Criminology with Policing BSc (Hons)

• Reading and writing critically.
• Constructing and evaluating an argument.
• Note-taking techniques for reading and listening.
• Understanding plagiarism and academic integrity.
• Introduction to reflective practice.
• Preparing for, and delivering, powerpoint presentations.
• Referencing and citation.
• Summarising and paraphrasing written sources.
• Literature searching.
• Report writing.
• The culture and expectations of higher education.
• The assessment process including the role of assessment criteria and feedback.
• The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

• Research and planning skills.
• Becoming familiar with topics that comprise their undergraduate degree subject.
• Developing a knowledge base for a discipline of study.
• Identifying areas of interest.
• Application and development of critical analytical skills.
• Development of self-directed study.
• Use of learning resources.

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

• Society, social structures and socialisation 
• Social scientific ideas, theories and ‘lenses’ on society 
• Social scientific research and basic research methods  
• Digitalisation of society, smartphone technology and social media platforms 
• Consumerism and consumer culture – definitions, impacts and debates 
• Inequalities related to gender, social class, ‘race’ and ethnicity, and LGBTQ+ communities 
• Social issues and problems related to knife crime, riots and uprisings, prostitution and sex work   
• Social justice, power and movements for social change

1. To examine contemporary society from some key perspectives of social science.

2. To introduce students to research in the social sciences.

3. To introduce students to contemporary themes and issues in the social sciences.

• Introduction to fundamental principles and basic structure of the English Legal System
• Sources of law
• Key legal personnel
• Concepts of criminal law and the Criminal Justice System
• Principles of the Tort of negligence and bringing an action in a civil court

1. To introduce students to the fundamental principles and basic structure of the English Legal System
2. To enable students to develop awareness of key principles, legal institutions and areas of law in the English Legal System
3. To gain an understanding of the role of legal personnel
4. To develop basic knowledge of areas of legal learning, namely criminal law and the law of negligence
5. To begin to develop key skills in the context of legal research, critical evaluation and legal problem solving

How do we define a crime? How do we understand what causes crime? How does criminal behaviour affect individuals and society as a whole and how does society respond to criminal behaviour?

This module introduces students to fundamental debates surrounding the questions above, and more. Indicative content includes: 

• The meaning and scope of criminology
• Defining and measuring crime
• The effects of crime
• Explanations for and causes of crime
• Responses to crime and the role and functions of the Criminal Justice System

This module has been designed with the specific aim of enabling students to understand criminology in a realistic and contextualised manner.  By the end of the module students will be able to answer key questions about what is meant by crime and will appreciate trends in criminal behaviour and who criminals are.   Students will have an overview of the criminological theories and the question of why people commit crime. Students will understand criminology to be a scientific form of study which cuts across the disciplines of sociology, psychology and law.  Students will be able to analyse social, philosophical and legal issues relating to crime, criminal justice and social policies.

• An introduction to creative and critical thinking concepts
• Considering credibility; belief and truth
• Identifying how language is used for persuasion
• Identifying how image is used for persuasion
• Recognising how media is used for manipulation
• An introduction to advertising and marketing techniques
• Representation and misrepresentation of data
• Applying critical thinking skills to contemporary media and technology

1. To introduce approaches to analytical and critical thinking.

2. To develop an understanding of critical thinking when applied to language, image, traditional and online media.

The purpose of this module is to provide student with the knowledge understanding and skills to make manage conflict in a variety of situations and make effective decisions and record rationale that would stand scrutiny within the Criminal justice system and is consistent with the learning outcomes of the College of Policing’s Degree in Professional Policing. Decision Making and Discretion 1.1 – 11.3. Additional Practice Based, Managing Conflict 1.1 – 10.5 (See College of Policing Level 4 DPP Mapping Document for full details).

 The topics are varied and will include

1. Introduction of Investigative Decision Making.
2. Demonstrate a comprehensive understanding of the roles and processes associated with types of decisions and decision making processes
3. Demonstrate a comprehensive understanding of the dynamics of decision making at individual, group and organisational levels (including the impact of psychology, leadership styles, power and politics) and the importance of using discretion
4. Examine and analyse what influences decision making and strategies to mitigate these
5. Analysing and evaluating information with regard to decision making and risk aversion and avoidance
6. Decision making understanding and (National Decision Making Model) in the Criminal Justice System
7. Investigative decision making and the importance of ethical recording and accountability

Demonstrate a comprehensive understanding of theories and models involved in managing conflict and how to mitigate and manage conflict situations

This module will allow students to understand and demonstrate the application of the National Decision Making Model and its flexibility in approaches to decision making in policing, examine barriers to effective decision making and strategies to mitigate. The student will also get a comprehensive understanding, and begin to analyse and evaluate the importance of ethically recorded rationale, how discretion, accountability, ethical behaviour, risk and bias can potentially impact on professional and objective decision making. Finally it will enable students to understand and identify theories and models used in managing conflicting situations.

The principles and application of legislation that is consistent with the learning outcomes of the College of Policing’s Police Degree in Professional Policing. Information and intelligence 1.1 – 7.1. (See College of Policing Level 4 DPP Mapping Document for full details).

