Lecture Notes For Crime Control In America: What Works, 4th Edition

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Online Instructor’s Manual
for
Crime Control in America
What Works?
Fourth Edition
John L. Worrall
University of Texas at Dallas
CLASS NOTES

3
Contents
Introduction……………………………………………………………………………….….5
Sample Syllabus………………………………………………………………………….…..7
Chapter Outlines
Chapter 1 Identifying and Evaluating Crime Control………………………………….…….10
Chapter 2 Crime Control Perspectives………………………………………………………14
Chapter 3 Traditional Policing…………………………………………………………...… 18
Chapter 4 Proactive Policing, Directed Patrol, and Other Advancements………………......22
Chapter 5 Community Involvement in Policing………………………………………...… . 27
Chapter 6 Prosecutors and Crime Control……………………………………………..…... 31
Chapter 7 Crime Control through Legislation……...……………………………………... 35
Chapter 8 Crime Control in the Courts and Beyond.…………………………………........ 39
Chapter 9 Sentencing…………………………………………………………………........ 43
Chapter 10 Probation, Parole, and Intermediate Sanctions.………………………………. 48
Chapter 11 Rehabilitation, Treatment, and Job Training………………………………..… 52
Chapter 12 Individual, Family, and Household Crime Control…………………………... . 56
Chapter 13 Crime Control in the Community and in Schools…………………………….. 59
Chapter 14 Reducing Criminal Opportunities Through Environmental Manipulation…… 63
Chapter 15: Putting it all Together and Explaining Crime Trends…………………...… … 67

5
Introduction
The Instructor’s Manual and Test Item Bank are designed to accompany Crime Control in
America: What Works? by John L. Worrall. The Instructor’s Manual is designed to parallel the
text book in a chapter-by-chapter format. A sample syllabus is constructed and placed at
beginning of the manual. Following the manual, you will find a test item bank to utilize. Each
chapter of the Instructor’s Manual contains:
1. Learning Objectives
This section contains learning objectives for each chapter’s material. These learning outcomes
are to provide the instructor with a basis for assessing student learning. It is to help make the
instructor’s expectations explicit and to set appropriate criteria and high standards for learning
quality.
2. Chapter Outline
The chapter outline provides a chronological list of individual topics in each chapter, including
both major and secondary headings.
3. Key Concepts and Definitions
This section provides key terms and definitions used by the author. A definition and a
corresponding page number for reference to its location in the text are cited.
4. Student Activities
The Instructor’s manual also contains a series of suggested activities for your students. You can
choose to assign these activities as out-of-class assignments, weekly homework, research
projects, or extra-credit. Some of the activities involve Internet projects, while others involve off
campus contacts with criminal justice professionals.
5. Suggested Readings
Additional readings are suggested for students’ interested in learning more about a key chapter
topic.
6. Test Item Bank
Immediately following the Instructor’s Manual is a series of test questions. The test item bank
contains 20 multiple choice, 15 true-or-false, and 10 fill-in the blank questions for each chapter.
Additionally, there are three essay questions and two critical thinking exercises with suggested
answers.

7
Sample Syllabus
Course Syllabus for Students
Course Information
Course Title: CRJ 201
Course Title: Crime Control in America
Section number: 001
Days and Times Course Meets: Monday/Wednesday/Friday, 11:00 a.m. to 11:50 a.m.
Room Location: Assessment Hall, Room 1342
Instructor Information
Instructor Name: Professor Carl Brawner, Professor of Criminal Justice
Phone Number: 531-0000
E-Mail: Carl.Brawner@Eastern.edu
Location of instructor’s office: Room 2824 ICB
Office hours: Tuesday and Thursday, 12:30 p.m. to 2:30 p.m.
Introduction
Crime control in America focuses on the research regarding the effectiveness of various crime
control programs. This course is designed to provide students with a broad analysis of both
historic and contemporary crime control strategies implemented by the police, courts, legislators,
and the correctional system. Studies indicating strengths and weaknesses of each strategy are
examined. Special approaches outside the criminal justice system are reviewed, as well as
juvenile crime issues. The course will offer suggestions as to where more research in this area
might be best directed.
Required Textbook
Worrall, John L. (2015). Crime Control in America: What Works?, 3ed, Pearson Inc.
Course Objectives (Learning Outcomes)
Upon completion of this course, students will be able to:
1. Explain the strategies used by the police, the courts and the correctional system in
various crime control efforts.
2. Describe the dynamic growth of the criminal justice system, and how crime
Prevention became an industry.
3. Distinguish which methods to control crime have been successful and which ones have
failed.
4. Give examples of the evidence presented from scholarly studies regarding the
effectiveness of various crime control policies.

