CRM306 Learning Guide 2020 PDF

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CRM306 Advanced Criminology

Learning Guide Semester 2 2020

This information should be read in conjunction with the online learning materials which can be found on your MyUnits page.

Unit coordinator Dr David Keatley School of Law [email protected]

Murdoch University 1

© Published by Murdoch University, Perth, Western Australia, July 2016. Updated in July 2019.

This publication is copyright. Except as permitted by the Copyright Act no part of it may in any form or by any electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written permission of the publisher.

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Contents Learning guide for workshops Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6 Topic 7 Topic 8 Topic 9 Topic 10

Why does theory matter for practice Media, legislation, theory, and practice Applied Criminology: Working with police Cold Case Investigation Becoming a criminal justice practitioner I Becoming a criminal justice practitioner II Working with victims Working in prison settings Future Crime Guest talks – all criminology staff

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Topic 1: Why does theory matter for practice? Introduction After discussing the unit housekeeping, the remainder of this workshop will aim to cover the following:  Use the Adrian Bayley case as a learning example to go through a range of theory-practice areas that demonstrate how the student’s knowledge relates to a work context.  Discuss the importance of a theory-practice nexus, drawing on the reading to consider the implications if criminological theory/research doesn’t influence policy, legislation, and practice in a criminal justice context. To prepare for this workshop, students are required to read a court sentencing remarks document. This case has the potential to be distressing for some students. If you find any part of this Unit distressing, please discuss the issue with the Unit Coordinator/Class Instructor at the first instance. Also, please remember that all Murdoch University students are able to access the on campus student counselling if they need to: Murdoch University Health - Counselling Service Location: Social Sciences Building 440, South Street Campus Telephone: (08) 9360 1227 Email: [email protected] Reception Hours: 8.30 am- 4.30 pm http://www.murdoch.edu.au/Counselling/

Learning outcomes On successful completion of this topic you should be able to:  Meet the expectations for assessment and behaviour in this unit.  Commence thinking critically about the link between theory and research covered in the criminology major and the work undertaken by criminal justice practitioners across a range of settings.

Required reading 1. The Queen vs. BAYLEY [2013] – available on LMS 2. Gendreau, P. et al. (2002). Chapter 14: The common-sense revolution and correctional policy, in Offender Rehabilitation and Treatment: Effective Programmes and Policies to Reduce Reoffending.

Learning activities/tasks The content covered in this workshop will:  Provide students with an opportunity to contribute towards their participation mark for this unit;  Contribute to understanding required to complete the job application folio; and  Contribute to student’s preparation for the mock job interviews and theory-to-practice document.

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Topic 2: Media, moral panics, policy, legislation, and theory Introduction This topic will continue to target the connection between theory and practice, drawing on the important moderating influence of the media, moral panic, and legislative decisions. This workshop will cover:  Another real case, that we will workshop to look at how theory can explain the offending;  Discussion of the media, moral panics, and the influence on legislation, building on the Bayley case from Topic 1 and looking at a major case in WA’s history. To prepare for this workshop, students are required to read a court sentencing remarks document. This case has the potential to be distressing for some students. If you find any part of this Unit distressing, please discuss the issue with the Unit Coordinator/Class Instructor at the first instance. Also, please remember that all Murdoch University students are able to access the on campus student counselling if they need to: Murdoch University Health - Counselling Service Location: Social Sciences Building 440, South Street Campus Telephone: (08) 9360 1227 Email: [email protected] Reception Hours: 8.30 am- 4.30 pm http://www.murdoch.edu.au/Counselling/

Learning outcomes On successful completion of this topic you should be able to:  Think critically about the link between theory and research covered in the criminology major and the work undertaken by criminal justice practitioners across a range of settings.  Discuss the influence of the media, moral panics, and outliers on the public policy, legislation, and criminal justice practice.

Required reading 1. Casey, S., & Mohr, P. (2005). Law-and-order politics, public-opinion polls and the media. Psychiatry, Psychology, & Law, 12(1), 141-151. 2. Spiranovic, C.A., Roberts, L.D., & Indermaur, D. (2012). What predicts punitiveness? An examination of predictors of punitive attitudes towards offenders in Australia. Psychiatry, Psychology, & Law, 19(2), 249-261.

3. DPP vs. D’Souza

Learning activities/tasks The content covered in this workshop will:  Provide students with an opportunity to contribute towards their participation mark for this unit;  Contribute to understanding required to complete the job application folio; and  Contribute to student’s preparation for the mock job interviews and theory-to-practice document.

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Topic 3 & 4: Applied Criminology: Cold Cases and Profiling Introduction This topic will outline how to work with Law Enforcement Organisations around the world (especially in the USA). Dr Keatley will outline his work as a cold case consultant – what is expected, what is required, and what is the process. This lecture will feature several cold cases and students may find some of the content distressing (including child abuse, rape/sexual assault, and homicide).