In this module students will study:

• The use of information and intelligence in key areas of policing such as community policing, investigations, road policing and Public protection.
• The key roles in relation to National and Local Intelligence and within partner Agencies.
• A review of relevant legislation and guidance that underpins the collection, dissemination and retention of intelligence.
• The concept of an intelligence cycle that leads to the collection, development and dissemination of intelligence allowing decisions to be made about priorities and options. 
• The role of information and intelligence within the National Decision Model.
• The scope and relevance of intelligence sources.
• The essential requirement in the dissemination of intelligence within Police forces and the wider partner agencies.
• An understanding of information sharing agreements and the impact of data protection and risk management.
• The importance of the correct storage, retention, use and sharing of police intelligence and their connection to the reputation of Policing.
• The process for reporting and managing data breaches and the role responsibilities within policing.
• Freedom Of information requests as the balance of the rights of individuals relating to personal intelligence.

This module will allow students to understand the role of front-line local policing in the gathering of intelligence and information in respect of criminal investigations whilst recognising the importance of data protection legislation and the rights of an individual. The student will also gain a comprehensive understanding of how intelligence plays an integral link in implementing effective law enforcement through tactical and strategic decision-making and problem solving and the importance of the correct handling, dissemination, storage and retention of intelligence. Finally the student will begin to develop and understand the specific skills required to manage intelligence in an operational setting.

The content of this module fulfils two functions. First, to introduce students to the breadth of criminological scholarship, providing a pathway into the discipline by identifying and exploring key debates and ideas. These will include such issues as the nature of 'crime', its distribution and patterning, major conceptual paradigms, the effects of crime as well as a range of criminal justice challenges such as victimisation. 

In addition, the module also places an emphasis on developing academic and transferable skills, encouraging students to develop beyond the preceding sections of the education system by placing an emphasis on the requirements of independent learning and practical means of getting the most out of higher education. In so doing, it also encourages students to reflect upon how their developing academic skills might transfer over into purposeful and rewarding forms of employment. 

Foundations in Criminology and Criminal Justice is a core module on the level 4 programme in criminology. It is intended to give students a comprehensive introduction to the key issues and debates in criminology that they will develop in levels 5 and 6 of their degree. Students will consider how crime is constructed, perceived and responded to within society. They will explore the interrelationships between crime, social problems and their context. The module is designed to provide students with a basic understanding of subject knowledge and to develop a range of key skills, including research, scholarship and academic practices, thus enabling students to identify, summarise and comment upon a variety of subject matters in a criminological manner, and to organise and articulate ideas and arguments. This module also requires students to consider their own academic and professional skills, and how (and in what ways) this will/can be developed.

This module offers a critical excursion of theory, legislation, policy and practice in the domain of contemporary youth justice.

Broadly, this module introduces and develops learner’s thinking around themes of: 

• A historical mapping to determine the antecedents of contemporary youth justice approaches.
• A critical investigation into the social construction of ‘children’ and ‘youth’ and an interrogation of knowledge claims made about young people and crime (e.g. constructions and reconstructions of 'youth cultures' and crime, young people and ‘gangs’). 
• An analysis of theories and perspectives such as ‘developmental’ and ‘life course’ perspectives, ‘positivist’ approaches, ‘radical’ and ‘realist’ perspectives and ‘(sub)-cultural’ theory.
• An evaluation of young people within the criminal justice system as both offenders and victims of crime.
• A critical exploration of contemporary policy and legislation (e.g. Crime and Disorder Act 1998).
• An in-depth appreciation of youth justice work, the activities of criminal justice professionals and the wider children’s workforce.

Specifically, this module deals with:

• An introduction to criminological explanations of youth offending and victimisation
• Current legislation and policy climate
• Measuring youth offending
• Challenging the criminalisation of young people and critically reviewing alternative approaches and discourses of ‘youth crime’.
• Policing young people
• Prosecuting young people
  (Police, CPS, Courts, Panels)
• Custody and Young People
• Community Punishments and Young People
• Young People and Restorative Justice
• Intervention Projects and Programmes

This module provides students with a critical insight into criminal justice and societal responses to children and young people in conflict with the law. The subject of young people and deviance is one which frequently attracts substantial public, political and media attention and so this module aims to provide students with the key skills to develop an alternative assessment of the ‘youth crime problem’.

Students will engage with relevant theoretical and conceptual underpinnings in their assessment of approaches and responses to youth crime and offending as well as the policy and practice implications (e.g. welfare, justice, punitiveness, diversion, prevention).

This module engages students in socio-structural debates around the history and development of crime, harm and justice in the western world. It spans the last 2000 years, looking back to Roman Britain, through the 'Dark Ages' and the medieval period into the beginnings of western modernity, the age of European Empires and the development of liberal democracy and/or capitalism. 

In the process, students will explore the relationship between crime, justice and society through ideas like social contract theory, the changing form and nature of crime during the long run of western history, the obsolescence and emergence of crime forms, the connections between crime and social structure (politics, economy, culture), comparisons with other parts of the world, the concomitant development of judicial/penal systems and the parallel development of criminological scholarship.

The module is designed to aid level 4 students in developing their subject affiliation by focusing on the history and development of crime and justice. The approach taken by the module allows students to explore the connections between socio-historical structures and the sequential emergence and obsolescence of different forms of criminal offending and of judicial processes. These connections will encourage students to demonstrate an understanding of social, political and economic history, inducting them into the structural debates at the heart of their chosen discipline. 

In the process, students will practice skills vital to success throughout the long run of the programme by undertaking critical evaluation of diverse sources, engaging in historical debates about the nature and origins of crime and justice and exploring the influence of key historical figures.

