The 5Is crime prevention framework in a youth crime context

Summary

The video by CriminologyTV provides an insightful introduction to the 5Is crime prevention framework, specifically focusing on its application within youth crime contexts. The speaker discusses the shortcomings in the collection and management of crime prevention knowledge, the importance of good practice knowledge, and innovative strategies for knowledge management. By exploring various elements of the framework like intelligence, intervention, and involvement, the video highlights how these can be leveraged in real-world scenarios to prevent crime effectively. The Irish experience of implementing this framework in youth centers to combat crime and improve the quality of life for young people serves as a practical illustration of the 5Is in action.

Highlights

• The 5Is framework is fundamental for understanding and executing crime prevention strategies 🔍
• Knowledge management in crime prevention is crucial yet often neglected 🧠
• The Irish experience provides a real-world context for applying the 5Is framework effectively 🇮🇪
• Practical elements like 'know-how' are essential but often missed in youth crime prevention 🛠️
• Involvement of community and stakeholders can enhance the success of crime prevention operations 🌍

Key Takeaways

• Innovating crime prevention practices can bridge the gap left by mainstream methods 🎯
• Understanding crime context is crucial for designing effective interventions 🎓
• Successful crime prevention requires a mix of strategic planning and real-time adaptability 📊
• Community involvement is key to implementing and sustaining crime prevention programs 🤝
• Evaluating long-term impact is as essential as the immediate results achieved by prevention strategies 📈

Overview

The 5Is framework offers a structured approach to tackling youth crime by focusing on intelligence, intervention, implementation, involvement, and impact. This helps not only in assessing the current crime landscape but also in devising strategic solutions tailored to specific problems and communities.

An emphasis on good practice knowledge highlights the need for more organized and disseminated knowledge management systems in crime prevention. Often, valuable insights and techniques get lost due to poor documentation and lack of shared practices across crime prevention initiatives.

The Irish case study exemplifies how the 5Is framework can be successfully implemented to uplift youth centers, turning them into hubs for positive change. By fostering better environments and focusing on collaborative efforts among stakeholders, persistent crime and social issues can be effectively managed.

Chapters

• 00:00 - 03:00: Introduction and Overview The chapter introduction presents a welcoming speech, likely by a returning speaker named Russell. The speaker expresses a sense of familiarity and comfort, referring to the location as a 'second home.' They also mention contrasting climates, highlighting the better weather they are currently experiencing compared to the snowy conditions they left behind and noting the absence of a proper summer.
• 03:00 - 11:00: Good Practice Knowledge in Crime Prevention The chapter discusses good practices in crime prevention, specifically focusing on a presentation given a couple of years ago on 'five eyes'. The speaker attempts to catch up new audiences while presenting the content from a different perspective for those who have seen it before, to avoid repetition.
• 11:00 - 17:00: Implementation Challenges and Knowledge Gaps In this chapter titled 'Implementation Challenges and Knowledge Gaps', the speaker discusses the importance of good practice knowledge and the challenges associated with implementing it. The narrative hints at a humorous undertone, mentioning equipment affordability in a light-hearted context (e.g., not affording a 'lect turn laptop'). The speaker juggles between looking at the audience and the screen, adding a personal touch to the discussion. The emphasis is on acknowledging the issues in current practices and the need for improvement, setting the stage for identifying and addressing these challenges in practical scenarios.
• 17:00 - 29:00: 5Is Framework Extension in Ireland The chapter focuses on the application and extension of the 5Is Framework within Ireland, where a particular emphasis is placed on collecting and leveraging knowledge management tools. The primary goal mentioned is to improve the scope and effectiveness of crime prevention practices and policies at multiple levels—ranging from practical applications to higher-level program delivery and policy formulation. The approach also emphasizes a feedback mechanism that incorporates research insights, advancing both theory and applied outcomes in crime prevention.
• 29:00 - 40:00: Practical Insights from Irish Youth Centers The chapter discusses the practical insights gained from Irish Youth Centers, emphasizing the interplay between theory, evaluation, and practice. The insights are drawn from observations made during a visit to the Irish Republic in 2008, showcasing the use of detailed illustrations to support the discussion.
• 40:00 - 59:00: Concluding Remarks and Future Directions This chapter discusses the importance of good practice and identifies the stakeholders who should be interested in it, including practitioners, delivery managers responsible for implementation of national, regional, or state programs, and policymakers. It also touches on the significance of public understanding and debate. The chapter highlights a new development in the UK regarding accountability in policing, mentioning a recently instituted method of controlling police accountability through local mechanisms. It suggests future directions for enhancing these practices, aiming to improve overall effectiveness and transparency.

