Simulating Justice Practice (SJP) Task 2 Reflection
Student Name: Enya Jeffs
Student Number: 30013282
Word Count: 999
"By submitting this work, I certify that it is my own work and that the work of other people is
duly referenced and acknowledged in accordance with the University's Academic Misconduct
Policy."
1
, Simulating Justice Practice (SJP) Task 2 Reflection
Introduction
I have created a MAPPA report on the rehabilitation and reintegration of Jane; however, this
reflection will apply Jane’s case and utilise Gibbs’ (1988) six stages of reflection model to
identify and critically analyse my experiences and attitudes that have influenced my
understanding. Additionally, a SMART structured action plan employing a D.O.T.S
reflection (Law & Watts, 2003) will be exhibited to demonstrate how my values, skills and
attributes will link to future employability and academic goals.
Reflection
Description:
In this module, I focused on Jane’s child sexual exploitation (CSE) case through the
probation perspective and created a MAPPA report. Within the report, this professional
probation perspective is utilised to identify public protection concerns, risk factors and Jane’s
rehabilitation and reintegration requirements
Feelings:
I have never before had to write a MAPPA report, therefore I felt pressured to ensure I
understood what I was asked to do. I wrote the report from an objective and professional
perspective, in which I focused on the probation service. However, I felt that Jane’s grooming
and coercion of the victim from the age of 13, and then her sexual exploitation of him at 16
was appalling and goes against my values and beliefs. I felt sadness and sympathy for the
victim as he believed he was in a consensual relationship and was taken advantage of.
Evaluation:
Despite not being able to express my personal opinions of Jane’s behaviour within the report,
learning from professional perspectives enhanced my knowledge of how CSE cases must be
dealt with appropriately. The professional perspectives, especially the probation service,
allowed me to understand in greater depth how cases are dealt with objectively, and that
personal feelings and opinions cannot get involved. I did struggle to create a rehabilitative
and reintegrative plan for Jane as I strongly objected to her behaviour, however learning from
the professionals gave me an alternative insight on the case and allowed me to think more
objectively.
Analysis:
Despite the complexity of CSE cases, Jane’s dysfunctional views and exploitative aims are
clearly demonstrated. CSE does not just involve physical sexual abuse but also includes the
manipulation and grooming of children into sexual activity, even if the victim thinks it was
consensual (Department for Education, 2017; NSPCC, 2023; Barnado’s, 2023). The
knowledge I have learnt through the professional perspectives, as well as these relevant
sources has given me a wider scope of the case and allowed me to objectively understand
Jane’s behaviour.
2
Student Name: Enya Jeffs
Student Number: 30013282
Word Count: 999
"By submitting this work, I certify that it is my own work and that the work of other people is
duly referenced and acknowledged in accordance with the University's Academic Misconduct
Policy."
1
, Simulating Justice Practice (SJP) Task 2 Reflection
Introduction
I have created a MAPPA report on the rehabilitation and reintegration of Jane; however, this
reflection will apply Jane’s case and utilise Gibbs’ (1988) six stages of reflection model to
identify and critically analyse my experiences and attitudes that have influenced my
understanding. Additionally, a SMART structured action plan employing a D.O.T.S
reflection (Law & Watts, 2003) will be exhibited to demonstrate how my values, skills and
attributes will link to future employability and academic goals.
Reflection
Description:
In this module, I focused on Jane’s child sexual exploitation (CSE) case through the
probation perspective and created a MAPPA report. Within the report, this professional
probation perspective is utilised to identify public protection concerns, risk factors and Jane’s
rehabilitation and reintegration requirements
Feelings:
I have never before had to write a MAPPA report, therefore I felt pressured to ensure I
understood what I was asked to do. I wrote the report from an objective and professional
perspective, in which I focused on the probation service. However, I felt that Jane’s grooming
and coercion of the victim from the age of 13, and then her sexual exploitation of him at 16
was appalling and goes against my values and beliefs. I felt sadness and sympathy for the
victim as he believed he was in a consensual relationship and was taken advantage of.
Evaluation:
Despite not being able to express my personal opinions of Jane’s behaviour within the report,
learning from professional perspectives enhanced my knowledge of how CSE cases must be
dealt with appropriately. The professional perspectives, especially the probation service,
allowed me to understand in greater depth how cases are dealt with objectively, and that
personal feelings and opinions cannot get involved. I did struggle to create a rehabilitative
and reintegrative plan for Jane as I strongly objected to her behaviour, however learning from
the professionals gave me an alternative insight on the case and allowed me to think more
objectively.
Analysis:
Despite the complexity of CSE cases, Jane’s dysfunctional views and exploitative aims are
clearly demonstrated. CSE does not just involve physical sexual abuse but also includes the
manipulation and grooming of children into sexual activity, even if the victim thinks it was
consensual (Department for Education, 2017; NSPCC, 2023; Barnado’s, 2023). The
knowledge I have learnt through the professional perspectives, as well as these relevant
sources has given me a wider scope of the case and allowed me to objectively understand
Jane’s behaviour.
2