This module is intended to provide level 4 students with an introduction to Forensic Psychology & Criminal Justice. In this module, you will gain further knowledge about how criminologists theorise crime, who commits crimes, and how. This module scrutinises how investigative methods have evolved and influence the detection and management of criminality alongside courtroom procedures and ethics. Forensic psychology brings a heavy psychological application to criminology as we consider topics such as the influence fear of crime has on the general populace, prisoner mental health, prison-based therapeutic communities as a form of rehabilitative treatment, and the trustworthiness of memory recall in eyewitness testimonies. 

This module critically engages learners in the study of forensic psychology and criminal justice through an in-depth appreciation of custodial and community sanctions. In doing so, the contemporary academic, political, legislative and policy contexts of criminal behaviour, forensic assessment, the psychology of law enforcement and the legal system, correctional psychology, victimology, and ethical treatment are investigated in this module. Each of these aspects are investigated through a critical academic lens that aims to scrutinise our understanding, investigation, and management of criminality.

In this module the student will study:

Policing Communities

• Aims of community policing:
  • Partnership building
  • Improved public perceptions (e.g. reassurance, confidence) and better future engagement
  • Reduced crime, anti-social behaviour and demand
  • Stronger communities (e.g. collective efficacy)
  • Development of, and differences between, community policing in the 1980s, 2000s and 2010s
• Impact of politics on community policing
• Role of the police officer and others (e.g. PCSO, analyst, partners) in effective community policing:
  • Duty of care and support
• Key issues relevant to the community policing role:
  • Difference between community policing and other policing functions and models
  • Defining and understanding neighbourhoods and communities
  • Using data to profile neighbourhoods and communities
  • Types of community e.g. hard to reach/hear, hidden and open communities, communities of interest
  • Demand and shared priorities for partner organisations
  • Risk, vulnerability, harm and public perception
• Key aspects of community policing:
  • Targeted foot patrol
  • Community engagement
  • Problem solving (including early action and intervention)
  • Crime prevention
• Engaging with individuals, community stakeholders and communities
• How effective communication can encourage future cooperation from the community
• How perceptions of, and confidence in, the police service are enhanced by effective communication
• Communication via social/online media
• Crime and anti-social behaviour (ASB) in communities:
  • Defining ASB
  • Patterns (long-term issues, hotspots and repeat victimisation)
  • Risk factors and causes
• ASB and vulnerability
• Impact of crime and ASB on victims and communities:
  • Pilkington case
  • Signal crime
• Preventing and responding to crime and ASB in communities:
  • Investigative activity
  • Enforcement activity, including specific legislation
  • Targeted prevention activity (e.g. offender focus, hotspots, problem solving, repeats)
  • Partnership activity (e.g. local authorities, communities, schools liaison)
  • Long-term prevention activity (e.g. early interventions, families with complex needs)
  • Perceptual activity (e.g. control signals)
• Role and importance of partners in effective problem-solving:
  • Shared problems
  • Data sharing
  • Problem identification and analysis
  • Non-police responses to problems
• Legislative framework
• Support that partners can provide in a community context:
  • Statutory and voluntary agencies
  • Blue light partners in community strategies
  • Formal and informal local partnership approaches
  • building and networking
  • Use of police volunteers e.g. speed watch
• Barriers and facilitators to working effectively with partner agencies:
  • Joint responsibilities, shared costs, shared data/intelligence, shared resources
  • Different priorities, agendas and performance management focus
• Aims and benefits of community engagement
• Typology of community engagement
• Strengths/weaknesses of different methods of engagement
• Using community engagement to inform police practice (e.g. problem-solving activity)
• Ways of engaging with the community to maximise community cohesion:
  • Structured and effective community engagement
  • Protecting the community
  • Building community trust, cohesion and confidence
  • Focus groups and the community
  • Team-building for partnership working
• Role/use of social media
• Importance and value of information provision
• Role and importance of the public in effective problem solving:
  • Problem identification, specification and prioritisation
  • Co-production
  • Collective efficacy and community resilience/recovery
• National and local incidents
• High profile cases which have affected the community relationship with the police
• Rationale for negative outcomes
• Balancing key causation factors
• Methods currently employed to deliver effective policing to the community:
  • Use of Community Impact Assessments
  • Trigger points/trigger incidents
  • Use of evidenced-based policing approaches/methods
• Understanding community problems, issues and concerns regarding policing practice
• Areas of policing where evidence-based research may benefit the level of service provided to the community
• Impact of policing resources on community policing
• Effectiveness of early intervention/early action initiatives
• Methods of adapting policing style to police minority groups
• Effectiveness of initiatives/approaches made by other organisations (statutory and voluntary)
• Why there is a historical mistrust of the police by some sections of society
• How historical mistrust can manifest itself in confrontations
• High profile cases where such confrontations have taken place
• Measures to reduce tension and improve trust
• Use of community tension indicators
• Impact of community engagement on police legitimacy
• Impact of engagement on community confidence
• Identification of key stakeholders:
  • Partner organisations
  • Groups
  • Individuals
  • Police
• Typology and influences on community partnerships
• How to develop an effective community engagement strategy:
  • Aim and benefit(s) of community engagement
  • Pros and cons of different methods of engagement
  • Using community engagement to identify and prioritise problem-solving activity
  • Role of social media, including communication/marketing methods
  • Importance and value of information provision/sharing
• Potential future challenges and opportunities:
  • Financial constraints
  • Competing priorities
  • Resourcing challenges/expectations
  • Ability to continue to deliver community policing in its present form
  • Advances in technology
  • Changing crime types and patterns
• Future role of community police officers and special constabulary:
  • Evolving knowledge and skills requirements
  • Adaptability to changing needs and priorities

