Prevention/Public Policy

Body-worn cameras (BWCs) are small devices that police officers can affix to their person—in a head-, shoulder-, or chest-mounted position—that can audio and video record their interactions with community members. BWCs have received strong support from the public and, in recent years, widespread buy-in from police leadership and officers because of their ability to improve accountability and transparency and enhance the collection of evidence. Implementation guidelines recommend that officers activate their BWCs during each officer–citizen interaction and inform the people they encounter that they are being recorded. Early research on this technology found that officers equipped with body cameras were significantly less likely to engage in force and receive citizen complaints. However, more recent studies with larger samples have had mixed findings about the impact of body cameras on use of force, citizen complaints, and other police activities and behaviors.

Numerous legal and ethical considerations are associated with BWCs, including their implications for privacy concerns and public disclosure. However, police officials, policymakers, civil rights groups, and the public must continue to weigh these privacy concerns against the potential for BWCs to enhance police accountability and transparency. Future scholarship should focus on the degree to which BWCs can improve police–community relations and yield valuable evidence for both criminal cases and internal investigations.

Hot spots of crime, and the criminology of place more generally, deviate from the traditional paradigm of criminology, in which the primary assumption and goal is to explain who is likely to commit crime and their motivations, and to explore interventions aimed at reducing individual criminality. Alternatively, crime hot spots account for the “where” of crime, specifically referring to the concentration of crime in small geographic areas. The criminology of place demands a rethinking in regard to how we understand the crime problem and offers alternate ways to predict, explain, and prevent crime. While place, as large geographic units, has been important since the inception of criminology as a discipline, research examining crime concentrations at a micro-geographic level has only recently begun to be developed. This approach has been facilitated by improvements to data availability, technology, and the understanding of crime as a function of the environment. The new crime and place paradigm is rooted in the past three decades of criminological research centered on routine activity theory, crime concentrations, and hot spots policing.

The focus on crime hot spots has led to several core empirical findings. First, crime is meaningfully concentrated, such that a large proportion of crime events occur at relatively few places within larger geographies like cities. This may be termed the law of crime concentration at places (see Weisburd, 2015). Additionally, most hot spots of crime are stable over time, and thus present promising opportunities for crime prevention. Crime hot spots vary within higher geographic units, suggesting both that there is a loss of information at higher levels of aggregation and that there are clear “micro communities” within the larger conceptualization of a neighborhood. Finally, crime at place is predictable, which is important for being able to understand why crime is concentrated in one place and not another, as well as to develop crime prevention strategies. These empirical characteristics of crime hot spots have led to the development of successful police interventions to reduce crime. These interventions are generally termed hot spots policing.

Crime Prevention Through Environmental Design (CPTED) is an approach to crime reduction that seeks to reduce perceived opportunities for crime through the design and management of the built or, less often, the natural environment. It is based on a set of principles, which can be applied as a guide to the design and construction of buildings, as well as the organization of spaces around them. Because CPTED provides a guide rather than a rigid specification, with a range of possible realizations, design compliance with its principles is often recognized through an award scheme, such as Secured by Design (SBD) in the United Kingdom and the Police Label Secured Housing in the Netherlands. Research has consistently demonstrated that CPTED is an effective crime reduction approach—reducing crime, alleviating the fear of crime, and enhancing feelings of safety. Its increasing recognition within planning policy reflects a growing acknowledgment of efficacy.

While the term “defensible space” is widely referenced in literature on situational crime pre vention and Crime Prevention Through Environmental Design, it is commonly mentioned in passing, almost as an historical landmark, with its relationship to more recent work assumed rather than rigorously examined. Yet, Oscar Newman’s work bridged the gap between criminological theories and preventive approaches in the pre-1970s era and the more grounded and policy driven approaches that are common today. Consequently, this article looks at the context within which Newman developed his ideas and revisits his core work. It then considers the initial response from the criminology and planning communities, which focused on the methodological and theoretical weaknesses that undermined what were, essentially, a series of imaginative, exploratory propositions about the influence of design on crime patterns. In this sense, it is clear that Newman both provoked and inspired further research into the relationship between urban design and crime, and indeed, between crime, crime targets, and space, looking at the specific influence of design, technology, social engineering, and so on. Terms such as ownership, visibility, occupancy, accessibility, image, and juxtaposition, which Newman used, are now incorporated into more sophistical theories of situational crime prevention. This article thus offers a reanalysis of defensible space in the context of later refinements and the application of Newman’s ideas to current policies.

