the impact of their actions. Therefore, absent or inadequate parenting is perceived to play a particular role in the problematic behaviour of children since they need role models in their lives.