Prevention Analysis
Course
Security
Services
Unit VI
Prevention and
Analysis
Essential
Question
How do security
professionals
identify and
harden potential
crime targets?
TEKS
§130.298(c)
(9)(A)(B)(C)
Prior Student
Learning
Safety and Role
of Analysis in
Crime
Prevention of
Homeland
Security
Estimated Time
5 to 6 hours
Rationale
Crime Prevention and Prevention Analysis is an important aspect of security
services. Much research has been conducted and many theories have been
developed. Also, many crime prevention devices have been developed, such
as, alarms, burglar bars, cameras, increased security presence, stricter laws,
and educational/training programs for released criminal offenders. These
aspects of prevention analysis are essential for security personnel to
understand.
Objectives
The students will be able to:
1. Diagram the crime triangle of ability, opportunity, and motive.
2. Describe the concepts of deter, detect, delay, and deny.
3. Evaluate the security of a business or residence by using crime
prevention through environmental design strategies.
Engage
Divide the class into several small groups and have them discuss the
following questions. Use the Discussion Rubric for assessment.
 What are some carjacking prevention tips?
 What should you look for when choosing an ATM machine?
 When would property crimes increase?
 What do you think the phrase “crime prevention through environmental
design” means?
Key Points
I. Crime and Crime Reporting
A. The Crime Equation
1. In order for a crime to be committed, three elements have to exist
for the criminal:
a) Ability to carry out the crime
b) Motivation (desire) to carry out the crime
c) Opportunity to carry out the crime
B. Crime Reporting
1. The private security industry plays a major role in crime prevention
efforts
2. Much of security’s role involves eliminating criminal opportunities
3. The most common reason for not reporting a crime is that the
victim considers the offense to be a private matter
4. Crime is measured by two sources
a) Uniform Crime Reports (UCR’s)
(1) Created in 1929 by the International Association of Chiefs
of Police to meet a need for reliable, uniform crime
statistics for the nation
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(2) Consist of crime indexes (i.e. burglary, motor vehicle theft,
and arson) published annually by the Federal Bureau of
Investigation (FBI), which summarize the incidence and
rate of reported crimes within the US
(3) Compile data from monthly law enforcement reports or
individual crime incident records transmitted to the FBI or
to centralized state agencies that then report to the FBI
b) National Crime Victimization Survey (NCVS)
(1) A national survey conducted by the Bureau of Justice
Statistics and the US Census Bureau for the purpose of
building a crime index
(2) Consists of questions regarding the respondents’
experiences with criminal activity
(3) Designed with objectives such as estimating the numbers
and types of crimes that are not reported to police
II. Crime Prevention
A. Any action taken to reduce crime risks and build individual and
community safety
B. Usually described by a three-pronged approach—primary, secondary,
and tertiary—each of which involve some level of community
involvement with private security efforts
1. Primary Crime Prevention
a) Addresses the conditions in the natural environment that may
lead to the development of crime such as neighborhood
disorder
(1) Broken windows
(2) Abandoned buildings
(3) Lack of street maintenance
(4) Broken down cars
b) Suggests that the removal of these risk factors greatly reduces
the chances of criminal activity
2. Secondary Crime Prevention
a) Identifies high-crime areas that have the potential to result in
criminal behavior
b) Prevents crime by focusing on potential offenders or potential
opportunities that nurture criminal activity
3. Tertiary Crime Prevention
a) Deals with the actual offenders
b) Involves intervention techniques
c) Focuses on the prevention of recidivism through
(1) Post-adjudication
(2) Diversion
(3) Reform
(4) Rehabilitation
(5) Incapacitation
(6) Job opportunities for ex-offenders
(7) Aftercare services
(8) Other techniques
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III. Theories of Crime Prevention
A. Deterrence Theory
1. Deterrence – a theory of justice whereby the aim of punishment is
to prevent or deter future criminal activity
2. General deterrence – a philosophy stating that punishing an
individual offender deters others from offending, and that persons
engage in criminal activity if they do not fear apprehension and
punishment
3. Specific deterrence (a.k.a. special deterrence) – crime prevention
techniques that are achieved by instilling fear in the individual
being punished, so that the person refrains from future violation of
the law
4. Incapacitation – prevent future crimes by removing the individual’s
ability to commit criminal acts, instead of rehabilitating the
individual; considered by some to be a subset of specific
deterrence
B. Situational Crime Prevention Theory
