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The True Crime Genre and Me
I have always enjoyed the true crime genre, I enjoyed the who dunnit aspect that the genre feeds into, I also enjoyed “learning” about these crimes, and why people committed them. I grew up with an avid interest in homicide, and the genre as a result. So, studying criminology felt like it was the best path for me. Throughout the three years, this interest has stayed with me, resulting in me writing my dissertation on how the true crime genre presents homicide cases, and how this presentation influences people’s engagement with the genre and homicides in general.
With this being my main interest within the field of criminology, it was natural that True Crime and Other Fictions (CRI1006) module in first year caught my attention. This module showed me that my interest can be applied to the wider study of criminology, and that the genre does extend into different areas of media and has been around for many years. Although this module only lasted the year, and not many other modules- at least of the ones that I took- allowed me to continue exploring this area, the other modules taught me the skills I would need to explore the true crime genre by myself. Something- in hindsight- I much prefer.
I continued to engage with the wider true crime genre in a different way than I did before studying criminology- using the new skills I had learnt. Watching inaccurate and insensitive true crime dramas on Netflix, watching YouTubers doing their makeup whilst talking about the torture of a young girl, podcasts about a tragic loss a family suffered intercut with cheery adverts. This acts as a small snapshot of what the genre is really like, whereas when I originally engaged with it, it was simple retellings of a range of cases, each portrayed in slightly different ways- but each as entertaining as the next. To me, I think this is where the genre begins to fall apart, when the creators see what they are producing as entertainment, with characters, rather than retellings of real-life events, that affects real people.
Having spent so much time engaging with the genre and having the skills and outlook that comes with studying criminology, you can’t help but to be critical of the genre, and what you are watching. You begin to look at the reasoning behind why the creators of this content choose to present it in such ways, why they skip out on key pieces of information. It all makes a bit more sense. Its just entertainment. A sensationalist retelling of tragic events.
Although studying criminology may have ruined how I enjoy my favourite genre of media, it also taught me so many skills, and allowed me to develop my understating in an area I’ve always been interested in. These skills can be applied in any area, and I think that is the biggest take away from my degree. Considering I now work as the Vice President of Welfare at the Students Union– and getting some odd looks when I say what my degree was- I have no regrets. Even if I walk away from my time at university and never use the knowledge I gained from my studies, I can walk away and know that my time was not wasted, as the skills I have learnt can be applied to whatever I do moving forward.
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Navigating Clearing: What’s next?
Today marks the second day of clearing at our prestigious University of Northampton. Firstly, I’d like to congratulate those who have secured a place in the university to study their dream course, and to other applicants that are currently navigating their way through clearing, I wish you the best of luck.
Clearing may seem quite overwhelming – many of us have been there – but as you may know, it provides an alternative route for first-time applicants, those who may have missed out on offers, and those that may have missed their required grades or other reasons. For those at this stage, this blog is to provide some tips on how you can make the most of clearing:
- First, try not to panic if you have not met the grade threshold. Panic will only cause more anxiety – so relax. Remember, clearing offers plenty of opportunities – so when you make that call – ask as many questions as possible. Remember the saying, closed mouths don’t get fed. Ask for your options, think it through before you decide, and ensure a plan B.
- Make sure to have done your research about the course you are applying for. Demonstrate enthusiasm, passion, and motivation for the course during your interview (if any). Look at the university websites and academic staff profiles to see what they offer and where graduate testimonies are.
- I’m sure this is no news to you – but remember that popular courses like Criminology, Psychology, Law and others fill up fast through clearing. Wake up early, get on the call queue and maximise your choices. The admissions team at the University of Northampton is one of the quickest when it comes to processing applicants’ offers. These emails are sent within an hour after you have made your call – so ensure to set up email alerts so you don’t miss communications.
- You may find it beneficial to keep an open mind about other courses. This is so because you don’t get disappointed if you don’t get a place on your desired course or if what you are looking for is not for you after speaking to an academic. Again, ask questions.
- As I pointed out earlier, the university website should be your first call, where you will find all the necessary information regarding clearing. On the website, there is lots of support available – so make the most out of it.
- Generally, clearing often turns into a great university experience. Focus on the opportunity ahead; your effort will pay off with time, and don’t give up if your first plans don’t work out. Remain optimistic, be thorough, and embrace this next step towards your future.
