decreased. Oscar Newman, in his book Defensible Space: Crime Prevention Through Urban Design (1972), contends that increasing feelings of community among residents encourages them to take charge of their own security. Newman recommends designs and locations of housing which increase surveillance opportunities. Some examples include the following: 1) Making semipublic areas such as elevators, halls, lobbies, and fire stairs visible to residents and passersby; 2) Positioning front entrances along the street; 3) Designing lobbies so that all internal activity is visible from the street; ing in existing large buildings, special security measures should be implemented. The utilization of improved environmental design and security codes in urban areas is important to discourage delinquent and criminal activity and should be part of a juvenile delinquency prevention program. In and of itself, this is an effective tool to deter crime. Coupled with other strategies, it can be part of a more comprehensive attempt to guarantee both safe and adequate housing. Related Standards 4) Providing visibility into semiprivate areas such as paths 1.111-1.114 Organization of the Local Juvenile Service and hallways from windows; and 5) Monitoring elevators with electronic surveillance devi ces. Since the ability to observe is meaningless without a quick and appropriate response, a sense of community among residents is essential. Newman suggests fostering a feeling of proprietorship by designing buildings so that the residents can easily identify areas around their homes as their own. Very large buildings with great density tend to create feelings of isolation and anonymity among residents rather than feelings of responsibility and ownership. To eliminate this shortcom System Focal Point: Social Institutions Mechanical Area of Emphasis: Strategy: Mec. F-1 Community-based dissemination of crime prevention information based on practical and proven steps to safeguard individuals who are most frequently victimized by delinquent acts. Commentary Very often people and property are victimized because preventive measures have not been taken. In some cases the lack of caution is merely a matter of carelessness. However, in other cases people are not aware of the measures they can take to limit their vulnerability. Community-based dissemination of crime prevention information is an important means of preventing criminal acts. An evaluation of recent research suggests that the juveniles and not the elderly are the most victimized of all citizens. See U.S. Department of Justice, Law Enforcement Assistance Administration, Myths and Realities about Crime (1978). While senior citizen groups have directed a great deal of their educational activity toward methods of preserving their personal safety and protecting their property, few programs have been developed to educate young people or handicapped people to avoid victimization. This strategy recommends that efforts be undertaken immediately. A community wishing to implement such programs should review police reports in order to determine which group within the community is victimized in a disproportionate manner. Ideally, information regarding crime prevention should be disseminated to the entire community. However, a concentrated effort should be directed toward the most victimized groups first. Many successful measures are relatively easy to implement. Houses should be well-illuminated on the outside, especially in high crime areas. Those persons leaving their homes for extended periods should have neighbors inspect periodically for security. A dark home with accumulating newspapers and an untrimmed lawn is an invitation to crime. Expensive appliances should be recorded by identification code numbers. This will make them difficult to sell and easy to identify. Community groups should urge their local governments to allocate funds for adequate street lighting. Places of business may wish to equip their establishments with video monitors and security guards or lighting to discourage shoplifting and burglary. Most of all, individuals should be made aware of places to avoid, habits to change, and other methods of insuring self-protection. Public awareness campaigns sponsored by law enforcement officials are an important asset to any community wishing to educate citizens. Simple and uncostly measures taken early may prevent costly losses to persons and property later. Related Standards 1.111-1.114 Organization of the Local Juvenile Service System 1.121-1.126 Organization of the State Juvenile Service System Theoretical Focal Point: Area of Emphasis: The availability of appropriate state and local mechanisms to divert youth from the juvenile justice system either to alternative services or to their homes. Commentary This strategy recognizes that processing a juvenile through the justice system may not be the most effective way to prevent further juvenile delinquency. Many juvenile courts are already so overloaded with cases that additional juveniles would further diminish individual attention. The highly bureaucratic and impersonal nature of some juvenile justice systems lends additional support for diversion. But the most important reason for diversion is the ill-effect that the system can have on some juveniles. If a juvenile is labeled by the system, he/she sometimes becomes stigmatized. The juvenile's family, friends, and school officials may treat the juvenile differently. See Westinghouse National Issues Center, Delinquency Prevention: Theories and Strategies (draft, April 1979). Certain expectations are set for the youth who may then see no alternative but to continue committing delinquent acts. Rather than assisting the juvenile, the court experience may produce a negative self-image. See National Advisory Committee on Criminal Justice Standards and Goals, Report of the Task Force on Juvenile Justice and Delinquency Prevention, Standard 3.29 and Commentary (1976). See also National Advisory Commission on Criminal Justice Standards and Goals, Community Crime Prevention, Chapter 3 (1973). Implementation of this strategy would eliminate formal contact with the justice system for some