Run by School of History, Philosophy and Social Sciences

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Dr Gulcimen Karakeci

This module will consolidate students’ understanding of vulnerability, risk of harm, and offending behaviour. It will review the evidence on the role of adverse childhood experiences on offending behaviour in young people and adults. It will discuss the overlap between vulnerable young people at risk of harm through grooming for sexual and criminal exploitation, gang membership, and radicalisation, and young people who offend. The module will consider young people’s experiences of care, family trauma, specific learning needs and mental health issues.

Police responsibilities of support vulnerable people through the criminal justice process and their specific needs will be highlighted. The module will also reinforce partnership working and discuss existing relationships with partner organisations, health, education, youth offending services, children’s services.

Indicative content: -Vulnerability, risk, adverse childhood experiences and trauma -Partnership working – youth justice system and partnerships – Children First -Young people, trauma and offending behaviour – county lines, child sexual exploitation, radicalisation, youth gangs -Young people as ‘Troubled’ or ‘troublesome’ -Police response to vulnerability throughout the criminal justice process -Needs of vulnerable people

threshold

C- to C+ Assessment is based on the degree of engagement with academic literature and student's ability to summarise and critically analyse theory. For a threshold grade, engagement with the academic literature is weak; the student's ability to summarise theory will be mainly descriptive; and there will be little critical analysis and understanding of how theory relates to policing practice.

good

B- to B+ Assessment is based on the degree of engagement with academic literature and student's ability to summarise and critically analyse theory. For a good and very good grade, there will be good engagement with the academic literature, reflected in the use of a wide range of academic sources; the discussion of the academic theory will go beyond mere description and there will be a critical analysis of theory and how it is applied to policing practice.

excellent

A- to A+ Assessment is based on the degree of engagement with academic literature and student's ability to summarise and critically analyse theory. For an excellent grade, there will be extensive engagement with the relevant academic literature; a sophisticated presentation of academic theory and a well developed critical analysis of theory. Students will show an excellent grasp of how theory relates to practice.

1. Gain a systematic and critical view of police responsibilities when encountering those with vulnerabilities and their responses to police contact

2. Gain a systematic and critical understanding of youth justice system considerations and partnerships in Wales, including Children First, Offender Second

3. Gain a systematic and critical view of the evidence linking adverse childhood experiences and trauma and youth crime

4. Gain a systematic and critical view of current police practices when dealing with vulnerability

5. Gain a systematic and critical view of the link between experiences of vulnerability and abuse and contact with the police as victim and/or offender

6. Gain a systematic and critical view of the exploitation of vulnerable people by organised crime groups or individuals

Type	Name	Description	Weight
Written assignment, including essay	Risk assessment	Students will complete a risk assessment for a vulnerable person as per scenario provided.	40
ESSAY	Essay	3,000 word essay	60

		Hours
Private study	Reviewing course material, reading relevant academic material, working on assessment preparation	164
Lecture	1x 1 hour lecture each week	12
Workshop	Weekly 2-hour workshops	24

• 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 sensitevely 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.
• 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

