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Student Instructions: Using the safety audit checklist provided, walk around the neighborhood
in which you live (or another neighborhood for that matter) and describe the physical and built
characteristics you believe increases the opportunity for a crime to occur. Describe what specific
types of crime may occur for each vulnerability you have found. In addition (or alternatively)
identify examples of situational crime prevention and CPTED.

Note to instructor: Different safety audit checklists are included in the Chapter Two folder on
the web site.

Field Research Exercise #2

Note to instructor: In this exercise, students are asked to walk around their neighborhood with a
camera and take pictures of examples of design principles that adhere to and do not adhere to
CPTED principles. Have the digital pictures transferred to a CD, hard drive, or portable drive
so they can be loaded onto a computer and projected to a screen at the front of the classroom to
facilitate student presentations to the class. Students should be tasked with completing this
exercise in groups and should be dissuaded from going into high-crime areas (both of these
measures are for safety reasons).

In-Class Problem-Solving Exercise #1 (Handout)

Note to instructors: Print out the matrix below and administer this exercise to students to test
their knowledge of SCP and CPTED principles. Students should answer true of false to the
questions on the application of SCP and CPTED to different structures and environments. The
correct answers are provided (make sure to delete the “X” for each question before printing out
and distributing the table to students). Alternatively, the instructor can simply read out each
question to the class.

In-Class Problem-Solving Exercise

Chapter Two: Situational Crime Prevention and CPTED

Student Instructions: Answer true of false to the following questions regarding the application
of SCP and CPTED principles to different structures and environments.

Single Family Houses

CPTED Design Feature True False
Bright security lights should be discouraged because it allows burglars X
to see what they are doing
Sliding windows and doors are the most secure type of door/window X
Big bushy trees and shrubs should be avoided because they provide X
concealment areas for offenders
 Deadbolt locks on doors are generally more secure to locks embedded X
in door handles
The front entrance of a home should be overlooked by windows on X
the top floor
Glass windows running immediately alongside a door increases X
security
The windows of a home should provide a clear view of both private X
and public areas
Driveway uses differing surface from sidewalk X
Note left on the door for neighbors saying key is under the mat X
The public walkway and the private driveway are the same paving X
stone, so the offender can’t tell the difference between private and
public space
The thickness of the door frame is not important as long as you have a X
strong dead-bolt lock

Multi-residential Complexes
True False
Use M. Smith, not Mary Smith on intercom board and mailbox X
Avoid high rise buildings X
Holding open the front door of apartment buildings should be encouraged as X
it encourages neighborliness and social cohesion
The optimal design for multi-residential complexes is a serious of X
townhomes, designed in a horseshoe shape, with common space in the
middle
Tenant parking should be separated from visitor parking through a locking, X
secure chain link fence
Wide promenade-style sidewalks should be avoided around apartment X
buildings because they encourage would-be offenders
Design using sharp corners and entrapment areas to trap offenders X
Avoid bright lights around entrance doors because it facilitates the ability of X
burglars to break in
There should be plenty of entrances and exists in the complex X

Neighborhoods
True False
Maximize the number of entry and exit points on a street X
Cul-de-sacs are often the most secure design for a street X
Ensure streets, pathways, alleys, and parks are well lit X
Alleys running behind houses should be avoided X
Bars located right in the middle or residential areas provide added security X
because there are eyes on the street late at night
 Community centers should be located far from schools, so as to avoid a X
concentration of young people in one particular place
High schools and seniors’ residences generally make good neighbors X
Corner stores located to rapid transit generally have a high rate of crime X

Parking lots
True False
Underground parking lots should have ample direction signs for cars and X
pedestrians
Avoid enclosed, underground, multi-story parking lots X
Install bright lights over driving lanes and parking spaces X
The walls of parking lots should be painted white X
Use access and exit control, such as automatic gates X
Avoid the use of pillars that may hide offenders X

Retail businesses
True False
Place lots of advertisements on windows so offenders can’t see in X
Install a raised kiosk for cashier to see
If the cashier kiosk faces north, the store aisles should run east-west X
Ensure windows are not obstructed by posters, so offenders can be spotted by X
those outside
Security cameras should be installed in all changing rooms X
In-Class Problem-Solving Exercise #2

