Social and Developmental Prevention

Code:

MCO102

Acronym:

PSD

Keywords
Classification	Keyword
OFICIAL	Criminology

Instance: 2017/2018 - 2S

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
MC	12	Plano Oficial do ano letivo 2017	1	-	3	-

Teaching language

Suitable for English-speaking students

Objectives

This course aims: i) to provide a comprehensive approach of the most relevant developments
in the field of social and developmental prevention of delinquency and antisocial behavior at
international level; ii) to develop the knowledge and basic practical skills to conceive and
implement a developmental intervention according to the principles of scientific risk-focused
prevention; iii) to develop a critical perspective about the transfer of knowledge to improve
policies and practices

Learning outcomes and competences

At the conclusion of this course the students should be able to:
- Describe the most relevant perspectives on social and developmental prevention, based on
the theoretical, empirical and evaluative research.
-. Describe the rationale for developing developmental interventions and programs aimed at
the prevention of antisocial and delinquent behavior.
- Describe the major models of developmental programs in terms of rationale, objectives,
design, activities and techniques.
- Develop a comprehensive developmental prevention plan.

Working method

Presencial

Program

I- Introduction to the field of social and developmental prevention
a) The concepts of prevention, social prevention and developmental prevention
b) The contributions of developmental and life-course criminology: developmental patterns of
delinquent and antisocial behavior in childhood and adolescence; risk and protective factors;
life events.
II- Social and developmental prevention: interventions and programs
1.General approach: principles, objectives and models; levels of prevention; diagnosis
2- Early prevention of antisocial and delinquent behavior
- Risk and protective factors
- Programs focused on individuals and family
- Programs focused on school, community and social contexts
3- Developmental prevention in adolescence: programs and contexts.
III- Crime prevention and public policies

Mandatory literature

Welsh Brandon C. 340; The^Oxford handbook of crime prevention. ISBN: 978-0-19-539882-3
Tremblay Richard E. 340; Development and prevention of behaviour problems. ISBN: 978-1-84872-007-7
Farrington David P.; Saving children from a life of crime. ISBN: 978-0-19-530409-1
Loeber Rolf 340; From juvenile delinquency to adult crime. ISBN: 978-019-982818-0
France Alan 340; Pathways and crime prevention. ISBN: 978-1-84392-201-8

Teaching methods and learning activities

The classes combine the presentation of the syllabus with the discussion of the most relevant
literature in the field. This analysis will gradually focus on the development by the students of
a preventive intervention plan. The introduction of this component intends to further develop
the integration of the fundamental and applied knowledge providing the opportunity for the
development of relevant skills. The written report of this exercise will constitute the object of
the distributive evaluation.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Designation	Weight (%)
Exame	60,00
Trabalho escrito	40,00
Total:	100,00

Calculation formula of final grade

Nota final= AD*0.40+E*0.60

Observations

Doyle, O., Harmon, C., Heckman, J. & Tremblay, R. (2009). Investing in early human
development: Timing and economic efficiency'. Economics and Human Biology, 7, 1-6.
Farrington, D. (2003). Developmental and life-course criminology: key theoretical and empirical
issues – The 2002 Sutherland award address. Criminology, 41, 221–255.
D. Farrington (Ed.), (2005). Advances in criminological theory, Vol. 14. Integrated developmental
and life-course theories of offending. New Brunswick: NJ: Transaction.
Farrington, D. & Welsh, C. (2007). Saving Children from a Life of Crime: Early Risk Factors and
Effective Interventions. Oxford: Oxford University Press.
Homel, R. & France, A. (Eds.) (2007). Pathways and crime prevention : theory, policy and
practice. Devon:Willan
Loeber, R. & Farrington, D. (Eds.) (2012). From juvenile delinquency to adult crime. Criminal
careers, justice policy and prevention. New York: Oxford University Press.
Moffitt, T, (1993). “Life-course-persistent” and “adolescence-limited” antisocial behaviour: A
developmental taxonomy. Psychological Review, 100, 674−701.
Najman, J.,Aird, R. & Bor, W., O’Callaghan, M., Willians, G. & Shuttlewood, G.(2004). The
generational transmission of socioeconomic inequalities in child cognitive development
and emotional health. Social Science and Medicine, 58, 1147–1158.
Petrill, A., Plomin, R. & Defries, J. (2003). Nature, Nurture, and the Transition to Early
Adolescence. Oxford University Press.
Rutter, M. (2003). Crucial paths from risk indicator to causal mechanism. In B. Lahey, T. Moffitt
& A. Caspi (Eds.), Causes of conduct disorder and juvenile delinquency (pp. 3-26). Guilford
press.
Sampson, R. & Laub, J. (2005). A Life-Course View of the Development of Crime. Annals of the
American Academy of Political and Social Science, 602, 12-45.
Shonkoff, J. & Phillips, D.(2000). From Neurons to neighbourhoods: The Science of Early
Childhood Development. Report of the Committee on Integrating the Science of Early
Childhood Development. Washington DC: National Academy press.
Tremblay, R..,Aken, M. & Koops, W. (2009). Development and prevention of behaviour
problems : from genes to social policy.Hove: Psychology Press,
Tremblay, R. & Hartup, W. (Eds.) (1987). Developmental origins of aggression New York : The
Guilford Press.
Welsh & D. Farrington (Eds.) (2012). The Oxford Handbook of Crime Prevention. Oxford: Oxford
University Press.