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Accreditations


Course Summary

Discover a unique educational journey at the University of Chester with our undergraduate course in Criminology with Counselling Skills. This dynamic course is designed for those passionate about understanding the complexities of crime and harm and eager to learn how to support individuals within and outside the criminal justice system through counselling and advocacy. 

Our course offers an in-depth exploration of criminology, delving into the causes of crime, the impact of crime on society, and the various aspects of the criminal justice system. Alongside this, students develop a robust set of counselling skills, learning how to provide emotional support and guidance to those affected by trauma, abuse, crime, loss, and harm - whether they are victims, offenders, or members of the community more broadly. 

The curriculum is carefully crafted to blend theoretical knowledge with practical application. You will engage in stimulating coursework that covers topics like forensic psychology, rehabilitation, ethical issues in counselling, and effective communication techniques. This combination ensures a well-rounded education that is academically rigorous and highly relevant to real-world scenarios. 

At the University of Chester, we pride ourselves on our supportive learning environment. Our experienced academic team is made up of experts and practitioners in their fields and is dedicated to guiding you through your academic and professional development. You will have access to a range of learning resources and opportunities for practical experience, including placements and projects with local organisations. 

Graduates of this course are uniquely equipped to pursue careers in advocacy in areas such as victim support services, rehabilitation programmes, youth offending teams, and various roles within the criminal justice system and organisations that focus on social justice issues. By combining criminology with counselling skills, this course opens doors to a fulfilling career where you can significantly impact individuals and communities. 

Join us at the University of Chester and embark on a path that blends criminological understanding with the power of counselling skills and advocacy, creating a future where you can make a real difference. 


What you'llStudy

Students gain foundational knowledge in both fields. They explore basic criminological theories, the structure of the criminal justice system, and fundamental counselling skills techniques. This introductory phase sets the stage for a deeper and more specialised approach delivered for Year 2

Module content:

The content of this module fulfils two functions. First, to introduce students to the breadth of criminological scholarship, providing a pathway into the discipline by identifying and exploring key debates and ideas. These will include such issues as the nature of 'crime', its distribution and patterning, major conceptual paradigms, the effects of crime as well as a range of criminal justice challenges such as victimisation. 

In addition, the module also places an emphasis on developing academic and transferable skills, encouraging students to develop beyond the preceding sections of the education system by placing an emphasis on the requirements of independent learning and practical means of getting the most out of higher education. In so doing, it also encourages students to reflect upon how their developing academic skills might transfer over into purposeful and rewarding forms of employment. 


Module aims:

Foundations in Criminology and Criminal Justice is a core module on the level 4 programme in criminology. It is intended to give students a comprehensive introduction to the key issues and debates in criminology that they will develop in levels 5 and 6 of their degree. Students will consider how crime is constructed, perceived and responded to within society. They will explore the interrelationships between crime, social problems and their context. The module is designed to provide students with a basic understanding of subject knowledge and to develop a range of key skills, including research, scholarship and academic practices, thus enabling students to identify, summarise and comment upon a variety of subject matters in a criminological manner, and to organise and articulate ideas and arguments. This module also requires students to consider their own academic and professional skills, and how (and in what ways) this will/can be developed.

Module content:

This module offers a critical excursion of theory, legislation, policy and practice in the domain of contemporary youth justice.

Broadly, this module introduces and develops learner’s thinking around themes of: 

  • A historical mapping to determine the antecedents of contemporary youth justice approaches.
  • A critical investigation into the social construction of ‘children’ and ‘youth’ and an interrogation of knowledge claims made about young people and crime (e.g. constructions and reconstructions of 'youth cultures' and crime, young people and ‘gangs’). 
  • An analysis of theories and perspectives such as ‘developmental’ and ‘life course’ perspectives, ‘positivist’ approaches, ‘radical’ and ‘realist’ perspectives and ‘(sub)-cultural’ theory.
  • An evaluation of young people within the criminal justice system as both offenders and victims of crime.
  • A critical exploration of contemporary policy and legislation (e.g. Crime and Disorder Act 1998).
  • An in-depth appreciation of youth justice work, the activities of criminal justice professionals and the wider children’s workforce.