Learning outcomes On successful completion of this topic you should be able to:  Understand the role of an applied criminologist working on (cold) cases  Have awareness of the responsibilities of working with Law Enforcement Organisations

Required reading Students should engage with materials throughout their course  Journal articles  Methodological texts: The Timeline Toolkit: temporal methods for crime research

Learning activities/tasks The content covered in this workshop will:  Provide students with an opportunity to contribute towards their participation mark for this unit;  Contribute to understanding required to complete the job application folio; and  Contribute to student’s preparation for the mock job interviews and theory-to-practice document.  Contribute to students’ ability to work with Law Enforcement Organisations

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Topic 5-6: Becoming a criminal justice practitioner Introduction This topic will be presented by experts in the field of post-university employment and will provide a range of content that directly relates to the assessment items in this unit (and more broadly to the process of securing employment after completing your degree). This workshop will cover resources and techniques relating to cover letters, responding to selection criteria, and producing CVs. Students are also encouraged to access recordings on LMS relating to LinkedIn and managing your virtual portfolio.

Learning outcomes On successful completion of this topic you should be able to:  Use the CARE method to respond to selection criteria  Have awareness of the resources available on the Murdoch website to assist you apply for jobs (and complete the assessment items for this Unit)

Required reading Students should engage with the materials available at the CareerConnect link: https://www.careerconnect.murdoch.edu.au - How to master behavioural interviews - Successful interviews guide - Informational interviewing - Mastering selection criteria - How to address selection criteria/key requirements guide - Sample CVs and cover letters

Learning activities/tasks The content covered in this workshop will:  Provide students with an opportunity to contribute towards their participation mark for this unit;  Contribute to understanding required to complete the job application folio; and  Contribute to student’s preparation for the mock job interviews and theory-to-practice document.

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Topic 7: Victims and victimisation Introduction This workshop provides students with a chance to discuss their group assignments and spend some time working with each other and the Unit Coordinator to ensure they are on the right track. Following this, inspired by the recent coverage of the abuse of juveniles in detention in the Northern Territory, I want to use this session to discuss the victimisation of people who become offenders. If you find any part of this Unit distressing, please discuss the issue with the Unit Coordinator/Class Instructor at the first instance. Also, please remember that all Murdoch University students are able to access the on campus student counselling if they need to: Murdoch University Health - Counselling Service Location: Social Sciences Building 440, South Street Campus Telephone: (08) 9360 1227 Email: [email protected] Reception Hours: 8.30 am- 4.30 pm http://www.murdoch.edu.au/Counselling/

Learning outcomes On successful completion of this topic you should be able to:  Demonstrate knowledge of contemporary issues relating to the complicated interaction between offending and victimisation, considering the role and responsibility of society to take greater responsibility for troubled youth.

Required reading and preparation 1. Watch this episode of Four Corners – “Australia’s Shame”: http://www.abc.net.au/4corners/stories/2016/07/25/4504895.htm

2. Brull, M. (2016). Don’t Just Blame The Guards: Don Dale Is What Systemic Violence Looks like. Newmatilda.com: https://newmatilda.com/2016/07/28/dont-just-blame-the-guards-dondale-is-what-systemic-violence-looks-like/

3. Fox, B.H., Perez, N., Cass, E., Baglivio, M.T., & Epps, N. (2015). Trauma changes everything: examining the relationship between adverse childhood experiences and serious, violent and chronic juvenile offenders, Child Abuse and Neglect, 46, 163-173, doi:10.1016/j.chiabu.2015.01.011. 4. Jennings, W.G., & Piquero, A.R. (2012). On the overlap between victimization and offending: a review of the literature. Aggression and Violent Behavior, 17, 16-26.

Learning activities/tasks The content covered in this workshop will:  Provide students with an opportunity to contribute towards their participation mark for this unit;  Contribute to understanding required to complete the job application folio; and  Contribute to student’s preparation for the mock job interviews and theory-to-practice document.

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Topic 8: Sentencing and responding to crime Introduction This session will involve some group work using a virtual tools to simulate the sentencing process. Students will be required to examine the Virtual You Be The Judge vignettes (http://www.sentencingcouncil.vic.gov.au/virtualjudge/) and the Judge for Yourself vignettes (http://www.sentencingcouncil.qld.gov.au/judgeforyourself). In small groups, students will present the main elements of each of the cases they examined and then discuss how these responses to offending relate to criminological research about causes of crime, public attitudes to crime, and what works to prevent crime. We will also have a look at some sentencing statistics (https://www.sentencingcouncil.vic.gov.au/statistics/sacstat) to get a sense of the range of outcomes that are ‘normally’ imposed for different types of criminal behaviour.

Learning outcomes On successful completion of this topic you should be able to:  Use contemporary resources to understand the sentencing process and examine current sentencing practices.  Demonstrate knowledge of contemporary issues for sentencing and responding to crime.

Required reading 1. Roth, L. (2014). Public opinion on sentencing: recent research in Australia. NSW Parliamentary Research Service, e-brief 08/2014: https://www.parliament.nsw.gov.au/researchpapers/Documents/public-opinion-on-sentencingrecent-research-in-/public%20opinion%20on%20sentencing.pdf 2. Pratt, J. (2008). When penal populism stops: legitimacy, scandal and the power to punish in New Zealand. Australian and New Zealand Journal of Criminology, 41(3), 364-

Learning activities/tasks The content covered in this topic will:  Provide students with an opportunity to contribute towards their participation mark for this unit; and  Contribute to student’s preparation for the mock job interviews and theory-to-practice document.

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Topic 9: Future crime More information will be given in the preceding lectures (and uploaded on the LMS)

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Topic 10: All staff Introduction  

This final lecture will include all staff member in Criminology presenting their career history with tips and guidance for you. This will showcase the many areas and possibilities you can take your careers.

An emphasis will be placed on further/higher research (including Hons, MSc, and PhD)

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