Teaching Responsibility
LJMU Schools involved in Delivery:
Justice Studies
Learning Methods
Lecture
Seminar
Workshop
Module Offerings
4305PS-JAN-MTP
Aims
To provide the students with an appreciation of the concept of evidence-based policing. Discussing a range of key concepts relating to criminology, exploring the relationship between community engagement, crime prevention, and the local policing strategies.
Students will be able to identity the importance of information and intelligence to all areas of policing, differentiating between them.
Consider the problem solving approaches to policing.
Consider the relative benefits, deficiencies and applicability of various policing strategies and models.
Learning Outcomes
1.
Explain the professional concept of evidence-based policing, identifying potential sources of evidence and explaining the advantages and disadvantages of different approaches.
2.
Describe evidenced-based policing in practice, the principles of problem-solving
techniques and examine the problem solving approaches to policing.
3.
Explain the relationship between community engagement and crime prevention,
linking sources to specific crime problems.
4.
Explain the features and function of the National Decision Model and the issues arising from it
Module Content
Outline Syllabus:
Evidenced-based Policing and Problem solving. Criminology and Crime Prevention. Information and Intelligence.
Evidenced-based Policing and Problem solving. Criminology and Crime Prevention. Information and Intelligence.
Module Overview:
The module will provide you with an appreciation of the concept of evidence-based policing. You will discuss a range of key concepts relating to criminology, exploring the relationship between community engagement, crime prevention, and the local policing strategies. You will also be able to identify the importance of information and intelligence to all areas of policing, differentiating between them.
The module will provide you with an appreciation of the concept of evidence-based policing. You will discuss a range of key concepts relating to criminology, exploring the relationship between community engagement, crime prevention, and the local policing strategies. You will also be able to identify the importance of information and intelligence to all areas of policing, differentiating between them.
Additional Information:
Lectures and other activities will provide the students with information, which they will then be able to apply practically, within the assessment tasks and the activities incorporated into the workshops. Discussions and activities such as the importance of information and intelligence to all areas of policing and practical problem solving scenarios. National Policing Curriculum Indicative Content Evidence-based Policing 1.1 Definition of evidence-based policing (EBP): • Definitions of evidence-based policing • College of Policing definition - ATLAS approach • Sherman definition • Realist perspectives 1.2 The rationale for evidence-based policing: • Cognitive biases and heuristics e.g. Daniel Kahneman • Behavioural insights e.g. the concept of ‘nudge’ • High-risk, high-harm, high-cost issues • ‘Scared straight’ and ‘backfire 1.3 Importance of differentiating between types of evidence to identify best practice: • Types of evidence: - Research evidence (types and standards of research) - Professional expertise - Information and intelligence - Lessons learned from success and failure • How evidence should be used to inform decisions: - Systematic analysis - Identification of best practice 1.4 Case studies exploring the impact of evidence-based policing in different areas of policing 2.1 Constraints of timescale 2.2 Instances when an evidence-based policing approach failed to meet intended targets 2.3 Identifying best practice and lessons learned 3.1 Professional contexts in which an evidence-based policing approach is appropriate: • Organisational • Community 3.2 Policing-related activities where an evidence-based policing approach is beneficial: • Tackling crime and disorder • Managing offenders • Criminal justice • Engaging the public • Learning and development • Improving work practices/processes • Introducing new technology 4.1 'What Matters' 4.2 ‘What Works’ evidence ladder 4.3 Maryland Scale of Scientific Methods 4.4 Frameworks for assessing the quality of qualitative research 5.1 Sources of research and evidence (and support) for evidence-based policing: • College of Policing (What Works Centre, POLKA, National Police library, global policing database) • Other police forces • HMICFRS • Campbell Collaboration • Academic sources and journals • Government (ONS, Home Office) • Alliance for Useful Evidence/NESTA • Society of Evidence-Based Policing • Centre for Evidence-Based Crime Policy (US) • Centre for Problem-Oriented Policing (US) 6.1 Development of police standards (e.g. Authorised Professional Practice (APP)) 6.2 Development of national/local policy (e.g. funding, deployment) 6.3 How to use evidence in practice: • Professional judgement • The reflective practitioner 6.4 How to question and challenge using evidence 6.5 Ethical concerns with regards to evidence and how these concerns can be addressed 7.1 Developing a range of options 7.2 Selecting the preferred, most likely option to mitigate or resolve problem 7.3 Justifying interventions and potential consequences 7.4 Preparing a presentation to an appropriate authority 7.5 Developing methods to evaluate the intervention, including cost benefit and end user satisfaction 7.6 Feeding results back into future policing strategies Decision Making and Discretion 1.1 Key influences on the decision-making process 1.2 Background and key drivers for development of the National Decision Model (NDM) 1.3 Purpose and benefits of the NDM 2.1 The National Decision Model (NDM): • Mnemonic CIAPOAR (Code of Ethics, Information, Assessment, Powers & Policy, Operation, Action and Review) 2.2 Link between the NDM and the Code of Ethics 2.3 Human rights in decision making: • Mnemonic PLAN (Proportionality, Legality, Accountability, Necessity) 2.4 Flexibility within the NDM Learning Outcomes Evidence-Based Policing 1,2,3,4,5,6,7 Decision Making and Discretion 1,2
All assessed components on this module must be successfully passed for credit to be released.
