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2020/2021

Crime Prevention

Code: 100441 ECTS Credits: 6
Degree Type Year Semester
2500257 Criminology OB 2 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Carles Vicen Jove
Email:
Carles.Vicen@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Other comments on languages

In case the course is attended by international students, the language will be Spanish.

Prerequisites

Have the basic knowledge of Pedagogy and Introduction to Criminology in the first year

Objectives and Contextualisation

The general objectives are the following:

Students of the criminology degree will be able to:

1. Applying the knowledge of criminological theories to the experiences of conflict and criminality, and suggest appropriate responses according to the existing legal framework.

2. Suggest answers to the problems of crime and social conflict, taking into account the rights and interests of all parties involved and considering the values of solving social conflicts, social integration and preventing new conflicts.

In this context, the subject of crime prevention programs have the following specific objectives:

1. Identify appropriate preventive measures for criminological problems

2. Know how to choose and implement properly the different models of crime prevention.

3. Design crime prevention programs

4. Apply criminological methods of research in the field of crime prevention.

Competences

  • Ability to analyse and summarise.
  • Applying a crime prevention program at a community level.
  • Assessing the results of a prevention or intervention program when crime is concerned.
  • Carrying out the criminological intervention on the basis of the values of pacification, social integration and prevention of further conflicts.
  • Designing a crime prevention program.
  • Drawing up an academic text.
  • Identifying existing social resources to intervene in the conflict and criminality.
  • Students must demonstrate a comprehension of the best crime prevention and intervention models for each specific problem.
  • Students must demonstrate they know a variety of criminal policies in order to face criminality and its different foundations.
  • Using research methods in social sciences in order to diagnose criminality problems.
  • Using the evaluation techniques of criminogenic risk and needs of a person in order to decide an intervention proposal.
  • Verbally transmitting ideas to an audience.
  • Working autonomously.
  • Working in teams and networking.

Learning Outcomes

  1. Ability to analyse and summarise.
  2. Acting in a professional way in the criminological field for pacifying, social integration and delinquency-prevention purposes.
  3. Applying a prevention program for crime control agents.
  4. Applying an effective evaluative model in order to detect the criminological intervention needs in prison population.
  5. Appropriately applying social resources to criminality.
  6. Appropriately managing a security or prevention team.
  7. Carrying out a results analysis of a delinquency prevention program.
  8. Demonstrating they know the means and scientific procedures of crime prevention.
  9. Drawing up a delinquency prevention program.
  10. Drawing up an academic text.
  11. Effectively developing a delinquency prevention program in the community area.
  12. Intervening in the criminological field for pacifying, conciliatory and crime-prevention purposes.
  13. Knowing the structural prevention strategy of delinquency.
  14. Producing a social prevention program of delinquency.
  15. Properly using the criminological prevention and intervention programs.
  16. Students must be capable of carrying out a security audit in the public field.
  17. Verbally transmitting ideas to an audience.
  18. Working autonomously.
  19. Working in teams and networking.

Content

1. Introduction

1.1. Basic concepts

1.2. Dynamics of the Problem Based Learning (PBL)

1.3. Risk factors versus protection factors

1.4. Triple criminal risk

2. Theoretical models of crime prevention

2.1. Classic and neoclassic model

2.2. Situational model

2.3. Ecological model

2.4. Developmental prevention

   2.4.1. Family

   2.4.2. School

   2.4.3. Community

   2.4.4. Mass media

3. Crime prevention programs

3.1. Ecological programs

3.2. Environmental programs

3.3. Community programs

3.4. Victim programs

3.5. Social policy programs

3.6. Programs based on axiological values

3.7. Cognitive-behavioural programs

3.8. Prevention of recidivism

4. Development of a crime prevention program

4.1. Context

4.2. Specification of the details of the program

4.3. Sections, development and implementation

5. Workshop: elaboration of a crime prevention program

5.1. Case analysis and risk assessment instruments

5.2. Technical definition of the problem

5.3. Evaluation

6. New experiences in crime prevention

6.1. Social networking in prevention

6.2. Macro-crime prevention. Introduction to the subject of criminal organizations.

6.3. New crime prevention challenges in a virtual world

Methodology

Teaching will be mixed: lectures will be online and seminars face-to-face.

