Author: Claire Bowers

Bringing Vulnerability to Life: Transforming Police Learning Through Immersive Hydra Simulation at UWE

Author Claire Bowers | Posted on

In this week’s blog, Claire Bowers, Senior Lecturer at UWE, reflects on an innovative collaboration with UWE’s New Wave Agency to enhance simulation-based learning about vulnerability for Year 2 students on the Police Constable Degree Apprenticeship (PCDA). The project has produced highly positive outcomes, demonstrating the value of experiential learning in policing education.

Claire has over 20 years experience across safeguarding, criminal justice and education and is now based within the Social Work team in the School of Health and Social Wellbeing at UWE. Prior to this role, she was a Senior Lecturer in Policing and module leader for Investigating Vulnerability and Risk.

Why Vulnerability Matters to Every Officer

The National Vulnerability and Public Protection Strategy (2025) states that “vulnerability and public protection is everyone’s business” reflecting the understanding that recognising vulnerability, safeguarding victims and disrupting exploitation are essential responsibilities shared across all areas of policing. Vulnerability has evolved from a specialist safeguarding concern to a central organising principle of contemporary policing, with issues such as domestic abuse, county lines offending and modern slavery generating substantial policing demand and requiring coordinated safeguarding and enforcement responses.

Vulnerability is a core theme throughout the Police Constable Degree Apprenticeship (PCDA) at UWE.

The Year 2 ‘Investigating Vulnerability and Risk’ (IVR) module builds on Year 1 learning, deepening critical reflection and understanding of vulnerability-related harm through research, policy and practice. Student officers also examine new complex areas such as cyber-enabled crime, counterterrorism and radicalisation, while developing the skills to identify, assess and manage vulnerability through evidence-based policing and trauma informed perspectives. The module culminates in a ‘Hydra style’ simulation exercise, consolidating the learning and based on the facts of a true case.

HYDRA is the multi-agency decision-making simulation system developed for emergency services and public sector leadership training.

The name ‘Hydra’ is linked to the mythological Hydra; the many‑headed serpent from Greek mythology. The idea is that complex incidents present multiple, interconnected problems at the same time. Much like the many heads of the mythical Hydra, as you deal with one issue (or ‘head’ for the purposes of the analogy) others then emerge which also need to be carefully managed!

Hydra; the many‑headed serpent from Greek mythology.

Chernikova et al. (2020) clearly identifies the positive effects that simulation-based learning can have when utilised within higher education. Drawing upon Kolb’s (1984) experiential learning theory, simulation enables learners to develop knowledge and skills through active participation and reflective practice. Recreating policing incidents in this way offers a safe learning environment in which learners can apply theory to practice, develop decision-making skills, and learn from mistakes without the risks, costs, or resource implications associated with real-world incidents (Whitcombe et al. 2025).

During the IVR Hydra session, student officers receive information relating to a family, following concerns raised by a neighbour regarding suspected domestic abuse. The case unfolds in real time, requiring officers to gather information, complete investigative tasks, develop intelligence, and make critical decisions under pressure. Student feedback on the original scenario noted that it was useful, but lacked in realism.

Claire Bowers- UWE Senior Policing Lecturer:

“As module leader, I wanted to enhance the learning experience; moving away from written intelligence reports and witness statements; towards recorded victim and witness accounts, email screenshots and teams meeting updates. I wanted a more realistic simulation experience for the student officers.”

Enhanced resources would enable officers to engage with evidence in a more authentic way, mirroring the information-gathering processes used in operational policing and creating a more immersive learning environment.

Photo shows Claire Riecol and Martin Fox as Police Officers during an online ‘Teams meeting’.

The Evolution of the Hydra Exercise: Authentic Simulation Through Collaboration

Alongside achieving our core aims, we were keen to create meaningful opportunities for UWE students and support emerging creative talent. We therefore secured a budget to work with Anneliese Paul, Director of the New Wave Agency (and UWE Lecturer in Experiential Learning) who recruited a fantastic team of Film Making and Media Production students to work on the project.

New Wave Creative Agency at UWE Bristol’s School of Arts is designed to secure equitable access to professional freelance jobs and networks for students and recent graduates.

The production team consisted of the Producer; Madeline Jeffs (who was also Director Assistant, Editing Assistant and Camera and Sound Assistant), Eloise Hillsdon as Script-writer, Camera & Sound and Director Assistant, and Zuva Mutambasere, who was Script-writing Assistant and Editor. They approached the work with professionalism and enthusiasm, recognising the importance of creating a realistic learning experience for student officers.

Left photo shows Madeline Jeffs (Producer) and Eloise Hillsdon (Camera & Sound). Right photo shows Madeline Jeffs (Producer) and Eloise Hillsdon (Camera & Sound), Lauren Costello (Jane) and Claire Riecol (Police Officer).

We worked closely with the production team as they advertised for and casted actors to portray the key individuals involved in the case. Detailed scripts were developed and a series of filmed episodes were produced during March; with filming taking place both on location and within the Frenchay Simulation Suite at UWE Bristol.

From left to right: Madeline Jeffs (Producer), Claire Riecol (Police Officer), David Catt (UWE Senior Policing Lecturer and original author of the Hydra consolidation exercise), Charlie Downes (Mike), Eloise Hillsdon (Camera & Sound) and Martin Fox (Police Officer).

Several of the actors had previous policing experience, which proved invaluable in ensuring the scenarios reflected the realities of police practice.

The cast included Claire Riecol and Martin Fox as Police Officers, Lauren Costello as ‘Jane’, Charlie Downes as ‘Mike’ and Eiri Davies as ‘Amy’. Their insights helped shape dialogue, behaviours and investigative interactions, contributing significantly to the authenticity of the final product.

The overall commitment of the cast and production team resulted in a series of high-quality recordings, and the finished product is something of which we are all extremely proud.

Photo shows Martin Fox and Claire Riecol (Police Officers) and Eloise Hillsdon (Camera & Sound)

The first delivery of the exercise using the new resources took place in April and the introduction of Blackboard Ultra added to the interactive style of delivery. Information and evidence was released dynamically as the scenario unfolded, and interactive discussion boards further enhanced the immersive nature of the experience.

The session ended with a debrief from UWE Senior Policing Lecturer David Catt, the detective responsible for the original case upon which the exercise was based. Student officers were very positive about this:

“Dave’s input at the end and detailing rationale was so helpful. It was really interesting to hear about the actual case and how he questioned himself during his decision making. It really brought it and the learning to life.”

Since then, we have delivered the new and improved Hydra exercise to two separate cohorts of student officers and are delighted to report that the feedback has been overwhelmingly positive!

