Month: November 2023

Becoming An Evidence-based Police Practitioner

Author Paul Williamson | Posted on

This week’s blog is written by UWE Bristol Policing programme Senior Lecturer Gary Stephens. Gary served in Avon & Somerset Police as a Detective Chief Inspector prior to joining UWE Bristol where he is the module leader for ‘Becoming an Evidence-based Police Practitioner’ on the Police Constable Degree Apprenticeship (PCDA).

There is general consensus that Evidence-based Policing (EBP) is the development of knowledge, which is shared to inform operational practice. Working together with Avon & Somerset Police we seek to blend the best of policing craft with the science of ‘what works’. This is important because traditional models of policing no longer appear to provide the answers to a lot of current and future policing problems. Having recently attended the Society of Evidence Based Policing (SEBP) annual conference, Gary reflects on the key learning from this event.

Society of Evidence Based Policing (SEBP) annual conference

Over the 9 – 10 November, the SEBP held their annual conference at the College of Policing in Ryton. The SEBP are insiders, they are predominantly police officers with day jobs who are committed to nurturing change from within their organisation by developing knowledge, practice and performance utilising Evidence Based Policing.

Attending the conference were UWE policing staff Associate Director Dr Anne Eason along with Senior Lecturer Gary Stephens. Amongst the over 130 other candidates were representatives from forces and organisations from around the country, and internationally, including Inspector Alecto Shyne and PS Sue Coates from the Avon and Somerset Inspection and Evidence Based Policing Team.

The title of the conference was:

The importance of focus: How can evidence based policing drive precision policing?

The conference was opened by the SEBP Chair T/Chief Constable Alex Murray of West Mercia Police who introduced the variety of speakers delivering presentations over the two days. A consistent theme was the importance of modern policing being data led and optimising the principle of ‘what works’.

The College of Policing are at the forefront in using evidence led policing and Director of Knowledge and Innovation Rachel Tuffin outlined recent developments, most notably the practice bank, which complements the longer standing Crime Reduction Toolkit. The practice bank shares crime prevention and community safety best practice initiatives developed across the country to assist officers in their own local problem solving.

Speakers spoke of subjects ranging from crime satisfaction, focused deterrence to using vetting data to understand the more prevalent characteristics of those who go onto be subject of gross misconduct proceedings. Whilst there was a wide range of speakers there was one consistent theme, the importance of using data to produce a deeper understanding of what works and to utilise this as evidence to inform practice.

So what did we take specifically from the two days?

The material from all speakers was valuable but what we found most interesting is how EBP is constantly developing and how we can all contribute to it. For example, we now know that, under certain conditions, hot spots policing works. One of these conditions is optimising the time officers (or PCSOs) are present in a given hot spot (The Koper curve theory). However, a study in Leicester based on hot spot patrolling areas of potential disorder has developed this principle further. In partnership with the Youth Endowment Fund youth outreach workers were employed to be in hot spot areas and engage with youths to prevent disorder. During this time they sought to engage those youths in diversionary interventions, something EBP tells us works. But to follow Koper’s 12-16 minute rule would not enable them to engage, so the patrols were extended, often in excess of 50 minutes, which allowed them to nurture conversations and engage with potential offenders.

The conference was closed by Professor Lawrence Sherman, the leading architect and proponent of EBP who outlined the need to move from the 3R’s (random patrol, rapid response, reactive investigation) toward the 3Ts (targeting, testing and tracking). As well as reflecting on where EBP was and where it is now he outlined his vision of the next steps for it. As Chief Scientific Officer for the Metropolitan Police he took an active role in an initiative that was recently launched to target the serious amount of violent harm against women and girls in London. With limited resources the police must focus their resources on those who present the most harm. A top 100 list, ‘the power few concentration’ was produced. Having identified the top 100, a key tactic used was application for Sexual Risk Orders. If the application is successful, this order places stringent conditions on subjects. In the short time since this initiative has been running an impressive 85% reduction in offending has been identified.

Professor Sherman suggested that future steps for EBP could be in adopting these principles of ranking and stacking relative risk, and further utilising the principle of the 3T’s, in categories such as repeat burglary, ASB 999 calls, police misconduct and others. If adopted this could lead to what he described as not doing more with less, somewhere policing has found itself in recent years, but doing less with more.

