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Date: November 25, 2024 Mon

Time: 8:26 pm

Results for police education and training

36 results found

Author: Police Executive Research Forum

Title: Improving the Police Response To Sexual Assault

Summary: PERF's Summit on "Improving the Police Response to Sexual Assaults," was held on September 23, 2011. This conference brought together approximately 150 police executives, leaders of women's and crime victim organizations, FBI leaders and other federal officials, and others to explore weaknesses in the investigation of sexual assault crimes.At PERF's conference, police executives described several initiatives that have been undertaken to prevent improper "unfounding" of cases, including: - Conducting audits of past cases to identify improperly classified cases; - Eliminating the authority of patrol officers to determine that a case is unfounded, and requiring approval of superior officers to classify a case as unfounded; - Working with advocacy groups to improve transparency and oversight of policing handling of sexual assault cases; and - Improved training of officers regarding the dynamics of rape and how they differ from other crimes. For example, rape victims often feel shame, embarrassment, or stigma that victims of robbery or other serious crimes do not experience.

Details: Washington, DC: PERF, 2012. 60p.

Source: Internet Resource: Critical Issues in Policing Series: Accessed July 16, 2014 at: http://www.policeforum.org/assets/docs/Critical_Issues_Series/improving%20the%20police%20response%20to%20sexual%20assault%202012.pdf

Year: 2012

Country: United States

URL: http://www.policeforum.org/assets/docs/Critical_Issues_Series/improving%20the%20police%20response%20to%20sexual%20assault%202012.pdf

Shelf Number: 130802

Keywords:
Police Education and Training
Police Investigations
Police Response
Rape
Sexual Assault
Sexual Violence
Violence Against Women

Author: Gostomski, Amira

Title: Vancouver Police Department: police officers' assessment of the effectiveness of the Crisis Intervention Training Program and its impact on their attitudes towards their interactions with persons living with serious mental illness

Summary: The purpose of this research was to examine the effectiveness of the Vancouver Police Department's (VPD) Crisis Intervention Training (CIT) course in equipping police personnel with the knowledge and skills to effectively intervene with mental health consumers by encouraging non-violent, non-lethal crisis intervention and the minimal use of force. This study examined 83 (n=83) course evaluation questionnaires completed by the recipients of the CIT course at the VPD, statistical data from the Office of the Police Complaint Commissioner (OPPC), and coroner's and media reports of deaths involving the mentally ill that resulted from police encounters. The analysis of the feedback from the CIT course participants revealed their enhanced awareness and knowledge about mental illness as well as an increased confidence in the disposition of skills and techniques learned during the training. The OPCC statistical data indicated a reduced number of complaints filed against the VPD; however no definite conclusions could have been drawn from this data. The analysis of deaths of the mentally ill killed by VPD officers did not reveal a specific trend after the enactment of the CIT course. Results of the study highlighted the necessity for the adoption of the VPD's CIT course model by all of the police departments in the province. Further recommendations for collaboration between law enforcement agencies in the province, mental health resources, and the implementation of various policies related to the CIT course were addressed.

Details: Burnaby, BC, Canada: Simon Fraser University, 2012. 104p.

Source: Internet Resource: Thesis: Accessed October 15, 2014 at: http://summit.sfu.ca/item/12182

Year: 2012

Country: Canada

URL: http://summit.sfu.ca/item/12182

Shelf Number: 133924

Keywords:
Crisis Intervention
Mentally Ill Persons
Police Crisis Training (Canada)
Police Education and Training
Police Use of Force

Author: Camille-McKiness, Kristy

Title: Police perspectives on CIT training: An ethnographic study of law enforcement officers' perspectives on Crisis Intervention Team training

Summary: This study describes police officers' perspectives of Crisis Intervention Team (CIT) training. Ethnographic interviews were used to gather data, and Transformational Learning Theory guided this study. Implications of CIT training indicate that CIT officers are a part of a subculture within police culture, and respond differently to mental health calls differently than their non-CIT counterparts. Outcomes of these different response styles include decreased criminalization, decreased injury to officers/consumers, decreased use of force, and increased confidence in responding to mental health calls for officers who are CIT trained. Implications of this study are discussed in relation to sustainability of partnerships between law enforcement officers and mental health professionals

Details: DeKalb, IL: Northern Illinois University, 2013. 129p.

