A Study on The Perception of Criminology Students In India About Various Methods of Teaching In Victimology

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oft
Micro,
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In
Uttarakhand/
Sushant
Kumar,
Prof.
M.
C.
Sati
Growth
of
Education
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with
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to
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District
(1949
to
2011
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Sihag,
Dr.
Harneet
Kaur
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Care
Ethic
into
Traditional
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in
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of
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Act
of
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and
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loopholes/
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Kaur
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of
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in
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:
A
Comprehensive
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Adarsh
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To
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on
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Micro-Entrepreneurs
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of
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Praveen
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Sustainable
Education
in
21
Century/
Dr.
Sandeep
Patil,
Dr.
Praveen
Kumar.
T.D
A
Study
on
The
Perception
of
Criminology
Students
In
India
About
Various
Methods
of
Teaching
In
Victimologyl
Dr.
Swikar
Lama,
Mr.
Jayesh
Kumar
Towards
a
Political
Sociology
of
Power
in
Post-Colonial
India/
Priya
Ranjan,
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Mohanty
Women
Empowerment
In
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Raj
Institutions
:
A
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Reasons
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Aggression
: A
study/
Dr.
Sanjay
Jangde
Frederick
Herzberg
:A
Revolutionary
in
Motivation
Theory
and
Organizational
Behavior/
Pankaj
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Singh
Comparing
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Tax
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An
Individual's
Perspective/
Dr.
Charu
Sharma
Student's
Perception
and
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for
Online
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in
India
during
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Pandemic/
Mr.
Suresh Kashinath Ghatge,
Dr.
Anuradha Parasar
Higher
Education
in
India:
The
Present
Scenario
&
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Prospects
in
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to
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Amreen,
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Kumar
Yadav
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of
Mythology
in
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and
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Ms.
Manisha
Tomer,
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Gungan
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elderly
abuse
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:A
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Manish
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Verma,
Km.
Manisha
ISSN
0975-735X
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246
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268
276
286
294
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308
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358
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372
3T9-
2023
19

Study
onThe
Perception
of
Criminology
Students
In
India
About
Various
Methods
of
Teaching
In
Victimology
Dr.
Swikar
Lama
Assistant
Prof.
of
Criminology
School
of
Behavioural
Forensics,
National
Forensic
Sciences
University,
Gandhinagar.
Mr.
Jayesh
Kumar
Senior
Research
Fellow
ISSN
0975-735X
Dept.
of
Criminology
and
Police
Studies,
Sardar
Patel
University
of
Police,
Security
and
Criminal
Justice,
Jodhpur.
Introduction:
Based
on
the
review
of
literature,
this
research
discovered
tihat
several
innovative
methods
of
teaching
in
victimology
are
being
implemented
in
universities
and
colleges.
These
included
showing
documentaries
to
students,
victim
analysis
of
newspapers/news,
role-playing,
writing
letters
as
victims,
debates,
b0ok
reviews,
etc.
An
online
survey
was
conducted
to
understand
the
perception
of
criminology
students
towards
these
innovative
methods
of
teaching.
Convenient
sampling
was
usedto
collect
data.
This
research
was
done
to
understand
which
methods
of
teaching
were
found
to
be
effective
by
the
students.
The
study
attempted
to
find
out
the
level
of
comfort
of
students
with
methods
like
role-playing
as
a
victim,
writing
letters
as
a
victim,
etc.
The
research
showed
that
teaching
methods
like
field
visits
to
NGOs
and
interaction
with
victims
and
practitioners
Werethe
most
preferred
by
studernts.
The
students
felt
that
these
methods
of
teaching
gave
them
a
real
world"
perspective
on
victimization
related
issues.
Victimology
is
defined
as
the
study
of
the
victims
of
crime
and
their
Telationship
with
an
offender.
While
criminology
is
the
study
of
the
crime
itself,
victimology
best
described
as
the
study
of
the
victims
of
crime.
Overall,
the
field
of
victimology
critically
examines
the
crime
victim,
the
perpetrator
of
the
Vime,
and
the
offender.
The
field
itselfis
a
sub-field
of
criminology
and
uses
data,
von
empirical
and
theoretical
references,
to
draw
conclusions
about
the
victims
of
crimes.
Victimology
is
taught
at
various
levels
starting
from
one-week
courses
for
practitioners
to
long
term
courses
at
the
undergraduate
level
and
baccalaureate
level
at
a
university
leading
to
either
a
master's
degree
or
a
doctorate
degree
in
victimology
or
rarelated
AT-
2023
311
?
discipline.
Courses
in
victimology
education
provide
scope
for
those
interestedin
studying
victims
and
victimization:and
those
willing
to
help