What can you do?  

  • Join the SEBP, it’s easy, just go online and join. You will receive regular e mails of evidence-led studies and initiatives and you will have access to all resources.
  • Look out for the posters around campus with QR codes you can click on to provide direct access to the practice bank amongst other resources.
  • Be that evidence led practitioner – it works! As a practitioner guided by evidence, integrate its effectiveness seamlessly into your daily operations for your specific purposes. Embrace the principles, customise them to your context, and employ them to focus on your objectives. Shift from perceiving it as an abstract concept; it’s increasingly becoming standard practice, and we need to fully harness the principles of EBP in contemporary law enforcement.

Editorial Team

Paul Williamson (Joint Programme Leader & Senior Lecturer); Claudia McCready (Lecturer); Eve Middleton (Tripartite Assessor – Policing); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to contribute as a guest blogger, please contact Police.Blog@uwe.ac.uk

Taking Youth Work Week 2023 as a moment to pause & reflect on our work with children.

Author claudiamccready | Posted on

Welcome to the latest UWE Policing blog, where we’re excited to celebrate Youth Justice Week. At UWE Bristol, we take immense pride in our commitment to cultivating a diverse and expert Policing Programme. As we delve into the important discussions surrounding youth justice, it’s crucial to acknowledge the ever-growing diversity within our teaching team.

This week’s additional blog is written by Claire Bowers in light of Youth Work Week 2023. Claire recently joined us as a Senior Lecturer and brings a wealth of experience and expertise of working in various fields reflecting the real-world complexity of policing in today’s society. With experiences ranging from community policing, probation and risk management to tackling international organised crime, our programme teaching team is uniquely positioned to equip our students with a comprehensive understanding of the challenges and opportunities in modern law enforcement.

As we celebrate Youth Justice Week, we invite you to explore the perspectives, insights, and initiatives shared by Claire.

Shining the spotlight on our staff…

Senior Lecturer, Claire Bowers joined UWE in 2023 having spent an impressive and varied career within the Criminal Justice System. Claire brings extensive experience in crime reduction initiatives, prisoner rehabilitation, and youth justice diversion and preventative work – including specialisms in safeguarding, harmful sexual behaviour and trauma informed working, as a Manager of North Somerset Youth Offending and Prevention Service. Claire is also a passionate advocate for young victims of crime and domestic abuse having managed Avon and Somerset’s Young Victims Service for four years. Claire holds two masters with distinction in Psychology and Criminology & Criminal Justice, and has a varied and expansive teaching career.

This week is Youth Work Week.

This week is Youth Work Week, and so it seems the perfect opportunity to shine a light on the important work carried out with children by the youth work sector, as well as taking a moment to contemplate the current challenges facing children and their families and our approach to working with them.

Blue icon of laptop and internet.

We are living in uncertain times, with the cost-of-living crisis, living through a pandemic and the rise of technology and social media to mention just a few. In their 2022 report, Barnados highlighted the top issues facing young people from a practitioners’ perspective. This included increasing mental health issues and insufficient support, poverty and financial instability, potential exposure to sexual exploitation and online abuse and lack of safety and cohesion in the home.

Blue icon of male. female and girl.

This is a very real threat for children as one in seven will have lived with domestic abuse at some point in their life (Radford, 2011) and domestic abuse related crimes increased 7.7% in 2022 (ONS, 2022). Every generation has its struggles, however, the children of today are facing a unique set of challenges. However, despite these concerns youth services such as youth clubs and youth workers have been cut by 69% since 2010 (Local Government Association, 2023) and children’s services have never been under more pressure. 

Representations

Blue icon of downwards statistics.

Negative representations of young people is commonplace (Guardian, 2004). However, the statistics show that youth crime rates have consistently been in decline for many years (ONS, 2022; ONS, 2023) . Most children are not involved in crime, and those who are, still spend much of their time leading law-abiding lives. Working with children can be challenging at the best of times, however it is a child’s job to push boundaries! Ask any parent coming towards the end of the summer holidays, let alone the police officer who is having to deal with repeated incidents of anti-social behaviour and disrespect. That being said, I am sure we can all reflect back and think of examples of behaviour from our younger selves that we would rather forget.