Most studies conducted on the development of antisocial behavior focused on school children and attempted to understand how children learn to steal and aggress others. Results from longitudinal studies that were initiated in early childhood show that children do not learn to bully, physically aggress, and rob from their environment. These longitudinal studies show that antisocial behaviors are most frequent during early childhood and that children learn from their environment not to bully, not to aggress, and not to rob. In other words, young children are socialized by their environment. Those who do not learn well enough to control these natural tendencies are rejected very early in their development by their environment, unless they are living in an antisocial environment. The further advance of this research area will require that the next generation of researchers integrate theories and methods from the biological, psychological, and social sciences because the development of antisocial behavior involves complex interactions between biological, psychological and sociological causal factors. The lack of an integrated bio-psycho-social perspectives has been a major weakness of research in criminology up to now. Future research needs to concentrate on two central questions: (a) Why a minority of young children fail to learn to inhibit antisocial behaviors, and (b) how we can help these children learn alternatives to antisocial behavior. Valid and effective answers to these questions will come from randomized control trials which target at risk families with intensive and long term preventive interventions during early childhood, preferably at the start of a girl’s first pregnancy, with follow ups until the at risk children have become adults and are having their own children.

Traditionally, the term targeted prevention refers to interventions designed to prevent the development of adjustment problems in individuals by reducing risk factors or by implementing protective factors identified in studies of human development. Because risk and protective factors vary with development, a developmental perspective is necessary in order to identify which factors are most relevant at each period of life, based on well-defined and empirically supported etiological models. Moreover, because prevention strategies vary greatly depending on the factors that are targeted at different developmental periods and ages, a developmental perspective suggests that they need to be shaped accordingly. A further expansion of the concept of developmental targeted prevention includes the notion of “stepwise continuous prevention” for the extreme cases who do not revert to normative behavior during a given developmental period. This notion draws on the chronic-disease model of conduct problems and encompasses several developmental periods. The current debate around these issues is important as they apply to the prevention of conduct problems in youth by targeting risk factors during maternal pregnancy, early childhood, childhood, and adolescence. A consensual view of developmental targeted prevention is, however, necessary for prevention efforts to be coordinated and fruitful.

This article provides a critical overview of the concepts of guardianship and informal social control. The discussion compares these fundamental criminological concepts and highlights areas where there is overlap, as well as key points of departure. The relationship between these concepts is scrutinized to illustrate their distinct origins as well as the distinctive ways each of these concepts have developed within the criminological literature. This article focuses on informal social control as a multi-level community process, and on guardianship as a multi-dimensional situational concept comprising, in its most fundamental form, the presence or availability of guardians, inadvertent and/or purposive supervision and direct or indirect intervention. In doing so it showcases the dimensions of guardianship which bear close resemblance to aspects of informal social control, while simultaneously emphasizing that there are important distinctions to consider when comparing some of these dimensions and the levels at which they operate. One core distinction is that informal social control is dependent on neighborhood social ties and collectively shared expectations. On the other hand, while guardianship can be strengthened by social ties at the street-block or neighborhood level, it does not necessarily require such ties to function effectively at the microlevel. Although these concepts do coincide the discussion stresses that theoretical and empirical clarification about what makes them distinct is important. In conclusion, this article shows how each concept makes a unique contribution to criminological understanding about the role of informal citizens in crime control at places.

In a broad sense, international criminology can be described as the set of activities related to crime prevention and control, coming from the academia, public and private institutions and agencies, to join efforts to debate and publish and make policies, addressed to a global audience beyond a single country. This process of internationalization of criminology, started since its beginnings as a science, at the end of the 19th century through important congresses and meetings developed in Europe, where public officials and academics met. In the 21st century we can talk of a global or globalized criminology around the world, expressed also via websites on the Internet. Together with international crimes (genocide, crimes against humanity, crimes of war and, to a lesser extent, aggression as crime against peace), transnational crimes (corruption, financial crime, terrorism, organized crime, and its different modalities of illegal trafficking, cyber-attacks, and crimes against the environment), as well as crimes of abuse of (political and economic) power (enforced disappearances, summary executions, torture) are the subject matter of international criminology. However, the concept of international criminology is elastic and welcomes any international approach to other topics, traditionally thought domestically; in any case from the international perspective the social-political dimension of criminality appears as a much more relevant issue than the criminal’s personality (and treatment) and protection of victims and the community become the focus of interest.

Within the internationalization of criminology there are at least two trends that deserve further analysis. The first one is how to balance the cultural differences among all the countries and the myriad of interests involved in the construction of an international criminology. Some criticism is heard in the sense that international criminology is influenced by American or Anglo-Saxon views. From this perspective it is observed a risk of producing academic, legal, and policy criminological transplants without considering the cultural and socioeconomic context of every country and the voices of their inhabitants. The second trend refers to the role of international criminology in relation with the increasingly diffuse borders between police, intelligence agencies, and military forces; crime control and war; or internal and external security. Even though international crimes have always been a core topic, war and political and economic abuse of power across borders have been quite forgotten in the agendas of both national and international criminology. Today there are different forms of cooperation among countries in conflict situations, (e.g., terrorism, border controls, and the so-called refugee crisis) where the military, intelligence agencies, police forces, and private corporations of different countries work together, providing international criminology new topics for critical reflection and action.