1. Seeks to reduce opportunities for specific categories of crime by
increasing the associated risks/difficulties and reducing the
rewards
2. Proceeds from an analysis of the circumstances that give rise to
specific kinds of crime
3. Criminal events are not simply a function of where criminals live,
but also the concentration of opportunities for crime
4. Crime is much more likely to occur in certain “hot spots,” and thefts
are also highly concentrated on popular products
5. Some repeat victims are more likely to experience crime than
others
C. The Routine Activities Theory
1. Focuses on the characteristics of the crime rather than the
characteristics of the offender
2. Criminal offenses are related to the nature of everyday patterns of
social interaction
3. For a crime to occur, there must be a convergence in time and
space of three elements:
a) Suitable target
b) Absence of a capable guardian against crime
c) Likely offender
4. When all three factors are present the chances of criminal activity
increase substantially
5. The rate crime increases is equal to the number of suitable targets
and the absence of individuals to protect the targets
D. Crime Prevention Through Environmental Design (CPTED) Theory
1. A unique approach to preventing crime that focuses on the
physical environment
2. Offenders are rational and look for unguarded targets in the
selection of a crime site
3. The physical environment can play a role in determining the
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opportunities for crime in two ways:
a) Directly – reduces access to property and can remove criminal
opportunity through target hardening
b) Indirectly – reduces crime, fear, and related problems by
influencing the social behavior and social perceptions of
residents and/or potential offenders
4. Involves the proper design and effective use of the built
environment in a manner that can lead to a reduction in the fear
and incidents of crime, and an improvement in the quality of life
5. Provides a physical structure in which individuals have the
opportunity, encouragement, and means to extend their use and
sphere of responsibility for their neighborhood
6. Relies on the ability to influence offender decisions that precede
criminal acts
7. Includes strategies with three important components:
a) Natural Surveillance – the placement of physical features,
activities, and people in a way that maximizes visibility and
focuses on keeping intruders easily observable and therefore
less likely to commit criminal acts
b) Natural Access Control – a design concept that focuses
primarily on decreasing criminal opportunities by denying
access to the crime targets and creating a perception of risk
for offenders
c) Territorial Reinforcement – uses physical design to create or
extend a sphere of influence. Residents or legitimate users of
an area are encouraged to develop a sense of territorial
control, while potential offenders, perceiving this control are
discouraged
8. Requires the cooperation of police and private security authorities,
architects, city planners, landscape designers, and resident
volunteers to create a climate of safety in a community
E. Target Hardening Theory
1. The concept of reducing the opportunity for an offender to carry
out a crime as a means to prevent crime
2. Based on strengthening the defenses of a site to deter an attack
and/or delay the success of an attack
3. Criminals often seek the easy target to minimize the risk of being
detected
4. Examples include
a) Secure doors
b) Locks
c) Windows
d) Alarm systems
e) Adequate lighting
Activities
1. With the target hardening concept in mind, have the students work in small
groups and complete one of the following:
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 Identify ways in which an ATM machine can be altered and target
hardened to protect it from potential criminal activities
 Identify auto theft tips or ways you can prevent a car from being stolen
Students can make a list and/or sketch their ideas and then present them
to the class. Use the Presentation Rubric for assessment.
2. Do an Internet search for the following: CPTED crime and design video.
Have students watch the video while taking notes. Use the following
questions for a class discussion:
 What does CPTED stand for?
 What are the criminal’s three SAT questions?
 What was the percentage of reported crimes that were prevented with
chain fences and increased lighting?
 What is the main reason that a burglary does not occur through the
front door?
 What is the primary location in which burglaries occur at a residence?
 What natural surveillance issue best predicted convenience store
robberies?
 What may improve territoriality by indicating that people care about an
area?
 How can stairwells create a CPTED problem and how can you
overcome that problem?
Use the Discussion Rubric for assessment.
3. Have the class illustrate CPTED by sketching a shopping center or a
subdivision that would be the subject of prevention analysis. Use the
Individual Work Rubric for assessment.
