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Anti-social behaviour has a wide legal definition - to paraphrase the Crime and Disorder Act 1998, it is behaviour which causes or is likely to cause harassment, alarm or distress to one or more people who are not in the same household as the perpetrator. Among the forms it can take are:

which can on Its own make even the tidiest urban spaces look squalid

and intimidating language, too often directed at minorities

particularly late at night

the street with litter

behaviour in the streets, and the mess it creates

with all the problems to which it gives rise

All these are issues which concern everyone in the community

They cannot be written off as generational issues - they impact on the quality of life of young and old alike. And they require a response which puts partnership into action.

Anti-social behaviour that can be tackled by ASBOs and ABCs (Acceptable Behaviour Contracts) includes:

• Harassment of residents or passers-by
• Verbal abuse
• Criminal damage
• Vandalism
• Noise nuisance
• Writing graffiti
• Engaging in threatening behaviour in large groups
• Racial abuse
• Smoking or drinking alcohol while under age
• Substance misuse
• Joyriding
• Begging
• Vehicle crime
• Prostitution
• Kerb-crawling
• Throwing missiles
• Assault

Legal definition of anti-social behaviour for the purpose of obtaining an order:

Under the terms of the Crime and Disorder Act 1998 the agency applying for the order must show that:

• The defendant behaved in an anti-social manner and
• An order is necessary for the protection of persons from further anti-social behaviour by the defendant.

This is sometimes referred to as the "two stage test"

Section 1 (1) of the Act defines acting in an anti-social manner' as a manner that caused or was likely to cause harassment, alarm or distress to one or more persons not of the same household as the perpetrator. The definition is intentionally wide-ranging to allow for the orders to be used in a variety of circumstances. The expression likely to cause has the effect that someone other than a victim of the anti-social behaviour can give evidence of its occurrence. This is intended specifically to validate the use of professionals as witnesses where those targeted by the behaviour feel unable to come forward, for example, for fear of reprisals or intimidation.

Types of behaviour for which ASBOs have been used:

The most common behaviour tackled by ABBOs is general loutish and unruly conduct such as verbal abuse, harassment, assault, graffiti and excessive noise.

ASBOs have also been used to combat racial harassment, drunk and disorderly behaviour, throwing missiles, vehicle crime and prostitution. Many other problems, for instance the use of air guns, would also lend themselves to this approach.

Who can an order be made against?

An order can be made against anyone aged to 10 years or more who has acted in an anti-social manner and where an order is needed to protect person(s) from further anti-social acts.

The information above has been extracted from reports which can be found at: http://www.crimereduction.gov.uk

These activities are merely suggestions for possible starting points for an investigation into anti-social behaviour, how society tackles it and what we can do about it. The activities may be undertaken in any order and over whatever period of time may be available. Please ensure that students have a thorough understanding of what an Anti Social Behaviour Order is and how it works before undertaking Activity 2.

It is possible that the students may wish to follow a particular line of enquiry to tackle a particular local issue - use their enthusiasm!

During the course of undertaking these activities the following elements of the KS3 National Curriculum for Citizenship may be addressed:

Knowledge & understanding about becoming informed citizens

Pupils should be taught about:

1. the legal and human rights and responsibilities underpinning society, basic aspects of the criminal justice system, and how both relate to young people
2. the importance of resolving conflict fairly
3. the significance of the media in society

Developing skills of enquiry and communication

Pupils should be taught to:

1. think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-based sources
2. justify orally and in writing a personal opinion about such issues, problems or events
3. contribute to group and exploratory class discussions, and take part in debates

Developing skills of participation and responsible action

Pupils should be taught to:

1. use their imagination to consider other people's experiences and be able to think about, express and explain views that are not their own
2. negotiate, decide and take part responsibly in both school and community-based activities
3. reflect on the process of participating

The following learning outcomes may be achieved

Skills, knowledge, attitudes and values

• Express rational arguments having researched social, moral and environmental issues
• Present opinions, values and beliefs confidently, clearly and concisely
• Be able to detect bias and omission in others' arguments
• Listen to, summarise and be able to add to an argument during class or group discussion
• Empathise with others and express opinions that are not their own
• Negotiate and contribute to making decisions as part of a productive group
• Make compromises to reach consensus
• See a task through to completion
• Know the main laws which affect them and their families
• Know the law for this age group
• Know about local, social and environmental issues on which they could have some impact
• Respect and value the environment and other living things
• Respect evidence in relation to social and environmental issues
• Believe that they have some personal responsibility for the environment
• Consider the concepts of justice and fairness
• Consider the benefits of taking responsibility in school or in the community
• Consider why behaviour codes are necessary
• Consider whether it is irresponsible to break the law
• Consider the personal benefits, and the benefits to others, of active community participation

*These learning outcomes have been taken from:
PASSPORT - A framework for personal and social development, Jane Lees & Sue Plant, Calouste Gulbenkian Foundation 2000
ISBN 0 903319950

The first copy is free to schools and can be obtained by contacting Louisa Hooper at the Calouste Gulbenkian Foundation on 020 7636 5313 (NB All schools should have received a copy in 2000).