Specifically, this module deals with:

  • An introduction to criminological explanations of youth offending and victimisation
  • Current legislation and policy climate
  • Measuring youth offending
  • Challenging the criminalisation of young people and critically reviewing alternative approaches and discourses of ‘youth crime’.
  • Policing young people
  • Prosecuting young people
    (Police, CPS, Courts, Panels)
  • Custody and Young People
  • Community Punishments and Young People
  • Young People and Restorative Justice
  • Intervention Projects and Programmes

Module aims:

This module provides students with a critical insight into criminal justice and societal responses to children and young people in conflict with the law. The subject of young people and deviance is one which frequently attracts substantial public, political and media attention and so this module aims to provide students with the key skills to develop an alternative assessment of the ‘youth crime problem’.

Students will engage with relevant theoretical and conceptual underpinnings in their assessment of approaches and responses to youth crime and offending as well as the policy and practice implications (e.g. welfare, justice, punitiveness, diversion, prevention).

Module content:

Underlying the module is an exploration of the role of policing within liberal democratic society. It will critically analyse the developments in policing and the police and detail the complex policy environment, theories and research on police and policing. This analysis will continue and evaluate policing institutions and operations in the UK and elsewhere with reference to their legal, political, social and cultural implications.


Module aims:

The study of policing has become one of the most contested and debated areas of criminology This module evaluates the historical, comparative, and contemporary development and nature of policing within a broader understanding of the socioeconomic, cultural, and political changes of the last half-century. It provides an assessment of historical and comparative perspectives; dissects and reflects upon the politics of the police, critically reviews areas of doing policing, and explores contemporary debates. 

Within the module, students explore the role of the police and contemporary policing in society and its impacts. This will be reviewed within the context of the emergence, development, and contemporary transformation of policing in regional, national and international settings. We will evaluate the aims, functions, models, and cultures of contemporary policing, the marketisation of policing services, police powers, and accountability. The relationship between law, governance/regulation, and social order will also be explored. Major developments in contemporary policing will be appraised and students will evaluate future prospects for policing modern society. 

Module content:

This module is intended to provide level 4 students with an introduction to Forensic Psychology & Criminal Justice. In this module, you will gain further knowledge about how criminologists theorise crime, who commits crimes, and how. This module scrutinises how investigative methods have evolved and influence the detection and management of criminality alongside courtroom procedures and ethics. Forensic psychology brings a heavy psychological application to criminology as we consider topics such as the influence fear of crime has on the general populace, prisoner mental health, prison-based therapeutic communities as a form of rehabilitative treatment, and the trustworthiness of memory recall in eyewitness testimonies. 


Module aims:

This module critically engages learners in the study of forensic psychology and criminal justice through an in-depth appreciation of custodial and community sanctions. In doing so, the contemporary academic, political, legislative and policy contexts of criminal behaviour, forensic assessment, the psychology of law enforcement and the legal system, correctional psychology, victimology, and ethical treatment are investigated in this module. Each of these aspects are investigated through a critical academic lens that aims to scrutinise our understanding, investigation, and management of criminality.

Module content:

This module provides an introduction to the basic principles, key concepts and key theories that underpin the use of counselling skills. Students are introduced to the 'Core Values' and facilitated in their development of an understanding of how these create and sustain the helping process.  Students learn how to develop reflective skills and to relate concepts to models of the helping process.

  • Basic principles of counselling skills
  • Key concepts of counselling skills
  • Key theories underpinning counselling skills
  • The core values of counselling skills
  • Study Skills including academic writing, referencing and library search
  • Development of reflective skills

Module aims:

The aims of this module are:

  • To introduce students to the basic principles, key concepts and key theories that underpin the use of counselling skills
  • To familiarise students with the main approaches and models that inform the use of counselling skills
  • To introduce students to study skills
  • To introduce students to reflective development

Module content:

The main purpose of this module is to introduce counselling skills in a helping relationship context.  Students develop understanding of these skills as embedded within a helping relationship and as distinct from other forms of helping. Students are encouraged to examine their own beliefs, attitudes, values and assumptions about human nature and human interaction and how these might influence their capacity to offer a climate of acceptance, empathy and congruence. The module aims to build a facilitative learning environment which encourages student development, thus promoting their understanding of and ability to work effectively with others in varying contexts. 


