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).
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.
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.”
Paul Williamson (Editor-in-Chief), Claudia McCready (Lecturer), Claire Bowers (Senior Lecturer), Eve Smietanko (Senior Lecturer) and Ian Lowe (Senior Lecturer).
This blog has been written by Lynn Mohring, Simon Hauk and Simon Grethlein.
This January, three student officers from the Rhineland-Palatinate University of Police immersed themselves in a week of policing, culture, and community at UWE Bristol and with Avon & Somerset Police.
Lynn, Simon and Felix’s reflections uncover meaningful contrasts— from court procedures and officer safety approaches to discovering a policing style grounded in communication, patience, and community engagement. This blog captures a week of international knowledge exchange, showcasing the value of openness, curiosity and shared learning across policing cultures.
And if all of that is not enough, it also features photos of our local police horses and working dogs… because no international exchange is completed without a few four-legged colleagues.
What were your first impressions when you arrived in England?
When we arrived at London Heathrow in the morning of Saturday Jan. 10th, we were welcomed by sunshine which was a surprise, England being known for its rainy weather. We then got our rental car, which led us to our first challenge: driving on the left side of the road. But for Felix, being an experienced driver, it was no problem after a short time of getting used to it. On our way from London to Bristol, we made a little detour to Oxford where we were just in awe of the beautiful old buildings and the city’s history being present in every street. After spending some time just roaming through the city, we drove to Bristol where we met Claudia McCready, who turned out to be the loveliest and most welcoming person. She showed us around UWE Campus, which is different from the German School of Policing at Campus Hahn as it is a normal university which includes the department of Policing. The part of school where the policing students work really impressed us because it is so modern. For instance, the simulation rooms are not comparable to the ones on Hahn – we felt like we were walking through Ikea.
One Monday we first had a lovely chat with Dr. Anne Eason, the Associate Director of Policing, over some tea and coffee she treated us to. Thanks again, Anne! It was really nice to see a woman as the “Big Boss”.
We then met the second year DHEP students who were super nice and open-minded. They enthusiastically joined our little German quiz at the end of our presentation on the German Police in Rhineland Palatinate, where we asked them what words like “Zeugnisverweigerungsrecht” meant.
During the week we met many interesting people – Martin and Gary took us to visit Crown Court, the Major Crime Department and CID. We had very informative conversations with the first year students, and also with one of the lecturers, Imogen Hirst, who shared many of her valuable experiences.
Sam and Lloyd showed us the Mounted Police facilities, their Headquarters, the dog and drones units, and most interesting for some of us (looking at you, Felix), the firearms unit at Black Rock. Everyone we met had such a positive and friendly attitude which made our stay really comfortable.
Even outside of UWE and the police, the people we met were super friendly, open-minded and interested. All in all, we found the British people to always be very polite and considerate.
What did a typical day on the exchange look like?
A typical day on the exchange began with meeting Claudia in the morning and joining her and/or the students to lectures, scenarios or presentations from people outside the Police. We met peers from the CPS and people who support street sex workers to stay safe.
It was really interesting because it gave us a good understanding of how the Avon & Somerset Police operate. Especially the scenarios were very interesting to watch, showing us how all in all the British and the German police are very similar. However, there are some differences such as how to perform a body search, or in the general dealing with a citizen.
On Tuesday and Friday, we had a diverse program off UWE Campus, visiting Crown Court, criminal departments and various police units. For me as a horse rider, seeing the mounted police was a highlight of course. At Crown Court we were surprised by the wigs the officials wore and the fact that the barristers switch between prosecuting and defending, which in Germany are two completely separate jobs.
At CID we were shown the timeline of a crime, created with the help of CCTV. You could trace back every step of the involved thanks to the footage which is a huge benefit for the investigation. German data protection could never!
By the end of the daily program we were always very tired because of the many new and interesting impressions – but we had to take advantage of our rental car… So every evening we visited cool new spots, and although we saw everything in darkness it was totally worth it. We were almost blown away by the wind on the south coast (shoutout to the friendly stranger who showed us the fossils in the cliffs). We also walked over the beautifully illuminated Clifton Bridge, tried fish & chips, watched football in a British pub, visited Bath, and even crossed the border to Cardiff/Wales. Together with Claudia we enjoyed a lovely trip to Bristol City where we visited a really nice museum and had discussions over some politics, went souvenir shopping and just had a wonderful time.
Are there any policing methods or approaches in England and Wales that stood out to you?
Of course, the biggest and most outstanding difference between the British and the German police to us is the fact that British police officers don’t carry firearms. In the German police, officers are trained and getting used to carrying a gun within the first year of police training. Being out on the streets and not carrying a gun as protection is unimaginable to most of us. But it must be said that using a gun in a real-life scenario is really uncommon and bound by strict rules.
