POL4072 - Policing Communities

Objectives:

On successful completion of the module, students will be able to:
Understand the core principles of ethics, equality, diversity, and human rights in professional policing
Understand how to challenge bias, prejudice, discrimination and stereotyping when performing the role of police constable
Analyse theories and concepts linked to ethics
Critically evaluate the impact upon policing of differing values, ethics, and norms within a diverse community
Explain how to apply professional approaches to policing, demonstrating fairness, ethics, and integrity
Understand the United Nations Sustainability Development Goals (UNSDGs), and the challenges and strengths of the Leeds City Region

Content:

In semester 1 this module will enable students to appreciate the purpose, benefits, and challenges of community policing in a variety of contexts. Students will explore the function of community policing and the key issues in this area. There is a particular focus on anti-social behaviour and the challenges inherent with this type of incident. The module enables students to appreciate the importance of community engagement and understand how to foster effective community relationships. Students will become familiar with the main sources of information and academic research about community policing and be able to use these materials for research purposes.

The module looks in detail at the function of community policing. Students will understand the origins of community policing and how politics influences models. Students will research diverse types of communities and the ways in which police can effectively engage with these communities, drawing on theoretical frameworks for community engagement. Students will study problem solving in the community; PAT (Problem Analysis Triangle) and SARA (Scanning, Analysis, Response, Assessment) will be introduced. The strengths and weaknesses of the diverse types of community policing will be analysed via a case study. Policing of anti-social behaviour (ASB) will be the focus of the module, reviewing specific high-profile cases such as Fiona Pilkington and Steven Hoskins and the legislative framework underpinning ASB. Students will also get the opportunity to evaluate crime prevention strategies and initiatives.

This module will incorporate teaching from Citizens, with a particular emphasis on the strengths of community organising, and the benefits of this in a policing context. Students will be introduced to community groups and will spend time learning what makes a community group effective, and how engagement, participation and power all play a role in effecting positive social change.

At the end of Semester 2 students will take part in the interdisciplinary institutional level Professional Challenge, which raises students’ awareness and understanding of the United Nations Sustainability Development Goals (UNSDGs) and the Leeds City Region. Students will have the opportunity to actively engage with a topic relevant to policing, such as poverty, equality or community during the block period.

Learning and Teaching Information:

Students will take part in a 4-hour session each week, and teaching will be based on the gradual responsibility model (Fischer & Frey, 2021).

Each session will begin with class discussion and debate, based on material given in the previous week, to develop thinking, engagement and participation in ideas and evidence-based opinions.

There will be a ‘main teach’ which is intended as concept construction, followed by practical tasks and activities to consolidate learning, and initiate formative discussion for feedback, addressing misconceptions and learning, where students may be broken down into smaller groups.

Each session will end with a plenary reflection, and a feed forward into the next session.

Formative assessment in the forms of interactive polls, surveys, information padlets and knowledge checks will be utilised in every session to check the levels of understanding and engagement from students. This will add to the formative discussion and feedback from the practical tasks and activities.

Students will be provided with resources and instructions for their self-directed learning, to scaffold them through the module and build knowledge and ideas for their assignments.

In addition, students will have an extra session each week specifically oriented to the development of their academic skills in aspects of writing, presentation and communication for assessment.

Lectures
Hours: 40
Intended Group Size: 25-40

Workshops
Hours: 10

Guided independent study
Hours: 150

Further details relating to assessment
Poster Presentation: Students will complete an academic poster in which a community problem (fictional or otherwise) is explored, and solutions offered utilising a plural preventative, intelligence, and enforcement approach.This will be accompanied by a 10-minute presentation of their poster. Students will be able to choose from several suggested topic areas or negotiate their own title with the module lead.

Written Assignment: Students will complete an individual written piece of 2000 words in which they should articulate their reflections as to the importance of engaging with the community to support police endeavours.Students will be given several topic areas to choose from or can negotiate a title with the module lead.

Reflective Statement: students will be guided to develop a road-map of their reflections during the Professional Challenge activity block. The reflective statement will be the culmination of the diarised reflections on their experiences and learning.

Assessment:

001 Poster presentation; 10 minutes; mid semester 1 50%
002 Written assignment; 2,000 words; end semester 1 50%
003 Professional challenge project; 20 hours min; professional block %
004 Reflective statement; 1,500 words; professional challenge block %

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 4YL

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