Intervention Models in Criminology I

Code:

C302

Acronym:

MIC I

Keywords
Classification	Keyword
OFICIAL	Criminology

Instance: 2016/2017 - 1S (since 19-09-2016 to 16-12-2016)

Active?	Yes
Course/CS Responsible:	Criminology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
C	59	Oficial Study Plan LC	3	-	6	-

Teaching language

Portuguese

Objectives

- Consolidate and deepen the knowledge about the different prevention models in antisocial young and adults, already introduced in other subjects.
-Focus critically on the evolution of rationality of prevention models in antissocial behaviours within criminal policies and philosophies. 
- To know early prevention models of antisocialbehavior   in children, youth, family and community.
- To know programs and techniques of prevention more used in different contexts and specific populations and know the results of the performed evaluation studies.

Learning outcomes and competences

- Knowledge of theoretical rational underlying the different intervention models;
- Knowledge of strategies and methodologies for prevention;
- Acquire skills to apply models and strategies to young with antisocial behaviours, depending on the evaluation and effectiveness demonstrated by empirical evidence.

 

Working method

Presencial

Program

1. Introduction to Evaluation of Intervention Programs
- Design of programs.
- Evaluation Program


2. Theoretical frames and levels of prevention
- Developmental Prevention / early prevention focused on risk
- Risk factors and protective factors of antisocial behavior
- Behavioral and cognitive-behavioral models

3. Conceptualization and implementation of prevention programs on antisocial behavior
- Principles, strategies and practices of prevention of antisocial behavior programs
- Prevention programs:
a. Individual level: pre-school intellectual enrichment programs and social skills training
b. Family level: parental education programs and  parenting skills
training
c. Environmental level: activities with peers and school intervention programs

4.Prevention in specific contexts and populations:

- Prevention in School: problematic, institutional practices (formal and informal) and intervention models;
- Prevention in Community: concept of community, community contexts of risk and intervention models

Mandatory literature

McGuire James 340; What works. ISBN: 978-0-471-95686-0
Maguire Mike; The^Oxford handbook of criminology. ISBN: 0-19-876241-0
Farrington David P.; Saving children from a life of crime. ISBN: 978-0-19-530409-1
Welsh Brandon C. 340; The^Oxford handbook of crime prevention. ISBN: 978-0-19-539882-3
Sherman Lawrence W. 340; Evidence-based crime prevention. ISBN: 0-415-40102-X
Tilley Nick 340; Handbook of crime prevention and community safety. ISBN: 978-1-84392-146-2
Welsh Brandon C. 340; Preventing crime. ISBN: 978-0-387-69168-8
World Health Organization ; Evaluation of Psychoactive Substance Use Disorder Treatment: Workbook Series, World Health Organization, 2000
Home Office ; Passport to Evaluation v.2.0, Home Office, 2009
Rigby Ken; Bullying interventions in schools. ISBN: 978-0-86431-957-9

Complementary Bibliography

Hendry Richard; Building and restoring respectful relationships in schools. ISBN: 978-0-415-54427-6
Beane Allan L.; Bullying prevention for schools. ISBN: 978-0-470-40701-1
Hendry Richard; Building and restoring respectful relationships in schools. ISBN: 978-0-415-54427-6
Morrison Brenda; Restoring safe schools communities. ISBN: 978-1-86287-477-0
Swearer Susan M.; Bullying prevention and intervention. ISBN: 978-1-60623-021-3
The National Centre for Restorative Approaches in Youth Settings Transforming Conflict; Restorative approaches in schools

Teaching methods and learning activities

Lectures and practices in which the contents exposed are complemented by the application of the knowledge acquired to the themes presented.
Small group work will be privileged so as to analyse and discuss the subject matters through documentary source research prepared by the student and role-playing techniques.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Designation	Weight (%)
Exame	80,00
Trabalho escrito	20,00
Total:	100,00

Eligibility for exams

 

Calculation formula of final grade

Distributed evaluation will have a weighting of 20% of the final grade. The final examination will have a weighting of 80%.

Special assessment (TE, DA, ...)

In accordance with applicable regulations

Classification improvement

The grade improvement is realized by written exam, applying the same formula of distributed evaluation.

Observations

Farrington, D. (2002). Developmental Criminology and Risk Focused Prevention. In Maguire, M., Morgan, R., & Reiner, R. (Eds.), The Oxford Handbook of Criminology, 3rd Edition (pp. 657 – 701). Oxford: Oxford University Press.

Farrington, D., & Welsh, B. (2007). Saving Children from a Life of Crime: Early Risk Factors and Effective Interventions. New York: Oxford University Press- 

Farrington, D., Loeber, R., & Ttofi, M. (2012). Risk and Protective Factors for Offending. In Welsh, B., & Farrington, D. (Eds.), The Oxford Handbook of Crime Prevention (pp. 46 – 69). New York: Oxford University Press.

Lösel, F., & Bender, D. (2012). Child Social Skills Training in the Prevention of Antisocial Development and Crime. In Welsh, B., & Farrington, D. (Eds.), The Oxford Handbook of Crime Prevention (pp. 102 – 129). New York: Oxford University Press.

SALMIVALLI, Christina. Participant role approach to school bullying: implications for interventions. Journal of Adolescence, 1999, 22, pp. 453-459.

SUTTON, J., P. K. Smith & J. Swettenham. Social cognition and bullying: Social inadequacy or skilled manipulation?. British Journal of Developmental Psychology, 1999, 17, pp. 435-450.

CARVALHOSA, Susana Fonseca de, Luísa Lima e Maragarida Gaspar de Matos. Bullying – A provocação/vitimação entre pares no contexto escolar português. Análise Psicológica, 2002, 4 (XX), pp. 571-585.

ROUDIL, Nadine. Ordre et désordre au collège. Intégration adolescente et normes scolaires. International Journal on Violence and Schools, 2006, n. º 2, dezembro, pp. 50-72.

OSHER, David, George G. Bear, Jeffrey R. Sprague & Walter Doyle. How can we improve school discipline?. Educational Researcher, 2010, 39 (1), pp. 48-58.

SEBASTIÃO, João. Violência na escola, processos de socialização e formas de regulação. Sociologia, Problemas e Práticas, 2013, 71, pp. 23-37.