Module aims:

The Aims of this Module are:·

  • To introduce students to the practice of counselling skills
  • To enable students to develop competence in counselling skills
  • To enable students to develop understanding of counselling skills
  • To evaluate skills in practice 
  • To describe and explain the processes involved in establishing the helping relationship
  • To integrate theory into practice

Students deepen their understanding of criminological theories and delve into core counselling practices. This year focuses on developing practical skills in interpersonal communication and emotional support, while exploring complex issues such as rehabilitation, victimology, and ethical considerations in both fields.

Module content:

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication

Theories, models and strategies of learning

  • Theories and models Intercultural competence
  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 


Module aims:

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

  • To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
  • To enhance students understanding of the ethical issues related to living and working abroad.
  • To increase students Global Citizenship skills
  • To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Module content:

Preparation for the year abroad will take place in Chester during level 5 and will include:

  • Cross-cultural issues and sensitivity
  • Host-country orientation, study methods– economic, political and social reality of the country
  • Orientation specific to exchange – health, education, gender issues
  • The United Nations Sustainable Development Goals
  • Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

  • Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

  • Effective self-motivation and independent resourcefulness
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.


Module aims:

  1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
  2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
  3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
  4. To further develop independent learning techniques.
  5. To foster critical evaluation.

Module content:

  • Foundations of research - ontology, epistemology, methodology
  • Philosophy of the Social Sciences - Positivist, Interpretivist and Critical Philosophy.
  • Methodology of the Social Sciences - Qualitative, Quantitative and Participatory Action methodologies.
  • Ethics of the Social Sciences.
  • Research Design in the Social Sciences - developing research questions; objectives, aims and hypotheses, literature review, sampling, correlation.
  • Research Methods in the Social Sciences - archives, documents, surveys, observation, focus groups, interviews, ethnography, visual methods, evaluation research, PAR, dialogue.
  • Analysis - statistics; contextual, content, narrative and discourse analysis; triangulation; implementation.
  • Writing and dissemination of research.

Module aims:

This module is designed:

  • To introduce students in the Social and Political Sciences to the foundations of social scientific enquiry.
  • To enable such students to distinguish between, and to apply, a variety of ontological, epistemological and methodological approaches.
  • To enable students to assess the strengths, weaknesses and 'fitness for purpose' of research methodologies and methods.
  • To enable students to understand the significance of, and to choose between, the methods of the social sciences in a variety of contexts.
  • To make students aware of the significance of ethical practice when planning and conducting research.
  • To enable students to choose between different forms of research analysis.
  • To enable students to critique research and to select different forms of research design.

 

Module content:

  • Classical & Positivist Criminology 
  • Biological  Criminology 
  • Chicago School and Environmental Theory 
  • Anomie and Strain Theory 
  • Subcultural Theory 
  • Labelling Theory 
  • Realist Perspectives 
  • Gendered Criminology 
  • Cultural Criminology
  • Peace-making Criminology 
  • Public Criminology 
  • Zemiology and Social Harm 
  • Contemporary Developments in Criminology

Module aims:

This core module is designed to develop discipline-specific abilities in the competent use of criminological theory and concepts to understand crime, victimisation and responses to crime and deviance.  It is intended to:

  • Provide students with a comprehensive grounding in the varieties of criminological theory.
  • Familiarise them with the different assumptions, explanations and proposed solutions embedded within these theories.
  • Sensitise students to the importance of the social contexts in which theories are produced.

The module is also designed to develop students learning about 'crime' and 'criminal justice', in that they are not fixed and settled entities but complex and shifting processes whose different characteristics are revealed (and concealed) when viewed through the lenses of different theories. 

Module content:

  • Crime, harm, and victimisation
  • Victimology, victims and zemiology (the study of social harms)
  • Non-conventional forms of crime and harm including crimes and harms that go beyond traditional frameworks
  • Crimes and harm committed by the powerful
  • Regulatory frameworks, criminal justice, social justice and injustice
  • Resistance and redress

Module aims:

  • To explore non-conventional victims and victimisation.
  • To examine harm and victimisation beyond traditional frameworks.
  • To investigate crime and harm committed by the powerful.
  • To introduce students to victimology and zemiology.
  • To examine regulatory frameworks and to assess the extent to which they deliver criminal and/or social justice.
  • To acknowledge and understand resistance and redress.

