Preventing Crime: What Works, What Doesn't, What's Promising. Research in Brief. National Institute of Justice. [Report No.: NCJ-171676

Autor/inn/en	Sherman, Lawrence W.; Gottfredson, Denise C.; MacKenzie, Doris L.; Eck, John; Reuter, Peter; Bushway, Shawn D.
Institution	Department of Justice, Washington, DC. National Inst. of Justice.
Titel	Preventing Crime: What Works, What Doesn't, What's Promising. Research in Brief. National Institute of Justice. [Report No.: NCJ-171676
Quelle	(1998), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Crime Prevention; Drug Education; Educational Innovation; Elementary Secondary Education; Interpersonal Competence; Literature Reviews; Preschool Education; Program Effectiveness; Program Evaluation; Research Methodology; Thinking Skills; Training; Urban Youth; Validity + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Drogenarbeit; Instructional innovation; Bildungsinnovation; Interpersonale Kompetenz; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Research method; Forschungsmethode; Denkfähigkeit; Ausbildung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Gültigkeit
Abstract	This Research in Brief describes the scientific methodologies used to perform a review of crime prevention programs and then discusses what research has shown to work, what it has shown not to work, and what approaches seem promising for crime prevention. The first step was to identify and review reports evaluating the effectiveness of crime prevention programs, looking for evidence about program impact. The Maryland Scale of Scientific Methods was developed to rank studies on overall internal validity, and it was used to rank the studies examined. Strong research support for the efficacy of the following programs was found: (1) home visits for infants by nurses and other professionals; (2) preschool classes with weekly home visits by preschool teachers; (3) family therapy and parent training for delinquent and at-risk preadolescents; (4) organization development for innovation in schools; (5) communication and reinforcement of clear and consistent norms in schools; (6) teaching social competency; (7) coaching high-risk youth in thinking skills; (8) vocational training for older male offenders; (8) nuisance abatement action on landlords; (9) extra police patrols; (10) monitoring and incarceration of repeat offenders; (11) on-scene arrests for domestic abuse; (12) rehabilitation programs with risk-focused treatments; and (13) therapeutic community treatment programs for drug users in prison. Other approaches have been identified that do not work, including such common techniques as individual and peer counseling of students, the Drug Abuse Resistance Education Program, and some school-based leisure time enrichment programs. Programs that are seen as promising, especially in schools, include training in thinking skills and improved classroom management and instructional techniques. (Contains 1 exhibit and 145 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01