Assessments
Prevention Analysis Exam and Key
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Research Rubric
Materials
Prevention Analysis computer-based presentation
Prevention Analysis Key Terms
White board/chalk board
Computer with Internet Access
Resources
0205592406, Introduction to Private Security: Theory Meets Practice, Cliff
Roberson and Michael L. Birzer, Prentice Hall, 2009
0750684321, Introduction to Security, Robert J. Fischer and Gion Green,
Butterworth-Heinemann, 2008
Investigator/Officer’s personal experience
Do an Internet search for the following: CPTED crime and design video
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Accommodations for Learning Differences
For reinforcement, the students will create a Venn Diagram illustrating the
similarities and differences between the Uniform Crime Report and the
National Crime Victimization Survey. Use the Individual Work Rubric for
assessment.
For enrichment, the students will research and explain the differences
between general deterrence and specific deterrence. Use the Research
Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.298. Security Services (One to Two Credits).
(9)
The student applies crime prevention concepts. The student is
expected to:
(A)
diagram the crime triangle of ability, opportunity, and
motive;
(B)
describe the concepts of deter, detect, delay, and deny;
and
(C)
evaluate the security of a business or residence by using
crime prevention through environmental design
strategies.
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
B. Reasoning
1. Consider arguments and conclusions of self and others.
2. Construct well-reasoned arguments to explain phenomena, validate
conjectures, or support positions
3. Gather evidence to support arguments, findings, or lines of
reasoning.
4. Support or modify claims based on the results of an inquiry.
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Prevention Analysis Key Terms
Crime prevention – any action taken to reduce crime risks and build individual and
community safety
Crime prevention through environmental design (CPTED) – a unique approach to
preventing crime that focuses on the physical environment
Deterrence – a theory of justice whereby the aim of punishment is to prevent or deter
future criminal activity
General deterrence – a philosophy stating that punishing an individual offender deters
others from offending, and that persons engage in criminal activity if they do not fear
apprehension and punishment
Incapacitation – aims to prevent future crimes by removing the individual’s ability to
commit criminal acts instead of rehabilitating the individual; considered by some to be
a subset of specific deterrence
Index crimes – the eight major crimes included in Part I of the FBI’s Uniform Crime
Report: criminal homicide, forcible rape, robbery, aggravated assault, burglary,
larceny theft, motor vehicle theft, and arson
National Crime Victimization Survey (NCVS) – a national survey conducted by the
Bureau of Justice Statistics and the US Census Bureau for the purpose of building a
crime index
Situational crime prevention – seeks to reduce opportunities for specific categories of
crime by increasing the associated risks/difficulties and reducing the rewards
Specific deterrence (a.k.a. special deterrence) – crime prevention techniques that are
achieved by instilling fear in the individual being punished so that the person refrains
from future violation of the law
Target hardening – the concept of reducing the opportunity for an offender to carry out a
crime as a means to prevent crime
Uniform Crime Report (UCR) – consists of crime indexes (i.e. burglary, motor vehicle
theft and arson) published annually by the Federal Bureau of Investigation (FBI),
which summarize the incidence and rate of reported crimes within the US
7
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Name:_________________________
Date:__________________________
Prevention Analysis Exam
Matching:
A. Crime prevention through environmental design (CPTED)
B. Crime prevention
C. Deterrence
D. General deterrence
E. Incapacitation
F. Index crimes
G. National Crime Victimization Survey
H. Situational crime prevention
I. Special deterrence
J. Target hardening
K. Uniform Crime Report
1. _____ A unique approach to preventing crime that focuses on the physical environment
2. _____ A philosophy that believes punishing an individual offender deters others from
offending, and that persons engage in criminal activity if they do not fear
apprehension and punishment
3. _____ The concept of reducing the opportunity for an offender to carry out a crime as a
means to prevent crime
4. _____ Aims to prevent future crimes by removing the individual’s ability to commit criminal
acts instead of rehabilitating the individual; considered by some to be a subset of
specific deterrence
5. _____ Any action taken to reduce crime risks and build individual and community safety
6. _____ A national survey conducted by the Bureau of Justice Statistics and the US Census
Bureau for the purpose of building a crime index
7. _____ Seeks to reduce opportunities for specific categories of crime by increasing the
associated risks/difficulties and reducing the rewards
8. _____ The eight major crimes included in Part I of the FBI’s Uniform Crime Report: criminal
homicide, forcible rape, robbery, aggravated assault, burglary, larceny theft, motor
vehicle theft, and arson
9. _____ Crime prevention techniques that are achieved by instilling fear in the individual being
punished, so that the person refrains from future violation of the law
10. _____ Consists of crime indexes (i.e. burglary, motor vehicle theft and arson), published
annually by the Federal Bureau of Investigation (FBI) which summarize the incidence
and rate of reported crimes within the US
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11. _____ A theory of justice whereby the aim of punishment is to prevent or deter future
criminal activity
Multiple Choice:
12. _____ The most common reason given for not reporting a violent crime is which of the
following?
