!  Why a certification program?

!  It is the #1 question we receive and we are concerned about a trend in the US whereby private training companies are self-certifying including the promotion benefit of accreditation (3rd party validation)

!  To identify a qualified CPTED practising professional

!  Why CPTED Ontario?

!  Certification has not / is not being addressed by any CPTED body except the Florida State Attorney General’s office

!  It is the recognized body in Ontario representing the practice of CPTED

!  Why now?

!  CPTED Ontario recognizes that there is and has been a need to address certification and this need is reaching a critical level given the growing trend towards self-certification

!  The use of CPTED, as a design requirement of a submission of a site plan development has become increasingly prevalent in Ontario municipalities. They recognize that it is now time to take a proactive approach in crime prevention and need properly trained and recognized CPTED practitioners.

Program Building Blocks

!  1 vision statement !  2 standards !  9 core competencies !  2 training components !  Demonstrated workplace experience

level 1 training proof of level 1completion

work journal level 2 training

Certification

The Certification Process

!  This is a four step approach and looks like this:

1. Training Level 1, Minimum 32 hours

2. Provide proof of completion of Level 1

!  3. Training Level 2, Minimum 32 hours, (at least 6 months after Level 1)

!  4. Journal: must supply notebook showing 3 projects worked on and CPTED applications used

!  Candidates will be accepted for Level 2 training after showing some usage of skills learned.

Once the journal is reviewed, signed by a mentor (an already certified CPTED Ontario member in good

standing) and approved by the Board of Directors will the candidate be certified.

CPTED Certification Vision Statement

“CPTED Professional Practitioners will have the knowledge and skills to understand and effectively implement CPTED principles.”

Process Standard

!  By using subject-matter experts whenever possible !  By continually updating the materials used !  By having attainable, observable and measurable

goals !  By evaluating class participation !  By evaluating class projects and presentations

Content Standard

!  Graduates will understand the origins of CPTED !  Graduates will understand the CPTED Principles,

Strategies and Applications !  Graduates will understand the basics of Site Design !  Graduates will present CPTED solutions to specific

facility problems !  Graduates will create CPTED reports, analysis and

action plans

Core Competencies

1. knowledge of CPTED principles, including concepts & history

2. design skills, site, landscape & architectural plan review

3. Understand movement predictors, crime generators, displacement effects, CPTED strategies

4. movement predictors, crime generators, displacement effects, prevention strategies for safe places

5. analyze and diagnose problems and apply CPTED – show research methods & tools

6. apply CPTED solutions to areas such as parking lots, malls, parks, town home projects, small to medium size sites, etc…

!  7. CPTED & planning – local zoning ordinances, planning & development process,

!  8. legal issues – liability, local & provincial legislation

!  9. report writing – highlight problem(s), information gathered, potential solutions through analysis, disclaimer

!  The basis for the content is Tim Crowe’s book, “Crime Prevention through Environmental Design.”

!  It was agreed that content was needed for 2 training sessions, a level 1 (theoretical approach) and a level 2 (practical approach).

Level 1

Level 1 Proposed Content

Introduction to CPTED

!  Definition of “Crime Prevention Through Environmental Design”

!  The need and benefits of CPTED !  CPTED Stakeholders

!  Types of CPTED Approaches - Reactive - Proactive

!  Asking the right questions !  Introduction to Paradigms !  Concepts of Paradigms

!  Crime Environments through the offender’s eyes

!  Background, History and Influences: - C. Ray Jeffery - Oscar Newman - Jane Jacobs - Timothy Crowe

Crime and Prevention

!  Crime Prevention !  Definition !  Crime triangle !  Criminal Desires !  A micro spatial approach to crime

opportunity

CPTED Concepts !  Surveillance

Natural Mechanical Organized

!  Access Control Natural Mechanical Organized

!  Territorial Reinforcement !  Maintenance !  Defensible Space !  Broken Window Theory

!  Target Hardening !  Lighting !  CCTV & Alarms !  Barriers !  Conventional “crime analysis”

CPTED Strategies

!  3D approach to Space Assessment Designation, Definition, Design

!  Nine CPTED Strategies Clear border definition Relocation of gathering areas Unsafe activities/Safe locations Safe activities/Unsafe locations

Nine CPTED Strategies continued

!  Scheduling of space !  Overcoming distance and location !  Marked transitions; zones !  Provide natural barriers !  Perception of natural surveillance

Form versus Function : The Battle with Aesthetics

!  Proactive CPTED !  Benefits: CPTED is just good design !  How to use CPTED as a good planning and

design tool

Introduction of CPTED in the Planning Process !  Site Plan Process !  The Planning Act !  Site Plan Review Exercise

This part should be taught by design professional, a member of the Ontario Association of Architects, the Ontario Association of Landscape Architects or the Ontario Professional Planners Institute

Introduction to CPTED Analysis

!  Crime Analysis and Problem Identification !  Demographics !  Land Use Compatibilities (neighbouring) !  Observations !  Environmental cues ie: maintenance !  Movement predictors

!  Entrapment spots !  Leftover spaces !  Landscape practices !  Signs !  Residents or Users Interviews !  Field Exercise

CPTED Applications

!  Where CPTED can work !  Limitations !  CPTED disclaimer !  CPTED and Workplace Violence Legislation !  Introduction to CPTED Ontario

NOTES: Case Studies must be used to demonstrate elements of the course

Pre-requisite to Level 2

!  Students required to have taken CPTED Level 1

!  Students can take the Level 2 Course after 6 months of completing Level 1and demonstrate the use of CPTED principles and strategies in their work

LEVEL 2

Part 2 - Proposed Content

CPTED  Refresher  

!  Class members !  Introductions !  Outline their CPTED experiences since the Level 1

course !  Class Expectations !  Quick Review of the CPTED concepts and

applications

     

Using the Environment to Affect Behaviors

!  Space and the impact of social dynamics !  Defensible, Undefended & Offensible Space !  Ambiguous/Indefensible Space !  Hierarchy of Space !  3D approach to Developing Exterior &

Interior Space

!  Loitering !  Loitering Matrix !  Anti -loitering devices and methods !  Public Nuisance !  Skateboarding !  Graffiti !  Vandalism

CPTED Field Audits

!  Why conduct a field audit !  How to conduct a field audit !  Basic Information needed to conduct a CPTED

Audit !  Tools for a field audit !  Field audit methodology

!  Field audit reports !  CPTED disclaimer !  CPTED Audit Exercise !  Exterior application !  Interior application !  CPTED Audit Presentation to class

Target Hardening

!  Physical Security Strategies !  Lighting !  Effectiveness of CCTV !  Locks, hardware, window security, alarms !  Barriers

Applying CPTED

!  Municipal Site Plan Process !  How does CPTED fit into the Municipal Site

Plan Process !  How to implement CPTED into the Municipal

Site Plan Process !  CPTED Requirements & CPTED Municipal Site

Plan Reports !  Disclaimers

!  How to read a Site, building or Landscape Plan

!  How to read the essentials elements of a plan to conduct a CPTED review

!  How to read the site and/or landscape plan from a 3 dimensional perspective

!  CPTED in Public Spaces, Parks, Open Spaces & Public facilities

!  Renovations & New construction

* This part should be taught by design professional, a member of the Ontario Association of Architects, the Ontario Association of Landscape Architects or the Ontario Professional Planners Institute.

Lessons from the Field

An opportunity for the class to bring their own projects which they have worked or are working on to receive input and feedback from the instructors and class members.

!  What we need from you as members…

!  Feedback on the following topics ◦  Process ◦  Content ◦  grandfathering

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