What Works | Policing blog

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

Claire Bowers | 6 August 20266 August 2026

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!

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).

Reflective Practice in Police Training

Claire Bowers | 22 January 202622 January 2026

“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.

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!

Supporting the Wellbeing of Investigators week of action 2025

Paul Williamson | 13 November 2025

A consistent finding in policing research is that investigators report some of the lowest levels of wellbeing, highest levels of emotional fatigue, and elevated risks of vicarious trauma compared with other policing roles (Police Federation, 2020).

This week’s Wellbeing of Investigators Week of Action provides both a moment for reflection and an opportunity to examine the organisational, cultural and emotional pressures experienced by investigators across policing. Coordinated by the National Police Chief’s Council (NPCC) Recruitment, Retention and Wellbeing of Investigators Portfolio, the week has brought together leaders, investigators and academics to explore challenges that have long been acknowledged, yet persistently under-addressed.

Supported by the updated Investigator Wellbeing Toolkit, the work of the Investigator Wellbeing Group is vital to build on decades of awareness and ensure that improvements are made at the pace needed.

Understanding the Demands and the Costs

As a career investigator, I have experienced the full spectrum of investigative pressures from volume and priority crime up to PIP3 Senior Investigating Officer (SIO) and PIP4 Strategic Investigator. Much of my career centred on major and complex investigations, including leading homicide and national high-profile investigations into child sexual exploitation and organised crime. These were testing environments but also hugely rewarding.

These roles shaped me professionally, but they also came with significant personal impact. Like many investigators, I missed family birthdays, school events and milestones. Long deployments away from home were not uncommon. Such sacrifices that come with ‘the job’, are rarely acknowledged, yet they intensify emotional burdens that investigators accumulate over time.

Academic research consistently shows the cumulative effect of such strain. Investigators experience secondary traumatic stress, particularly when investigating rape, child sexual exploitation and abuse (Foley et al., 2024). Emotional labour and chronic exposure to interviewing victims and viewing distressing material, all reduce psychological energy and increase vulnerability to burnout. These pressures are compounded by a policing culture that historically rewards endurance and “getting on with it” (Loftus and Holdaway, 2013), even when doing so jeopardises wellbeing, impairs judgement and decision-making (Cook and Tattersall, 2014).

The Work That Never Switches Off

My personal experience was that one of the most persistent challenges is the inability to mentally switch-off. Even after leaving work, investigative threads replay in the mind as you go over key evidence and unanswered questions searching for that vital break-through. On long-running harder to solve cases, I would routinely keep a notepad by my bed, as I would wake up with flashes of inspiration that needed to be captured before I could nod back off to sleep.

While dedication is essential, research by McLean, Meakins and White (2022) shows that cognitive overload and fatigue impair decision-making, reduce investigative accuracy and increase risk-taking. Research also cautions on the structure of investigative work, long unsociable hours, high-risk and often under-resourced teams, (James et al., 2025) which can leave investigators feeling like rest is a luxury rather than a necessity.

Wellbeing literature emphasises the critical role of recovery in sustaining performance in high-risk roles (Hope, 2016). Each investigator must find what works for themselves, but such practices are only fully effective when embedded within supportive organisational cultures. For me, watching my children’s sporting achievements, running and (who would have thought) gardening became rare moments of mental relief, providing space to decompress and recalibrate.

Victims, Moral Injury and Emotional Weight

Investigators carry a profound responsibility towards victims and their families. In many cases, they are the voice and the person they rely on to reveal the truth and achieve justice. The emotional weight of supporting victims and families whilst remaining professional and objective can be considerable, especially on long-running hard to solve cases. Blumberg et al. (2020, p.1) argue that investigators can then also experience psychological distress resulting from “the cost of caring” by feeling unable to reduce the suffering experienced by others. Investigators carry their stories with them long after the investigation concludes and this is a major reason that wellbeing support is so vital.

Organisational pressures

Organisational demands such as tight time frames, high case volumes and pressure to ‘wrap up’ all influence investigative decision-making ((McLean, Meakins and White, 2022). This can push investigators into a more cursory investigative mindset where they are prevented from upholding their own professional values (Blumberg et al., 2020). This is central to why investigator wellbeing requires more than simply individual resilience.

