Critical criminological theories and perspectives are typically major components of Criminology degree courses. An Introduction to Critical Criminology is the first accessible text on these topics for students of criminology, sociology and social policy. Written by an experienced lecturer who specialises in the topic, it offers an in-depth but accessible introduction to foundational and contemporary theories and perspectives in critical criminology. In doing so, it introduces students to theories and perspectives that challenge mainstream criminological theories about the causes of crime, and the operation of the criminal justice system.
With the inclusion of boxed examples, key points and sample essay questions An Introduction to Critical Criminology is ideal for students of Criminology because it explores in detail a vast array of critical criminological theories and perspectives.
119 Journal of Gender-Based Violence • vol 3 • no 1 • 119–28 • © Centre for Gender and Violence Research 2019 University of Bristol 2019 • Print ISSN 2398-6808 • Online ISSN 2398-6816 https://doi.org/10.1332/239868019X15475691500605 Accepted for publication 14 December 2018 • First published online 29 January 2019 policy and practice An easy access Freedom Programme: a new initiative in the provision of DVA services for women with learning disabilities Tracy Cavalier, firstname.lastname@example.org Bristol Community Health, Bristol, UK This paper describes and
101 Journal of Gender-Based Violence • vol 3 • no 1 • 101–17 • © Centre for Gender and Violence Research 2019 University of Bristol 2019 • Print ISSN 2398-6808 • Online ISSN 2398-6816 https://doi.org/10.1332/239868019X15475690594298 Accepted for publication 21 November 2018 • First published online 29 January 2019 article ‘All I wanted was a happy life’: the struggles of women with learning disabilities1 to raise their children while also experiencing domestic violence Michelle McCarthy, M.McCarthy@kent.ac.uk University of Kent, Canterbury, UK Women with
… dole scams, housing benefit fraud, disability swindles’ (Anthony, 2011). Rational choice and ‘realistic’ crime prevention Right realists argue that an individual who commits a crime should be viewed as a rational actor who has exercised free will and rational choice. Wilson and colleagues’ ‘broken windows’ thesis and Murray’s ‘underclass’ thesis presume that the offender is a rational being who chooses to engage in criminal behaviour and who is, as such, capable of responding to deterrent crime prevention and control strategies. Thus, there is a presumption
continued. Thatcher’s social policy right-leaning neoliberal legacy was continued by every successive administration. This included introducing American corporate influence for the development of UK social policy reforms by the Major administration (1990–97) ( Stewart, 2018 ); the adoption of American social and labour market policies by the Blair administration (1997–2007) ( Daguerre, 2004 ; Daguerre and Taylor-Gooby, 2004 ); the adoption of the Work Capability Assessment in 2008 to limit access to the new Employment and Support Allowance (ESA) disability benefit by
in public spaces; domestic abuse and women with learning disabilities; media portrayal of rape in newspapers and film; intersections of Islamophobia with gender-based violence; and Bangladeshi girls as child brides in India. An earlier issue (Issue 1 (2)) of the Journal of Gender-Based Violence had a series of articles on sexual harassment and bystanders, looking at harassment in the student context, of female politicians and also addressing the rise of the #MeToo movement against harassment. This issue continues with this topic, with two articles, by Mohamed
heterosexual/straight, whereas 96 per cent of the student body who were sent the survey identified as heterosexual. Seventy-nine per cent of survey respondents had no known disability whereas 92 per cent of the student body who were sent the survey had no known disability. The survey asked students about their experiences of four kinds of violence and abuse: verbal abuse or bullying; physical violence or abuse; sexual violence or abuse; and stalking or online harassment. At the end of each section, they were invited to provide an account of a most serious incident of that
way) and severe sexual abuse (threatened to have sex, touched sex parts of the body, tried to have sex or sexually attacked). Surveys also had demographic measures of age, managing on available income (easily/not too bad/difficult some of the time/difficult all of the time), pension/benefit, marital status, and employment. Other measures included health status (SF-12) ( Ware et al, 1996 ), long-term illness or disability (yes/no), quality of life scale (WHOQoL) ( Skevington et al, 2004 ), health service use and social support – number of support people available out
problematic. For example, Table 1 shows the items included under the heading ‘vulnerabilities’. Table 1: Excerpt from the CSP Reporting Form Vulnerabilities. Please mark (e.g. X) ALL that apply Mental ill-health Illicit drug use Problem alcohol use Pregnancy Physical disability a Learning disability b Mental health issue/s identified in the DHR. Please mark (e.g. X) ALL that apply Depression Psychosis Self-harm Suicidal thoughts Suicide Low mood/anxiety (no diagnosis) Panic
end user involvement in disability research , Disability and Health Journal , 9 ( 2 ): 189 – 96 . doi: 10.1016/j.dhjo.2015.10.001 Kothari , A. and Wathen , N. ( 2017 ) Integrated knowledge translation: digging deeper, moving forward , Journal of Epidemiology and Community Health , 71 ( 6 ): 619 – 23 . doi: 10.1136/jech-2016-208490 Kothari , A. , McCutcheon , C. and Graham , I. ( 2017 ) Defining integrated knowledge translation and moving forward: a response to recent commentaries , International Journal of Health Policy and Management , 6