Problem Solving

• Herman Goldstein's model of problem-oriented policing
  (POP)
• Models used in problem solving and crime prevention:
  • SARA (Scanning, Analysis, Response & Assessment) model
  • Problem Analysis Triangle
  • Routine Activity Theory
  • Rational Choice Theory
• Principles of problem solving and crime prevention:
  • Principles of crime prevention
  • Primary/secondary/tertiary prevention  
  • Situational crime prevention
  • Early intervention and action  
• Evidence-based policing examples exploring the impact of evidence-based policing in different areas of policing
• Partnership working and co-production in problem solving
• Role of the public in community problem solving (e.g. problem identification and definition, taking action and assessing effectiveness)
• Traditional versus non-traditional responses to problems
• Outcomes of similar approaches in other comparable forces/organisations
• The importance of defining a problem:
  • Context of the problem
  • Particular features of the problem (nature, extent and causes)
  • Multiple sources of data/information to help define and understand the problem
  • Overcoming barriers to sharing partner data
• Enablers to effective problem solving
• Barriers to effective problem solving
• Tools for effective problem solving:
  • Problem Analysis Triangle
  • Routine Activity Theory
  • Signal Crimes
  • Techniques of Crime Prevention
  • 55 Steps to becoming a Problem-Solving Analyst
• Impact of short-term targets versus long-term problem solving e.g. priority crime types
• 'Scanning' and Analysis' stages of the SARA model
• Carrying out initial scoping to identify an issue/problem to research further
• Reviewing previous literature on the issue or problem:
  • Considering different review approaches
  • Searching for and synthesising available evidence
• Creating a sound research question, based on critical reading of appropriate literature and research
• Developing a proposal for research to explore the nature, extent and causes of the issue/problem, including:
  • Research aims and questions
  • Consideration of different research designs
  • Strengths and weaknesses of different research methods
  • Project management (e.g. timescales, resources)
• Carrying out the research as outlined in the proposal
• 'Response' stage of the SARA model
• Reviewing previous interventions designed to tackle the issue/problem
• Developing a proposal for an intervention to tackle the issue/problem, including:
  • evidence for/against the proposed approach
  • consideration of alternative approaches
  • an implementation plan
• Developing a range of options
• Selection of the preferred, most likely option to mitigate or resolve problem
• Justifying interventions and potential consequences
• Preparing a presentation to an appropriate authority
• Developing methods to evaluate the intervention, including cost benefit and end user satisfaction
• Developing a proposal to assess the effectiveness of the proposed intervention

This module aims to provide students with the knowledge and understanding in relationship to how the local community and effective partnership working works in problem solving, in reducing crime, disorder, repeat victimisation, anti-social behaviour and alcohol and drug related issues It will also provide students with an understanding of the media can be used within community engagement. To provide students with an understanding of crime prevention, intelligence gathering in investigation and the processing and disposal of offenders. Finally to provide students with an understanding of specific community traffic related concerns and offences.

The aim of this module is to enable the student to consider the (through a case study) the highly ethical professional technical skills and considerations required and the importance of being objective when conducting serious and complex investigations. To understand how the relevant legislation, national policy and support structures including specialist services are available to investigators in relation to the management of complex investigations and the support of vulnerable victims and witnesses whilst acknowledging the concerns and needs and all other interested parties.

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

• Foundations of research - ontology, epistemology, methodology
• Philosophy of the Social Sciences - Positivist, Interpretivist and Critical Philosophy.
• Methodology of the Social Sciences - Qualitative, Quantitative and Participatory Action methodologies.
• Ethics of the Social Sciences.
• Research Design in the Social Sciences - developing research questions; objectives, aims and hypotheses, literature review, sampling, correlation.
• Research Methods in the Social Sciences - archives, documents, surveys, observation, focus groups, interviews, ethnography, visual methods, evaluation research, PAR, dialogue.
• Analysis - statistics; contextual, content, narrative and discourse analysis; triangulation; implementation.
• Writing and dissemination of research.

This module is designed:

• To introduce students in the Social and Political Sciences to the foundations of social scientific enquiry.
• To enable such students to distinguish between, and to apply, a variety of ontological, epistemological and methodological approaches.
• To enable students to assess the strengths, weaknesses and 'fitness for purpose' of research methodologies and methods.
• To enable students to understand the significance of, and to choose between, the methods of the social sciences in a variety of contexts.
• To make students aware of the significance of ethical practice when planning and conducting research.
• To enable students to choose between different forms of research analysis.
• To enable students to critique research and to select different forms of research design.

• Classical & Positivist Criminology 
• Biological  Criminology 
• Chicago School and Environmental Theory 
• Anomie and Strain Theory 
• Subcultural Theory 
• Labelling Theory 
• Realist Perspectives 
• Gendered Criminology 
• Cultural Criminology
• Peace-making Criminology 
• Public Criminology 
• Zemiology and Social Harm 
• Contemporary Developments in Criminology

This core module is designed to develop discipline-specific abilities in the competent use of criminological theory and concepts to understand crime, victimisation and responses to crime and deviance.  It is intended to:

• Provide students with a comprehensive grounding in the varieties of criminological theory.
• Familiarise them with the different assumptions, explanations and proposed solutions embedded within these theories.
• Sensitise students to the importance of the social contexts in which theories are produced.