Remember that the transition into higher education takes time and adjustment. Overcoming obstacles will build resilience. Progress may feel slow, but your growth is constant. Embrace uncertainty, connect with others, and take chances. By doing so, you will gain skills, knowledge, memories, and relationships to last a lifetime. Your adventure begins now – enjoy it!
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What to do with my criminology?
Let’s arrange time and set out two temporal constants: point one: a random meeting now and another one about three years later! The first one occurs during a standard University Open Day; a young person coming to a session to hear about criminology; they have seen crime programmes, read crime fiction, bought some real crime literature and now they feel fascinated. There is an interest there; what happens next? Why did they do it? How did they do it? Many questions and even more ideas of what to do to those who do horrible things. The Open Day is not just a response to singular identities, in fact it takes these curiosities and turns them on their head. Crime is bigger and smaller; its is more and less and, of course, most importantly is socially constructed, meaning that is does not mean the same thing across time and space.
This first encounter, was interesting, informative, and on the way home generated more questions and more curiosities. It is the first step to a decision to come back to read the subject, to get involved studying the course material and engaging in discussions. Suddenly the crime programme seems artificial; it does not explore social realities; the methods employed are too expensive and the investigation timeframe random. Knowledge is constructed on information but challenging the source of that information becomes the tool of academic exploration. Reading the crime novel or exploring true crime literature is not simply a guilty pleasure, it is a means to get narratives to ascertain cultural dominance and to address crime prioritisation (you wish to know more…then join us!).
Point two: an event sometime after the three years; a graduation. Wearing a gown and taking pictures with family and friends. A recognition that three years of study have come to a successful conclusion. The curiosity remains; there are still a lot of questions to ponder but now there is a difference in how this takes hold. The concept of crime becomes complex, interconnected with social and personal experience, but this is just the beginning. Studies haven’t answered the original questions, in fact they have added more questions, but they have given a “methodology of thought”. A process to relate to any situation that is known or unknown and explore the criminology within.
The completion of studies inevitably bring the issue of what to do next. How to use criminology; professionally, educationally, academically. As a social science, criminology contains plenty of theoretical perspectives and those relate to the lived experience and in many ways explain it or even predict future criminalities. Some decades ago, criminological imagination, considered cyber justice as a model of swift resolution, international justice was seen as the tool to prevent conflict and global crisis. Suffice to say that neither worked. Criminologists are more than keen to explain why neither of these work.
At both points we have been there; we saw you struggle at first to set the question, to consider the merit of the argument. We also saw you growing in confidence and writing work that you never thought you would, but most importantly to consider perspectives never thought of before. Your criminology is a tool; an instrument to understand social realities, when people are at their worst. To observe, study, analyse and explain crime without judgment or bias. Your criminology is a tool to let you join those groups that will ask “what about the human rights” that will consider “what is the value in this rehabilitation” that will advocate the objections for those people who are deprived a voice and for you to give them space. It is not always easy working with people who are kept locked up for the protection of others but it is in that point that your criminology lights up their lives. When all others give up and when the systems seem not to be working and when all seems so hopeless, your criminology will give hope and clarity to those who need it.
From a small personal curiosity, this is not a simple journey, but it is definitely one worth taking and now that you finish, you take with you that mindset and the professional obligation to carry it further. It’s your voice and the way you articulate it; it’s your appreciation of the complexity and these are invaluable skills to carry with you. From us, all we have to say now is…Happy journeys.
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Violence on the Frontline: Guest speakers and CRI3003
Before starting the CRI3003 module, if you asked me what violence was, I was pretty confident that I could answer. Violence, of course, is a “behaviour involving physical force intended to hurt, damage, or kill someone or something” (Oxford Dictionary). Alike to the Oxford Dictionary, this was also my understanding. It wasn’t until I started the module that I was bombarded by a whole different understanding: violence as institutional.
At first, this concept confused me. I think anybody who believes they fully understand the complexities of violence is not yet finished in their journey to understanding. This module, unlike other modules on the course, allowed students to listen to guest speakers from the frontline of the many institutions in which we learnt about. This, for me, proved invaluable. It helped me understand institutional violence, and why it is so complex. The speakers, albeit brilliant and informing, sometimes themselves didn’t completely understand the concept of institutional violence, and for me this highlighted the exact reason why it flourishes: lack of understanding within the institution. As violence is not understood as institutional, its insidious nature will never be understood, and neither will its impact. Instead, institutions desperately want to point the finger, and struggle to understand violence which has no actor.
