21st Century Security and CPTED, 2nd Edition

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Second-Generation CPTED

Rise and Fall ofOpportunity

Theory

Gregory Saville and Gerard Cleveland

WHY A SECOND-GENERATION CPTED?

This chapter introduces a modern variant on the crime prevention through environmental design

(CPTED) theme explored elsewhere in this book. We call it second-generation CPTED. For decades,

CPTED has been taught as a set of physical tactics to modify the built environment and reduce

opportunities for crime. Today this includes security fencing for access control and better door locks

for target hardening. Unfortunately, the singular use of physical tactics, especially security mea-

sures for target hardening, is not the lesson offered by CPTED pioneers such as Jane Jacobs (1960),

Schlomo Angel (1968), C. Ray Jeffery (1971), and Oscar Newman (1972).

It is true that these early writers did begin with an analysis and prescription to improve the physi-

cal environment. However, they did so that residents could exert their collective ownership of an

area and begin to share what Newman called a community of interest (Newman, 1996). Jane Jacobs’

original formulation was crystal clear: a sense of neighborliness and community is at the core of

safe streets (Colquhoun, 2004). Even as late as 1996, Newman claimed “defensible space relies on

self-help [and] has the ability to bring people of different incomes and race together in a mutually

CONTENTS

Why a Second-Generation CPTED? ................................................................................................ 91

Safe Neighborhoods .........................................................................................................................93

First-Generation CPTED .................................................................................................................94

CPTED TNG (The Next Generation: Boldly Going Where No CPTED Has Gone Before) ..........94

Social Cohesion ...........................................................................................................................95

Connectivity ..................................................................................................................................... 97

Community Culture .........................................................................................................................97

Example of Community Culture: Westville ................................................................................98

Example of Community Culture: Eagleby ..................................................................................98

Violence against Women ............................................................................................................. 99

Threshold Capacity ..........................................................................................................................99

Revitalizing a Toronto Housing Project ........................................................................................... 99

Second-Generation CPTED at San Romanoway ........................................................................... 101

Social Cohesion in Action: Engaging Aboriginal Youth in Western Australia .............................. 102

Absenteeism: A Symptom of Community Breakdown ..................................................................102

Problem-Based Learning ............................................................................................................... 103

Outcomes ....................................................................................................................................... 103

Future of CPTED ........................................................................................................................... 103

References ......................................................................................................................................104