Measures

Measures

This page is a placeholder for measures that need to be inserted in other pages

I. Target hardening. This situational crime prevention approach involves the use of devices or materials designed to obstruct the vandal by physical barriers: 1. Toughened glass (acrylic, polycarbon, etc.) 2. Latticework or screens to cover windows 3. Fire-retardant paint 4. High-impact plastic or steel fixtures 5. Hardened rubber or plastic swing seats 6. Concrete or steel picnic tables, benches, bleachers 7. Trash receptacles bolted to concrete bases 8. Rough-play-tolerant adventure playgrounds 9. Original planting of large-diameter trees 10. Slashproof transit vehicle seats 11. Steel-framed bus seats 12. Antigraffiti repellent spray on bus seats 13. Tamperproof sign hardware and fasteners 14. Door anchor hinges with nonremovable pins

II. Access control. This approach involves architectural features, mechanical and electronic devices, and related means for maintaining prerogatives over the ability to gain entry: 15. Key control systems 16. Locked gates, doors, windows 17. Electromagnetic doors unopenable from outside 18. Deadbolt and vertical-bolt locks 19. Metal door/window shutters 20. Protective grills over roof access openings 21. Fenced yards 22. Vertical metal or small-mesh (unclimbable) fencing 23. Reduced number of building entrances 24. Unclimbable trees/bushes planted next to building 25. Prickly bushes planted next to site to be protected 26. Sloped windowsills 27. Elimination of crank and gear window mechanisms 28. Steeply angled roofs with parapets and ridges 29. Use of guard dogs 30. Use of student photo identification 31. Partitioning off of selected areas during "downtime" hours 32. High curbs along areas to be protected

III. Deflecting offenders. This is the channeling of potentially criminal or aggressive behavior in more prosocial directions by means of architectural, equipment, and related alterations: 33. Graffiti boards, mural programs 34. Schools/studios to give graffiti writers exposure and recognition 35. Interesting wallpaper, daily newspaper, chalkboard on bathroom wall 36. Litter bins 37. Wash fountains and towel dispensers in school hallways 38. Steering of pathway circulation: • Paving the shortest walk between connecting points • Avoiding sharp changes in direction • Paving natural shortcuts after demonstrated use • Installing or landscaping traffic barriers (e.g., benches, bushes) 39. "Next step" posters on broken equipment

IV. Controlling facilitators. This is the alteration of the means to criminal or aggressive behavior by making such means less available, less accessible, or less potentially injurious: 40. Control over sales of spray paint and indelible markers 41. Removal of debris from construction/demolition sites 42. Removal of waste paper, rubbish, and other combustibles 43. Use of tamperproof screws 44. Placement of permanent signs, building names, and decorative hardware out of reach from ground 45. Placement of school thermostats, fire alarms, and light switches far from "hang-out" areas

V. Exit-entry screening. Instead of seeking to exclude potential perpetrators (as in access control), this set of tactics seeks to increase the likelihood of detecting persons who are not in conformity with entry requirements (entry screening) or detecting the attempted removal of objects that should not be removed from protected areas (exit screening): 46. Closed-circuit TV 47. Metal detectors 48. Vibration detectors 49. Motion detectors 50. Perimeter alarm system 51. Library book tags

VI. Formal surveillance. This is surveillance by police, guards, monitors, citizen groups, or other paid or volunteer security personnel: 52. Police, citizen, senior citizen, tenant, parent patrols 53. Neighborhood Watch, School Watch, Block Watch, Rail/Bus Watch groups 54. Provision of on-site living quarters for citizens or security personnel (e.g., "school sitters," "campground hosts") 55. Informant hotlines (e.g., "rat-on-a-rat program," "secret witness program") 56. Crime Solvers Anonymous reward program 57. Mechanical, ultrasonic, infrared, electronic intruder alarm systems 58. Automatic fire detection systems 59. After-hours use of school public address system for monitoring

VII. Natural surveillance. This is surveillance provided by employees, home owners, pedestrians, and others going about their regular daily activities: 60. Community after-school use 61. Reduced teacher-student ratio 62. Increased number of employees (e.g., playground supervisors, bus conductors, teachers) 63. Round-the-clock custodial staffing 64. Live-in custodian/caretaker 65. Distribution of faculty/staff offices throughout the school 66. Assignment of additional faculty/staff members to hall, cafeteria duty 67. "Youth vacation vigil" student surveillance program 68. Use of bus/train employees to report vandalism on their routes 69. Improved exterior and interior lighting 70. Low trimming of shrubbery and plants