Neighborhood Watch or Home Watch is internationally regarded as the largest voluntary crime prevention activity in the world. It is typically citizen instigated and police facilitated, with local groups having substantial autonomy in the organization and leadership, some with access to support and materials from overarching national organizations, contingent upon adherence to basic common standards. The local group presents itself as a partnership of people coming together to try to make their community safer, and it is primarily seen as a scheme coordinated between local citizens and their police. The relative autonomy of local groups is reflected in a variety of working collaborations with local or municipal authorities, voluntary agencies, and private business. Neighborhood Watch aims to empower people to protect themselves and their properties and to reduce the fear of crime by means of improved home security, greater vigilance, increased guardianship, and reporting of incidents to the police, and by fostering a community spirit. A further aim of the organization is to improve police and community liaison by developing effective two-way communication processes by which Neighborhood Watch leaders can disseminate up-to-date information among the members. Examples of Neighborhood Watches are now to be found in many parts of the world, and while initially schemes were launched exclusively by the police, as time and the organization have progressed, active citizens are now often initiating the establishment and organization of their own schemes. The closer linkage between police and the Neighborhood Watch organizations is reflected in the fact that the United Kingdom’s Neighborhood Watch national headquarters is located within an operational police station.

Place management theory—a part of routine activity theory—explains why a relatively few places have a great deal of crime while most places have little or no crime. The explanation is the way place managers carry out their four primary functions: organization of space, regulation of conduct, control of access, and acquisition of resources.

Place managers are those people and organizations that own and operate businesses, homes, hotels, drinking establishments, schools, government offices, places of worship, health centers, and other specific locations. They can even operate mobile places such as busses, trains, ships, and aircraft. Some are large—a multi-story office tower for example—while others are tiny—a bus stop, for example. Place managers are important because they can exercise control over the people who use these locations and in doing so contribute to public order and safety. Consequently, it is important to understand place management, how it can fail, and what one can do to prevent failures.

Place management has implications beyond high-crime sites. When crime places are connected, they can create crime hot spots in an area. The concentration of high crime places can inflate crime in a neighborhood. Moreover, place management can be applied to virtual locations, such as servers, websites, and other network infrastructures.

There is considerable evaluation evidence that place managers can change high crime locations to low crime locations. Research also shows that displacement to other places, though possible, is far from inevitable. Indeed, research shows that improving a high crime place can reduce crime at places nearby places. Although much of this research has studied how police intervene with place managers, non-police regulatory agencies can carry out this public safety function.

The knowledge base on bullying within school and working contexts has matured to the extent that researchers and practitioners are developing a deeper understanding of this complex social relationship problem. Although controversies still exist, evidence to date provides estimates of the prevalence of bullying, risk factors for bullying, antecedents of bullying, and theoretical models explaining bullying behavior and experience. There is little doubt that bullying in all its forms can have severe negative impacts on those involved in the bullying situation. As a result, it is important to establish coherent and evidence-based approaches to preventing bullying behavior in schools and workplaces.

In contrast, the development and evaluation of bullying interventions has not received the same level of support. Both in school and working contexts, there are examples of preventative approaches, but either these are espoused and not directly evaluated, or, where evaluations exist, data is limited in providing definitive answers to the success of an approach. An increasingly dominant voice advocates the creation of policies and laws for preventing workplace bullying. However, the usefulness of policies and laws on their own in reducing bullying is questionable—especially if they are developed with a quick-fix mentality. Trying to prevent such a complex social phenomenon requires an integrated program of actions necessitating significant investment over a prolonged period of time. Stakeholder engagement is paramount to any intervention. Ultimately, schools and workplaces need to try to develop a culture of dignity, fairness, respect, and conflict management which pervades the institution. Challenges remain on how to create such interventions, whether they are effective, and what impact societal values will have on the success of bullying prevention strategies.

