|Crime: Prevention and Social Reintegration||780CPRS|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|1) To analyze the prevention and intervention of crime processes, allowing reflection on the development and planning of programs.|
2) To develop the capacity to identify effective prevention and intervention strategies, from a professional approach
3) To develop the ability to select and interpret relevant information to formulate solutions to complex situations, grounding them from the social, scientific and ethical point.
4) To develop the ability to communicate information, ideas, problems and solutions to specialists and lay people
5) To develop skills that allow students to learn throughout their lives, in a fundamentally self-oriented or autonomous way, especially focused on prevention and intervention in crime.
|Preventing crime. Assessing crime prevention needs. Local crime prevention strategies. Sustainability of crime prevention strategies and programmes. Crime and social reintegration of offenders. Desistance from crime and the prevention of recidivism. Implementing successful reintegration programmes. Reintegration programmes in prisons. Offender assessments. Pre-release programmes. Post-release reintegration and aftercare programme. Reintegration programmes for child offenders. Reintegration programmes for specific groups of offenders|
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|This course's contents were selected based on their empirical validity, applicability and relevance to the field. The inclusion of diverse approaches provides students with a comprehensive perspective of the actual scope of this field. Hence, the course contents provide students with a solid, comprehensive, up to date and empirically valid basis to build their knowledge on, encouraging further research as well as the application of the presented theoretical models.|
|Teaching Methodologies (Including Evaluation):|
|The teaching methods are theoretical-practical classes, including (1) explanation and debate of relevant theoretical concepts; (2) demonstration of the practical application of those concepts; and (3) guidance of autonomous study by the students, consulting the recommended references.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|The exposure of procedures and strategies is critical to students' understanding. The explanation is accompanied by examples of practical applications of theoretical procedures, and students are requested to provide further examples. These methods stimulate the development of an integrative, pragmatic and analytical approach to the presented theoretical models, as well as a general investigative, critically reflective and knowledge-seeking attitude.|
|Bandeira, A., et al. (2007). Projectos de inovação comunitária (…). Lisboa: Fund. AgaKhan. |
Palminha, F. M. e Marques, M. J. (2007). Roteiro de Acompanhamento e Avaliação de Projectos de Intervenção Comunitária. Lisboa: Fund. AgaKhan.
UNODC (2012).Intr. Handbook on the Prevention of Recidivism and the Social Reintegration of Offenders. Viena: United Nations.
UNODC (2010).Ferramenta de avaliação de prevenção ao crime. Viena: United Nations.
Grossi, L. M.(2017). Sexual offenders, violent offenders, and community reentry: Challenges and treatment considerations. Aggression and Violent Behavior, 34,59-67
Farrington, D. P., et al.(2017). Systematic reviews of the effectiveness of developmental prevention programs in reducing delinquency, aggression, and bullying. Systematic Reviews In Criminology. Aggression and Violent Behavior, 33, 91-106.