Lecture Notes For Crime Control In America: What Works, 4th Edition

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Online Instructor’s ManualforCrime Control in AmericaWhat Works?Fourth EditionJohn L. WorrallUniversity of Texas at DallasCLASS NOTES

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3ContentsIntroduction……………………………………………………………………………….….5Sample Syllabus………………………………………………………………………….…..7Chapter OutlinesChapter 1 Identifying and Evaluating Crime Control………………………………….…….10Chapter 2 Crime Control Perspectives………………………………………………………14Chapter 3 Traditional Policing…………………………………………………………...… 18Chapter 4 Proactive Policing, Directed Patrol, and Other Advancements………………......22Chapter 5 Community Involvement in Policing………………………………………...… . 27Chapter 6 Prosecutors and Crime Control……………………………………………..…... 31Chapter 7 Crime Control through Legislation……...……………………………………... 35Chapter 8 Crime Control in the Courts and Beyond.…………………………………........ 39Chapter 9 Sentencing…………………………………………………………………........ 43Chapter 10 Probation, Parole, and Intermediate Sanctions.……………………………….48Chapter 11 Rehabilitation, Treatment, and Job Training………………………………..… 52Chapter 12 Individual, Family, and Household Crime Control…………………………... . 56Chapter 13 Crime Control in the Community and in Schools…………………………….. 59Chapter 14 Reducing Criminal Opportunities Through Environmental Manipulation…… 63Chapter 15: Putting it all Together and Explaining Crime Trends…………………...… … 67

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5IntroductionThe Instructor’s Manual and Test Item Bank are designed to accompanyCrime Control inAmerica: What Works?by John L. Worrall. The Instructor’s Manual is designed to parallel thetext book in a chapter-by-chapter format. A sample syllabus is constructed and placed atbeginning of the manual. Following the manual, you will find a test item bank to utilize. Eachchapter of the Instructor’s Manual contains:1. Learning ObjectivesThis section contains learning objectives for each chapter’s material. These learning outcomesare to provide the instructor with a basis for assessing student learning. It is to help make theinstructor’s expectations explicit and to set appropriate criteria and high standards for learningquality.2. Chapter OutlineThe chapter outline provides a chronological list of individual topics in each chapter, includingboth major and secondary headings.3. Key Concepts and DefinitionsThis section provides key terms and definitions used by the author. A definition and acorresponding page number for reference to its location in the text are cited.4. Student ActivitiesThe Instructor’s manual also contains a series of suggested activities for your students. You canchoose to assign these activities as out-of-class assignments, weekly homework, researchprojects, or extra-credit. Some of the activities involve Internet projects, while others involve offcampus contacts with criminal justice professionals.5. Suggested ReadingsAdditional readings are suggested for students’ interested in learning more about a key chaptertopic.6. Test Item BankImmediately following the Instructor’s Manual is a series of test questions. The test item bankcontains 20 multiple choice, 15 true-or-false, and 10 fill-in the blank questions for each chapter.Additionally, there are three essay questions and two critical thinking exercises with suggestedanswers.

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6We trust this manual will assist you in better organizing your instruction time, and enhance thestudents’ learning experience in your course. We encourage you to offer any suggestions thatyou believe would improve this manual. Please send your comments to worrall@utdallas.edu.John L. Worrall, Ph.D.University of Texas at Dallas

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7Sample SyllabusCourse Syllabus for StudentsCourse InformationCourse Title: CRJ 201Course Title: Crime Control in AmericaSection number: 001Days and Times Course Meets: Monday/Wednesday/Friday, 11:00 a.m. to 11:50 a.m.Room Location: Assessment Hall, Room 1342Instructor InformationInstructor Name: Professor Carl Brawner, Professor of Criminal JusticePhone Number: 531-0000E-Mail: Carl.Brawner@Eastern.eduLocation of instructor’s office: Room 2824 ICBOffice hours: Tuesday and Thursday, 12:30 p.m. to 2:30 p.m.IntroductionCrime control in America focuses on the research regarding the effectiveness of various crimecontrol programs. This course is designed to provide students with a broad analysis of bothhistoric and contemporary crime control strategies implemented by the police, courts, legislators,and the correctional system. Studies indicating strengths and weaknesses of each strategy areexamined. Special approaches outside the criminal justice system are reviewed, as well asjuvenile crime issues. The course will offer suggestions as to where more research in this areamight be best directed.Required TextbookWorrall, John L. (2015).Crime Control in America: What Works?, 3ed, Pearson Inc.Course Objectives (Learning Outcomes)Upon completion of this course, students will be able to:1. Explain the strategies used by the police, the courts and the correctional system invarious crime control efforts.2. Describe the dynamic growth of the criminal justice system, and how crimePrevention became an industry.3. Distinguish which methods to control crime have been successful and which ones havefailed.4. Give examples of the evidence presented from scholarly studies regarding theeffectiveness of various crime control policies.