Bascd
on
the
revicw
of literature,
his
research
discovered
hal
geveral
other
people
(Dussich,
2014).
innovative
methods
of teaching
in
victimology
are
heing
implemented
m
Victim
analvsis
of
newspapers/news,
role-playing,
writing
\etters
as
victim
universities
and
colleges.
These
included
showing
documentaries
to
student,
programs,
namely
the
complexity,
inter-disciplinarily
and
scope
of
the
field
debates,
book
reviews,
ctc.
There
are
certain
challenges
s
in
developing
vicLimology
(Spencer
&
Walkate,
2016).
There
is
relevance
of
eritical
traditions
in
adulte
education
pedagogy(
(Neshit,
Teaching
in a
victimology
course
should
allow
for
the
full
discussion
of
ideas
in
a
2013:
Brookfield.
20
16)
and
ways
in
which
the
development
of
victimologY.
pedagogy
may
be
informed
by
social
learning
theory
(Wenger-Trayner,
201
manner
that
is
supportive
of
victims
ofcrime and
does
not
inflict
additional
harm
(Cares,
Hirschel
&
Williams,
2014)
It
has
been
found
that
victimology
courses
have
significant
on
students'
perceptions
of
victim
blaming.
It
also
increases
their )
knowledge
on
victimization
issues.
In
a
study
done
by
Fox
and
Cook
(2011),
victim-blaming
attitudes
among
college
students
studying
in a
victimology
course
were
compared
Iwith
students
of
other
courses.
Results
from
a
pre-test
and
post
test
showed
that
the
victim-blaming
attitudes
decreased
amongst
victimology
students
and
their
knowledge
abot
victimization
increased.
The
knowledge
of
victimology
was
found
to
be
invergelv
proportional
to
students'
propensity
to
blame
victims
of
crime.
Many
courses
on
crime
and
criminaljustice
mostly
focus
on
criminals.
Ina
study
done
by
Gibbs
(2016),
a
class
ofa
criminological
theory
course
was
divided
into
three
sections
of
students,
two
sections
were
taught
units
on
victims
while
the
third
section
acted
as
a
control
group
and
were
taught
a
unit
on
offenders"
instead
of
"victims."
Students
who
were
exposed
to
a
curriculum
with
unit
of
victims
showed
improvement
on
the
knowledge
ofvictimization
as
compared
to
the
control
group.
Case
studies
of
victimization
familiarize
the
students
to
emergent
issues
criminal
justice
including
the
role
of
the
Criminal
justice
system
in
prevento
and
handling
of
crimes.
Through
n
case
studies
in
victimology
interdisciplinary:
study
can
be
promoted
and
students
can
develop
critical
thinking:
Morales,
1998).
A
study
done
by
Young
and
Kwon
(2017):
showed
that
studentsin
i
the
fliped
in
a
traditional
classroom.
Moreover,
the:
results
showed
that
the
flipped
classroonm
in
academic
performance.
of
trust
in
police
and
other
responders;
empathy
and
compassion
in
responders;
The
study
found
that
victimology
education
should
address
victim
issues
312
yg-fen
(y
sa-62/6)
/SSN
0975-735X
g
skills
and
writings
skills.
It
also
provides
an
experience
in
research
and
investigation
t
to
students
(Dupont-
classroom
performed
better
and
were
more
satisfied
as
Compared
to
those
taugtit
was
more
effective
for
male
students,
junior
students, and
students
who
are
poor

