This module is a resource for lecturers This section contains suggestions for in-class and pre-class educational exercises, while a post-class assignment for assessing student understanding of the Module is suggested in a separate section. Show
Exercise 1.1: Reflecting on the definition of 'crime prevention'.Lecturer GuidelinesAsk students to work in small groups to consider and discuss the following:
In plenary, the lecturer can facilitate a feedback and discussion session that may include the following points:
Exercise 1.2: Deciding what is crime preventionThis brief exercise is designed to encourage students to consider the breadth of possible crime prevention measures and techniques. Lecturer GuidelinesBelow are several scenarios that can be read to the class. After each scenario lecturers might ask the students if they would consider this to be a form of crime prevention. Beyond being useful in discussing what might/might not be considered crime prevention, this exercise also introduces the importance of considering the ethical and moral dimensions of crime prevention - at what price might we pursue the prevention of crime?
Source: Design Against Crime Research Centre
Possible answers/discussion points:
Exercise 2.3: Defining key termsDistribute the following table of definitions or show it in a PowerPoint slide and ask students to complete it. Lecturer GuidelinesDiscuss their answers and then provide them with the completed table or reveal the answers on a PowerPoint slide.
Answers can be taken from the definitions provided under " Key terms". Possible discussion points:
Exercise 3.4: Public health typologyAsk students to identify possible primary, secondary and tertiary forms of crime prevention. Lecturer GuidelinesSome possible answers/discussions points (drawing from Brantingham and Faust, 1976):
Exercise 3.5: Tonry and Farrington typologyDistribute the following table or show it in a PowerPoint slide and ask students to complete it. Lecturer GuidelinesDiscuss their answers and then provide them with the completed table or reveal the answers on a PowerPoint slide.
Answers:
Exercise 3.6: Risk factorsWhat challenges might exist in effectively isolating key risk factors for later offending behaviour? Lecturer GuidelinesSome possible answers/discussions points:
Exercise 3.7: Challenges of developmental preventionDespite the guidance provided by Homel et al. (2006) and depicted in the below table, what challenges would you expect to confront in developing and implementing a developmental crime prevention programme? Lecturer GuidelinesProvide the following table to the students.
Some possible answers/discussions points:
Exercise 3.8: Programmes to build collective efficacyWhat programmes or interventions might help to build informal social control and collective efficacy? Lecturer GuidelinesSome possible answers/discussions points:
Exercise 3.9: Challenges of delivering community preventionWhat might be some of the challenges of delivering interventions and programmes like these? Lecturer GuidelinesSome possible answers/discussions points:
Exercise 3.10: The 25 opportunity reducing techniquesReview the 25 opportunity reducing techniques. Identify those techniques currently being used in your local area. Lecturer GuidelinesProvide the below table ( pdf for download) and facilitate a discussion based on this.
(Source: Cornish and Clarke, 2003)Exercise 3.11: Action research methodologyApply the situational crime prevention action research methodology to a local crime problem. Lecturer GuidelinesAssist students in undertaking a basic analysis of the problem, and devise a situational crime prevention response (possibly reflecting the 25 opportunity reducing techniques). Exercise 3.12: Displacement and diffusion of benefitsThere are different types of displacement and diffusion of benefits. Complete the following table by providing examples of the different forms of displacement and diffusion of benefits for residential burglary. Lecturer GuidelinesProvide the students with the blank copy below. Blank copy
Answers
(This exercise has been modified from Clarke and Eck, 2016, p. 36).Exercise 3.13: Policing for preventionDiscuss the three approaches to policing, and consider the merits of each in terms of legitimacy (i.e. community members have faith in the police) and crime prevention outcomes. Lecturer GuidelinesSome possible answers/discussions points:
Exercise 3.14: PrisonsWhile numbers vary, it is generally true that a small percentage of the population are responsible for a disproportionately large amount of crime. Consequently, criminal justice agencies increasingly focus their limited resources on high-risk offenders. What are some of the problems associated with this approach? Lecturer GuidelinesSome possible answers/discussions points:
Exercise 4.15: Crime problem-solving videoWatch this short video (5 minutes and 9 seconds) on crime problem-solving approaches. video Lecturer GuidelinesPose the following questions:
Exercise 4.16: Crime problemOutline the following crime problem to the class: There has been a significant increase in the number of burglaries in the local neighbourhood in the last six months. This is causing concern in the community and residents want action. Lecturer GuidelinesDivide the class into small groups (4-5 students per group). Ask half the groups to apply the 5Is approach and the other half to apply the SARA model to this problem. Acknowledge that it is very broad but that this is part of the exercise to get the group thinking about the type of information they would require as they move through the key elements of each problem-solving approach. Some prompts and answers are provided below. Given the potentially similar results arising from the two approaches, Ekblom's 5Is has been used here. Ekblom's 5IsINTELLIGENCE - gathering and analysing information on:
INTERVENTION - blocking, disrupting or weakening those causes. The interventions cover the entire field:
IMPLEMENTATION - converting the intervention principles into practical methods that are:
INVOLVEMENT - mobilising other agencies, companies and individuals to play their part in implementing the intervention, or acting in partnership, because crime prevention professionals must often work through or with others, rather than directly intervening in causes of crime. In both cases specifying:
IMPACT - nature of evaluation (how the project was assessed, by whom; whether this was a reliable, systematic and independent evaluation; and what kind of evaluation design was used)
Exercise 5.17: Campbell CollaborationInvite students to read the Plain Language Summary of the Police-led diversion of low-risk youth (either on screen or as a handout) and ask them, in small groups, to discuss how this evidence might be used by policymakers. More advanced students might be asked to critically examine the review document and to discuss the limitations of the review. Lecturer GuidelinesPossible discussion points:
Exercise 5.18: EMMIEComparative analysis of the Crime Reduction Toolkit and the Campbell Collaboration Lecturer GuidelinesAsk the students, in pairs, to discuss the toolkit and the benefits of this approach over the Campbell Collaboration. Exercise 6.19: Summary and conclusionBy way of summary, download and watch this video, which introduces crime prevention approaches. Note that this exercise can still be completed if the video cannot be accessed for any reason. Just remove reference to the video in the questions. Lecturer GuidelinesPose the following questions to the students:
The answers to these questions are provided in the penultimate slide of the PowerPoint presentation. Next: Case studiesBack to top |