NCJ Number
75017
Date Published
1980
Length
14 pages
Annotation
A three-phase program for curtailing vandalism and theft in a Wisconsin high school is described which focused on responses to a variety of moral reasoning levels.
Abstract
This approach to reducing vandalism and theft uses the moral reasoning structure of Kohlberg's decisionmaking model. Three reasoning levels are described by this model. Premoral reasoning persons are guided by whim or impulse, feel no sense of obligation or responsibility to external authority, and commit acts of vandalism and theft as a result of inappropriately directed anger or frustration. Preconventional reasoning persons have an initial understanding of good and bad in terms of reward or punishment and may commit school crimes through a feeling of lack of ownership, although they may be deterred by a fear of being caught. Students conforming to the conventional model follow group or family expectations. These persons may commit vandalism or theft acts to go along with the crowd, although results of this type of behavior may be negative or positive, depending on the group's norms. The curtailment program is based on managing the behavior of premoral reasoning students by apprehending offenders or preventing acts, on deterring preconventional reasoning students by offering rewards for the apprehension of vandals, and on shaping the attitudes of conventional reasoning students by having student leaders visit elementary and junior high schools to discuss vandalism and theft. These visits are designed to foster the idea among both these and high school students that not all students commit school crimes, but that all students have a community responsibility to take action in cases of vandalism or theft. The program has reduced vandalism and theft in the school and has affected the attitudes of younger children entering the school. Charts, theft and vandalism report forms, and samples of materials used in the elementary and junior high school visitation program are included.