The Oxford Textbook on Criminology

Höfundar: Steve Case; Phil Johnson; David Manlow; Roger Smith; Kate Williams (Útgáfa: 2)
The Oxford Textbook on Criminology

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With its vibrant, student-focused approach and authoritative yet accessible coverage of all key topics, The Oxford Textbook on Criminology is the essential companion to exploring, explaining, and responding to crime. While other books simply impart information The Oxford Textbook on Criminology goes further, equipping readers with the confidence and skills to form their own views and treating them as fellow knowledge-generating criminologists.

This highly engaging introduction supports undergraduates throughout their criminological journey, from their first encounter with the discipline to conducting independent research and considering career options. Its fresh, contemporary account of the subject includes chapters dedicated to the hot topics of global criminology, social harm, and green criminology, as well as 'New frontiers' boxes which highlight recent and emerging developments in each area.

At every turn, concepts and theories are set into a real world context and readers are encouraged to unpick the issues. 'What do you think?' boxes challenge students to question their assumptions and critically reflect on their personal viewpoints, while 'Controversy and debate' and 'Conversations' boxes help students apply the knowledge they've gained. The authors' explanations are brought to life by the voices and experiences of a wide variety of people connected to criminology and the criminal justice system, from students and academics to police officers and crime victims.

Digital formats and resources The second edition is available for students and institutions to purchase in a variety of formats, and is supported by online resources. - The e-book offers a mobile experience and convenient access along with self-assessment activities, answers to the review questions, and links that offer extra learning support: www. oxfordtextbooks. co. uk/ebooks - These study tools that enhance the e-book are also available as stand-alone online resources for use alongside the print book.

Online resources for students: - Over 300 multiple choice questions - Suggested answers to the end of chapter questions - Additional chapters on the criminal justice systems of the UK's devolved jurisdictions - Checklists, templates, and resources on academic writing; research ethics; and employability For lecturers: - Exam and essay questions for each chapter - Customizable PowerPoint slides for each chapter - A teaching pack for each chapter, containing ideas on how to use the book material in lectures and smaller groups - Downloadable versions of all figures in the book.

Nánar um bókina

Útgefandi
Oxford University Press Academic UK
ISBN
9780192572738
Print ISBN
9780198835837
Format
ePub
Útgáfa
2
Höfundar
Steve Case; Phil Johnson; David Manlow; Roger Smith; Kate Williams
Tungumál
English
Útgefið
2021-06-30
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover
  • Title Page
  • Copyright page
  • Preface
  • New to this edition
  • Acknowledgements
  • About the authors
  • Guide to using this textbook
  • Understand and contextualize the topic at hand
  • Apply theory to practice through real-world experiences and examples
  • Reflect and critique to take an active role in your studies
  • Extend your exploration through independent reading and research
  • Test and revise your knowledge of key terms and concepts
  • Enhance your studies with additional resources
  • Resources for lecturers
  • Part 1 Journeying into Criminology
  • 1 Studying criminology
  • 1.1 Introduction
  • 1.2 What is criminology?
  • The scientific study of crime
  • Defining crime
  • Explaining crime
  • Responding to crime
  • The triad of criminology
  • An interdisciplinary meeting point
  • Academic influences
  • Non-academic influences
  • 1.3 Studying criminology
  • Unpacking criminology
  • Categories
  • Theories
  • People, organisations, and systems
  • Themes and issues
  • Learning and teaching methods
  • Direct teaching methods
  • Indirect teaching methods
  • How your learning will be assessed
  • Written assessments
  • Presentations
  • Research-based assessment
  • Work-based assessment
  • Visual assessments
  • 1.4 Getting the most from your studies
  • The goal: becoming an E3 student
  • The mindset: The ABC approach
  • The support: choosing and using your ‘travel partners’
  • University travel partners
  • Programme travel partners
  • Criminological learning resources
  • 1.5 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • Part 2 Exploring Crime
  • 2 What is ‘crime’?
  • 2.1 Introduction
  • 2.2 Crime as a social construct
  • The state
  • The public
  • 2.3 Crime and deviance
  • Adhering to social rules and norms
  • Kay Gilderdale
  • Nicolas Bonnemaison
  • Deviance as healthy: Durkheim’s view
  • 2.4 Defining ‘crime’: the harm principle
  • What constitutes ‘harm’?
  • Acts causing offence and anxiety: moral issues
  • Harm to self
  • Indirect harm and harm to non-humans
  • The limits of the harm principle
  • 2.5 Other ways to decide whether an action should be a crime
  • Deciding on ‘crimes’ using values and regulations
  • Rights-based systems
  • The European Convention on Human Rights (ECHR)
  • Broader, non-legal rights
  • 2.6 Do we need the criminal law?
