3. Social Crime Prevention

Front 1

What is social crime prevention?

Back 1

Theories/strategies attempting toaddress causal factors of criminal/delinquent behaviour. Generally secondary, developmentalprevention classifications

Front 2

How does social crime prevention define crime?

Back 2

Defines crime as a combination ofsocial environment risk factors ( i.e. poverty/ poor parenting/ abuse/neglect)and personal risk factors (behavioral/cognitive/psychological)

Front 3

What are 4 overlapping categories of interventions?

Back 3

1. Common institutions (family andschools) – a large developmental focus

2. Universal social welfare policiesand services – communities more broadly

3. Programs and services targeting atrisk families (not specifically concerned with criminality) i.e.socioeconomically disadvantaged individuals 4. Targetedinterventions

Front 4

Who developed anomie?

Back 4

Durkheim

Front 5

What does anomie theorise?

Back 5

Social norms areconfused/rejected/unclear and crime/deviance is a result of this “anomie”· Society is made up of societal norms/expectationstherefore, when an individual rejects/unaware of these norms, crime occurs.

Front 6

What is strain theory?

Back 6

Theory that strain exists when people experiencea tension between the goals they are expected to achieve and theiropportunities to achieve them i.e. can be due to poverty, illness etc· Crime is a result of this strain(American dream) i.e. large family, good job = ‘successful life’

Front 7

Who formed strain theory?

Back 7

Meriton.

Front 8

What is differential association?

Back 8

Theory about ‘Peer influence’: Individuals whoassociate with criminals are more likely to model the observed criminality(family/ friends/role models) i.e. imprisonment as a ‘crime school’· Criminal and deviant behaviour islearned i.e. intergenerational.

Front 9

Who formed differential association?

Back 9

Sutherland.

Front 10

Is social learning theory similar to differential association?

Back 10

Yes. It theorises that behaviour is learned, then modelled,from those around i.e. violence and aggression

Front 11

Who formed social learning?

Back 11

Bandura.

Front 12

What are the four elements to control theory/social bond theory?

Back 12

1. Attachment (to family, peers,institutions such as school)

2. Commitment (perceived level of valueto society and acceptance of society’s views)§ i.e.the level you accept that you are ‘law-abiding’

3. Involvement (amount of time engagedin society’s institutions and level of prosocial activity)· 4. Belief (in society’s norms andvalues, including respect for law)

Front 13

Who developed Control Theory/ Social Bond Theory?

Back 13

Hirschi

Front 14

What is the Perry Pre school project?

Back 14

Provided support to infants deemedto be “at risk” due to gross socio-economic disadvantage before they reachedthe formal education system· 123 African American children wererandomly assigned to intervention or no interventionResults compared across40 years with intervention group.

Front 15

What were key results of the Perry Pre school project?

Back 15

o More likely to graduateo Higher incomeo Less likely to be arrestedo Less likely to be dependent onwelfare

Front 16

What was a benefit of the PPP?

Back 16

Estimated for every $1 spent, $12.90 was saved in criminal justice expenses

Front 17

What are other similar projects to the PPP?

Back 17

Elmira Prenatal and Early InfancyProject: targeted young families

Montreal Prevention Project

Seattle Social Development Project

Front 18

What was a project that was not successful?

Back 18

TheCambridge-Sommerville Program

Front 19

How did the TheCambridge-Sommerville Program work?

Back 19

Massachusetts, USA. Intervention and control groupmatched on family background and school records. Received support such ascounselling, tutoring, financial assistance to attend summer camps

Front 20

What were the outcomes of the The Cambridge-Sommerville Program?

Back 20

Increased criminal records.

Less education success.

Increased mental illness.

Higher suicide rates

Front 21

Main key failure of the The Cambridge-Sommerville Program?

Back 21

· Theprocess of singling out disadvantaged boys had a severe stigmatising effect· Unintendedconsequence of the boys seeing themselves as potential delinquents and actingout this image (i.e. labelling theory)

Front 22

What is developmental crime prevention?

Back 22

Aimsto reduce criminal potential within individuals. It views a person’s life as a seriesof life phases or transitions and it is at these transition points thatintervention is deemed to be most effective. Aims to reduce risk factors andincrease and strengthen protective factors.

Front 23

What does developmental crime prevention predominantly focus on?

Back 23

Socialand individual factors that impinge on a person’s development i.e.psychological, biological, family related

Front 24

What are key concepts of developmental crime prevention?

Back 24

Earlyintervention aims to prevent the development ofcriminal potential in individuals. Itdoes so by aiming to reduce risk factors and increase protective factors thatresearch has shown to be related to later offending. Life includes transition points in which interventions can occur mosteffectively. These are the times when people are most vulnerable to negativeinfluences, but are also when they are most likely to be open to support andassistance.

