Building A Sustainable Approach To Crime Prevention Through Social Development

1. Building A Sustainable Approach To Crime Prevention Through Social Development Lessons Learned From Canadian Communities

2. CONVENTIONAL QUESTIONS(Peter Block – The Answer To How Is Yes) 1. How do we do it? 2. How much will it cost? 3. How long will it take? 4. How do we measure it? 5. How do we get THOSE people to change?

3. UNCONVENTIONAL THINKING 1. What do we want to sustain? 2. What contribution am I willing to make? 3. How will this make our community a better place to live? 4. What can we do together to make this happen? 5. How committed am I to this effort?

4. 1. How do we do it? 2. How much will it cost? 3. How long will it take? 4. How do we measure it? 5. How do we get THOSE people to change? 1. What do we want to sustain? 2. What contribution am I willing to make? 3. How will this make our community a better place to live? 4. What can we do together to make this happen? 5. How committed am I to this effort? Thinking “Outside of the Box”

5. OBJECTIVES OF THIS PRESENTATION • Highlight the results of some recent research on sustainability and sustainable crime prevention in Canadian communities • Consider what lessons we can learn from these communities • Discuss the implications of this material for your own efforts at building sustainable community activities such as those related to crime prevention

6. WHAT IS THE ISSUE? ? “ How do we develop and foster a sustainable approach to crime prevention through social development (CPSD)?”

7. KEY QUESTIONS TO CONSIDER • Why have some communities been able to sustain their crime prevention activities while others have not? • How have they sustained their efforts? • What can we learn from their “successes”? • How can these lessons help others?

8. BACKGROUND MATERIALS FOR THIS PRESENTATION • Based on work sponsored by the FPT Working Group on Community Safety and Crime Prevention: • Discussion Paper on the Sustainability of Social Development in Canada: Some Implications for Crime Prevention (Caputo and Kelly, 2001) • Portrait of Sustainable Crime Prevention in Selected Canadian Communities (Caputo, Kelly, Jamieson and Hart, 2004) • Available online at National Crime Prevention Strategy website: www.prevention.gc.ca

9. COMMUNITIES STUDIED • Communities from all regions of the country • Two urban neighbourhoods • Several rural communities • One northerly First Nations community • Two “communities of interest” in urban areas

10. SUSTAINABLE DEVELOPMENT AND SUSTAINABILITY Sustainable Development has been defined as: “ Development that meets the needs of today’s generations without compromising the ability of future generations to meet their own needs.”* *Our Common Future. World Commission on Environment and Development (1987).

11. THE TRANSFORMATION OF “SUSTAINABILITY” The concept has moved beyond its roots in the environmental movement: "Sustainability is used to frame a wide variety of social problems from traffic, to crime, to toxic waste. Industry and businesses have developed documents and organizations which frame their actions as sustainable. Many grassroots organizations are framing environmental and social justice issues as problems of sustainability (Passerini 1998: 61)."

12. THE THREE “E’S” OF SUSTAINABLE DEVELOPMENT SustainableDevelopment = Interdependence Environment Equity Economy

13. Democracy Housing Employment Crime Equity Access to Leisure Education Population Health THE EQUITY DIMENSION

14. SUSTAINABLE CRIME PREVENTION • Is NOTthe same as sustaining a particular group or organization. • Is NOTthe same as sustaining a particular program or project. • ISlinked to a broader vision of a safe and healthy community. • IS based on groups and organizations working together on community projects and activities.

15. A COMMUNITY-WIDE APPROACH Community-wide Commitment to issues of local concern Resources Realized outcomes —Nothing succeedslike success An iterativeprocess Sustainable CPSD Investmentin capacity Linkages Workingtogether Leaders Vision & Responses

16. KEY LESSONS LEARNED: Values • Issues Meaningful to Local Community • Local Ownership of the process • Commitment by community members • Development of a Shared Community Vision

17. KEY LESSONS LEARNED: Processes • Inclusive, non-hierarchical and diversity-sensitive process • CommunityCapacity (e.g.local leadership) developed • Coordination that is consistent is crucial • Communication strategies that support actions • Early Success emphasized

18. KEY LESSONS LEARNED: Structures • Horizontal Linkages – partnerships and connections established across community • Vertical Linkages – some energy and resources devoted to engaging other levels of government • Project Funding – strategic use of project resources as part of a larger initiative • Resources – financial, physical and human resources from diverse sources and access to knowledge and ideas key

19. Broader-levelGovernmental Policies & Initiatives Local Level Needs, Aspirations, Capacity, IMPLICATIONS FOR ACTION Finding the Balance Between:

20. KEY QUESTIONS FOR DISCUSSION • What policy and funding implications do you see from the lessons learned in these communities? • What are some of the ways we can overcome the barriers and challenges to sustainability? • How can we work towards developing a more sustainable approach?