  • 2.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 3 What is ‘justice’?
  • 3.1 Introduction
  • 3.2 Defining justice
  • A basic definition of justice
  • Legal definitions of justice
  • Key considerations when defining justice
  • The importance of just reasoning
  • Injustice or bad luck?
  • Social justice
  • Justice as a social construct
  • Challenging definitions of justice
  • 3.3 Criminal justice models
  • Descriptive models
  • Weber: the bureaucratic model
  • Durkheim: the stigmatisation or status passage model
  • Power models
  • Normative models
  • Crime control model
  • Due process model
  • Medical model
  • Rights model
  • Victims’ interests/rights model
  • Applying the normative models
  • Normative models—a conclusion
  • 3.4 Philosophical ideas of justice
  • Aristotle on justice
  • Aristotle’s ideas about justice
  • Problems with Aristotle’s ideas about justice
  • John Rawls on justice
  • Rawls’ ideas about justice
  • Problems with Rawls’ ideas about justice
  • Amartya Sen on justice
  • Sen’s ideas about justice
  • Problems with Sen’s ideas about justice
  • Communitarianism
  • Amitai Etzioni
  • Radical communitarianism
  • The ideas of Elliot Currie
  • Restorative justice and communitarianism
  • 3.5 Systems of criminal justice
  • Adversarial systems
  • The adversarial system explained
  • The decision-makers and the decision
  • Evaluating the adversarial system
  • The inquisitorial system
  • The inquisitorial system explained
  • The decision-makers and the decision
  • Evaluating the inquisitorial system
  • Systems borrowing from each other
  • 3.6 Drawing ideas together
  • Justice through treating like cases alike
  • Taking account of social justice
  • 3.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 4 How criminology produces knowledge
  • 4.1 Introduction
  • 4.2 Producing criminological knowledge
  • Maintaining an ABC mindset
  • What is knowledge in criminology?
  • 4.3 The evolution of criminological theories
  • Classicism: subjectivity and supposition
  • Positivism: study through research
  • Critical criminology: the rebirth of subjectivity
  • Today’s theories
  • 4.4 Subjectivity
  • External subjectivities
  • Professional subjectivity
  • Dominant viewpoints
  • Media (mis)representation
  • Headlines covering white suspects
  • Headlines covering black victims
  • External-internal subjectivity
  • Individual demographics
  • Peer groups and social interactions
  • Internal subjectivity
  • Personal experiences
  • Existing knowledge
  • 4.5 Supposition
  • 4.6 Study
  • Research as study
  • Experiment: researching by doing and manipulating
  • A criminological example: an effective experiment in preventing shoplifting
  • Control in experiments
  • Reductionism
  • Surveys: researching by asking
  • Questionnaires
  • Interviews
  • Observations: researching by watching
  • Secondary analysis: researching by analysing someone else’s data
  • Types of secondary data analysis
  • Considering the validity of secondary data analysis
  • Multiple and mixed research methods: researching by combining methods
  • Innovations in research
  • 4.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 5 Crime statistics
  • 5.1 Introduction
  • 5.2 How to approach crime statistics
  • 5.3 The development of national crime statistics
  • The historical development of crime statistics
  • The first census
  • The first large-scale crime survey
  • Crime statistics today
  • 5.4 Police recorded crime statistics
  • The purpose of police recorded crime statistics
  • How police recorded crime statistics are generated
  • The justice gap (attrition)
  • Under-reporting
  • Counting rules
  • How reliable are police recorded crime statistics?
  • Strengths of police recorded crime statistics
  • Limitations of police recorded crime statistics
  • 5.5 The Crime Survey for England and Wales
  • The purpose of the CSEW
  • How CSEW statistics are generated
  • Using a representative sample
  • Who is included in the survey sample?
  • Which crimes are included in the survey?
  • How reliable are CSEW statistics?
  • Strengths of the CSEW
  • Limitations of the CSEW
  • 5.6 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • Answers to Exercises
  • 6 Crime and the media
  • 6.1 Introduction
  • 6.2 Criminological studies of the media
  • Key questions for media criminology
  • Key concepts in media criminology
  • ‘Moral panic’ and ‘folk devils’
  • Studies of moral panics and folk devils: Stan Cohen and the Mods and Rockers
  • Research methods in media criminology
  • Content analysis
  • Discourse analysis
  • 6.3 Media representation of crime
  • What the research shows
  • What shapes media coverage of crime?