The module is also designed to develop students learning about 'crime' and 'criminal justice', in that they are not fixed and settled entities but complex and shifting processes whose different characteristics are revealed (and concealed) when viewed through the lenses of different theories. 

• Crime, harm, and victimisation
• Victimology, victims and zemiology (the study of social harms)
• Non-conventional forms of crime and harm including crimes and harms that go beyond traditional frameworks
• Crimes and harm committed by the powerful
• Regulatory frameworks, criminal justice, social justice and injustice
• Resistance and redress

• To explore non-conventional victims and victimisation.
• To examine harm and victimisation beyond traditional frameworks.
• To investigate crime and harm committed by the powerful.
• To introduce students to victimology and zemiology.
• To examine regulatory frameworks and to assess the extent to which they deliver criminal and/or social justice.
• To acknowledge and understand resistance and redress.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

The content of the module will include:

• National drivers for dealing professionally and ethically with people who are vulnerable, have suffered harm and/or are at risk of harm:
  • PEEL: Police Effectiveness 2015 (Vulnerability) - A National Overview
  • National Policing Crime Prevention Strategy 2015
  • Independent Inquiry into Child Sexual Exploitation in Rotherham (1997-2013)  
  • Cross-governmental approach for managing vulnerability
  • Increase in reporting of child sex abuse following high-profile cases
  • Changing demand arising from complexity of some vulnerability cases  
• Legislation, policies and ‘what works’ in relation to vulnerable people or those at risk of harm, including:
  • Serious Crime Act 2015
  • Mental Capacity Act 2005
  • Mental Health Act 1983
  • Code of Practice Mental Health Act 2015
  • Care Act 2014
  • Code of Practice for Victims of Crime 2015
  • Working Together to Safeguard Children 2015
  • Children Act 1989 and 2004
  • Information sharing: Advice for Practitioners Providing
  • Safeguarding Services to Children, Young People, Parents and Carers 2015 
  • Safeguarding Disabled Children – Practice Guidance 2009 
  • Achieving Best Evidence 2011
• Intrinsic personal characteristics (that may lead to harm/risk of harm)
• Historical factors that can contribute to, or cause current vulnerability:
  • Adverse childhood experiences
  • Effect of impact trauma on emotional development
  • Link between perpetration and victimisation: the cycle of abuse
• Personal vulnerabilities, when combined with situational/environmental factors, that can result in harm or risk of harm, including:
  • Lack of ability to understand a situation through circumstance e.g. age, mental ill-health, learning disabilities, dementia, substance misuse
  • Poverty
  • Disability
  • Race and/or faith
  • Gender identity and sexual orientation    
  • Isolation caused by:
  •    - lack of support
  •    - language/communication barriers
  •    - coercive controlling behaviour
  •    - dependency/reliance upon abuser(s)
• How the police cannot alter those personal factors that make an individual vulnerable
• Why vulnerable people may be targeted by perpetrators
• How a vulnerable person may become known to the police only after suffering harm, or being at risk of harm 
• How a vulnerable person may be at risk of coercive control by others, to commit crimes or become radicalised
• Factors that, when combined with personal vulnerability, can lead to harm or a risk of harm:
  • Environmental influences
  • Situational influences
  • Circumstantial influences
  • Presence of an abuser                                                                
• The relationship between the factors (e.g. situational) and the personal characteristics and vulnerabilities that may lead to harm/risk of harm to an individual
• Police role in managing the factors (e.g. environment) to reduce risk
• The impact of early life events and the link to polyvictimisation, including Adverse Childhood Experiences (ACE)
• The effect of multiple adversities
• Stockholm Syndrome
• Troubled Families initiative
• Strategies to prevent repeat victimisation
• Victimisation and perpetration: common risk factors that may be present
• How victimisation may lead to future perpetration (Cycle of Abuse theory)
• Risk factors associated with multi-victimisation
• Limitations of risk factors and risk assessments
• Limitations of protective factors
• Complexity of risk and protective factor relationships (e.g. exposure to violence) may lead to substance abuse, mental illhealth, but also a risk of being a victim of CSE
• How risk factor weightings vary (e.g. some personal vulnerabilities and situational risk factors may pose greater risks of harm than others)
• The difference between increased risk and actual vulnerability
• Professional policing drivers for dealing more effectively with vulnerable people, including Early Help strategies
• Potential implications of perceived lack of support from the police
• Recent high-profile cases where a lack of support has resulted in questions being asked of the police
• Consequences of not managing or controlling the environmental/situational factors for the vulnerable person
• Consequences of failure to share key information e.g.:
  • Fiona Pilkington
  • Baby P
  • Victoria Climbié
  • Daniel Pelka
• Recent high-profile cases where a positive outcome has resulted from police involvement
• How the combination of personal vulnerabilities and situational/environmental factors may affect a person's reaction to, and communication with authority figures e.g. people with diagnosed conditions
• How situational factors and perceptions may cause a problem to proliferate and escalate:
  • Power imbalance
  • Coercive and controlling behaviour
  • Multiple vulnerabilities
  • Change in seriousness of incidents
  • Multiple victims and poly-victimisation   
•  Motivations for offending:
  •  Early life events 
• Understanding the age/offending curve
• Identifying propensity to offending behaviour
• Early identification of offenders and early intervention
• Dealing with potential offenders
• Strategies to prevent offending (including radicalisation) or reoffending
• What works from the Early Intervention Foundation website
• Working with other organisations to provide support to children and families to tackle problems before they become more difficult to reverse
• Recent high profile cases e.g. Breck BEDNAR (2014)
• Independent Office for Police Conduct (IOPC) Bulletin –  ‘Learning the Lessons’
• Department of Education: Pathways to Harm, Pathways to Protection: A Triennial Analysis of Serious Case Reviews (20112014)
• Psychology of a vulnerable person or person at risk of harm which makes them an attractive target for youth gangs
• The effect it has on the vulnerable person
• Situations which vulnerable people may be subject to or find themselves involved in
• Strategies and disruption tactics that could be employed

