When should the police target children and youth for crime prevention initiatives, and when should they not? In this project, I study the police's methods and justifications for doing what they’re doing in person-oriented prevention (which involves both focused deterrence strategies and social crime prevention).
When should the police target children and youth for crime prevention initiatives, and when should they not? In this project, I study the police's methods and justifications for doing what they’re doing in person-oriented prevention (which involves both focused deterrence strategies and social crime prevention).
Historically, preventive police work has been unstructured and based on local professional development with few legal constraints in practice. Because preventive measures have largely been about good intentions but can be intrusive, there has recently been an increased emphasis on regulation and guidelines, as well as on evidence-based practice.
Standardized methods have developed 'hand in hand' with evidence-based practices, aiming to reduce inefficiency, bias, and arbitrariness.
However, research shows that practical implementation and the use of evidence-based methods and tools vary significantly. A knowledge-based approach involves taking these variations seriously and calls for studying local contexts and dilemmas surrounding methods and tools intended to provide decision-making support for professionals.
Empirically, I study the structured methodologies of preventive police units for assessing and following up with youth who are considered at risk or who have committed crimes. For instance, I look into: What are the practitioners' approaches to mapping and assessing youth at risk? When do they decide to do intervention conversations? What are their experiences with following up with youth exposed to crime? What exactly is the role and responsibility of these practitioners in follow-up with youth at risk of offending? What create barriers in this work?
The data material consists of interviews and observations of practical work in the Oslo Police District, as well as documents, analyzed through a pragmatic sociological framework and theories on decision-making, professional judgment, and plural valuations of good preventive police work.
Supervisor: Anders Molander (OsloMet).
Co-supervisor: Helene O. I. Gundhus (University of Oslo).