However, seeing the British approach and the deep respect for it within the police, but also in society, showed us that this method works just as well. From all the conversations with the students, the lecturers and the other police officers we learned that the goal with this method is to appear more citizen-friendly and approachable to the community. We got the impression that in this way the police seem more ‘harmless’ and that in return people are somewhat less prone to violence, which seems a good danger prevention tactic.
In general, the British police are more sensitive and more in contact with the people and communities. The officers take the time to explain everything in detail and sometimes even a few times, so the person really understands the measures and feels understood. The students are explicitly trained in this approach. Communication is also very important in the German police, but I feel the patience is quickly lost and officers want to move on, which is often (sadly) necessary because there is always too much to do with too few officers.
There are many reasons for this, including the fact that in Germany there are always two officers working together. In the car, on patrol or while taking measures, we are never alone. This is different in the British police where the officers are usually on their own. With this method they get more tasks done but from a German point of view this comes with a high risk. The so called “Eigensicherung”, the self-protection, is always of utmost importance for German police officers – after all everybody just want to get back home safely. When you are always with somebody you can discuss how to handle a situation, learn from one another and in case of a fight or attack, you always have immediate backup.
Even the students go out alone after only a few months of training which seems kind of crazy to us. Our students are always the third officers of the patrol for the entire three years of education. Personally, I would be more than overtaxed with being on my own after such a short time of learning, but on the other hand the British students have a much quicker learning progress.
In conclusion, the British police have some very different approaches in parts which I mostly appreciate and admire, only being on my own while doing such a dangerous job would be too high risk for me.
Written by Lynn Mohring.
How did the experience challenge or change your perspective on policing?
I would not say that the exchange influenced my point of view or created a new perspective on policing in general but during the exchange I have learnt that there are many different approaches.
During our week we spent time with the students of Avon & Somerset Police at UWE Bristol.
Having watched a few training scenarios and other lessons I noticed that the biggest aim of the English police is to communicate with the citizens in a friendly and comprehensible way and to impose their measures by words. Therefore, at first the police officers are eager to understand the problems of the citizens and then come to a solution with a positive communication.
This approach reinforced my thinking of communication as probably the strongest tool when it comes to handling police situations. Back in Germany I am sure that I can transfer this approach into my daily work routine as a German police officer.
What was the most memorable moment during your exchange?
The whole week was full of highlights and entertaining conversations. If I had to pick one moment or event of the whole exchange, I would probably name our visit to the Police Headquarters.
On this day we were able to see the Dog Unit, the Mounted Police, ‘Black Rock’ and other practical parts of the Avon & Somerset Police. This day and especially the conversations with colleagues enabled a certain comparison to our practical training, education and special forces.
But I can also recommend our short visit to the Crown Court in Bristol where we could be part of a real trial and discover how the English court system works. Each of us were able to feel the influence of the past and we could see some old traditions during a trial. A good example would be the curly wigs the prosecutors and the defending barristers have to wear.
In addition to that, we finished the day by visiting ‘CID’ and the ‘Major Crime Investigation Team’.
Did you notice any significant difference in how the police engage with the public in Avon and Somerset compared to Rhineland-Palatinate?
I have already mentioned the importance of the communicating with the opposite person being very important for the English officers. This kind of sensitive treatment of the citizens and detailed way to explain or to justify the measures done by the police is much more relevant and existent than it is in Germany. For instance, in Germany you do not spend that much time determining whether the person involved understood your assignment or not.
Therefore, I admired the patience of the English colleagues they put in to make the person involved feel comfortable.
Another big difference between German and English policing is obviously the fact that not every police officer in England is allowed to carry a gun during their shifts.
During the whole week we had some discussions about this interesting topic. Afterwards I was able to fully understand the thoughts and the aim behind the limited access to guns inside the police and the limited presence of armed police officers on the streets. For us it still remains a completely different approach but also an extraordinary approach worthy of admiration and respect.
Written by Simon Hauk.
How has this experience influenced your development as a student officer?
I think for me it was a great experience to gain insights into a police context outside of my own police organization. Until now, approaches and possible courses of action only came from “our own ranks.” Through the exchange with English colleagues and the insight into their methods of working, I was able to gain some great ideas, which I believe will also help me in Germany to handle my assignments. For example, we had the chance to watch the role plays of our fellow police students. We especially noticed some very helpful victim protection techniques in dealing with affected individuals, which I definitely want to take home with me.
How did it feel to represent your university and police service on an international platform?
For me, it was an absolutely wonderful experience, which also made me very proud. That applies to all of us. We were also very happy to present our host, Claudia, with our state emblem, under which we do our daily duty as police officers, as a gift.
