1. Demonstrate key definitions of legislation and guidance associated with public protection policing.
2. Explain a breath of abuse incidents, including but not limited to potential forms of abuse such as digital related abuse (e.g. sexting, revenge porn, grooming).
3. Explore the impact of abuse on a victim, including but not limited to, visible and invisible impact, short to long-term impact, and the cumulative effect of low-level impact.
4. Analyse, discuss and evaluate the impact of MAPPA¿and the use of community intelligence in managing vulnerability.
5. Identify the national drivers for the police service in providing a professional and ethical service to individuals¿who are, or maybe vulnerable, have suffered¿harm or be at risk of harm.¿

Assessment 1: Students will produce an academic poster on a particular area of vulnerability and the police response to it.
Assessment 2: Students will present this poster verbally
Both elements together will address learning outcomes 1-5

Contact hours for lectures/tutorials
13 x 2 hour lectures and workshops introducing the information and developing discussion regarding the course material. 12 x 1 hour tutorials
162 hours of Independent study.
Non-contact time will involve extensive reading of the course material with a view to developing knowledge from recommended reading material to prepare for poster and poster presentation.

Alderden, M. A. and Ullman, S. E. (2012). ‘Gender difference or indifference? Detective decision making in sexual assault cases’. Journal of Interpersonal Violence, 27(1), 3– 22. doi:0.1177/0886260511416465
Asquith, N.L., Bartkowiak-Théron, I. and Roberts, K.A. (2017).¿Policing encounters with vulnerability. Switzerland: Springer.
Baldry, A. C. (1996). ‘Rape victims’ risk of secondary victimization by police officers’. Issues in Criminological & Legal Psychology, 25, 65–68.
Batchelder, J. S., Koski, D. D. and Byxbe, F. R. (2004). ‘Women’s hostility toward women in rape trials: Testing the intra-female gender hostility thesis’. American Journal of Criminal Justice, 28(2), 181–200. doi:10.1007/BF02885871
Blackstone’s Police (2021). Blackstone’s Police. Available at: https://www-blackstonespoliceservice-com.ezproxy.staffs.ac.uk/lice (staffs.ac.uk) (Accessed: 7th January 2021).
Brown, J. and King, J. (1998). ‘Gender differences in police officers’ attitudes towards rape; Results of an exploratory study’. Psychology, Crime and Law, 4(4), 265–279. doi:10.1080/10683169808401760
Brown, J. M., Hamilton, C. and O’Neill, D. (2007). ‘Characteristics associated with rape attrition and the role played by scepticism or legal rationality by investigators and prosecutors’. Psychology Crime & Law, 13(4), 355–370. doi:10.1080 /10683160601060507
Burt, M. R. (1980). ‘Cultural myths and supports for rape’. Journal of Personality and Social Psychology, 38(2), 217.
Campbell, G., Roberts, K. and Sarkaria, N. (2020). Harmful traditional practices: prevention, protection, and policing. United Kingdom: Palgrave Macmillan UK.
Felson, R. B. and Pare, P. P. (2008). ‘Gender and the victim’s experience with the criminal justice system’. Social Science Research, 37(1), 202–219. doi:10.1016 /j.ssresearch.2007.06.014
Lonsway, K. A. and Archambault, J. (2012). ‘The “Justice Gap” for sexual assault cases: Future directions for research and reform’. Violence Against Women, 18(2), 145–168. doi:10.1177/1077801212440017
Page, A.D. (2008). ‘Judging women and defining crime: police officers' attitudes toward women and rape’.¿Sociological Spectrum,¿28(4), pp.389-411.
Page, A.D. (2008). ‘Gateway to reform? Policy implications of police officers’ attitudes toward rape’.¿American Journal of Criminal Justice,¿33(1), pp.44-58.
Page, A. D. (2010). ‘True colors: Police officers and rape myth acceptance’. Feminist Criminology, 5(4), 315–334.
Parratt, K.A. and Pina, A., (2017). ‘From “real rape” to real justice: A systematic review of police officers' rape myth beliefs’.¿Aggression and Violent Behavior,¿34, pp.68-83.
Sleath, E. and Bull, R. (2015). ‘A brief report on rape myth acceptance: Differences between police officers, law students, and psychology students in the United Kingdom’. Violence and Victims, 30(1), 136–147. doi:10.1891/0886-6708.VV-D-13-00035

Module handbook, and lecture and tutorial room equipped with means to fulfil the teaching strategies (PowerPoint¿and other¿visual presentation facilities, OHP, white board).

In recent years there has been a shift in policing towards public protective services (College of Policing, 2020), where one of the primary roles includes assessing for risk and vulnerability. Police training is changing across England and Wales with an increased awareness of the importance of understanding vulnerability and risk.

This module explores and evaluates the complexities in relation to vulnerable people in society, and the implications these can have on policing. The module provides students with an understanding of vulnerability, and the theories and concepts relating to how people can become vulnerable and as a result, victimised. During the module, students explore contemporary vulnerability issues such as families with complex needs, missing persons, prostitution, domestic abuse, sexual offences and mental ill health

The module evaluates evidence-based models of policing to protect vulnerable people, with specific reference to police policies and practices, victim and perpetrator perceptions and mental health. Reference will be made to how vulnerable people are supported by the police and other agencies and how risk is managed. Multi-agency working will be a theme throughout this module, introducing case reviews and the management of offenders.

In recent years there has been a shift in policing towards public protective services (College of Policing, 2020), where one of the primary roles includes assessing for risk and vulnerability. Police training is changing across England and Wales with an increased awareness of the importance of understanding vulnerability and risk.

This module explores and evaluates the complexities in relation to vulnerable people in society and the implications these can have on policing. The module provides students with an understanding of vulnerability, and the theories and concepts relating to how people can become vulnerable and as a result, victimised. During the module, students explore contemporary vulnerability issues such as families with complex needs, missing persons, prostitutions, domestic abuse, sexual offences and mental ill health.

The module evaluates evidence-based models of policing to protect vulnerable people, with specific reference to police policies and practices, victim and perpetrator perceptions and mental health. Reference will be made to how vulnerable people are supported by the police and other agencies and how risk is managed. Multi-agency working will be a theme throughout this module, introducing case reviews and the management of offenders.