Note to instructors: Divide the classroom into groups and assign each group a local crime or
disorder problem. Tell each group that they must try to best address this problem using only the
situational crime prevention measures specific in Table 2.1: 25 Situational (Opportunity
Reduction) Crime Prevention Techniques. Some examples of crime problems that can be used
are listed below:
• Street walkers (prostitutes) in a residential neighborhood
• Armed robberies at a 34-hour gas station
• Shoplifting from a 24-hour convenience store
• Theft of books from a public library
• Fights and other violence outside a cluster of downtown bars
• Drug dealing from cars in residential neighborhoods
• Daytime burglaries in a high-rise residential apartment building
• Theft from automobiles in an underground parking garage
• Theft of change boxes from Salvation Army personnel during the Christmas season
• Thefts from hotel rooms
• Theft of pharmaceutical drugs from a hospital

1.2. CHAPTERS THREE AND FOUR: CRIME PREVENTION THROUGH SOCIAL

DEVELOPMENT / CPSD FOR ADOLESCENTS AND YOUNG ADULTS

In Class Concept-based Group Discussion

Note to instructors: From the Martin Scorsese film Goodfellas, show students a clip depicting
Henry Hill as a youth in Brooklyn (near the beginning of the film). Ask students to note all the
factors that put a young Henry Hill at risk of future criminal offending. Students should also be
asked to apply criminological (etiological) theories that can help explain why Henry became a
chronic offender later in life. The clip should begin at the point of the movie where there is a
close up of a young Henry Hill, with a voice over of an older Henry Hill saying “To me being a
gangster was better than being President of the United States….” The clip should end with a
scene where a man is shot and then helped by a young Henry Hill (the entire clip is
approximately eight minutes long). Parental Advisory: Explicit language!

Discussion Question

Within the context of juvenile offenders, compare and contrast punitive and deterrence-based
measures, such as correctional boot camps, on the one hand, with more problem-solving
(treatment) alternatives, such as cognitive behavioral therapy.
Which of these two broad approaches do you believe is best situated in address criminogenic risk
factors described in chapters three and four?

Which of these two broad approaches enjoy greater success in reducing recidivism?

Based on what you read in Chapter 4, how would you redesign a punitive, deterrence-based
strategy, such as correctional boot camp, so it was more effective in addressing criminogenic risk
factors and minimizing recidivism?

Field Research Exercise

Note to instructors: Working in groups, have your students identify neighborhoods in the city in
which they live, work and/or go to school with high criminogenic risk factors. As them what risk
factors put children and youth living in these neighborhoods at risk of future delinquency and
criminal offending? Based on this research, ask them to come up with social problem solving
strategies that can provide these children with “protective factors.”

In-Class Problem-Solving Exercise (Handout)

Note to instructors: The purpose of this exercise is to foster students’ problem-solving skills
specifically related to identifying the most appropriate proactive, preventative response to a
particular problem. Students are presented with specific crime problems or other social
problems and then asked to select, from a list, which strategies they believe are most appropriate
for the crime and disorder problems (see the table below). This problem-solving exercise
references both Chapters Two and Three (i.e., situational and social developmental approaches).
First, students should determine whether they believe the appropriate approach to the problem
should be situational, social development or both (“Broad Approach”). Then they should
determine the most appropriate situational or social developmental strategy (“Overall
Strategy”). Then they should select a “specific intervention.” For the third category, students
can select two or three interventions. Students should be provided with two tables. The first
(immediately below) describes the problem, and then leaves spaces in the “Broad Approach,”
Overall Strategy,” and “Specific Intervention” cells for students to provide answers. Note: A
sample of solutions (highlighted in yellow) is provided in the table below. Instructors should
remove these highlighted answers from the columns before the form is printed out and
distributed to students. A table that lists dominant crime prevention approaches, strategies, and
specific interventions that can be used as a reference guide for students when completing this
exercise follows the first table. This table should also be handed out to students to help them
identify appropriate answers to each problem.