Public Protection

• Legislation and guidance associated with public protection policing, including:
  • Protection from Harassment Act 1997
  • Racial and Religious Hatred Act 2006
  • Sexual Offences Act 2003  
•  Terms and offences associated with public protection policing, including:
  • Child abuse, including neglect, child sexual abuse/exploitation (CSE)
  • Adults at risk
  • Domestic abuse
  • Families with complex needs
  • Missing persons
  • Forced marriage
  • Honour-based abuse
  • Female genital mutilation (FGM)
  • Modern slavery and human trafficking
  • Prostitution
  • Coercive control
  • Stalking and harassment
  • Sexual offences
  • Managing offenders
  • Hate crime
• Potential overlaps between one type of public protection offence and other offences (e.g. human trafficking and prostitution)
• Potential forms of abuse/harm, including digital-related abuse (e.g. sexting, revenge porn, grooming)
• The range of situations and locations in which abuse can take place
• Home Office definition of domestic abuse
• Demand on policing resources resulting from domestic abuse incidents
• How child abuse differs from other forms of abuse
• Signs, symptoms and common myths surrounding child abuse and child sexual exploitation
• Signs and behaviours that may displayed by victims and offenders in grooming incidents
• Who may perpetrate an act of abuse and why they abuse others (including familial abuse, particularly with regard to sexual offences)
• Potential relationships between victim(s) and abuser(s)
• Cultural considerations associated with some public protection offences (e.g. female genital mutilation, hate crime and forced marriage)
• Why incidents of abuse go under-reported
• Impact of abuse on victims:
  • Visible and invisible impact
  • Short, medium and long-term impacts of abuse
  • Cumulative effect of low-level abuse  
• Link between abuse, depression, self-blame and behavioural changes
• Link between abuse and the long-term effects on a victim's health, education and social standing
• Potential effects of rape and other sexual offences on victims
• Poly-victimisation
• How perpetrators may exploit victims in order to prevent detection
• Advice to prevent victimisation
• Effects of personal attitudes, stereotyping views, values and bias on the investigation process
• Strategies for dealing with the potential impact of such attitudes, stereotyping views, values or bias
• Role of Multi-Agency Public Protection Arrangements
  (MAPPA) in managing offenders
• Use of community intelligence to manage offenders
• Serious and organised crime definitions e.g. Organised Crime Groups (OCGs)
• Links between serious and organised crime and public protection issues e.g. sexual offences, modern slavery, prostitution, child abuse
• Disruption and detection strategies
• IPCC Report: The Use of Police Powers to Perpetrate Sexual Violence (2012)
• Psychology of an offender’s use of position of authority to commit sexual offences
• Media influences upon social perceptions of policing strategy
• Effect of high-profile cases resulting in major investigations e.g. Operation Yew Tree
• Link between media spotlighting and changes to police strategy
• How communication skills can assist in supporting a person who may be vulnerable:
  • Building rapport with the vulnerable person
  • Reducing tension and conflict between people involved in an incident and the police
  • Applying an empathetic approach that allows a vulnerable person to be open about their experiences
  • Active listening and believing
  • Using appropriate language and behaviour
  • Engaging with children and young persons
• Taking an open account from the person:
  • Applying the investigative mind-set
  • Using professional curiosity to build a comprehensive understanding of the situation and the history behind it
  • Investigating robustly in situations where a person may not be able to explain the situation due to communication difficulties or the impact of an abusive person (e.g. the existence of subtle coercive and controlling behaviour)
  • Using 'open' and specific 'closed' questions
• Duty of police to take responsibility and effective action to make a person safe:
  • Immediate safeguarding considerations of individual and others potentially affected
  • Multi-agency referrals
• Using professional judgement to identify and assess risks posed to the person:
  • Recognising when the police are not the most appropriate agency to deal with the situation
  • Using a ‘hard empathy’ approach when appropriate
  • Support agencies who might provide more appropriate assistance and how these agencies may be accessed
• Safeguarding considerations for adults and how they differ from child safeguarding
• Importance of dealing with a person without judgement, fairly and in a manner appropriate to their needs
• Using the THRIVE definition to underpin approach to dealing with vulnerable people (Threat, Harm, Risk, Investigation, Vulnerable and Engagement)
• Managing and reducing risks at the scene
• Assessing the situation e.g. indicators of vulnerability, situational/environmental factors
• Ensuring that safeguards are put into place to meet the individual's needs
• Importance of ascertaining the full history of an incident
• Consideration that previous incidents may have taken place that did not reach a criminal threshold or involve a police presence
• Immediate actions/advice that can be given to an individual who is vulnerable to digital-facilitated crimes
• Assessing resilience and capability of the person to deal with the situation without further assistance from the police or support agencies, or with support that augments their resilience and capability
• Influences upon the vulnerable person's ability and willingness to receive support e.g. substance abuse/unwillingness/inability to leave a domestic abuse situation
• Agencies that may already be involved with the vulnerable person and are providing support
• Procedures for referral of a vulnerable person
• Procedures associated with taking children into police protection, including advantages and risks of such a course of action
• Consideration of when to intervene under the Mental Capacity Act
• Agreeing an exit strategy, including how and when to follow up
• Impact that dealing with vulnerability cases may have on professionals, including first responders
• Strategies for recognising the effects of stress and developing personal resilience, including:
• o    Regular welfare checks
• o    Healthy coping strategies
• o    Defining the positives  
• o    Post-incident debriefs
• o    Reflective learning
• Support networks available to professionals, including first responders
• Impact of developing inappropriate emotional attachments to, or relationships with, individuals who are, or may be vulnerable
• Supporting the community through Early Help
• Appropriate Early Help partners (where the expertise lies)
• Early Help referral processes:
  • Local authority hubs
  • Prevent hubs
  • Early Help Directory
  • Prevent Case Management
• Importance of recognising the signs of abuse, or other offence, especially when attending an unrelated incident
• Identification of risk in a public protection situation
• Initial assessment of the victim’s needs
• Initial actions by first responder
• Strategies for managing risk to victims and others
• Powers to safeguard potential victims and move them to a place of safety
• Options available for helping victims of domestic abuse
• Use of protective orders e.g. Domestic Violence Protection
• Notices (DVPN) and Domestic Violence Protection Orders (DVPO), Sexual Risk Orders, Sexual Harm Prevention Orders
  etc.
• Providing support to victims and witnesses:
  • Code of Practice for Victims of Crime
•  Procedures for responding to an incident of sudden childhood death
• Documentation to be completed in respect of specific public protection incidents e.g. domestic abuse risk assessment
• Importance of involving other agencies in instances when a public protection incident is being referred
• Implementing a multi-agency approach
• Agencies who may be able to offer support and the support they can provide
• Importance of intervening positively in a person’s life to prevent future occurrences of missing episodes or public protection incidents
• Partner agency involvement in reports of domestic abuse
• The Multi-Agency Risk Assessment Conference
  (MARAC) referral process and Multi-Agency Public Protection Arrangements
  (MAPPA)
• Multi-Agency Safeguarding Hubs
  (MASH)
• Key contacts for more information, advice or support
• Prevention strategies involving other agencies.