  • 20th-century newsworthiness: Chibnall’s ‘imperatives’
  • Newsworthiness today: Jewkes’s ‘news structures’
  • Media representation of social groups
  • Young people in media
  • Migrants in media
  • Crime in fiction and entertainment media
  • Crime in literature
  • Crime on screen
  • ‘Traditional’ and ‘radical’ crime films
  • Prison films
  • Crime and music
  • Crime in gaming
  • 6.4 Media effects on crime
  • Media as criminogenic
  • Media inspiring crime
  • Media facilitating crime
  • Media as a positive influence on crime
  • Should media be censored?
  • 6.5 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • Answers To Exercises
  • 7 Victimology
  • 7.1 Introduction
  • 7.2 Defining victims
  • Direct and indirect victims
  • Victim or survivor?
  • The ‘ideal’ victim
  • 7.3 Theories, concepts, and debates in victimology
  • Victim precipitation
  • Theoretical approaches to victimology
  • Positivist victimology
  • Critical victimology
  • Radical victimology
  • Feminist victimology
  • Narrative victimology
  • Policy approaches to victimology
  • The United Nations on victims
  • The European Directive on victims
  • 7.4 Measuring victimisation
  • Statistics on victimisation
  • The problems with statistics on victimisation
  • Repeat victimisation
  • 7.5 Victims and the criminal justice process
  • 7.6 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 8 Hate crime
  • 8.1 Introduction
  • 8.2 Understanding hate crime
  • Laws on hate crime
  • Criminological perspectives on hate crime
  • Rates of hate crime
  • 8.3 Disablist hate crime
  • The extent of disablist hate crime
  • The nature and dynamics of disablist hate crime
  • 8.4 LGBT+ hate crime
  • The history of criminalising LGBT+ identities
  • The extent of LGBT+ hate crime
  • 8.5 Racially motivated hate crime
  • The historical background of racially motivated hate crime
  • Racially motivated hate crime today
  • 8.6 Religiously motivated hate crime
  • Islamophobia
  • Antisemitism
  • 8.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 9 Youth offending and youth justice
  • 9.1 Introduction
  • 9.2 What do we mean by ‘childhood’?
  • Childhood in history
  • Developmental and psychological explanations of childhood
  • Childhood as a social construct
  • 9.3 Individualised explanations for youth offending
  • Developmental explanations
  • The Cambridge Study in Delinquent Development
  • Crime in the Making
  • Explanations using the idea of ‘agency’
  • 9.4 Contextual explanations for youth offending
  • Cultural influences on youth offending
  • Gang culture and youth offending
  • Radicalisation and youth offending
  • The role of social structures and processes
  • Constructing ‘youth offenders’
  • The ‘amplification of deviance’
  • 9.5 Mainstream responses to youth offending
  • Risk-focused interventions for children and young people in the YJS: Asset
  • Risk-focused interventions for children and young people outside the YJS: Onset
  • Criticisms of risk-focused responses: AssetPlus
  • 9.6 Progressive approaches to youth offending
  • Diversion from the formal YJS
  • Positive youth justice
  • 9.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 10 Race, ethnicities, and the criminal justice system
  • 10.1 Introduction
  • 10.2 Understanding racial inequality in the UK
  • A brief history of race issues in the UK
  • Race-related issues today
  • 10.3 How do we ‘know’ about race, ethnicity, and crime?
  • 10.4 Victimisation, offending, and ethnicity
  • Ethnicity and victimisation
  • Ethnicity and offending
  • 10.5 Race, ethnicity, and the criminal justice system
  • Policing
  • Prosecution
  • Sentencing
  • Prisons
  • 10.6 Addressing racial inequality in crime and the criminal justice system
  • The Scarman Inquiry (1981)
  • The Lawrence Inquiry (1999)
  • Zahid Mubarek Inquiry (2006)
  • Continuing the discourse: reports and responses after Lawrence and Mubarek
  • 10.7 Theorising race, ethnicities, and the CJS: critical race theory
  • What is CRT?