This word cloud shows the words used by students to describe the exercise. These included “engaging”, “enjoyable”, “effective”, “helpful”, “useful” “interesting”, “insightful” and “fun.” The larger the word appears, the more frequently it was used by students.

The feedback suggests that the new Hydra exercise was highly successful…

95% of students reported that they enjoyed the “innovative approach to learning” and over 90% “really enjoyed” the activity. 77% felt that the resources were “realistic and reflective of real policing practice”.

Comments made by students include:

“I thoroughly enjoyed it, one of my favourite days!”

“It was very realistic to real-life scenarios…”

“Fantastically taught! Genuinely quite realistic considering we’re in a classroom.”

“I really enjoyed not knowing what was going to happen, having to react and make decisions to the information as it was given…”

“It was a visual and interactive way of learning and consolidated everything we had learnt from the module…”

“It really got me thinking about decision making and safeguarding from a new light…”

When asked what the “most helpful learning” from the input was, students gave the following answers:

“It showed me how important trauma- informed policing is…”

“It helped me think about how to deal with CSE cases, making sure I look at the bigger picture when dealing with incidents…”

“It really highlighted the importance of ‘good’ decision making and different ways of thinking around problems…”

In Conclusion…

The feedback clearly demonstrates that the investment in developing authentic, scenario-based learning resources has had a significantly positive impact on student engagement and the perceived quality of the learning experience. By combining professional-quality video resources, realistic decision-making challenges, and interactive delivery through Blackboard Ultra, we have created a learning environment that more closely mirrors the complexities and pressures that officers will encounter in operational policing.

It is a resource that can now be adapted and incorporated into other aspects of the policing programmes to help educate around issues of vulnerability, better preparing future officers for the challenges of modern policing.

Eve Smietanko- UWE Senior Policing Lecturer:

“I used the new Hydra exercise on Wednesday with my year two Police Constable Entry Programme students and it was incredible! Having the actors made all the difference and a lot of the students mentioned in the end of module evaluation, stating it was one of their favourite parts of the module.”

Photo shows body worn camera footage of Eiri Davies, cast as Amy.

In Gratitude…

These positive outcomes reflect the collective effort that underpinned the project. This project truly was a team effort and a great example of cross college collaboration within UWE. Special thanks go to Peter Clegg, Head of the School of Social Sciences and Anne Eason, Associate Director of Policing, for supporting the funding bid from the outset and helping us secure the resources needed to bring the project to life.

We are also extremely grateful to the New Wave Agency production team and Anneliese Paul, as well all of the actors who gave their time, energy and expertise to the filming process. The realism and professionalism recognised by the students officers are testament to the high standard of work produced by the New Wave student production crew and actors, whose creativity, technical skills and commitment were instrumental in bringing the exercise to life.

Particular thanks go to David Catt, whose original vision and inspiration for the session laid the foundations for what the Hydra exercise has become.

Finally, a huge thank you must go to the lecturers who make the day possible.

Delivering the Hydra exercise is staff-intensive and requires considerable planning, coordination and facilitation, but the impact on student learning makes it more than worthwhile.

Photos shows Madeline Jeffs (Producer) and Eloise Hillsdon (Camera & Sound), Lauren Costello (Jane) and Claire Riecol (Police Officer).

Some Final Words from the New Wave Student Production and Filming team:

We will end with some final reflections from the New Wave Student Production and Filming team about their experiences of working on the project, which for most, represented one of their first commissioned professional productions:

Maddy Jeffs- Producer and Director Assistant:

“I really enjoyed the process! It was a unique and completely different approach to filmmaking. Because the scenarios were based on real-life policing, it was important to us to get every detail right. We were keen to cast actors with relevant experience to ensure the performances felt genuine and authentic, allowing scenes to feel less scripted and truer to life. The collaboration between the actors and crew was invaluable, particularly when it came to how people would realistically speak and behave. We thought carefully about the subtle clues officers would need to pick up on, from non-verbal communication to facial expressions, to create something as realistic and impactful as possible.” 

Eloise Hillsdon- Camera & Sound and Director Assistant:

“I learned so much about policing and just how complex the job really is. It was a great experience to write scripts based on real-life situations rather than pure drama. Knowing that the materials we produced could have a genuine impact on police officers’ decision-making, and may even help save a life one day, made the project especially meaningful.”

Zuva Mutambasere- Script-writing Assistant and Editor:

“I really enjoyed the team experience. It was a truly collaborative process, with everyone bringing their own ideas and expertise to create something meaningful together.”

References

Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., and Fischer, F. (2020) ‘Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90: 499–541.

Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. NJ: Prentice-Hall.

Whitcombe, D., Pepper, I., Baty, P., Bullen, E., Davies, A., Jessop, S., Vickery, J. and Whistance, R. (2025) ‘Simulations for police learning: an opportunity for standardised simulation design.’ Policing: A Journal of Policy and Practice, 19.

If you would you like to learn more about this project, please contact Paul.Williamson@uwe.ac.uk as Year 2 Programme Lead on the PCDA.

Editorial Team

Paul Williamson (Editor-in-Chief), Claudia McCready (Lecturer), Claire Bowers (Senior Lecturer), Eve Smietanko (Senior Lecturer) and Ian Lowe (Senior Lecturer).

Raising the Bar for Young People

Author Claire Bowers | Posted on

This week’s blog is written by Sarah Williams, Associate Director in Policing at UWE Bristol. In this article, Sarah reflects on an inspiring initiative aimed at widening participation both within higher education and across professional pathways. Brought to life at UWE by Kane Allen, Programme Leader in Primary Education, the initiative highlights the power of targeted outreach in raising aspirations, building confidence and providing practical insight into routes into university.

Initiatives like this help ensure that talent is recognised and nurtured, by creating inclusive spaces where students can see themselves represented, ask questions without judgement and explore opportunities that may previously have felt out of reach. This is particularly important in professions such as policing, where trust, understanding and representation are essential to serving communities effectively.

Author: Sarah Williams

In 2023, UWE launched ‘Raise the Bar’ – an outreach event outreach event for Black, Brown and Asian students who may be considering higher education but who may also face additional barriers to transition. Introduced by the School of Education and Childhood, Raise the Bar has now engaged well over 400 young people and is continuing to grow. This year, Policing is proud to have supported this fantastic event. 

On February 3rd 2026, 150 students from St Mary Redcliffe and Temple Sixth Form, Fairfield, Montpelier, St Brendan’s, John Cabot, Bristol Cathedral, Redland Green and Cotham School attended UWE Frenchay campus. Starting with a session aimed at raising and addressing barriers to higher education, the students also had a tour of the campus, taking in Future Quest and attending a Graffiti workshop.  