The aim of this module is to acquaint students with knowledge and understanding of the key issues and debates with regards to vulnerability and risk, multi-agency working in the context of protecting vulnerable children and adults who become or are at risk of being victims of crime. During this module key guidance and preventive models will be discussed which will lead to the recognition of what are the key issues that prevent effective multi-agency working and their impact on service delivery. The module will focus on all aspects of public protection in terms of how police manage criminal investigations and reduce the risks to the individual a key emphasis will be towards the prevention of risk towards the victim and how offenders are managed in terms of multi-agency working. In addition, the module will outline key processes in criminal justice, including risk assessment and the planning and delivery of interventions to tackle dangerous offending. Finally the student will critically review the term ‘safeguarding’ and how interventions can be put in place to reduce the risk to individuals and protect the public.

• Digital technology framework, including:
• Internet
• World Wide Web
• Internet Protocol (IP)
• Social media and common apps
• Deep Web
• Frequency of use of technology
• Speed of change of technology
• Variety of devices being used
• How digital technology may be used to assist with:
  • Community engagement
  • Data retained in apps on devices e.g. locations
  • Gathering information, including further lines of enquiry (victims, suspects and witnesses)
  • Managing incidents
  • Enhancing a criminal investigation
• Considerations associated with unlawful research/examination of a device, including not assuming a fake persona
• Legislation and offences associated with digital-facilitated crimes, including:
  • Computer Misuse Act 1990
  • Wireless Telegraphy Act 2006
  • Mobile telephones (Re-programming) Act 2002
• Common digital-facilitated crimes:
  • Hate crime
  • Sexting/revenge porn
  • Abuse, bullying or harassment online
  • Online fraud
  • Child grooming
• Individuals who may be more vulnerable to digital-facilitated crimes
• How digital-facilitated crimes may be reported to the police
• Potential impact of digital-facilitated crimes on the individual and family, including online anti-social behaviour
• How criminals engage in complex digital-related crimes:
  • Hacking
  • Malware
  • Denial of service
  • Data manipulation
• Impact of complex digital-related crimes on individuals and businesses
• Force policing strategy
• Role of special constables in contributing to achievement of the strategy
• Immediate actions that can be taken to reduce the risk of digital-facilitated crimes, including:
  • Password protection
  • Social media 'blocking' and 'un-friending'
  • Reviewing security settings
  • Reviewing privacy settings
  • Removal of personal data
• Support agencies that can provide crime prevention advice for digital devices e.g. Get Safe Online
• Powers available to a special constable
• How to recognise that a digital-related crime has been committed
• Good practice for protection of the crime scene from contamination by personal or professional digital devices
• Risks posed by digital devices, when attending a crime scene:
  • Wi-Fi connectivity
  • Interference with crime scene technology e.g. routers
• Actions that can be taken by a police constable at a crime scene involving digital devices/digital-facilitated crimes
• Forensic considerations for crime scenes involving digital devices
• Considerations regarding use of own personal devices when providing a response to an incident
• When a case should be referred to specialist agencies (e.g. Action Fraud) or when to refer for a 'call for service'
• Role of the investigator in dealing with cases of online fraud
• Instances when specialist digital technology experts should be involved in order to protect the digital evidence trail
• Good practice when working with victims of digital facilitated crimes:
  • Initial actions/advice
  • Specific actions when the victim is vulnerable
  • Targeted crime prevention advice
  • Other actions to support and advise the victim
• Support networks available for victims of digital-facilitated crime and their families
• Specialists who can provide support for victims and families of digital-facilitated crime:
  • Action Fraud
  • Other relevant agencies
• Prevention advice to protect against further acts of digital facilitated crimes, including Get Safe Online
• Legislation and policy governing search and seizure of devices
• Types of devices that could be useful in a criminal investigation e.g. mobile phone, GPS devices
• Indicators of digital device possession when searching premises, vehicles and persons
• How to secure/safeguard a device to ensure evidence is not overwritten, corrupted or lost
• Role of specialists and when they should be utilised to seize digital devices
• How to use data from a device as evidence
• Where data from a device fits, in the evidential chain
• How to prepare digital evidence as part of a case file following an investigation
• What digital evidential material can be provided by specialists
• Considerations regarding disclosure of data under the Criminal Procedure and Investigations Act 1996, including third-party disclosure

