Journeys out of Offending

CRIM30662 Journeys out of Offending 20 Semester 2 Undergraduate Level 3 Caroline Miles Unit coordinator Emily Turner Unit coordinator Criminology 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 Lifecourse studies clearly show that most people who become involved in offending desist, and while there are a number of influential theories of this process, it is likely to be both variable and multi-faceted in relation to the intersections of offending and person profile. To what extent does criminal justice practice take account of this criminological literature, and in what ways can it be seen to help - or hinder - those processes? This course surveys the contemporary landscape of criminal justice practice insofar as it supports desistance and reintegration.Indicative content: (1) Background & history of rehabilitation; (2) Theories of desistance; (3) Desistance in practice: journeys out of offending; (4) Diversity & desistance 2; (5) Young adults, maturity & desistance; (6) Managing potentially dangerous offenders; (7) Working with domestic abuse perpetrators; (8) Women and desistance; (9) Mental health, vulnerability & desistance; (10) Desistance and sexual offending. Lifecourse studies clearly show that most people who become involved in offending desist, and while there are a number of influential theories of this process, it is likely to be both variable and multi-faceted in relation to the intersections of offending and person profile. To what extent does criminal justice practice take account of this criminological literature, and in what ways can it be seen to help - or hinder - those processes? This course surveys the contemporary landscape of criminal justice practice insofar as it supports desistance and reintegration.Indicative content: (1) Background & history of rehabilitation; (2) Theories of desistance; (3) Desistance in practice; journeys out of offending; (4) Diversity & desistance 2; (5) Young adults, maturity & desistance; (6) Managing potentially dangerous offenders; (7) Working with domestic abuse perpetrators; (8) Women and desistance; (9) Mental health, vulnerability & desistance; (10) Desistance and sexual offending. (1) To introduce students to the concept of desistance and the management of 'risky' populations; (2) To provide students with an overview of the scope and delivery of 'offender management' in prisons and the community in England and Wales; (3) To provide students with an opportunity to examine the management, control and treatment of people processed through the criminal justice system. On successful completion of this module students will be able to:<ul><li>Explain and apply the concept of desistance using relevant criminological theories and real-world examples.</li><li>Analyse and evaluate strategies used in the management of risk within the criminal justice system</li><li>Analyse current criminal justice policies and practices in relation to the broader political context</li><li>Identify and explain the challenges of diversity in the desistance journeys and management of people in the criminal justice system</li></ul>Transferrable Skills: Develop and present coherent, evidence-based argument demonstrating the ability to reason critically and communicate findings clearly in written form     Knowledge and Understanding:<ul><li>Explain and apply the concept of desistance using relevant criminological theories and real-world examples;</li><li>Analyse and evaluate strategies used in the management of risk within the criminal justice system;</li><li>Analyse current criminal justice policies and practices in relation to the broader political context;</li><li>Identify and explain the challenges of diversity in the desistance journeys and management of people in the criminal justice system;</li></ul>  Transferrable Skills:Develop and present coherent, evidence-based argument demonstrating the ability to reason critically and communicate findings clearly in written form.   Teaching and learning across course units consists of: (1) preparatory work to be completed prior to teaching sessions, including readings, pre-recorded subject material and online activities; (2) a weekly whole-class lecture; (3) a smaller group workshop and (4) one-to-one support via subject specific office hours. 0 Other 25% 2 Written assignment (inc essay) 75% This unit is summatively assessed by in two parts:<ul><li>Part A - an essay (3000 words);</li><li>Part B - an in person multiple choice and open/short answer question closed-book 50 minute exam to test learning from across the whole course. (This will include two questions on each of the ten taught topics (each worth one mark), and one final question worth 5 marks);</li></ul> Formative feedback (both individual and collective) will be given on (1) tasks and contribution in class, (2) developing essay plans. Detailed summative feedback will be given on the submitted essay via Canvas. N E.L. Hart and E.F.J.C Van Ginneken (eds) New Perspectives on Desistance. Palgrave Macmillan: London. Lectures 20 Practical classes & workshops 10 0 70 Across their course units each semester, full-time students are expected to devote a ‘working week’ of around 30-35 hours to study. Accordingly each course unit demands around 10-11 hours of study per week consisting of (i) 3 timetabled teacher-led hours, (ii) 7-8 independent study hours devoted to preparation, required and further reading, and note taking. Restricted to: LLB (Law with Criminology), BA (Criminology) and BA Social Sciences (BASS).This course is available to incoming study abroad students.