Across the day, students threw themselves into a brilliant range of activities, including music, cookery, finance, robotics, and art. 

About 70 students attended the Policing, Criminology and Forensics workshop in UWE’s simulation suite. This included a presentation about the programmes of study available, guidance on how to apply, and tips on how to understand and investigate crime and manage a crime scene. They then had the opportunity to practice their skills by investigating and processing a crime scene staged in the simulation rooms. 

A great time was had by all, with many of the students reporting it as the “highlight of the day.”  

UWE is committed to inclusive and widening participation in higher education and this great example of outreach shows how seriously UWE takes its position as a local gateway to our young people’s future. 

We look forward to welcoming some of these students onto our programmes in the future and hope that their enjoyment of the day really does raise the bar. 

Editorial Team

Paul Williamson (Editor-in-Chief), Claudia McCready (Lecturer), Claire Bowers (Senior Lecturer), Eve Smietanko (Senior Lecturer) and Ian Lowe (Senior Lecturer).

Standing Against Racism & Inequality

Author Claire Bowers | Posted on

Author: Micah Hassall

This week, we are proud to share this insightful blog post about Stand Against Racism & Inequality (SARI), an organisation whose contributions have been invaluable to our Policing programme. Their sessions play a vital role in helping students understand the complexities of hate crime, discrimination, and the deep, lasting effects these issues have on individuals, families, and communities. 

For policing students, this learning is more than simply theoretical, it is foundational to professional practice. Future officers must be able to recognise when hate crime manifests, respond with fairness, transparency, and empathy, and demonstrate positive action that upholds community safety and public confidence. Every interaction an officer has, especially in the context of hate and discrimination, contributes either to building trust or eroding it. 

There have been overwhelmingly positive responses from Police students within the PCDA programme and DHEP:  

“The SARI team are great! They understood things from different perspectives and gave me real insight into hate crime and its effects on victims. It was a great input and I think it was needed. It was eye opening and good to learn about discrimination.”  

SARI’s work equips future officers with the insight needed to challenge discriminatory behaviours, support victims compassionately, and understand the wider societal contexts in which hate crime occurs. Their teaching reinforces the core values that underpin ethical policing in the UK: legitimacy, justice, equality, and procedural fairness. 

In the year ending March 2025, there were 115,990 hate crimes recorded by the Police in England and Wales (excluding the Metropolitan Police Service). This is a 2% increase compared with the previous year (Home Office, 2025).

Below, you will find short responses from SARI team members who have been interviewed about the challenges faced by victims, the barriers to reporting, and the crucial role that policing plays in response and prevention. The team’s insights capture their lived experience of this important work and the lessons they believe future police officers should take forward. 

What does SARI’s mission mean ‘in practice’ for communities in Bristol and beyond? 

We see our mission as combatting racism and inequality in all its forms; through support, education, and advocacy.

We strive to create a society where everyone, regardless of their background, is treated with dignity, respect, and fairness.

In practice, this means that people have a trusted and safe space to turn to when they experience hate, and that there is an organisation which is by their side in the fight against hate. We have been doing this work for over 30 years.

What does a ‘day in the life’ look like for someone working at SARI? 

Our Project Workers provide a free casework service to victims of hate crime and hate incidents. They offer to see clients at their homes or at a place of their choice and will draw up a support plan for each person they work with. This may include speaking to the client’s housing provider, going into a school on behalf of a young person, or liaising with the police. Project Workers will also chair multi-agency meetings, ensuring that hate and the impact it is having on their client is high on the agenda. 

A great deal of time will be spent on the victim’s caseload, working with them as they navigate the aftermath of the hate experience, and ensuring they are regularly kept up-to-date with how their case is progressing.  

Each interaction will be different, but the aim is always the same; ensuring clients feel heard, validated, and supported.

Our Training and Education department, along with members of the casework team, work to raise awareness of hate and the impact it has, delivering sessions to schools, organisations and agencies, including the police. These sessions aim to build understanding around how to recognise and respond to hate.  

What are the most common challenges individuals face when reporting hate crime or discrimination, and how does SARI support them? 

There are numerous issues that people face when reporting hate or discrimination. This is why our support is so important, because it gives victims a safe space to be validated by people who understand the impact of hate.  

One of the biggest challenges is the fear that they won’t be believed, or that their traumatic experience of hate will not be taken seriously.

 There can also be a lack of trust in institutions, such as the police, amongst some of the communities we work with, especially if they have had poor interactions with them in the past, or if the hate has come from within the police. In these cases, we do the reporting on their behalf, and work with them so that by the end of their time with SARI, they feel empowered and confident to report themselves.  

What misconceptions about racism or hate crime do you encounter most often, and how do you challenge them? 

There can be a lack of awareness around different cultures and communities, which then influences the bias that someone may have regarding an another person’s behaviour. We challenge this through our training, where we speak about misconceptions. 

What role does educating police students at UWE play in preventing hate crime, and what initiatives does SARI offer? 

We believe that education is fundamental to the work that we do here at SARI. Promoting social cohesion and the understanding of communities from diverse backgrounds is inherent for a better, more just society.

We feel it is essential that people with influence and power, who work with some of the most vulnerable people in our communities, understand the challenges and barriers that they face on a day-to-day basis. 

A lot of the work we do here at SARI is around the Equality Act 2010 and the sessions that we deliver to the police students at UWE is mostly based on lived experience.  

We offer a free casework service to any person who perceives that they have been targeted with a hate crime or a non-crime hate incident due to one of their protected characteristics. 

We also deliver training and education sessions to schools, colleges, organisations, and agencies, raising awareness of the impact of hate and how to respond to it. We attend strategic and multi-agency meetings, holding agencies to account and exploring trends of hate crime and non-crime hate incidents to ensure that we are where we need to be.  

What advice would you give to someone who witnesses or experiences a hate crime or incident? 

If it is an emergency, please call 999. If you are a witness of, or a victim of a hate incident, we encourage you to report it to SARI and to the police. We have compiled a useful resource for people if they encounter hate. 

Banner taken from the SARI website

How do you make a referral to SARI?  

You can make a referral via our website or by calling us on 0117 942 0060.  

We also run an out-of-hours service where you can leave a message, and someone will get back to you.  

What is SARI’s vision for the future? What changes do you hope to see in the next five years? 

It sounds cheesy but, we would like to see people be kinder to each other, respect and value difference. At the moment it feels like there is so much division, which is playing out in day-to-day interactions and seriously impacting how safe and welcome people feel in our communities. 