The 5Is crime prevention framework in a youth crime context Transcription

• 00:00 - 00:30 well thanks very much Russell it's I think it it might be my fifth time here uh over a large number of years so um it kind of feels a bit like a second home um and certainly climate's better than uh the snow that I apparently have left behind now and we didn't have a summer so I'm catching up on summer as well um
• 00:30 - 01:00 okay uh now um I don't know how many of you saw the last presentation I gave a couple of years ago on five eyes um anybody want wave their hands so um okay well I have allowed um some kind of catch up at the beginning so those that are new will benefit from that the others um I've tried to make it coming at it from a bit of a different angle so that uh you don't see the the same old
• 01:00 - 01:30 stuff again like I've just shuffled the order of the eyes um and Talking of eyes you will see mine flicking about like Ricky jery uh because I've kind of got to look at you and I've got to look at the screen and so on it's obvious that AIC can't afford a a lect turn laptop um right so um with those die warnings let's um let's head off okay so I'm going to be talking about the importance of good practice knowledge uh what's wrong with the way
• 01:30 - 02:00 we collect it um and um then I'll go into this Knowledge Management Suite that I use to uh try and uh make amends and to to help us put things right and the purpose of that is improving the scope uh and performance in um in crime prevention um at the practice level uh but also higher levels like policy program delivery and so on um and also feeding back into getting research uh
• 02:00 - 02:30 and evaluation and Theory right and then of course they if they're done in applied context will feedback and and help to improve practice in their turn um uh and you know as said um I'll be using uh a lot of detailed illustrations which I picked up when I spent some days in uh the Irish Republic uh back in 2008 um
• 02:30 - 03:00 so who should be interested in good practice um obviously practitioners um but people like delivery managers who are in charge of implementing um National or Regional or state programs policy makers um public understanding and debate now in the UK we've just uh instituted a new way of controlling uh the kind of accountability of police uh through these local police crime uh police and
• 03:00 - 03:30 crime Commissioners and um for the first time it's a major experiment they've been elected rather than sort of seced counselors and we had a kind of uh average 15% turnout um and in in some areas they literally had no votes in the polling Booth whatsoever so anyway um public understanding and debate should be interested in crime prevention and how
• 03:30 - 04:00 it works and what to do but um it needs a bit of a um a Spur uh governance levels and of course as I said research and evaluation so all these people uh should be interested in good practice but from different angles um and um the point is that good and bad practice can illustrate um principles it can challenge assumptions it can test theories um and extend our frontiers of things which is what we we all want to
• 04:00 - 04:30 do um why do we collect good practice information then assuming that we do um we want to improve performance widen scope of prevention cover new problems new Solutions want to share technical knowledge of how to do it well um we want to help practitioners avoid past mistakes um we also want to motivate practitioners um the ones um um that are
• 04:30 - 05:00 good at U improving their performance and uh coming up with new ideas because if they then see that their ideas are taken um distilled fed back to other people and so on then that that is intensely motivating whereas if you know you just do something and it disappears down a black hole somewhere then you know ultimately why bother um also as well as improving specific operations trying to grab gradually increase this sort of
• 05:00 - 05:30 culture and climate of quality of preventive action um at all levels um and uh actually the German um beeria program uh it's just bear.org is um very hot on uh crime prevention quality and it's worth having look at their websites if you just Google beeria crime prevention that will that will come up um and as I said uh feeding back
• 05:30 - 06:00 to nourish Theory and to to test it because the only way we can really test our our theories of crime and crime prevention is in practice seeing if it makes a difference in the real world so there's quite a lot remaining wrong with practice um and that's illustrated by the ongoing dismal story of implementation failure um and this affects Pro programs of all
• 06:00 - 06:30 kinds from problem oriented policing to um communities that care every time I've been involved in any of these and looked at or participated in evaluations it's quite often uh you know it got so far but things went wrong and um uh either the evaluation failed or the implementation failed or more often than not occasionally the theory behind the um uh the intervention fail but it's more often an implement ation failure story um yes I've kind of
• 06:30 - 07:00 put there that when you mainstream oneoff success story demonstration projects that work wonderfully you try and replicate them on mass um they rarely fail to disappoint so people in the past have come up with a lot of um fairly standard standard of Liturgy of explanations for these failures um oh you know the the project managers are pretty poor uh
• 07:00 - 07:30 doing project management which may be true um practitioners aren't very good at doing analysis of crime patterns and problems and so which sometimes may be true in other cases it might not be um funding certainly in the UK has been on a really shortterm basis uh so you cannot build up the staff you cannot build up the momentum and the experience before it all closes down uh or you've got to spend your money really quickly so you you don't have the thinking and
• 07:30 - 08:00 designing and testing time before you have to uh set your action going over centralized management organizational contexts which are unsympathetic and unsupportive um Mission drift um these are all important but uh the factor that I've been focusing on some while is um inadequate management of knowledge of practice so this is a kind of top level
• 08:00 - 08:30 list of the kinds of knowledge that um we need to gather and apply in in crime prevention and it also it's also pretty much uh extensible to other fields like uh uh you could apply it to sort of health or education or something that if any of you have got wider interests um so knowing crime um very important to focus on um
