| CODE | CRI0105 | ||||||||||||
| TITLE | Crime Prevention and Community Policing | ||||||||||||
| UM LEVEL | 00 - Mod Pre-Tert, Foundation, Proficiency & DegreePlus | ||||||||||||
| MQF LEVEL | 4 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Criminology | ||||||||||||
| DESCRIPTION | The study-unit covers a comprehensive range of topics related to crime prevention, community policing, and the role of the police in building positive relationships with local communities. Principles of prevention, including primary, secondary, and tertiary prevention strategies, are discussed to address crime and anti-social behavior effectively. Various strategies, models, plans, and tools for reducing crime and anti-social behavior are explored, such as intelligence models, hot spots policing, problem-oriented policing (POP), intelligence-led policing, rapid response and reactive patrol, and community policing. The study-unit emphasizes the positive impact of effective prevention initiatives on the efficient use of police resources. Prevention is examined in relation to evidence-based policing, policing communities through partnership working, and problem-solving approaches. The role of technology and the public in supporting preventative policing is also highlighted, including the use of video footage from CCTV and phones, social media platforms like Facebook and Instagram, and volunteer groups such as neighborhood watch. Crime and anti-social behavior in communities are analyzed, focusing on defining anti-social behavior, identifying patterns of behavior such as repeat victimization, and exploring risk factors and causes. The study-unit addresses the impact of crime and anti-social behavior on victims and communities, particularly vulnerable individuals. Preventing and responding to crime and anti-social behavior in communities involve various strategies such as visibility through street patrols, targeted prevention activities focusing on offenders and hotspots, partnership activities including schools liaison, and long-term prevention involving collaboration with other agencies. Community policing aims to build partnerships, improve public perceptions and community engagement, and reduce crime and anti-social behavior. The study-unit discusses how national and international events influence public perceptions of policing and impact community policing efforts. Problem-solving techniques like the SARA Model (Scanning, Analysis, Response, and Assessment) are explored, along with the role of police officers and other agencies in effective community policing, emphasizing duty of care, support, and collaborative efforts. Key issues relevant to the community policing role, including understanding different types of communities, shared priorities, risk assessment, and the importance of targeted foot patrols, community engagement, early intervention, and preventative policing, are addressed. Factors affecting community partnerships, such as identifying and sharing problems, joint responsibilities, communication, and different priorities, are discussed, emphasizing the need for shared data, intelligence, and resources. The study-unit concludes by highlighting the importance of enhancing policing practices, reflecting on personal knowledge, attitudes, and behaviors, and creating positive encounters to develop trust and confidence within communities. Techniques for challenging inappropriate language/behavior and reporting comments made by police colleagues on social media are also addressed. Study-Unit Aims: - Examine crime prevention tactics and theories aimed at reducing crime and improving community safety, including situational crime prevention, environmental design, prevention programs, and crime analysis; - Explore community Engagement strategies and principles that promote community and institutional engagement through learning engagement tactics, stakeholder involvement, cultural awareness, and communication; - Teach the fundamental components of this problem-solving technique in community policing (The SARA Model) by focussing on the scanning, analysis, response, and assessment; - Examine the principles and practices of crime prevention through environmental design (CPTED); - Explore the Broken Window theory to identify the effect of visible signals of disorder on neighbourhood safety by referring to social disorder theory, law enforcement techniques, and community participation to restore and maintain order, building safer and more dynamic communities are among the topics covered. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Examine key policing-related prevention theories and strategies; - Discuss the connection between prevention and other policing approaches; - Discuss how crime and anti-social behaviour affects local communities and policing; - Describe the role and benefits of community policing; - Foster effective partnerships in community policing; - Explore options to improve relationships with a broad range of communities. 2. Skills: By the end of the study-unit the student will be able to: - Assess risk factors, devise preventative measures, and assess the efficacy of crime prevention project; - Build deeper community relationships, address problems, and co-create sustainable solutions through case studies and interactive exercise; - Identify and analyze crime and disorder concerns and develop appropriate remedies, and assess outcomes; - Discuss how design environments and structures can inhibit criminal behavior, improve public safety, and promote community well-being through spatial layout, lighting, gardening, and architectural aspects for crime prevention and urban planning; - Identify how tiny transgressions and neglect can lead to increased crime. Main Text/s and any supplementary readings: Main Texts: - Danner, J. E. (2019). Nick Tilley and Aiden Sidebottom (eds) (2017). Handbook of Crime Prevention and Community Safety. Policing: A Journal of Policy and Practice, 13(3), 365鈥�370. Supplementary Readings: - Bland, M., Ariel, B., & Ridgeon, N. (2022). The crime analyst's companion. Springer International Publishing. - Bj酶rgo, T. (2016). Preventing Crime A Holistic Approach. London: Palgrave Macmillan. - Davis, H. E. (2017). Broken and Disordered: Selected Critical Readings on Broken Windows Policing. Legal Reference 福利在线免费 Quarterly, 36(3鈥�4), 166鈥�189. - Greenberg, S. F. (2017). The Community. In Frontline Policing in the 21st Century (pp. 413鈥�491). Cham: Springer International Publishing. - McGuire, J., Evans, E., & Kane, E. (2021). Evidence-Based Policing and Community Crime Prevention (1st ed.). Cham: Springer International Publishing AG. - St. Jean, P. K. B. (2007). Pockets of crime broken windows, collective efficacy, and the criminal point of view. Chicago: University of Chicago Press. - Travis, L. F. (2002). Community policing an international perspective. Bradford, England: Emerald Group Publishing. - Welsh, B.C and Farrington, D.P. The Oxford Handbook of Crime Prevention. Policing: A Journal of Policy and Practice, 9(3), 301鈥�303. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: 4 Ordinary level qualifications (including Maltese and English) OR Extended Diploma in Foundation Studies for Security, Enforcement and Protection Law. | ||||||||||||
| STUDY-UNIT TYPE | Lecture and Tutorial | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Matthew Attard Joseph Busuttil Trevor Calafato (Co-ord.) Gabria Gatt |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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