Front 25

What are risk factors?

Back 25

Indicators of an individual who maybecome deviant in the future· Do not implycausality between one factor and offending behaviour· Argue for somewhat of a cumulativeeffect of multiple risk factors to increase the likelihood of offendingbehaviour· Can be individual/ family/ peer/community as well as psychological/ personality and biological

Front 26

What are arguments for DCP?

Back 26

Diversifiedand inclusive communities (families & youth) that provide meaningful socialpathways (and acceptance) for societal members = reduced risk of crime. Improvementsin social conditions (e.g. housing, family income, and education) = result inincreased opportunities for young persons who may have resorted to crime

Front 27

What are some assumptions of DCP?

Back 27

Crimeis seen to result from interactions between individual characteristics and thesocial context experienced by the individual. Interventionsare most effective if targeted ‘early in the pathway to offending’ whichmay or may not mean early in life i.e. at age 17 when first contact with CJS. Afirst offence, or first contact, with the criminal justice system may be atransition point.

Front 28

What is Pathways to prevention?

Back 28

Program focused on involvingfamily, school and community in a broad set of planned interventions to preventanti-social behaviour. Targetedfour to six-year-olds who were in transition to school. Enhancing their communication and social skills and empowering theirfamilies, schools and ethnic communities to provide supportive environments forpositive development

Front 29

What were results of P2P?

Back 29

Results:Boys improved significantly in terms of being ready for school with reductionsin difficult behaviour.

Front 30

What are some childhood risk factors?

Back 30

Prematurity, chronic illness, disability, poor social skills, low self-esteem.

Front 31

What are some childhood protective factors?

Back 31

Social competence, above average intelligence, moral beliefs, values, good coping skills, empathy, easy temperament.

Front 32

Family risk factors?

Back 32

Single parents, family violence, substance abuse, criminality, abuse, neglect, rejection.

Front 33

Family protective factors?

Back 33

Supportive caring parents, family harmony, secure and stable family, small family size, morality

Front 34

What are some school risk factors?

Back 34

school failure, deviant peer group, poor attachment to school, bullying, aggression.

Front 35

School protective factors?

Back 35

Positive school climate, pro-social peer group, sense of belonging, opportunities for success.

Front 36

When was P2P implemented?

Back 36

2001.

Front 37

What is the key lesson from P2P?

Back 37

Actingearly before problems emerge or become entrenched (this is the KEY!)

Front 38

Methods within P2P?

Back 38

Actionsin one setting, interact with, complement, and reinforce actionsin other settings. Strengthening these connections and more generally, all parts of achild’s developmental system must be in harmonious, mutually reinforcingrelationship to promote positive child outcomes. Build such mutually reinforcing systemrelations

Front 39

What is a neglected life transition?

Back 39

Highschoolis a grossly neglected life transition in terms of research and resources andprograms/services to enable children to reach high school

Front 40

What does Frieberg point out in relation to trim and social control?

Back 40

Policyin relation to crime and social control has been more complex. In fields suchas sentencing, decisions need to work at two levels, effective and affective

Front 41

Forsociologists such as Durkheim, the affective dimension of punishment always hasbeen more important than the instrumental: “Punishment does not serve, or elseonly serves quite secondarily, in correcting the culpable or in intimigatingpossible followers"

Back 41

True.

Front 42

What are preservationists?

Back 42

Preservationists were conservatives typically long termresidents, home owners, small business owners with an interest in preservingthe status quo. Approach to crime problems generally put stress on moreintensive local policing and surveillance, and coordinated resistance to lowercost housing, drug treatment centres and any other facilities likely to attractundesirables

Front 43

What are insurgents?

Back 43

Insurgents= more disadvantaged and marginalised elements,racial minorities and the unemployed or homeless. Their preference was to useprevention funds to address structural problems such as unemployment and racialdiscrimination and difficulties of access to housing and health care.

Front 44

Weedand Seed involved first CJ interventions to weed neighbourhoods of individualsidentified as disruptive, then seeding the neighbourhood with family supportcommunity development and other programs.

Back 44

True.

Front 45

Oneof Weed and Seed’s key benefits was that central government had strongreservations about the precise role local groups could and should play in crimeprevention

Back 45

False this was a key problem.

Front 46

What are limits to social prevention?

Back 46

Itfails to address root causes it is argued situational prevention simplydisplaces offenders to other locations times or types of crimes (Halsey).

Front 47

Advocatesof social prevention should be wary of the utopian dream that every form ofdeviant energy can and should be redirected into socially acceptable activity.

Back 47

True.

Front 48

Auscriminologist Ross Homel has argued that there now exists persuasive scientificevidence in favour of social prevention, in particular early intervention

Back 48

True.