harm
and
|
traunma-informed
perspectives;
intergenerational
trauma;
therapeutic
jurisprudence:
inplied
transitions
from
victim
to
survivor
and
development
of
a
critical
theory
of
f
survivorship;
the
role
of
media
and
the
creation
of
a
public
Researchers
recommend
being
empathetic
in
victimology
and
other
victimisation
COurses.
Mummert,
Policastro,
and
Payne
(2014)
found
that
victimology
courses
may
re-victimize
students
in
modest
ways.
After
studying
victimology,
many
students
discovered
they
had
been
victimised.
victimological
pedagogy.
Although
service--learning
method
lhas
been
found
to
be
an
effective
method
in
teaching
students,
but
it
could
have
a
triggering
effect
on
students
who
have
experienced
v
victimization
in
the
past
(Boppr,
Reed
and
Belisle,2022).
Objectives
of
The
Study:
.
To
find
out
the
methods
of
teaching
which
are
being
used
to
teach
victimology
in
universities
and
colleges
in
India
.
To
find
out
the
methods
of
teaching
in
victimology
which
are
preferred
by
criminology
students
in
India
.
To
find
out
whether
students
would
be
willing
to
participate
in
methods
like
role-playing
as
a
victim,
writing
letters
as
a
victim,
etc.
Research
Methodology
An
online
survey
(using
questionnaire
method)
was
conducted
to
understand
the
perception
of
criminology
students
towards
these
innovative
methods
of
teaching,
Convenient
sampling/Voluntary
sampling
was
used
to
collect
data,
117
samples
were
taken.
This
research
was
done
to
understand
which
methods
of
teaching
were
found
to
be
effective
by
the
students.
Data
Analysis
Between
23-26
18.3%
1.
Age
Between
27-31
ISSN
0975-735X
52%
Between
19-22
76.5%
Female
42%
Sex
Male
58%
Out
of
these
methods
of
teaching,
which
teaching
methods
have
been
used
by
your
r
teacher
to
teach
victimology
(you
can
choose
multiple
options):
3r-
2023
313

117
resonse
what
t
DocuDentate
Eield
visits
to
N)e
Interactlon
with
victima
M0viee
Ipte
ton
vith
tL
itioteb
Debaten
Rook
Ieview
Role
play
Witing
a
lete
as
n
vicin
Destgn
a
Drooram
for Violen
Stoy telling aboul a
crimevi
Presentation
by
stutente
Any
ofhe
method
please
s
vour teacher
to
use:
117
responses
Documentaries
Movies
Analysis
of
newspapers/news
Field
visits
to
NGOs
Interaction
with
victims
Interaction
with
practitioners.
Debates
Book reviews
Student
presentations
Role-play
Writing
a
letter
as
a
victim)
2.
Out
of
all
these
methods,
please
opt
for
t
the
methods
which
you
want
Designing
a
Program
for
Viol.
Story-telling
about
a
crimelvi...
Sexual offence
Any
other
method.
please
sp...
-1
(0.9%)
Homicide
Human
Trafficking
A
(6
A%)
6
(6
1%)
Property
offence
?(1
7%)
Any
other,
please
specify.
314
Tg-fayr (
yTg
sfch-62/6
)
24(20
56)
17
(14
5%)
20
28(23
95)
26
(22
2
%)
20
14
(29
1%)
A004
2%)
36
(30.8%)
-32
(27.4%)
-28
(23.9%)
-28
(23.9%)
-38
(32.5%)
-30 (25.6%)
-33
(28.2%)
40
56
(47.9%)
3.
If
you
have
interacted
with
victims
or
families
of
victims,
victims
of
-48
(41%)
-55
(47%)
-25
(21.7%)
63
(538%)
60
-32
(27.8%)
-67
(57.3%)
40
80
-26
73
5%
-40
(34.8%)
53
(46.19)
49(426%)
4.
If
you
are
given
an
opportunity
to
interact
with
victims
or
familie
of
victims,
victims
of
what
type
of
crinme
would
you
like
to
interact
with:
ISSN
0975-735X

