Rehabilitation of the Offender

Probation, Restoration and Social Justice Four academic journal entries and a reflective piece Note: the material from the 4 lectures and a sample will be provided Topics of the 4 lecture material: Woman Offenders, Health and Addiction, Education/Training/Employment, Gender Issues in Penal Policy

 

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Submission Deadline Marks and Feedback
Before 10am on:

08/05/2022

20 working days after deadline (L4, 5 and 7)
15 working days after deadline (L6)
10 working days after deadline (block delivery)

 

08/06/2022

 

Key assignment details
Unit title & code Rehabilitation of the Offender: Probation, Restoration and Social Justice   ASS097-2
Assignment number and title 1.       Four academic journal entries and a reflective piece
Assignment type Academic Journal
Weighting of assignment 100%
Size or length of assessment 2500
Unit learning outcomes 1.       Demonstrate the following knowledge and understanding:

A critical understanding of theory and contemporary practice in offender rehabilitation, nationally and internationally.

 

2.       Demonstrate the following skills and abilities:

To analyse the effectiveness of specific examples of rehabilitative practices in preventing re-offending.

 

   

 

 

 

 

What am I required to do in this assignment?
 

The assignment is an academic journal reflecting on individual learning based on your lectures and seminars and reading about the concept of rehabilitation. You will produce four journal entries from across the semester and a reflective piece bringing the key themes from your journal entries together in a coherent discussion about rehabilitation. The total word count is 2500 words. You will receive further guidance about producing the journal through the assignment brief and class instruction.

You are encouraged to write up your note making each week and to reflect on the key theme(s), ensuring your reflections are properly supported with evidence from a range of academic sources. In this way, you will be working towards completing your assignment by reviewing the content of your lectures and seminars and academic reading.  Each journal entry should be around 400 words leaving you enough scope to review the main themes from your four journal entries in your critically reflective account. You are thinking about the role of Probation as a profession and criminal justice organisation and the type of work that is undertaken in the rehabilitative process.

 

Guidelines

 

1) Academic works and journals should be used to support theoretical discussion and contemporary open source material to illustrate your chosen themes concerning rehabilitative practices in Probation.

2) The work should include a wide range of source material involving different media, reports, publications and academic publications.

3) Lecture BREO notes will NOT count as part of these sources. Therefore, you are encouraged to carry out wider reading. Follow up on the sources that are mentioned during lectures.

4) You must use the Harvard referencing system to identify the source of all the information used in the essay i.e. you must include in-text references when writing your essay in class. The Harvard system you must use is outlined in the referencing guidelines you will find on the unit’s BREO site. Please pay particular attention to point 8 of the referencing guidelines on secondary referencing.

 

Specific assessment guidance on presentation, content or structure.

 

You may wish to include the following sections. These are only a guideline and the structure is geared to  your chosen themes.

1.       Background

2.       Law, Policy and Practice

3.       Themes and Issues

4.       Response of  the (local and international) criminal justice system

5.       Case Studies

6.       Conclusion /Lessons Learned / Moving Forward / Recommendations

 

 

Critically examine aspects of rehabilitative practice. Synthesise the different forms of knowledge, highlighting the key concepts, debates, issues, and relevant legislation and policies and explaining their relevance.

 

You will be expected to include relevant theories and research evidence, including taking account of definitional concerns surrounding the process of rehabilitation.

 

 

 

Academic Sources

 

What constitutes an academic source?

1)            Books found in the library

2)            E-books – that are specific to the subject of sociology/the topic you are discussing

3)            Journals

4)            Official web pages that end in    .ac     .org      .gov

5)            Policy papers

6)            Papers found on Google scholar

 

What does not constitute an academic source?

1)            Online sociology blogs/webpages/essay writing sites/online student rooms

2)            General pages found on google (unless they are policy papers/.org/.ac/.gov

3)            Articles from the tabloid newspapers (the Sun/the mirror/news of the world)

4)            Un-official web pages that are general discussions without being peer reviewed/from a university / from an academic source

 

You cannot just rely on the core text books; you will need to search for other books/ journals/articles to help you answer the question. You will need to source articles in the library, especially journal articles, as they will provide you with the latest research evidence/arguments.