Source: Internet Resource: Thesis: Accessed October 15, 2014 at: http://media.proquest.com/media/pq/classic/doc/3120427531/fmt/ai/rep/NPDF?_s=4d20nHVIhLaFyp8xg93RH1x1nVw%3D

Year: 2013

Country: United States

URL: http://media.proquest.com/media/pq/classic/doc/3120427531/fmt/ai/rep/NPDF?_s=4d20nHVIhLaFyp8xg93RH1x1nVw%3D

Shelf Number: 133917

Keywords:
Crisis Intervention Team
Crisis Intervention Training
Mentally Ill Persons
Police Education and Training

Author: Hollywood, John

Title: High-Priority Information Technology Needs for Law Enforcement

Summary: This study reports on strategic planning activities supporting the National Institute of Justice (NIJ) in the area of information technology, collecting and analyzing data on law enforcement needs and offering potential solutions through technology assessment studies, extensive outreach and liaison activities, and subject matter expert panels. Strategic planning will help NIJ make the best investments to leverage its limited funds and help the range of technology developers supporting law enforcement better understand the law enforcement community's needs and priorities. By looking across the top-ranking needs, the authors identified 11 crosscutting themes in total. These themes are further grouped into three overarching keynotes - a broad need to improve the law enforcement community's knowledge of technology and practices, a broad need to improve the sharing and use of law enforcement-relevant information, and a broad need to conduct research, development, testing, and evaluation on a range of topics. The latter category includes research on both the "non-material" side of technology, including policy and practices, and more traditional technical development. Key Findings Law Enforcement's Knowledge of IT and Its Dissemination Can Be Improved -A wide range of efforts have been undertaken to disseminate technology information to law enforcement practitioners. -A strong desire for help in technology use and management remains, implying needs for improvement in technology dissemination and education. Sharing, Displaying, and Using Information Effectively Is a Major Challenge -Enabling the sharing of information across law enforcement systems is a difficult problem - technically, organizationally, and commercially. -Information-sharing efforts to date have had limited coverage and can be inconsistent with each other. Further, it is difficult for new developers and users to learn about all of the available information-sharing tools and technologies. -Tools that display situational awareness information to law enforcement users at all levels are lacking. -In addition to sharing information within law enforcement, there is a need to improve mechanisms for communicating with the public. Additional Areas Need Research and Development -There is a need to improve systems for monitoring and protecting the health of officers, including both physical and mental health. -There is a need to improve security, privacy, and civil rights policies for using IT. -There is a need to improve the affordability of law enforcement IT systems across their entire life cycle. -There is an overarching need to identify promising practices that can leverage IT effectively to reduce crime. There is a need to improve IT, along with supporting training and policies, to help law enforcement respond to major incidents. -There is a need to improve, and improve the use of, a range of deployable sensors. These include body-worn cameras, field biometrics, electronic evidence collection systems, and video surveillance systems. Recommendations -A federal coordinator for technology-related outreach should be designated; this coordinator would work with various offices involved to develop and monitor a dissemination strategy capturing who will do what, for whom, and when. -This coordinator should maintain and monitor a master list of outstanding needs and development tasks to address them. -The coordinator should also capture which information-sharing projects are addressing the required tasks and disseminate all gathered information in an information-sharing strategic plan. -Work on providing common operational picture/dashboard displays to law enforcement officers should be undertaken. -Communications between the public and law enforcement should be improved. -The emotional state and physical health of officers should be monitored. -Federal efforts to provide tracking systems for responders during major events should be undertaken.