  • The aims of CRT
  • Criticisms of CRT
  • Applying CRT to ethnicity and crime in the UK
  • 10.8 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 11 Gender and feminist criminology
  • 11.1 Introduction
  • 11.2 Gender and criminology: an overview
  • Women as victims
  • Women as offenders
  • Historical explanations of female crime
  • Modern explanations of female crime
  • Women in the criminal justice system
  • The chivalry thesis
  • The double deviance thesis
  • Criticisms of the theses
  • Men as offenders
  • 11.3 Feminist criminology
  • Origins of feminist criminology
  • Principles of feminist criminology
  • Theorising gender and crime
  • Analysing the gender binary
  • Challenging androcentricism
  • Theorising the gender gap in crime statistics
  • 11.4 Theoretical traditions of feminist criminology
  • Liberal feminist theory
  • Radical feminist theory
  • Marxist feminist theory
  • Socialist feminist theory
  • 11.5 Feminist epistemologies
  • Feminist empiricism
  • Standpoint feminism
  • Postmodern feminism
  • 11.6 Newer perspectives in feminist criminology
  • Intersectional perspectives
  • Additional feminist perspectives
  • 11.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 12 Green criminology
  • 12.1 Introduction
  • 12.2 What is green criminology?
  • The context and origins of green criminology
  • The scope of green criminology
  • 12.3 Green criminology and the ‘market society’
  • How the market society operates
  • What economics tells us about the market society
  • A market society case study: the oil industry and environmental harm
  • 12.4 Key concepts in green criminology
  • Environmental justice
  • Ecological justice
  • Ecocide
  • 12.5 Green crimes or green harms?
  • 12.6 Policing green crimes
  • Types of response to environmental offending
  • Practical responses to environmental offending
  • 12.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 13 Global criminology 1: Comparative criminology
  • 13.1 Introduction
  • 13.2 Globalisation, crime, and justice
  • What is globalisation?
  • What does globalisation mean for criminology?
  • The emergence of a global criminology
  • Time for a southern criminology?
  • 13.3 Comparative criminology
  • Positivist vs interpretivist comparative research
  • 13.4 Global convergences: the positivist approach
  • Convergence 1: urban violence
  • Convergence 2: punitivism and public protection
  • 13.5 Global divergences: the interpretivist approach
  • Why conduct both positivist and interpretivist comparative research?
  • Problems with overemphasising similarities
  • Problems with overemphasising differences
  • Divergence 1: Nordic and Norwegian justice
  • Divergence 2: Latin American and Brazilian justice
  • Levels of police violence
  • Sentencing and imprisonment
  • Recognising convergences: Latin America prison conditions
  • 13.6 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 14 Global criminology 2: Transnational criminology
  • 14.1 Introduction
  • 14.2 What is transnational criminology?
  • The scope of transnational criminology
  • Key themes for transnational criminology
  • National and international
  • Crime and war
  • Crimes of the powerful and crimes of the powerless
  • The public and the private
  • 14.3 Key areas of concern for transnational criminology
  • A transnational approach to state terror and the ‘war on terror’
  • A transnational approach to international drug trafficking and the ‘war on drugs’
  • A transnational approach to people smuggling and the ‘war on migration’
  • A transnational approach to the disposal and regulation of toxic waste
  • A transnational approach to cybercrime and cybersecurity
  • 14.4 Critical issues in transnational criminology
  • Critique of the ‘mafia’ or ‘cartel paradigm’
  • The need for global civil society responses
  • 14.5 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • Part 3 Explaining Crime
  • 15 Free will, classicism, and rational choice
  • 15.1 Introduction
  • 15.2 Understanding theory
  • What is a theory?
  • Testing a theory
  • How to understand a theory
  • How to assess a theory
  • Different types of theory
  • Normative and descriptive theories
  • Grand theories or integrated theories
  • Particular theories
  • 15.3 Criminological theory
  • Classicism
  • Positivism
  • Interpretivism
  • Critical criminology
  • 15.4 Classical criminology
  • Key thinkers in classical criminology
  • John Locke
  • Cesare Beccaria
  • Jeremy Bentham
  • The influence of classical criminology
  • How much credit should we give classical criminology?
