This module is a resource for lecturers  


Possible class structure


A recommended lesson plan is provided here. The lesson plan provides indicative timing for the individual lesson elements. Predicting the time it will take to move through content and exercises is difficult and will depend on the size of the student group, the level of students (undergraduate or postgraduate), the capacity of the students, the familiarity with the topic area, the pre-reading completed prior to attending the class and myriad issues associated with the local learning context. Consequently, it is recommended that time be invested in preparing for the lesson by working through the content and the exercises. The Further resources section also provides useful references and links, including regional crime prevention bodies.

Note that the exercises have been numbered to reflect the session that they relate to (i.e. 1, 2, 3, etc.) and the number of the exercise which runs sequentially (i.e. 1.1, 1.2, 2.3, 3.4 etc.).





Welcome and introductions

5 min

1 and 2

Icebreakers if time permits.


10 min

3 and 4

1.1  Discussing the definition

1.2  Deciding what is crime prevention


10 min

5 and 6

2.3  Defining key terms

Typologies / models

85 min


3.4  Public health typology

3.5  Tonry and Farrington typology

3.6  Risk factors

3.7  Challenges of developmental prevention

3.8  Programmes to build collective efficacy

3.9  Challenges of delivering community prevention

3.10  25 opportunity-reduction techniques

3.11  Action research methodology

3.12  Displacement and diffusion of benefits

3.13  Policing for prevention

3.14  Prisons

Crime problem-solving techniques

30 min


4.15  Crime problem-solving video

4.16  Crime problem

What works

20 min


5.17  Campbell Collaboration

5.18  EMMIE

Summary and conclusion

10 min


6.19  Video and questions

Next: Core reading
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