• 08:30 - 09:00 you know we might say burglary or theft or robbery or something people use the terms quite Loosely but if uh particularly if you're trying to design interventions to be quite specific you you need to think very clearly about you know what makes a theft different from a robbery um and focus your action accordingly um know about your crime problems that you're tackling what's the nature of the problem what are the patterns and Trends
• 09:00 - 09:30 what are the causes uh who are the offenders who are the victims and um what are the harmful consequences um know who to involve in getting crime prevention done um now um my Approach has talked quite a lot about involvement as where describing how you get other people not necessarily professionals to implement the interventions but um actually only
• 09:30 - 10:00 relatively recently I became aware of uh Lorraine masero and her um approach third party policing and um you know we had a session at University of Queensland a couple of days ago where we kind of shared our Frameworks and uh we actually realized we had an enormous amount in common so it's rather sad that I hadn't actually caught up on this um while I was um preparing some of my 5i stuff two or three years ago but from now on we decided kind of link up
• 10:00 - 10:30 because there as Oscar wild might have said there's only one thing worse than having um a sophisticated Knowledge Management framework that's having two sophisticated Knowledge Management Frameworks um no when to act a lot of crime prevention activities are um not uh implemented by themselves but if particularly you know in high crime um multiple problem deprived areas you'll find a whole lot of programs from different agencies so how to interact
• 10:30 - 11:00 and coordinate and not mess up with those know where to distribute resources targeting prioritization fairness etc etc um no why um okay supposing you've been pursuing an evidence-based approach and the evidence says the best way of tackling um serious young offenders is to send them on expensive kind of uh outward bound or or even some of those
• 11:00 - 11:30 fancy sailing schemes and so on um that may be the most coste effective thing but if you if you have a sort of nationally or regionally funded program of that the newspapers the next day will have this sort of major headline you know why are they sending these undeserving people on this when my little Johnny or Jill won't uh you know um as honest as a day is long and uh they're not getting this so um that's sort of issue that you have to as a
• 11:30 - 12:00 practitioner and I'm not talking there's obviously a political Dimension to that but as a practitioner you have to know how to anticipate these things and how to handle them quite carefully through Communications and uh setting of expectations and so on um and if you don't have that then your project will probably um collapse in some kind of disgrace irrespective of the fact that it's probably a dam a damn good project um KN how brings all of this together um
• 12:00 - 12:30 and each of these Realms of knowledge um you can actually look at them um from a practice point of view right up to sort of uh um delivery policymaking and and governance so that's kind of underlying frame for what crime prevention knowledge is about um so what's wrong with our good practice knowledge um and a lot of what's wrong is uh how
• 12:30 - 13:00 we capture that knowledge through process and impact evaluation and how we manage it um a lot of our knowledge remains tacit and unarticulated um so that means it's not tested um it's not properly transferred between um individual practitioners on a team uh between teams or between programs um and that knowledge is kind of lost and frequently
• 13:00 - 13:30 reinvented um and if it's good knowledge it's Reinventing the wheel and if it's bad knowledge it's Reinventing the flat tire um and we tried to we did a publication Karen bulock and I colleague from the UK um criticizing a really pathetic UK home office knowledge base of effective practice um and um we were going to call the whole article call Reinventing the the flat typ the home
• 13:30 - 14:00 office became very very upset so we thought you know we better not alienate them too much in case we need funding in the future so we ended up we chickened out and called it richness retrievability and reliability um so there's this failure to handle the complexity of um Choice Delivery and action that you know real world crime prevention requires to do it properly it's a theme I i' I've uh spoken about when I've been here before um so a
• 14:00 - 14:30 particular interest in know what works and know how which I'll be focusing on as we as we go um so these are the basic ways thinking from now on from the practitioners um perspective sort of user perspective of um knowledge basis Knowledge Management um practitioners uh need help in selecting
• 14:30 - 15:00 intervention methods that they can apply um to their problem and their context we want these where possible to be evidence-based um appropriate for the priorities uh and responsibilities of the organizations that are uh um implementing them unfortunately a lot of the know what works information you know you've seen many you seen Campbell collaboration reviews and so on very one-dimensional focus on things like
• 15:00 - 15:30 effect size and cost Effectiveness and so on which is absolutely vital if you can get it um but it's not nearly enough and the kinds of information that I'll be describing um shortly will illustrate uh what I mean by not enough um so selecting from prior knowledge of practice um and when they've chosen things that they think they might emulate in their circumstances uh they need to replicate them but if you look
• 15:30 - 16:00 at um process evaluations either they're too simple to be of much use or um they're actually full of stuff but it's all over the place and it takes ages to dig it out and select what's relevant to your circumstances and it's probably not cross link to other um um projects and practices so you can kind of make a choice at one point rather than just being forced to copy one
• 16:00 - 16:30 um now in many cases uh when you go to the cupboard it will be bare uh there won't be prior uh exemplars for you to look at and emulate um there uh the there won't be evaluations um your problems might be new ones your context will almost certainly be new ones so what that means is that practitioners don't just replicate they have to innovate and how
• 16:30 - 17:00 how do we help practitioners to be Innovative and creative uh whilst at the same time being kind of disciplined relating to in ongoing Theory and evidence um so the question is is our theoretical and practical knowledge good enough in its content and organization to support um Innovation do the good practice descriptions that we do uh contain the right information to help replicate and
