Abstract
The saying “no victim - no crime” suggests police intervention is victim dependent. Policing that relies solely on identifying a victim elevates the status of the perpetrator. When suspicion of illegality (victimization) – whether against individuals or government statutes – must occur to justify police involvement, the intervention is victim-dependent. A consequence of this practice is that by the time legal thresholds are achieved to arrest would-be perpetrators it is often too late. Opportunities to affect behaviors of would-be perpetrators may not be influenced within the victim-dependent response to crime fighting. Alternatively, teaching laws to school-aged youth has been used to dissuade perpetrator behavior and violence. Educating youth, to curtail perpetrator behavior, may be the future of crime fighting.
Highlights
As we are faced with the consequences of a worldwide pandemic coupled with potential violence and vigilantism as a reaction to the "Black Lives Matter Movement," the effectiveness of the intervention will promote more favorable outcomes
We find ourselves at a crossroads and almost at an impasse
It is important to recognize the two-dimensional approach to public safety is designed for victim-response but less for the prevention of crimes like murder-suicide, mass killings, gang violence, and violent extremism
Summary
As we are faced with the consequences of a worldwide pandemic coupled with potential violence and vigilantism as a reaction to the "Black Lives Matter Movement," the effectiveness of the intervention will promote more favorable outcomes. It is important to recognize the two-dimensional approach to public safety is designed for victim-response but less for the prevention of crimes like murder-suicide, mass killings, gang violence, and violent extremism. While volunteer-mentoring around 100 students, from ages 5-12, at a daycare/after care center in Prince George’s County, Maryland – teaching rules of behavior based on laws – the results were similar This time recognizing and gifting children for not fighting, the outcomes were significant and astonishing, so-much-so that parents supported and complimented the intervention. This intervention does not put police officers in harm’s way or expose the innocent to potential danger – yet, in a K-12 environment, it can touch the masses Related to this phenomenon is the gap between rules of behavior our youth learn in school and the legal behaviors they will be responsible to practice in adulthood, starting at 18 years of age. Categorizing Aantecedent behavior as stimuli and B-behavior as response to stimuli shows a clearer picture of processes controlling law enforcement’s and the criminal justice system’s response to perpetrator behavior
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