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8
Course Outline
Section One Introduction
Chapter 1: Identifying and Evaluating Crime Control
Chapter 2: Crime Control Perspectives
Section Two Law Enforcement Approaches
Chapter 3: Traditional Policing
Chapter 4: Proactive Policing, Directed Patrol, and Other Advancements
Chapter 5: Community Involvement in Policing
Chapter 6: Prosecutors and Crime Control
Section Three Legislation, Courts, and Corrections
Chapter 7: Crime Control Through Legislation
Chapter 8: Crime Control in the Courts and Beyond
Chapter 9: Sentencing
Chapter 10: Probation, Parole, and Intermediate Sanctions
Chapter 11: Rehabilitation, Treatment, and Job Training
Section Four Approaches Beyond the Criminal Justice System
Chapter 12: Individual, Family, and Household Crime Control
Chapter 13: Crime Control in the Community and in Schools
Chapter 14: Reducing Criminal Opportunities Through Environmental Manipulation
Section Five Conclusion
Chapter 15: Putting it all Together and Explaining Crime Trends
Method of Evaluation
Exam one 100 points
Exam two 100 points
Final Exam 100 points
Research Paper 100 points
Web-based homework 50 points
Attendance and participation 50 points
________
Total possible points 500 points
Your aggregate points will equate to the following letter grade:
450 to 500 points = 90% - 100% A
400 to 449 points = 80% - 89% B
350 to 399 points = 70% - 79% C
300 to 349 points = 60% - 69% D
299 points or less = 0 to - 59% F
Course Calendar
This is a tentative schedule of readings and exam dates. The instructor reserves the right to
change dates to accommodate additional topics, guest speakers, field trips, weather or unforeseen
scheduling conflicts.

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9
WEEK ASSIGNMENT
Week One Chapter 1: Identifying and Evaluating Crime Control
Week Two Chapter 2: Crime Control Perspectives
Week Three Chapter 3: Traditional Policing
Week Four Chapter 4: Proactive Policing, Directed Patrol, and Other
Advancements
Week Five Chapter 5: Community Involvement in Policing
Week Six Chapter 6: Prosecutors and Crime Control
Week Seven Chapter 7: Crime Control Through Legislation
Week Eight Chapter 8: Crime Control in the Courts in the Courts and
Beyond
Week Nine Chapter 9: Sentencing
Week Ten Chapter 10: Probation, Parole, and Intermediate
Sanctions
Week Eleven Chapter 11: Rehabilitation, Treatment, and Job Training
Week Twelve Chapter 12: Individual, Family, and Household Crime
Control
Week Thirteen Chapter 13: Crime Control in the Community and in
Schools
Week Fourteen Chapter 14: Reducing Criminal Opportunities Through
Environmental Manipulation
Week Fifteen Chapter 15: Putting it all Together and Explaining Crime
Trends
Week Sixteen Chapter 16: Final Exam

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10
Chapter 1: Identifying and Evaluating Crime Control
Learning Objectives
After reading this chapter students should be able to:
1. Distinguish between crime control and prevention.
2. Discuss the dimensions of the crime problem in America.
3. Explain various “approaches” to the crime problem.
4. Summarize the importance of definitions in the crime control debate.
5. Discuss what crime control evaluations are problematic.
6. Define displacement and diffusion.
7. Explain why scientific knowledge is tentative.
8. Explain how resources and political ideologies guide crime control priorities.
9. Summarize the concept of evidence-based justice.
Chapter Outline
Crime Control and Prevention
Crime Problem in America
Types of Crime
The Ever-Expanding Criminal Law
Incidence of Crime
Costs of Crime and Criminals
Is Fear of Crime Worse Than Crime Itself?
Approaches, Not Just Policies
Laws
Official Policies, Written and Unwritten
Unofficial Approaches
On the Importance of Definitions
Defining the Crime Problem
Defining the Solution
Defining the Desired Outcome