juveniles. Some acts now labeled delinquent or criminal misbehavior could be redefined. Juveniles committing other acts prohibited by the criminal code could be diverted away from the courts to social service or community agencies and to youth service bureaus. Youth service bureaus should provide direct services to juveniles or refer juveniles to other community resources. See Youthful Offenders Program-Program Evaluation Final Report (N.C.J.R.S. Accession Number 09900.00.068517); Youth Service Bureaus in California-Progress Report (N.C.J.R.S. Accession Number 09900.00.009498). Such programs can be used to provide direct service to first or second offenders. They can provide jobs for youths in community agencies and in the public schools, and provide counseling and referral services as well as treatment and residential programs. Youthful Offender Program-Program Evaluation Final Report (N.C.J.R.S. Accession Number 09900.00.048517). It is important to note that not all juveniles will necessarily be eligible for diversionary programs. Some programs limit their target population to first offenders, status offenders, runaways, or misdemeanants. However, the development of more diversion programs is crucial for minimizing the use of the juvenile justice system. Theoretical Focal Point: Type of Prevention: Corrective Area of Emphasis: Justice System Strategy: Cor. J-2 Alternative Approaches to Juvenile Misconduct The development of alternative methods with which to deal with youth involved in noncriminal misbehavior. Commentary Noncriminal misbehavior, otherwise known as status offense activity, may include truancy, running away without parental permission, incorrigibility, drinking, promiscuity, and any number of acts which are not criminal if committed The acts these juveniles have committed are not crimes and seldom pose a threat to the community. Further, the stigma involved and the exposure to those more sophisticated in criminal activity can make the family court experience a negative one. The types of suitable alternative methods with which to deal with these juveniles are similar to those discussed in Focal Point Social Interaction, Strategy, Cor. J-1, and Standard 3.112 and Commentary. by an adult. There is much controversy over whether a family Related Standards court should have jurisdiction over this type of conduct. The National Advisory Committee has, however, advocated limited family court jurisdiction as a last resort for this type of conduct. See Standard 3.112 and Commentary. In doing so, the Committee strongly urged that federal funds should be made available to assist any jurisdiction willing to abolish court jurisdiction over noncriminal misbehavior or willing to provide necessary services to juveniles and their families on a voluntary basis, and to evaluate the results and impact of these changes. Id. This strategy recommends that alternative methods be developed with which to deal with juveniles accused of noncriminal misbehavior as a prevention measure. While family court jurisdiction over these acts may exist, alternatives to court intervention are to be preferred whenever possible. 1.111-1.114 Organization of the Local Juvenile Service System 1.121-1.126 Organization of the State Juvenile Service System 1.21-1.29 Data Base Development and Collection Related Strategies Focal Point Social Interaction: Cor. J-1 Cor. E-1 Re. J-1 Alternative Approaches to Juvenile Misconduct Statutory Changes and Reform Theoretical Focal Point: Area of Emphasis: The development of methods to limit and restrict the labeling Commentary A juvenile may be labeled deviant anytime he/she socially interacts in a way which is disapproved of by society or possesses a characteristic viewed as abnormal by the educational system. The position adopted by this strategy is that labeling a juvenile is self-defeating and stigmatizing and may result in differential treatment by family, friends, and school officials. Once a set of certain expectations is created for a juvenile, he/she often fulfills them. He/she begins to commit or continues to commit delinquent acts, performs at a substandard level academically, or behaves in a manner which is self-destructive. Consequently, a negative self-image is developed in the juvenile and the cycle of failure begins. nated. See Standards 1.53-1.56. Some ways to accomplish this goal have been described in other strategies. Focal Point Social Interaction, Strategy, Cor. J-1 recommends that instead of adjudicating a child in the juvenile system, children should be provided with alternative services to divert them from the system. Focal Point Social Interaction, Strategy, Cor. J-2 recommends the development of alternatives to assist those juveniles engaging in noncriminal misbehavior. Various strategies address the problems of alternatives to labeling in the education system. See Focal Point Individual, Strategy, Cor. Ed-1-Cor. Ed-3; and Focal Point Social Institutions, Strategy, Cor. Ed-1 and Cor. Ed-2 Related Standards 1.21-1.29 1.55 Data Base Development and Collection Accuracy of Records Jurisdiction over Noncriminal Misbehavior Labels like retarded, disturbed, and slow learner do little to alleviate a child's learning problem. It contributes to underachievement and low self-esteem. Some labels may be Related Strategies unavoidable. Their use, however, should be circumscribed. Goals and achievements should be stressed so that children, and not labels, become the focus of a community's efforts. Labeling most often serves a bureaucratic or funding purpose. It contributes nothing to a juvenile's sense of selfesteem. Consequently, this strategy recommends that labeling be eliminated whenever possible in all systems serving youth. Accord, Westinghouse National Issues Center, Delinquency Prevention: Theories and Strategies (draft, April 1979). When used at all, the information should not be readily dissemi Focal Point Social Institutions: Focal Point Individual: Learning Disabilities Problems in Learning Cor. Ed-3 Supportive Services Cor. Ed-1 Comprehensive Programs of Learning Cor. Ed-2 Alternative Approaches to Juvenile Misconduct Cor. J-1 Cor. J-2 Alternative Education Diversion |