Re-entry following incarceration is a complex issue in the contemporary United States. Mass incarceration and tough on crime policies have contributed to a system that disproportionately punishes and incarcerates people of color. For the correctional system, these racial and ethnic disparities translate to issues related to “successful” re-entry following incarceration. Traditionally, re-entry success has been considered to be desistance from crime. However, ideas about re-entry success have developed to include broader concepts of successful reintegration into society. Prominent scholarship surrounding criminal justice policies, procedures, and processes has recognized and made strides in addressing facilitators and barriers to successful reintegration for formerly incarcerated individuals, and has uncovered obstacles uniquely faced by minorities. Specifically, researchers have identified these race-related correctional concerns in areas such as probation and parole experiences, familial ties, resource access, employment and educational opportunities, community disadvantage, civic disenfranchisement, and health. Recent scholarship has provided a wealth of considerations for addressing these convoluted re-entry issues. Withal, research indicates that a shift toward more evidence-based policies and interventions shows the most promise for improving re-entry outcomes for minorities, and the need for more equitable policies and practices involving incarcerated and re-entering persons. Assisting re-entering individuals with accessing vital resources (e.g., health care, housing, government assistance), equipping them with necessary skills to live stable and independent lives (e.g., prison-based services, educational assistance, professional training, employment opportunities), promoting healthy connections with their families and communities, and restoring their civic power are all steps that evidence suggests improve re-entry success and reintegration. Continued research on these areas and race is essential to understanding the dimensions of disparate re-entry experiences and creating an even road to successful reintegration after incarceration.

School violence, drug use, bullying, theft, and vandalism are costly and interfere with academic achievement. Beyond the cost of personal injury and property damage and loss, school crime is costly because it interferes with academic achievement and reduces the ability of schools to carry out their educational mission. Fear of victimization influences students’ attendance, such that students are more likely to avoid school activities or places, or even school itself, due to fear of attack or harm. Teachers in disorderly schools also spend a large proportion of their time coping with behavior problems rather than instructing students, resulting in lower levels of student academic engagement, academic performance, and eventually graduation rates. Student misbehavior is also one of the primary sources of teacher turnover in schools.

Responses to school crime have become increasingly formal since the 1990s, with greater recourse to arrest and a turn toward juvenile courts rather than school-based discipline, furthered by zero-tolerance policies and increased hiring of uniformed officers to police the schools. The shift has been from administrative discretion to mandatory penalties and from in-school discipline to increasing use of suspension or arrest. At the same time, there has been a considerable investment in the use of surveillance cameras and metal detectors. There is no evidence to suggest that this tightening of school discipline has reduced school crime.

By contrast, considerable evidence supports the effectiveness of alternative strategies designed to prevent youth crime and delinquency. Several school-based programs targeting student factors such as self-control, social competency, and attachment to school have been demonstrated in rigorous research to be effective for reducing crime and delinquency. In addition, several aspects of the way schools are organized and managed influence crime and disorder.

The term “school climate” encompasses several school characteristics that influence crime and disorder. Evidence supports the importance of the discipline management of a school, including both the fairness and consistency of rules and rule enforcement as well as the clarification and communication of behavioral norms in reducing crime and disorder in schools. The social climate within the school, specifically the existence of a positive and communal climate among all members of the school community, is also important. Research demonstrates that is possible to manipulate these aspects of school climate. Rigorous research shows that efforts to increase clarity and consistency of rule enforcement and to clarify norms for behavior are effective for reducing crime and disorder. More research is needed to test a fully comprehensive intervention aimed at creating a more communal social climate, but preliminary studies suggest positive effects.

Several challenges to creating more positive school climates are discussed, and possible solutions are suggested.

Systematic reviews and meta-analyses have become a focal point of evidence-based policy in criminology. Systematic reviews use explicit and transparent processes to identify, retrieve, code, analyze, and report on existing research studies bearing on a question of policy or practice. Meta-analysis can combine the results from the most rigorous evaluations identified in a systematic review to provide policymakers with the best evidence on what works for a variety of interventions relevant to reducing crime and making the justice system fairer and more effective. The steps of a systematic review using meta-analysis include specifying the topic area, developing management procedures, specifying the search strategy, developing eligibility criteria, extracting data from the studies, computing effect sizes, developing an analysis strategy, and interpreting and reporting the results.

In a systematic review using meta-analysis, after identifying and coding eligible studies, the researchers create a measure of effect size for each experimental versus control contrast of interest in the study. Most commonly, reviewers do this by standardizing the difference between scores of the experimental and control groups, placing outcomes that are conceptually similar but measured differently (e.g., such as re-arrest or reconviction) on the same common scale or metric. Though these are different indices, they do measure a program’s effect on some construct (e.g., criminality). These effect sizes are usually averaged across all similar studies to provide a summary of program impact. The effect sizes also represent the dependent variable in the meta-analysis, and more advanced syntheses explore the role of potential moderating variables, such as sample size or other characteristics related to effect size.

When done well and with full integrity, a systematic review using meta-analysis can provide the most comprehensive assessment of the available evaluative literature addressing the research question, as well as the most reliable statement about what works. Drawing from a larger body of research increases statistical power by reducing standard error; individual studies often use small sample sizes, which can result in large margins of error. In addition, conducting meta-analysis can be faster and less resource-intensive than replicating experimental studies. Using meta-analysis instead of relying on an individual program evaluation can help ensure that policy is guided by the totality of evidence, drawing upon a solid basis for generalizing outcomes.