Details: Santa Monica, CA: RAND, 2015. 94p.

Source: Internet Resource: Accessed March 9, 2015 at: http://www.rand.org/pubs/research_reports/RR737.html

Year: 2015

Country: United States

URL: http://www.rand.org/pubs/research_reports/RR737.html

Shelf Number: 134764

Keywords:
Computers
Information Sharing
Information Technology
Law Enforcement Technology
Police Education and Training
Police Technology (U.S.)

Author: International Crisis Group

Title: The Future of the Afghan Local Police

Summary: The Afghan Local Police (ALP) began as a small U.S. experiment but grew into a significant part of Afghanistan's security apparatus. In hundreds of rural communities, members serve on the front lines of a war that is reaching heights of violence not witnessed since 2001, as insurgents start to credibly threaten major cities. The ALP also stand in the middle of a policy debate about whether the Kabul government can best defend itself with loosely regulated units outside the Afghan National Security Forces (ANSF) structure. The mixed record suggests that the ALP contribute to security where local factors allow recruitment of members from the villages they patrol and where they respect their own communities. But such conditions do not exist in many districts. The ALP and pro-government militias are cheap but dangerous, and Kabul should resist calls for their expansion. Reforms are needed to strengthen oversight, dismiss ALP in the many locations where they worsen security and incorporate the remaining units into the ANSF. Since 2001, when intelligence officers arrived in northern Afghanistan to raise local militias against the Taliban, the U.S. presence has been associated with a proliferation of irregular or semi-regular forces backed by American sponsors. None has approached the scale of the ALP, which has perhaps 29,000 men deployed in 29 of 34 provinces. Its predecessors were invented to meet short-term tactical requirements, such as assisting counter-terrorism teams in border regions; the ALP is a broader effort to correct strategic problems in the war against the Taliban. U.S. planners realised they were sending Afghan forces into rural communities that treated them as outsiders because of their tribe, ethnicity or urban background. Senior Afghan officials were reluctant to endorse community-based units, in part because they circumvented central government authority, but also because they resembled militias that had contributed to the civil wars of the 1990s. President Hamid Karzai eventually accepted the ALP concept after insisting the armed villagers would at least nominally be categorised as "police" and answer to the interior ministry. He approved a 10,000-man roster as a two- to five-year temporary measure to address growing instability, although the program rapidly expanded. Five years later, officials in President Ashraf Ghani's government are considering plans to increase the roster to 45,000 and seeking money to continue the program after the scheduled September 2018 expiration of U.S. funding. U.S. and Afghan security officials also continue experimenting with other irregular units. Abdul Rashid Dostum, the first vice president and an ex-militia leader, has publicly called for a new force of 20,000. Already, security officials are attempting to raise about 5,000 militiamen in at least seven provinces as a stopgap against rising insecurity. Afghan officials who feel qualms about hastily-raised forces with little training may lose the internal argument if insurgent attacks continue growing in 2015-2016 as forecast, leading to more pressure for quick fixes. However, the ALP program has not improved security in many places and even exacerbated the conflict in a number of districts. A minority of villagers describe it as an indispensable source of protection, without which their districts would become battlegrounds or insurgent havens, but it is more common to hear complaints that ALP prey upon the people they are supposed to guard. Such behaviour often provokes violence: in 2014, an ALP officer was three to six times more likely to be killed on duty than his ANSF counterpart. At times, this reflected the way ALP units have become a central part of the war, singled out by Taliban as important targets. In other places, the high rate resulted from abuses - extortion, kidnapping, extrajudicial killings - that instigated armed responses. Teachers who feel outraged by ALP behaviour and pick up guns to attack an ALP outpost may have no connection to insurgents and may quickly return peacefully to civilian life. Such cases illustrate how ALP can inspire conflict, instead of quelling it. The chequered history suggests further expansion of such forces would be a mistake, but an abrupt halt to the program would give insurgents a military edge, and ex-fighters might also be drawn to banditry and other forms of lawlessness if not carefully reintegrated into society or the ANSF. New policies are needed to extend ALP units with proven good behaviour, while reducing the overall force and ultimately ending the program. The mix of interventions required - strengthened oversight and integration into ANSF of units that would remain after poor ones are disbanded - includes additional training, vetting and discipline. Many domestic and international actors should be empowered to identify where the ALP contributes to instability, including the councils of elders originally convened to approve the program. Oversight mechanisms should have power only to reduce or eliminate ALP where the program is not working, not authorise bigger rosters or shift resources to new locations. Only a minority of the existing ALP would likely pass muster in such a stringent system, but those remaining should receive pay increases equivalent to those received by the national police (ANP), and adequate support from the government and international community. Washington's allies have been reluctant to get involved with the program, but they should set aside their concerns as ALP members become bona fide policemen and leave behind the ALP's history as a U.S. military project.