• control, policing, criminal and youth justice, sentencing, and alternative responses to offending
• how to use empirical evidence - both quantitative and qualitative in criminology and sociology
• relationships between these and social divisions and social change.
• awareness of how political and cultural values - including the student's own - have an impact on responses to and rival interpretations of safety and security, crime
• competence in using major theoretical perspectives and concepts in sociology, and their application to social life
• the capacity to analyse, assess and communicate empirical sociological information
• the ability to identify a range of qualitative and quantitative research strategies and methods
• competence in using major theoretical perspectives and concepts in sociology, and their application to social life
• the capacity to analyse, assess and communicate empirical sociological information
• the ability to identify a range of qualitative and quantitative research strategies and methods
• the ability to undertake and present scholarly work
• how crime, deviance and victimisation are socially and legally constructed the different sources of information about crime and victimisation, both quantitative and qualitative, and how they are produced - including their location in particular legal, political, social and ideological frameworks - and how they can be interpreted
• trends in crime, harm and victimisation
• different forms of crime and their social organisation
• different theoretical and empirical approaches to the study, analysis and explanation of crime, deviance, harm and victimisation
• governance of criminal and youth justice, and other crime control processes
• the development, role, organisation and governance of efforts to reduce and prevent crime, deviance and harm, and to ensure personal and public safety and security in different locations; the role of the state and non-governmental agencies
• the effectiveness of such measures, and human rights issues in relation to preventive and pre-emptive measures
• the use of discretion in relation to justice processes, including issues of discrimination and diversity
• Recognise individuals' vulnerabilities and situations of risk (to self and others)
• Crime prevention measures and their effectiveness as well as human rights issues in relation to preventive and pre-emptive measures
• How crime, deviance, harm, and victimisation are socially and legally constructed; the different sources of information about crime and victimisation, how they are produced, including their location in particular legal, political, social and ideological frameworks, and how they can be interpreted
• Relationships between crime, deviance, victimisation, policing and social divisions such as age, gender, social class, and ethnicity

Resource implications for students

None

Talis Reading list

http://readinglists.bangor.ac.uk/modules/hps-4014.html

Reading list

Cooper, C. and Roe, S. (2012). An estimate of youth crime in England and Wales. Research Report 64. London: Home Office. Available on: http://www.homeoffice.gov.uk/publications/science-research-statistics/research-statistics/crime-research/horr64/horr64?view=Binary Field, S. (2007). Practice culture and the ‘new’ youth justice in (England and) Wales. British Journal of Criminology, Vol 47(2), 311-330. Available through library electronic resources. Haines, K. et al. (2013). The Swansea Bureau: A model of diversion from the youth justice system. International Journal of Law, Crime and Justice, Vol 41, pp 167-187. Haines, K. and Case, S. (2015). Positive Youth Justice. Policy Press: Bristol. McAra, L. (2017). Youth justice. In A. Liebling, S. Maruna & L. McAra (Eds., 6th ed.), The Oxford Handbook of Criminology (pp. 938-966). Oxford: Oxford University Press. Morgan, R., & Newburn, T. (2012). Youth crime and justice. In M. Maguire, R. Morgan & R. Reiner (Eds., 5th ed.), The Oxford Handbook of Criminology (pp. 490-530). Oxford: Oxford University Press. Muncie, J. (2015). Youth & Crime. 4th edition. London: Sage. Muncie, J. (2011). Illusions of Difference. Comparative youth justice in the devolved UK. British Journal of Criminology, Vol 51(1), 40-57. Muncie, J., & Goldson, B. (Eds.). (2006). Comparative Youth Justice. London: Sage. Newman, R. et al. (2012). Turning young lives around. Prison Reform Trust: http://www.outoftrouble.org.uk/learn/library/publications/punishing-disadvantage-profile-children-custody Talbot, J. (2010). Seen and heard. Supporting vulnerable children in the youth justice system. Prison Reform Trust. http://www.outoftrouble.org.uk/learn/library/publications/punishing-disadvantage-profile-children-custody Tarapdar, S. and Kellett, M. (2011). Young people's voices on cyber-bullying: what can age comparisons tell us? London: The Diana Award.

Compulsory in courses:

• L3BE: MA Criminology and Law year 1 (MA/CAL)
• X3BF: MA Childhood and Youth year 1 (MA/CHY)

Optional in courses:

• L3BL: PGDip Social Policy year 1 (DIP/SOCPOL)
• M1AM: LLM Law and Criminology year 1 (LLM/LC)
• L3AX: MA Criminology and Sociology year 1 (MA/CAS)
• L3AB: MA Comparative Criminology and Criminal Justice year 1 (MA/CRIM)
• L3BJ: MA Sociology year 1 (MA/SOC)
• L3BM: MA Social Policy year 1 (MA/SOCPOL)
• L302: MSocSci Sociology year 4 (MSOCSCI/S)
• L403: MSocSci Social Policy year 4 (MSOCSCI/SP)