Practically, we would like to see tackling hate crime and incidents become a statutory duty in line with domestic abuse.

Hate has such a devastating impact across our communities, leaving people afraid to go out of their houses, go to school, live their lives and in the worst-case scenarios, hate crime kills.

 It is therefore imperative that hate crimes are addressed with the gravity they demand. 

Thank you so much to the team at SARI for providing these valuable insights. Your work continues to be a vital part of their learning journey, and it’s a privilege to have you involved in the Policing programmes at UWE.

To end this blog, we would like to leave you with some feedback from the lecturing team, reflecting student comments and the experiences that they have shared with them:

“I just wanted to say a sincere thank you for the sessions you delivered yesterday. Your input was incredibly valuable, and the impact on our students was clear and deeply appreciated.”

“The feedback from your session was especially positive, students spoke highly of the relevance, openness, and the opportunity to engage with such important and challenging topics.”

If you would like to learn more about SARI and what they do, you can visit their website at SARI – Stand Against Racism & Inequality.

References

Home Office (2025) Hate crime, England and Wales, year ending March 2025. Available at: https://www.gov.uk/government/statistics/hate-crime-england-and-wales-year-ending-march-2025 (Accessed: 6 March 2026)

Editorial team

Paul Williamson (Editor-in-Chief), Claudia McCready (Lecturer), Claire Bowers (Senior Lecturer), Eve Smietanko (Senior Lecturer) and Ian Lowe (Senior Lecturer).

Reflective Practice in Police Training

Author Claire Bowers | Posted on

“Reflection is one of the most underused yet powerful tools for success.” – Richard Carlson

Many of us have fresh goals and ambitious plans as we step into the new year. However, before we race ahead, there is immense value in pausing to look back. Reflection isn’t just about remembering what happened. It’s about understanding what those experiences taught us and how they shape the way forward.

Our first blog of 2026 is written by Eve Middleton, who is our Apprenticeship Progress Manager in Policing at UWE. Eve has worked at UWE since 2014 in various different roles, but always linked to the support of our frontline vocational programmes including: teaching, nursing and now policing – since 2020.

In this blog Eve considers why reflection is such an important part of policing and life. Over to you Eve…

Why reflection matters…

I recently spoke with a student officer who, during their first year, couldn’t see the point of reflections. It felt like a box-ticking exercise that took time away from the real action in the station.

By their second year, their perspective had shifted. Revisiting earlier reflections, they saw clear evidence of how far they’d come — from feeling uncertain and easily flustered on patrol to attending complex incidents with confidence. Seeing their own progress written down made a real impact.

I’ll admit, I whooped (and tried hard not to say I told you so). They’d captured one of the most valuable parts of reflection. It’s not just about analysing mistakes or spotting weaknesses. Sometimes, it’s simply about taking a moment to recognise growth.

“We do not learn from experience… we learn from reflecting on experience.” -John Dewey

The College of Policing describes reflective practice as a key part of professional learning. In simple terms, it’s about making sense of your experiences. Understanding what went well, and what didn’t, and how you can use those lessons next time. Policing isn’t a static job; every day brings something new. Officers who can think critically about their actions, learn from mistakes, and adapt is what keeps them, their colleagues, and the public safe.

Reflective practice also helps you meet apprenticeship funding requirements. Every apprentice has to evidence a set amount of off-the-job training.  This is new learning linked to the required knowledge, skills, and behaviours (or KSBs for short) that underpin the Police Constable Degree Apprenticeship (PCDA). Reflective writing counts towards KSBs and it also builds valuable evidence for student officers’ apprenticeship portfolios. It is also great preparation for professional discussion assessments, where you’ll be expected to explain what you’ve learned and how it links to the KSBs.

Beyond Pen and Paper

Not everyone connects with traditional written reflection. Some people think best out loud, which is why we’ve introduced the option for UWE PCDA Apprentices to record audio or video reflections instead. This way, you can reflect in whatever format works best for you.

This approach also mirrors what happens in real-life policing. Think about those informal debriefs after an incident, maybe on the drive back to the station or over a quick coffee with a colleague. You talk about what happened, what worked, and what you’d do differently next time. That’s reflection in action. We all do it! We’re all constantly processing, learning, and improving.

Dear Diary…

If the word “reflection” sounds a bit intimidating (or even a bit dull), try thinking of it as professional journaling. Journaling has well-known mental health benefits; it can reduce stress, improve emotional regulation, and help you make sense of tough experiences.

In policing, where officers regularly face high-pressure situations, reflective writing or recording can be a powerful way to build resilience. It helps you process what’s happened, spot patterns in your thinking, and strengthen your confidence and judgement. Over time, this kind of reflection can help you feel more grounded and capable, even in challenging situations.

Continuous Professional Development

Of course, all of this talk about reflections doesn’t just apply to your time as an apprentice. As you progress in your career, the reflective skills you have developed will be used again and again. Reflection for the purposes of continuous professional development (CPD) is something that will be expected from you throughout your career.

An example of this can be found in the College of Policing (2025) Resources for Reflective Practice where you are encouraged to use the reflective models of Gibbs (1988) and Kolb (1984) to reflect on the impact of your learning. In fact, if you search the web for ‘reflective practice in policing’ you will see that it is a value that is threaded throughout all career branches. Reflective practice is also supported and promoted by the IOPC and the Police Federation to foster a solution-based approach to complaint resolution.

Image generated using Microsoft Copilot

A Little Nudge

I couldn’t resist the temptation to use this opportunity to provide a gentle reminder from your tripartite team, PDU assessors, and tutors to upload your monthly reflections! Nothing inspires ‘professional growth’ like a friendly nudge (or three)! It might feel like nagging, but we promise it’s for a good reason. We want you to succeed and fly through your assessments to reach a point where critical thinking becomes intuitive. So, upload those reflections and let your future self thank you later!

For more information and resources on reflective practice for UWE Apprentices, check your programme Blackboard site, chat with your PDU Assessor, or drop the PCDA tripartite team a line at hss.policing@uwe.ac.uk

About the Author

Eve immigrated to the UK from New Zealand in 2004 and found her way to the South West in 2007 after 3 years in London. She has had a varied working background including recruitment, film, TV, theatre, hospitality and childcare, to name a few! She currently lives in a beach town with her partner, dog and two cats and likes to spend much of her spare time pottering in the garden and learning new skills with power tools.

References

College of Policing (2025) Resources for Reflective Practice. Available from: Reflective-practice-resources-for-policing.docx [Accessed 15/01/2026].

Gibbs G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.