Lectures and other activities will provide the students with information, which they will then be able to apply practically, within the assessment tasks and the activities incorporated into the workshops. Discussions and activities such as the importance of information and intelligence to all areas of policing and practical problem solving scenarios. National Policing Curriculum Indicative Content Evidence-based Policing 1.1 Definition of evidence-based policing (EBP): • Definitions of evidence-based policing • College of Policing definition - ATLAS approach • Sherman definition • Realist perspectives 1.2 The rationale for evidence-based policing: • Cognitive biases and heuristics e.g. Daniel Kahneman • Behavioural insights e.g. the concept of ‘nudge’ • High-risk, high-harm, high-cost issues • ‘Scared straight’ and ‘backfire 1.3 Importance of differentiating between types of evidence to identify best practice: • Types of evidence: - Research evidence (types and standards of research) - Professional expertise - Information and intelligence - Lessons learned from success and failure • How evidence should be used to inform decisions: - Systematic analysis - Identification of best practice 1.4 Case studies exploring the impact of evidence-based policing in different areas of policing 2.1 Constraints of timescale 2.2 Instances when an evidence-based policing approach failed to meet intended targets 2.3 Identifying best practice and lessons learned 3.1 Professional contexts in which an evidence-based policing approach is appropriate: • Organisational • Community 3.2 Policing-related activities where an evidence-based policing approach is beneficial: • Tackling crime and disorder • Managing offenders • Criminal justice • Engaging the public • Learning and development • Improving work practices/processes • Introducing new technology 4.1 'What Matters' 4.2 ‘What Works’ evidence ladder 4.3 Maryland Scale of Scientific Methods 4.4 Frameworks for assessing the quality of qualitative research 5.1 Sources of research and evidence (and support) for evidence-based policing: • College of Policing (What Works Centre, POLKA, National Police library, global policing database) • Other police forces • HMICFRS • Campbell Collaboration • Academic sources and journals • Government (ONS, Home Office) • Alliance for Useful Evidence/NESTA • Society of Evidence-Based Policing • Centre for Evidence-Based Crime Policy (US) • Centre for Problem-Oriented Policing (US) 6.1 Development of police standards (e.g. Authorised Professional Practice (APP)) 6.2 Development of national/local policy (e.g. funding, deployment) 6.3 How to use evidence in practice: • Professional judgement • The reflective practitioner 6.4 How to question and challenge using evidence 6.5 Ethical concerns with regards to evidence and how these concerns can be addressed 7.1 Developing a range of options 7.2 Selecting the preferred, most likely option to mitigate or resolve problem 7.3 Justifying interventions and potential consequences 7.4 Preparing a presentation to an appropriate authority 7.5 Developing methods to evaluate the intervention, including cost benefit and end user satisfaction 7.6 Feeding results back into future policing strategies Decision Making and Discretion 1.1 Key influences on the decision-making process 1.2 Background and key drivers for development of the National Decision Model (NDM) 1.3 Purpose and benefits of the NDM 2.1 The National Decision Model (NDM): • Mnemonic CIAPOAR (Code of Ethics, Information, Assessment, Powers & Policy, Operation, Action and Review) 2.2 Link between the NDM and the Code of Ethics 2.3 Human rights in decision making: • Mnemonic PLAN (Proportionality, Legality, Accountability, Necessity) 2.4 Flexibility within the NDM Learning Outcomes Evidence-Based Policing 1,2,3,4,5,6,7 Decision Making and Discretion 1,2
All assessed components on this module must be successfully passed for credit to be released.