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11
Evaluating Success: An Impossible Task?
The Hard and Soft Sciences
The Elusive Criminal Justice Experiment
You Can Prove Anything with Statistics
Qualitative and Quantitative Research
Macro- and Micro-Level Crime Control
Displacement and Diffusion
Measuring Displacement and Diffusion
The Tentative Nature of Scientific Knowledge
The Measures Used
When New Data Become Available
Alternate Settings: The Generalization Problem
Other Concerns
Funding and Political Priorities
Academic Crusaders and Bandwagon Science
Evidence-Based Justice
Effective Does Not Always Mean Best
A Preview of the Book
Guns and Drugs: The Real Attention Getters
Summary
Key Concepts and Definitions
Academic crusade (p. 21) when research loses objectivity and is used to further a political
agenda, often in the face of overwhelming evidence to the contrary.
Bandwagon science (p. 21) focusing research on what is trendy or popular at a given time,
perhaps ignoring other worthy problems and avenues of inquiry.
Classical experiment (p. 14) the gold standard for scientific research, a study that includes (1) a
treatment group and a control group, (2) a pretest and a posttest, and (3) a controlled
intervention.
Diffusion (crime control) (p. 17) a reduction in crime not only in the area targeted by an
intervention, but also in surrounding areas. Also referred to as a diffusion of benefit.
Displacement (p. 17) the spillover or movement of crime (in the case of crime control) into a
surrounding area not targeted by the intervention in question.
Evidence-based justice (p. 22) use of the best available scientific evidence to guide criminal
justice policy and practice.

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12
Hard sciences (p. 14) scientific fields of study characterized by research that is usually
conducted in tightly controlled laboratory settings (e.g., chemistry and biology).
Macro-level crime control (p. 16) consists of approaches to the crime problem that are intended
to have a dramatic and desirable effect on crime in an entire neighborhood, city, or state or even
across the nation.
Meta-analysis (p.22) a research technique that amounts to synthesizing the literature devoted to
a specific topic.
Micro-level crime control (p. 16) consists of approaches to the crime problem that are more
isolated geographically.
Outcome (crime control) (p. 12) that which is likely to be affected by the solution.
Outcome evaluation (p. 13) a method of determining whether some form of social action is a
success or a failure.
Process evaluation (p. 13) a method of determining whether a program or policy is operating as
it should be.
Qualitative research (p. 16) a largely exploratory method of inquiry characterized by in-depth
research on a specific location or group of subjects.
Quantitative research (p. 16) a method of inquiry characterized by the analysis of numerical
data designed to represent concepts of interest.
Soft sciences (p. 13) the social sciences primarily, fields that focus on the study of social
phenomena in their natural settings.
Solution (crime control) (p. 12) the means to an end, in this case crime control.
Victimization paradox (p. 8) A high level of fear with a correspondingly low likelihood of
victimization.

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13
Student Activities
Activity One
Crime control is frequently presented in the media. More specifically, many television shows,
music videos, daytime soaps and prime-time specials portray different perspectives regarding the
criminal justice system. On the lines below, list at least four television shows that you have seen
depicting police operations, investigative work, court cases, or a correctional setting. How did
these shows represent that criminal justice agency? Could you identify any problems regarding
crime control? Do you think the shows provided a realistic image of a criminal justice agency?
Why or Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity Two
An effective way for you to explore the difficulty in evaluating crime control policies is to talk to
criminal justice practitioners. This assignment requires you to interview at least one
representative of a criminal justice agency. For example, you could interview a police detective,
a state’s attorney, a deputy sheriff, or even a probation officer. Prepare a short list of questions to
find out what criminal activity is considered to be a serious problem in your city or town. After
identifying a specific crime, ask this person if there are any special programs, crackdowns or
special units that are targeting this particular criminal element. Finally, ask this criminal justice
practitioner to comment on the success of such programs that attempt to control this criminal
behavior. Prepare a short summary of your questions and answers to share with your classmates.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Suggested Readings
Bureau of Justice Statistics, Crime in the Nation’s Households, 2000. Washington D.C.: U.S.
Department of Justice, 2002.
J. Austin. “Why Criminology is Irrelevant,” Criminology and Public Policy 2(2003):557-564.
Office of National Drug Control Policy, The Economic Costs of Drug Abuse in the United States,
1992-1998. Washington D.C. Executive Office of the President, September 2001.