The following methodologies will be used:

1. Online Lectures, with documents, videos and presentations.

2. Seminars in which students will present the progress in the group work, cases studies will be discussed.

3. Students are advised to ask tutorials to progress in the individual and group learning.

4. Individual assignments. Three individual works.

5. Work group. TStudents need to  elaborate and deliver a crime prevention program.

6. Individual work to prepare the exam (multiple choice and two real cases to analyze)

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures 19.5 0.78 2, 5, 3, 11, 7, 12, 9, 10, 14, 1, 17, 18, 19, 15
Seminars 19.5 0.78 2, 5, 3, 11, 7, 12, 9, 10, 14, 1, 17, 18, 19, 15
Type: Supervised      
Exam 5 0.2 5, 8, 7, 1, 18, 15
Type: Autonomous      
Group work (Search for material, discussion, presentation preparation) 31 1.24 2, 5, 4, 3, 13, 8, 11, 7, 6, 12, 9, 10, 14, 1, 17, 18, 19, 15
Work planning reading, reflection of materials and preparation of individual works. 75 3 2, 5, 3, 8, 11, 7, 6, 12, 9, 10, 14, 1, 17, 18, 19, 15

Assessment

Model of evaluation

Continuous evaluation model.

Conditions to be evaluated

Minimum attendance of 80% in lectures and seminars is compulsory. Justifications of non-attendance are only accepted for illness or similar reasons.

Students need to participate actively in lectures and seminars, as well as presenting the three individual assignments, the group reserarc project , and the final test. Out-of-term submissions are not accepted.

Items of evaluation

Individual works (30%), Group work (30%), Final Proof (30%), Assistance and participation (10%)

Requirements to pass the subject

Students need to obtain a minimum mark of 5 in each one of the assessment activities.

Re-assessment

Students will have the opportunity to repeat when they fail any of the assessed activities.

Consequences of fraud

Students  that cheat or attempt to cheat in the exam will get a 0, losing the right to a second chance. Plagiarism will conduct to a fail of the essay and, in case of recidivism the student will receive a fail mark.

Punctuality

Classes start on time. Late arrival is not admitted for seminar practice.

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance and participation 10% 0 0 2, 5, 3, 11, 7, 12, 9, 10, 14, 1, 17, 18, 19, 15
Final Exam 30% 0 0 2, 5, 3, 13, 8, 11, 7, 12, 9, 10, 14, 1, 17, 18, 19, 15
Group research project 30% 0 0 2, 5, 4, 3, 8, 11, 7, 6, 12, 9, 10, 14, 16, 1, 17, 18, 19, 15
Individual assignments (3) 30% 0 0 2, 5, 3, 11, 7, 12, 9, 10, 14, 1, 17, 18, 19, 15

Bibliography

MANDATORY READINGS

Medina, J. (2011).  La prevención del delito. Políticas y estrategias de prevencion del delito y seguridad ciudadana. (pp.1-43). Buenos Aires: Edisofer

Redondo, S. (2015). Confluencia de riesgos: Una teoría Criminológica Unificada. El Origen de los Delitos (pp. 209-269). Valencia:Tirant lo Blanch

COMPLEMENTARY BIBLIOGRAPHY

Cid, J. & Larrauri, E. (2001). Teorías criminológicas: explicación y prevención de la delincuencia. Barcelona. Bosch

Farrington, D. & Welsh, B. (2008). Saving childrem from a Life of Crime: Early Risk Factors and Effective Interventions. Oxford: Oxford University Press.

Lab, S. P. (2014). Evaluation and Crime Prevention. Crime Prevention: Approaches, Practices, and Evaluations (pp.35-50) (8th edition) New York: Routledge. Taylor & Francis Group.

Moreno, F. X. (2000). Diagnóstico de los factores de riesgo como recurso preventivo de los problemas de conducta en el contexto escolar. Revista electrónica Convenid II. pp.29-44

Panchón, C. (1998). Manual de pedagogía de la inadaptación social. Barcelona: Dulac.

Pincus, J. H. (2003). Instintos básicos. Madrid: Oberon.

Redondo, S. & Garrido, V. (2013). Principios de criminologia. Valencia: Tirant lo Blanch.

Redondo, S. & Sanchez-Meca, J. Garrido, V. (2002). Los programas psicológicos con delincuentes y su efectividad: la situacion europea. Psicotema, 14, (1, extra), 164-173.

Rojas, L. (2004). Las semillas de la conducta violenta. Madrid: Espasa Calpe.

Vázquez, C. (2003) Predicción y prevención de la delincuencia juvenil según las teorías del desarrollo social (social development theories). Revista de derecho, 14, 135-158 Recuperado de:  http://revistas.uach.cl/index.php/revider/article/view/2727.

Welsch, B. & Farrington, D.  (2012) The Oxford Handbook of Crime Prevention. Oxford Oxford University Press.