Overall, it was a fantastic experience to exchange ideas with our British colleagues about everyday police work and to contribute experiences from Germany. Therefore, we would definitely recommend not missing any opportunity for an exchange with the Police of Avon & Somerset. For us, it was a unique experience that brought us many wonderful moments. Therefore, we would also like to thank Claudia, UWE Bristol, and the Police of Avon & Somerset, as as well as all other participants from the Rhineland-Palatinate Police University.
Written by Felix Grethlein.
Final thanks
Claudia and the Editorial Team would like to extend a huge thank you to Lynn, Simon and Felix for sharing their reflections. It was a pleasure to spend the week with such positive, engaged and genuinely inquisitive student officers. All the best with your upcoming graduation and the wonderful career ahead of you.
Editorial team
Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Senior Lecturer) and Ian Lowe (Senior Lecturer).
“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.
With the festive season fast approaching, and those last-minute gift requests flying around, we thought why not publish a further edition of the UWE Policing Book Club…
Spoiler alert: this one is for the non-fiction fans!
Join Mike, Brian, Paul and Ian as they share a few of their top reads from this year. Whether you are planning to switch off over Christmas or are working in the vital services that keep everything running, we hope you find a moment to enjoy a great book.
Mike Griffiths recommends ‘Black Box Thinking’, by Matthew Syed.
Black box thinking is a concept popularised by Matthew Syed, which involves learning from mistakes and failures to improve future performance. I came upon this book some time ago and I was interested in the cross over between completely different aspects of commerce and industry, such as hospitals and the world of aviation. My interest stemmed from the fact that my father worked in the aircraft industry in the 1950s, a time of great innovation but at the same time, plenty of disasters, such as the D.H. Comet mark 4.
As I read it, I saw a direct relevance to modern day policing where mistakes can have serious consequences, including loss of public trust and safety issues. Black box thinking, would encourage police officers to analyse errors systematically, much like aviation industry investigators who analyse flight data after an incident. By examining what went wrong and why, police can identify patterns and underlying issues that need addressing. This process helps to prevent similar mistakes in the future, thereby improving overall effectiveness and reliability. Black box thinking aligns well with evidence-based policing, which uses data and research to inform practices and policies.
I think that if we introduced a more detailed examination of policing practices, as Matthew Syed suggests, we could greatly improve policing.
“When people don’t interrogate errors, they sometimes don’t even know they have made one (even if they suspect they may have).” – Matthew Syed
Brian Clifford recommends ‘The Forgotten Slave Trade’, by Simon Webb.
This book explores the slave trade starting with slavery in the ancient world and widens the reader’s knowledge of this subject across the world. A century before Britain became involved in the transatlantic slave trade it was involved in the wider slave trade. Some of what the reader will discover may challenge current thinking and understanding of this subject.
Most people are aware that Bristol was a major centre for the transatlantic slave trade in the eighteenth century but hardly anyone knows that 1000 years earlier it had been an important staging post in the slave trade of English slaves to Africa.
This book highlights how slavery cuts across all cultures, races and religions. This book will change the way you view the slave trade and show that many commonly held beliefs about this controversial subject are almost wholly inaccurate and mistaken.
This book does not seek to lessen the impact of this terrible trade. Instead, it highlights how widespread the practice has been and that virtually all parts of the world have both practiced and been affected by slavery.
I have sometimes struggled to find time to read but in recent years I have always enjoyed the learning and entertainment reading provides. More recently I have used the hour drive home from campus to listen to audiobooks. I find this a good way to unwind and reset after a busy day and make use of what may be considered unproductive time. While I enjoy a good thriller the opportunity to learn something new is always welcome. This book has done that.
Paul Williamson recommends ‘How to Strangle a Jelly’, by Les King.
How to Strangle a Jelly is a compelling and often humorous exploration of communication through the lens of a remarkable 50-year career spanning policing, probation and university lecturing. Les brings to life a wide range of experiences, from operational briefings and courtroom encounters to university lectures and wedding speeches, showing how the right words, delivered the right way, can inform, persuade, console, and even protect lives.
I had the privilege of working with Les earlier in my policing career, and I learned a great deal from his natural, people-centred style of communication. He had a remarkable ability to put people at ease, whether they were victims, colleagues, complainants or suspects. That same authenticity and calm confidence runs right through this book.
Now, as a Senior Lecturer and Programme Leader in Policing and Criminology, I see even more clearly the value of what Les models so well, communication that is grounded, purposeful, and human. One of my favourite moments in the book involves a lesson he learned on a sergeants’ course about the power of effective briefings—a reminder of how much thought and preparation goes into good leadership communication.
Key Takeaways
Communication is not just a technical skill—it’s an evolving, reflective practice.
People respond best to communicators who are authentic, emotionally intelligent, and adaptable.
Les’s blend of storytelling and practical models makes this book a great read for anyone working in policing, education, or public service.
It is often the everyday interactions, not just the high-pressure moments, that define your effectiveness as a communicator.
