• E4J University Module Series: Crime Prevention and Criminal Justice

• Module 11: Access to Justice for Victims

• Introduction and learning outcomes

• Key issues

  • Topic 1: Understanding the concept of victims of crime and a short history of victimology
  • Topic 2: The impact of crime, including trauma
  • Topic 3: The rights of victims to an adequate response to their needs
  • Topic 4: Collecting victim data
  • Topic 5: Victims and their participation in the Criminal Justice Process
  • Topic 6: Victim services, institutional and non-governmental organization
  • Topic 7: A brief outlook on current developments regarding victims
  • Topic 8: Victims and international law, including international human rights law and international criminal law
  • Summary
  • References

• Exercises

• Case studies

• Possible class structure

• Core reading

• Advanced reading

• Student assessment

• Additional teaching tools

• Guidelines to develop a stand-alone course

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• First published in July 2019
  

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   This module is a resource for lecturers   

 

Exercises

 

This section of the Module provides lecturers with suggestions for in-class or pre-class activities, while a post-class assignment for assessing student understanding of the Module is suggested in a separate section.

The ideal class structure for these exercises in for classes of up to 50-60 students, in a space allowing students to gather in smaller groups of approach six/ten students per each group. The purpose of the small groups is to allow a more engaging discussion and to manage active participation for all students.

Although it is possible to have the same small group structure in large classes with up to 100-150 students, the class could be divided into four bigger groups, assigning different discussion questions about the cases presented. All exercises in this section are appropriate at the graduate and undergraduate level.

 

Exercise 1

Critically assess video clips, or TV/stream documentary, as possible stimuli at the beginning of the Module to address victims of crime and justice for victims.

Lecturer Guidelines

The section entitled "Video Materials" contains links to a number of short videos that focus on various aspects of justice for victims. Lecturers can use films from this list, or they may choose to identify locally relevant video clips that address matters that are specific to the regional, national, or local cultural and legal context. After watching the video/video clip a set of open-ended questions can be used to introduce the Module's topics and engage students.

Warm-up open-ended questions:

• What are the feelings you have after watching the video? What are the feelings expressed by the victim(s)?
• What are the harms experienced by victims? Address physical, mental, economical possible burden.
• What does this victim and any collateral, indirect victim need after what has happened?
• What possible actions could help her/him? What could increase the risk of future harm or further victimization?
• Have you come across someone going through any of the feelings expressed by the victim?

 

Exercise 2

The following discussion questions are designed to prompt students to reflect on the material presented in the Module. These questions lend themselves to discussion among students in small groups (3-4 students).

Lecturer Guidelines

Lecturers may choose to adapt these examples and scenarios to their national situation, as relevant.

List of discussion questions:

• What are the risks of referring to crime as violation of the State law compared to violation of people's rights and needs?
• What is victim blaming and what are its consequences?
• What advantages and changes did the victims' movement bring to the development of justice for victims?
• Why are some victims less likely to report the victimization they suffered?
• What do victims need following the occurrence of a crime? Are these needs addressed by most criminal justice systems?
• What are the possible roles of victims during the trial?  
• Who are the direct victims? Who is considered an indirect or collateral victim?
• Which are the United Nations Principles set in the 1985 Declaration?

 

Next: Case studies

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