Module content:

This module will develop knowledge and understanding of counselling theories and processes. It will address issues relating to an individual's experience during the life span, drawing on theories such as those of loss, attachment, adversity as well opportunity and change
etc. to make sense of practice.


Module aims:

The aims of this module are:

  • To introduce students to further counselling theories and processes
  • To ensure students fully explore a variety of counselling and therapeutic perspectives
  • To develop in students a lifespan perspective
  • To enable an understanding of development, transition and change throughout the lifecycle.
  • To provide students with additional study skills support and input
  • To offer students the opportunity of personal development and learning

Module content:

The main purpose of this module is to further develop counselling skills in a helping relationship context.  Students develop understanding of these skills as embedded within a helping relationship and as distinct from other forms of helping. Students are encouraged to examine their own beliefs, attitudes, values and assumptions about human nature and human interaction and how these might influence their capacity to offer a climate of acceptance, empathy and congruence. The module aims to build a facilitative learning environment which encourages student development, thus promoting their understanding of and ability to work effectively with others in varying contexts.  


Module aims:

The aims of this module are: 

  • To develop students' practice of counselling skills
  • To enable students to develop and demonstrate enhanced understanding of counselling skills
  • To enable students to evaluate a range of skills in practice 
  • To enable students to evaluate the processes involved in establishing the helping relationship
  • To encourage students to critically reflect on the relationship between theory and practice

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

Students engage in advanced studies, focusing on specialised topics. They undertake a significant research project, demonstrating their integrated understanding and skills in both fields, preparing them for impactful careers going forward.

Module content:

This module explores the role that social scientists can play in communicating and raising awareness of key contemporary sociological, criminological and zemiological issues to the wider public. Students are encouraged to consider the role of social science beyond the university, and its potential to engage the public and contribute to social change.  

Attention is given to the role of power in how claim-makers can influence the framing of social issues as legitimate or illegitimate, and the differential levels of importance ascribed to issues pertaining to social and criminal (in)justice. This will be explored by considering narratives, debates and responses to key contemporary social issues. 

Within the module, students will also engage in discussion regarding the challenges associated with a move towards a more ‘public social science’ and will consider the arguments for making social science research more accessible to those outside of academia. They explore perspectives on social scientists’ social and political responsibilities to engage with, co-learn and educate wider communities. Students will critically consider their own roles and responsibilities as potentially informed advocates for progressive change on key social and political issues, on behalf of and in collaboration with marginalised groups. Through formative activities and summative assessments, they enhance their skills in communicating knowledge and alternative ideas to a range of audiences in an accessible way. 

The module is designed to develop students’ key skills as they assess contemporary and future aspects of sociology and criminology. The module will also help to develop students' critical thinking, as it will encourage them to consider complex and nuanced issues and debates, implications for social justice, and the potential for positive social change. Communication skills are also integral to the module, as students will be required to present academic ideas to different audiences.  


Module aims:

  • To encourage understanding of ‘public social science’ and its potential value in engaging with wider audiences to inform public narratives and promote positive social change. 
  • To help students develop a critical understanding of the role of power in determining how contemporary and emerging social issues and inequalities are framed and responded to within policy, media and public discourse. 
  • To encourage an appreciation of the interdisciplinary relationship between sociological and criminological issues. 
  • Explore the future of ‘public social science’ and the role that social science can have in engaging with wider audiences to inform and promote social justice narratives

Module content:

Content will vary according to individual dissertation proposals


Module aims:

The Dissertation is designed to provide an opportunity for sustained and independent study in the final year of social science programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.

Module content:

This module is a critical course concerned with risk behaviours and characteristics in addition to harm reduction strategies. Local, national and international case studies are used to illustrate the conceptual, legal and practical issues surrounding harm reduction approaches. Additionally, the critical discourse surrounding the impact of stigma and marginalisation is discussed throughout the module and students are encouraged to consider how interdisciplinary approaches can be used to improve wellbeing outcomes and reduce risk and vulnerability. The module draws upon criminological, zemiological and public health literature as well as examples of policy and legislation which are applied to debates surrounding harm reduction.


Module aims:

  • To critically consider the social, political and legal context of harm reduction.
  • To develop a critical understanding of the interrelationships between social harm and injustice, well-being and stigma.
  • Examine societal responses and debates concerned with a range of harm reduction and risk case studies.
  • Develop an understanding of experiences of marginalised and vulnerable groups and critically reflect on broader social and political discourses that link to risk.