  • Classical criminology’s impact on modern justice
  • Limitations of classical criminology
  • Culpability
  • Intentions
  • Timing
  • Power structures
  • Neo-classical criminology
  • Rational choice theory
  • Involvement decisions
  • Event decisions
  • Routine activity theory
  • Situational crime prevention
  • 15.5 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 16 Biological and psychological positivism
  • 16.1 Introduction
  • 16.2 Positivism and positivist criminology
  • 16.3 Causation and correlation
  • 16.4 Positivism, punishment, and rehabilitation
  • 16.5 Early positivism
  • Cesare Lombroso
  • William Sheldon
  • Francis Galton
  • 16.6 Biological theories
  • Brain structure and function
  • Chemical and biochemical influences
  • Symptoms
  • Genetics
  • Family studies
  • Adoption and twin studies
  • Evolutionary psychology
  • Biological positivism: conclusion
  • 16.7 Psychological theories
  • Sigmund Freud and psychoanalysis
  • Levels of awareness
  • Components of personality
  • The Id
  • The Ego
  • The Superego
  • The five stages of development
  • The Oral Stage
  • The Anal Stage
  • The Phallic Stage
  • The Latency Stage
  • The Genital Stage
  • Defence mechanisms
  • Extroversion, neuroticism, and psychoticism
  • 16.8 Learning theories
  • Classical conditioning
  • Operant conditioning
  • Social learning theory
  • Cognition
  • Learning theories: conclusion
  • 16.9 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • Answers to Exercises
  • 17 Sociological positivism
  • 17.1 Introduction
  • 17.2 Sociological theories
  • Social interaction theories
  • Social structural theories
  • Social conflict theories
  • 17.3 Key concepts in sociology
  • Status and role
  • Rules/norms
  • Socialisation
  • Conflict and consensus
  • Power
  • 17.4 Social process/interaction theories
  • Differential association
  • Sutherland’s theory
  • Sutherland: a critique
  • 17.5 Social structural theories: social strain and social disorganisation theories
  • Durkheim and functionalism
  • Crime as normal and healthy
  • Anomie
  • Durkheim: critique
  • Merton and strain
  • Merton’s theory
  • Merton: critique
  • The Chicago School: social disorganisation
  • Social disorganisation theories
  • Social disorganisation: critique
  • 17.6 Social structural theories: culture and subcultural theories
  • Subcultures
  • Cohen and delinquent subcultures
  • Cohen’s theory
  • Cohen: critique
  • Cloward and Ohlin and ‘differential opportunity’
  • Cloward and Ohlin’s theory
  • Cloward and Ohlin: critique
  • Neutralisation and drift
  • Neutralisation and drift theory
  • ‘Neutralisation’ and ‘drift’: critique
  • Social exclusion and the underclass
  • Murray’s theory
  • Young’s theory
  • Social exclusion and the underclass: critique
  • 17.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 18 Critical criminology
  • 18.1 Introduction
  • 18.2 What is critical about critical criminology?
  • 18.3 Social construction and power
  • 18.4 Labelling perspectives
  • 1960s radicalism and revolutionalising criminological thought
  • The nature of deviance
  • Primary and secondary deviance
  • The impact of stigma
  • Labelling according to race and ethnicity
  • Beyond the label
  • 18.5 Marxist-inspired critical theories
  • Jock Young and the ‘naughty schoolboys’
  • Willem Bonger: capitalism and crimes of the powerful
  • The ‘new criminology’
  • 18.6 Examples of the diversity of critical criminological theories
  • State crime
  • Feminist perspectives
  • Cultural criminology
  • Convict criminology
  • 18.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 19 Social harm
  • 19.1 Introduction
  • 19.2 What is social harm?
  • Example 1: deaths due to austerity measures
  • Example 2: failure to meet educational needs
  • Example 3: the industrial legacy of asbestos
  • Defining social harm
  • 19.3 How social harm theorists critique criminology
  • ‘Crime’ has no ontological reality
  • Criminology perpetuates the myth of ‘crime’
  • ‘Crime’ consists of many petty events
  • ‘Crime’ excludes many serious harms
  • Constructing ‘crime’ through the criminal law is myopic
  • Criminalisation and punishment inflict pain
  • ‘Crime’ control is ineffective
  • ‘Crime’ legitimises the expansion of crime control
  • ‘Crime’ maintains power relations
  • 19.4 How the social harm approach works
  • A social harm case study: The Grenfell Fire
  • Levels and dimensions of social harm
  • Physical harm
  • Psychological and emotional harms
  • Cultural harms
  • Harms of recognition
  • Financial and economic harms
  • 19.5 The production and reduction of social harm
  • 19.6 Critique of the social harm approach
  • 19.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 20 Right and left realism
  • 20.1 Introduction
  • 20.2 The rise of realism in context
  • The theoretical context to the rise of realism
  • The political context to the rise of realism
  • 20.3 Right realism: key ideas
  • 20.4 Right realism: policy implications
  • James Q. Wilson: Thinking About Crime
  • Charles Murray on the (criminal) ‘underclass’
  • Beyond the underclass: the making of the ‘chav’
  • 20.5 Evaluating right realism
  • 20.6 Left realism: key ideas
  • 20.7 Left realism: policy implications
  • 20.8 Evaluating left realism
  • 20.9 Beyond ‘left’ and ‘right’ realism?