Kolb DA. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe

Please feel free to leave a comment below which will be shared with the contributors. We would love to hear your thoughts!

A ‘Day in the Life’ of an Inspector

Author Claire Bowers | Posted on

Welcome to this week’s blog, where we delve into ‘a day in the life’ of Inspector Dan Jones. Dan’s policing journey began in 2012, and his career has encompassed a myriad of roles, within both Thames Valley Police and Avon and Somerset Constabulary. In this blog, Dan shares his insights on managing teams, strategic oversight, and the importance of leadership in policing. 

You’ll discover his daily routine, the unpredictable nature of his work, and his unwavering commitment to improving the quality of policing for the public. Dan’s role involves supporting high-level strategic decisions, and he takes pride in the projects he oversees. Join Dan as he reflects on the benefits of a university education for police officers, the challenges and rewards of his job, and his personal interests. Through his stories and experiences, you’ll gain a fascinating insight into the life and responsibilities of a police inspector in the Staff Office. Over to you, Dan… 

Can you tell us a bit about your background and what inspired you to become a Police Officer, and now a Police Inspector?

I joined the police in 2012 after completing a degree in Criminology at the University of West of England (UWE). I initially joined Thames Valley Police (Milton Keynes) and worked on a response team for two years, before transferring to Avon and Somerset.

During my time as a PC, I worked on a number of response teams across South Gloucestershire, before becoming the Neighbourhood Beat Manager for Cotswold Edge, which included the famous Badminton Estate.

“I was then promoted into Custody as a Sergeant, where I spent two years before taking a career break to become a professional rugby referee for the Welsh Rugby Union.”

I had always wanted to experience being a full-time athlete and the opportunity for the role was too good to pass up! I had an incredible three-year experience as a referee and I was even offered a full time contract. At that time though, there was a lot of financial insecurity as it was during the pandemic, and so I made a decision to go back to the police. It was always my intention for policing to be my long-term career. I continue to do the rugby on a part-time basis alongside my policing role, however, I now referee for English Rugby Union as it means less travel abroad.

I re-joined the police at the height of Covid and moved into the Professional Development Unit. I was the Bristol Sergeant responsible for managing the team that guided student officers through the first three years of their career. From there, I transitioned to the ‘Staff Office’, which works directly with the Chief Officer Group. In this role, I support Assistant Chief Constable (ACC) Will White.

I was fortunate to be promoted, so I am now an Inspector within the Staff Office. I enjoy managing teams and supporting them to deliver to the public in the best way. My experience of working in the Staff Office has given me strategic oversight about how that can be delivered, and it has provided me with skills and experience in leadership to pass onto my future teams.

“Having completed my Criminology Degree at UWE, I was always aiming to join the police. I have now spent over 10 years in the service.” 

However, new challenges now lie ahead for me, as I will soon be joining the Detainee Investigation Team (DIT). I’m excited for this next chapter in Policing and the opportunity!

 How does your day start? What does a typical day involve? 

In my role in the Staff Office, I work most days at Head Quarters, which involves getting in for 8am to pick up any overnight issues or immediate actions that need to be completed. This will often be my chance to catch up with ACC White and iron out any concerns for the day, before he begins the majority of his meetings.

Once these catch ups have happened, I will make myself a “posh” coffee and porridge, and before I start my meetings, I sit down to work through my plan for the day. I always try to have time away from the screen at least a few times during the day to ensure I stay fresh.

“In Wales, we call anything that is not an instant coffee a ‘posh’ coffee! Usually it is a cafetiere…”

The Staff Office also have a ‘Duty Staff Officer’ day and this involves that person picking up a number of additional tasks alongside supporting the ACC. These tasks can vary widely and may include responding to public inquiries, presenting awards and medals, engaging with members of Parliament, supporting Gold meetings, and providing practical assistance to all members of the Chief Officer Group.  

“I enjoy that no one day is the same! Incidents happening around the force area can also influence what your day will look like.”

How does your role link with policing? 

As a Staff Officer to the ACC for Strategic Improvement, the primary goal is to enhance the quality of policing for the public. While this can be achieved through various initiatives, my role involves contributing to workstreams and projects that drive force-wide improvements.

Alongside my current role, I am also Public Order trained, so I am also extracted for ‘pre-planned’ or ‘spontaneous’ incidents or events either across the force or nationally.

“In my role, I collaborate closely with the ‘Race Matters’ workstream to help rebuild trust and confidence in the police among Black and other racially minoritised communities.” 

What aspects of your job do you find most rewarding? 

In this role, I take on both assigned and self-initiated projects within the portfolio. Having overarching responsibility for these projects allows me to take genuine pride in my work and see each initiative through to a successful outcome. While I follow established guidance and procedures, I am also given the trust and flexibility to steer projects in the direction that I believe will have the greatest impact.

What would success in your role look like for you? 

The ACC I support makes high-level strategic decisions that influence the entire organisation and beyond. In many ways, my success is reflected in his, as my role is to provide the support necessary for him to achieve his objectives effectively. For me, success in this role means enabling my Chief Officer to focus on high-level decision-making by maximising their available time and streamlining their workload

“My role doesn’t often provide quantitative measures of success. However, if you have supported your Chief Officer well, and the stakeholders and public remain engaged and supportive of the police, then I think you are a lot of the way there.” 

What do you see as the main benefits of a university education for police officers, and what do you think the educational priorities are? 

As someone who has completed a related degree in Criminology and then joined the police, I can give countless examples of when my degree has become relevant in varying roles. You can apply critical thinking to investigations, write detailed reports and analyse issues, and make practical suggestions and solutions for problems that arise. The list is endless with the transferable skills that a degree provides you.  

“The PCDA (Police Constable Degree Apprenticeship), which I have been lucky enough to briefly lecture on, has developed into a practical and theoretical hybrid model which not only provides you with the skills to do the job, but allows you to think about the “why and how” whilst dealing with incidents and members of public. Previous entry routes lacked this.”  

There is no doubt that the pressures of doing a degree alongside working full time is tough, but having considered it from a number of different perspectives over time, it is clear that the benefits are substantial and it is well worth the time and energy!

Lastly, what do you do for fun? 

 I have two daughters aged 7 and 2 and they are a great age for keeping me busy! Any other spare time I have, I like to spend with my wife Shannon and the family, being outdoors; walking, cycling, playing golf and travelling. 

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe

A Day in the Life of A Young Victim’s Advocate

Author Claire Bowers | Posted on

‘Everyone has the right to feel safe. Nothing is too small that it can’t be spoken about with someone.’

