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Session: 2022/23
Last modified: 16/03/2022 10:48:54
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Title of Module: Youth Justice |
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Code: CRIM09007 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | J
Miller |
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| Summary of Module |
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This module provides students with a comprehensive study of the development of Youth Justice in Scotland since the publication of the Kilbrandon Report in 1964. The welfarist principles upon which the youth justice system in Scotland is based will be studied in term of their effectiveness. Changes to the youth justice system, brought about since devolution, will also be examined and the arguments that these changes present challenges to the Kilbrandon ethos will be explored.
The students will be able to explore the implications of recent policy initiatives on the management and delivery of youth justice in Scotland, such as the assimilation of human rights into the youth justice model, the introduction of antisocial behaviour orders, restriction of liberty orders, electronic monitoring of young offenders and the introduction of specialist youth courts. The effectiveness of interagency approaches is also considered.
Theoretical underpinnings include a study of welfare, punitive justice, and liberal justice and how these have informed criminal justice policy in relation to the governance of children and young people.
The module gives students the opportunity to study the characteristics of young people who offend, the types of offences that they commit, and what happens to children and young people who offend.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically evaluate the main principles upon which the Children’s Hearing System is based in terms of their overall effectiveness.
L2.
Examine how Kilbrandon’s welfarist principles have been challenged through the study of a legislative and/or policy reform.
L3.
Assess the conflicting theories that underpin models of youth justice. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrating knowledge and understanding of the development of relevant historical, political and cultural contexts of youth justice.
Demonstrating and knowledge and understanding of the main principles and theories that inform studies of youth justice.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using relevant statistical and numerical data relating to youth crime students will be able to take part in a mock hearing and apply the theories they have learned in real scenarios.
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| Generic Cognitive skills |
SCQF Level 9.
Critically evaluating the merits and flaws in an argument and making a reasoned choice between alternative views and arguments.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will develop their verbal and written skills through the assessment of a mock childrens hearing and develop their reflective practice. By taking part in socrative circles students will develop further communication and presentation skills.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Students will be able to develop their employability skills by working as part of team to make decisions on the outcome of a mock hearing, developing skills which would be required in the work place such as working as a team to achieve an outcome, sharing information and knowledge and developing your own reflective practice as a practitioner by exploring their own working philosophies. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module will be taught through traditional lectures and seminar and also through interactive methods like discussion boards and online resources. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 20 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 28 |
| Independent Study | 140 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Crawford, A. (2003) Youth Offending and Restorative Justice Willan
Goldson, B. and Munice, J. (eds) (2006) Youth Crime and Justice Sage
Muncie, J. (2015) Youth & Crime, SAGE
Smith, A. (2015) Enhancing Children's Rights: connecting research, policy and practice [electronic book]. Palgrave Macmillan (NEW)
Barry , M (2006) Youth offending in transition: the search for social recognition / Monica. London : Routledge.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | UG Social Sciences - Politics & Criminal Justice |
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| Moderator | TBC |
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| External Examiner | W Graham |
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| Accreditation Details | |
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| Version Number | 4 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment One – Week 6 – 40% weighting
A group based role play of a mock children’s panel followed by a reflective discussion. 40% weighting |
The second component is a critical reflection of the group’s decision in the mock panel comparing their decision to the main principles of the Kilbrandon ethos. 60% weighting
The pass criterion is an overall mark of 40%, with a mark of not less than 30% for each component. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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