Unit name | Youth Justice |
---|---|
Unit code | SPOL20022 |
Credit points | 20 |
Level of study | I/5 |
Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
Unit director | Dr. Jo Staines |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School for Policy Studies |
Faculty | Faculty of Social Sciences and Law |
This a second year optional unit that tackles some of the key challenges and tensions within the youth justice system in England and Wales. The unit explores the needs and rights of children and young people involved in offending behaviour and in the youth justice system, and how we should respond to those children and young people who cause harm to others. The unit includes a reflection on the development of the youth justice system from the days of the transportation or execution of children to the current ‘Scaled Approach’ responses. The unit unpicks the politicization of youth crime and the demonisation of young people, from ‘condemning a little more’ to ‘hugging a hoody’. We consider the research evidence that attempts to explain why children and young people become involved in offending behaviour, ranging from anti-social behaviour to grave crimes. Understanding current practice within the youth justice system, including restorative justice and early intervention programmes, is an integral part of the unit; we also consider international perspectives on youth crime to see how youth justice systems operate elsewhere in the world. Specific topical issues, such as children and young people's involvement in gangs or the radicalisation of young British Muslims, may also be included. Seminar debates will be held on potentially controversial issues, such as the age of criminal responsibility or the responses to children who commit serious offences.
The objectives of the unit are to develop students' awareness and knowledge of:
At the end of the unit, students will be able to:
Teaching will be delivered through blended learning involving a combination of synchronous and asynchronous sessions across the teaching block, including weekly lectures/narrated presentations, self-directed exercises and group activities. Weekly synchronous sessions will be scheduled to enable discussion, debate and the sharing of learning. Feedback will be provided for formal assessments, preparation for which will be supported through online activities, study group sessions and in the weekly synchronous sessions.
Part 1: Learning journal (25%)
Part 2: Essay (2000 words) (75%)