These are the words that greet visitors to the Young Victims Service homepage, setting the tone for the next edition of our ‘Day in the Life’ series.

In this episode, we highlight the vital work of policing partners supporting young victims of crime, anti-social behaviour, and domestic abuse.

Managed by North Somerset Youth Justice Service, the Young Victims Service (YVS) is funded by Avon and Somerset Office of the Police and Crime Commissioner (OPCC), Bristol, North Somerset and South Gloucestershire Integrated Care Board (BNSSG ICB) and North Somerset Council to provide specialist intervention support from professionally qualified Young Victim’s Advocates to children across Bristol, North Somerset, Somerset, Bath and North East Somerset (BANES) and South Gloucestershire.

YVS utilises a ‘trauma-informed’ approach, offering bespoke and individualised support plans, completed in collaboration with the children and their families.

The service works in partnership with schools and other agencies in the best interests of the child, ensuring that their voice remains at the centre of all decision-making. YVS works with children aged 5 to 18 years, and those with additional learning needs who are 18 to 25 years old. 

YVS ensures children and young people have appropriate, practical and emotional support to help them begin to process and move forwards from their experience as a victim of crime, as well as helping them engage with the criminal justice system if they choose to do so.

This week we hear from Sian Hancock, who has been a Young Victim’s Advocate with YVS for 7 years.

Join us as we explore the dedication, compassion, and expertise that goes into supporting young victims.

Sian, can you tell us a bit about your background and what inspired you to become a Young Victims Advocate?

I was born in South Wales, but have spent most of my life in and around Bristol.  I have worked with children, young people and their families in both community and educational settings.  I was a young leader in the Guide Movement and a Youth Worker for several years. Whilst my daughters were growing up, I led and managed a pre-school before going to university and training as a primary school teacher. 

“Whilst teaching, my post graduate study focussed on ways to empower independent learners.  This challenged a lot of my thinking, alongside a trip to Sierra Leone as part of the ‘Just Life Project’ visiting community projects helping the country recover from its civil war.” 

I then moved into Higher Education, training youth and community workers, which is what I was doing before I joined the Young Victims Service.

“These experiences have equipped me for my Advocate role, which I often consider to be the ‘non-anxious presence’ alongside children and young people when their world has been turned upside down”

The impact of being a victim can be profound and far-reaching for a child or young person, affecting their emotional, psychological, and physical well-being. They may have experienced trauma and abuse, leading to low self-esteem and feelings of worthlessness or guilt. Their behaviour might also be impacted. For example, they may be dysregulated, withdraw or become aggressive, displaying disruptive behaviours as a way of coping.

Calm, consistent support helps children feel valued, heard, and safe as they work through the complex emotions tied to their experiences. It creates a foundation for recovery and healing, which can make a significant difference in the child’s emotional development and future well-being.

How does your day start?

I like to ground myself at the start of the day, so I’ll walk the dog before my first coffee!  

Vegan banana pancakes are my breakfast choice at the moment.

What does a typical day involve?

Most days start with me taking time to recall my last session with the young people I will be seeing.  This helps me to build continuity in our work and to ensure I have a range of resources to offer them choice in how they might respond. Most sessions happen in the school day, so I travel to my first school and meet with that young person for an hour.  Like many, he needed the therapeutic space to offload and reset. 

“The day hadn’t started well for this young person, and he was feeling overwhelmed, so I asked for the Head of Year to join us so we could request some amendments to the day to help him decompress and approach the afternoon lessons feeling less anxious.”

After the session, I ring home to update the parents on my concerns and any actions. Between visits I make some notes about the sessions and respond to phone calls. Sometimes I may be answering as the Duty Advocate, which involves answering initial enquiries or providing follow-up information. 

In the next school, I join a meeting with a young person, their parents, Head of Year and Pastoral Lead.  We talk about what was going well for them and share any concerns.  The young person was able to express their struggles and contributed to the way forward that was agreed to by the end of the meeting.

The final visit was to siblings at their home.  After some initial play time together, they each had their own time with me to explore their feelings and how to manage them when family life is messy.  English is not their first language, so at times I needed to navigate cultural distinctions, however being in their home, with Mum nearby, made that easier.

“We use a range of tools to build safe trusting relationships with the young people and to help them to explore their thoughts feelings and wishes. This includes ‘getting to know you games’, breathing and grounding techniques, talk, art or play therapy. Sometimes we will use sports, or ‘walk and talk’ methods to engage a young person.”

Some of the interventions I provide are from the ‘Healing Together‘ programme. All of the YVS team are accredited ‘Healing Together’ facilitators. The programme includes activities and videos on content such as ‘how to keep safe’, ‘understanding how our brains and bodies work together’ and ‘finding and feeling feelings safely.’ We also use the ‘Spark’ Curriculum and resources.

Provided by Innovating Minds, ‘Healing Together’ is a Home Office approved trauma-informed programme that was born out of a request from mothers who had started their journey of recovery from domestic abuse. These mothers wanted help and support for their children but could not find anything suitable.

The ‘Healing Together’ programme incorporates evidence-based models, including attachment, neuroscience (including polyvagal theory and Daniel Siegal’s work) and relational approaches.

At some point during the day I will send reminders to the parent carers and/or young people I will be seeing the next day, to remind them of timings and to check that they’re still okay to meet. When I make it back to my desk, I will write up my case notes, respond to emails and then begin to prepare for tomorrow’s visits.

How does your role link with policing?

Whilst YVS accepts referrals from schools, other agencies, families and young people, many referrals come through from the police via Lighthouse Victim Care.  Not all cases are going through the Criminal Justice System but when they are, we support families through that process and will accompany them to ABE interviews, pre-trial visits and at Court.  At these times we may have a closer link with the investigating officer. 

“It is reassuring to a young person to have an Advocate alongside them having already established a rapport.”

Advocates can help explain the process and provide the emotional support needed whilst awaiting decisions on whether charges will be made and cases going to Court.

What aspects of your job do you find most rewarding?

I learn so much from the young people I meet, and am often amazed at the transformation that can be seen after our short intervention. 

“Working WITH them and giving THEM the opportunity to make choices can make such difference. Young people are empowered, self-esteem is boosted again and resilience deepens.”

What would success in your role look like for you?

“A young person THRIVING, not just surviving.”

Sometimes this is seen in their face or body language.  Or, we might hear it as they talk about experiences that show they have their confidence and sense of safety restored and are re-emerging again.  We may be told by parents, carers or teachers how they have begun to see glimpses of their old self again. 