Details: Brussels: International Crisis Group, 2015. 38p.

Source: Internet Resource: Asia Report No. 268: http://www.crisisgroup.org/~/media/Files/asia/south-asia/pakistan/268-the-future-of-the-afghan-local-police.pdf

Year: 2015

Country: Afghanistan

URL: http://www.crisisgroup.org/~/media/Files/asia/south-asia/pakistan/268-the-future-of-the-afghan-local-police.pdf

Shelf Number: 136338

Keywords:
Counter-Terrorism
Police Behavior
Police Education and Training
Police Effectiveness
Police Performance
Police Reform
Policing

Author: Great Britain. House of Commons. Home Affairs Committee

Title: Evaluating the new architecture of policing: the College of Policing and the National Crime Agency

Summary: On 26 July 2010, the Home Office published Policing in the 21st Century: Reconnecting police and the people, proposing a series of structural changes to the bodies and organisations that are intended to enable the forces to function effectively. The Home Secretary said in her introduction that it heralded "the most radical change to policing in 50 years". In September 2011, we published a Report on these changes, New Landscape of Policing. Now, as we approach the end of the Parliament, we are taking this opportunity to follow up on that report by reflecting on those changes, with a particular focus on the College of Policing. The centrepiece of Policing in the 21st Century was the introduction of directly-elected Police and Crime Commissioners. However, it also proposed a number of structural changes to the landscape of policing at national level: - the replacement of the Serious Organised Crime Agency by the National Crime Agency; - the closure of the National Policing Improvement Agency, "reviewing its role and how this translates into a streamlined national landscape"; and - the repositioning of the Association of Chief Police Officers (ACPO) as the national organisation responsible for "providing ... professional leadership for the police service", by setting standards and sharing best practice across the range of police activities. These proposals were followed, in April 2011, by the proposal to establish the College of Policing, and three months later by the proposal to establish a police ICT company. In Annex A we have produced a landscape grid, which sets out the policing landscape in 2010, and where previous organisations' functions have been transferred to new organisations under the new landscape of policing. We have also worked with the National Audit Office to produce tables showing the budgets and staffing numbers of these organisations in the five years of this Parliament. These are included in Annexes B and C. 3. Since undertaking our initial inquiry, the Committee has kept the developments and changes to the landscape of policing under ongoing scrutiny. The heads of policing organisations have appeared before us Committee regularly, and we have produced several reports on related issues, such as Leadership and standards in the police service.

Details: London: The Stationery Office limited, 2015. 49p.