How to Strangle a Jelly is thoughtful, funny, sometimes sombre and profoundly practical. Whether you are a new policing recruit or decades in, there is something in this book for everyone who wants to connect more meaningfully with others.
Bonus chapters – Ian Lowe recommends…
If you like ‘Black Box Thinking’ by Matthew Syed, Ian Lowe also recommends ‘Outliers’ by Malcolm Gladwell and ‘Peak’ by Robert Pool & Anders Erricson.
I can’t help it; Sorry. I have to push the boundaries, bend the rules. Which might be why I like the above books.
I read them all reasonably close to each other. Each one in its own right is worthy of reading (see Anne Eason’s recommendation for Black Box Thinking). However, if you take the time to read all three, you gain a greater level of perspective on the subject matter.
For example: All three books discuss the now infamous, it takes 10000 hours of practice at anything to become an expert. Well Peak invented this rule, although it is actually. It takes 10000 hours of deliberate practice. Which is a very specific type of practice. Outliers simplified it and made it famous and that is how most of us have heard of it. Blackbox thinking applies it further and in new ways.
I suppose what I am saying is read. Our thoughts and ideas are made from the content that we consume, so make that content the best quality that we can.
Editorial Team
Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Senior Lecturer) & Ian Lowe (Senior Lecturer).
Each year, a unique opportunity brings together police students and lecturers from across Europe for a week of international collaboration and learning. This year, UWE Bristol Police Constable Degree Apprenticeship (PCDA) students Kennedy Marlow and Fay Workman from Avon and Somerset Police joined 34 fellow attendees from nine European countries at the renowned Rheinland-Pfalz Police Academy in Germany for the International Project Week (IPW), held from 19 -23 May 2025.
Hosted in the scenic southwestern region of Germany, the IPW is more than just an academic exchange, it’s an immersive, hands-on experience that allows officers to compare how policing is practiced across borders. Students are split into six diverse, multinational teams, each led by a final-year German police student. These groups spend the week diving deep into police powers and procedures such as vehicle and identity checks, searches, use of force, culminating in team presentations at the end of the week.
In this blog, Kennedy and Fay share their experiences of the week which offers a fascinating insight into how international collaboration can shape our understanding of good policing, both at home and abroad.
What were your first impressions when you arrived in Germany and met the local officers?
Kennedy: We properly met the other student officers on day one, when we were split into groups. Fay and I split, giving us the best opportunity to mingles and not stick together! My group included four German officers and four others from across Europe. The Germans were incredibly warm and welcoming, and our group gelled faster than you can say “Bratwurst.” Their humour was sharp, their English flawless, and thankfully, their sarcastic Brexit jokes translated perfectly.
Fay: When I first arrived, I was immediately shocked at the grounds of the academy as it was an old air force base, it was such a beautiful place. I was nervous to meet all the other officers from European countries who I was sharing a flat with for the week. After a few hours, we attended a welcome lecture, and I could immediately see how welcoming the German officers were as well as the officers from all the other countries.
Can you describe a typical day during the exchange? What kinds of activities did you take part in?
Fay: So, every day was different. Some days we were doing a few hours of classroom discussion and scenario-based work. This was super interesting as it gave us a chance to compare powers and policies between countries and how we apply them to each scenario.
Other days consisted of visiting their local police station and seeing a training demonstration from the dog handlers, eyeing up their German fleet, having a look at their custody cells and getting to meet their helicopter squadron. We would regularly play sport in the evenings with all the German students and other exchange students, followed by a few beers in their bistro bar, playing drinking games all together.
Kennedy: The morning started early at around 06:30, having to share a shower with four other girls was really survival of the fastest. Breakfast ran until 07:30 and by 08:00 we were in our groups, speaking through scenarios and how each country would use their policy and powers, quickly learning Bulgaria really play by their own rules.
Lunch was like going back to primary school, two options, Veggie and meat. All provided and paid for by the German Academy, even fed steak one lunch!
This day was then followed by an afternoon of trying and testing the German PPE and hand-to-hand combat, showcasing each counties techniques in dealing with restraint and arrests of non-compliant subjects. It was like a Eurovision of tactical takedowns—minus the glitter, plus a few bruises. I’ve certainly got a few new tricks for the streets of North Bristol.
Then every evening we came together in the bar on campus and spoke about work, life and everything in between, all powered with the very respectfully priced alcohol served by the loveliest barman.
Are there any policing methods or approaches in Germany that stood out to you?
Kennedy: One of the most eye-opening moments was our visit to the custody centre in Koblenz.
We were shown a few cells, which were incredible basic, a hole in the floor for a toilet, a slab for a bed, no blankets, no cameras in the cells and only one option for food, cheese on bread served with water, made by the inmates at a nearby prison. Later that evening, we chatted with the other students about custody procedures, and when we mentioned the idea of a “constant” (an officer monitoring detainees), the German officers looked genuinely puzzled. It was one of those moments where you realise just how different our systems really are.
