April 13, 2022

Crime Prevention in High Schools Case Essay

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Crime Prevention in High Schools Case Essay

Running head: CRIME PREVENTION IN HIGH SCHOOLS 1

CRIME PREVENTION IN HIGH SCHOOLS 3

Crime Prevention in High Schools

Shanee’ N. Ellington

Liberty University

Background

The rising criminal activities in schools have always been an issue of concern to school management. There is a need for the school administrators to formulate policies and guidelines that ensure that the learning institutions are safe and secure for the students. The causes of crime in schools need to be evaluated and understood so that appropriate strategy can be put in place to prevent the adverse effects of the same (Wikström & Treiber, 2017). The Social and environmental nature of the crime needs to be understood to come up with the appropriate mechanisms for addressing the problem. The schools must be kept safe, and a practical approach must be employed since an unsecured learning environment is the genesis of failure and lack of focus. Learning environments are supposed to enhance smooth learning by ensuring that the students enjoy, and vigilance should be the job of everyone. Shortages of such situations create an atmosphere that is a threat to the security of the students.

Creating a safe school environment is a responsibility of all the key players, such as parents, community, and the justice system. This discussion will investigate the role of these players in schools and look at the school-based interventions aimed at the elimination of crimes in schools. Their functions are specifically motivated by the fact that prevention before the occurrence of a crime is the most preferred way in the justice system (Robers, 2015). However, there exist many loopholes that obscure the attainment of this objective. As a result, many crimes happen in schools due to inadequate preventative measures. With clear comprehension and guidelines of juvenile criminality will be critical in the formulation of proper intervention strategies and the development of programs that will prevent crimes in schools.

Problem Statement

There have been several factors that have been noticed as being the leading players behind the prevention of crime in high school. An example of this is the budgeting towards the security apparatus of the high schools as well as the level of participation of other stakeholders involved with the various high schools, for example, the parents’ teachers and the students themselves (About school crime prevention, n.d). However, findings have almost found that crime prevention goes beyond the investment in the security apparatus but instead involve other variables (Sandahl, 2016). Since as of right now, up to 72 percent of American high schools have some security apparatus in place to prevent the high school crime which is proving to be a challenge since the budget for maintaining the equipment improves to be a burden to most institutions and the government (Cook, Gottfredson, and Na, 2010). The effects of such interventions on the students’ behavior by looking at the two sides of the coin that is whether they motivate or prevent the students from committing such crimes (Tillyer, Fisher, & Wilcox, 2011).

The research study looks at the various variables and their effects on the crime prevention in high school by using the level of crime prevalence as the dependent variable and the increase in the security and level of participation of the different stakeholders as the independent variable. The main aim of the study was to establish the level of impact the independent variables have on the prevalence of the level of crime in high school by measuring the level of incidence of the independent variables and their subsequent effect using high school statistics as the primary source of data.

Research Questions

The main research question is, “How does an increase in the security levels as well as the improved level of participation lead to the prevalence of the levels of high school crime?”

The other question is, “What are the most effective ways of decreasing the prevalence of high school crime?”

Purpose of the study

The study will approach the research based on the research questions that were formulated in the problem statement. The main variables that will be looked at will, therefore, revolve around the various factors that influence the prevalence of the crime in high schools. After the analysis of the multiple factors that affect the occurrence of crimes in high schools, the study will also analyze the various methods that are more applicable in an attempt to reduce the crime in high schools.

The first approach to the study will be the analysis of the various secondary sources of data that were presented in the problem statement, which involve several high schools and the multiple factors related to the crime prevention in high schools. However, the main factors that will be identified from the analysis of the secondary resources will be critically analyzed using the behavioral theory. The application of the theory is mainly because some of the adolescent behaviors usually are highly attributable to the accumulation of several events that eventually leads unintended participants into participating in some actions (Sandahl, 2016).

The juvenile delinquencies will also be analyzed in an attempt to establish the relation between the application of the system in the prevention of crime in high school. This approach will mainly express the effects of the intervention and what type of behaviors it inculcates in the students after being taken through the system. The juvenile system forms a primary intervention measure in the prevention of crime in high school. Still, it has come under heavy criticism as being in support of retribution instead of rehabilitation of the students (Sawyer, 2018).

There will also be an analysis of the various intervention methods that have been put in place in the United States to prevent the crimes in high schools, for example, teacher counseling (Volungis & Goodman, 2017). An example of this is the Be Safe and Sound in School Program, which has been playing a part in the mobilization of the various stakeholders involved within the school environment like parents, students, school administrators as well as board members (About B3S). The research findings will then be used to develop a multifaceted approach to the prevention of crime in high schools.

References

Robers, S. (2015). Indicators of school crime and safety: 2010. DIANE Publishing.

Wikström, P. O., & Treiber, K. (2017). Beyond risk factors: An analytical approach to crime

prevention. In Preventing crime and violence, 73-87.

About school crime prevention. (n.d.). Crime Prevention: Working Together To Create Safer Schools. Retrieved from https://troopers.ny.gov/Crime_Prevention/School_Safety/Working_Together_To_Create_Safer_Schools/

Cook, P., Gottfredson, D., & Na, C. (2010). School Crime Control and Prevention. Crime and Justice, 39(1), 313-440. doi:10.1086/652387

Sandahl, J. (2016). School climate and delinquency – on the significance of the perceived social and learning climate in school for refraining from offending. Journal of Scandinavian Studies in Criminology and Crime Prevention, 17(2). doi:10.1080/14043858.2016.1260335

Tillyer, M. S., Fisher, B. S., & Wilcox, P. (2011). The Effects of School Crime Prevention on Students’ Violent Victimization, Risk Perception, and Fear of Crime: A Multilevel Opportunity Perspective. Justice Quarterly, 28(2), 249-277. doi:10.1080/07418825.2010.493526

About B3S. (n.d.). Be Safe and Sound in School .National Crime Prevention Council. Retrieved from https://www.ncpc.org/programs/be-safe-and-sound-in-school/

Sawyer, W. (2018). Youth Confinement: The Whole Pie.PPI. Retrieved from https://www.prisonpolicy.org/reports/youth2018.html

Volungis, A. M., & Goodman, K. (2017). School Violence Prevention: Teachers Establishing Relationships With Students Using Counseling Strategies. Retrieved from https://doi.org/10.1177/2158244017700460

RUBRIC

QUALITY OF RESPONSE	NO RESPONSE	POOR / UNSATISFACTORY	SATISFACTORY	GOOD	EXCELLENT
Content (worth a maximum of 50% of the total points)	Zero points: Student failed to submit the final paper.	20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking.	30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking.	40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete.	50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing.
Use of Sources (worth a maximum of 20% of the total points).	Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper.	5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6^th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper.	10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6^th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources.	15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6^th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources.	20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6^th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment.
Grammar (worth maximum of 20% of total points)	Zero points: Student failed to submit the final paper.	5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors	10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors	15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage.	20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free.
Structure of the Paper (worth 10% of total points)	Zero points: Student failed to submit the final paper.	3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6^th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6^th edition requirements whatsoever.	5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6^th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper	7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment.	10 points: Student provides a high-caliber, formatted paper. This includes an APA 6^th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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Crime Prevention in High Schools Case Essay

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Crime Prevention in High Schools Case Essay

Crime Prevention in High Schools Case Essay

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