The International CPTED Association

CPTED Lesson Plan

  • 17 May 2010 10:30
    Message # 344939

    I am currently rewriting the CPTED Lesson Plan for the DHS/FPS-Physical Security Training Program.

    What is the basic amount of CPTED knowledge that should be presented to employees who have only recently graduated from the basic police officers course?

    This is to be a foundation course that is presented as part of their basic physical security training program. I will only have a portion of one day to teach CPTED.



    Inspector Scott Sheldon,

    Law Enforcement and Security Officer

  • 20 May 2010 08:21
    Reply # 346811 on 344939

    Do any of you have good CPTED pictures (proper application/improper application) that you would be willing to share with the DHS/FPS Academy that can be used for instructional purposes here at FLETC?



    Scott Sheldon

  • 23 May 2010 07:46
    Reply # 348108 on 344939
    Hi Scott,

    The basics foundational principals of CPTED should be the starting point, especially as it is ikely your students will have a strong background in target hardening and such. With such a short window of time I would likely take them through the 4 areas - Natural Surveillance, Access Control, Territoriality and Image (mileau) with lots of pictures showing good and bad examples.

    As for those examples, I have a rather arge library and I know most trainers and instructors work hard to build out their own, context specific examples that they can use. I would suggest taking your camera with you for a couple of walks in your area and I would bet you will find more thanh enough good and bad examples.

    Hope this helps.

  • 24 May 2010 04:55
    Reply # 348422 on 344939

    Thanks Barry.


    That is most of what I have covered in the lesson plan. My original plan was an eight hour lesson plan with three hours of student lab built in.  

    My photo library is another matter all together. As you know CPTED has been erratically employed here in the States. I have many more examples of "Bad" CPTED than I have of "Good" CPTED. If I were back in Oregon I would just take them on a tour of the Nike Campus or take a walk along Tom McCall Waterfront Park and the downtown Bus Mall and Pedestrian area, but I am here in beautiful Brunswick, Georgia. Fort Frederica provides a great example of 18th Century CPTED, but I am trying to locate more current examples.

    What do you think about teaching the "Displacement" theory? I have been reading on several more recent social science driven studies, but I don't find anything that is fairly well argued in favor or against the theory. For years it has been a mainstay of the CJ field, but I chose to leave it out of my original lesson plan because of the current lack of support for either point of view. 

    Due to changes that we were forced to accept in our scheduling for the last class I had to drop approximately half of my original lesson plan, and as I rebuild for the next course I am looking at including a discussion point on Displacement Theory in with Crime Opportunity and Rational Choice Theory.  This is the outline of my original Lesson Plan. The one that we ended up teaching from this last class was far less comprehensive.  


    Define the basic components or concepts of CPTED

    1. What is CPTED?
    2. Define the relationship between CPTED and “Crime Prevention”
    3. “Built Environment” 
    4. “Offender/Adversary/Hazard”              
    5. “Natural Surveillance/Observation”                     
    6. “Capable Guardian”                                            
    7. “Natural Access Control”                                                   
    8. “Territorial Reinforcement/Boundary Definition and Ownership”                                                          
    9. “Maintenance and Broken Window Theory”
    10. “Legitimate Activity Support”                              
    11. What is “Pay Now or Pay Later”?      


    Determine the roll of CPTED in risk management

    1. “All Hazards”                                               
    2. “Asset”                                                                                                                         
    3. “Vulnerability”                                             
    4. “Threat”                                                                                                           
    5. “Consequence”                                                                                                  
    6. “Risk”     R = T x V x C                               
    7. “Assessment or Survey”                              
    8. “Mitigation”                                                 

    Define the interaction of CPTED,  “Rational Choice Theory” and "Crime Opportunity Theory."                                                      

    Identify the basic misconceptions of CPTED          

  • 26 May 2010 09:02
    Reply # 349766 on 344939

    Scott - what we are doing in Halifax is this.  For the new recruits we do a half day session - dividing the time between graffiti awareness and CPTED.  Obviously the CPTED piece is a general overview however we have actually put them through a table top exercise.  Only once did we conduct a complete Level 1 class for the recruits then realized it could be a couple of years before they would actually be in a position to apply the principles.  We now ensure there are a number of police in each class, but also ensure there are representatives from other Halifax Regional Municipality departments such as planners, parks, transit, water commission, fire etc.   We have never put on a class for one group of individuals ie all police, all planners.  We have found that the success of the course is in having a diverse number of students - from all backgrounds.  

    My email address is if you wish to discuss things further. 

  • 06 Sep 2010 11:59
    Reply # 414266 on 344939
    Elisabeth Miller


    Sorry to join the discussion late.....

    I agree with Jane, it is our experience that an inter or multi diciplinary group is best and allows for learning in both directions.

    Also....I know that your time is short with the new recruits but I would urge you to at least mention the 2nd generation or Safe Growth principles.  Even if they just come to realize that there is another part to the training that they have not done.

    The management or programming of a place is very important as well.  Your point is well taken....sometimes the new officers dont get to use this knowledge for a while....however, in Saskatoon, it is sometimes the newest members that have the most interation with the public.

    Our experence is that it is the work with the community that pays the biggest dividends....not the work done to, or for, the community. 

    Have fun.

  • 08 Sep 2010 08:44
    Reply # 415220 on 414266


    thanks for your input. I love to see that our cross border family has taken to CPTED so very well.

    What I am currently working on is now in my copious amounts of spare time. I am back on the job in my home district, but this is a subject that is near and dear to my heart. I am continuing my studies on my Master's program, and I am using a lot of the CPTED principles and theories to help drive my discussions and papers.


    What is the opinion of the group over a program of DHS Grants for CPTED related projects for areas that surround/neighbor US Government facilities?

    If this program were to become a reality, what would you want to see for the grant funding criteria?

    What types of community projects do you think would benefit from this type of grant funding mechanism?

    What approach do you think local governments should use to demonstrate the need federal funding in grant submissions?

ICA Mission Statement

To create safer environments and improve the quality of life through the use of CPTED principles and strategies