Team Culture and Leadership

No SIO can shoulder the responsibility of an investigation alone. Evidence shows that effective leadership and psychological safety (meaning the confidence to raise concerns, admit uncertainty and seek support), significantly enhance wellbeing and team performance (Phythian et al., 2023). In practice, however, as James, Cox and Carr (2025, p.1) have found, investigative teams still operate within a culture in which “high workloads, stress, and skills shortages” impact on their capacity and capability.

The work of the National SIO Wellbeing Group also reflects a growing recognition that the unique pressures faced by senior investigators require dedicated support. The group acts as a peer forum for confidential discussion, challenge and shared learning, with similarities to the NCA’s National SIO Adviser mentorship role. While a positive step, the groups very existence also highlights the continued gaps in organisational design, investment and support.

Preparing the Next Generation of Investigators

At UWE Bristol, the Degree Holder Entry Programme (DHEP) in partnership with Avon and Somerset Police plays a crucial role in preparing future detectives for both the operational and human challenges of investigative work.

The programme combines academic learning with professional practice, introducing student officers to concepts such as reflective practice, emotional resilience, trauma exposure, and the psychology of decision-making. It also focuses heavily on trauma-informed approaches, inclusive investigatory practice and acting in a procedurally just way – both in their engagement with members of the local community, as well as interactions with their peers.

Taught by a team of academics from a range of professional backgrounds, it encourages critical engagement with the realities of policing, the pressures that contribute to poor wellbeing as well as tools for self-management and ownership.

Moving forwards

The “Wellbeing of Investigators Week of Action” represents significant progress under the leadership of ACC Martin Brunning, who I first met as an SIO colleague on a cross-border serial killer investigation. I have no doubt that having walked the path, Martin will do his upmost to deliver sustainable change and embed wellbeing as a core component of investigative practice. Many of the challenges for investigators wellbeing are structural rather than individual, and I wish him and the working group all the very best.

Reflecting on my own investigative career, I am proud of the investigators and teams I worked alongside and the justice we collectively achieved. For me though, it was not until I walked out of the office for the last time, and stopped investigating, that I came to realise how much I had internalised and normalised the stresses of the job.

My message to those still investigating is “keep persevering “as it is a fantastic career but remember that resilience is not about running on empty. It is about knowing when to stop, recharge and go again!

References

Blumberg, D. M., Papazoglou, K., and Schlosser, M. D. (2020). Organizational Solutions to the Moral Risks of Policing. International Journal of Environmental Research and Public Health [online]. 17(20. [Accessed 10 November 2025].

Cook and Tattersall (2014). Blackstone’s Senior Investigating Officers’ Handbook. 3rd Ed. Oxford University Press.

Hope, L. (2016). Evaluating the effects of stress and fatigue on police officer response and recall: A challenge for research, training, practice and policy. Journal of Applied Research in Memory and Cognition, 5(3), pp. 239–245.

James, A., Cox, C., and Carr, R. (2025). Caseloads, culture, and capacity: rethinking investigative policing [online]. Policing & Society, pp. 1–22 [Accessed 12 November 2025].

James, A., Rogers, C., Turner, J. and Silverstone, D. (2025). Helping the police with their inquiries: improving investigator resilience and capacity in England and Wales [online]. Available from: https://researchonline.ljmu.ac.uk/id/eprint/18899/1/Helping%20the%20police%20with%20their%20enquiries.pdf [Accessed 12 November 2025].

Loftus, B. and Holdaway, S. (2013) Police culture in a changing world. Criminology & criminal justice [online]. 13 (1) p.119–120. [Accessed 10 November 2025].

McLean, F., Meakins, A. and White, E. (2022). College of Policing. Conducting effective investigations: Rapid evidence assessment [online]. Available from: https://assets.college.police.uk/s3fs-public/2022-07/Conducting-effective-investigations-rapid-evidence-assessment.pdf [Accessed 11 November 2025].

National Police Chiefs Council. 2025. Wellbeing of investigators toolkit. Available from: [Accessed 6 November 2025].

