Instructor

 Upon completion of this module, the participant will have a basic understanding of five problem solving models and how to apply the models to the role of a school based law enforcement officer.

 Identify the four steps of SARA
 Apply the SARA model to a scenario
 Describe Ockham's Razor
 Describe the Problem Analysis Triangle
 Recognize the 25 techniques of Situational
Crime Prevention
 Describe what a decision tree consists of and how it benefits Campus Law Enforcement

Campus Law Enforcement as a
Problem Solver
 Campus Law Enforcement job consists of solving problems everyday
 Reaction to problems
 Prevention of problems
 What kind of problems are there in schools?
 Drugs, violence, bullying, etc.

 Problem solving models include:
 Ockham’s (Occam’s) razor
 SARA model
 Problem Analysis Triangle
 Situational Crime Prevention
 Decision Trees

All other things equal, a simpler explanation is better than a more complex one.
 Example:
 Crime Prevention Through Environmental Design
 Is it easier to install effective lighting, or
 Hire multiple individuals to stand watch through rotating shifts at your unlit entrance
 What are some examples of Ockham’s
Razor being applied in schools?

 Overview
 S-canning
 A-nalysis
 R-esponse
 A-ssessment

 Scanning:
 Identify recurring problems
 Prioritize problems
 Analysis:
 Identify and understand events and conditions surrounding problem
 Narrow the scope of the problem

 Response:
 Brainstorm for intervention
 Search how other schools have addressed similar problems
 Implement planned response
 Assessment:
 Analyze pre- and post- response data
 Determine whether goals were met

Problem Analysis Triangle (cont.)
 Visual aid to determine course of action
 Example:
 Students are fighting during lunch behind the cafeteria
 Having a teacher (handler/manager/guardian) monitor students coming and going from cafeteria removes the availability of the place

 Problem Triangle helps analyze problem
 SCP provides framework for intervention by:
 Increasing the effort to commit crime
 Increasing the risks for committing crime
 Reducing rewards from crime
 Removing excuses used to rationalize
 Reducing provocations that incite offenders
 25 Techniques of Crime Prevention

Situational Crime Prevention (cont.)

 Tool for choosing between alternatives
 Useful for dealing with uncommon problems in schools
 Problems that Campus Law Enforcement don’t deal with often
 Provides a step-by-step process for solution
 Ensures Campus Law Enforcement doesn’t miss important steps

Is the person a danger to self or others
No
Is the person in need of immediate medial attention
No
Is the contact taking place in normal business hours
No
Transport to
Common ground for
24/7 observation
Yes
Yes Transport to nearest hospital
ER
Yes
Transport to common ground for assessment
Choose the most convenient option
Transport to Core
Provider nearest your location
Transport to
Common Ground at …..

 Scenario #1
 Sometime during school hours (i.e., between classes/during lunch/etc.) students or outsiders are spraying graffiti around campus.
A teacher also reports smelling marijuana when walking to class.
 Apply each level of SARA. What steps will you take to solve the problem during each: scanning, analysis, response, and assessment?

 Scenario #2
 Your school is experiencing many thefts of the vending machines. Students or outsiders are breaking into the machine for merchandise and cash.
 Apply the techniques of Situational Crime
Prevention to come up with solutions.

 What specific problems do you face in your ISD?
 How may these problems be solved?

 Popcenter.org
 www.physics.ucr.edu/~wudka/Physics7/No tes_www/node10.html
 www.mindtools.com/dectree.html