This module aims to enable students to understand and identify legislative, ethical and professional considerations and demonstrate the application (through a case study) of the highly technical skills required when conducting digital crime investigation evaluating the relevant legislation, national policy and specialist support structures available to investigators and the support of vulnerable victims and witnesses. The student will also recognise and acknowledge community and business considerations when conducting digital crime investigations whilst keeping a balanced, professional and objective approach.

This module explores the role that social scientists can play in communicating and raising awareness of key contemporary sociological, criminological and zemiological issues to the wider public. Students are encouraged to consider the role of social science beyond the university, and its potential to engage the public and contribute to social change.  

Attention is given to the role of power in how claim-makers can influence the framing of social issues as legitimate or illegitimate, and the differential levels of importance ascribed to issues pertaining to social and criminal (in)justice. This will be explored by considering narratives, debates and responses to key contemporary social issues. 

Within the module, students will also engage in discussion regarding the challenges associated with a move towards a more ‘public social science’ and will consider the arguments for making social science research more accessible to those outside of academia. They explore perspectives on social scientists’ social and political responsibilities to engage with, co-learn and educate wider communities. Students will critically consider their own roles and responsibilities as potentially informed advocates for progressive change on key social and political issues, on behalf of and in collaboration with marginalised groups. Through formative activities and summative assessments, they enhance their skills in communicating knowledge and alternative ideas to a range of audiences in an accessible way. 

The module is designed to develop students’ key skills as they assess contemporary and future aspects of sociology and criminology. The module will also help to develop students' critical thinking, as it will encourage them to consider complex and nuanced issues and debates, implications for social justice, and the potential for positive social change. Communication skills are also integral to the module, as students will be required to present academic ideas to different audiences.  

• To encourage understanding of ‘public social science’ and its potential value in engaging with wider audiences to inform public narratives and promote positive social change. 
• To help students develop a critical understanding of the role of power in determining how contemporary and emerging social issues and inequalities are framed and responded to within policy, media and public discourse. 
• To encourage an appreciation of the interdisciplinary relationship between sociological and criminological issues. 
• Explore the future of ‘public social science’ and the role that social science can have in engaging with wider audiences to inform and promote social justice narratives

Content will vary according to individual dissertation proposals

The Dissertation is designed to provide an opportunity for sustained and independent study in the final year of social science programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.

This module will enable students to critically analyse and evaluate theoretical and philosophical justifications of punishment together with political ideology that impact upon penal policy and practice. In addition, this module will locate this analysis in an appreciation of the consistencies, contradictions and conflicts that relate not only to theoretical discussion but to the less abstract level of policy formulation and actual penal practice. Considerations of class, gender and ethnicity constitute key aspects of the conceptual framework and the principles of ‘security, control and justice’ are critically examined in the operational context. A critical assessment of the ethos of incarceration will be a major theme of this module. 

The main themes of this module include – among others:  

• Philosophical and theoretical understandings of punishments, 
• Policy developments in penal practice, 
• The wider instrumental role of prison in the criminal justice process, 
• Determining contexts and punishments; gender, race, age, class, disability, 
• Comparative penologies and penal abolitionism.

This module aims to: 

Develop a student’s critical knowledge of penological research, through debate and exploration of punishment and its justifications in a wider societal context. Students will analyse the links between crime and its control, building a critical understanding of penal policy formation, implementation and practice. Critical knowledge of contemporary penal policy and practice using comparative contexts will be developed and allow students to locate major perspectives and paradigms in the sociology of punishment. With connections made between social theory, critical analysis, and political debates regarding the development of penological knowledge. Finally, the module content will enable students to approach the subject of punishments using skills that appreciate the structural contexts of gender, race, class, age, and disability, inclusive of their impact on community and custodial punishments.