Keynote address to the European Crime Prevention Network (EUCPN) Best Practices Conference, Häämeenlinna, Finland

Ekblom, Paul

English

UAL Research Online

BECCARIA PARTNER MEETINGProfessional Training in Crime Prevention:The UK situationPaul EkblomDesign Against Crime Research CentreCentral Saint Martins College of Art & Designp.ekblom@csm.arts.ac.ukwww.designagainstcrime.com/web/crimeframeworksSupplyDemandQuality AssurancePerformanceChallenges of crime & preventionMeeting the challengesSupplyLevels of training• Everything from 1-day introductory courses forContinuing Professional Development toMasters (eg Masters in Crime Science at JDIUCL www.jdi.ucl.ac.uk)Types of training providers –free market• Universities – eg JDI/UCL, Leicester, UWE• Charitable organisations – eg Suzy Lamplugh Trust• Practitioner organisations/associations – egDOCA, National Community Safety Network/s• Police forces – ACPO Architect Liaison Officers Conf• National Policing Improvement Agency• Private consultancies/university spinoffcompanies – eg Perpetuity• In-house training by larger local governments• Home Office – Crime Reduction websiteLocation of training• University campus• Distance learning (especially Open University, UWE)• Purely via website (www.crimereduction.gov.uk)• Seminar/conference programmes (eg DOCA)• Take course to client (usually consultants andcommercial training organisations such as PerpetuityGroup, sometimes universities eg JDI)• In-house (eg larger local authorities, police)Specialisation• General police training at Masters level tends tocater for high-flyers• Some specialist training for Architect LiaisonOfficers/ Design Advisers• Private security training in its own world• Several poles or axes of course orientation:– Justice, enforcement, civil prevention/communitysafety, private security/risk management– Sociological (social control, governance),psychological, situational – few cover entire fieldOrganisation of knowledge for training www.crimereduction.gov.uk• Toolkits• Systematic (Campbell) reviews• IPAK – new approach ‘Improving Performancethrough Applied Knowledge’:– Practitioners don't just need to know what works but also how andwhy something works if they are to understand and use theinformation effectively.• IPAK assembles:– Examples of effective practice– Knowledge about crime and crime types - what we already know abouta topic– Tacit knowledge - knowledge about how something was done (know-how), such as working effectively with elected members or otherpartners (knowledge extracted using 5Is framework)• IPAK team is developing a methodology usingburglary as pilot, evaluating this, then rolling out toother crime problemsDemandProfessions who receive training• Police• Community safety officers• Housing managers• Urban designers• Social workers• Security industry staff (SIArequires staff qualifiedbefore company islicensed)• Victim support• Voluntary organisationworkers• Probation officers• Architects• Planners• Youth workers• Town centre managers• Elected membersLevels of crime preventionactivity requiring training• Practice – incl problem-solving, crime riskassessment, crime impact assessment• Delivery – training, organisation, career structures,funding, setting up strategic partnerships etc• Policy – setting strategic priorities• Governance – who decides on policy/ priority/spending and how?• Public understanding and debate* All at local, regional, national, ? international levelsQuality assuranceNational training organisation –Skills for Justice www.skillsforjustice.com• Skills for Justice is the ‘sector skills council’ coveringall employers, employees and volunteers working inUK justice system• Provides support to enable justice sector to:– identify its current and future learning needs– engage more effectively with learning providers in order tomeet these needs with high quality developmentprogrammes– to link acquisition of learning to reputable and valuedqualificationsNational training organisation –Skills for Justice www.skillsforjustice.com• Operates through four main work programmes:– Engaging with and influencing employers, governmentdepartments and all key partners– Understanding and articulating clearly the current and futureskills needs of those working in the Justice sector– Developing tools and services to improve the skills of theworkforce, working with employers, learning providers andindividuals– Implementing practical solutions to improve the skills of theworkforce, working with employers, learning providers andindividuals• Skillsmark – quality mark for learning anddevelopment in the justice sector www.skillsmark.co.ukPerformanceSome problems with UK crimeprevention training• Supply is fragmented• Inadequate strategic thinking on what is needed at thepractice end• Lack of a clear, common vision of crime prevention,clear conceptual framework and clear language• Little systematic differentiation between knowledgeneeded for practice, delivery, policy levels etc;between geographic levels• Patronising view of practitioners as capable ofunderstanding only the simplest ideas/methods• Confusion between prevention and justice –relationship is not what it seems• Skills for Justice doesn’t properly cater for CPTraining vacuum?• Home Office Crime Reduction Centre• NACRO• Crime ConcernThe challenges ofcrime preventionThe challenge of crimeCrime at the bottom end is hard to tackle,but crime at the top is often:• Complex• Increasingly dispersed and invisible - networksnot gangs• Invasive and progressive• Persistent• Adaptive and durable• Entrepreneurial and well-resourced• InnovativeThe challenge of crime prevention 1• Intelligence – data and theories need skill andknowledge to collect, analyse, interpret and use• Intervention mechanisms work– At many levels – individual, interpersonal, group,community, cultural– Over different time and spatial scalesThe challenge of crime prevention 2• Implementation is complex – troublesome tradeoffsbetween crime prevention and aesthetics, privacy, firesafety, convenience, environment… ethical dimension• Replicating good practice can’t be achieved bycookbook – needs generic principles & innovation• Involvement means the professionals have to workthrough many other people, alerting, motivating andempowering them to implement the intervention• Impact evaluation is hard to do wellMeeting the challengesMeeting the challenges• We need high-level professional consultants, well-versed in generic principles of CP and capable ofinnovating/improvising – not technicians with a limitedrepertoire• This cannot be ‘taught’ solely in a classroom or overwebsite• Training cannot be dumbed down• High investment in training and other infrastructureneeded to give a high yield in performanceContent ofCrime Prevention Knowledge• Know crime - definitions• Know-about crime problems• Know-what works to reduce crime• Know-how to put into practice• Know-who to involve• Know-when to act• Know-where to distribute resources• Know-why - symbolism, values, politics, ethicsKnow-How• Need a Process model for doing crimeprevention on which competencies and‘underpinning knowledge’ can be built – eg 5Is– Intelligence– Intervention– Implementation– Involvement– ImpactDefinitions and glossary• Eg Crime prevention:– Reducing the risk of criminal events in terms oftheir probability of occurrence and consequentharm, by intervening in their causes• Eg Security adaptation:– A security feature deliberately designed to makethe product more secure against the risks typicallyto be encountered in its expected habitat or riskenvironment.Training in context• For crime prevention to succeed, training isnecessary but not sufficient• Training must be accompanied by, and must beconsistent with,– Career structure and rewards for professionals– Organisational structures and processesBECCARIA PARTNER MEETINGProfessional Training in Crime Prevention:The UK situationPaul EkblomDesign Against Crime Research CentreCentral Saint Martins College of Art & Designp.ekblom@csm.arts.ac.ukwww.designagainstcrime.com/web/crimeframeworks

Beccaria partner meeting - professional training in crime prevention: the UK situation

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Beccaria partner meeting - professional training in crime prevention: the UK situation

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