Module Handbook FDH 2137

Resettlement of Offenders (Adult)

Module Leader Jacqui Hitchen 01695 657 027

hitchenj@edgehill.ac.uk

FACULTY OF HEALTH AND SOCIAL CARE

Department of Applied Health & Social Care

FdSc Management and Supervision of Offenders Student Intake: September 2011

Ormskirk Campus

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CONTENTS

Introduction Page 3

Learning Outcomes Page 4 Assessment Strategy Page 5 Assignment Guidance Page 6 Assessment Submission Page 7 Confidentiality Statement Page 9 Learning Resources Page 10

Appendix A

Appendix B

Timetable

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INTRODUCTION Welcome to module FDH 2137 Resettlement of Offenders (Adult). On successful completion of all the elements within the module, you will be awarded 20 credits at Level 5. The area of resettlement of offenders has long been a point of debate in the justice arena. The treatment and supervision of offenders following a custodial sentence, has long been recognised as having an impact on issues such as recidivism. In recent years, there have been far more of a focus on the importance of post sentence support to improve the social outcomes for offenders in a more holistic sense. This module seeks to give you the opportunity to analyse and evaluate the resettlement of offenders in regards to not only the existing provision but also future developments within this area. You will be encouraged to think holistically, exploring the impact of such provision on the offender themselves as well as the impact upon the wider community. Throughout the module I will be your module leader and my contact details are listed on this handbook cover. If you wish to arrange a tutorial outside the timetabled support, please contact me to arrange an appointment. This will ensure that I am available to see you and will prevent a wasted journey for yourself. This module handbook should be read in conjunction with your Programme Handbook provided at the start of the course and available in your BlackBoard area, which details important information regarding confidentiality, academic rules, regulations and support. On behalf of all the staff within the Faculty of Health and Social Care, I would like to offer you a warm welcome, I hope that you enjoy this module and wish you every success.

Jacqui Hitchen Module Leader

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ONLINE SUPPORT FOR LEARNING To support independent study you will have access to Blackboard 9.1 (Learning Edge). This online area contains links to relevant module materials available on the internet as well as links to electronic journals and books to provide flexible 24/7 access. LEARNING OUTCOMES On successful completion of the module you will be able to: 1. Demonstrate a critical understanding of the contribution of the resettlement of offenders

in reducing recidivism and promoting welfare.

2. Critically evaluate the importance of holistic assessment.

3. Analyse the importance of multi-agency working in the resettlement of offenders.

4. Demonstrate through the use of critical reflection, a link between theory and your own sphere of practice.

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ASSESSMENT STRATEGY The summative assessment for this module consists of a theory and a practice element. Theoretical Assessment

You are required to produce a 3000 word written assignment in the form of a case study in which you assess and outline the chosen individual’s needs and develop a multi-agency care package within current provision. The case study must also include a critique of the limits of contemporary provision for the resettlement of offenders.

This will meet Learning Outcomes 1; 2 and 3 100%. Part 2 - Practice Assessment

A reflective account (forming part of your Professional Development Profile), which will critically explore your application of theory of this module to your sphere of practice. 1000 notional words; This will meet Learning Outcome 4; Pass/Fail mark. To successfully complete the module, both elements must achieve a pass. (40% or above)

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ASSIGNMENT GUIDANCE Part 1: Theoretical Assessment: Case Study Further details will be given during the module. Part 2: Practice Assessment This assessment requires you to produce a 1000 word reflective essay in which you reflect upon the application of theory to your own sphere of practice. Within your assignment, you must identify and utilise a reflective model/framework to guide your discussion and analysis. Remember to complete your work in accordance with the confidentiality statement on page 9 of this handbook.

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ASSIGNMENT SUBMISSION

Case Study

Online Submission Date:

7th January 2013 Before 12.00 noon

Provisional Marks available by: 30th January 2013

Reflective Essay

Online Submission Date:

7th January 2013 Before 12.00 noon

Provisional Marks available by: 30th January 2013 Your assignments should be generated electronically and submitted online. Instructions for online submission and the how to view results can be found in Appendix A of this handbook. Non-submission will result in a fail grade being recorded.

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General Assessment and Submission Requirements

Assignments must be electronically generated and you must keep an electronic copy of your assignment.