Police Federation (2020). Detectives in Crisis: Findings from the Police Federation Demand, Capacity and Welfare Survey 2020. Available from: https://www.polfed.org/media/16610/detectives-in-crisis.pdf [Accessed 11 November 2025].

Phythian, R., Birdsall, N., Kirby, S., Cooper, E., Posner, Z., & Boulton, L. (2023). Organisational and individual perspectives of police wellbeing in England and Wales. Police Journal (Chichester), 96(1), pp. 128–152.

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.ac.uk

A Day in the Life of Chief Inspector Dan Forster.

claudiamccready | 17 April 202517 April 2025

Anne Eason, our Associate Director of Policing, recently reached out to Chief Inspector Dan Forster from Avon & Somerset Police’s Strategic Planning team, to tell her about his day as a Chief Inspector. In his reply Dan delves into his motivations for joining the police, highlights the diverse experiences of his career, and discusses his current role. He also explores the advantages of higher education for police officers.

Can you tell us a bit about your background and what inspired you to become a police officer?

I remember the police visiting my school when I was about 11 or 12. The Mounted & Dog Section came along, and it all seemed very exciting. A couple of years later, I was out one Saturday afternoon in Bristol when I saw two officers engaged in a foot chase with a suspect through the busy shopping centre. I don’t know whether they ever caught the person, but it made an impression on me.

I joined Wiltshire police in 1998. It was a time before social media and mobile phones. There was only one desktop computer in the station which was not networked as the internet was still in its infancy. I never saw anybody use it. My two-year probationary period was undertaken in the market town of Chippenham and was a life-changing experience. I was very naïve, having no idea of just how busy the police are in dealing with crime and responding to community issues around the clock. I also had no appreciation for the levels of deprivation that exist within our communities, along with the undercurrent of neglect and harm that is invisible to most in society.

We typically paraded a sergeant and six constables as a response team from the station at Wood Lane. During my probation, I dealt with all manner of incidents including shoplifting, disorder, sudden death, serious road traffic collisions and domestic violence. A memorable moment came when on solo foot patrol at 5am in the morning. I noticed a door ajar at the local school and chose to investigate. I remember wandering around the corridors thinking that the caretaker must have forgotten to lock up, when I came face to face with a burglar. I’m not sure who was more surprised, me or him. There was a surreal moment as we just stood there looking at each other. I eventually made the move and put him in handcuffs before marching him outside to be collected by a patrol car.

Image of Dan Forster as a Police Constable.

At the conclusion of my probation, I transferred to Trinity Road in Bristol. Some may think that city policing is more challenging than rural policing, but I found this not to be the case. City policing was a faster pace, but the variety of work in rural policing, often single-crewed, made for a challenging operational environment.

“Over the past 25 years or so I have been fortunate to work in Response, Neighbourhoods, Training and Specialist Operations (firearms and public order). Policing has offered me a varied and rewarding career that I don’t think would be possible to experience in many occupations.”

How does your day start?

The day starts by trying to get the kids out of bed and to eat their breakfast. This is often the biggest challenge of the day!

What does a typical day involve?

I am currently working in Strategic Planning, undertaking a review of our operating model for policing. As Chief Inspector my days are still varied, but not as much as when I was an operational PC.

I spend much of my day in meetings and workshops, leading a team of business analysts, project managers and data scientists to design new ways of working.

I still have one foot in operational policing as a Silver (tactical) Commander for public order operations. This includes the planning and delivery of policing operations for sporting events, music festivals, protest and public disorder.

What aspects of your job do you find the most rewarding?

I really enjoy the operational side of the job. In was fortunate to study Crowd Safety Management at Bucks New University, graduating with first class honours. I am fascinated by crowd psychology and dynamics, and its relevance to policing. My dissertation was titled ‘Policing the Psychological Crowd’ and was highly relevant to understanding how we apply the ‘Elaborated Social Identity Model’ to protest and reduce the likelihood of police becoming the target of protest activity.

Policing has also provided the opportunity to undertake a master’s at the University of Cambridge. This as another life changing experience that completely changed how I think about policing. The main driver was evidence-based practice and finding out ‘what works’. I really enjoyed learning about innovative practice such as enhanced video response, which we are now introducing into policing to improve public service.