Module content:

The content of the module will examine:

 Organisational dynamics and culture and how these affect the use of counselling skills.

  • Counselling needs within organisations and how these are addressed.
  • The use of embedded counselling skills.
  • Difference between the use of counselling skills and being a professional counsellor within a workplace setting.
  • External factors, such as legal and political influences, which affect the use of counselling skills.
  • Diverse counselling workplace settings, including health, education, third sector and private practice.
  • Consideration of ethical issues and professional standards in relation to workplace settings (with specific reference to the BACP ethical framework for the counselling professions (2018))
  • Diversity and equality issues
  • Critical reflective practice, with the ‘use of self’ in a workplace context.

 


Module aims:

  • To gain a clear understanding of the difference between being a professional counsellor and using embedded counselling skills in the workplace.
  • To look at the wider use of counselling skills across a range of workplace settings. 
  • To evaluate the impact of external influences on the use of counselling skills in the workplace, for example social, political and legal.
  • To evaluate the impact of internal influences on the use of counselling skills in the workplace, such as organisational cultures.
  • To consider ethical factors in a workplace context, with reference to the BACP ethical framework for the counselling professions (2018), as well as other literature on ethics and /or standards.
  • To reflect on own use of counselling skills in the workplace and consider future career choices.

Module content:

It is important to have a critical understanding and theoretical background in the wider social, political and cultural issues which both challenge and inform the helping relationship.  This increased understanding will enable students to consider the implications for the helping relationship,  leading to a greater awareness of the issues which inform and shape both the helper and the helpee.  The module will cover:

  • Theories underpinning multiculturalism
  • Contemporary social, political and cultural issues
  • Concepts such as social justice, equality, fairness, discrimination and diversity
  • The links with the helping relationship
  • Case studies evidencing the issues raised by multiculturalism
  • Analysis of sources guiding the helping relationship in the context of multiculturalism
  • Critical evaluation and reflection on the issues raised

 


Module aims:

The aims of this module are to facilitate students to

  • Evaluate the role of multiculturalism
  • Critically understand the social, political and cultural environment
  • Critically analyse the theoretical concepts relating to multiculturalism and diversity
  • Analyse the relevance of the context to the helping relationship
  • Enable critical evaluation and reflection 

Who you'll Learn from

Dr Jayne Price

Deputy Head, Social and Political Sciences
Dr Jayne Price

Dr Kim Ross

Deputy Head, Social and Political Sciences
Dr Kim Ross

Simone Benhafsi

Lecturer, Criminology
A dark grey silhouette on a light grey background

Dr Wayne Campbell

Senior Lecturer, Criminology
Dr Wayne Campbell

Paul French

Lecturer, Criminology
Paul French

Amanda McGarry

Senior Lecturer, Counselling and Psychotherapy
Amanda McGarry

Emily Fozard

Programme Leader, BA Counselling Skills; Senior Lecturer
Emily Fozard

Emma Price

Lecturer in Criminology
A dark grey silhouette on a light grey background

How you'll Learn

Our approach to learning and teaching is broad and includes: 

Interactive Lectures: Engaging students in interactive lectures that include multimedia presentations, case studies, and open-ended questions to stimulate discussions and critical thinking.  

Small Group Discussions: Promoting peer learning, collaboration, and the exchange of diverse perspectives. 

Case-Based Learning: Presenting real-life criminal cases for analysis. This allows students to apply theoretical knowledge to practical situations, enhancing their problem-solving and decision-making skills. 

Research Projects: Research projects that require students to explore specific criminological and cybercrime/security topics, conducting empirical research, and presenting their findings.  

Ethical Dilemmas and Discussions: Engaging students in discussions about ethical considerations including topics like police ethics, criminal justice policy, victimisation, and research ethics.  

Guest Speakers and Practitioners: Invited guest speakers to share their experiences and insights with students.  

Simulation Exercises: Organised simulation exercises where students take on roles in the criminal justice system.

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience.

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world. 

This course offers a Year Abroad option - an exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide. 