Working with children requires a specific attitude and skill set. Youth workers often adopt a PACE approach (Hughes, 2006). Standing for playfulness, acceptance, curiosity, and empathy, the focus is on building rapport and high-quality relationships. Maturation of the brain is not accomplished until 25 years old (Arain et. al, 2013).

The law is clear. The term ‘child’ is preferred practice for any young person below the age of 18 (CPS, 2023). A young person may well look and act as if they are an adult, but they are not and we must not treat them as such. Children that do come to the attention of the youth justice system should be seen as children ‘first’ and ‘offenders’ second” (CPS, 2023). This recognises that children may make mistakes, but this should be viewed through a rehabilitative lens, rather than a punitive one. Research outlined in the The Punishing Abuse report (Chard, 2021) argue that 9 in 10 children in the youth justice system are known or suspected to have been abused, with 7 in 10 having lived with domestic abuse (MOJ, 2013). Over 60% of people in youth justice estate have difficulties with speech, language or communication (Gateshead Council, date unknown).

Icon of 5 hands touching

Youth work emphasises education, mentorship and support to help guide children away from criminal behaviour and contribute to their positive development. The primary focus is on prevention, diversion and early intervention to avoid criminalisation of children.

What can we do to support young people?

So what can we do to support young people? In their book “the power of showing up” Dr Daniel Siegel and Dr Tina Bryson outline 4 fundamental needs for children. First children need to feel ‘safe’.  When children feel unsafe, they are not able to access their upper ‘thinking’ brain. They go into survival mode. Children who have experienced trauma may already be hypervigilant and struggling to self-regulate, having learned to always be on the lookout for danger. Once they know that they are safe, the young person has access to more resources to enable them to cope and manage their behaviour. Tone of voice and body language is key. Anxiety will be reduced by slow movements and a gentle voice.

The second factor is being ‘seen’. In children, behaviour is communication and language matters. Being curious about what is happening for a young person and viewing them through a trauma-informed lens helps us to help them. Are they ‘not engaging’ or do they simply not feel safe enough to engage?

‘Soothed’ is the third need and this is based on the adult- child interaction. Children need to learn how to self-soothe through modelling by adults. Letting children know that we are there for them and we want to connect with them is fundamental. This can be achieved through being calm, actively listening to them, showing empathy and offering strategies for ‘brain breaks.’ The final ‘S’ is ‘secure’. This means showing up for the child and being a ‘safe base’. It can take time for a young person to trust, especially if they have learnt that people let them down. Youth workers show reliability by agreeing a time and place to meet and ensuring that they are there every week, even if the young person is not. Over time, trust can be established and meaningful interactions can take place.

Blue icon of footprints.

It sounds like a cliché (or the lyrics from a famous song) but children literally are our future. Whilst youth work week specifically recognises and celebrates the achievements of youth workers in particular, these are not the only people that have an impact on a young person’s life. Police, teachers, social workers, and doctors to name but a few, all leave footprints on a young person’s journey. We all therefore have a responsibility to consider what type of imprint we want to make.

I will leave you with the words of trauma specialist, Dr Karen Treisman (2020):

“Every moment and interaction can be an intervention…can be change agents…Every moment has the potential to open a door or to close a door.”

Dr Karen Treisman, 2020.

Helpful Resources

Arain, M., Haque, M., Johal, L., Mathur, P., Nel, W., Rais, A., Sandhu, R., & Sharma, S. (2013). Maturation of the adolescent brain. Neuropsychiatric disease and treatment, 9, 449–461. https://doi.org/10.2147/NDT.S39776

Hughes, D. (2006). Building the bonds of attachment: Awakening love in deeply troubled children. Oxford: Jason Aaronson

National Youth Agency – Youth Work Week 2023

Editorial Team

Paul Williamson (Joint Programme Leader & Senior Lecturer); Claudia McCready (Lecturer); Eve Middleton (Tripartite Assessor – Policing); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to contribute as a guest blogger, please contact Police.Blog@uwe.ac.uk

Other Blogs

Guest blog by Tom Andrews: Reflections on the Degree Entry Route into Policing

Author Paul Williamson | Posted on

Introduction

In the ever-evolving landscape of police education, it is crucial for policing professionals, academics, and aspiring officers to gain a deeper understanding of the current and emergent trends.