• 17:00 - 17:30 innovate um replication is a challenge um context is important uh and replication or descriptions of of practice don't often record enough of what was special about the local context when they did it uh so you can make a judgment about you know what you need to do uh when you do it in your context um there's been too much of a tendency for
• 17:30 - 18:00 cookbook copying uh copying something too closely um without adapting it to your local circumstances and that that generally speaking doesn't work kind of Unwritten Law of crime prevention uh cookbook copying doesn't work and practitioners um you know who aspire to um you know being proper intelligent practitioners rather than uh technicians actually hate the lack of discretion
• 18:00 - 18:30 um and you actually get this sometimes uh youth Justice projects have been very very hot on uh you know you must absolutely do this this this and this when you're implementing this or it's not actually um um implementing uh the uh uh the details of the program and um um that can be uh somebody once described it as
• 18:30 - 19:00 um program fetishism so you You' got it's a bit difficult striking the balance between copying you know a successful end product of some intervention success story um copying the intelligent process that generated that success story but if you apply the process in your context might come up with something a bit different um and copying the organizational capacity for uing that um intelligent
• 19:00 - 19:30 process so I mean things like communities at care try to replicate the organizational capacity in different areas and then those organizations when they're created they then go on to uh replicate individual Innovations so a lot of practice and a lot of practitioner activity inter practitioner communication is very sort of tacit um when you some of the old home office knowledge Bas has simply had about half
• 19:30 - 20:00 a paragraph on what a project did and then contact details for you know this is the practitioner to get in touch with this of course is highly dependent on having very able or sometimes charismatic practitioners and they'll move on maybe die with their boots on um and you know they may not be there they may uh have insufficient time to talk to you you know really popular project might get dozens of phone calls or
• 20:00 - 20:30 emails um so you either get practitioners operating at two Extremes in some cases they've got kind of an anarchic total freedom of maneuver where they end up uh uncertain quality assurance and um Mission drift or as I said forced into this role of technicians rather consultant rather than consultants and of course in many cases there's a limited career structure limited
• 20:30 - 21:00 organizational reward um and it's not worth either for them of their uh their managers investing in their training and of course there's this trend towards organizational churn nowadays you know you're in a um a particular post for two or three years at most and then you go off and somebody else has got to pick up that knowledge so as I said um innovation is a vital part of
• 21:00 - 21:30 replication um but um if we look at our knowledge base as a whole its coverage is limited because we can't do evaluations to cover every different problem every different context um new configurations of causes risk and protect risk and protective factors and so on the nature of crime is always changing uh new tools new weapons you know with crime particular you get new fashions they will be off doing some
• 21:30 - 22:00 other uh way of committing a nuisance uh next year um and of course you'll get new themes and balances within Justice or the balance between Justice and privacy or um enforcement and so on so again major capacity for Innovation is important here and how do we do this we need to draw on generic principles and Theory to so that practitioners can keep coming up with plausible ideas for their
• 22:00 - 22:30 um Innovative actions you need some sort of recombinant facility it sounds a bit like DNA in some ways it it resembles that really um don't just try and copy big units like whole projects but break action down into uh really small um details so for example a burglary project which might not have worked very well there might be an extremely good uh
• 22:30 - 23:00 bit of practice knowledge that they developed on how to mobilize people and you can junk what they did on burglary but you can salvage the um um uh the mobilization technique and use it in a car crime project or something so does your good practice description enable that and can you find it when you go looking for it um when you innovate incidentally it's probable that what you come up with isn't going to be quite right so um the whole you follow the
• 23:00 - 23:30 whole kind of design process of trying it out rapid prototyping iterating improving feedback and so on um so um it's not a onshot intervention and you know try not to design your project so that they only have one chance of getting it right uh we had a minister once who said he didn't believe in pilot projects there we go um these things are
• 23:30 - 24:00 sent to try us so looking at the kind of good practice descriptions that appear on your knowledge basis do do the good practice descriptions contain the right information and the right detail to help replicate them innovatively and intelligently in different context so um those glossy summaries um the Practical methods uh there's not enough to help you replicate them uh they don't
• 24:00 - 24:30 emphasize the underlying generic principles or mechanisms uh which do transfer between contexts uh and you get really really infuriating things like our projects about working with young people you know um it's kind of Triumph of enthusiasm over communication it's imprecise and it confuses two things here it confuses things like Outreach activities with the actual intervention once you've got the
• 24:30 - 25:00 young people to work with what exactly are you doing with them um process evaluations absent or limited it's kind of the the the poor kid brother or sister of um impact evaluation um so it's difficult thinking slightly archaeologically it's difficult to reconstruct the um unfolding stages of action um there's little information about the choices and tradeoffs that have to be faced at different stages and
• 25:00 - 25:30 you know you might be going through the same process but uh in different context the practitioners might want to make different choices so the end product ends up quite different so um my attempt to get to grips with these shortcomings is sort of Suite which includes the five eyes framework but also includes things like defining crime prevention Community safety and partnership in some depth which I won't do uh today um clarifying