Appropriate referencing should take place throughout your assignment, utilising the Harvard Referencing System. Useful information and advice can be obtained via the University’s website at:

General Guidance for Academic Skills, including referencing: http://www.edgehill.ac.uk/ls/support/academicskills/#intro Full Harvard Referencing Guide: http://www.eshare.edgehill.ac.uk/1133/1/HR_guide_RevisedDec2011.pdf

In-text authors and dates of publication, the work you include in your reference list and any appendices you attach are not included within the word count. Direct quotations from other sources are included within the word limit. Appendices are not marked and for information only.

Assignments are expected to adhere to guidance regarding the recommended wordage and failure to do so may influence the final grade awarded.

You are responsible for stating the word count when submitting your assignment.

The marking criteria being used in this assessment strategy are attached in Appendix B of this handbook.

Confidentiality and academic malpractice regulations apply to all assessments.

Please note if you are unable to submit your assignment due to sickness or other exceptional mitigating circumstances, it will be necessary for you to apply to the Head of Department for an extension or to submit an exceptional circumstances form along with appropriate evidence (e.g. a medical certificate/independent evidence).

The details of the external examiner responsible for the assessment of this module can be found within the Health Student Wiki at: https://go.edgehill.ac.uk/wiki/display/health/External+Examiners+-+Student+Info

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CONFIDENTIALITY STATEMENT There should be no reference within your assessed work to any name or identifying information relating to patients/clients or any staff member of any organisation. Inclusion of such information will result in a failed submission. Where it is relevant to state name of any organisation then the information should be supported by reference to published documents that are available to the general public and form approved official documentation relating the operation and provision of that organisation. It would be considered relevant to include the name of an organisation when:

Discussing/debating/analysing published data relating to the performance of that organisation.

Discussing/debating/analysing published and approved policy and strategy of that organisation.

Discussing/debating/analysing published research/evaluations/audit/opinion, which relates to and names that organisation.

For further details relating to both assessment processes and regulations, please refer to your Programme Handbook.

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LEARNING RESOURCES Please use the library catalogue to access all your print and e-resources. Farrall, S. and Calverley, A. (2002) Understanding Desistance from Crime: Emerging Theoretical Directions in Resettlement and Rehabilitation. Berkshire: Open University Press. Gelsthorpe, L. and Morgan, R. (2207) Handbook of Probation. Devon: Willan. Huckelsby, A. and Hagley-Dickinson, L. (2007) Prisoner Resettlement: Policy and Practice. Devon: Willan. Liebling, A. and Maruna, S. (2005) The Effects of Imprisonment. Devon: Willan. Maruna, S (2005) Making Good: How Ex-offenders Reform and Rebuild their Lives. Washington: American Psychological Association. Maruna, S. and Immarigeon, R. (2004) After Crime and Punishment: Pathways to Offender Reintegration. Devon: Willan. Ward, T. and Shadd, M. (2006) Rehabilitation (Key Ideas in Criminology). Abingdon: Routledge.

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APPENDIX A Instructions for Online Submission

TURNITIN Ensure front cover sheet is attached and completed prior to submission. Follow the following steps to submit your assignment through Turnitin. 1. Access http://www.edgehill.ac.uk/ 2. Login using your username and password 3. Access Learning Edgehill 4. Access the Module Area 5. Access Module Assessment Area 6. Click on Turnitin Drop Box 7. Complete form add Module Code 8. Click on Browse button to locate your assignment that is saved 9. Double click the file name to start load process 10. Select the upload button 11. Confirm content 12. Click submit You will receive an e-mail to your university account to confirm your assignment is submitted. Save a copy. Non-submission will result in a fail grade being recorded. Access and view feedback through Turnitin You will receive an e-mail to your university account informing you that your grade and feedback is available for view. Follow the following steps to view your grade and feedback: 1. Access http://www.edgehill.ac.uk/ 2. Login using your username and password 3. Access Learning Edgehill 4. Access the Module Area 5. Access Module Assessment Area 6. Access Turnitin 7. Click on your Assignment title 8. View Grade and Feedback 9. Click reply to comment on feedback

Save a copy of the assignment and store on the F Drive Contact the Module Lead to report problems encountered with submitting the assignment through Turnitin and viewing your feedback.

