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Unit 34: Theories of CrimeScheme of Work & Assessment Brief 2019/2020 Academic YearThis document includes the Scheme of Work and Assessment Brief for Law & Legal Systems. Please refer to this document for further information regarding the delivery of the module, learning outcomes, assessment tasks and submission dates.Jack Adams SCHEME OF WORK WeekLearning Outcome(s)Topics/ Activities1LO1, 2, 3 & 4Introduction to the Unit Assignment Brief and Scheme of Work Definitions of crime and deviance Social construct of crime and deviancy Timeline of theoretical perspectives Outline major theoretical perspectives and schools of thought in criminology2LO1Biological Positivism Italian School: Lombroso and Atavism The impact of Social Darwinism Twin studies Somatypes [body types] Determinism vs Free will? How might body shape influence behaviour? Evidence that criminals are physically different from non-criminals?3LO3Psychological Positivism Psychoanalysis and Crime: Freud; Bowlby and maternal deprivation Learning Theories: Differential Association; Operant Learning; Social Learning Theory; Bobo doll experiment; Rational Choice Theory Eysenck’s Biosocial Theory: Twin study; body types and personality types. In what way may childhood experiences affect behaviour in adolescence and adulthood? How might separation from parents in early childhood contribute to later anti-social behaviour?4LO2Sociological Explanations Durkheim, Anomie & Strain Durkheim and Criminology: Conscience collective Anomie & 2012 student riots Merton’s Anomie theory, the American Dream & Strain Criticisms Evidence for or against strain theory over-predicting working class crime?5LO1, LO2 & LO3Sociological Explanations The Chicago School Urbanisation during 20th Century Park & Burgess’ (1925) Zonal Theory Shaw & McKay’s (1942) Social Disorganisation UK context – see this theory in practice – police.co.uk Formative Assignment: Online Pop-Quiz6LO2Sociological Explanations Interactionism & Labelling Theory Labelling as a Process: Primary & Secondary Deviance Howard Becker and the concept of ‘Outsiders’ Deviancy Amplification, Folk Devils and Moral Panic Policy implications of labelling theory Does prison make a bad person worse?7LO2Sociological Explanations Control Theories Neutralisation & Drift theory Social Bond theory Self-Control theory Criticisms Poster activity Assignment due Friday 3 July8LO4Risk & Protective Factors Assignment brief What is a Portfolio and how do I use everyday experiences as evidence? Definitions of Risk and Protective Factors Main Risk and Protective Factors found to be related to youth offending.9LO4Risk & Protective Factors Individual factors & crime of youths and how this impacts adult offending How risk & protective factors can be used by public services10LO4Recap Session Students to highlight which topics require additional explanation and recap. Tutor to hold Q&A/discussion to clarify and consolidate learning. ASSIGNMENT SUBMISSION 24 July 2020 Programme TitlePublic ServicesLevel5Unit Number & TitleUnit 34: Theories of CrimeLecturerJack AdamsTeaching Weeks10Hours per session/week2 Unit DescriptorThere are many roles an individual can have when working in the criminal justice sector: frontline, support staff, directly with offenders or behind the scenes. In all roles, it can be beneficial to have an understanding of the theories that seek to explain offending behaviour.This unit has been designed to provide students with a knowledge base of the different models and theories of crime, and develop their ability to apply theory to real-life examples. The unit topics to be covered include biological, sociological and psychological theories of crime. Students will be given the opportunity to examine one type of offending and to examine how different theories explain it. The factors that increase the risk of offending, as well as the factors that prevent and protect individuals from engaging in criminality, will also be examined.On completion of this unit, students will be able to explore biological explanations for crime and deviant behaviour, additionally assessing sociological explanations and discussing relevant psychological explanations, and investigate risk and protective factors for offending. DGHE Policy and Regulations This Scheme of Work must be read in conjunction with the assignment brief and relevant handbooks and policies that outline regulations of the College. These are the Student Handbook, Assessment and Internal Verification Policy, Academic Malpractice Policy, Attendance Policy, Academic Appeals Policy, Student Complaint Policy, and Welfare Guide. Copies of these are available from College Management and are published for your convenience on the College VLE Moodle. All policies regarding attendance, academic misconduct and assessment regulations will be strictly enforced. Learning OutcomesTask 1Task 2Learning Outcome 1XLearning Outcome 2XLearning Outcome 3XLearning Outcome 4X RESOURCE MATERIALS The resource materials indicated in this section are not exclusive of other publications available. Please be advised that all material needs to conform to copyright regulations. Core TextbookNewburn, T. (2017) Criminology (3rd Edn) London: RoutledgeOther Reading