Social and Developmental Prevention

Code:

MCO102

Acronym:

PSD

Keywords
Classification	Keyword
OFICIAL	Criminology

Instance: 2021/2022 - 2S (since 07-02-2022 to 20-05-2022)

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	21	Plano Oficial do ano letivo 2017	1	-	3	-

Teaching language

Suitable for English-speaking students

Objectives

This course aims: 1) Understand the phenomenon of juvenile delinquency in the different dimensions of assessment and intervention; 2) 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; 3) to develop the knowledge and basic practical skills to conceive and implement a developmental intervention according to the principles of scientific risk-focused prevention; 4) to develop a critical perspective about the transfer of knowledge to improve policies and practices in delinquency intervention.

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 and strategies.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Not applicable.

Program

I- PREVENTION OF JUVENILE DELINQUENCY
Definition issues. Characteristics and principles of efective prevention programs. Strategies associated with the implementation of efective preventive programs.

II- TRAINING OF MORAL REASONING
Kohlberg's Theory of Moral Reasoning (1981). Juvenile delinquency and moral reasoning. The model of Goldstein et al. (1988). Antisocial beliefs and delinquency. Cognitive distortions and moral development. Programs of intervention in juvenile delinquency based on training in moral reasoning. Examples of interventions and programs.

III-EMOTIONAL REGULATION STRATEGIES
Definition. Problems related to emotional regulation and control of anger. Information processing in the aggressive child. Assumptions of programs for emotional regulation and anger management. Self-control and emotional regulation skills. Examples of interventions and programs.

IV- FAMILY INTERVENTIONS IN JUVENILE DELINQUENCY
The relationship family and delinquency. Family intervention programs.Effectiveness of family interventions.

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.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Teste	100,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	57,00
Frequência das aulas	24,00
Total:	81,00

Eligibility for exams

The attendance to classes is not mandatory.

Calculation formula of final grade

The final mark (in a 0 to 20 points rating scale) is obtained through the classification in the test.

Examinations or Special Assignments

Do not exist.

Internship work/project

Do not exist.

Special assessment (TE, DA, ...)

In accordance with the evaluation rules.

Classification improvement

There is the possibility of a second test.

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.

Negreiros, J. (2008). Delinquências juvenis: Trajetórias, intervenção e prevenção. Porto: LivPsi.

Negreiros, J. (2013). Intervenção na delinquência juvenil: Perspetivas psicoforenses. Curitiba. Editora CRV.

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.