A. The victim was afraid of the offender
B. The crime was considered by the victim to be a private or personal matter
C. The victim did not trust the police
D. The victim did not have the time
13. _____ Which of the below offenses is not an index crime?
A. Burglary
B. Forgery
C. Motor vehicle theft
D. Arson
14. _____ The primary source of information on the characteristics of criminal victimization and
on the numbers and types of crimes that are not reported to law enforcement
authorities is which of the following?
A. Annual reports
B. NCVS
C. UCR
D. UCS
15. _____ The component(s) involved in Crime Prevention Through Environmental Design
(CRTED) is/are which of the following?
A. Natural Surveillance
B. Natural Access Control
C. Territorial Reinforcement
D. All of the above
16. _____ Research on crime patterns has shown that crime events are not simply a function of
where criminals live but also reflect which of the following?
A. Concentration of opportunities for crime
B. Political makeup of the area
C. Police coverage of the area
D. Number of unemployed in the area
17. _____ Which of the following is a unique approach to preventing crime that focuses on the
physical environment?
A. Situational Crime Prevention
B. Routines Activity Theory
C. CPTED
D. Target Hardening
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18. _____ Which of the following is the concept of reducing the opportunity for an offender to
carry out a crime?
A. Situational Crime Prevention
B. Routines Activity Theory
C. CPTED
D. Target Hardening
19. ____ What needs to be present in order for an act to be considered a crime?
A. Ability
B. Motivation
C. Opportunity
D. All of the above
20. ____ Tertiary Crime Prevention deals with which of the following?
A. Identifying high-crime areas that have the potential to result in criminal behavior
B. Conditions in the natural environment that may lead to the development of crime
C. The actual offenders and intervention techniques
D. Focusing on potential offenders or potential opportunities that nurture criminal
activity
True or False:
21. ____ The ability of the public, police and private security authorities to prevent and detect
crime has not improved in the last few decades.
A. True
B. False
22. ____ The UCR was conceived in 1929 by the International Association of Chiefs of Police
to meet a need for reliable, uniform crime statistics for the nation.
A. True
B. False
23. ____ The UCR is a semi-annual report that includes the number of crimes reported by
citizens to local police departments and the number of arrests made by law
enforcement agencies in a given year.
A. True
B. False
24. ____ The UCR prepares an annual crime index that separates crimes into two categories:
Part I and Part II crimes.
A. True
B. False
25. ____ The FBI’s Uniform Crime Report compiles data from monthly law enforcement reports
or individual crime incident records transmitted directly to the FBI or to centralized
state agencies that then report to the FBI.
A. True
B. False
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26. ____ The NCVS collects information on crimes suffered by individuals and households and
is based on crimes reported to law enforcement.
A. True
B. False
27. ____ The NCVS was designed with objectives which include estimating the numbers and
types of crimes that are not reported to police.
A. True
B. False
28. ____ General deterrence proposes that persons will engage in criminal activity if they do
not fear apprehension and punishment.
A. True
B. False
29. ____ Incapacitation aims to prevent future crimes by persuading the criminal’s desire to
commit such acts.
A. True
B. False
30. ____ In crime prevention, primary prevention addresses the conditions in the natural
environment that may lead to the development of crime.
A. True
B. False
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Prevention Analysis Exam Key
1. A
2. D
3. J
4. E
5. B
6. G
7. H
8. F
9. I
10. K
11. C
12. B
13. B
14. B
15. D
16. A
17. C
18. D
19. D
20. C
21. B
22. A
23. B
24. A
25. A
26. B
27. A
28. A
29. B
30. A
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
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