This year, I had the privilege of meeting Tom at the Policing Education Conference at Liverpool John Moores University and he graciously agreed to contribute a blog post for UWE Bristol. Tom is a lecturer in Policing at Derby University and in this blog shares a personal perspective on his own educational and professional journey which offers a valuable reflection on the past, present, and future of police education.

As we navigate the shifting landscape of the Police Constable Entry Routes and new ‘optimisation curriculum’ it is imperative to consider the significance of continuous learning and how education can empower police officers to make a meaningful difference in their communities.

Tom’s blog provides a thought-provoking insight and valuable lessons for both those entering the profession and experienced officers seeking to enhance their skills and knowledge through the ‘Top Up’ degree at UWE Bristol (featured in a recent blog). It is a testament to the importance of building bridges between academia and the real world of policing, creating a network of professionals dedicated to advancing the field through education and innovation.

Over to Tom…

Tom’s reflections

I’m honoured to have been asked to complete this guest contribution to the UWE Policing Blog, after chatting with several of the excellent lecturers there. I’ve written quite a bit on both PoliceProfessional and PolicingInsight around my thoughts of the Police Entry Qualifications Framework (PEQF) aka the degree entry routes into policing. I wanted on here to do something different, and to share my own journey with those entering or undertaking the current entry routes, with my reflections. Like any good reflection, I will be framing this around a recognised model, and my personal favourite is Rolfe et al.’s (2001) model, both for its simplicity and requirement to look forward.

Tom Andrews – Lecturer in Policing at the University of Derby.

What?

I joined the police in 2008 (with a pre-existing degree in History) under an IPLDP+ scheme, during which I undertook the majority of my training at my force headquarters, but attended a local further education (FE) college once or twice a week in uniform but with no PPE or radio etc. There we would learn the more theoretical side of policing such a criminology, while we learned the legislation and policy aspects at force training school. Looking back, the learning delivered by the professional educators was by-and-large far more engaging than that delivered by training school; where the legislation was simply learnt by wrote. I even vividly remember (in the very early days of social media!) making comment about the boring training school aspect on Facebook, and receiving suitable words of advice from the training school sergeant…

After the initial six months classroom-based (force and college) learning, we would regularly return every three months or so for a week’s additional input from the college. During these weeks we were set essay and presentation assignments to write in our own time (no protected study leave at all). We also had a SOLAP to complete (FOC’s in today’s terms), where we had to write all the reports ourselves. No doubt this method of learning sounds very familiar to those of you reading this! That is a key reason why I am particularly vocal about maintaining the current routes, as they don’t represent a radical departure from some of the old ones!

I ‘graduated’ training with a Foundation Degree in Policing (at level 5, equivalent to finishing two years of university); with an option to pay for a further year’s study at our own expense, to complete a full degree in Criminology and Policing. (I didn’t take this up as I had a degree already and didn’t have the money to pay.)

So What?

At the time of my initial learning (I specifically don’t use the term training, as the FE college input took it beyond that into education / learning) and for long after, I simply couldn’t see the value or purpose of the FE input at all. I spent five years on response, where indeed the need for that wider knowledge around criminology and crime prevention was very limited. This was even more true at that time at the height of target-driven policing based around arrests and detections – at most it may have helped me classify some D&D’s as Section 5’s to gain a bonus detection.

It was when I applied for a job on neighbourhoods that some of my previous learning came from the dark recesses at the back of my head. Vague rumblings about a triangle for problem analysis, stemming from a problem-solving model with a girls name – yes, you guessed it, SARA and PAT! I dug out my old lecture notes (yes, I’d kept them in my loft, I know…) and brushed up on various aspects of criminology and crime prevention that might be useful for neighbourhood policing. I beat a field of several candidates at interview to land the job, and it was here, using my regained knowledge of criminology and specifically problem-solving, that I can honestly reflect on and state confidently, was where I had the most impact on society during my career. I didn’t just rush to jobs and put sticking plasters on situations as I had on response. I actually not only identified, but solved problems that were causing real issues to my local community.

