Between the ages of eleven and seventeen, a child experiencing sexual abuse kept a secret journal of poetry. Throughout the abuse, she kept her little orange book hidden whilst she filled it full of poems questioning what was happening to her, whether the abusers really loved her and whether she was normal. Named after the original journal, The Little Orange Book by Jessica Eaton and Claire Paterson-Young contains a unique analysis and exploration of the poems and their themes. Each poem is presented along with evidence from literature and practice in child sexual abuse. The book explores key questions and examples such as: How do children understand the difference between abuse and romance? What is the impact of abuse on children's self-image and self-trust? How do children use fairy tales, films and popular culture to understand abuse? What coping mechanisms do children use to cope with sexual abuse - and how are they perceived by society?

This book explores the journey of young people through a Secure Training Centre and, more generally, the criminal justice system in the UK. It examines the extent to which young people have been failed by the system at every stage of their lives, with incarceration used as a means of removing 'the problem' from society. To explore this process, the authors utilise an integrated theoretical framework to develop a new rehabilitative approach focused on developing positive outcomes for young people. The book deploys a social impact measurement methodology to evaluate the experience and outcomes of youth justice interventions at a Secure Training Centre. Such an approach provides a fresh perspective on the youth justice debate which has traditionally utilised outcome data to measure immediate impact relating to recidivism and is therefore not focused on the young person holistically. Using a social impact framework to evaluate youth justice, underpinned by an integrated theoretical framework, allows for assessment to be made which place the young person at the centre of evaluation.

This book explores the history of social impact measurement, offering justifications for the use of social impact measurement in modern society. It seeks to uncover the tensions inherent in social impact measurement, especially between creating and measuring social value creation. As the world becomes ever more globalised in its focus to deliver sustainable solutions to social and environmental problems, frameworks such as the United Nation's Sustainable Development Goals (SDGs) provide basic structure through which social impact can be assessed and compared globally. Nevertheless, constructive critiques of such approaches are required to ensure that they do not misinform stakeholders, disenfranchise the disadvantaged and exacerbate existing social problems. In providing this overview, the book seeks to offer a critical review of the social impact measurement field centred on concepts of 'empowerment' and 'social action' (Weber, 1978), whilst also demonstrating best practice and potential pitfalls to policymakers and practitioners.

This book explores the journey of young people through a Secure Training Centre and, more generally, the criminal justice system in the UK. It examines the extent to which young people have been failed by the system at every stage of their lives, with incarceration used as a means of removing 'the problem' from society. To explore this process, the authors utilise an integrated theoretical framework to develop a new rehabilitative approach focused on developing positive outcomes for young people. The book deploys a social impact measurement methodology to evaluate the experience and outcomes of youth justice interventions at a Secure Training Centre. Such an approach provides a fresh perspective on the youth justice debate which has traditionally utilised outcome data to measure immediate impact relating to recidivism and is therefore not focused on the young person holistically. Using a social impact framework to evaluate youth justice, underpinned by an integrated theoretical framework, allows for assessment to be made which place the young person at the centre of evaluation.

What can we learn from this unique example of writing from a child experiencing severe abuse, rape and daily violence? What can we learn about how she coped with and understood what was happening to her? Jessica Eaton and Claire Paterson-Young work through the poems, performing thematic analysis and grounding the voice of the child in empirical literature to inform our understanding and to improve the way we support children during and after abuse. A must-read for parents and professionals alike.