Community Justice Social Work By prof. M. Herzog-Evans

 It is indeed called: ‘Community Justice Social Work’ However, its goal is to teach evidence-based theories and practices that pertain to probation. – but also ethics, the legal framework, risk assessment, professional difficulties, stress and distress, and so forth. Social work is part of it; it is not all of it. 2

 The University of Avans, the Netherlands is the leader partner of this project and its founding institution. The Netherlands and the UK are currently the most advanced European countries in our field. Avans is one of the best universities in Europe when it comes to probation.  Partners all know each other as they were all members of the very active ‘Community Sanctions and Measures ‘subgroup of the European Society of Criminology. This means that there is real enthusiasm between us all;  The idea of this curriculum emerged during the ENAP conference of December 2009 pertaining to recruitment and training of probation officers (see in particular Ioan Durnescu’s presentation).  We also benefited from the must read: van Kalmthout and Durnescu, Probation in Europe, Wolf Legal Publishers,

The universities of: Avans Hogeschool Utrecht University of Applied Science Reims Bucharest Glasgow Strathclyde University De Montfort, Leicester Latvia T.C. Malpete Sehir Institutions: ENAP Reclassering Nederland Latvian State Probation KRUS: Correctional Services of Norway Staff Academy Norway Ministry of Justice and Police In red: the core partners in charge of creating the teaching modules 4

 The CJSW diploma comprises of six modules:  Module 1: Overall view, comparative and national legal context, practitioner’s ethics, ethics of probation and human rights  Module 2: Professional alliance with probationers/ core correctional practices  Module 3: Risk assessment  Module 4: Difficulties in the field and professional stress  Module 5: Evidence-based practices  Module 6: Social capital and the community : 5

 The French prison school(ENAP) is an essential partner. It may use some or all of the modules to train probation staff.  It will also: 1) Include the curriculum in its list of life- long training modules and allow its staff to attend it + pay their expenses; 2) Give us feedback on the modules (see infra test phase) 6

 Rheims law faculty is one of the core partners of the CJSW curriculum. It has participated in its creation and is currently contributing to the elaboration of its teaching modules  For France, CSJW classes will take place there  The law faculty will deliver the diplomat at Masters level (2 nd year).  Starting from the term we have created a new ‘criminology applied to probation’ class where we have already started testing parts of the module contents and new teaching methods 7

 Who? Students shall be both practitioners (for France probation officers, reentry court judges, prosecutors, third sector volunteers and contractors and so on) and regular law or other related fields students  Language The general language of the diploma is English but in France classes should be in French – however we are considering mixed or other options (e.g. a summer school in English) I am also teaching two additional classes with my colleague Rachel Batouche (English teacher)  When? We need to make this work for practitioners. Live classes should thus take place during short periods of time (e.g. ten days in a row; Easter or summer classes). Most of the assessed work will be done online. Documents are provided online.  A Master II? This will be a Master Plus diploma with a validation of previous experience of training.  Teaching methods Our teaching methods are not your typical French ‘passive and formal’. We are, to a certain degree, following our other partners’ cue on that: students will have to prepare for classes ahead by reading documents, viewing videos; by participating in workshops, debates or reflective sessions and by contributing to the online platform. 8

 We shalhave all tested the modules with practitioners (PO, third sector, JAP) and students in 2013 – in Rheims, twice. The test went well but showed that both French practitioners and students expect the teacher to deliver knowledge and limit interaction. 9

Martine H-Evans 10