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APPENDIX B

Assignment Marking Criteria: Academic Level 5 Weighting 75% 25%

Descriptor

Grade

Relevant knowledge and understanding

Application of theory to practice (If relevant)

Level of analysis

Level of investigation and use of supporting evidence

Structure presentation and grammar

90-100%

(Distinction)

Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Utilises excellent questioning approach to reach an insightful structured conclusion.

Deep knowledge and understanding and application of theories and principles to practice.

Excellent analysis and synthesis of elements of the argument, including contrary views with excellent reflection.

Extensive evidence /references used effectively and cited accurately. Draws from a wide range of relevant sources to support discussion.

Excellent structure and standard of presentation. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

80-89%

(Distinction)

Thorough, explicit knowledge and understanding of the topic. Clear understanding of the explicit links to some aspects of the wider field.

Thorough, explicit knowledge and understanding and application of theories and principles to practice.

High level of ability to analyse and reflect critically, using a range of perspectives.

Evidence/ references used effectively and cited accurately. Draws from a range of relevant sources to support discussion.

Well-structured and high standard of presentation. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

70-79%

(Distinction)

Thorough, explicit knowledge and understanding of the topic. Ability to accurately use terminology.

Thorough, explicit knowledge and understanding and application of theories and principles to practice.

Demonstrates the good use of analytical skills and the process of reflection.

Evidence/ references used effectively and cited accurately. Utilises relevant material to support discussion.

Clearly and logically presented. Grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

60-69%

(Merit)

Good knowledge and understanding of topic issues. Ability to accurately use terminology.

Applies theories and principles to situations and practice in comprehensive manner.

Demonstrates analysis of key issues and the ability to use reflective skills, where appropriate.

Evidence/ references used effectively to support discussion and cited accurately.

Clearly structured and presented. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

50-59%

(Pass)

Sound, partially implicit, knowledge and understanding of topic issues. Ability to use terminology.

Applies theories and principles to situations/ practice.

Demonstrates some analysis of key issues and use of reflective skills, where appropriate.

Demonstrates a developing ability to use evidence/ references effectively and accurately.

Well structured, presented and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

40-49%

(Pass)

Lacks depth and breadth in coverage of the subject matter. Meets assessment outcomes at threshold level.

Identifies fact and principles and applies them to situations/ practice.

Developing some ability to analyse key issues and use of reflective skills, where appropriate, but a tendency to be descriptive.

Broad evidence of reading/ investigation. Some use of references and sources cited.

Generally satisfactory presentation and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

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Assignment Marking Criteria: Academic Level 5 continued …

Weighting 75% 25%

Descriptor

Grade

Relevant knowledge and understanding

Application of theory to practice (If relevant)

Level of analysis

Level of investigation and use of supporting evidence

Structure presentation and grammar

30-39%

(Fail)

Basic implicit knowledge of some relevant topic issues. Partial understanding. Assessment outcomes are not met.

Demonstrates limited application of theory to practice.

Limited evidence of analysis.

Limited reading/ investigation. Incomplete use of references. Majority of sources not cited.

Spelling and grammatical errors. Limited logical progression. Some inappropriate use of language.

20- 29%

(Fail)

Inadequate knowledge or understanding of topic issues. Some factual errors. Assessment outcomes are not met.

Demonstrates little application of theory to practice.

Little evidence of analysis.

Insufficient reading/ investigation. Incomplete use of references. Most sources not cited.

Many spelling and grammatical errors. Very limited logical progression. In the main inappropriate use of language.

10-19%

(Fail)

Inadequate knowledge or understanding of topic issues. Several factual errors. Assessment outcomes are not met.

No application of theory to practice.

No evidence of analysis.

Lacks evidence of reading/ investigation. Incomplete use of references. Most sources not cited.

Many spelling and grammatical errors. Disorganised – lacks logical progression and inappropriate use of language.

1-9%

(Fail)

No knowledge or understanding of topic issues. Many factual errors. Assessment outcomes are not met.

No application of theory to practice.

No evidence of analysis.

No supporting evidence.

No logical structure. Incomplete sentences. Incomprehensible content.

0% Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to generate assignment electronically.

NB: All work submitted is expected to adhere to guidance regarding the recommended wordage. Failure to do so is likely to influence the final grade awarded.