• 25:30 - 26:00 what we mean by action what's the action focused on what sort of units of action have we got what levels conjunction of criminal opportunity is is to it's a way of looking at immediate causes of criminal events in a systematic way um and um providing a map of the interventions in those causes five eyes is this sort of process model for How We Do crime prevention this is the knowhow
• 26:00 - 26:30 side uh it's a way of describing all the detailed tasks of the preventive process so you can capture it um and uh disseminate it I started this out um with a focus on um sort of the problem and initially the situational side of crime prevention but had this opportunity to uh spend uh some days in uh Ireland um which enabled me to extend it to the offender oriented side so here we go um Irish eyes and hence all sort
• 26:30 - 27:00 of green bits in this which is slightly thematic um I'll explain about them later uh okay so visited 10 youth centers uh in Dublin and limmerick over two days in 2008 and um I don't know if any of you know limmerick it it to Outsiders it sounds romantic but locally it's known as stab City and um bits of the outlying suburbs they they
• 27:00 - 27:30 looked a bit like uh beay you know literally arenediazonium uh in the Garda and probation and local
• 27:30 - 28:00 volunteers and so on and um we discovered lots of items of knowledge um uh at um a range of uh levels from sort of tactical to the Strategic and I kind of um reflected back at them what they said in informal terms in in slight more structure terms and we we we got on really well uh generating lots of new bits of knowledge some new categories
• 28:00 - 28:30 and it actually started challenging some parts of the um the knowledge framework which was you really good cuz 5i is meant to be this sort of learning engine previous experiences I'd had an intense sort of three-hour session with one project but this was um jumping around picking up loads of mini illustrations which will kind of appear as follows here you go it's interesting what they're up to in irland it's actually scrapings off the top of Guinness but
• 28:30 - 29:00 never um so clarifying the focus of um of action um something we don't actually talk about very much in crime prevention practice I mean you can focus on problems or you can focus on offenders you can focus on causes or in the youth um context much more often it's about risk and protective factors for in childhood for later offending um and you can uh you can take a narrow
• 29:00 - 29:30 or a broad scope criminal events civil conflicts Quality of Life Community safety um now in many of these youth um centers they weren't interested in crime and safety as a main focus they were really interested in wider issues such as um you know improving young people's lives um inclusion cohesion education and renewal and so on so you know your crime prevention
• 29:30 - 30:00 activity may be serving part of these wider goals of or vice versa uh and you have to understand that um when you're documenting it describing it um you know when you actually talk about the bits and pieces of crime prevention there are a whole load of different um uh structural elements from programs down to these sort of transferable action bits like one that kept coming up with sort of insurance for outdoor activities
• 30:00 - 30:30 and from an academic point of view it's it's not very exciting knowledge but from a practical point of view you need to be able to find it and share it um if one project one Center has done a lot of work sorting that out then you know other centers need to be able to find it um so um what's the nature of the intervention um focusing on causal mechanisms how the intervention methods work in
• 30:30 - 31:00 detail um um generic principles like uh you know this one works through developing trusting relationships of Role Models practical methods is another way of describing things so you know okay we're doing fishing trips for deprived young people and then whole packages of uh method such as a sort of they'll come up with a whole Suite A whole Pro of center-based and out outdoor activities
• 31:00 - 31:30 um what is the ecological level that your interventions are operating at individual family peer group etc etc and talking to these practitioners in in Ireland they actually seem quite Adept at using different levels they they um said right okay we're going to do some onetoone work here and we're also going to be doing group work there but there even even more Dynamic the more experienced ones because
• 31:30 - 32:00 um they they they would be they would assess each morning when individuals drifted into the youth center if they were uptight and you know really anxious and a bit aggressive that morning say right you're not going into the group work today we'll do some onetoone with you um or we'll switch to um a family visit or something like that so you know they part of their knowledge was actually when what these different levels were
• 32:00 - 32:30 and when to switch between them so that's pretty skilled pretty pretty impressive stuff um the action is also placed in different institutional settings you know enforcement and Justice welfare education crime prevention and so on single agency or partnership localized or centralized um some of these Youth Center people were actually very Adept at navigating between these uh different
• 32:30 - 33:00 institutional perspectives and not only just coping with but actively exploiting it you know right um so far things haven't worked on a kind of welfare perspective so I think we'll we'll try a little bit of the hard stuff with the um um a bit more Justice and then we'll come back to the welfare when we've secured bit of compliance from the parents or something um so onto causes and interventions um and here we have the dreaded e blot again I'm afraid this is
• 33:00 - 33:30 the conjunction of criminal opportunity which is a a way of systematically describing the immediate causes of criminal events um focusing partly on the offender um their criminality their immediate motivation to offend their perception of risk effort and uh reward and so on and then round two uh the environment the target uh preventers or Guardians crime promoters who make crime
• 33:30 - 34:00 more likely to happen like the guy that stuffs the pizza delivery leaflet in your letter box leaving it half hanging out telling everybody that you're out all day thanks you um so um I can illustrate this now with um some of the Irish examples um so some of the issues that were coming up in these workshops um criminality aggressiveness no respect