  • 20.10 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 21 Integrated theories of crime
  • 21.1 Introduction
  • 21.2 Integrated theories in context
  • 21.3 Integrated positivist theories
  • Sociobiological theories
  • Biosocial theory
  • Right-realist biosocial theory
  • Biosocial risk factor theories
  • Evaluating sociobiological theories of crime
  • Social control theories
  • Traditional control theories
  • 21st-century social control theories
  • Evaluating integrated positivist theories
  • 21.4 Integrated risk factor theories
  • Artefactual risk factor theories
  • Enhanced pathways risk factor theories
  • Edinburgh integrated pathways theory
  • Constructivist pathways risk factor theories
  • Evaluating enhanced pathways risk factor theories
  • 21.5 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 22 Searching for the causes of crime
  • 22.1 Introduction
  • 22.2 Thinking about and defining causes of crime
  • Explaining crime using interpretivism and positivism
  • Explaining crime as a dynamic social construction
  • Operationalising the causes of crime
  • The culture of causality in explanatory theory
  • 22.3 Exploring the causes of crime in research
  • Issues of control in scientific experiments
  • Issues of correlation and causation in survey research
  • 22.4 Explaining crime by identifying causes
  • 22.5 Responding to crime
  • What works to prevent crime
  • The dark figure of explanation in criminology
  • Searching inside the black box
  • Desistance from crime
  • Innovative evaluation methods
  • The realistic evaluation approach
  • The theory of change model
  • A realistic theory of change?
  • 22.6 Chaos theory
  • Fractal measurement
  • The butterfly effect
  • The chaos and complexity critique
  • 22.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • Part 4 Responding to Crime
  • 23 Criminal justice principles
  • 23.1 Introduction
  • 23.2 The rule of law: an overview
  • 23.3 The rule of law: an independent judiciary
  • Is judicial independence possible?
  • Judicial accountability
  • Judicial responsibilities
  • 23.4 The rule of law: due process
  • A focus on ‘fair procedure’
  • Reshaping fundamental principles
  • The presumption of innocence
  • Criminal responsibility
  • The double jeopardy rule
  • Open justice
  • 23.5 The rule of law: human rights
  • Absolute rights
  • Strong rights (‘special’ or ‘limited’ rights)
  • Qualified rights
  • The challenges of using ‘rights’
  • 23.6 Adversarial justice
  • 23.7 Restorative justice
  • 23.8 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 24 Criminal justice institutions
  • 24.1 Introduction
  • 24.2 The police
  • An overview of the police
  • The role of the police
  • Challenges for the police
  • 24.3 The Crown Prosecution Service
  • An overview of the CPS
  • The role of the CPS
  • Challenges for the CPS
  • 24.4 The courts
  • An overview of the courts
  • The role of the courts
  • Challenges for the courts
  • 24.5 Probation services and community sanctions
  • An overview of probation services
  • The role of probation services
  • Challenges for probation services
  • 24.6 Prisons
  • An overview of prisons
  • The role of prisons
  • Challenges for prisons
  • 24.7 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 25 Criminal justice policies and practices
  • 25.1 Introduction
  • 25.2 Criminal justice policies
  • Policy origins and influences
  • Penal populism
  • What is penal populism?
  • Reading public opinion
  • ‘Adversarial-lite’ justice
  • 25.3 Criminal justice practices
  • Policing practices
  • Courtroom practices
  • Community practices
  • 25.4 People in criminal justice
  • 25.5 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 26 Crime prevention
  • 26.1 Introduction
  • 26.2 What is crime prevention?
  • Crime prevention strategies
  • The focus of crime prevention
  • Vulnerable groups
  • Potential offenders
  • Criminogenic situations
  • Challenges in crime prevention
  • The emergence and development of crime prevention
  • 26.3 Perspectives on crime prevention
  • Making choices and setting priorities
  • The local politics of crime prevention: a case study
  • Community interests and crime prevention
  • 26.4 Frameworks for policy and practice
  • Brantingham and Faust’s model
  • Situational crime prevention
  • Rational choice perspective
  • Routine activity concept
  • Crime pattern theory
  • Situational crime prevention in action: the Kirkholt Project
  • Crawford’s levels of intervention
  • Social and situational crime prevention
  • Potential offenders
  • Deterrence
  • Diversion from crime
  • Other approaches
  • Potential victims
  • Communities at risk
  • 26.5 Implementing crime prevention measures
  • Social crime prevention
  • Developmental crime prevention
  • 26.6 What does prevention achieve?
  • Early prevention programmes
  • Targeting risky behaviours
  • Making places safer
  • Do preventive measures work?