MaterialCarrabine, E., Cox, P., Fussey., Hobbs, D., South, N., Thiel, D., and Turton, J. (2014) Criminology: A Sociological Introduction (3rd Edn) Abingdon: Routledge Croall, H. (2011) Crime and Society in Britain Harlow: Pearson Hale, C., Hayward., Wahidin, A. and Wincup, E. (2013) (Eds) Criminology Oxford: Oxford University Press Hopkins Burke, R. (2014) An Introduction to Criminological Theory (4th Edn) London: Routledge Jones, S. (2013) Criminology (5th Edn) Oxford: Oxford University Press McLaughlin, E., Muncie, J. & Hughes, G. (2004)(Eds) Criminological Perspectives: Essential Readings (2nd Edn) London: Sage Muncie, J. and McLaughlin, E. (2001)(Eds) The Problem of Crime (2nd Edn) London: Sage/The Open University Newburn, T. (2009) (Ed) Key Readings in Criminology Cullompton: WillanJournalsCriminology British Journal of Criminology Crime, Law and Social Change Sociological Research Online (this is an online only journal) http://www.socresonline.org.uk Howard Journal Journal of Law and Society Social and Legal Studies Social Justice Social Problems The Canadian and Australian journals of criminologyAuthorised Online SourcesNatCen British Social Attitudes Survey http://www.bsa-30.natcen.ac.uk/LSE Mannheim Centre for Criminology http://www.lse.ac.uk/socialPolicy/Researchcentresandgroups/mannheim/Home.aspxBritish Sociological Association http://www.britsoc.co.ukSociology Online http://www.sociologyonline.co.uk/Intute Sociology http://www.intute.ac.uk/socialsciences/sociology/National Statistics Online http://www.statistics.gov.uk/Joseph Rowntree Foundation http://www.jrf.or.uk DAVID GAME COLLEGE BTEC RQF HNC/D ASSESSMENT BRIEF CoursePublic ServicesAcademic Year2019/2020Unit Number & Unit TitleUnit 34: Theories of CrimeAssignment AuthorJack AdamsAssessorsJack AdamsAssignment TitleDifferent perspectives on why different people commit crimeDate issued11/05/2020IV Name and DateFormative Submission DeadlineSummative Submission DeadlinesGroupDeadlineGroupDeadlineTask 1: Tuesday 16 JuneTask 1: Friday 3 July Task 2: Week 10: Friday 24 July ASSIGNMENT BRIEF AND GUIDANCE Purpose of this assessmentThe assignment is designed to enable learners to explore the development of criminological theories in their historical settings and to evaluate the links between crime and crime control. Task 1 ScenarioThere has recently been a sharp increase in violent crime rates in the United Kingdom. As an Intelligence Officer for the National Crime Agency, you need to seek to provide explanations for why people commit crime to shed more light on this current increase.Task 1Write a briefing paper of 2,500 words which discusses a variety of theoretical perspectives for why people engage in violent offending behavior.This briefing should include: A contextual introduction which signposts the paper; Biological explanations for crime and deviance with an analysis of how convincing these explanations are; Various sociological explanations for crime and deviance which draws comparisons between these sociological perspectives; Psychological explanations for crime and deviance with an analysis which includes evidence supporting and refuting this perspective; A critical evaluation of the different theories that attempt to explain violent crimes. A rational conclusion influenced by your findings; An accurate reference list of at least 12 sources.This provides evidence for LO1, LO2 & LO3 Word count: 2,500 (+ / – 10%)Submission FormatThe final submission for task 1 is in the form of a 2,500 (+ / – 10%) word Briefing Paper.You are required to make use of appropriate headings and paragraphs. All work must be supported with research and referenced using the Harvard referencing system. Use appropriate case studies, legislation and policy, organisational examples and academic theory to support your findings.All work to be submitted as Arial 12 font with 1.5 line spacing. Written work must state the total number of words used at the end of the paper [before the reference list]. The format will be: Word count: 2,345.Final submission will be uploaded via Moodle to the relevant submission point Friday 3 July 2020. Hard copies submitted to the lecturer will not be accepted or marked. Task 2 ScenarioYour briefing paper has been passed on to your colleagues in the NCA to identify a remedy to the increased crime rates. On closer inspection, young people have been identified as the largest contributor to the increase. As the intelligence officer, you have been tasked with gathering evidence of everyday experiences in order to uncover what makes some young people more at risk of offending compared to other young people.Task 2Produce a portfolio that critically evaluates your gathered evidence of everyday experiences concerning risk and protective factors for offending by drawing on research and theory covered in the module. This evidence can be in the form of respected media outlets’ output: newspaper reports, radio broadcasts, film clips, documentary clips, commentaries, music and music videos, it will also include empirical academic research (all of this evidence must be in the portfolio). You can include images and hyperlinks to some parts of your evidence; for example film clips etc. It can include reference to other material such as works of art, public exhibitions or literature. This portfolio should have: A contextual introduction