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8Course OutlineSection One IntroductionChapter 1: Identifying and Evaluating Crime ControlChapter 2: Crime Control PerspectivesSection Two Law Enforcement ApproachesChapter 3: Traditional PolicingChapter 4: Proactive Policing, Directed Patrol, and Other AdvancementsChapter 5: Community Involvement in PolicingChapter 6: Prosecutors and Crime ControlSection Three Legislation, Courts, and CorrectionsChapter 7: Crime Control Through LegislationChapter 8: Crime Control in the Courts and BeyondChapter 9: SentencingChapter 10: Probation, Parole, and Intermediate SanctionsChapter 11: Rehabilitation, Treatment, and Job TrainingSection Four Approaches Beyond the Criminal Justice SystemChapter 12: Individual, Family, and Household Crime ControlChapter 13: Crime Control in the Community and in SchoolsChapter 14: Reducing Criminal Opportunities Through Environmental ManipulationSection Five ConclusionChapter 15: Putting it all Together and Explaining Crime TrendsMethod of EvaluationExam one100 pointsExam two100 pointsFinal Exam100 pointsResearch Paper100 pointsWeb-based homework50 pointsAttendance and participation50 points________Total possible points500 pointsYour aggregate points will equate to the following letter grade:450 to 500 points = 90% - 100% A400 to 449 points = 80% - 89%B350 to 399 points = 70% - 79%C300 to 349 points = 60% - 69%D299 points or less = 0 to - 59%FCourse CalendarThis is a tentative schedule of readings and exam dates. The instructor reserves the right tochange dates to accommodate additional topics, guest speakers, field trips, weather or unforeseenscheduling conflicts.

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9WEEKASSIGNMENTWeek OneChapter 1: Identifying and Evaluating Crime ControlWeek TwoChapter 2: Crime Control PerspectivesWeek ThreeChapter 3: Traditional PolicingWeek FourChapter 4: Proactive Policing, Directed Patrol, and OtherAdvancementsWeek FiveChapter 5: Community Involvement in PolicingWeek SixChapter 6: Prosecutors and Crime ControlWeek SevenChapter 7: Crime Control Through LegislationWeek EightChapter 8: Crime Control in the Courts in the Courts andBeyondWeek NineChapter 9: SentencingWeek TenChapter 10: Probation, Parole, and IntermediateSanctionsWeek ElevenChapter 11: Rehabilitation, Treatment, and Job TrainingWeek TwelveChapter 12: Individual, Family, and Household CrimeControlWeek ThirteenChapter 13: Crime Control in the Community and inSchoolsWeek FourteenChapter 14: Reducing Criminal Opportunities ThroughEnvironmental ManipulationWeek FifteenChapter 15: Putting it all Together and Explaining CrimeTrendsWeek SixteenChapter 16: Final Exam

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10Chapter 1: Identifying and Evaluating Crime ControlLearning ObjectivesAfter reading this chapter students should be able to:1. Distinguish between crime control and prevention.2. Discuss the dimensions of the crime problem in America.3. Explain various “approaches” to the crime problem.4. Summarize the importance of definitions in the crime control debate.5. Discuss what crime control evaluations are problematic.6. Define displacement and diffusion.7. Explain why scientific knowledge is tentative.8. Explain how resources and political ideologies guide crime control priorities.9. Summarize the concept of evidence-based justice.Chapter OutlineCrime Control and PreventionCrime Problem in AmericaTypes of CrimeThe Ever-Expanding Criminal LawIncidence of CrimeCosts of Crime and CriminalsIs Fear of Crime Worse Than Crime Itself?Approaches, Not Just PoliciesLawsOfficial Policies, Written and UnwrittenUnofficial ApproachesOn the Importance of DefinitionsDefining the Crime ProblemDefining the SolutionDefining the Desired Outcome