• 34:00 - 34:30 for girls women or property quite a lot of problems cruelty to animals um poor job skills they can't get up in the morning um Etc um they were bored out of their minds on these sort of satellite housing Estates overcrowding was causing stress for them um they had the usual range of resources to commit crime weapons tools and so on you know hence stab city um
• 34:30 - 35:00 that's nothing particularly Irish or youth offender oriented about that uh they were actually a lot of them just hadn't kind of got uh the capacity to feel guilt about what they're doing um and um kids were hanging around on the street awaiting action so obviously they they're present in the crime situation um Target people uh firefighters were often seen as enemies
• 35:00 - 35:30 um you know because these sort of arson events going on so they vandalized the fire uh trucks and so on and so forth um poor perimeter security around the shops and houses so they're breaking in and stealing things the layout of the streets is really suited to joy riding um the environment contained very little for them to do um except create a nuisance and just hang
• 35:30 - 36:00 around the parents weren't acting as crime preventers they were sort of failing to socialize and supervise their kids um there were no good Role Models around um crime promoters they were all acting as crime promoters for each other there was this terrible Envy culture so anybody was trying to better themselves and you know the finger was pointed you know you're a SWAT or or or or worse um and um actually it was so boring there
• 36:00 - 36:30 that when kids nicked a car and went joy riding around the housing Estates the whole street would come out and kind of you know it was their local uh you know Monte Carlo Rally or whatever um so um this is how CCO describes interventions um you let's say in this case trimming shrubs in a hospital car park stop people leaping out and mugging people um that's an intervention in one
• 36:30 - 37:00 of the causes uh reduces or it disrupts the conjunction of all these causes that have to come together for the crime to happen reduces the risk of criminal events which is crime prevention objective crime reduction and wider benefits in this case sort of improvement of quality of life for the people visiting the hospital and the patients um so each of the causes um you can
• 37:00 - 37:30 describe um a counterart family of interventions so this gives you a map or a menu of interventions whenever you whenever you come up with a crime problem it helps you to choose which ones to address and I won't grind through them in great detail but again I'll just it's all online but you can uh see some of these um interventions which the Irish came up with so um one of the
• 37:30 - 38:00 things they were working stabling skills which was very good for sort of calming them um helping them develop a better relationship with animals and giving them some sort of positive things uh in their repertoire um couldn't get up so they started out the kids that came to the youth center all right you can come in in the afternoon and then gradually they they demanded that they came in earlier and earlier in the day so they grad got the habit of getting up and making appointments and so on
• 38:00 - 38:30 um boredom um they worked on the same activities that the kids have been doing illegitimately and creating a nuisance but trying to do them in a legitimate context like you know Motocross organized environments and so on um restricting resources for fending like removing bricks and bottles from the Town Center on Friday afternoons um teaching moral choice um trying to deflect offenders off the
• 38:30 - 39:00 streets and into centers and activities um you know standard situational stuff of Target hardening and Target removal um that's another situational one we're go to that um environmental design you know restricting the kinds of places where they could hang out uh creating youth facilities like youth centers and youth shelters and so on um mobilizing people to act as preventers and that
• 39:00 - 39:30 could have been each other using group pressures uh if somebody stole say the slide projector or something like that at the school um utilizing group pressures to get people to return stallen goods and so um one quite interesting thing they didn't Target with with these joy riding problems they didn't Target the offenders directly and say you shouldn't be doing this they actually did a video which they showed to sort of uh uh the grandmothers and the aunties and so on
• 39:30 - 40:00 who were um uh on the housing estate showing all The Nasty consequences so they they pretty quickly stopped cheering these people on so they didn't get an audience and uh uh it became less rewarding um so that is causes and interventions and then 5i this process model of how you do um prevention um intelligence is about causes um as I said um and the nature of the problem
• 40:00 - 40:30 and consequences and who's doing it intervention is kind of what you do in principle um implementation is how you make it work in practice involvement how is how you get all these other people to help you put it into practice uh that's the one that links up with third party policing then impact does it work and uh how good is the process so I'm not going to grind through all the five eyes in detail you'll be relieved to hear but
• 40:30 - 41:00 this just illustrates that the layered structure of it so at the me the message level is just the slogan intelligence intervention Etc that then breaks down into a whole series of subheads of topics which are called the map level so causes risk and protective factors consequences and so on and then you break that down so under uh causes you've got the conjunction of criminal opportunity framework um and
• 41:00 - 41:30 then you break it down even further what I call the meat when I was in Ireland I did some sort of huge great massive Irish pork chop or something like that but here I thought i' I'd um i' use a floater I've never managed to get a floater yet um I was told they sold them uh at some um Caravan by the by the station in Adelaide but it wasn't there so help needed or maybe I just had to make one at home if anyone's got a
• 41:30 - 42:00 recipe uh so that takes you right down to um the specific detail and of course with this structure you not only know where to put that detail you know where to find it again uh in retrievability terms um so these are the kinds of headings under um intelligence um and some of the Irish examples so in the sort of Social and geographical context they were quite concerned about how you get a criminal family moving on mass into a particular
• 42:00 - 42:30 estate and then intimidating other residents um they they gathered not just evidence on crimes but on person individual people and their criminal careers as well um intelligence not about the crime problem but about how you get involved with other agencies knowledge of what the other agencies UH responsibilities uh and methods were um before you then