 

 

Entry Requirements

112 UCAS points

UCAS Tariff

112 points

GCE A Level 

 Typical offer - BCC/BBC 

BTEC 

BTEC Extended Diploma - DMM 

BTEC Diploma - D*D* 

T Level 

 

Irish / Scottish Highers 

B in 4 subjects 

International Baccalaureate 

26 points 

Access requirements 

Access to HE Diploma to include 45 credits at level 3, 30 of which must be at merit.   

OCR 

OCR National Extended Diploma - Merit 2 

OCR Cambridge Technical Extended Diploma - DMM 

OCR Cambridge Technical Diploma - D*D* 

Extra Information

Please note that we accept a maximum of 8 UCAS points from GCE AS Levels and that the Welsh Baccalaureate (core) and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50.

For more information on our English Language requirements, please visit International Entry Requirements.

Where you'll Study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

 

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

 

Your Future Career

Job Prospects

Graduates will have knowledge and understanding of crime, its background and consequences, and an understanding of theories about criminality. Further, they will become experts in principles of advocacy and support through the application of counselling skills. Capacities for imaginative, rigorous, and critical thinking will be developed through the course of study. Subject-specific skills, such as the knowledge of the social process of crime and the criminal justice system and the ability to understand a variety of types of evidence, are complemented by skills of broad applicability beyond the degree, including IT skills, research and problem-solving, communication, and working as part of a team. 

Graduates will find the subject a valuable grounding for entry to a range of careers where the understanding and contextualisation of crime are regarded as valuable. Some graduates use the study of criminology as a stepping stone to undertake formal legal training and education. Others may choose alternative career pathways based on the organisational and communication skills and analytical abilities acquired through the study of criminology.  

Here are some potential career paths and roles for BSc Criminology with Counselling Skills graduates: 

  • Probation Officer: Work with individuals on probation to ensure they meet their probation conditions and provide them with resources and counselling to reintegrate into society. 
  • Victim Advocate: Offer support and resources to crime victims, acting as a bridge between them and the legal system. 
  • Forensic Social Worker: Intervene in cases where social injustices intersect with the criminal justice system, such as child abuse or domestic violence. 
  • Offender Counsellor: Provide counselling to incarcerated individuals, preparing them for release and ensuring they have the tools and resources to avoid reoffending. 
  • Youth Offender Counsellor: Specialise in working with young individuals who have committed crimes, focusing on rehabilitation and social reintegration. 
  • Crime Prevention Coordinator: Collaborate with community groups, local organisations, and law enforcement to develop programs and initiatives to prevent crime. 
  • Restorative Justice Coordinator: Facilitate communication between victims and offenders, aiming for reconciliation and mutual understanding. 
  • Substance Abuse Counsellor: Help individuals overcome addiction, particularly those who have entered the system due to drug-related offences. 
  • Crisis Intervention Specialist: Respond to individuals in crisis, often immediately after traumatic events, providing counselling and resources. 
  • Police Officer: Utilise understanding of criminal behaviour in law enforcement roles, often focusing on community policing or working with specific populations. 
  • Researcher: Conduct studies and analyses related to crime patterns, rehabilitation methods, or the efficacy of various counselling techniques. 
  • Policy Advisor: Work with governmental bodies to shape policies related to crime prevention, offender rehabilitation, and more. 
  • Court Liaison Officer: Act as an intermediary between the courts and individuals, ensuring that those navigating the legal system can access the resources and support they need. 
  • Family Support Worker: Support families dealing with various challenges, including criminal behaviour, addiction, or domestic violence. 
  • Community Outreach Worker: Engage with communities to provide resources, education, and support, particularly in areas with high crime rates. 
  • Domestic Violence Advocate: Offer support, counselling, and resources to individuals who have experienced domestic violence. 
  • Post-secondary Educator: Teach courses in criminology, counselling, or related fields at colleges and universities. 
  • Therapist/Counsellor in Private Practice: Utilise counselling skills to provide therapy to individuals, potentially specialising in areas like crime-related trauma. 
  • Law Enforcement Trainer: Educate law enforcement personnel on topics like mental health, de-escalation techniques, or understanding criminal behaviour. 

Further certifications, experience, or advanced degrees may be required for the above roles.

Progression options

Careers service

The University has an award-winning Policing, Law Enforcement and Security MSc service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and Careers and Employability.