seNUa
Ofence
Homicide
Nber
cinme
4man
Trafficking
PAe
ofences
Any
othe
Police
officer
10
(8.8%)
Social
worker
Child
welfare
officer
Victim
advOcatel
lawyer
victimology,
what
were
the
profiles
of
the
guest
speakers?
Forensic
psychologist
20
Any
others,
please
specify.
36
(31
9%)
s
If
practitioners
were
invited
guest
speakers
to
discuss
about
-8
(6.9%)
40
53(46
9%)
20
ISSN
0975-735X
60
66
(58
4%)
40
67
(59
3%)
76
(67.3%)
80
-49
(42.2%)
-48
(41.4%)
-59
(50.9%)
-58
(50%)
60
60
(51.7%)
6.If
debatelgroup
discussion
on
topics
in
victimology
in
your
college
is
organized,
what
topic
would
you
like
the
debate/group
discussion
to
be
on?
When
the
respondents
were
asked
on
what
topics
they
would
like
to
have
debates,
discussions
the
following
topics
were
suggested
by
the
students:
Plea
bargaining
and
victim,
male
victims
of
gender
discrimination,
process
lor
crimes
against
women
and
reality,
Child
victimisation,
re-victimization
factors,
Tape
victims'
secondary
victimisation,
etc.
Crime,
victimology,
and
victim
Denaviour.
"How
We
Can
Decrease
Victims"
and
"How
We
Can
Help
Victims.
»
unreported
Victim/Dark
numbers,
Cybercrime
victims,
Rape,
child
sexual
Cxploitation,
domestic
violence,
International
victim's
organisation
emplovs
Criminology
students.
POCSO
victims,
and
domestic
violence
victims.
Modern
victim
precipitation,
victim-turned-offender,
Human
trafficking,
sexual
offence,
lawbreaking
kid,
Mental
health,
Mental
health
i
impacted
victims,
Rights
and
society
(victim
blaming).
Trafficking
victims,
minimising
Victim
vulnerability,
support
and
life
yictim
healthy
society,
Transgender,
Sexual
assault,
unsolved
cases
Child
labour.
Crime
victims,
Feminism,
V1cum
menlal
health,
crime
classifieatins
3r-
2023
315

Overcoming
Victim
Challenges,
Victim-Friendly
Police
and
Other
Offcers,ee
7.
Ifyour
college/university
is
planning
to
i
invite
practitioners
speakers
to
discuss
about
victimology,
what:
guest speakers to be?
specity
Police oficer
Social worker
Child welfare officer
Victim
advocate awyer
Forensic
psvchologist
Any
others. please 8
(6.8%)
Publie
Prosecutor
20
Any
other,
6%
Counsellor
15%
Defense
LawyeT
9%
would
you
like
t
40
Judge
14%
8.
If
role-play
has
been
used
by
your teacher while
teachino
in
victimology,
which
role
did
you
play?
52
(44.4%)
Victim
58
(49
6%)
Offender
7%
146
58
(49.6%)
Police officer
27%
and
thereby
develop
that
kind
ofunderstanding."
60
The
respondents
gave
the
following
responses:
69
(59%)
-61
(52.1%)
the
profile
of
the
Witness
9.
Do
you
think,
this
role
playing
was
beneficial
in
understanding
victimology
better?
if
yes/no,
why?
80
.
Yes.
as
when
we
get
to
know
something closely,
we
feel
much
about
it
.
Yes.
Theory
can
be
studied
on
open
sources
too
but practical role
plays
help
in
absorbing
more
and
it
develops
further
interest
in
the
field
of
study
Victimization
and
its
impacts
on
the
victims
and
society
at
large."
"
"Yes,
as
counsellor
can
get
the
holistic
picture
of
the
process
of
Yes.
It
made
students
think
in
line
with
the
actual
role
they
played."
.
Yes,
we
understand that how
victim
face crime
and
how they
Survive"
""It
helped
in
better
understanding
of
victimology
as
I
got
a
bete
316
g-feyu
(yëu
sich-62/6
)
ISSN
0975-735X

perspective
from
victim's
side,
andit
helped
me
to
understand
the
crime
better."
.
"Yes,
it
would
give
the
perspective
of
an o
offender"
"Yes,
because
it
will
directly
link
with
the
reality."
."Yes,
,because
roleplay
will
make
concept
easily
understandable"
"Yes,
it
is
beneficial,
as
role
play
make
a
role
player
to
put
himself/herself
in
victim
's
shoe
and
talk
and
think
like
that.
It
helps
in
understanding
victim
more
deeply.
"
Yes,
it
will
give
better
knowledge
in
victimology"
«yeah,
it
helps
the
students
to
understand
victimization
better"
10.
If
you
are
asked
to
play
the
role
of
a
victim
in
role
play,
would
you
be
okay
with
it?
10%
Female
a
Yes
No
lam
not
sure
66%
74.4%
ISSN
0975-735X
I26
Male
As
can
be
seen
in
the
response,
the
gender
stereo-typing
in
the
society,
where
men
are
supposed
to
be
strong
and
not
become
victims
may
be
a
factor
in
lesser
percentage
of
male
participants
(54%)
willing
to
play
the
role
ofa
victim
as
compared
o
the
percentage
of
female
participants(66%)
willing
to
play
the
role
ofa
victim.
25.6%
11.
Have
you
ever
been
told
to
write
a
letter
as
a
hypothetical
victim
to
a
family
member
or a confidante
as
a part
ofyour
victimology
class?
Yes
No
Ian
not
sure
549%
Yes
No
12.
.Ifyou
are
asked
to
imagine
and
write
a
letter
to
someone
whom
you
are
3r-
2023
317