Student Instructions: Determine which crime prevention approaches, strategies, and specific
programs are most appropriate for the crime and disorder problems listed in the table below. This
problem-solving exercise references Chapters Two and Three (i.e., situational and social
developmental approaches). First, determine whether the “broad approach” should encompass a
SCP approach, a CPSD approach or both. Then determine the most appropriate social
developmental or situational strategy (“overall strategy”). Then select a “specific intervention”
(most of which are programs or strategies described in the textbook). For the third category, you
can select two or three specific measures. Options that you can select for each problem is
provided in the table that is titled“Examples of Broad Approaches, Overall Strategies, and
Specific Intervention”

Problem Description 1) Broad 2) Overall 3) Specific Intervention

Approach Strategy

A teacher is concerned that a six Social Home-based Home visitation programs /

year-old student often comes to development parent training
school unfed and unbathed. She also
learns that the mother is a single
parent who herself is only 17 years
old.

A group of five teenagers in a small Social Employment- Training programs for at-
rural town have been responsible for development based risk youth
a number of local property crimes.
While all have completed school, all Community-development
are below 19 and have no based employment for at
employment. risk youth

An apartment building has had five Situational Increase the Target Hardening
burglaries in the past two months. No effort Access Control
suspects have been identified. All Deflecting Offenders
burglaries involved forcible entries Controlling facilitators
through side doors or windows.

A school principal discovers a number Social Home-based Home visitation programs

of students who are chronic glue- developmental / parent training
sniffers. School-based
Family counseling

Peer counseling and

support groups

Drug and alcohol abuse

programs

A local group of concerned parents in Social Home- based Home visitation programs
a poor, inner-city neighborhood would development / parent training
like to prepare their pre-schoolers for School- based
elementary school. Headstart program
 Pre-school programs

A college football stadium has had Situational Increase the Entry/Exit Screening
numerous problems with fans risks Formal Surveillance
throwing bottles onto the field. The Surveillance by
stadium refreshment stands do not Employees
serve anything in bottles.

Correctional services and community Social School-based / Post-release transitional

groups attempt to integrate ex- developmental Employment- employment assistance
offenders back into the community based for offenders.

Training and employment

for convicted young
offenders to work with
young children

Two parents of three children are Social Home-based Family counseling

close to divorcing development

A school has had a rash of complaints Social School-based Violence prevention,

of bullying and school violence among development conflict resolution, self-
its students in recent months. control

Peer counseling and

support groups

There has been a recent rash of Situational Reduce the Identifying Property
burglaries in a neighborhood. A local rewards of
pawn shop believes that some items crime
being sold to him are stolen. He asks
police to advise local residents to help
him identify stolen property.

Examples of Broad Approaches, Overall Strategies, and Specific Interventions

1) Broad 2) Overall Strategy 3) Specific Intervention

Approach
Home-Based ▪ Home visitation programs / parent training
▪ Family counselling
Social ▪ Headstart program
Developmental

School-based ▪ Free/subsidized meals

 ▪ Pre-school programs
▪ Peer counselling and support groups
▪ Violence prevention, conflict resolution, self-control
programs
▪ Drug and alcohol abuse programs

Employment-based ▪ Summer job or subsidized work programs for at-

risk youth
▪ Training programs for at-risk youth
▪ Prison-based vocational training and education
programs for convicted offenders
▪ Training and employment for convicted young
offenders to work with young children
▪ Community-development based employment for at
risk youth
▪ Post-release transitional employment assistance
for offenders.
▪ Pre-trial diversions for adult offenders which make
employment training a condition of case dismissal.
▪ Intensive, residential training programs for at-risk
youth (Job Corps).

Community-based ▪ “Enterprise Zones” that provide no- or low-interest

loans for budding entrepreneurs
▪ Mural painting project
▪ Organized youth activities
▪ Local job creation programs

Increase the effort ▪ Target Hardening

▪ Access Control
▪ Deflecting Offenders
▪ Controlling facilitators

Increase the risks ▪ Entry/Exit Screening

▪ Formal Surveillance
Situational ▪ Surveillance by Employees
▪ Natural Surveillance

Reduce the rewards of ➢ Identifying Property

crime ➢ Target Removal
➢ Reducing Temptation
➢ Denying Benefits
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