• 42:30 - 43:00 start setting up Partnerships with them um you also have to be quite careful when you're sharing knowledge with your other institutional partners and the youth centers often deliberately didn't ask about the offending history of the young people you know when they were working with probation or the Garder um the crime problems you know obviously example disorder of racis abuse on school buses or smashing up the fire
• 43:00 - 43:30 engines wider problems than these individual events in isolation drugs family feuding and so on is a big problem there um wider social problems within which crime was perhaps a symptom or uh something which made matters worse uh like you know health education gender relations consequences and you know quite practical consequences sometimes if you came from this housing estate in limmerick then you you might as well
• 43:30 - 44:00 kiss goodbye to um getting a job you know the moment the uh potential employer ask you to fill in a form and say where you came from or you you open your mouth and said that in the job interview you know goodbye um then obviously causes and um the Dynamics of what's going on um intervention uh intervening in causes or uh changing
• 44:00 - 44:30 those risk and protective factors this links up with kind of thing that um offender oriented or social intervention people are interested in theories of change realistic evaluation so we can start by describing practical methods like fishing trip activities one such method might work in a number of different ways uh so you then start thinking about analytic principles how is it working use the CCO
• 44:30 - 45:00 to look to go around the clock of that diagram so you know affecting predisposition by teaching calmness and they they said respect for animals but I if I had a dirty great fish hook in my mouth I don't think I feel terribly respected but never mind I suppose if I was then stuffed and mounted on the wall somewhere maybe I would um post humously um so resources to avoid planning uh to avoid defending they doing things like learning planning and budgeting of um
• 45:00 - 45:30 these fishing trips and this doubles to in helping out the implementation of the trip learning teamwork even things like making and selling fishing flies um alleviating boredom um and um you know the decision to offend if if you if you risk losing the right of going on more of these nice trips in future if you you know that was something meaningful to hang over you to deter you from offending again and then you know giving
• 45:30 - 46:00 them positive motivation to do honest activities by making a lot of trophies and items in the local newspaper and so on um obviously removing offenders from the crime situation and also developing relationships with positive role models um so involvement as I said is um acting through or with other parties than the youth Center or the police um and
• 46:00 - 46:30 um there were a whole raft of activities which came up here which I'll I'll skip over this just shows quite a few of these headings actually in five eyes particularly things like Outreach and um demand actually came from my Irish visits I hadn't got them in before where it shows that you know as you as you go around you're not in colle colting knowledge using the framework but you're from time to time you're actually continuing to
• 46:30 - 47:00 build um the um the the framework um so um stuff on partnership strategic level of partnership um building connections with you know how do they build connections between the youth center and wider Justice family of agencies getting on the local probation project management committee and vice versa discussing with other
• 47:00 - 47:30 agencies what activities are to be done with these young people on Whose premises then operationally they did a lot of partnership building with the parents of the the young offenders uh they' set up parent meetings if the problem arises and very very very practical techniques for every negative issue that you discuss with the parent that little Johnny or jil's been doing uh make sure that you discuss three positives first so called compliment sandwich um and you know again it's very
• 47:30 - 48:00 small it's very practical but you know it's very useful bit of experience to be able to share um other things like agreement with the local Garder that no young person was ever to be picked up whilst on Youth Center activity or at the youth center they it's kind of means of preserving trust between the young person and the and uh and and the youth center it's a major operation ational issue um so how how do they get other um
• 48:00 - 48:30 people and organizations to implement these interventions and here we come to this claimed framework for mobilization locating the right person for the job and they they they were trying to find expert supervisors for these fishing projects or for volunteer staff or a community rep um there actually an unfortunate punner which I didn't notice before trolling organiz itions for these angling societies um finding local angling
• 48:30 - 49:00 enthusiasts who are the right kind of people to do this alert them that they could help prevent crime inform them and just jumping to the joy riding audience again you know you are helping to make these uh dangerous car thefts happen by your uh you know acting as an audience uh motivate them things like um okay uh the
• 49:00 - 49:30 parents get very pleased because their kids have been taken off their hands um so that's the carrot and in extreme cases um well alleviation of sticks so if you you send your your kid to the youth center um then we work with the housing people to give a conditional stay of an eviction order but obviously they only do that in really extreme circumstances um empowering the uh volunteers by training
• 49:30 - 50:00 um and directing them you know obviously they have to work with sort of health and safety and child safety rules um climate setting is sort of establishing conditions of mutual trust and expectation and so on in support of preventive Action Staffing continuity is important so that trusting relationships can can develop but how do you then handle changeovers of staff and particularly the Irish then were
• 50:00 - 50:30 changing over from locally originating projects to something was centrally managed how do you handle serious incidents in the in the youth center um how do you maintain good relations within the um the Garda the police between the Juvenile and the um you know uh criminal catching arms um it's important to try and make the resources of the youth centers available to a wide range of young