What would success in your role look like for you?

The starting point for me is public service. Everything we do should be aimed at serving the public. I’ve had many successes (and failures!) along the way, but it remains a privilege to get justice for people as part of the healing process when they have been victims of crime.

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

Critical thinking. It always amazes me how people believe what they are being told without question. I have certainly been guilty of this. Academia taught me to ask for the source when people are making claims to support an argument. It’s often the case that hearsay is being presented as fact. Further, academic writing skills have been of real benefit when writing objective reports and presenting business opportunities. Third person passive all the way.

And lastly, what do you do for fun?

I keep bees. It’s a great hobby and I have more honey in the cupboard than I know what to do with.

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.ac.uk

What’s your excuse?

claudiamccready | 6 December 20236 December 2023

This week’s blog is written by Senior Lecturer Micah Hassell, part of the UWE Bristol Policing Team. Micah has written a snapshot of his impressive career within Policing, so I won’t waste words repeating it. Part of that varied career includes time specialising on the Roads Policing Unit (RPU), where he dealt with serious and fatal road traffic collisions. Most of us have either been in an accident ourselves, or know of those that have been unfortunate enough to experience them.

2021 saw a 23% increase in deaths or serious injuries from accidents involving alcohol from the year before (ONS, 2023). In the same year, Avon and Somerset stated that alcohol was a factor in 1/3 of all their road traffic collisions (ASC, 2023). Each year local police forces run anti-drink and drug drive operations, educating and stopping drivers within their areas.

This festive period offers a poignant moment to consider the risks associated with driving under the influence, the impacts is has on loved ones and the services that attend to help. Over to Micah…

Image of Senior Lecturer, Micah Hassell wearing graduation robe and colours.

After starting a new role in May 2023 as a senior lecturer within the Police Constable Degree Apprenticeship programme, I have been given a fantastic opportunity to deliver a programme of learning to newly appointed police officers to ensure their operational competence meets the highest standards expected within Policing (College of Policing, 2014). My core interests in policing extend to Police ethics and the causes of corruption after serving the latter part of my career within the Professional Standard Department, but some of the most interesting and demanding responsibilities I have experienced were related to road death and its causation whilst performing the role of senior investigating officer with the Roads Policing department. As an ex Chief Inspector with 27 years operational Policing experience, I have investigated more than 120 collisions where a death has occurred and in 80% of those incidents’ intoxication has featured as a contributing factor to the cause of death. Although this is somewhat of a grim topic of discussion, I wanted to bring into focus the impact drink driving has, to prompt a discussion about your thoughts and behaviours when it comes to making that decision about drinking and driving.

Lived experience

One of my last fatal road traffic investigations occurred during the summer months just after midnight where a single vehicle carrying four occupants collided head on with a lamppost. On my arrival I was confronted with an horrific scene. The driver had been ejected out of the vehicle and came to rest some distance in front of the vehicle and had tragically died from her injures. The front seat passenger was deceased, and two rear passengers were seriously injured. One rear passenger died at the scene and the final passenger made it to the hospital before sadly passing away hours later. Almost immediately a strong smell of alcohol emanated from within the vehicle and those involved at the scene. I vividly remember that the speedometer on the vehicle had frozen at the point of impact and rested at exactly 31 miles per hour. During my investigation it transpired from witnesses that the four friends had decided to take a risk because they wanted to travel to another local pub approximately 2 miles away. Unfortunately, they never made it, and their lives were taken forever leaving families, police officers and communities with questions to this day about the decisions they all made on that tragic night.

Why?

Did you know that in the past year one of your friends, relatives or work colleagues will drink and drive and could even be over the legal limit today? You might have even drank last night feeling worse for wear this morning, but drove into work unsure of whether you were actually over the prescribed legal limit, or you could have car shared knowing the person driving was feeling pretty poorly from the night before. The reasons why people decide to drink and drive are complex, but more often than not the decision to use your car after drinking alcohol is done so with very little thought about the potential consequences that could occur. Government Statistics provide a comprehensive picture about the numbers killed or seriously injured on our roads within the UK…

In 2021 alone, over 27,000 people were killed or seriously injured on our roads.