Formally, success or quantitative data is captured when we revisit an assessment questionnaire the young person completed at the beginning of the support process.   It involves scaled responses to questions and is a good visual tool for young people to see where things have changed, and for us to reflect with them together on how and why responses may be different now.  We also get affirming feedback from families and schools.

What do you see as the main benefits of a university education for police officers and what do you think the educational priorities are?

“University provides a constructive reflective space for the lived experience to be shared, thinking to be expanded and misconceptions and bias to be challenged.”

Academic study encourages reflection on ‘action’, and can provide a language for understanding the underlying values and principles for ways of working.  Going through study in this way will inevitably deepen self-awareness, help develop the relational and communication skills needed for front line work with the public as well as for collaborative working.

On behalf of young victims, it would be helpful for the understanding of TRAUMA to be a priority.  It’s a complex subject and can continue to trigger strong physiological and emotional responses.  Exploration of what it means to be ‘trauma-informed’ in approach and when communicating would be beneficial to all concerned, and less triggering for young people.

A comprehensive understanding of DOMESTIC ABUSE in its many guises would be helpful, as it is often hidden behind presenting behaviours and incidents.  Alongside that would be insight to the subtleties of ‘controlling coercive behaviour’ and an awareness to how this often continues post-separation.  Some of the children we work with find themselves caught amid adult disagreements, and struggle with this and their feelings for each adult.

And lastly, what do you do for fun?

I climb trees, read books and play board games…not necessarily in that order!

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe

A Day in the life of an IDVA

Author Claire Bowers | Posted on

We are fast approaching Christmas, an occasion generally regarded as one of the most wonderful times of the year. However for many, especially women, it is sadly the most dangerous time of the year, with a significant increase in risk of abuse and violence. The Christmas period typically sees a rise in police responses to domestic abuse incidents and a report by the NSPCC predicts that 15,000 children could be exposed to domestic violence over the two-week Christmas period.

According to the Office of National Statistics (2024), the police recorded approximately 1.4 million domestic abuse-related incidents and crimes in the year ending March 2024. The Crime Survey for England and Wales estimates that unfortunately 2.3 million people (4.8%) aged 16 years and over (1.6 million women and 712,000 men) have experienced domestic abuse this year. These are sobering figures indeed. The police play a crucial role in taking ‘positive action‘ to protect victims, investigate and prevent domestic abuse, however this issue requires a multi-agency approach.

The period from Monday 25th November to Tuesday, 10th December, represented the annual 16 Days of Activism against domestic abuse. To mark the UN’s International Day for the Elimination of Violence against Women and Girls, Next Link held candlelit vigils to highlight the number of women and children affected by Domestic Abuse and Sexual Violence.

Candle lit vigil to mark the UN’s International Day for the Elimination of Violence against Women and Girls. Photograph provided by Next Link.

 This week’s blog is written by Liz fromNext Link. Liz is an IDVA, which stands for Independent Domestic Violence Advisor. Next Linkis commissioned to provide IDVA services by South Gloucestershire, Bristol and North Somerset Councils, in partnership with the Office of the Police and Crime Commissioner.

Every 10 minutes, partners and family members killed a woman intentionally in 2023 (United Nations, 2024)

Like all crisis response teams, Liz and her colleagues are an essential support resource, keeping people safe and empowered during the Christmas season and throughout the rest of the year.

IDVAs are a primary point of contact for victims of domestic abuse. They prioritise victim safety by providing crucial advocacy, emotional and practical assistance to reduce the risk posed by perpetrators of domestic abuse.   

Next Link Candle-lit vigil 2024. Photograph provided by Next Link.

This blog will help you to understand more about the important work that IDVAs do. Over to you Liz… 

Can you tell us a bit about your background and what inspired you to become an IDVA? 

I have worked within support and trauma for 20 plus years! Yes, I am an oldie! Firstly, I worked within case management for under 25’s who had suffered a traumatic brain injury, often from a crime or negligence.  I worked with the whole family, co-ordinated a multi-disciplinary team of professionals and ensured a long-term plan was in place for them to rebuild their lives. 

I then started my family and when they went to school, I began working in trauma youth work and alternative education. 

“All of the children and young people were in care or secure units or pupil referral units (PRU). They were either care leavers, out of education, had severe mental health issues, or similar.”

I was often working within a large team of professionals from schools, police, youth offending teams, criminal justice service, children and adolescent mental health services (CAMHS) etc. I worked with children to build resilience and coping strategies, working through trauma and supporting them to reach their full potential. Domestic abuse was often a factor in their lives. 

“I had a break from this field for seven years as I became a survivor of domestic violence and stalking.”

After taking time to heal and work through my experience, I decided that I wanted to become an IDVA. I would not have been able to do all this without the support of my IDVA.

 “I wanted to turn something horrific into something empowering and support others.”

How does your day start?

I would like to say, meditating to the sun and having a green tea! But, in reality, it is a strong coffee and walking the hounds! Well, they are more the size of guinea pigs, but they still need walking! Then I am getting the tribe fed, out of the door and delivered to schools etc. before heading to work! 

What does a typical day involve?

There really is not a typical day for an IDVA…

“Much like the police, your day can be planned but you need to be responsive to victims and survivors needs. Risk can change quickly, so the priority is those at high risk of harm.” 

My day can be spent: 

  • Attending court. Often family court, but we have many cases at Magistrates and Crown Court. 
  • Support/advocacy at child protection meetings.  
  • Attending housing meetings for advocacy e.g. for emergency accommodation 
  • Appeals and support letters to access housing and other services. 
  • Support to give written or video statements to the police. 
  • Liaising with professionals in the criminal justice system e.g. Lighthouse and OIC’s to provide updates to the victim, ensure their voice is heard and assist in any way we can with the investigation. 
  • Safety planning, home-security referrals, co-ordinating with schools and services regarding safety. 

I work with the under 25’s who are living with domestic abuse, so I do some 1:1 work with them on safety planning, understanding their experiences, planning what they want to happen next and working with schools and social services.

I am also training to be an ISAC for South Gloucestershire. Many of the stalking cases will therefore come to me or other trained ISACs, and colleagues will also seek advice from us.

ISAC stands for Independent stalking advocacy caseworker and is a trained specialist who provides advice and support to anyone who has been the victim of Domestic Stalking 

As you can see it is very varied work, all with the common goal of helping victims to seek help and find safety by providing practical, emotional and legal support. We try to help victims to navigate the complex and often overwhelming criminal justice and family court systems they find themselves involved in.

How does your role link with policing?

“We work very closely with Lighthouse and Avon & Somerset Police.”