Another standout feature was a massive holding cell designed for up to 30 detainees—used after large-scale public order incidents, like football matches. What really surprised us was that the detainees would be left in there together, unsupervised. No officers. Just 30 people, one room, and a lot of tension. It sounded less like a custody suite and more like the start of a very intense reality show.
In complete stark to their very traditional thinking for detainees, the flip side was finding out that the German Academy use VR to simulate situations before going out into the ‘real world’. Clearly very forward thinking in their use of technology. Albeit when I had a go, I felt very motion sick and nearly fell flat on my face.
Fay: The way they deal with mental health stood out the most, they completely took a back seat, there was no such thing as a “constant” at hospital or custody as their health service would take the lead there. They also would force drink drivers to give blood if they refused blood and this would include being strapped to a bed and taken by force. They also must speak to a prosecutor’s office before entering a property to get permission and are forbidden to do so between 10pm and 6am unless to save life or limb….no 5am arrest attempts.
How did the experience challenge or change your perspective on policing?
Kennedy: One recurring theme throughout the exchange was the reaction I got when explaining what it’s like to be a police officer in the UK. I lost count of how many times I was told I must be mad to sign up for a role where I’m often solo-crewed, unarmed, and without a Taser (for now…). It was a real eye-opener to see how differently policing is structured and perceived across Europe.
That said, the experience gave me a renewed appreciation for British policing. It’s easy to feel worn down in the job and focus on the negatives, but after so many conversations with officers from other countries,
I came back feeling encouraged. We have a lot to be proud of—particularly in areas like legislation, communications, and conflict management.
What was the most memorable moment during your time with the German Police?
Fay: I think for me, it was the day we went for a hike through the most beautiful forests and went to a local BBQ barn restaurant, followed by a party on the final evening to say our goodbyes. It was so sad to say goodbye as I felt we had made genuine friendships with people from all over Europe.
Kennedy: It’s hard to pick just one moment—there were so many positive and genuinely fun experiences throughout the exchange. But what I look back on most fondly are the evenings we spent together as a group. The weather was warm, the company was brilliant, and the atmosphere was relaxed. Most evenings started with a game (or several) of volleyball—something that quickly became a highlight of the trip. Although I was diabolical, the German officers were fiercely competitive but also incredibly welcoming, turns out, my enthusiasm counts for something, even if my hand-eye coordination doesn’t.
Did you notice any significant differences in how the police engage with the public in Germany compared to Avon & Somerset Police?
Kennedy: This one’s a bit tricky to answer, as we didn’t do a traditional “ride along” or observe frontline interactions with the public. However, one thing that really stood out was during the hand-to-hand combat training. Some of the takedown techniques demonstrated by the German students were… let’s just say, bold. I couldn’t imagine using some of them back home—not because they weren’t effective, but because of the potential for injury, especially to the head/neck. In British policing we’re very conscious of the scrutiny around use of force, and rightly so. If someone ends up injured, we’re held accountable, and every action must be justified.
When I explained this to the German officers, they seemed genuinely puzzled. Their response was words to the effect of, “they shouldn’t commit crimes then”. It was a stark reminder of how cultural attitudes and policies shape our policing styles. Where we might tread carefully, they take a more direct approach. Neither is necessarily right or wrong—it just highlighted how differently we’re trained to think.
Fay: There were huge differences. Most of the powers and policies and policing tactics were different. Rules differed, especially with powers of entry in the night-time and how they deal with vulnerable people. The biggest difference though was the availability of PPE equipment and a no single crewing policy for patrol. The UK were the only country unarmed which completely shocked every other country. I felt that the other countries would resort to their firearm in circumstances that UK officers wouldn’t even be drawing their incapacitant spray due to fear of persecution from the public. However, they couldn’t quite believe that we attend jobs, pull over cars and arrest people with no taser or firearm.
How has this experience influenced your development as a student officer?
Fay: Being able to gather an insight into policing from over 10 different countries was completely invaluable and a once in a career opportunity. It helped me realise that although every country does things differently, our way isn’t always the best way, and that there is always something to learn from others. My confidence in my policing grew, having to demonstrate our PPST training, conduct presentations on our powers and policies and live with officers.
Kennedy: It pushed me out of my comfort zone in the best way possible—new country, new people, new ways of thinking. It gave me the chance to reflect on how I approach situations, especially when comparing how other countries manage conflict, communication, and even training. It’s definitely made me a more well-rounded officer and probably a slightly (very, very slightly) better volleyball player too.
The Chief Constable Sarah Crew has thanked both of you for your advocacy of the force. How did it feel to represent UWE and Avon & Somerset Police policing on an international platform?
