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Descriptors:
Violence; Sustainable Development; Crime Prevention; Correctional Rehabilitation; Sustainability; Educational Change; Theories; Models; Intervention; Program Effectiveness

Abstract:
Focused deterrence initiatives, including the most famous, Boston's Operation Ceasefire, have been associated with significant reductions in violence in several U.S. cities. Despite early successes, some cities have experienced long-term sustainability issues. Recent work in Cincinnati, Ohio, has focused on institutionalizing focused deterrence in an attempt to achieve sustainability. Despite these efforts, it became apparent that institutionalization was necessary, but insufficient, to achieve long-term success. This study turns to criminological theory to understand why focused deterrence works and how the model can be improved to maximize crime prevention potential. In doing so, the authors draw from the principles of effective intervention from correctional rehabilitation research and describe how these elements have been integrated into the Cincinnati Initiative to Reduce Violence. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Child Abuse; Adults; Faculty; School Personnel; Crime Prevention; Prevention; Children; Child Safety

Abstract:
The highly publicized story of unfathomable abuse by Penn State football coach Jerry Sandusky, as well the unfathomable response of those with the power to stop it, makes it clear that abuse can happen anywhere--and that adults need to be vigilant and educated. All of those who oversee schools must also ensure that their faculty and staff are well trained in preventing and reporting abuse. In this article, the author describes how adults can do their part to prevent child abuse and help children who have been abused. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Prevention; Intervention; Student Behavior; Fidelity; Parent Participation; Secondary School Teachers; Parent School Relationship; Bullying; Crime Prevention; Information Policy; Computer Security; Mass Media Effects; Mass Media Use; Internet; Teacher Attitudes; Teacher Response; Questionnaires; Institutional Characteristics

Abstract:
Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in preventing cyberbullying. Almost one fourth of teachers indicated cyberbullying does not have long-lasting negative effects and that cyberbullying "prepares students for life." Fewer than half of teachers favored implementing a formal cyberbully prevention program. Teachers perceived the following strategies as most helpful in addressing cyberbullying: increasing parental involvement, warning students about consequences for cyberbullying, and increasing consequences for cyberbullying. School administrators should consider teachers' perceptions before implementing prevention programs that target cyberbullying. Additionally, strategies should consider fostering greater teacher buy-in, thus improving intervention fidelity and creating a unified effort focused on decreasing student cyberbullying. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Crime Prevention; Colleges; School Security; Police; Resources; Training

Abstract:
The Campus Crime Prevention Committee has compiled a list of university and college crime prevention agencies and resources, which includes contact information, links to agency crime prevention web pages, and a list of resources they offer (i.e., brochures, guides, PowerPoint programs, videos, etc.) as well as a spreadsheet showing organizations that make available crime prevention training and resources. These are a tremendous resource for campus public safety agencies. Printed in this article is the information available as of June 1, 2012, but anyone can access this information in IACLEA Connections library: "Campus Crime Prevention." The new resources are spreadsheets that list programs and web links and contacts for crime prevention resources. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Accountability; Rape; Campuses; Sexual Harassment; Safety Education; School Safety; College Administration; Administrative Policy; Safety; Womens Studies; Social Problems; Law Enforcement; Crime Prevention

Abstract:
The reality of rape and sexual harassment on college campuses has long been a burden that many institutions have struggled to address. The image of fraternity parties gone bad, date rape, and the incidents of stranger encounters on campus are all contrary to the idyllic image most universities want to portray. However, in light of several high-profile cases, colleges are being called to a higher level of accountability when it comes to rape and the treatment of women on campus. Campuses are feeling the pressure to respond more quickly and publicly to sensitive issues of sexual assault. Vice President Joe Biden joined Secretary of Education Arne Duncan in releasing new guidelines designed to help schools and universities protect students from the threat of sexual violence and urged young men and women to take a proactive stance on the issue. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Sexual Abuse; Child Abuse; Prevention; News Reporting; Newspapers; Mass Media Effects; Crime Prevention; Advocacy; Journalism; Public Policy; Content Analysis

Abstract:
News media coverage of child sexual abuse can help policymakers and the public understand what must be done to prevent future abuse, but coverage tends to focus on extreme cases. This article presents an analysis of newspaper coverage from 2007 to 2009 to describe how the daily news presents and frames day-to-day stories about child sexual abuse. When child sexual abuse receives news attention, the stories focus primarily on the criminal justice details of a specific incident rather than contextual information about causes of and solutions to child sexual abuse, and prevention is rarely addressed. We offer suggestions for strategies that advocates can use to help reporters improve news coverage so that it better contextualizes child sexual abuse and links it to prevention policies. (Contains 3 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Peer Teaching; College Students; Consciousness Raising; Peer Relationship; Victims of Crime; Intervention; Activism; College Environment; Sexual Abuse; Crime Prevention

