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- All Subjects: Crime prevention
- All Subjects: Social Research
- Genre: Academic theses
- Member of: Theses and Dissertations
- Status: Published
Description
Knowing that disorder is related to crime, it has become essential for criminologists to understand how and why certain individuals perceive disorder. Using data from the Perceptions of Neighborhood Disorder and Interpersonal Conflict Project, this study uses a fixed photograph of a neighborhood, to assess whether individuals "see" disorder cues. A final sample size of n=815 respondents were asked to indicate if they saw particular disorder cues in the photograph. The results show that certain personal characteristics do predict whether an individual sees disorder. Because of the experimental design, results are a product of the individual's personal characteristics, not of the respondent's neighborhood. These findings suggest that the perception of disorder is not as clear cut as once thought. Future research should explore what about these personal characteristics foster the perception of disorder when it is not present, as well as, how to fight disorder in neighborhoods when perception plays such a substantial role.
ContributorsScott, Christopher (Author) / Wallace, Danielle (Thesis advisor) / Katz, Charles (Committee member) / Ready, Justin (Committee member) / Arizona State University (Publisher)
Created2013
Description
Problem-oriented policing (POP) dynamically addresses unique community issues in a way that allows police departments to be cost-effective and efficient. POP draws upon routine activities and rational choice theories, at times incorporating elements of crime prevention through environmental design. A recent systematic review found POP to be hugely popular, but not rigorously assessed or implemented. In 2009, the Glendale, Arizona Police Department and researchers from Arizona State University received funding through the Bureau of Justice Assistance’s (BJA) Smart Policing Initiative (SPI) to target crime at convenience stores through a problem-oriented policing approach. The Glendale SPI team devised an approach that mirrored the ideals put forth by Goldstein (1990), and provided a thorough undertaking of the SARA model. A comprehensive response plan was developed with several proposed responses, including: intervention with Circle K leadership, suppression, and prevention at the six highest-activity stores. Despite a thorough POP implementation, the initial descriptive evaluation of the Glendale SPI reported positive effects on crime, but left questions about the intervention’s long-term impact on convenience store crime in Glendale, Arizona. The policy and theoretical influence of the initiative warrants a more rigorous evaluation. Supplanting the original assessment, a difference in difference model, negative binomial regression, and relative effect size are calculated to ascertain the SPI’s long-term effects on target and comparison stores. Phi and weighted displacement quotient are calculated to determine the existence of displacement of crime or diffusion of benefits. Overall, results indicate support for the project’s effectiveness on crime reduction. Further, none of the six intervention stores experienced crime displacement. Five of the six stores, however, experienced a diffusion of benefits in the surrounding 500-yard area; that is, a crime reduction was observed at the intervention stores and in the surrounding areas of five of these stores. Disorder and property crimes at the targeted stores were most affected by the intervention. One of the intervention stores did experience an increase in violent crime, however. Future studies should strengthen the methodological design when evaluating POP projects and seek to flesh out more precisely the crime control effects of unique problem-oriented strategies.
ContributorsDario, Lisa M (Author) / White, Michael D. (Thesis advisor) / Spohn, Cassia C. (Committee member) / Sweeten, Gary (Committee member) / Arizona State University (Publisher)
Created2016
Description
The relationship between stress and policing has long been established in literature. What is less clear, however, is what departments are doing to help officers deal with the stress that comes with the job. Looking at a small Southwestern police agency and using a modified version of Speilberger’s (1981) Police Stress Survey, the present study sought to examine stressors inherent to policing, as well as to identify departmental services that may be in place to help officers alleviate those stressors and whether or not police officers would choose to take part in the services that may be offered. The findings suggest that a shift in stress in policing is occurring with operational stressors being reported at higher levels than organizational stressors, contrary to previous research.
ContributorsPadilla, Kathleen (Author) / White, Michael (Thesis advisor) / Telep, Cody (Committee member) / Sweeten, Gary (Committee member) / Arizona State University (Publisher)
Created2016
Description
The presence of police officers is not an assurance of safety for everyone. Yet,
modern concerns for school safety suggest there is a need for more police officers in
schools. Over the last 70 years of School Resource Officer (SRO) programs, the variations
of SRO program implementation and the expectation of roles and responsibilities has
produced conflicting research on benefits or harms of police in the school environment.
The purpose of police in schools has shuffled from relationship-building ambassadors for
the community, to educators on crime prevention and drug use, to law enforcement
officers for punitive juvenile sanctions, to counselors and role models for legal
socialization, and other roles for emergency management and crisis response. Plans to
place more officers in schools for purposes of “school safety” requires an examination of
the SROs’ roles within the school, their interactions with students, and how these roles
and interactions contribute to safety. This study explores the roles of SROs to
understand the variations of roles within a program and understand factors influencing
the roles of SROs (e.g., school climate, initiation by others). To evaluate these roles and
potential influences, cluster analysis and multinomial regression models were developed
from one year of SRO-student interaction data (n=12, 466) collected daily from the
Richland County (SC) Sheriff’s Department SRO Division located in South Carolina.
These interactions were defined by the framework of counseling, educating, and law
enforcing roles. Results indicate the variations of roles performed are largely influenced
by the school type (e.g., elementary), SRO perceptions (e.g., counselor), and the
engagement of SROs by school officials for specific roles.
modern concerns for school safety suggest there is a need for more police officers in
schools. Over the last 70 years of School Resource Officer (SRO) programs, the variations
of SRO program implementation and the expectation of roles and responsibilities has
produced conflicting research on benefits or harms of police in the school environment.
The purpose of police in schools has shuffled from relationship-building ambassadors for
the community, to educators on crime prevention and drug use, to law enforcement
officers for punitive juvenile sanctions, to counselors and role models for legal
socialization, and other roles for emergency management and crisis response. Plans to
place more officers in schools for purposes of “school safety” requires an examination of
the SROs’ roles within the school, their interactions with students, and how these roles
and interactions contribute to safety. This study explores the roles of SROs to
understand the variations of roles within a program and understand factors influencing
the roles of SROs (e.g., school climate, initiation by others). To evaluate these roles and
potential influences, cluster analysis and multinomial regression models were developed
from one year of SRO-student interaction data (n=12, 466) collected daily from the
Richland County (SC) Sheriff’s Department SRO Division located in South Carolina.
These interactions were defined by the framework of counseling, educating, and law
enforcing roles. Results indicate the variations of roles performed are largely influenced
by the school type (e.g., elementary), SRO perceptions (e.g., counselor), and the
engagement of SROs by school officials for specific roles.
ContributorsHerbert, Jessica L. (Author) / Sweeten, Gary (Thesis advisor) / Decker, Scott (Committee member) / Scott, Michael (Committee member) / Arizona State University (Publisher)
Created2019