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11Evaluating Success: An Impossible Task?The Hard and Soft SciencesThe Elusive Criminal Justice ExperimentYou CanProve Anything with StatisticsQualitative and Quantitative ResearchMacro- and Micro-Level Crime ControlDisplacement and DiffusionMeasuring Displacement and DiffusionThe Tentative Nature of Scientific KnowledgeThe Measures UsedWhen New Data Become AvailableAlternate Settings: The Generalization ProblemOther ConcernsFunding and Political PrioritiesAcademic Crusaders and Bandwagon ScienceEvidence-Based JusticeEffective Does Not Always Mean BestA Preview of the BookGuns and Drugs: The Real Attention GettersSummaryKey Concepts and DefinitionsAcademic crusade(p. 21) when research loses objectivity and is used to further a politicalagenda, often in the face of overwhelming evidence to the contrary.Bandwagon science(p. 21) focusing research on what is trendy or popular at a given time,perhaps ignoring other worthy problems and avenues of inquiry.Classical experiment(p. 14) the gold standard for scientific research, a study that includes (1) atreatment group and a control group, (2) a pretest and a posttest, and (3) a controlledintervention.Diffusion (crime control)(p. 17) a reduction in crime not only in the area targeted by anintervention, but also in surrounding areas. Also referred to as a diffusion of benefit.Displacement(p. 17) the spillover or movement of crime (in the case of crime control) into asurrounding area not targeted by the intervention in question.Evidence-based justice(p. 22)use of the best available scientific evidence to guide criminaljustice policy and practice.

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12Hard sciences(p. 14) scientific fields of study characterized by research that is usuallyconducted in tightly controlled laboratory settings (e.g., chemistry and biology).Macro-level crime control(p. 16) consists of approaches to the crime problem that are intendedto have a dramatic and desirable effect on crime in an entire neighborhood, city, or state or evenacross the nation.Meta-analysis(p.22) a research technique that amounts to synthesizing the literature devoted toa specific topic.Micro-level crime control(p. 16) consists of approaches to the crime problem that are moreisolated geographically.Outcome (crime control)(p. 12) that which is likely to be affected by the solution.Outcome evaluation(p. 13) a method of determining whether some form of social action is asuccess or a failure.Process evaluation(p. 13) a method of determining whether a program or policy is operating asit should be.Qualitative research(p. 16) a largely exploratory method of inquiry characterized by in-depthresearch on a specific location or group of subjects.Quantitative research(p. 16) a method of inquiry characterized by the analysis of numericaldata designed to represent concepts of interest.Soft sciences(p. 13) the social sciences primarily, fields that focus on the study of socialphenomena in their natural settings.Solution (crime control)(p. 12) the means to an end, in this case crime control.Victimization paradox(p. 8) A high level of fear with a correspondingly low likelihood ofvictimization.

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13Student ActivitiesActivity OneCrime control is frequently presented in the media. More specifically, many television shows,music videos, daytime soaps and prime-time specials portray different perspectives regarding thecriminal justice system. On the lines below, list at least four television shows that you have seendepicting police operations, investigative work, court cases, or a correctional setting. How didthese shows represent that criminal justice agency? Could you identify any problems regardingcrime control? Do you think the shows provided a realistic image of a criminal justice agency?Why or Why not?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Activity TwoAn effective way for you to explore the difficulty in evaluating crime control policies is to talk tocriminal justice practitioners. This assignment requires you to interview at least onerepresentative of a criminal justice agency. For example, you could interview a police detective,a state’s attorney, a deputy sheriff, or even a probation officer. Prepare a short list of questions tofind out what criminal activity is considered to be a serious problem in your city or town. Afteridentifying a specific crime, ask this person if there are any special programs, crackdowns orspecial units that are targeting this particular criminal element. Finally, ask this criminal justicepractitioner to comment on the success of such programs that attempt to control this criminalbehavior. Prepare a short summary of your questions and answers to share with your classmates.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Suggested ReadingsBureau of Justice Statistics,Crime in the Nation’s Households, 2000. Washington D.C.: U.S.Department of Justice, 2002.J. Austin. “Why Criminology is Irrelevant,”Criminology and Public Policy2(2003):557-564.Office of National Drug Control Policy,The Economic Costs of Drug Abuse in the United States,1992-1998. Washington D.C. Executive Office of the President, September 2001.

