Training citizens to reduce burglary risk using Virtual Reality (VR)
Lead Research Organisation:
University of Portsmouth
Department Name: Faculty of Humanities & Social Sciences
Abstract
Specific Research Questions:
- To what extent do cognitive schemas and behavioural scripts differ between experienced burglars and householders in relation to understanding environmental risk for burglary?
- How effective are virtual reality methods for increasing understanding of burglary risk and changing behaviour in householders to reduce risk in the environment?
Background and rationale for the study
While terrorism is high on the agenda, more typically, residential burglary is the crime that the general public fear most, perceiving it as the crime they will most likely become victim of (Ceccato, 2015). Burglary is a common and costly crime (Crime Survey for England and Wales, 2016) and psychological distress is high in victims in the weeks after with a quarter suffering prolonged negative effects on mental health (Kunst, Rutten & Knijf, 2013). We know that receiving crime prevention advice reduces distress in victims (Kobayashi & Saito, 1995) but our recent work with a national insurance company has sharply illuminated the significant lack of knowledge in the general public about burglary risk and preventing burglary before it happens. Burglars develop automatic cognitive schemas allowing them to instantaneously assess risk and these appear to be absent in householders (Nee & Meenaghan, 2006). Educating the public with key knowledge we have learnt directly from perpetrators of the crime has the potential to considerably reduce opportunities for burglary, reduce fear of crime, and enhance community safety and security. Recent methodological innovations have allowed us for the first time to observe burglary in action through the use of virtual neighbourhoods (Nee et al, 2015; Van Gelder et al, 2016). This work has elucidated new and more accurate evidence on precisely how burglars scope a neighbourhood, choose/enter properties, navigate once inside, and select items to steal (Nee et al, under review). This 'dysfunctional expertise' (Nee & Ward, 2015) is in direct contrast to non-offenders, and using the virtual neighbourhood, the proposed project aims to qualitatively and quantitatively assess householders' understanding of burglary risk regarding scoping, target choice, item choice and routes taken inside and outside the property. Using the VR method, a variety of techniques for raising awareness and reducing risk including coaching and video training will be evaluated. Fear of crime will be measured qualitatively, quantitatively and physiologically. Findings will make an innovative contribution to theory regarding cognitive and behavioural aspects of expertise, improve crime prevention policy and augment insurance company strategy to reduce risk.
- To what extent do cognitive schemas and behavioural scripts differ between experienced burglars and householders in relation to understanding environmental risk for burglary?
- How effective are virtual reality methods for increasing understanding of burglary risk and changing behaviour in householders to reduce risk in the environment?
Background and rationale for the study
While terrorism is high on the agenda, more typically, residential burglary is the crime that the general public fear most, perceiving it as the crime they will most likely become victim of (Ceccato, 2015). Burglary is a common and costly crime (Crime Survey for England and Wales, 2016) and psychological distress is high in victims in the weeks after with a quarter suffering prolonged negative effects on mental health (Kunst, Rutten & Knijf, 2013). We know that receiving crime prevention advice reduces distress in victims (Kobayashi & Saito, 1995) but our recent work with a national insurance company has sharply illuminated the significant lack of knowledge in the general public about burglary risk and preventing burglary before it happens. Burglars develop automatic cognitive schemas allowing them to instantaneously assess risk and these appear to be absent in householders (Nee & Meenaghan, 2006). Educating the public with key knowledge we have learnt directly from perpetrators of the crime has the potential to considerably reduce opportunities for burglary, reduce fear of crime, and enhance community safety and security. Recent methodological innovations have allowed us for the first time to observe burglary in action through the use of virtual neighbourhoods (Nee et al, 2015; Van Gelder et al, 2016). This work has elucidated new and more accurate evidence on precisely how burglars scope a neighbourhood, choose/enter properties, navigate once inside, and select items to steal (Nee et al, under review). This 'dysfunctional expertise' (Nee & Ward, 2015) is in direct contrast to non-offenders, and using the virtual neighbourhood, the proposed project aims to qualitatively and quantitatively assess householders' understanding of burglary risk regarding scoping, target choice, item choice and routes taken inside and outside the property. Using the VR method, a variety of techniques for raising awareness and reducing risk including coaching and video training will be evaluated. Fear of crime will be measured qualitatively, quantitatively and physiologically. Findings will make an innovative contribution to theory regarding cognitive and behavioural aspects of expertise, improve crime prevention policy and augment insurance company strategy to reduce risk.
Organisations
Studentship Projects
| Project Reference | Relationship | Related To | Start | End | Student Name |
|---|---|---|---|---|---|
| ES/P000673/1 | 01/10/2017 | 30/09/2027 | |||
| 1956406 | Studentship | ES/P000673/1 | 01/10/2017 | 23/11/2021 | Matthew Talbot |
| Description | Demonstration of Research to Potential international Students |
| Form Of Engagement Activity | Participation in an open day or visit at my research institution |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | I volunteered to demonstrate my research to a group of international students who were considering enrolment at the University. Following a short presentation, volunteers were invited to experience the Virtual house used in my experiments, and interact with any virtual items that they desired. Onlookers could see the virtual reality on a computer screen, and were encouraged to ask any questions throughout. Participants reported a fascination for the technology, and seemed to be pleased with their experiences; although I am unaware whether this influenced any final decisions. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Information stand at local community centre. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | A colleague and I set up a stand within the local community centre (the John Pound centre) in order to engage with members of the general public about my research .The specific goal of this stand was to recruit participants for the study I was running at the time. However we also spoke in detail to some interested individuals, and were able to provide them with useful information about the field of burglary prevention research. Whilst the impact from these specific discussions can't be quantified, I did receive emails from people interested in study participation, most of which represented under-studied populations. These went on to form some of my final sample. |
| Year(s) Of Engagement Activity | 2019 |
| Description | Presentation at Local Community Meeting. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Public/other audiences |
| Results and Impact | I was invited to present my research to a community group within the Charles Dickens ward of Portsmouth. The intention of this presentation was to recruit more non-students for participation in my study. Following the presentation, I answered general questions asked by attendees, and spoke to a variety of interested parties on a one-to-one basis. As a result of this discussion, I received several requests from people interested in taking part. I was also able to secure publication of my study advert in a local newsletter, which yielded further participation. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Presentation at the American Society of Criminology General Meeting |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | I presented my research as part of a symposium on Virtual Reality, in conjunction with other researchers who use similar techniques in the field of Psychology. These presentations sparked interesting discussions surrounding the use of this technology in the field and led to valuable contacts who requested further information via email. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Talk with the Coordinators of a Local Support Group |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Other audiences |
| Results and Impact | I was invited down to the 'Friendship Centre' in Southsea to discuss my research with the co-coordinators of a local support group. The aim of this discussion was to see if we could organise an event to aid group members with developing certain skills and knowledge. If possible, these members could have also acted as participants in my research. Sadly it was not possible to organise an event at the time of the meeting, but plans have been made for further contact upon commencement of my final data collection process. |
| Year(s) Of Engagement Activity | 2019 |
| Description | University Visit and Workshop (Kingston) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Undergraduate students |
| Results and Impact | A colleague and I were asked to present our research to a group of undergraduate and postgraduate students at the University of Kingston. These presentations were then used as a platform for which to engage in a debate about the use of Virtual Reality in Forensic Psychology settings. Students seemed to engage well with the topic of the debate, with many reporting a shift towards the affirmative by the end of the discussion. The head of department reported a positive response to both the talks and the debate, as well as the high turnout (around 30-50 pupils). |
| Year(s) Of Engagement Activity | 2018 |