Source: Internet Resource: Tenth Report of Session 2014-15; Accessed March 29, 2016 at: http://www.cityforum.co.uk/publications/7018/pdf/800.pdf

Year: 2015

Country: United Kingdom

URL: http://www.cityforum.co.uk/publications/7018/pdf/800.pdf

Shelf Number: 138467

Keywords:
Criminal Justice Reform
Police Administration
Police Education and Training
Police Reform

Author: Horgan, John

Title: Across the Universe? A Comparative Analysis of Violent Radicalization Across Three Offender Types With Implications for Criminal Justice Training and Education

Summary: Using a series of bivariate and multivariate statistical analyses, this study compared demographic, psychological, and offense-related behavioral variables across and between 71 lone-actor terrorists and 115 solo mass murderers. The study found little to distinguish these two violent offender types in their socio-demographic profiles. Their behaviors, on the other hand, differed significantly in the degree to which they had interacted with co-conspirators, their antecedent event behaviors, and the degree to which they lacked information prior to their attack. Unlike lone terrorists, mass murderers' violence was spontaneous due to unplanned physical or emotional conflicts. Lone terrorists, on the other hand, were motivated to commit violence due to ideologically based conflicts or differences with potential target victims. Regarding threat or risk, there are a number of overlapping questions that must be considered, including what type of action is most likely, under what conditions is a particular mass violence attack likely to be perpetrated, and what interventions are likely to be effective in preventing or mitigating the perpetration of violence. Lack of predetermined intent and strategy distinguishes mass murderers and lone terrorists. The lone terrorist tends to engage in more observable behaviors and planning than the mass murderer, which presents more of an opportunity to observe and assess preparatory actions and intervene to prevent the planned violence from occurring.

Details: Atlanta: Georgia State University, 2016. 122p.

Source: Internet Resource: Accessed July 12, 2016 at: https://www.ncjrs.gov/pdffiles1/nij/grants/249937.pdf

Year: 2016

Country: United States

URL: https://www.ncjrs.gov/pdffiles1/nij/grants/249937.pdf

Shelf Number: 139625

Keywords:
Extremists
Lone Actor Terrorists
Mass Murderers
Police Education and Training
Terrorism
Terrorists

Author: Skorek, Rebecca

Title: Evaluation of Chicago Police Department's Crisis Intervention Team for Youth (CIT-Y) training curriculum: Year 2

Summary: Beginning in 2010, the Illinois Criminal Justice Information Authority awarded several grants to the National Alliance on Mental Illness of Chicago (NAMI-C) to fund Crisis Intervention Training For Youth courses to officers at the Chicago Police Department (CPD). The program was the first 40-hour, five-day law enforcement youth crisis intervention training offered in the country. NAMI-C and CPD developed the course to answer requests for additional training from officers responding to calls for service involving youth with mental, emotional, or behavioral disorders. Key findings Nationally, it is estimated that as many as 70 percent of the 2 million youth and young adults arrested each year suffer from mental health disorders which the justice system is not equipped to handle. 1 These youth could be diverted to community-based treatment services rather than the juvenile justice system. Law enforcement, under the doctrine of parens patriae, have the authority to intervene in mental health-related incidents and determine the juvenile's trajectory - resolution on scene, arrest, or psychiatric hospitalization transport. However, law enforcement officers called to intervene in crisis situations may not have the skills to safely interact with youth in crisis. Too often, officers resort to excess or even deadly force, 2 although many individuals with mental disorders pose little risk of harm to others and are much more likely to harm themselves or be victims of violence. 3 The Crisis Intervention Team (CIT) model was developed in response to the need for alternative law enforcement response to crisis calls. The team is designed to be a collaboration between police and appropriate community service systems to ensure that individuals with mental health needs are referred for services rather than brought into the criminal justice system. 4 Extending this model to youth crisis calls required additional training to prepare officers to identify youth in crisis, assess their risk of harm, and apply de-escalation techniques to reduce trauma to themselves, youth and their families and avoid criminalization of juvenile behaviors related to unmet needs. 5 This study was part of a multi-year evaluation conducted by Authority researchers on the implementation of 12 Crisis Intervention Training for Youth (CIT-Y) courses for CPD officers funded by the Authority. It focused on the second year of training implementation in 2012. It was designed to assess CIT-Y core training components and measure the curriculum's effect on officer knowledge of and attitudes toward appropriate responses to youth crisis calls. The evaluation also sought to assess progress on recommended diversification of training participation among the various levels of CPD staff, especially those responsible for supervising trained officers. Authority researchers designed evaluation tools to measure training effectiveness, including a pre-/post-curriculum test, 18 training module evaluation surveys, and follow-up focus group questions. Data was collected from 144 officers attending CIT-Y training courses from January 2012 through May 2013 after completing adult CIT training, and a comparison group of 137 officers volunteering for adult CIT training classes but not yet trained in crisis intervention techniques.