which signposts the portfolio; Researched definitions of risk factors and protective factors; Reference to which risk factors and protective factors are associated to young people offending according to the research; A critical evaluation of why it is important to identify risk and protective factors early and how this can aid public services; A rational conclusion influenced by your findings; An accurate reference list; Appendices containing your gathered evidence.This provides evidence for: LO4 Word count: 1,500 (+ / – 10%)Submission FormatThe final submission for task 2 is in the form of a 1,500 (+ / – 10%) word portfolio.You are required to make use of appropriate headings and paragraphs. All work must be supported with research and referenced using the Harvard referencing system. Use appropriate case studies, legislation and policy, organisational examples and academic theory to support your findings. Gathered evidence should be compiled in an appendices.All work to be submitted as Arial 12 font with 1.5 line spacing. Written work must state the total number of words used at the end of the essay [before the reference list]. The format will be: Word count: 1,403.Final submission will be uploaded via Moodle to the relevant submission point Friday 24 July 2020. Hard copies submitted to the lecturer will not be accepted or marked. Formative TaskYou have the opportunity to participate in an online quiz relating to task 1 where you will be asked question on theories and related key concepts covered in the module.This will take place via Moodle on Tuesday 16 June.All answers and participants of the quiz will be anonymous. The current Assignment Brief covers the following Learning Outcome Grading CriteriaLearning OutcomesPassMeritDistinctionTask No.EvidenceLO1 Explore biological explanations for crime and deviant behaviourP1 Investigate the different types of biological theory for crime and deviant behaviour.P2 Explore a range of biological theories for crime and deviant behaviour.M1 Analyse the evidence for and against a particular biological theory for crime and deviant behaviour.LO1, LO2 and LO3D1 Critically evaluate different theories of crime by applying biological, sociological and psychological theory to a particular type of offending.Task 1This task allows the learner to engage in a variety of theoretical debates concerning criminology and related concepts relating to biological, psychological and sociological explanations for crime.LO2 Assess sociological explanations for crime and deviant behaviourP3 Investigate the sociological factors linked to crime and deviant behaviour.P4 Assess a range of sociological theories that explain crime and deviant behaviour.M2 Compare sociological theories for crime and deviant behaviour, highlighting the similarities and differences.LO3Discuss psychological explanations for crime and deviant behaviourP5 Investigate the core belief of psychological theories for crime and deviant behaviour.P6 Illustrate a range of different psychological theories for crime and deviant behaviour.M3 Analyse a particular psychological theory by presenting evidence that supports and refutes.LO4Investigate risk and protective factors for offendingP7 Interpret the terms risk and protective factors.P8 Investigate the risk and protective factors that research has highlighted as linked to the risk of young people offending.M4 Analyse theimportance of identifying risk and protective factors for juvenile offending with regard to adult offending.LO4 D2 Critically evaluate how knowledge of risk and protective factors can be used by the public services to deal with crime both proactively and reactively.Task 2This task involves individual exploration of a variety of sources uncovering why some young people commit crime and why others do not with an emphasis on how this impacts public services Student Achievements and Assessor FeedbackStudent achievement and Assessor feedback for both formative and summative submissions will be recorded within Grademark Turnitin via Moodle and will be available for students to view as notified on Turnitin. Please use exclusively the grade classification below.Assessment Grading ScaleGrade Classification Numeric Value (on Grademark) Grade Listed As Distinction 75 D Merit 65 M Pass 45 P Unclassified/ Referred 35 U Alleged Academic Misconduct 0 SP Student submission and declarationThe following declaration will be inserted in the Turnitin link for both formative and summative submissions: ‘I certify that by submitting the work for this assessment on Moodle (and via Turnitin) it is my own work and all research sources are fully acknowledged using the Harvard system of references. I certify that there are no personal or mitigating circumstances that have affected my work.’By submitting such document, you acknowledge that your work is your own, and abides by the DGHE code of conduct, and Pearson regulations.Please note that in case of academic malpractice DGHE reserves the right to decline to accept the work for assessment purposes, and/or conduct an investigation, which might result in an oral presentation, oral or written exam, or any other appropriate form of examination. Further information can be found in the academic integrity and misconduct policy, the assessment policy, and the student handbook.