In my opinion, not only did I learn as a student from the guest speakers, I believe the guest speakers also learnt from us. The interaction and questioning as a result of these sessions is where the crucial learning took place, as it allowed me as a student to understand an institutionalised perspective, and it allowed the guest speaker to understand an outsider perspective; a view they may not be encouraged to adopt within the institution in which they operate. This cross examination of ideas allowed for a more informed, deeper understanding. I think it is very easy to think you understand a concept, but applying it in your evaluation of the guest speaker’s experiences accelerates your understanding.
It is fair to say I learnt a lot from all the guest speakers on the module, and I believe it is a great opportunity and privilege to have had as an undergraduate student. Just when you think you understand a case in class, the guest speaker will make you re-evaluate everything you had learnt previously. This is a skill which is not only useful for a criminology degree, but also for everyday life when you enter the social world in which is made up by such institutions.
It is for the reasons stated above that I believe CRI3003: Violence from Domestic to Institutional is a brilliant module. Personally, it was my favourite. It consolidated my learning perfectly and allowed me to demonstrate all of the knowledge I had previously learnt. As I said before, the guest speakers allowed students to question their own understanding, and perhaps view a case in an alternative lens. This multifaceted understanding of such complex concepts is crucial in criminology, and life as a whole.
From my experience, the guest speaker sessions are only as good as the questions asked, so come prepared! In asking the right questions, invisible violence becomes visible, and all of the content learnt before finally falls into place.
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Poetry on prisons
Recently in CRI3001 Crime and Punishment we’ve been exploring prison poetry drawn from the volumes published by the fantastic Koestler Arts (some examples and inspiration can be found here). Students were inspired by this to write their own poems on prison and you will find some excellent examples below.
Moonlight
I sing to all of the spiders on the wall
They comfort me from my fear of the unknown
All the sounds outside as I lay here petrified
Of the consequences that lay aheadTime is far behind my state of mind
Noran
Deprived myself of the will to fight
For peaceful nights
Moving on
Longing for the past,
Wanting to go back,
To change our future.
Living with regret,
Feeling sorry for hurting you,
Living in isolation,
Needing to hear from you.
Wondering if you’re doing well,
Do you remember me?
Are you moving on?
Do you like it?
Living on the outside?
Outside of these four walls.
These grey walls entrap me,
Every day I feel smaller.
Unimportant. I’m suffocating.
I hope the world hasn’t changed.
I hope everything stays the same.
So that one day, maybe
I could come back to you
Danique
Trapped,
Between four walls for life.
Non-existent,
I am but a shadow of my past self.
Detached,
No amount of WIFI can ever reconnect what was lost.
A
Prisoner’s Perspective
Prison is an escape, prison is a relief, prison is warm, prison is secure. Prison is easier than the cold, sleepless, torrid nights. Prison is not a punishment. Prison is a consolation.
Prison is lonely, prison is isolated. Prison does not help; it does not rehabilitate. Prison stops the time. Prison fails us.
Prison is opportunistic, prison allows me to be a leader, prison allows people to live in fear of me. Something I never was in the outside world.
Prison isn’t a one fits all, prison is individualised offender to offender. Does prison work? Is Prison effective? Is prison the way forward?
Saiya
I Created This
Pulled up and stopped
Big iron gates spiked with fear and dread
he shouts “Clear” and gates open
with rumbling vibration
Why does this feel like the beginning of the end
Queueing quietly waiting turn for changing clothing
Wishing the view was slightly different
This is my home, the world is now distant
Showers cold and beds so hard
Waiting for the order from the guards
“Dinner served” I hear them shout
Hoping it’s not just bland
Thinking about roast dinners
This is my life, I created this
Given the chance, time and again,
But now this is my life, I created this
SKM
Poetry and other forms of literature offer the opportunity to explore criminological issues in a different medium. They allow for ideas to develop in a more natural way than academic conventions usually allow. As you can see from the poems above, our students rose to the challenge and embraced the opportunity to think differently about Criminology.
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Striking is a criminological matter
You may have noticed that the University and College Union [UCU] recently voted for industrial action. A strike was called from 1-3 December, to be followed by Action Short of a Strike [ASOS], in essence a call for university workers to down tools for 3 days, followed by a strict working to contract. For many outside of academia, it is surprising to find how many hours academics actually work. People often assume that the only work undertaken by academics is in the classroom and that they spend great chunks of the year, when students are on breaks, doing very little. This is far from the lived experience, academics undertake a wide range of activities, including reading, writing, researching, preparing for classes, supervising dissertation students, attending meetings, answering emails (to name but a few) and of course, teaching.