Often the referrals will come directly from the police where we will contact the OIC (Officer in charge) for a case update and ascertain what support the victim needs to support them with their investigation. We will work with the victim and police to facilitate as much as we can. This can range from requesting a ‘treat as urgent’ (TAU) marker on victim’s addresses, support at court and video interviews (Achieving Best Evidence) to support the victim during their process and liaising with police on any victim engagement and/or safety concerns.

“We advocate for the victim’s voice throughout the process and are a bridge between the police and the victim if needed, to achieve the best possible outcome.” 

As I am trained and understand the independence of my role, the police and CPS roles, I also can assist with ensuring the case is robust as possible for presenting to the CPS for a charging decision by supporting the victim to recognise the importance of evidence gathering/preservation and co-operating where they choose to do this. 

I was recently an IDVA on Operation Balearic which aimed to improve police investigations and provide support to victims immediately after a report had been made, whilst the suspect was in custody. Speaking to victims at this stage gave me a real understanding of Police and Criminal Evidence Act (PACE) and the police’s role in the initial interaction with the victim. This enabled me to be able to more explain fully to the victim why certain questions are asked and what was currently happening. 

Sometimes we will challenge decisions if this is in the victim’s best interests. For example, I have suggested a case is looked at as a stalking charge, rather than as a breach of bail etc. and will encourage it to be reviewed by putting forward my rationale and evidence. 

“For victims, making informed choices and having control over the process makes a big difference in their recovery, as they have already been subject to controlling behaviours and had their choices taken away from them.”

What aspects of your job do you find most rewarding?

“The most rewarding part of being an IDVA is when a very traumatised victim allows you to support them through an awful, disturbing and confusing time. This is a real privilege.”

Seeing their confidence build and get their lives back on track. Being present at the moment when they realise there is a light at the end of the tunnel.  

What would success in your role look like for you?

Survivors re-building secure futures and thriving. Not being a victim from domestic abuse again.

What do you see as the main benefits of a university education for police officers and what do you think the educational priorities are? 

A university education should teach a rounded and holistic approach to policing, with the opportunity to gain knowledge of the different areas.

“Empathy and compassion fatigue are a very real issue in this work. Educational priorities should include learning to look after yourself and having good boundaries. These are key to a lasting career.”  

And lastly, what do you do for fun? 

I am creative and often will be found in the garage upcycling some new find from the charity shop or Vinted! 

If you would like to learn more about Next Link and the important work that they do, you can visit their website or refer to their latest Impact Report and Guide to Services.

If you’re looking for more information on how to seek help for domestic abuse, the following links may be useful:

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe.

Staff Spotlight on Dr Anne Eason

Author Claire Bowers | Posted on

This week’s blog for the ‘staff in the spotlight series’ needs little introduction to many. Dr Anne Eason is our much loved and respected Associate Director of Policing at UWE, with extensive academic and operational experience within criminal justice, ranging from probation and assessment and management of high risk of harm offenders, to research in police decision making in domestic abuse and violence against women and girls. Anne represents the true essence of a ‘pracademic’ and has just published her second book with co-author Dr Rob Starr, entitled ‘The University Beat: Critical Reflections on the Delivery of Police Education In England and Wales.’ This book explores how the new degree routes draw together the evidence-based approaches of policing practices into a framework for educational study that meet policing needs, celebrating and drawing on the conceptual knowledge gained by UWE. And, for those of you that were wondering, her first book was ‘The Police Officers Guide to Academic Research.’ 

Anne embodies the perfect balance of practical expertise and academic insight, and since 2019 has been the cornerstone that has united and led so many, in partnership with UWE and Avon and Somerset Police, through the journey of professional policing degrees. We really enjoyed learning more about our Associate Director and we are sure that you will too. Over to you Anne… 

Could you tell us a little bit more about your role at UWE and the programmes you are involved with?

I am one of two Associate Directors of Policing and I am responsible for the strategic development of the PCDA and DHEP programmes (and more recently the PCEP) delivered in partnership with Avon and Somerset Police. I joint manage the policing team who teach, are part of the tripartite team and our administrator (who is the backbone of the EPA!) and develop new projects, programmes and research opportunities. Impressive huh? 

What previous experience do you bring to the role? 

My criminal justice background initially started when working within the drugs and alcohol arena. I used to run the needle exchanges and encountered many different people. Some from the sex industry, some from everyday jobs and homes, some who had been convicted of crimes. The latter really interested me and I soon started doing some voluntary work with the Probation Service. A few years later I did my training and worked with those who had committed a range of offences, but mainly violence and sexual violence.

As a Senior Probation Officer I was able to take a more strategic role public protection and multi-agency working, particularly MAPPA and really enjoyed empowering others to make change. In 2011 I took my first academic role teaching on a Police Foundation degree and an Offender Management degree and have been in academia since. 

What do you enjoy about working on the policing programmes? 

Let’s face it, crime and criminality is much more sophisticated, the intersectionality of victims is diverse, and the criminal justice sector has to respond to these intelligently and empathically. The policing role demands a better understanding of the issues that underpin crime and victimhood as well as a greater knowledge about crime itself; digital, cyber, domestic abuse, honour-based violence…the list goes on.

The best thing about working in this role is giving police officers the opportunity to develop their skills and knowledge about crime, victims and criminality in the depth that allows them to make informed decisions about complex problems.

Our programmes offer the evidence-base and practical skills needed to tackle these challenges. Being able to accredit all this into a programme of study is a well-deserved award that they can take with them on their professional journey, but more importantly, can use from the outset. 

What do you consider to be your areas of specialism and research interest? 

Risk and risk management, trauma informed practices and police education. I like to think of myself as a pracademic, someone who can operationalise theory into practice, and see that as all part of my magic power. 

What is your funniest or favourite ‘on the job’ experience? 

I don’t think I should talk about my funniest experience as this is a family Blog! However, one of my favourite experiences is graduation, seeing the look on some of our graduates’ faces realising what they have achieved.

It is a great privilege to be invited to their in-house ceremony and I always feel quite humbled saying a few words in celebration. 

What’s one book or movie that has profoundly changed your perspective on policing and related issues? 

Hot Fuzz! I didn’t realise police officers could jump over hedges so well! Haha

Rob Reiner in his book, The Politics of the Police, helped me understand some of the cultural nuances of policing, and how and why the ‘police family’ has to exist (to a certain extent anyway). I also really like Matthew Syed’s Black Box Thinking which is on our students reading list too. 

If you had to eat one food for the rest of your life what would it be? 

Cheese, definitely cheese. Cheese on toast, macaroni cheese, steak with stilton – just any cheese really…accompanied by a glass of Malbec of course! 

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe.

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