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NCJRS Abstract

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NCJ Number: 77163 Add to Shopping cart Find in a Library
Title: Peer Tutor Program
Corporate Author: Portland (OR) Bureau of Police
United States of America
Date Published: Unknown
Page Count: 73
Sponsoring Agency: National Institute of Justice/
Rockville, MD 20849
Portland (OR) Bureau of Police
Portland, OR 97204
US Dept of Justice
Washington, DC 20531
Grant Number: 78-DF-AX-0127
Sale Source: National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America
Document: PDF
Type: Training (Handbook/Manual)
Language: English
Country: United States of America
Annotation: Based on a pilot project sponsored by the Portland police and schools (Oregon), this manual describes a crime prevention program which uses teams of 13-year-old youths to teach fourth and fifth grade students about crime problems.
Abstract: In the Peer Tutor program, the police coordinated an initial 3-week training program which first presents information on crime and prevention techniques and then teaches group management skills. Using lectures, demonstrations, role playing, and audiovisual aides, the Peer Tutors then tell younger children about the risks of being victimized and ways to reduce vulnerability. The importance of reporting all crimes is emphasized. Specific topics covered in five class periods over a week include personal safety considerations in babysitting, assault and sexual confrontations, and property protection. The Portland Peer Tutors have been mentioned in newspapers and television programs and received an award from a community organization. Checklists are provided to guide the development of a peer tutor program. The discussion of essential program components covers police commitment, school cooperation, and presentation methods. Peer tutors must be allowed to handle responsibility and authority and select their training styles from a variety of options. An outline of the tutor training program describes informational materials and other teaching aids, recruitment methods, criteria for participation, and functioning of the tutor team. Scheduling presentations in schools and coordination with teachers are considered. Techniques for developing community support are suggested, including media coverage and expanded police participation. Also, scripts for peer tutor teams are provided for the following topics: home security and property crimes, drugs, school behavior problems, community resources, and vandalism. A special presentation on shoplifting for grades 7 through 12 is included.
Index Term(s): Community crime prevention programs; Oregon; Schools; Youth development
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