|Crime, Development and Community Safety||817CDSC|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|Students are expected at the end of the semester:|
a) have knowledge about the origin and characteristics of the paradigm of community-based crime prevention and relate it with the model of community police.
b) Be able to analyze critically programs of community-based crime prevention.
c) Build community safety programs applied to specific issues.
d) Communicate in oral and written form the knowledge acquired and their applications.
e) Know illustrate the relationship between development and criminality.
|Unit 1: Introduction to Community Safety. (2 ECTS)|
Background to the concept of community safety. Public order and citizen safety. The complexity and transversality of security problems. The subjective sense of security: violent crimes, minor crimes and the uncivil behaviour. Typical urban problems and citizen participation. The paradigm of prevention and the role of the community.
Unit 2: Community policing model and crime prevention. (2 ECTS)
Proactive policing model vs. reactive policing model. Community police model. Principles and goals of community policing. International experiences of community policing. Crime prevention programs based on the paradigm of community safety.
Unit 3: Socioeconomic development and crime. (2 ECTS)
First lights about the relation between economic development and crime: The cartographic school. Economic growth and criminal opportunities. Economic growth and safety.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|This Unit aims students to differentiate the paradigm of community safety of other security paradigms and understand their advantages and limitations in crime prevention, and to analyze the relationship between economic growth and crime. The contents focus on community safety features that differentiate it from other security models. The contents also include the analysis of community safety programs from a critical perspective that allows students to understand the inherent difficulties of community-based crime prevention.|
|Teaching Methodologies (Including Evaluation):|
|The teaching methodologies focus on theoretical exposure of content relating to different paradigms of safety, critical analysis of texts and community safety programs and the development of a community safety program proposal that attempts to overcome the limitations of existing ones.|
Evaluation: two written tests (80%); participation (20%)
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Once this unit intended that students know the bases of the community security paradigm and its limitations on crime prevention, teaching methodology focuses especially on critical analysis of reports and programs and in the preparation and oral and writing communication of a proposal for a program in which students can demonstrate their understanding of the bases of this type of programs.|
|A docente fornecerá material suplementar (artigos científicos em inglês e português) e relatórios institucionais.|
Bento, A. (2017). O programa Escola Segura: prevenção, proximidade e comunidade. Etnográfica, 21 (2), pp.319-339.
Biondi, K. (2017). Políticas prisioneiras e gestão penitenciária: incitações, variações e efeitos. Etnográfica, 21 (3), 555-567.
Ferreira, E. (2019). European social models and "criminal" models: an exploratory approach. Sociologia, Problemas e Práticas, 90, pp. 31-53. https://doi.org/10.7458/SPP20199011654
Ferreira, E. (2011). Privação económica e criminalidade: o caso português (1993-2009. Sociologia, Problemas e Práticas, 67, pp. 107-125.
Machado, C. (2004). Crime e insegurança: discursos do medo, imagens do “outro”. Lisboa: Ed. Notícias.
Tilley, N. & Sidebottom, A. (2017). Handbook of crime prevention and community safety. New York : Routledge. BFP 343.9/HAN/96543
|Lecturer (* Responsible):|
|Lígia Afonso (firstname.lastname@example.org)|