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Reflective Marking Criteria: Academic Level 5 Weighting 75% 25%

Descriptor Grade

Relevant knowledge and understanding

Application of reflection to practice

Level of analysis

Level of investigation and use of supporting evidence

Structure presentation and grammar

90-100% Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Utilises excellent questioning approach to reach an insightful structured conclusion.

Deep knowledge and understanding, analysis and application or theories and principles of reflection to practice. Well developed application of a reflective model with a strong rationale for choice. Demonstrates perspective transformation and the ability to problem solve. A detailed action plan is evident. Work is characterised by an ability to deconstruct and reconstruct the experience. Strong evidence of learning through the reflective process and reflective skills. Evidence of some original thinking and a creative approach.

Excellent analysis and synthesis of elements of the argument including contrary views with excellent levels of reflection.

Extensive evidence/ references used effectively and cited accurately. Draws from a wide range of relevant sources to support discussion.

Excellent structure and standard of presentation. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

80-89% Thorough, explicit knowledge and understanding of the topic. Clear understanding of the explicit links to some aspects of the wider field.

Thorough, explicit knowledge, understanding and analysis of reflection, with application of theories and principles to practice. A reflective framework is identified and applied consistently with a sound rationale for choice. Demonstrates some perspective transformation and there is evidence of learning and action planning. Adopts a creative, problem solving approach with evidence of reflective skills.

High level of ability to analyse and reflect critically drawing on a range of perspectives.

Evidence/ references used effectively and cited accurately. Draws from a range of relevant sources to support discussion.

Well-structured and high standard of presentation. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

70-79% Thorough, explicit knowledge and understanding of the topic. Ability to accurately use terminology.

Thorough, explicit knowledge, understanding of reflection with analysis and application of reflective theories and principles to practice. Identifies and uses a reflective model throughout. A rationale for choice is discussed. Identifies and analyses key issues from the experience. Evidence of learning through the reflective process with explicit action planning. Evidence of some key insights.

Demonstrates the good use of analytical skills in the process of reflection.

Evidence/ references used effectively and cited accurately. Utilises relevant material to support discussion.

Clearly and logically presented. Grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

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Reflective Marking Criteria: Academic Level 5 continued …

Weighting 75% 25%

Descriptor Grade

Relevant knowledge and understanding

Application of reflection to practice

Level of analysis

Level of investigation and use of supporting evidence

Structure presentation and grammar

60-69% Good knowledge and understanding of topic issues. Ability to accurately use terminology.

Applies theories and principles to situations and practice in comprehensive manner. Evidence of a sound understanding of refection and analysis of key issues. A reflective framework identified and applied with some limitations. A rationale for choice identified but requires some development. Evidence of learning through the reflective process and action planning. Some key insights identified but not developed.

Demonstrates analysis of key issues and the ability to use reflective skills, where appropriate.

Evidence/ references used effectively to support discussion and cited accurately.

Clearly structured and presented. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

50-59% Sound, partially implicit, knowledge and understanding of topic issues. Ability to use terminology.

Applies theories and principles of reflection to situations/practice, with some analysis of key issues from the experience. A reflective framework identified and applied with some weaknesses. A rationale for choice included but at a superficial level. Evidence of some learning and identification of some insight, but this needs further development. Action planning present but under developed. Some elements of descriptive narrative included.

Demonstrates some analysis of key issues and use of reflective skills, where appropriate.

Demonstrates a developing ability to use evidence/ references effectively and accurately.

Well structured and-presented and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

40-49% Lacks depth and breadth in coverage of the subject matter. Meets assessment outcomes at threshold level.

Identifies fact and principles of reflection and applies them to situations/practice. A reflective framework identified but with many weaknesses in its application, a rationale for choice may not be included or is poorly articulated. There is some ability to analyse the key issues arising from the experience with the inclusion of sections of narrative description. Underdeveloped action planning.

Developing some ability to analyse key issues and use of reflective skills, where appropriate, but a tendency to be descriptive.

Broad evidence of reading/ investigation. Some use of references and sources cited accurately.