VIII. Target removal. This is the physical removal or enhanced inaccessibility of potential vandalism targets: 71. Use of graffiti dissuaders • Teflon, plastic laminate, fiberglass, or melamine covering • Rock cement, slanted siding, or deeply grooved surfaces • "Paint-outs" or use of contrasting colors in patterned surfaces • Fast-growing wall vines or shrubbery, or construction of wall barriers 72. Removal of pay phones from high-loitering areas 73. Removal of corner bus seats, hidden from driver's view 74. Removal of outside plant bulbs 75. Windowless school or other buildings 76. Omission of ground-level windows 77. Concealed school door closers 78. Concealed pipework 79. Fittings moved out of reach (e.g., from wall to ceiling) 80. Signs/fixtures made flush with wall or ceiling 81. Key-controlled light fixtures in public areas 82. Removal of (or no replanting of) easily damaged trees/bushes IX. Identifying property. This is the physical identification marking of potential vandalism targets: 83. Property marking with school district identification 84. Property marking with business logo 85. Property marking with identification seals 86. Property marking with organization stencil 87. Property marking with individual's Social Security number

X. Removing inducements. This is the physical alteration of potential vandalism targets: 88. Rapid repair of damaged property 89. Rapid removal of graffiti 90. Use of small windowpanes 91. Elimination of school washroom and toilet stall doors 92. Elimination of bars over toilet stall doorways 93. School restroom thermostats kept at 62°F 94. Removal of gates and fences 95. Repainting of playground equipment in bright colors 96. Beautification programs (e.g., landscaping, painting, maintenance)

XL Rule setting. This is the making of explicit prior statements about acceptable and unacceptable behaviors, as well as about penalties for noncompliance: 97. Model "hate crime" bill 98. Antivandalism laws 99. Building design specifications 100. Building security codes 101. Parental liability statutes 102. Prohibition of sale of spray paint and indelible markers 103. Codes of rights and responsibilities 104. School rules of student conduct 105. Rigorous, irregular, no-warning fire drills

XII. Education. These are direct efforts to dissuade potential and actual vandals by informing them about vandalism costs, consequences, and alternatives: 106. Vandalism education programs 107. Arson education programs 108. Vandalism awareness walks 109. Vandalism case study classroom discussions 110. Classroom brainstorming on vandalism reduction 112. Year-round education 113. Student orientation handbook and meetings 114. Multicultural sensitivity training 115. Antivandalism lectures by older students to younger ones 116. Antivandalism films 117. Antivandalism games 118. Antivandalism slide or tape program 119. Antivandalism brochures 120. "Ride with pride" antivandalism transit program

XIII. Publicity. These are indirect efforts to inform potential and actual vandals, as well as the general public, about vandalism costs, consequences, and alternatives: 121. Antivandalism advertising 122. Antivandalism news releases 123. Milk carton/grocery bag antivandalism messages 124. Antivandalism decals on mass transit vehicles 125. Antivandalism slogan contests 126. "Sign amnesty" day (a day of no fines or other penalties for those who return stolen signs) 127. "Help the playground" campaigns 128. Antivandalism buttons, T-shirts, rulers, bookmarks, posters

XIV. Punishment. These are negative experiences directed to perpetrators consequent to their vandaiistic behavior: 129. Suspension from school 130. Monetary fines 131. Restitution 132. Student vandalism account 133. Group billing for residence hall damage

XV. Counseling. These are remedial experiences directed to perpetrators consequent to their vandaiistic behavior: 134. Student counseling programs 135. Conflict negotiation skills training 136. Moral reasoning training 137. Interpersonal skills training 138. Aggression replacement training 139. Behavior modification treatment for arson • Stimulus satiation • Contingency management • Assertion training

XVI. Involvement. These are efforts to increase the sense of involvement with and ownership of potential vandalism targets: 140. Encouraging students in residence halls to personalize (paint, furnish) their rooms 141. Permitting students in residence halls to retain same room several semesters 142. Student participation in school decision making 143. School administration collaboration with student organizations 144. School-home collaboration 145. Hiring of unemployed youths as subway vandalism inspectors 146. "Adopt-a-station" antivandalism program

XVII. Organizational climate. These are procedures for enhancing the quality of the potential or actual vandal's social/educational/daily living context: 147. Teacher/staff approval/reward for student prosocial behaviors 148. Teacher respect toward students 149. Teacher/parent modeling of respect for others and for property 150. Regular, visible presence of school principal 151. Involvement of school principal in community activities 152. School curriculum revision 153. Improved student-custodian relationships 154. Improved school-community relationships 155. Reorganization of large schools into schools-within-a-school or house plans

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