Kennedy: Honestly, it was a bit surreal—but in the best way. There’s something quite special about sitting in a room full of officers from across Europe and realising you’re one of two officers representing not just A&S and UWE, but the United Kingdom. It was a proud moment.
I was acutely aware of how un-articulate I can be at times and when everyone’s looking at you to be the shining example of the Queen’s English, the pressure is definitely on. Hopefully, when I presented our group work to the lecture theatre, my West Country accent didn’t come through too thick…
Fay: It felt great to have this opportunity, as I know it was a once in a career event. As soon as I was chosen to go, I was very excited and apprehensive on what an international project week would entail. We both did a presentation in front of everyone in the lecture hall on British policing and the differences, which was cool to be able to explain to them how we work.
Would you recommend this experience to other PCDA students, and if so, why?
Fay: Yes of course. Like I said, it’s a once in a career opportunity and gives you insight into policing all over Europe. Its invaluable.
Kennedy: Absolutely—without hesitation. It was one of the best trips I’ve had the privilege of going on. It’s a unique opportunity to step outside your comfort zone, learn from others, and gain a fresh perspective on policing. You’ll come back with new skills, new friends, and a renewed sense of pride in the responsibility and risk we carry as British police officers.
Fay and I had the honour of presenting their Chief with an Avon and Somerset Police plaque as a gesture of gratitude and goodwill. We expressed how thankful we were to be their guests and acknowledged the incredible amount of effort and organisation that went into making the week such a success.
The Editorial Team would like to say a massive thank you and well done to Kennedy & Fay. You are both a credit to your force and we wish you well back out on the streets.
As we mark Volunteers’ Week, a time to recognise the incredible contributions of volunteers across the UK, we’re proud to shine our spotlight on Jack James, a UWE Policing Senior Lecturer, PhD researcher, and long-serving Special Constable. In this Q&A, Jack shares his journey into policing, what volunteering as a Special Constable means to him, and how this unique dual role helps both his academic and operational work. His story is a powerful reminder of the dedication, resilience, and impact of those who give their valuable time to serve their local communities.
Volunteers’ Week celebrates the contribution of millions of people across the UK. What does it mean to you personally to volunteer as a Special Constable?
For me, it is a fantastic way of giving something back to the community. It is a volunteering role like no other, in terms of responsibility and risk, however it is something I have loved doing for the last almost 10 years, and it has enabled me to help make a real difference at times.
Can you tell us a bit about your journey into policing — what motivated you to become a Special Constable?
I became a Special Constable to do something that I felt would help make a difference, as well as with the intention of potentially joining the police full time; almost a decade and 7000 operational policing hours later, I am still volunteering and thoroughly enjoy doing so!
What does a typical shift look like for you as a Special Constable?
I love this question, as I think the answer is that there isn’t a ‘typical shift’ per-se. Reflecting on just a couple of my experiences, one shift I have been responding to 999 calls on the dog unit, dealing with anything from theft to disorder and violence; the next I have been on response and involved in a lifesaving intervention with a person in crisis; the next I have been in the middle of hundreds of violent protesters and counter protesters with just a handful of officers (to name just a few examples!). Special Constables often go to the exact same jobs as their regular counterparts.
How do you balance your role as a lecturer with volunteering as a Special Constable? Do the two roles inform each other?
Being a Special Constable is quite unique in terms of work-life balance, as not only do you have a full-time career, but you also have the responsibility of being a warranted police officer. It takes time to strike that balance; however, I find that forces are generally supporting and encouraging of the fact that family, friends and your career come before your voluntary role. I feel that my career and role as a Special Constable complement each other well. I can bring operational learning and practice into the classroom, which I feel is received well by students. I like the phrase ‘pracademic’, as I feel it sums up where I sit quite nicely.
You’re currently doing PhD research into the retention of Special Constables. What sparked your interest in this area, and what are you hoping to uncover?
When I started to explore volunteering in policing as a research area a couple of years ago, I was shocked to discover just how much of a significant and sustained decline in Special Constables there had been, and continues to be, since it’s height in 2012. The loss of ~14,000 officers (Home Office, 2025) seemed to me like something that needed to be explored and understood, and with such a significant decline, it would not be an unreasonable position to suggest that the Special Constabulary is facing an existential crisis. That, combined with my own lived experiences over the last decade or so as a Special Constable, really motivated me to propose to research this issue at doctoral level, as I feel it is important to do so. My hope is to create an evidence base on why people join, their experiences as a Special Constable, and their reasons for leaving, to hopefully contribute to the future sustainability of the Special Constabulary in England and Wales.
From your research so far, are there any early insights you can share about why people stay or leave the Special Constabulary?
