PCDA Applying theory to practice: Studies of crime and victim studies
Run by School of History, Law and Social Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Tim Holmes
Overall aims and purpose
This module covers several key areas of the academic study of criminal behaviour. Starting with an examination of criminology and crime prevention strategies. Students will learn the fundamentals of what motivates people to offend and effective strategies to prevent offending. The module will then move on to look at the role of the police in intervening and reducing repeat offending and conclude with discussion of victimology.
This module examines the main criminological and sociological theories relating to offending behaviour and victimisation. Drawing on the work of key theorist students will learn to critically analyse and evaluate them and their application to policing. Crime prevention and rehabilitation strategies and initiatives will be discussed and students will learn to evaluate and critique their effectiveness with discussion of current research in this area. Learning in this module is supplemented with a range of online educational resources and workplace learning.
Rhestr Darlithoedd / Class List: Classes will involve a combination of lecture content and group discussion regarding the application of criminological theory to the practical aspects of police work.
Session Workshop 1 The study of criminology 2 Role of the police in the practice of social control 3 Crime prevention and the use of rational choice theories 4 Repeat offending 5 Study of victimology 6 Role of early intervention in crime prevention and youth offending 7 Reviewing module content 8 Reviewing module content
In addition to the classes provided distance learning based material (this will include Panopto recordings, video resources and web based learning resources) will be provided via blackboard to supplement students learning. Students will be expected to access these resources following workshops in order to assist in the completion of assessment tasks and further explore key learning outcomes.
Excellent work = Grades A* to A-
Significant critical analysis of relevant academic literature, legislation and police procedure
Use of relevant texts and academic literature (including the texts suggested in class + other students have found through independent study)
Where relevant use of real world examples and experiences to illustrate theory in practice
Accurate use of citation and quotation
Good work = Grades B+ to C-
Some critical analysis of relevant academic literature, legislation and police procedure
Use of relevant texts and academic literature (texts suggested in class)
General use of real world examples and experiences to illustrate theory in practice
Accurate use of citation and quotation
Acceptable work = Grades D+ to D-
Very little critical analysis of relevant academic literature, legislation and police procedure
Limited use of relevant texts and academic literature (texts suggested in class)
Heavy reliance on real world examples and experiences to illustrate theory in practice
Limited but accurate use of citation and quotation
Critically review the constitutional role of the police in contemporary society and the wider criminal justice system - Learning outcome 1
Understand various criminological theories and their application to operational policing and decision making - Learning outcome 2
Review various aspects of the broader criminal justice system - Learning outcome 3
Evaluate the appropriateness of different approaches (by professionals and the police) in supporting or managing vulnerable people or people at risk of harm - Learning outcome 6
Examine the process of offender rehabilitation - Learning outcome 4
Examine the development of victimology - Learning outcome 5
|Reflective Coursework based on Portfolio||50.00|
Teaching and Learning Strategy
Development of the OCP and work as a Police Constable are a key part of the module.
Students will attend 8 half day workshops
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/hpo-2010.html
Beirne, P., Messerschmidt, J.W., (2000), Criminology, 3rd edition
Boulder, CO, Westview Press.
Brown, S.E, (2010), Criminology: Explaining Crime and Its Context, 7th edition, Burlington : Elsevier Science [electronic resource]
Brown, S.E. Esbensen, F. Geis, G., (2013), Criminology : explaining crime and its context, 8th edition, Waltham, MA, Anderson Publications.
Burke, R.H, (2005), An introduction to criminological theory, 2nd edition,
Devon, Willan Publishing.
Cullen, F.T, (2010), Criminological theory: Past to present: essential readings, Oxford, Oxford University Press
Jones, D.A., (1986), History of Criminology: A Philosophical Perspective, HIA Book Collection.
Lanier, M. Henry, H., (2010), Essential criminology, 3rd edition, Boulder, Westview Press.
Morgan, R. Reiner, R. Maguire, M., (2012), The Oxford handbook of criminology, 5th edition, New York, Oxford University Press.
Newburn, T., (2009), Key readings in criminology, Cullompton, Willan.
Nicole H. Rafter, (2009), The Origins of Criminology: A Reader, Taylor and Francis
Tierney, J. O'Neill, M., (2013), Criminology Theory and context, Florence, Taylor and Francis.
Treadwell, J. (2013), Criminology, 2nd Edition, London, Sage Publications.
Walklate, S; (2006), Criminology: The Basics, Taylor & Francis eBooks A-Z (Taylor & Francis Group)
Walklate, S (2007), Understanding Criminology, 2nd edition, Maidenhead: McGraw-Hill Education [electronic resource].
Courses including this module
Compulsory in courses:
- L438: BSc Professional Policing Practice (Degree Apprenticeship) year 2 (BSC/PPP)