UCU’s industrial action is focused on the “Four Fights“: Pay, Workload, Equality and Casualisation and this campaign holds a special place in many academic hearts. The campaign is not just about improving conditions for academics but also for students and perhaps more importantly, those who follow us all in the future. What kind of academia will we leave in our wake? Will we have done our best to ensure that academia is a safe and welcoming space for all who want to occupy it?
In Criminology we spend a great deal of time imagining what a society based on fairness, equity and social justice might look like. We read, we study, we research, we think, and we write about inequality, racism, misogyny, disablism, homophobia, Islamophobia and all of the other blights evident in our society. We know that these cause harm to individuals, families, communities and our society, impacting on every aspect of living and well-being. We consider the roles of individuals, institutions and government in perpetuating inequality and disadvantage. As a theoretical discipline, this runs the risk of viewing the world in abstract terms, distancing ourselves from what is going on around us. Thus it is really important to bring our theoretical perspectives to bear on real world problems. After all there would be little point in studying criminology, if it is only to see what has happened in the past.
Criminology is a critique, a question not only of what is but might be, what could be, what ought to be. Individuals’ behaviours, motivations and reactions and institutional and societal responses and actions, combine to provide a holistic overview of crime from all perspectives. It involves passion and an intense desire to make the world a little better. Therefore it follows that striking must be a criminological matter. It would be crass hypocrisy to teach social justice, whilst not also striving to achieve such in our professional and personal lives. History tells us that when people stand up for themselves and others, their rights and their future, things can change, things can improve. It might be annoying or inconvenient to be impacted by industrial action, it certainly is chilly on the picket line in December, but in the grand scheme of things, this is a short period of time and holds the promise of better times to come.
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Meet the Team: Stephanie Richards, Associate Lecturer in Criminology
A Warm Welcome
Hello all! I would like to introduce myself. My name is Stephanie Richards and I am your Student Success Mentor (SSM). Some of the criminology and criminal justice students would have already had the opportunity to meet me, as I was their Student Success Mentor previously. So, it will be great to touch base with you all and it would also be great for the new cohorts to say hi when you see me on campus.
It is that time of the year when we see new students and our existing students getting ready to tackle the trials of higher education. Being a SSM I am fully aware of the challenges that you will face, and I am here to support you throughout your time at UON. As a previous student I can testify that studying at university is incredibly challenging. The leap from school/ college can be daunting at first. A new building that seems like a maze or the idea of being surrounded by strangers that you probably think you have nothing in common with can be enough to encourage you to run for the hills….stepping into a workshop for the first time can give you a stomach flip, but once you take that first seat in class you will come to realise it does get easier.
Upon reflection of my experience as a new undergraduate student I would have to be honest and express the difficulties that I suffered adjusting to my new way of life. I could not keep my head above the masses of reading, and when I did manage to get some of the seminar prep completed, most of the time I struggled with the new questions and concepts that were posed to me. This will be the experience of most, if not all the new students starting out on their university education. This is part of the complex journey of academia. My advice would be to pace yourself, time management is key, if you struggle to understand the work that has been set, ask for clarity and develop positive relationships with your peers and the staff at UON…………..being part of a strong community will get you through a lot!
My role is not just about assisting the new students that have started their university journey, I am also here to help UONs existing students. Getting back into the swing of studying can be daunting after the summer break. Adjusting to face-to-face education can be an overwhelming process but one that should be embraced. We will all miss our pyjama bottoms and slippers but being back on campus and getting some normality back in your day is worth the sacrifice.
The team of SSM’s are here to support you throughout your journey so please get in touch if you require our assistance. We never want you to feel alone in this journey and we want to assist you the best ways we can. We want you to progress and meet your full learning potential, and to get the most out of your university experience.
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Meet the Team: Francine Bitalo, Associate Lecturer in Criminology
Hi everyone! My name is Francine Bitalo and I will be your new Student Success Mentor for this year. I am looking forward to meeting and assisting you all in your academic journey. Feel free to contact me for any support.
