The information provided above is a generalized description of street robbery. To understand your local street robbery problem, you must combine this general knowledge with facts that illuminate your local conditions. Carefully analyzing your local problem will help you design an effective response strategy that fits your specific needs. However, the fewer robberies you have to analyze, the more difficult it will be to diagnose your problem.
The first step in this process is identifying the specific form of street robbery affecting your community. Having identified a specific form of street robbery, the next step is analyzing its process. The process might vary from robbery problem to robbery problem. A useful approach is to divide the robbery process into four time blocks:
Figure 334 summarizes the process and defines the types of actions that take place at each stage. The two examples that follow make use of this process and show the differences between two types of robberies.
Figure 3. Robbery process.
Building a detailed street robbery profile could help develop a more useful process-analysis. Using alternatives to official crime statistics, like victim surveys, could prove useful. For instance, problem-solvers in England used a management information system (MIS) to identify robbery patterns in four key areas: crime locations/peak times, victim information, offender information, and property information. The MIS revealed that robbery risk was greatest for Gloucester residents aged 14 to 25 between 12 p.m. (noon) and 12 a.m. (midnight).35 This detailed street robbery profile helps local agencies focus prevention efforts on certain groups during certain times. An alternative for those agencies that lack a crime analyst or large budget is to use a computer with Internet access. One way to visually display your local robbery hot spots is to use free Internet mapping sites.†
† A note of caution: Some websites offering free mapping software or maps may have outdated information or have a higher rate of error than other websites offering different mapping programs.
| Time Frame | Victim (Student) | Offender | Location |
|---|---|---|---|
|
Long Before |
A student (victim) moves into a new dorm room located in an unfamiliar neighborhood. |
An offender needs cash. He identifies an area around the university as having many potential robbery victims and good escape routes. |
A university campus |
|
Just Before |
The student explores the new area off campus and wanders too far away (into an unknown area). The student pulls out a cell phone to call the dorm for directions back. |
The offender spots a well-dressed pedestrian, alone, who appears to have money and starts to follow the pedestrian. The possible victim seems to be lost, and the offender sees the victim pull out a cell phone. |
An area surrounding the campus, unknown to the student |
|
During |
The victim complies with the offender's demands. |
The offender uses the confrontation method to steal money and property from the victim. |
An area surrounding the campus |
|
After |
The victim is unsure of the location, has no cell phone and is not familiar with how to get help or report the crime. The victim doesn't report the crime or reports it long after it occurs. |
The offender slips down a side street and follows an escape route. |
The location will vary |
Table adapted from Tilley et al. 2004
| Time Frame | Victim (Commuter) | Offender | Location |
|---|---|---|---|
|
Long Before |
A commuter (victim) prepares to leave work for the day. |
An offender needs cash. He knows commuters with valuables are getting on and off the subway. The offender can easily pick a target while legitimately hanging out at the station. |
A public transportation system |
|
Just Before |
The commuter arrives at the subway station while listening to an MP3 player. |
The offender notices a potential victim distracted by a personal music device. |
The subway platform |
|
During |
The victim loses the MP3 player to the offender, who uses the snatch-theft method. |
The offender snatches and runs with the stolen goods. |
The subway platform as the victim is boarding the train |
|
After |
The victim notifies the authorities about the crime. |
The offender tries to sell the MP3 player to a local pawnshop. |
The next subway stop |
Table adapted from Tilley et al. 2004
Understanding the process of specific types of street robbery not only aids prevention, but also helps identify stakeholders who have an interest in the problem. In addition to criminal justice agencies, including police, courts and corrections, the following groups have an interest in the street robbery problem, and you should consult them when gathering information about the problem and responding to it.
† When working with universities, it is important to separate the interests of students from those of the administration. Student organizations may welcome the chance to work with local police to address a serious problem, while administrators may be reluctant to admit there is a problem. Universities could vary considerably in their willingness to aid prevention efforts, often because of their lack of resources (e.g., time, staff and funding) to address the problem and their fear of being identified as a risky place for students.
Ask the following questions to gain a better understanding of your community's street robbery problem. The answers to these questions will help you develop an effective response that reduces the frequency of street robberies.
Measurement allows you to determine how well your efforts have succeeded, and suggests how you might modify your responses if they are not producing the intended results. You should take measures of your problem before you implement responses, to determine how serious the problem is, and after you implement them, to determine whether they have been effective. You should take all measures in both the target area and the surrounding area (for more-detailed guidance on measuring effectiveness, see Problem-Solving Tool Guide No. 1, AssessingResponses to Problems: An Introductory Guide for Police Problem-Solvers). Evaluators need not have a great deal of expertise or technology. Even a small agency can use Google Maps, for example, to pinpoint and count area robberies. Larger agencies should have crime analysts to do this.
Your agency should evaluate a response on its impact on the actual problem (i.e., its so-called outcome measures). The following are potentially useful measures of the effectiveness of responses to street robbery:
Offenders might change when, where and how they rob in response to prevention efforts. Anticipating possible forms and directions of crime displacement, however, can limit its occurrence. Though displacement should always be a concern, its occurrence is not inevitable, and it is often incomplete when it does occur. In addition, your response might create a diffusion of crime prevention benefits.36 For instance, reducing robberies in a hot spot might also contribute to a robbery reduction in nearby areas. (For more-detailed information on crime displacement and diffusion, see Problem-Solving Tool Guide No. 10, AnalyzingCrime Displacement and Diffusion. For additional information on accounting for displacement and diffusion when assessing responses, see Problem-Solving Tool Guide No. 1, Assessing Responses to Problems: An Introductory Guide forPolice Problem-Solvers). Finally, it is important to remember that the goal is to reduce robberies. Measures like arrest numbers or robbery clearances tell us only what the police did, not what they have accomplished.
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