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14Chapter 2: Crime Control PerspectivesLearning ObjectivesAfter reading this chapter students should be able to:1. Summarize operational perspectives of criminal justice.2. Summarize political perspectives of criminal justice.3. Discuss other perspectives of criminal justice.4. Explain the goals of crime control.Chapter OutlineOperational PerspectivesDue Process and Crime ControlDue Process ValuesCrime Control ValuesSystem and Non-systemA Well-Oiled Machine?A Disorganized Mess?The Funnel Model of JusticeThe Criminal Justice Wedding CakePolitical PerspectivesLiberals and ConservativesCauses of CrimeConsequences of Crime for SocietyWhat Should Be Done about Crime?Consensus and ConflictCauses of CrimeConsequences of Crime for SocietyWhat Should Be Done about Crime?Other PerspectivesFaith and FactCrime Control and Revenue GenerationPolitics and Ivory Towers

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15Goals of Crime ControlDeterrenceGeneral and Specific DeterrenceAbsolute and Marginal DeterrenceThe Limitations of DeterrenceRetributionThe Limitations of RetributionIncapacitationThe Limitations of IncapacitationRehabilitationThe Limitations of RehabilitationGoals of Crime Control ComparedSummaryKey Concepts and DefinitionsAbsolute deterrence(p. 42) the belief that the collective actions of the criminal justice systemon the whole discourage criminality.Conflict perspective(p. 37) a belief that self-interest, coercion, division, opposition, exclusion,hostility, sectional interests, political power, contradictions, and other such factors best describesocial interactions.Consensus perspective(p. 36) a set of beliefs that (1) certain norms and values are the coreelements of social life, (2) people are committed to a certain social order, (3) solidarity is evidentin the interaction between people of all groups, and (4) everyone willingly submits to alegitimate authority, typically the government.Conservative perspective(p. 36) with respect to crime control, an emphasis on toughpunishment and crime control. Corresponds closely with a crime control orientation.Crime control perspective(p. 27) a belief that the key aim of criminal justice policy is thecontrol of crime, perhaps at the expense of individual liberties and due process protections.Criminal justice wedding cake model(p. 31) a model of the criminal process emphasizing howcases are processed. Top layer cases are the fewest in number and receive the full gamut of thecriminal process while the lowest level cases, which are the greatest in number, receive quickand informal processing.Due process perspective(p. 27) a belief that the key aim of criminal justice policy is theprotection of due process and people’s rights, even if crime control suffers.General deterrence(p. 42) when others besides the sentenced offender are discouraged fromcommitting additional crime due to sentencing/incarceration practices.

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16Incapacitation(p. 44) removing criminals from society, usually through incarceration (orsometimes through home confinement, electronic monitoring, or a similar method of restraint).Just deserts(p. 43) the punishment an offender “deserves.” That which one deserves.Liberal perspective(p. 34) with respect to crime control, an emphasis on the protection ofpeople’s rights and liberties. Corresponds closely with a due process perspective.Marginal deterrence(p. 42) incremental changes in the deterrability of crime due to changes invarious dimensions of the criminal justice system and process.Rehabilitation(p. 44) a planned intervention intended to change a behaviorRetribution(p. 43) a goal of criminal justice concerned with punishing criminals on the basis ofthe severity of their crimes.Specific deterrence(p. 42) when a sentenced offender is discouraged from committingadditional crimes due to his or her capture/incarceration.

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17Student ActivitiesActivity OneA pressing issue in today’s criminal justice system is how to provide security from terrorism, sothat citizens can continue to move freely throughout society. On the lines below, list fiverecommendations that you believe would improve federal or state law enforcement agencies, intheir efforts to better protect the United States from terrorism.1. Why is it difficult to protect United States citizens from terrorist attacks?2. Would recommendations you listed create controversy under the individual rights perspective?Why or why not?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Activity TwoIn the space provided below, provide an answer to the following scenario. Kathy Doherty wasarrested for possession of cocaine. This is her first drug offense, and she had no prior arrestrecord. Additionally, she was charged with fencing stolen property to make money to support herdrug habit. The police had seized exactly $3,000 of stolen jewelry and $1,200 of clothing thathad been stolen from a local shopping mall. Kathy was subsequently convicted on felony drugcharges, as well as felony possession of stolen property. You are to be the judge deciding hersentence. Before rendering your decision, review the goals of crime control in chapter 2. Decidewhich punishment best serves the offender and society. Then decide what type of sentence youwant to give Kathy.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Suggested ReadingsJohn L. Worrall,Criminal Procedure: From First Contact To Appeal, 2004. Boston: Allyn andBacon.Nils Christie, (1994).Crime Control as Industry. 2nded. London: Routledge.J. Reiman,The Rich get Richer and the Poor get Prison.(6thed.) Boston: Allyn and Bacon,2001.

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