I often hear the anecdote that “most specials I know join up as regulars”, as a means of explaining the decline in numbers or lack of retention. Interestingly, that conversion rate however has sat at around 40% for around two decades (Britton, 2018). Furthermore, the median length of service for a Special Constable is just 2.2 years, so the majority do not become ‘long serving’ or ‘career Specials’ (Britton, 2024). Research also indicates that the uplift programme has had little impact on Special Constable recruitment, so the knowledge gap is essentially ‘where do the rest go, and why?’. There has not been any qualitative research specifically on Special Constabulary leavers since 1994, which indicated that what leavers were telling forces during exit interviews – often a change in personal circumstances – often did not match what leavers were then telling researchers – feelings of dissatisfaction with the role, a lack of training and investment, police culture towards Special Constables (Mirrlees-Black and Byron, 1994). Policing has changed a lot since, then, however it will be interesting to see if those themes from interviews in the 90’s have also changed. There is some great research on ‘long serving’ Special Constables by Dr Iain Britton that I would recommend to anyone interested in that area specifically.
What do you think policing organisations and higher education institutions can do to better support Special Constables?
I think one of the main issues to address now is the continuing decline in numbers nationally. I feel that policing and academia working together to understand this phenomenon and implement evidence-based change is the best way to better support Special Constables at present.
How do PCDA students respond to hearing about your frontline experience as a volunteer police officer?
I generally feel that student officers respond well, and hope that my operational experiences as a Special Constable are relatable to them. I find that my roles complement each other well, and that it is often beneficial to bring some of that operational experience into the classroom to help contextualise learning. I also feel that sometimes student officers are surprised by some of the incidents I have attended and been exposed to. I think this highlights the important role Special Constables play operationally. Gone are the days of the stereotypical image of a Special Constable policing the village fete; we now carry most of the same kit (I am a Taser officer, for example), receive a lot of the same operational training, can specialise, and attend pretty much everything a regular officer would. There are some fundamental differences between the roles, however anecdotally, I feel that gap has narrowed.
What advice would you give to someone considering joining the Special Constabulary — especially professionals with other commitments?
I cannot recommend the role enough. I have loved the last 9+ years of volunteering as a Special Constable. There absolutely is a balance to strike, and vital to remember that family, friends, and your career come first. However, like any other officer, we carry that warrant card with us on and off duty. It truly is a volunteering role like no other, with a tremendous amount of responsibility, and of course an element of risk, however the reward of helping people and keeping communities safe is just fantastic.
Looking ahead, what are your hopes for the future of volunteering in policing?
My hope is that with action at local and national level within policing, as well as close collaboration between policing and academia to better understand Special Constabulary retention and the sustained decline in strength since 2012, that we will see numbers stabilise and maintained within England and Wales. The Special Constabulary has a rich and unique history and makes a significant contribution to policing, and it deserves to thrive.
Our thanks to Jack for contributing to the UWE Policing blog and to all the volunteers out there. If this has inspired you to look at volunteering as a Special Constable you can find out more information about the role and how to apply through this College of Policing link
Mirrlees-Black, C. and Byron, C. (1994) Special Considerations: Issues for the Management and Organisation of the Volunteer Police (online). London: Home Office.
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).
I was somewhat pleased to have finished 47 books last year, and speaking with other lecturers – some of which far surpassed my count – it is clear that reading for pleasure is widespread within the team.
Research supports the positive impact that reading for pleasure can have. It is important to educational and personal development (Department for Education, 2012). Other benefits include reading attainment, writing ability and general knowledge, whilst also improving self-satisfaction and esteem, decision making and ability to connect to others (Quick Reads, 2015). It has been linked to better memory recall (Stine-Morrow et al., 2022) and positively impacts mental health, loneliness and isolation (du Sautoy, 2021).
With World Book Day falling earlier this year, it served as a timely reminder to share these recommendations more widely in the hope to influence a similar passion for reading within our students. Please enjoy some recommendations from the UWE Policing Team in the first of our ‘UWE Policing Book Club’ series…
Claudia McCready recommends ‘We Are Bellingcat: An Intelligence Agency for the People’, by Eliot Higgins.
Higgins’ 2021 non-fiction focuses on demystifying the expanding practice of online open-source investigations. Higgins is the founder of Bellingcat, which started as an online community of volunteer ‘digital detectives’ who would use open sources to fact check global politics, crime and events. Whilst the book is based on real-life events, it reads like a spy thriller which had me gripped from the first to last page.
The novel details impressive investigations into the fatal use of Novichok in Salisbury, with Bellingcat being the first to identify one of the suspects. The book explores other investigations including those which identified current European supporters of ISIS and the Neo-Nazis responsible for violent attacks in America, as well as confirming the source of chemical weapons in Syria and the Russian downing of passenger flight MH-17 over Ukraine.
Having collected, developed and utilised police intelligence throughout my career, I was impressed by the methodology developed by Bellingcat to establish, verify and then share the truth. In a time where social media is heavily criticised for its negative impact on society, it was a timely reminder of its positives and the potential role it can take against disinformation and isolation. This book is the perfect introduction to online sleuthing, explaining how critical thinkers can galvanise geolocation, data and information available on the internet as a method of intelligence gathering.