• 50:30 - 51:00 people not just offenders that's that sort of sailboat issue I said before H and to The Wider Community uh you know elderly people adult education and so so you you're building this complete trust and facility then Outreach um was a major activity um and um you know involve things like building Trust on the street so you could then get the young people to come in through the doors what do the uh what do the street
• 51:00 - 51:30 workers do if they see the young people doing bad things I don't immediately call the police they sort of try and maintain trust by saying you know should you really be doing that yeah I should what next um that's another bit of knowledge which I didn't pick up um softly softly approach you don't talk about crime at first you gradually get round to it after you've got to know them volunteering is a major issue um must be voluntary participation if a all possible rather than forcible
• 51:30 - 52:00 participation anticipatory mobilization of clients so that you know if you know that somebody is at risk but they haven't done anything yet you actually start to get to know them on the street so that um you know when they do start doing wrong things and need to be pulled in then they've already kind of got social handles of relationship with you um quite interesting um how do you once they're through the doors how do you maintain motivation and keep them in as
• 52:00 - 52:30 a kind of career structure for them gradually building responsibility and status in the center um and how do you maintain continuity if they have to go off to prison um and uh what do you do Post relase um there's a whole lot of stuff on um the organizational level um and um you know how you develop the capacity to anticipate and react to new
• 52:30 - 53:00 problems as they come up um and uh some interesting things about uh continuity um the centers were quite keen on checking out whether the tutors and the volunteers were buying into the values and the philosophy of the center and they they've developed techniques for constructive feedback to keep them on track there was one place that was really clever each month of their team meeting a different staff member was assigned the role of Keeper of the
• 53:00 - 53:30 values so they had to sit back partly and listen if somebody was drifting off message or off Mission they had to sort of speak up and say do we really want to do this or you know if so let's make a collective explicit decision or otherwise let's go back on course um so um yes uh I think I I'll leave this behind that PE people can kind of uh um read some of these things cuz I'm
• 53:30 - 54:00 beginning to run out of time um the um impact is obviously important and um because ultimate impact is quite often long term you know 10 years down the line how are these young people doing did they reduce their offending did they get a good life um so you've got to do a lot of intermed imediate uh outcomes like maintaining attendance at the center completing a
• 54:00 - 54:30 qualification uh feeling a lot happier Etc um ultimate outcomes not just crime but uh you know they've got a job theyve got girlfriends are into further education and so on the area benefits uh the firefighters are no longer too scared to attend or they get a postal service back or the school bus comes back and so on um and um you know loads of issues about
• 54:30 - 55:00 sustainability um and replicability now just a couple of closing slides on how you know five eyes worked and how I extended and adapted it in this in this context it it was quite a challenge and following P's ideas of adaptive learning from you know individual development sometimes you can assimilate new knowledge so you know this is where you kind of place new
• 55:00 - 55:30 knowledge items that you come across uh on an existing framework so for example um practical arrangements for um implementation one really nice bit that I learned was uh if you take a bunch of Harden deprived kids on a fishing trip do not whatever you do uh stop off in a little village and let them uh go in and buy their own lunch and sleepy little village shock so sort of wreck the place and clean it out um and you know from a
• 55:30 - 56:00 from an academic point of view that's trivial but from a practical point of view you it could blow the reputation of the center out of the water um the media are always um biased towards negative stories of the um the clients participants members um some of the youth centers were bypassing this by putting their success stories directly on YouTube um accommodation is the kind of exceptional
• 56:00 - 56:30 activity of modifying or adding branches to the framework itself um and as I said Outreach was a completely new thing which I hadn't thought of from my earlier experience so I then added that onto um onto five eyes and another one which I'm slightly anxious it might end up being a new eye but at least it begins with initiation and exit how youngsters are actually identified and and drawn into an organization or
• 56:30 - 57:00 referred onto it so with in just this two days 10 centers picked up about 129 separate items at all these different levels um there's a vast amount of knowledge you know probably still to capture uh waiting to be sort of collected scrutinized refined assembled shared um and these thematic focus groups worked um work really well um and the people enjoyed it they were very
• 57:00 - 57:30 enthusiastic um that could be kind of done on a systematic basis um and um Jess you're talking about this uh practitioner a practitioner Forum weren't you well um you know that would be another way of doing it and you could use all the five eyes stuff as headings readymade heading for people to sort of talk about particular themes you know this is where you go if you want to learn about insurance uh this is where you go if you want to learn about not smashing up Village
• 57:30 - 58:00 Shops um OB you know you don't do that sort of thing over here um after Action reviews is another technique um that the UK National Health Service is doing and the US Army does which maybe isn't good advert um a meeting after some project or after some case workor to review good and bad aspects um external facilitators quite important I didn't know very much at all about um
• 58:00 - 58:30 what was going on in youth centers when I started but after about the third of the sessions I was able to kind of reflect back to the practitioners um and um I identified what was newsworthy and what was sort of Fairly widely known so somebody that was sort of experienced and trained up in knowledge capture as as well as the field would actually do it much more effectively so that's it and that's where you can find the stuff and you know do collaborate if you want to I'm
• 58:30 - 59:00 I'm free and eager to do that thank you [Applause]