Youth Crime, Vulnerability and
Run by School of History, Philosophy and Social Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Prof Martina Feilzer
Overall aims and purpose
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 you 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
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.
D- to D+ 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.
C- 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.
Critical review the link between the link between experiences of vulnerability and abuse and contact with the police as victim and/or offender
Gain an understanding of youth justice system considerations and partnerships in Wales, including Children First, Offender Second
Review the evidence on adverse childhood experiences and trauma and youth crime
Critically review and reflect on current police practices when dealing with vulnerability
Examine police responsibilities when encountering those with vulnerabilities and their responses to police contact
Review the exploitation of vulnerable people by organised crime groups or individuals
Teaching and Learning Strategy
Weekly 2-hour 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 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
Subject specific skills
- The role of the police constable, its history, and changes over time
- The context of contemporary policing; police culture; models of policing including community policing, evidence-based policing; the extended police family
- 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
- Trends in crime and victimisation; different forms of crime and their social organisation including organized crime; e-crime, and terrorism
- Different theoretical approaches to the study, analysis and explanation of crime, deviance, victimization and policing; relationships between crime and social change and the impact of globalization
- Relationships between crime, deviance, victimisation, policing and social divisions such as age, gender, social class, and ethnicity
- Apply different policing models and communication skills as situations require
- Recognise individuals' vulnerabilities and situations of risk (to self and others)
- Appreciate the complexity and diversity of the ways in which crime is constituted, represented and dealt with; and making reasoned arguments
- Assess the merits of competing theories relevant to crime, victimisation and policing as well as other responses to crime and deviance
- Assess the merits and diversity of objectives of competing responses to crime and deviance, including the protection of human rights and its implications for policing
Courses including this module
Compulsory in courses:
- L436: BSc Professional Policing (Pre-join) year 3 (BSC/PP)