Generally satisfactory presentation and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

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Reflective Marking Criteria: Academic Level 5 continued …

Weighting 75% 25%

Descriptor Grade

Relevant knowledge and understanding

Application of reflection to practice

Level of analysis

Level of investigation and use of supporting evidence

Structure presentation and grammar

30-39% Basic implicit knowledge of some relevant topic issues. Partial understanding. Assessment outcomes are not met.

Demonstrates limited application of the theory of reflection to practice. A reflective framework identified with major weaknesses in its application. A rationale for choice, if included, is simplistic or poorly articulated. Makes some attempts to identify key issues but tends to descriptive narrative. Identification of any learning tends to be weak. Some vague links made to action planning.

Limited evidence of analysis and reflective skills.

Limited reading/ investigation. Inaccurate and/or incomplete use of references. Majority of sources not cited.

Spelling and grammatical errors. Limited logical progression. Some inappropriate use of language.

20-29% Inadequate knowledge or understanding of topic issues. Some factual errors. Assessment outcomes are not met.

Demonstrates little application of the theory of reflection to practice. No evidence of the use of a reflective framework. Little evidence of any understanding of reflection. No action planning or learning evident. Work is a descriptive.

Very little evidence of analysis and weak reflective skills.

Insufficient reading/ investigation. Inaccurate and/or incomplete use of references. Most sources not cited.

Many spelling and grammatical errors. Very limited logical progression. In the main inappropriate use of language.

10-19% Inadequate knowledge or understanding of topic issues. Several factual errors. Assessment outcomes are not met.

No application of theory to practice. No understanding of reflection evidenced or fails to identify a reflective model. Work is descriptive, with no action planning or learning.

No evidence of analysis.

Lacks evidence of reading/ investigation. Inaccurate and/or incomplete use of references. Most sources not cited.

Many spelling and grammatical errors. Disorganised – lacks logical progression and inappropriate use of language.

1-9% No knowledge or understanding of topic issues. Many factual errors. Assessment outcomes are not met.

No application of theory to practice. No understanding of reflection evidenced or attempt made to identify a reflective model. Work is descriptive with no action planning or learning.

No evidence of analysis.

No supporting evidence.

No logical structure. Incomplete sentences. Incomprehensible content.

0% Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to generate assignment electronically.

NB: All work submitted is expected to adhere to guidance regarding the recommended wordage. Failure to do so is likely to influence the final grade awarded.

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TIMETABLE FDH 2137 Resettlement of Offenders Timetable

Time Day and Date Session Facilitator Venue

11.00-13.00 Wednesday 3rd October 2102

Introduction to the module Introduction to NLAP Assignment Guidelines

Jacqui Hitchen LINC Group Room

11.00-13.00 Wednesday 10th October 2012

What is ‘resettlement’? Current policy

Jacqui Pierce LINC Group Room

11.00-13.00 Wednesday 17th October 2012

Resettlement: Multi-agency working

Jacqui Pierce LINC Group Room

11.00-13.00 Wednesday 24th October 2012

On Probation TBC LINC Group Room

11.00-13.00 Wednesday 31st October 2012

Tutor Directed Study Jacqui Pierce LINC Group Room

11.00-13.00 Wednesday 7th November 2012

Feedback/debate Jacqui Pierce LINC Group Room

11.00-13.00 Wednesday 14th November 2012

Models of Rehabilitation Jacqui Pierce LINC Group Room

11.00-13.00 Wednesday 21stNovember 2012

Accommodation and Employment

Jacqui Pierce Stacey Harte

LINC Group Room

11.00-13.00 Wednesday 28th November 2012

Reducing Recidivism Jacqui Pierce LINC Group Room

11.00-13.00 Wednesday 5th December 2012

Resettlement of the Mentally Disordered Offender

Jacqui Pierce LINC Group Room

11.00-13.00 Wednesday 12th December 2012

Resettlement of the Sexual Offender

Jacqui Pierce LINC Group Room

11.00-13.00 Wednesday 2nd January 2013

Resettlement of the Young Offender/female offender

Jacqui Pierce Stacey Harte

LINC Group Room

11.00-13.00

Wednesday 9th January 2013

The Offender’s / victim’s story

TBC LINC Group Room

11.00-13.00 Wednesday 16th January 2013

JH on annual leave Deadline for NLAP 31st October Confirmed session Assessment submission: 21st January 2013