Bottoms, A. and Roberts, J. (2010) Hearing the Victim Adversarial justice, crime victims and the state, Willan Publishing: Devon.
Walklate, S. (Ed.) (2007) Handbook of victims and victimology, Willan Publishing: Devon.
Wood, J. and Gannon, T. (2008) Public opinion and criminal justice, Willan Publishing: Devon.
Jewkes, Y. (2010) Media & Crime (Key approaches to criminology) Sage Publications Ltd.: London.

Websites:
Victim Support: http://www.victimsupport.org.uk
The Survivors Trust: http://www.thesurvivorstrust.org/
Women's Aid: http://www.womensaid.org.uk

Online resources:
HMSO (2005) Rebuilding Lives - supporting victims of crime, HMSO: London: http://www.cjsonline.gov.uk/downloads/application/pdf/Rebuilding%20Lives%20-%20supporting%20victims%20of%20crime.pdf

This module will begin by challenging students to contrast the perception and reality of crime. Using secondary data, for example from the British Crime Survey (BCS), they will gauge the prevalence of specific crimes (e.g. white collar crime) and consider the extent to which the media may influence perceptions of crime, victims of crime and criminal justice (including criminal justice practitioners and offenders).

Students will explore the contested nature of the 'victim', and map victim and witness 'journeys' through criminal justice sector. These will be assessed with reference to the policy and legislation designed to support, protect and compensate victims and witnesses of crime.

The impact of crime, and the fear of crime, will be examined from geographical, cultural, and temporal perspectives. They will be challenged to consider the impact of crime on criminals themselves, including the impact of crime on a criminal's social standing, instant gratification and long-term detrimental outcomes. Students will apply victimology theory to real world case studies and evaluate the impact of crime, and the fear of crime, on individuals (including victims of crime, criminals and the families, carers and friends of victims of crime and criminals), communities and societies.

Summative
Display presentation (2,000) 100% Learning Outcomes 1-3

Students will prepare a display presentation (e.g. a poster; a PowerPoint) which includes suitably sourced and referenced images, diagrams and graphically represented data as appropriate. This should describe a chosen type of crime, making reference to statistical and secondary data sources. The presentation should analyse the potential impact of this type of crime on individuals and communities, and consider how the media may influence perceptions about it. It should also consider the policy and legislation measures taken to protect people against this type of crime, and the way in which victims are supported and compensated.

Students will submit supporting materials that evidence their research for and preparation of the presentation. This element should be fully referenced in the Harvard style.

Formative
Students will receive formative feedback from peers and tutors during class-based tasks and discussions. They will also receive formative feedback regarding the assignment during personal tutorials.

The learning strategy for this module requires students to commit 150 learning hours (including assessment). This will include 24 hours of class support and 126 hours of independent and self directed study.

The class sessions will delivered in 8 x 3 hr study blocks, to cover the key aspects of the module content and the type of formative feedback available both through Moodle and the Module Tutor. The summative assessment will also be explained.

Students are expected to regularly engage material on Moodle. This will include reading and undertaking additional research and formative exercises to reinforce the learning. Students will have additional support from the Module Tutor via email and phone.