Carla Reeves

How multi-agency are Multi-Agency Risk Assessment Committees?:

This article reports on the observations of a combined level 2 and 3 Multi-Agency Risk Assessment Committee (MARAC) over a 12 month period. It considers agency representation and discusses this in respect to attendance and the nature of relationships between representatives. The key findings are structured around the experiences of three identifiable groups of panel members and leads to a discussion of how the status of agencies and the informal roles adopted by the different members are defined by power relationships based on possession of knowledge. These relationships reflect cultural traditions in working with high risk offenders, but are also shaped by statutory responsibilities placed on different agencies within the MARAC forum.

Fantasy depictions of child sexual abuse: The problem of ageplay in Second Life

Abstract This paper explores the arguments put forward for prohibiting the possession of fantasy images of child sexual abuse within the Coroners and Justice Act 2009, and applies them to sexual ageplay in Second Life. Sexual ageplay is the virtual act of simulating child sexual abuse using animated child characters operated by consenting adult users. The arguments underpinning the legislation centre on the issue of harm and the relationship between online, virtual behaviour and real world contact offences. It is argued that extant research does not support a causal connection, although some work on fantasy offence planning and online paedophilia chat groups suggests a link. Due to the lack of empirical work in the area it is concluded that legislation to criminalise such behaviour on grounds of harm causation is currently unjustified, although prohibition of sexual ageplay for known sex offenders is recommended. Further research into the extent, use and effects of sexual ageplay is required.

Working with Students as Partners: Developing Peer Mentoring to Enhance the Undergraduate Student Experience

Capturing the power of student peers to enhance the student experience and higher education (HE) learning environment, as well as provide skills development opportunities, has a centuries long history (Colvin and Ashman. Mentoring and Tutoring: Partnership in Learning 18(2):121–134, 2010). However, recent changes in the HE sector (including changes to financing students resulting in growing financial pressures, and the teaching excellence framework emphasising metrics measuring students’ satisfaction with a course and their outcomes) means ‘peer mentoring’ and ‘peer assisted learning’ schemes have grown as the holistic context of higher education becomes increasingly understood as fundamentally significant to students’ learning experience (Lindley et al. Journal of Studies in International Education 17(1):79–96, 2013; Mavrinac. Libraries and the Academy 5(3):391–404, 2005). Recent work has pointed to the contemporary imperative for universities to work with students to re-imagine and re-develop all aspects of the student learning experience in a spirit of collaboration, co-operation and partnership (Bryson, C. (Ed.). (2014). Understanding and developing student engagement. London: Routledge; HEA. (2014). Framework for partnership in learning and teaching in higher education. Higher Education Academy; Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: The Higher Education Academy. Retrieved from: https://www.heacademy.ac.uk/sites/default/files/resources/Engagement_through_partnership.pdf; Thomas, L., Hill, M., O’Mahony, J., & Yorke, M. (2017). Supporting student success: Strategies for institutional change. What works? Student retention and success programme. London: Paul Hamlyn Foundation. Retrieved from: https://www.heacademy.ac.uk/system/files/hub/download/what_works_2_-_full_report.pdf. Accessed 4 January 2018). In this chapter we focus on how such an approach was applied to the development of a peer mentor scheme for new undergraduate students studying within the social sciences. Such mentoring programmes have been linked to higher achievement outcomes as well as retention and student inclusivity within diverse populations (Binder et al. Journal of Education and Training Studies 1(2), 2013; Chester et al. Australian Journal of Pyschology 65(1):30–37, 2013).

Breaking down barriers: understanding the experience of British Pakistani families affected by imprisonment

This paper explores the experiences and support needs of British Pakistani families of prisoners through in-depth interviews with six family members of different prisoners: four males and two females, ranging between 18 and 40 years. Key findings are that British Pakistani family members of prisoners experienced the Criminal Justice System as culturally inappropriate and insensitive, raising questions of direct, indirect and institutional racism. Furthermore, family members were more likely to access support if criminal justice and support services staff were drawn from the wider British Pakistani community, but felt hindered from doing so if those staff were thought to have personal relationships to the families’ own local communities.