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NCJ Number: 210918 Add to Shopping cart Find in a Library
Title: School Vandalism and Break-Ins
Author(s): Kelly Dedel Johnson
Date Published: August 2005
Page Count: 80
Sponsoring Agency: National Institute of Justice/NCJRS
Rockville, MD 20849
Office of Community Oriented Policing Services (COPS)
Washington, DC 20530
Grant Number: 2003CKWX0087
Publication Number: ISBN 1-932582-51-7
Sale Source: National Institute of Justice/NCJRS
Box 6000
Rockville, MD 20849
United States of America

Office of Community Oriented Policing Services (COPS)
US Dept of Justice
Two Constitutional Square
145 N Street, N.E.
Washington, DC 20530
United States of America
Document: Agency Summary|PDF|Text
Agency Summary: http://www.cops.usdoj.gov/RIC/ResourceDetail.aspx?RID=187 
Type: Report (Technical Assistance)
Format: Document (Online)
Language: English
Country: United States of America
Annotation: After profiling the problem of school vandalism and break-ins, this manual provides guidelines for assessing this problem locally and developing effective responses.
Abstract: A discussion of school vandalism and break-ins notes factors that contribute to the problem, including offender characteristics, motivations, times, and targets. Offenders are typically young males acting in small groups under a range of motivations that include theft, stopping school operations, protesting school policies, and the expression of frustration or rage. An assessment of the problem locally should involve an analysis of incidents, targets, offenders, times, community characteristics, and the nature of current responses and their effectiveness. In designing responses based on this analysis, general considerations are to recognize the person-environment interaction, establish a task force, use the media wisely, set priorities, and operate at the district level. Specific responses to the problem are presented under the following categories of actions: changes to the physical environment, offender-focused responses, school management practices, and community-focused responses. The manual also identifies responses to the problem that have shown limited effectiveness. These are control of the sale of vandalism tools, such as age-specific bans on the sale of spray paint or wide-tipped markers that might be used to apply graffiti; and increasing criminal justice and administrative punishment for school vandalism and break-ins. Appended summary of responses to school vandalism and break-ins, 57 references, and 17 annotated recommended readings
Main Term(s): Community policing
Index Term(s): School security; School vandalism; Vandalism causes; Vandalism prevention
Note: Problem-Oriented Guides for Police Problem-Specific Guides Series, No. 35; downloaded August 16, 2005.
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=210918

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