Details: Chicago: Illinois Criminal Justice Information Authority, 2016. 71p.

Source: Internet Resource: Accessed July 22, 2016 at: http://www.icjia.state.il.us/assets/articles/CIT-Y%20Year%202%20Final%20Report%20to%20post.pdf

Year: 2016

Country: United States

URL: http://www.icjia.state.il.us/assets/articles/CIT-Y%20Year%202%20Final%20Report%20to%20post.pdf

Shelf Number: 139789

Keywords:
Crisis Intervention
Juvenile Offenders
Mentally Ill Offenders
Police Education and Training

Author: Pearson-Goff, Mitch

Title: Police Leaders and Leadership Development: A Systematic Literature Review

Summary: The purpose of this document is to report on a systematic review of the research literature pertaining to police leadership, and specifically to report on what the academic literature tells us about police leadership and leadership development. In doing this, this review provides a consistent, replicable, and transparent approach to identifying and synthesising the existing body of knowledge, and will provide a foundation on which further research can be built. In order to orientate our analysis of the literature we asked three questions. - Who are police leaders? - What do police leaders do that makes them leaders? - What is the best way to develop police leaders? A systematic literature review uses systematic, explicit and accountable methods to review research literature. This has the benefit over a non-systematic literature review of ensuring that undue weight and attention is not paid to a small, and potentially biased, collection of studies. Central to a systematic review is the setting of a series of appropriate inclusion and exclusion criteria in order to specify the nature of the literature to be collected and to assist in distinguishing relevant works. We searched five academic databases for literature pertaining to police leadership by using terms and truncations relating to policing and leadership. A total of sixty-six empirical articles were identified through this process, published between 1990 and 2012 in Australia, the UK, Canada, New Zealand or the US. Fifty seven articles were of suitable quality to be analysed as part of this review. Through our review we identified that a key limitation of the literature was the absence of objective measures of successful leadership practice and development, with the bulk of the research focusing on the perceptions of good leadership from the perspective of police and stakeholders instead. Across the literature there was broad agreement about what individual characteristics are necessary in order to be regarded as a good police leader, with good leaders perceived to be: - Ethical - Role models - Good communicators - Critical and creative thinkers - Decision makers - Trustworthy - Legitimate The activities that good police leaders were seen to undertake were varied, and included: - Problem solving - Creating a shared vision - Engendering organisational commitment - Caring for subordinates - Driving and managing change Our review of the literature pertaining to police leadership development was less fruitful, and there was little in the body of work we analysed that covered this. Nonetheless we were able to conclude that there was a perception, at least, that good leadership was best encouraged through a combination of: - Formal education - On the job experience - Mentorship

Details: Manly: Australian Institute of Police Management, 2013. 46p.

Source: Internet Resource: Accessed July 25, 2016 at: http://www.aipm.gov.au/wp-content/uploads/2012/09/Police-leaders-and-leadership-development-A-systematic-review.pdf

Year: 2013

Country: Australia

URL: http://www.aipm.gov.au/wp-content/uploads/2012/09/Police-leaders-and-leadership-development-A-systematic-review.pdf

Shelf Number: 130008

Keywords:
Police Administration
Police Education and Training
Police Effectiveness
Police Leadership