In 2020, Police conducted over 46,000 roadside breath tests. Over 2,500 people failed these .

Department for Transport, 2022.

Alcohol as a factor

Qualitative research undertaken by Keatley et al, (2020) examined the reasons why people decide to drink and drive. After interviewing 83 participants between 18 and 64 years of age they identified five key themes that influenced their decision to drive after consuming alcohol. Unexpected reasons to leave the pub, peer pressure, only a short drive to the next destination, having an appointment they needed to be at and finally the effects of alcohol affected their judgement where they knew they should not drive, but carried on regardless. Most, if not all of us know about the effects of alcohol, but there are concerning gaps in a person’s ability to understand how much alcohol can be consumed or what strength of alcohol is contained within their drink. In each case recognising what their chosen drink contains remains a mystery and, in many cases, presents a misunderstanding about what people can tolerate. In a study conducted by Walker et al, (2016), 209 University students were asked to rank in order of alcohol strength 10 alcoholic drinks. Their research highlighted that people could not judge the strength of alcohol within an alcoholic drink, but instead chose their selected drink preferring to use taste instead. The more appealing the taste the more likely a person would choose to drink it rather than consider the strength of alcohol. This disparity highlighted the need to ensure more people should take a greater interest in the alcohol content of their preferred drink. There are also other studies undertaken by Stephens et al, (2017) that indicate people who worked full time or worked from home between 26 and 39 years old with “High Risk consumption patterns” are more likely to drink and drive, but also have a reduced perception about the risk of having a collision after consuming drink.

There are other causation factors that will always feature within any collision, but my lived experience has shown that alcohol contributes to the death of a high proportion of people who are involved in collisions. The example I provided at the beginning detailed the death of four friends travelling at the legal speed limit within 10 minutes of leaving a local pub, attempting to travel to another local pub a short distance away. You can see from this article that high risk drinking behaviours, having limited awareness of how strong your alcoholic drink is and only driving a short distance away all feature as contributing factors to causing road death. So before you decide to drink and drive think about the consequences of your actions and what excuse you are going to make before you get into the car!

Final reflections & the PCDA

Light bulb graphic with cog inside - reflection

The work of the PCDA team is extremely important. Within the operational competencies modules drink driving is taught throughout all three years. Legislation and exploring key prevention and detection strategies are all included. Working alongside Avon and Somerset Police UWE’s 2030 Strategy provides an inclusive programme designed to solve the future challenges policing faces. It focusses on student development using some of the most experienced police officers and staff to support them; using some of the best facilities throughout the region and beyond. The reason I chose to apply for a job within UWE was because it not only boasted one of the best programmes in the country, it also centred their interests around my own teaching practice and development. It’s been a fantastic transition from policing into higher education. There are always opportunities for staff and students to be part of the PCDA journey where most modules run practical sessions to develop students offices as they progress through their degree if you want to get involved you can contact me or any of the PCDA team here.

Helpful Resources

Keatley, D. A. et al. (2020) Perceptions of drink driving legal limits in England: a qualitative investigation. Psychology, crime & law. [Online] 26 (8), 733–744. [Accessed 6 July 2023]

Stephens, A. N. et al. (2017) Alcohol consumption patterns and attitudes toward drink-drive behaviours and road safety enforcement strategies. Accident analysis and prevention. [Online] 98241–251. [Accessed July 2023]

Walker, S. et al. (2016) Estimates of the Absolute and Relative Strengths of Diverse Alcoholic Drinks by Young People. Substance use & misuse. [Online] 51 (13), 1781–1789. [Accessed 10 July 2020]

Editorial Team

Image of a paper plane to mean 'email' or 'send'

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

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

Becoming An Evidence-based Police Practitioner

Paul Williamson | 24 November 20236 December 2023

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

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

Society of Evidence Based Policing (SEBP) annual conference

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

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

The title of the conference was:

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

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

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

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

So what did we take specifically from the two days?

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

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

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

What can you do?

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

Editorial Team

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

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

Paul Williamson | 6 November 20236 December 2023

Introduction

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

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

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

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

Over to Tom…

Tom’s reflections

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

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

What?

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

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

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

So What?

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

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

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

Now What?

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

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

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

Editorial Team

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