Being a graduate from the University of Northampton I can relate to you all, I know how challenging student life can be especially when dealing with other external factors. You may go through stages where you doubt your creativity, abilities and maybe even doubt whether the student life is for you. When I look back at when I was a student, I definitely regret not contacting the Student Success Mentors that were available to me or simply utilising more of the university’s support system. It is important for you seek support people like myself are here to help and recommend you to the right people.
Besides everything, Criminology is such an interesting course to study if you are anything like me by the end of it all you won’t view the world the same. Many of you have probably already formed your views on life especially when it comes to understanding crime. Well by the end of it all your ways of viewing the world will enhance and become more complex, theoretical and constructive. The advice I give you all is to enjoy the journey, be open minded and most importantly prepare for exciting debates and conversations.
Look forward to meeting you all.
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Prison education: why it matters?
Five year ago, Dame Sally Coates released an independent report on prison education. Recently the Chief Inspector for Ofsted, Amanda Spielman and The HM Inspectorate of Prisons, Charlie Taylor, made a joint statement reflecting on that report. Their reflections are critical on the lack of implementation of the original report, but also of the difficulties of managing education in prison especially at a time of a global pandemic. The lack of developing meaningful educational provision and delivering remote teaching led to many prisoners without sufficient opportunity to engage with learning.
In a situation of crisis such as the global pandemic one must wonder if this is an issue that can be left to one side for now, to be reviewed at a later stage. At the University of Northampton, as an educational institution we are passionate about learning opportunities for all including those incarcerated. We have already developed an educational partnership with a local prison, and we are committed to offer Higher Education to prisoners. Apart from the educational, I would add that there is a profound criminological approach to this issue. Firstly, I would like to separate what Dame Coates refers to as education, which is focused on the basic skills and training as opposed to a university’s mandate for education designed to explore more advanced ideas.
The main point to both however is the necessity for education for those incarcerated and why it should be offered or not. In everyday conversations, people accept that “bad” people go to prison. They have done something so horrible that it has crossed the custody threshold and therefore, society sends them to jail. This is not a simple game of Monopoly, but an entire criminal justice process that explores evidence and decides to take away their freedom. This is the highest punishment our society can bestow on a person found guilty of serious crimes. For many people this is appropriate and the punishment a fitting end to criminality. In criminology however we recognise that criminality is socially constructed and those who end up in prisons may be only but a specific section of those deemed “deviant” in our society. The combination of wrongdoing and socioeconomic situations dictate if a person is more or less likely to go to prison. This indicates that prison is not a punishment for all bad people, but some. Dame Coates for example recognises the overrepresentation of particular ethnic minorities in the prison system.
This raises the first criminological issue regarding education, and it relates to fairness and access to education. We sometimes tend to forget that education is not a privilege but a fundamental human right. Sometimes people forget that we live in a society that requires a level of educational sophistication that people with below basic levels of literacy and numeracy will struggle. From online applications to job hunting or even banking, the internet has become an environment that has no place for the illiterate. Consider those who have been in prison since the late 1990s and were released in the late 2010s. People who entered the prison before the advancement of e-commerce and smart phones suddenly released to a world that feels like it is out of a sci-fi movie.
The second criminological issue is to give all people, regardless of their crimes, the opportunity to change. The opportunity of people to change, is always incumbent on their ability to change which in turn is dependent on their circumstances. Education, among other things, requires the commitment of the learner to engage with the learning process. For those in prison, education can offer an opportunity to gain some insight that their environment or personal circumstances have denied them.
The final criminological issue is the prison itself. What do we want people to do in them? If prison is to become a human storage facility, then it will do nothing more than to pause a person’s life until they are to be released. When they come out the process of decarceration is long and difficult. People struggle to cope and the return to prison becomes a process known as “revolving doors”. This prison system helps no one and does nothing to resolve criminality. A prison that attempts to help the prisoners by offering them the tools to learn, helps with the process of deinstitutionalisation. The prisoner is informed and aware of the society they are to re-join and prepares accordingly. This is something that should work in theory, but we are nowhere there yet. If anything, it is far from it, as read in Spielman and Taylor’s recent commentary. Their observations identify poor quality education that is delivered in unacceptable conditions. This is the crux of the matter, the institution is not really delivering what it claims that is does. The side-effect of such as approach is the missed opportunity to use the institution as a place of reform and change.
