Evidence-Based Policing Flashcards
CHEERS
Community
Harmful
Expectation
Events
Recurring
Similarity
If all elements are met, it is a crime problem (if not all elements are met, may only be an ‘issue’)
What is not a problem?
Truant children, bored teenagers, homeless people and convicted criminals are not problems in themselves, but may play a part in a problem.
E.g truant children may be a symptom of something else, or a school with a truant problem.
POP
Problem-Oriented Policing (Goldstein, 1990)
Instead of reactive, one-size-fits-all policing, focus on clusters of related incidents.
Focus on prevention.
SARA Model
Scanning:
What is the problem?
Analysis:
What is contributing to the problem?
Response:
What can we do to improve the problem?
Assessment:
Did the response work?
Three elements are required for a crime to occur
1) A suitable target
Value, access, concealable etc.
2) Lack of a capable guardian
3) A likely offender
Problem Analysis Triangle (Routine activity theory)
1) Offender (Handler)
2) Place (Manager)
3) target/victim (Guardian)
Situational Crime Prevention
-Increasing effort an offender must go through to offend
-Increasing risks to offender.
-Reducing benefits of offender.
-Removing excuses to justify actions
-Reducing factors that provoke offending.
Tertiary Crime Prevention
Arrest, prosecution, custodial sentencing, treatment/rehabilitation, probation services.
General criminal justice system procedure persuades someone to stop re offending to avoid going through it again.
Primary Crime Prevention
Identifying physical and social factors leading to crime.
Examples of prevention is police presences, surveillance, reducing payoffs etc.
Secondary Crime prevention
Identifying and intervening potential offenders before offending occurs.
Risk Factors of Criminal Behaviour
-Local Community
(deprived neighborhoods, delinquent peers)
-School
(disengagement, low achievement)
-Family
(Conflict, low income, poor family management)
-Individual
(Low IQ and empathy, impulsivity, hyperactivity)
Family Focused Prevention
Child skill training
Behavioural parent training
Multi-systemic Therapy
Family Functional Therapy
Multi-Dimensional Treatment Foster Care
School Based Intervention
-Class Reorganization
-Instruction Management Strategies
-School Discipline Strategies
Community Intervention
Mentoring or/and After School Recreation
Co-Production in Problem Solving
Professionals should be facilitators, not fixers.
You want to educate, engage and co-produce/co-design with the community
ATLAS
Ask
(challenging questions, build hypothesizes)
Test
(Test new hypothesis, produce evidence)
Learn
(Did you get the expected effect)
Adapt
(Adapt current practices)
Share
(Information between each stage)
APEASE for intervention design/evaluation
Affordability
Practicability
Effectiveness & cost-effectiveness
Acceptability
Side-effect/Safety
Equity
Nudge Theory
The science behind leading people subtly to making the right decisions.
E.g. neighbourhood policing, visible CCTV, policeman cutout.
“Scared Straight” program
Backfired intervention by “scaring” juveniles away from crime by meeting prisoners.
EMMIE framework
Economic cost (how much)
Mechanism (how it works)
Moderator (where/who it works for)
Implementation (how to do it)
Effect (impact on crime)
EBP
Evidence-based policing
Evidence-Based Maturity Model
Helps forces reflect on their culture/behaviours relating to EBP to identify areas for improvement.
Levels of maturity (Evidence-Based Maturity Model)
Level 1 (limited) to Level 5 (fully integrated)
