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3. Appraise, criticize and evaluate intelligently the moral
conduct and ethical system, and;
4. Explore and aspire to the time value of life. To behaveethically is to behave in a manner that is consistent with
what is generally considered right or moral. Ethical
behavior is the bedrock of mutual trust.
Philosophical Valuesa. Logic – (Gr . logos, “word,” “speech,” “reason”), science
dealing w/ the principles of valid reasoning & argument.
The study of logic is the effort to determine the
conditions under w/c one is justified in passing fromgiven statements, called premises, to a conclusion that
is claimed to follow from them. Logical validity is a
relationship bet. the premises & the conclusion such that
if the premises are true then the conclusion is true.
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b. Ethics - (Greek ethika, from ethos, “character,”
“custom”), principles or standards of human conduct,
sometimes called morals (Latin mores, “customs”), and, by extension, the study of such principles,
sometimes called moral philosophy.
c. Epistemology - is concerned w/ the definition of
knowledge and related concepts, the sources andcriteria of knowledge, the kinds of knowledge
possible and the degree to which each is certain, &
the exact relation bet. the one who knows & the
object. Epistemology (Greek episteme, “knowledge”;
logos, “theory”), branch of philosophy that addresses
the philosophical problems surrounding the theory of
knowledge.
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NATURE OF CRIMES THE YOUTHFUL OFFENDERS COMMITTED
1999-2005
Rape 2,059
Acts of Lasciviousness 526
Physical Injuries 2,035
Murder 323
Theft 13,832
Robbery 2,247
Use of Prohibited Drugs 938
Grave Threats 47
Malicious Mischief 317
Illegal Possession of Firearms 124Illegal Gambling 188
Other Related Crimes 2,165
Illegal Use of Rugby 4,492
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Sometimes principles are chosen whose ultimate
value is not determined, in the belief that such a
determination is impossible. Such ethical philosophy
usually equates satisfaction in life with prudence,pleasure, or power , but it is basically derived from belief in
the ethical doctrine of natural human fulfillment as the
ultimate good.
A person lacking motivation to exercise preferencemay be resigned to accepting all customs and therefore
may develop a philosophy of prudence. He or she then
lives in conformity with the moral conduct of the period
and society.
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Increase in youth victimization
Majority of victims of youth violence are
other youth
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CAUSES OF DELINQUENCY
Social causes
Institutional causes
Physical urban environment
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TYPES OF CRIME PREVENTION
Situational Crime Prevention changing an environment that
favors crime (e.g. lighting dimly lit places, prohibition of the
carrying of weapons, consumption of liquor)
Social Crime Prevention covers the whole range of social
programs that target groups at risks, ex-prisoners, certainforms of crimes (e.g. school violence)
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BASIC PRINCIPLES OF CRIME PREVENTION
1. Government leadership
2. Inclusion of social and economic policies and programs
3. Cooperation/partnership
4. Resource adequacy for structures and activities
5. Basis found in broad, multidisciplinary foundations of
knowledge of crime problems, causes and proven practices
6. Respect of the rule of law and those of human rights
7. Link between national crime prevention diagnosis/strategies
and local criminal problems
8. Due regard given to the different needs of men and women and
other vulnerable members of society
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CRIME PREVENTION INVOLVES
COMMUNITY-BASED ACTION
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NATURE OF COMMUNITY CRIME PREVENTION
Distinguish between action “for the community”, action“through the community” and action “with the
community
- Ekblom and Peace, 1995
Distinguish between communities, families, schools,
labor markets, places, the police and the criminal
justice system
-Sherman et al, 1997
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NATURE OF COMMUNITY CRIME PREVENTION
Distinguish between narrower and more clearly focused
crime prevention programs, namely: coordinated
community programs, school programs, police
programs, guidance programs, and boys’/girls’ clubsand recreational programs
- Teeters, 1995
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COMMUNITY-BASED ACTION
- refers to structured organizations
(sometimes professional) set up incommunities, with a specific
mandate to organize crime
prevention
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INTEGRATED
PROGRAM TO
REDUCE CRIME
and
VICTIMIZATIONIN SCHOOLS
AND IN
COMMUNITIES
YOUTH DYNAMISM
TALENTS
SKILLSENERGIES
Harnessed
Organized
Mobilized
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SCHOOLS transm it
SOCIAL values
“CONNECTEDNESS”
EDUCATION
LIFE SKILLS
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WHAT SCHOOLS CAN/SHOULD DO
Make crime prevention a school philosophy andpractice
Start with a school security/safety appraisal
or survey (e.g. past problems and actions
taken for prevention, perceived dangers)
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WHAT SCHOOLS CAN/SHOULD DO
Make crime prevention a school philosophy andpractice
Develop a security/safety plan
Incorporate modules or lessons on crime
prevention in the curriculum
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INSTRUCTIONAL TOPICS ON CRIME PREVENTION
Nature and dynamics of crime
Criminal Justice System
Nature of crime prevention
Role of the family, citizenry, students and community
in crime prevention and criminal justice
Observation and description for crime watching and
reporting
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INSTRUCTIONAL TOPICS ON CRIME PREVENTION
Doctrines of citizen’s arrest, self -defense anddefense of a stranger
Violence prevention and responsible conduct
Responsible citizenship
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