 

You must use the Harvard referencing system to identify the source of all the information used in your assignment. You will find a copy of the latest referencing guidelines on the unit’s BREO site. Also read the section headed ‘Plagiarism and Bad Academic Practice’ in your handbook. For guidance on referencing sources go to the following webpage: http://lrweb.beds.ac.uk/guides/a-guide-to-referencing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

What do I need to do to pass? (Threshold Expectations from UIF)
 

·         A critical understanding of the rehabilitative process in desistance and recidivism.

·         Your awareness and the application of your knowledge to the contemporary rehabilitative practices within both the national and international context.

 

 

 

 

 

 

 

How do I produce high quality work that merits a good grade?
 

First and foremost by  ensuring you understand the key concepts and ideas in relation to the rehabilitation of offenders. You are being asked to produce critical analysis of key ideas concerning rehabilitation and the change process, having moved beyond description of basic facts.

 

This will be clarified and discussed in class, in a scheduled session in the early part of the unit. I will provide an example of what is expected in this assignment during this scheduled seminar. Each week, I will give examples of how each topic could be used in your assignment.

 

 

 

 

 

 

 

How does this assignment relate to what we are doing in scheduled sessions?
The assignment relates directly to teaching and related learning activities in relation to knowledge and understanding of the processes of rehabilitation and towards leading a crime free life. Each week will develop the themes, key concepts and ideas in relation to rehabilitative practices within Probation and these will form the basis of your academic journal entries. You are being asked to make notes and complete reading each session in order to produce a critical academic journal entry outlining the core ideas taken from the lecture and your reading. I will give examples of themes and ideas you should examine in your reading and research.

 

 

 

 

 

 

 

 

 

 

 

 

 

How will my assignment be marked?
 

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

 

You can use them to evaluate your own work and consider your grade before you submit.

 

 

 

 

   70%+ (Ist Class) 60-69% (2:1) 50-59% (2:2) 40-49% (3rd Class)

Threshold Standard

35-39% (Fail) 0-34% (Fail)
1. FOCUS ON TASK Answers question/completes task Critical and analytical work, which demonstrates a rigorous approach to the task. Focused, yet sophisticated, elements of the finished product show a considered appraisal of the task’s aims. Four academic journal entries and reflective account have been produced to an excellent standard . Learning outcomes are met in a comprehensive analytical response to the task. There is evidence of careful planning and all assessment criteria are addressed.

Four academic journal entries and reflective account have been produced to a good standard.

A competent piece of work, which addresses most of the task requirements. The assignment is more descriptive than analytical.

Four academic journal entries and reflective account have been produced to a consistent standard.

There is some engagement with the task, but learning outcomes are not met. There is evidence of a lack of understanding of the assignment brief.

Four academic journal entries and reflective account have been produced to an adequate standard.

 

 

 

 

 

 

Little evidence of focus on the task, with a consequent failure to meet the learning outcomes. Work is either insufficient or incomplete and does not address those elements essential to success.  There are fewer than four academic journal entries and the reflective account may be incomplete. Very little or no evidence of focus on the task, with a consequent failure to meet the learning outcomes. Work is insufficient and does not address those elements essential to success. Incomplete production of four academic journal entries and reflective account.
2. KNOWLEDGE

 

Knowledge and understanding of relevant material

Evidence of sophisticated and varied knowledge concerning rehabilitative practices, displayed in a mature and balanced approach to the task. The author demonstrates confidence with theories, models or perspectives and so the work is extremely academic in nature There is clear evidence of varied and in-depth reading and of a willingness to use independently acquired knowledge about rehabilitative practices. The work shows significant comprehension of the subject as well as an interest in it. Sound knowledge and understanding of key themes and data concerning rehabilitative practices are present in most of the work. The assignment reflects an acceptable engagement with guided learning but evidence of autonomous study is less apparent. There is some basic knowledge in the work and a limited range of relevant material concerning rehabilitative practices. Terminologies or language expected at this level are used either imprecisely, or not at all.