Of course, in criminological discourse the focus is on an abolitionist agenda that sees beyond the institution to a society less punitive that offers opportunities to all its citizens without discrimination or prejudice. This is perhaps a different topic of conversation. At this stage, one thing is for sure; education may not rehabilitate but it can allow people to self-improve and that is a process that needs to be embraced.
References
Coates, S. (2016), Unlocking Potential: A review of education in prisons, https://www.gov.uk/government/publications/unlocking-potential-a-review-of-education-in-prison
Spielman, A. and Taylor, C. (2021), Launching our Prison Education Review, https://www.gov.uk/government/speeches/launching-our-prison-education-review
Originally published here
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Finding focus in office exile
I have now passed a year of being exiled from my office, separated from people for most of the time. A couple of weeks before the first lockdown I was working in another university and we had just a day or two notice to switch to online teaching. As a doctoral candidate I valued the flexibility of being able to work from home, in the office, and in overpriced coffee shops in Manchester’s Northern Quarter. The weather helped with the first lockdown. I would have virtual office working sessions with my colleagues in the criminology department in my garden. I thought I was coping but the reality was I was masking any fear, sadness and the effects of having no human contact. I was training two or three times per day, counting every calorie I ate. I lost a few pounds, got stronger, fitter and felt physically amazing.
We got some respite in the summer when lockdown restrictions were lessened. However, I lost a family member to Covid-19 and still felt unsure and anxious about going out so I didn’t make the most of it. I did have a couple of work sessions in my local library which was a welcome change of scenery. This was short lived as I currently live in Manchester and we have been in either lockdown or tier 3 restrictions for most of the last year. My saving grace was my gym. We had outdoor sessions, new members joined, and I got to see real people, albeit in socially distanced marked off squares of territory on the gym floor. Life was much better then. I left the house most days.
By December’s lockdown I was starting to struggle. With dark mornings and nights there would be days when I wouldn’t leave the front door. I went from training daily to training once or twice per week and some days I wouldn’t get any more than 2,000 steps in. For my, training is my anti-depressant. It keeps me sane, it keeps be focussed and it keeps me connected to a community of people who value it too. For me, this was a worrying sign.
Fast-forward to today, a year on from lockdown 1. I sit here in front of my laptop day in, day out, trying to concentrate, trying to find the perfect playlist to make me concentrate, taking nootropic supplements (legal, not the drugs), brain vitamins and high caffeine supplements to make me concentrate. I sit here researching symptoms and self-diagnosing ADHD. But really, I just need my office. I need an over-priced lemon and ginger tea, I need a commute, I need people, I need to get out of my living room. But I don’t need it at a cost of losing more lives to Covid-19 so I’ll sit in my living room and wait.
For now, as difficult as it is to focus, I manage. I just have to work harder than ever at it. So for all of our students who are also struggling, I will finish with some of my top tips but bear in mind we all learn differently so find what works for you.
Amy’s top study from home tips:
- Host virtual study sessions with colleagues. I have at least 2 sessions per week with a colleague. We start the session by saying hi and having some human interaction before stating our goals. We keep each other accountable by asking if our goals are achievable within the 2 hour frame and suggesting more specific goals. We then mute and work, coming back at the end of the 2 hours to hold one another accountable and share how we have done. I cannot emphasise enough how much this has helped me!
- Write a to do list each day and week with SMART goals. You’re better off having smaller goals that are achievable than bigger goals that are not
- Use the Pomodoro technique. Ordinarily this is 25 mins work followed by a 5 or 10 minute break. There are online tools and apps or you can set a timer. One of my supervisors recently suggested to me to reduce the working session to 15 minutes to account for my reduced concentration span. This is helping!
- Don’t have the same expectations on yourself as you ordinarily would. These are not ordinary times
- Work with your own mind. My brain works well early in the morning so sometimes I have my laptop open at 5.30am. I have friends that work late in the night. I also know I read well in the afternoon and I do my best thinking when I am on a solitary walk in nature
- Set yourself little goals with rewards. Currently, if I finish editing 5 pages I get an episode of Grey’s Anatomy or a cookie (bad idea) or a 10 minute browse on Instagram
- Lean on the resources available to you. At UoN our students are lucky to have a tonne of informative resources on Skills Hub (see the section on ‘How to Study’), our Learning Development team to help with academic skills, a mental health team who can help support mental wellbeing, and a whole host of other services. Ask for help and accept it when it is offered (this I need to work on)
- Listen to a focus playlist. My go to Spotify playlists are here and here
Thoughts from the criminology team 