close
disclosing
to
them
that
you
were
raped
(this
letter
rwill
not
be
handed
o
the
teacher
and
will
remain
with
you),
,
would
you
participate
in
this
exerCise?
10%
Pemale
Yes
No
lam
not
sure
LO96
66%
Fomale
77%
As
can
be
seen
in
the
response,
the
gender
stereo-typing
in
the
society,
wihen
men
are
supposed
to
be
strong
and
not
become
victims
may
be
a
factor
in
lesser
percentage
ofmale
participants
(54%)
willing
to
write
a
letter
imaging
themselves
as
rape
victims
as
compared
to
the
percentage
of
women
participants
(66%)
wilng
to
write
a
letter
imaging
themselves
as
rape
victims.
Yes
a
No
lam
not
sure
12%
Male
54%
contrary
and
manipulation
to
the
truth."
a
Yes
n
No
lam
not sure
49%
Yes
No
Iam
not
sure
13.
you think that
it
would
beneficial
to
understand
victimization
in
sexual
offences
better
through
this
exercise?
If
yes/no,
why?
Do
The
respondents
gave
the
following
reasons
for
choosing
yes/no:
"No,
mere
letter
written
out
of
a
blank
mind
won't
be
fruitful.
Interaction
with
real
life
victims
and
then
post
that
if
this
task
is
done
that
will
be
helpful.
318
ng-feT
(
yity
ath-62/6
)
"No.
The
lived
experiences
can't
be
penned
as
imagined
which
could
be
"Yes,
because
that
is
how
we
might
get
to
something
what
a
real
rape
vic
feels
like
when
the
incident
happens."
"Yes,
it's
very
important
to
know
their
perspective
and
to
put
yourself
in
victim's
shoes
in
order
to
better
understand
their
mental
trauma
and
experienceo
to
further
design
policies
and
victim
assistance
programs
for
them."
*Yes,
such
exercise
would
require
me
as
a
student
to
have
a
betie
ISSN
0975-735X