 

 

 

 

 

 

 

There is little evidence of engagement with course material and concepts concerning rehabilitative practices. Opinions are presented rather than arguments supported by sound sources. The work does not meet the standards required at this level of study. There is very little or no evidence of engagement with course material and concepts concerning rehabilitative practices. Opinions are presented rather than arguments supported by sound sources. The work does not meet the standards required at this level of study.
3. STRUCTURE

 

Clear, logical and coherent structure

The structure and flow of the work has been given careful thought. Introductory sections are concise, yet comprehensive, the main body is efficiently constructed and the concluding section is convincing. There is a satisfying and cohesive feel to the work and the author understands both the purpose and nature of the specified format.

 

The work is presented in an accurate and effective format. Themes and topics are discussed in a clear and appropriate style, and there is evidence of careful planning. The work flows well from beginning to end and is structured well, in order to achieve this. The assignment has been produced in the required format with some care. Not all sections of the work link effectively into each other and there may be minor problems with style and flow. There is some attempt to structure the work, but it is rather unsuccessful on the whole. Ideas and arguments are presented in an illogical and disjointed manner at times and the contents are not convincingly communicated as a result. There is evidence of a lack of care and planning in the production of the work, or of a lack of familiarity with the format.

 

 

There is little or no flow throughout and component parts are poorly linked. Introductory sections are limited or non-existent and there is no successful conclusion. The format is either wrong or unsuccessfully produced. There is very little or no flow throughout and component parts are poorly linked. Introductory sections are extremely limited or non-existent and there is no successful conclusion. The format is either wrong or unsuccessfully produced.
4. CITATIONS

Referencing according to Faculty guidelines and range of sources

A highly creditable range of academic sources has been used, with an emphasis on primary texts. These are employed with care and precision in order to strengthen the work at every stage. Sources have been cited accurately and carefully throughout and represent advanced reading at this level. Reading and reference lists have been ordered and formatted with accuracy. There is clear evidence of wide and in-depth reading; sources are varied and the majority of the material is from primary sources. Care has been taken with referencing and citation, although there may be some minor inaccuracies in formatting. The work displays an acceptable level of reading, although there should be more engagement with primary sources at this level. There is understanding of, and engagement with, the Harvard system of referencing and citation, although there are basic errors that need to be addressed. The number, and range, of academic literature is minimal; sources are limited and there is little or no use or primary material. The standard of referencing and citation is poor and does not show signs of development since the first year.  Many sources in the text do not appear in the reference list.

 

 

 

 

 

 

 

There is little attempt to use valid supporting texts or resources and, subsequently, no real evidence of reading in the work. Sources are not cited correctly, and there may be examples of poor academic practice, relating to the origins and authorship of material, that are not acceptable at this level. References in the reference list bear little or no relation to those cited in text. There is very little or no attempt to use valid supporting texts or resources and, subsequently, no real evidence of reading in the work. Sources are not cited correctly, and there may be examples of poor academic practice, relating to the origins and authorship of material, that are not acceptable at this level. References in the reference list bear little or no relation to those cited in text.
5. EXPRESSION

English expression and grammar, spelling and punctuation

The work is both highly literate and articulate; phrases and words are chosen carefully. Obvious care has been taken with proof-reading and the standard of writing is commendably effective. Sentences are clear, accurate and expressive. There are very few grammatical or spelling errors. The work is largely written in clear and effective English, however there may be poor choices of words and phrasing and some uncorrected errors. Expression is often unclear and meanings may not be satisfactorily communicated. There are regular errors of grammar, spelling and punctuation. The work is either difficult to read and understand, because of poorly written English, or because it has clearly not been produced carefully, nor proof-read. The written expression is extremely difficult to read and understand. There are significant grammatical and spelling errors.