My two most notable examples are using brand new powers (for 2014) under the Antisocial Behaviour, Crime and Policing Act 2014 to issue Community Protection Notices to a local Urban Street Gang who were continually loitering on one street creating misery for the residents, and thereafter never seeing them again. Secondly, using the same pioneering powers, combined with obscure sections of the Misuse of Drugs Act 1971 and crucially partnership working powers with Trading Standards, to execute warrants and seize and ultimately destroy tens of thousands of pounds worth of so-called ‘legal highs’ or new psychoactive substances; several years before they were made illegal. This latter operation saw me gain attention from police forces nationwide, and had the College of Policing’s ‘What Works’ centre or Going Equipped journal existed at this time, would have been written up on there. Neither of these I believe would have been possible without use of SARA and PAT, and the associated learning around multi-agency working I had undertaken at college.

Now What?

For various reasons I left the police in October 2020 as a sergeant on response. I loved the role, having responsibility for supervising other officers and making decisions. The part I loved the most however was developing those on my team – arranging training, attachments, and supporting applications for other departments for where they could make best use of their talents. I would also regularly take the various team members out with me on patrol, hosting informal one-to-one’s and also sharing some of my policing knowledge and experience. I even supervised three of the country’s first PCDA officers so learnt well the demands that operational and educational expectations place on them.

I ultimately realised that I preferred this part of the job to the actual policing part, whilst simultaneously recognising – through personal, local and national reasons – that policing was not in a healthy place. I wanted to be a part of that change. I therefore took a job up as a lecturer delivering the PEQF to new recruits. It was only a few weeks into the role that I realised that had I been taught half as much as new PEQF recruits were getting, I could have been an infinitely more effective officer. Ideas such as ‘vulnerability’ were only just being introduced into operational policing and I’d certainly never had any training on it. I had never heard of Adverse Childhood Experiences; I wasn’t aware of things such as cognitive biases and heuristics; I knew how to do a stop and search but not the impact the tactic has on various communities; and so on and so forth. What other departments did was largely a mystery to me and I certainly didn’t have opportunity to go on attachments to them.

I was initially sceptical of the PEQF, especially as an operational supervisor, but the more I have come to know about it and be involved in it, the more I passionately believe in it and advocate it from the mountain-tops. Are the current routes absolutely right? Of course not. Is going back to a pre-degree requirement a good move? Absolutely not. I’ve recently done two research studies with PCDA students and the general public that demonstrate that. And, as outlined, what does that even mean anyway – I’d rather have had a recognisable degree than a Foundation Degree, that even I don’t really understand what it means.

Editorial Team

Paul Williamson (Joint Programme Leader & Senior Lecturer); Claudia McCready (Lecturer); Eve Middleton (Tripartite Assessor – Policing); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to contribute as a guest blogger, please contact paul.williamson@uwe.ac.uk

‘Movember’ – Shining a light on Men’s Mental Health

Author claudiamccready | Posted on
Outline of a cartoon moustache

This week’s blog has been written by Senior Lecturer Carly Lawrence, who was inspired by the upcoming ‘Movember’ campaign. Carly hopes to shine a light on Men’s Mental Health, offering some signs to look for, linking some of the support open to those struggling or looking to help their loved ones. Carly also shares details on upcoming challenges aimed to get us all talking about the important subject of Men’s Mental Health.

‘Movember’ in November

As we welcome November, with the days seemingly getting shorter & the nights longer, sometimes it feels as though we are living in the dark. Those working shifts may feel this more and it is important that we take the opportunity to shine a little light where we can.

November importantly brings Bonfire Night, the beginning of the countdown to Christmas but, perhaps more poignantly, it also brings Men’s Mental Health Month.

Outline of a stickman

It’s a topic that should not be a taboo; 74% of suicides in England and Wales – that’s nearly 3 of 4 – happen to men (ONS, 2021). This makes suicide the largest killer of men under the age of 50 (Campaign Against Living Miserably, 2023). It is time that the stigma associated with talking about mental health in men to be removed. It is time to support each other.