Mike Coliandris recommends ‘Autumn’, by Karl Ove Knausgaard.
Autumn is the first book in the Seasons quartet by Knausgaard, a love letter to his unborn daughter. The book is presented as a series of short essays about his observations of the world and the concepts and feelings these evoke. Each essay begins from a small topic but soon conjures deeper, existential contemplations. Everyday objects and phenomena – plastic bags, the sun, picture frames, tin cans, dawn – are juxtaposed with reflections on how these things are so often taken for granted. Slowing down and witnessing the world around us can help us re-capture a fascination with life and its contents.
The standout essay, for me, is about a plastic bag floating in a lake. Through thoughtful reflection, Knausgaard takes the reader through feelings of changelessness, of objects out-of-place, and of concern about the state of things we leave behind. Yet it ends on less a positive note, but perhaps a phlegmatic musing that despite the worries we find in the world and our dissatisfaction with parts of it, beauty is found in the plastic bag suspended in the calm waters of the lake. It was an inexorable thing that bore no insight, did not mark a beginning or even an end. It just was.
I have learned from this book to pay attention to the small things, that no thing is so trivial so as not to impact us in some way. There is a power in observation and being curious about the things going on around us.
Anne Eason recommends ‘Dear Fatty’, by Dawn French.
If you’re a Vicar of Dibley or French and Saunders fan, you will truly enjoy the humour of this absolute masterpiece. Dawn French is as compelling an author as she is a comedian and throughout the book, an autobiography, her wit and literary style will have you in stitches. However, whilst she brings a smile with her funny anecdotes and self-mockery, there are some poignant moments of self-reflection, of her experiences of racial discrimination and deep trauma.
She talks a lot about when she and Lenny Henry met, where they talked (and snogged – her favourite pastime) for days and nights on end but as their relationship blossomed and became public, the acts of racial discrimination she faced; gaslighting, dog excrement posted through the letterbox and other behaviours spurred on by mindless prejudice. Regardless, their relationship continued for many years, and she spoke of the fondness she found despite these ills that exist within our society. A true testament of strength and love not just of theirs but of those around them that celebrated their relationship and their differences. She also spoke of their break-up and the sadness that it brought.
The other poignant chapter is around her father’s suicide. She was only 19 when he died. He had suffered with depression for years but managed to hide it and the previous attempts on his life from her. When she was 19 however, he was finally successful. It took a long time for her to recover from the trauma of his death, and whilst she spoke lovingly of how he shaped her during his life, she also spoke of his influence after his death and how the impact of his passing affected her. Some honest lived-experience shines through in her writing giving context and understanding to the reality of how trauma influences who and how we are.
Funny, sad, insightful – a great read and of course, Jennifer Saunders is ‘Fatty’.
Gary Stephens recommends ‘The Salt Path’, a true story by Raynor Winn.
This is one of a trilogy of books telling their story and is shortly to be released in a film starring Gillian Anderson and Jason Isaacs.
Having led a relatively comfortable life Raynor and her husband ‘Moth’ lose everything in their early 50’s after becoming victims of a dubious business deal. They also learn Moth has an incurable, and untreatable, degenerative neurological condition.
With their world having fallen apart and being homeless they question, ‘What next?’ They decide to walk the South West Coast Path, 630 miles from Minehead to Poole via Land’s End.
The book catalogues their daily struggles walking the path living on virtually nothing and sleeping each night in a flimsy tent. Despite this there are nuggets of joy such as swimming in deserted coves and of eating ripe blackberries lightly salted by sea spray.
So what did I learn from this book?
Firstly, the strength of the human spirit in coming to terms with, and thriving in, adversity. Secondly, the benefits of connection to nature and it’s therapeutic value. The way Winn describes the smells, sights and sounds of the coast and the wildlife makes you feel you’re there. Thirdly, it brought a whole different context to my concept of homelessness, how people find themselves in that position and the shamefully cruel reaction of some strangers towards them.
As Winn says, ‘Life is a series of ups and downs. It’s how we navigate through them that defines who we are’.
Hopefully some of the above recommendations make it to your ‘Want to Read’ lists. The team is always looking ahead for some excellent book recommendations – let us know what you’ve enjoyed reading in the comments below, or consider reaching out and contributing to our next book club edition yourself…
Stine-Morrow, E. A. L., McCall, G. S., Manavbasi, I., Ng, S., Llano, D. A. and Barbey, A. K. (2022) The Effects of Sustained Literacy Engagement on Cognition and Sentence Processing Among Older Adults. Frontiers of Psychology [online]. 13 (1), pp. 1 – 15. [Accessed 15 May 2025].
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).
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 theStaff 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
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