Abstract:
R.U. Ready? at Georgetown University is an annual sexual assault awareness event that incorporates peer education and resources with opportunities for students, staff, and faculty to dialogue about providing bystander intervention throughout the campus community. Beyond dialogue, participants learn about student activism and the resources and skills to help a friend who has been assaulted. This initiative is a collaborative, effective, and sustainable program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Quasiexperimental Design; Elementary Secondary Education; Program Effectiveness; Foreign Countries; Literature Reviews; Change Strategies; Safety Education; School Safety; Police School Relationship; Experimental Programs; Program Evaluation; Audits (Verification); Crime Prevention

Abstract:
Background: Schools experience a wide range of crime and disorder, victimizing students and staff, and undermining attempts to create a safe and orderly environment for student learning. Police have long established programs with schools, but there has been no systematic review of evaluations of these programs, outside of police-led prevention classroom curriculum programs such as D.A.R.E. Purpose: This paper documents a systematic search to identify experimental and quasi-experimental evaluations that assess the effectiveness of non-educational policing strategies and programs in schools. Setting: Included studies took place in or around K-12 schools in the United States, Canada, and the United Kingdom. Intervention: Studies were included if they reported on a specific school-based strategy that heavily involved police and did not exclusively involve the police teaching a curriculum or program such as Drug Abuse Resistance Education (D.A.R.E.). Research Design: Systematic review of experimental or quasi-experimental evaluations. Data Collection and Analysis: Only those impact studies that used experimental or quasi-experimental design, had at least one outcome measure of school crime or disorder, and were available through December 2009 were eligible. Electronic searches and other methods were used to identify published and unpublished evaluation reports. Findings: The searches identified a total of eleven quasi-experimental studies. Ten of the eleven studies would likely have received a "3" on the Maryland Scientific Methods Rating Scale, a common approach to classifying studies on the basis of internal validity. If evidence rating criteria from the U.S. Department of Education's What Works Clearinghouse (WWC) were applied, only one study would likely receive a grade of "Level 2" evidence (acceptable with reservations) and the other ten studies would likely not meet WWC evidence screening criteria. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Promotion; Bullying; Crime Prevention; Longitudinal Studies; Meta Analysis; Correlation; Victims; Peer Relationship; Crime; Predictor Variables; Consciousness Raising; Social Justice; Program Effectiveness; Physical Health

Abstract:
This chapter presents the results from two systematic/meta-analytic reviews of longitudinal studies on the association of school bullying (perpetration and victimization) with adverse health and criminal outcomes later in life. Significant associations between the two predictors and the outcomes are found even after controlling for other major childhood risk factors that are measured before school bullying. The results indicate that effective antibullying programs should be encouraged. They could be viewed as a form of early crime prevention as well as an early form of public health promotion. The findings from a systematic/meta-analytic review on the effectiveness of antibullying programs are also presented. Overall, school-based antibullying programs are effective, leading to an average decrease in bullying of 20 to 23 percent and in victimization of 17 to 20 percent. The chapter emphasizes the lack of prospective longitudinal research in the area of school bullying, which does not allow examination of whether any given factor (individual, family,. or social) is a correlate, a predictor, or a possible cause for bullying. This has important implications for future antibullying initiatives, as well as implications for the refinement of theories of school bullying. It is necessary to extend the framework of the traditional risk-focused approach by incorporating the notion of resiliency and investigating possible protective factors against school bullying and its negative consequences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Crime Prevention; Police; Minority Groups; School Security; Crime; Metropolitan Areas; Budgets; Conflict

Abstract:
The 1990s represented a unique decade in which to analyze the determinants of police strength in the United States. This decade was a time in which crime initially increased, then substantially decreased. Furthermore, this decade also was characterized by increases in the minority population throughout large American cities. Finally, the 1990s were characterized by increasing police budgets. These realities have direct implications for the competing theories of police growth. This research examines the determinants of police strength in large U.S. cities from 1990 to 2000. A fixed-effects panel analysis was used to assess the number of sworn police officers per 100,000 population. The findings support the resource dependency and social conflict perspectives. Additionally, no support was found for the rational public choice perspective. (Contains 7 notes, 1 figure, and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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