nTiNg
a
hypothetical
letter
will
alsogive
me
a
perspective
of
what
a
victim
may
nderstanding.
about
victimization
which
would
help
me
understand
theories
and
ANIblY
go
through.
and
how
hard
the
coming
out
process
is
for
a
victim."
"Yes,
we
would
understand
how
a
person
who
is
raped
feels
like."
nmy
opinion
this
way
we
can
understand
a
bit
of
thoughts
and
pain
of
the
victim."
"Yes,
even
to
putmyselfiin
such
hypotheticalsituation
si
is
very
uncomfortable.
"Yes.
It
would
help
in
better
understanding
of
the
victim
and
the
crime
of
this
leter
would
not
be
disclosed
to
anyone;
it
would
help
to
understand
the
ape
both.
Here
the
writer
r(victim)
would
express
himself/herself
to
the
fullest
as
emotional
Iand
mental
trauma
that
a
rape
victim
would
have
faced."
«yes.
Will
make
us
arnalyse
and
look
at
things
through
victim's
lens,
being
just
a
spectator,
we
would
not
have
thought
about
it"
Yes,
because
just
reading
about
something
(theoretical)
is
not
useful
as
Ihng
as
we
don't
see
its
practicality
and
reality
to
which
it
is
applicable."
"Yes,
because
it
would
help
us
to
actually
empathize
the
situation
and
understand
to
an
extent
of
what
victim
has
gone
through."
"Yes,
this
exercise
helps
the
writer
in
arising
empathy
and
sympathy
with
rape
victims
and
also
aware
them
about
many
things
about
victim
like
what
situation
caused
her
to
become
victim,
what
victim
must
have
felt
mentally
and
how
difficult
ior
a
victim
to
disclose
such
information
even
to
close
ones
so
how
difficult
for
them
to
tell
police
and
court
about
rape."
Yes,
it
is
beneficial
because
if
you
are
dedicated
to
your
role,
you
get
a
glmpse
into
their
shoes:
you
try
to
step
in
to
the
shoes
of
outsides
involved
in
vestigation
of
a
sexual
offence.
We
get
a
closer
view
at
struggles
each
and
every
Person
goes
through
during
the
investigation
and
will
the
deliver
justice
to
the
victim,.
As
a
victim
itself
we
see
the
struggles
first
hand.
It
can
give
a
glance
of
why
counselling
services
are
important
and
how
they
can
be
carried
forward»
the
victim
to
understand
and
empathize
better
to
come
up
with
effective
assistance
and
o
compensation
programs."
Yes,
because
it
helps
in
brainstorming
about
getting
in
the
perspective
of
*Yes,
it
will
make
us
think
of
victims,
their
family
and
their
suffering.
Yes,
We
can
understand
because
it
will
help
us
to
think
like
the
victim
and
What
decision
to
take."
Yes,
because
by
writing
a
letter
from
the
perspective
of
the
victims,
we
Would
understand
the
reluctance
of
the
victims
to
talk
or
report
and
the
emotional
struggle
the
victims
go
through on a
daily
basis."
Yes.
because
to
go
on
thinking
in
this
situation,
I
can
understand
the
nin
of
victims."
Yes,
it
helps
us
to
understand
the
plights
of
victims
better')
Yes.
to
develop
ideas
about
victim
and
victimized
ideg3
ISSN
0975-735X
3r97-
2023
319
"Yes,
it
would:
stimulate
a
chain
ofthoughts
that
would
help
one
to
understand
the
actual
psyche
of
freal
victim."

"Yes,
this
exercise
would
help
me
understand
more
about
rape
would
make
me
think
from
their
perspective
and
feel
the
emotions."
"Yes,
it
would
help
us
realize
the
same
ekind
of
feelings
oremotions
would
beneficial,
because
they
would
be
able
to
empathize
with
the
victis
ard,
Most
respondents
stated
that
writing
a
letter
imaging
themselvesasvictim:
suffered
by
the
victim
as
a
result
of
that
criminal
activity"
understand
victimization
better.
subject,
the
teaching
methods
in
victimology
should
be
carefully
chosen,
,
which
Conclusion:
Victimology
being
a
sensitive
subject
and
application-basg;
may
not
cause
triggering
effect
or
re-traumatization
of
students
who
have
bee
victimized
in
the
past.
Hence,
it
is
necessary
th
that
the
teaching
methods
shouldt:
interaction
with
victims
and
writing
letters
imaging
as
a
victim,
where
there
mioh
be
possibility
of
triggering
effect
or
re-traunmatization
for
students.
This
research
showed
that
teaching
methods
like
field
visits
to
NGOs
2n¢
interaction
with
victims
and
practitioners
were
the
most
preferred
by
students
The
students
felt
that
these
methods
of
teaching
gave
them
a
"real
worla"
perspective
on
victimization
related
issues.
1.
Boppre,
B.,
Reed,
S.
M.,
&
Belisle,
L.
A.
(2022).
Real
Students
Helping
Others":
Student
Reflections
on
a
Research-Based
Service-Learning
Project
in
a
Gender
and
Victimization
Course.
Journal
ofExperiential
Education.
2.
Brookfield,
S.
(2016).
The
Future
of
social
justice
in
adult
education.
Dialogues
in
Social
Justice,
27-30.
3.
Cares,
A.
C.,
Hirschel,
D.,
&
Williams,
L.
M.
(2014).
Teaching
about
victimizatin
in
an
online
environment:
Translating
in
person
empathy
and
support
to
the
intemet.
Journal
of
Criminal
Justice
Education,
25(4
),
405-420.
doi:10.1030/
10511253.2014.965407
References
4.
Dupont-Morales,
M.
A.
(1998).
Constructing
the
case
study
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victimology.
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5.
Dussich,
J.
P.
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(2014).
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Fox,
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e
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student-centric
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preferred
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the
students.
Participation
must
be
voluntary
in
class
exercises
like
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ISSN
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to
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