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14
Chapter 2: Crime Control Perspectives
Learning Objectives
After reading this chapter students should be able to:
1. Summarize operational perspectives of criminal justice.
2. Summarize political perspectives of criminal justice.
3. Discuss other perspectives of criminal justice.
4. Explain the goals of crime control.
Chapter Outline
Operational Perspectives
Due Process and Crime Control
Due Process Values
Crime Control Values
System and Non-system
A Well-Oiled Machine?
A Disorganized Mess?
The Funnel Model of Justice
The Criminal Justice Wedding Cake
Political Perspectives
Liberals and Conservatives
Causes of Crime
Consequences of Crime for Society
What Should Be Done about Crime?
Consensus and Conflict
Causes of Crime
Consequences of Crime for Society
What Should Be Done about Crime?
Other Perspectives
Faith and Fact
Crime Control and Revenue Generation
Politics and Ivory Towers

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15
Goals of Crime Control
Deterrence
General and Specific Deterrence
Absolute and Marginal Deterrence
The Limitations of Deterrence
Retribution
The Limitations of Retribution
Incapacitation
The Limitations of Incapacitation
Rehabilitation
The Limitations of Rehabilitation
Goals of Crime Control Compared
Summary
Key Concepts and Definitions
Absolute deterrence (p. 42) the belief that the collective actions of the criminal justice system
on the whole discourage criminality.
Conflict perspective (p. 37) a belief that self-interest, coercion, division, opposition, exclusion,
hostility, sectional interests, political power, contradictions, and other such factors best describe
social interactions.
Consensus perspective (p. 36) a set of beliefs that (1) certain norms and values are the core
elements of social life, (2) people are committed to a certain social order, (3) solidarity is evident
in the interaction between people of all groups, and (4) everyone willingly submits to a
legitimate authority, typically the government.
Conservative perspective (p. 36) with respect to crime control, an emphasis on tough
punishment and crime control. Corresponds closely with a crime control orientation.
Crime control perspective (p. 27) a belief that the key aim of criminal justice policy is the
control of crime, perhaps at the expense of individual liberties and due process protections.
Criminal justice wedding cake model (p. 31) a model of the criminal process emphasizing how
cases are processed. Top layer cases are the fewest in number and receive the full gamut of the
criminal process while the lowest level cases, which are the greatest in number, receive quick
and informal processing.
Due process perspective (p. 27) a belief that the key aim of criminal justice policy is the
protection of due process and people’s rights, even if crime control suffers.
General deterrence (p. 42) when others besides the sentenced offender are discouraged from
committing additional crime due to sentencing/incarceration practices.

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16
Incapacitation (p. 44) removing criminals from society, usually through incarceration (or
sometimes through home confinement, electronic monitoring, or a similar method of restraint).
Just deserts (p. 43) the punishment an offender “deserves.” That which one deserves.
Liberal perspective (p. 34) with respect to crime control, an emphasis on the protection of
people’s rights and liberties. Corresponds closely with a due process perspective.
Marginal deterrence (p. 42) incremental changes in the deterrability of crime due to changes in
various dimensions of the criminal justice system and process.
Rehabilitation (p. 44) a planned intervention intended to change a behavior
Retribution (p. 43) a goal of criminal justice concerned with punishing criminals on the basis of
the severity of their crimes.
Specific deterrence (p. 42) when a sentenced offender is discouraged from committing
additional crimes due to his or her capture/incarceration.

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17
Student Activities
Activity One
A pressing issue in today’s criminal justice system is how to provide security from terrorism, so
that citizens can continue to move freely throughout society. On the lines below, list five
recommendations that you believe would improve federal or state law enforcement agencies, in
their efforts to better protect the United States from terrorism.
1. Why is it difficult to protect United States citizens from terrorist attacks?
2. Would recommendations you listed create controversy under the individual rights perspective?
Why or why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity Two
In the space provided below, provide an answer to the following scenario. Kathy Doherty was
arrested for possession of cocaine. This is her first drug offense, and she had no prior arrest
record. Additionally, she was charged with fencing stolen property to make money to support her
drug habit. The police had seized exactly $3,000 of stolen jewelry and $1,200 of clothing that
had been stolen from a local shopping mall. Kathy was subsequently convicted on felony drug
charges, as well as felony possession of stolen property. You are to be the judge deciding her
sentence. Before rendering your decision, review the goals of crime control in chapter 2. Decide
which punishment best serves the offender and society. Then decide what type of sentence you
want to give Kathy.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Suggested Readings
John L. Worrall, Criminal Procedure: From First Contact To Appeal, 2004. Boston: Allyn and
Bacon.
Nils Christie, (1994). Crime Control as Industry. 2 nd ed. London: Routledge.
J. Reiman, The Rich get Richer and the Poor get Prison. (6 th ed.) Boston: Allyn and Bacon,
2001.

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