  • 26.7 Consequences of crime prevention
  • Escalation
  • Adaptation
  • Displacement
  • Choice and ‘deflection’
  • 26.8 Reviewing the limitations of crime prevention
  • Replication and transferability
  • Responsibility for prevention
  • The political problem
  • 26.9 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 27 Crime control
  • 27.1 Introduction
  • 27.2 What is crime control?
  • ‘Broken windows’
  • Crime control and due process models
  • Efficiency, or fairness?
  • Stopping crime, or protecting individual rights?
  • 27.3 Objectives of crime control
  • The operating principles of crime control models
  • Target hardening and defensible space
  • Managing and regulating the environment
  • Control through incapacitation
  • 27.4 The role of the police in crime control
  • Zero-tolerance policing and its influence
  • Intelligence-led policing
  • Community policing
  • Problem-oriented policing
  • Neighbourhood policing
  • The police as moral guardians
  • 27.5 The role of other agencies and interests in crime control
  • Planning out crime
  • The role of the community in crime control
  • The role of private security providers
  • The role of the judiciary in crime control
  • 27.6 The objects and technologies of crime control
  • Predictive tools and techniques
  • Minimising the risk of reoffending
  • 27.7 What does crime control achieve?
  • The use of technology
  • Whose interests does crime control serve?
  • Tackling antisocial behaviour
  • 27.8 Does crime control ‘work’?
  • ‘Designing out’ crime
  • Crime control and deterrence
  • Population-level deterrence
  • Individual-level deterrence
  • 27.9 The limitations of crime control
  • Practical limitations of crime control
  • The moral challenges of crime control
  • Crime control and discrimination
  • Identification issues in crime control
  • 27.10 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 28 Punishment
  • 28.1 Introduction
  • 28.2 What is punishment?
  • Punishment and its claims to legitimacy
  • Equivalent harm
  • Intent and accountability
  • 28.3 What is punishment intended to achieve?
  • Strengthening the role of the victim
  • Victim personal statements
  • Maintaining moral and social order
  • Accepting the price of crime
  • 28.4 How punishments are imposed
  • A historical perspective
  • Physical punishment and executions
  • Prisons
  • Punishment in modern times
  • Community service
  • Fines
  • 28.5 The objects of punishment
  • 28.6 Punishment: policies, practices, and consequences
  • 28.7 What are the effects of punishment?
  • Proportionality
  • Miscarriages of justice
  • 28.8 Punishment, justice, and the public
  • 28.9 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 29 Rehabilitation of offenders
  • 29.1 Introduction
  • 29.2 What is rehabilitation?
  • Rehabilitative assumptions
  • Reform, resettlement, reintegration
  • Models of rehabilitation
  • 29.3 What is rehabilitation for?
  • Formal rehabilitation
  • Rehabilitation as a social and moral project
  • Rehabilitation as a psychological project
  • Rehabilitation through meeting material needs?
  • 29.4 How has rehabilitation developed?
  • The origins of probation
  • A casework approach
  • The Scottish model
  • From care to correction
  • 29.5 The objects of rehabilitation
  • Faith and moral redemption
  • The psychological basis of rehabilitation
  • Resettlement and social rehabilitation
  • 29.6 Models and practices in the delivery of rehabilitative services
  • Cognitive behavioural therapy
  • Risk, need, responsivity (RNR)
  • The Good Lives Model (GLM)
  • Desistance and social capital
  • Social rehabilitation
  • 29.7 How do we judge whether rehabilitation is successful?
  • Nothing works?
  • Rehabilitation revived
  • 29.8 What is the impact of rehabilitation?
  • Increasing certainty
  • Desistance and effective practice
  • 29.9 The limitations of rehabilitation
  • The question of proportionality
  • The problem of compulsion
  • Rehabilitation: putting the offender first?
  • 29.10 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 30 Alternatives to punishment
  • 30.1 Introduction
  • 30.2 Alternative responses to crime: an overview
  • ‘Old’ vs ‘new’ justice
  • Challenging conventional assumptions
  • How offence resolution works
  • Whose interests should be prioritised?
  • Practical implications of a ‘resolution’ approach
  • The purposes of offence resolution
  • 30.3 Restorative justice and diversion
  • Restorative justice
  • Where does restorative justice come from?
  • Diversion
  • Diversion and restorative justice: similarities and differences
  • Alternatives to punishment or alternatives to custody?