There is no getting away from the sad fact that the above figures only involve cases that come to the fore. With so many incidents unreported, this may be linked to the stigma surrounding mental health in men.

With phrases like ‘men don’t cry’ still unfortunately prevalent today, and historic views about masculinity and the expectation of men to be strong and resilient equally as significant, does that suggest that mental health struggles make men weaker? Or would talking about the issues impacting men, helping those seek support – whether for depression, stress, anxiety – actually make them stronger?

Everyone has a role in making change, so let us seek to show those men in our lives that we support them and do not want them to suffer in silence as so many often do.

What to look for?

Image of rocks piled on top of each other

There are many factors that impact men’s mental health which we need to understand better. The factors of course will vary from man to man; from relationship break downs, workplace pressures, physical health problems, exposure to trauma, unemployment, and in today’s climate financial pressures. This list is of course not exhaustive but starts to paint a picture of how day-to-day life can have an impact. It’s important to remember that it’s not always those big moments that cause a decline in mental health but can be lots of smaller stressors that can build.

When we consider some of these factors, is it any surprise that police officers are and can be often significantly impacted by mental health problems? Collectively officers had 571,000 days off in 2022 due to their mental health, that’s the equivalent of having 1,600 less officers a year (Police Federation, 2023). Between 2011 – 2021 we lost 157 male officers from all ranks, and 20 female officers, to suicide (ONS, 2022). It is as important as it has ever been that we stand united and supportive of each other in these moments.

Each and every one of us plays a key role in supporting those men in our lives – whether that be friends, family, partners or colleagues  – but in order to provide that support we need to be able to recognise some signs.

The NHS state that those experiencing mental health problems may exhibit the following signs:

  • Increased irritability
  • Disturbed sleep or sleeping more than usual
  • Becoming anxious
  • Becoming forgetful
  • Avoiding situations
  • Change in eating habits (eating more or less)
  • Lack of concentration
  • Headaches and/or dizziness

So how can we help?

Picture of Senior Lecturer Matt Gaunt from 2022 with his attempt at 'Movember', raising money for Bowel Cancer.
Matt Gaunt’s 2022 ‘Movember’ in support of Bowel Cancer charities.

There are several support agencies who can help with understanding how best to support those struggling, we’ve listed some below.

That said, here are some suggested things that you can do to show support; Let them know you’re there to listen to them without judgement, remember someone who is experiencing mental health problems may find it hard to reach out, so try to keep in touch. A text message or a phone call could make a big difference. If it’s the right time, then help get them help.

The Police Federation England and Wales (PFEW) are showing their support by taking part in MOVEMBER.  You can show your support along with the PFEW for Movember in a number of different ways, whether that is by growing a showstopping moustache, arranging some fundraising events that encourage social and mental wellbeing, donating to a great cause (link below) or just talking openly about men’s mental health –  every little bit helps.

Outline of male walking

The campaign recognises that globally 60 men an hour take their own lives – that’s a man a minute. In recognition of this, members are being encouraged to walk the same number of kilometres (60km) over the course of November. This will not only show support but aide your own mental health with exercise shown to improve mental wellbeing.

The Movember site gives some ideas and challenges, along with the opportunity to compete head-to-head with fellow colleagues in the Emergency Services, friends, family or strangers & it’s all in the name of charity.

A reminder from 28 times Olympic Medal winner:

‘We’re supposed to be this big, macho, physically strong human beings [but] this is not a weakness, we are seeking and reaching for help.’

Michael Phelps, 2018.

Links to support

Oscar Kilo are running a Wellbeing of investigators week of action between 13th – 17th November. Find out about their sessions here.

Link to the Police Federation of England and Wales’ Movember fundraising page: Movember – Team.

Editorial Team

Paul Williamson (Joint Programme Leader & Senior Lecturer); Claudia McCready (Lecturer); Eve Middleton (Tripartite Assessor – Policing); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to contribute as a guest blogger, please contact paul.williamson@uwe.ac.uk

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