  • 30.4 Delivering alternatives to punishment
  • Delivering restorative justice
  • Making the case for restorative justice
  • Restorative justice in practice
  • The referral order
  • Delivering diversion
  • Making the case for diversion
  • Diversion in practice
  • Diversion and youth justice
  • Instant justice? Combining diversion and restorative justice
  • 30.5 The meaning and impact of alternatives to punishment
  • Considering the evidence
  • The implications of alternatives to punishment
  • Wider benefits
  • Pragmatic compromises
  • Limitations of alternatives to punishment
  • Lack of consensus
  • Alternatives as punishment
  • 30.6 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 31 Critical perspectives on punishment
  • 31.1 Introduction
  • 31.2 What are critical perspectives on punishment?
  • Abolitionism
  • Transformative justice
  • Community justice
  • 31.3 Unjust punishment
  • Discriminatory practice and BAME communities
  • Discriminatory practice and other groups
  • 31.4 Social control theory, punishment, and legitimacy
  • Foucault and the shift of punishment from drama to routine
  • Cohen and the techniques of social control
  • Gramsci and hegemony
  • 31.5 Crimes of the privileged and powerful
  • The Lieber Code and war crime tribunals
  • State crimes
  • Crime and power
  • 31.6 What is to be done about crime?
  • Critical solutions (1): truth and reconciliation
  • Resolving conflict in Northern Ireland
  • Critical solutions (2): community justice
  • Community justice in Northern Ireland
  • Indigenous models of community justice
  • Critical solutions (3): abolitionism
  • The grounds for abolition
  • Punishment doesn’t work
  • Punishment is morally wrong
  • Making progress
  • 31.7 Limitations of critical perspectives on punishment
  • Romanticising crime
  • Crime is ‘real’
  • Taking crime at face value
  • Reaching the limits of critical criminology
  • 31.8 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • Part 5 Research and Careers in Criminology
  • 32 Conducting criminological research
  • 32.1 Introduction
  • 32.2 Why research?
  • 32.3 What makes a good student research project?
  • Use all available help
  • Plan properly
  • Break new ground
  • Ensure your findings are valid and reliable
  • Use creative research methods
  • Apply your usual essay-writing skills
  • 32.4 Choosing your research topic
  • A topic inspired by ‘new frontiers’ of crime
  • A locally inspired topic
  • A personally inspired topic
  • An employability inspired topic
  • Developing your topic into a research question
  • 32.5 Reviewing academic literature
  • Create a statement of purpose
  • Find relevant literature
  • Plan your reading schedule
  • Review the literature
  • Revise your research question
  • Write up your findings
  • 32.6 Choosing your research strategy
  • Will your research be quantitative or qualitative?
  • Quantitative research methods
  • Qualitative research methods
  • The mixed-methods approach
  • Which method is best for you?
  • Which theoretical background will you adopt?
  • 32.7 Collecting data
  • Primary and secondary data
  • Quantitative data collection methods
  • Qualitative data collection methods
  • 32.8 Analysing data
  • Quantitative data analysis
  • Qualitative data analysis
  • Discourse analysis
  • Narrative analysis
  • Thematic analysis
  • Grounded theory analysis
  • 32.9 Writing up your research
  • Structure and content
  • Writing style
  • Getting the tone right
  • Practise and seek feedback
  • Make the most of software tools
  • Referencing
  • Direct quotes
  • Indirect references
  • How to compile a reference list
  • Disseminating your findings
  • 32.10 Planning your research project
  • 32.11 Ethics and legality in research
  • Conducting ethical research
  • Who decides what’s ethical?
  • Principles for ethical research
  • Potential ethical issues for student researchers
  • Considering copyright
  • Is your research legal?
  • 32.12 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • 33 Employability and careers
  • 33.1 Introduction
  • 33.2 Reflective learning and employability
  • 33.3 What employers are looking for
  • A positive, can-do attitude
  • Business and customer awareness
  • Communication and literacy
  • Problem-solving
  • Numeracy
  • Information technology
  • Entrepreneurship and enterprise
  • 33.4 How to boost your employability
  • 33.5 Producing your ‘RARE’ employability framework
  • Stage 1: Reflect
  • Stage 2: Assess
  • Stage 3: React
  • Stage 4: Evaluate
  • 33.6 Can people ‘HEAR’ your successes?
  • 33.7 Journeying into careers
  • General points about the workplace you will be entering
  • Criminology-specific points about the workplace you will be entering
  • 33.8 Criminology-related careers
  • Police
  • The legal profession
  • Probation and Youth Offending Teams
  • Prisons
  • Academia and research
  • Charity work
  • 33.9 ‘Joining the DOTS’ in your career plans
  • 33.10 Conclusion
  • Summary
  • Review Questions
  • Further Reading
  • Glossary
  • Bibliography
  • Index