Author: Great Britain. House of Commons. Home Affairs Committee

Title: College of Policing: three years on

Summary: 1.The College of Policing was launched in December 2012 as a professional body to develop the knowledge, standards of conduct, leadership and professionalism required by police officers and police staff in England and Wales. The College is a company limited by guarantee and an Arm's Length Body of the Home Office. It is operationally independent of the Home Office. 2.The College was established as part of the Coalition Government's programme of wider reform of the structure of policing bodies. The College took on a number of responsibilities from the now defunct National Policing Improvement Agency and the Association of Chief Police Officers (ACPO), particularly with regard to training and the setting of policy. ACPO's replacement, the National Police Chiefs' Council, has responsibilities on the operational side. As of 31 March 2015 the College had a total of 485 directly employed staff; 51 agency/contract staff; and 152 secondees. 3.This inquiry is part of our regular scrutiny of the College of Policing. Our predecessor Committee first considered the role of the College in 2013 as part of a broader examination of Leadership and Standards in the Police Service. It then undertook a follow-up inquiry Evaluating the new architecture of policing: the College of Policing and the National Crime Agency in 2014-15. Our predecessors were concerned that the Board of the College lacked diversity and the necessary skills required for its role. The Committee heard that the College was not able to communicate directly with members of police forces and found that, partly as a result of this, there was a lack of recognition of the College amongst police officers and inconsistencies in approach to its guidance from Chief Constables. We have pursued a number of these themes in this follow-up inquiry. 4.In addition to the College of Policing witnesses, Chief Constable Alex Marshall, Chief Executive and Rachel Tuffin, Director of Research, Knowledge and Education, we took evidence from the Police Federation of England and Wales and the Police Superintendents Association of England and Wales, and Phil Gormley, Chief Constable of Police Scotland. We also benefited from the Royal College of Nursing and the Chartered Society of Forensic Sciences sharing their experience with us. We are grateful to everyone who contributed to our inquiry.

Details: London: House of Commons, 2016. 39p.

Source: Internet Resource: Fourth Report of Session 2016-17: Accessed July 29, 2016 at: http://www.publications.parliament.uk/pa/cm201617/cmselect/cmhaff/23/23.pdf

Year: 2016

Country: United Kingdom

URL: http://www.publications.parliament.uk/pa/cm201617/cmselect/cmhaff/23/23.pdf

Shelf Number: 139895

Keywords:
Police Education and training
Police Reform
Policing

Author: McGarrell, Edmund F.

Title: Smart Policing and the Michigan State Police: Final Report

Summary: Description of the Project: The Michigan State Police (MSP) has made a commitment to the adoption of data-driven processes, evidence-based practice (EBP), and the use of strategic planning and metrics, in order to increase the effectiveness and efficiency of service delivery to the citizens of the state. To facilitate the adoption of these principles and practices, MSP applied for and was awarded a Smart Policing Initiative (SPI) grant from the Bureau of Justice Assistance. MSP used this grant to engage in a systematic planning process, to support implementation of various practices consistent with SPI principles, and to assess progress of the organizational change process. Summary of Outcomes: This report documents extensive activities that have been undertaken in planning and implementation of data-driven processes. The key findings are that initial planning led to a new MSP Strategic Plan that clearly endorsed the principles of data-driven processes, EBP, and metrics; that significant training has been conducted to facilitate the adoption of these principles and practices; that new technology systems have been developed and are being utilized to support this organizational change; and that evidence of data-driven processes exists in numerous divisions and units throughout MSP. Lessons Learned: Consistent with prior research on policing and public bureaucracies generally, broad organizational change is difficult and requires the type of systematic and multiple level change process embarked upon by MSP. Leadership's consistent and firm commitment to the goals, principles, and processes at the core of the organizational change, as is apparent in this effort by MSP, is critical to sustaining the change process. Having said this, leadership commitment is essential but not sufficient. Training at all levels of the organization is essential to develop commitment to these new goals, principles, and processes and to provide the knowledge and skills to carry out these new processes throughout the organization. Similarly, providing the necessary resources, in this case a new sophisticated information system as well as an intelligence center, is critical for organizational change. The findings of this research provide clear evidence of these critical change components: leadership commitment; training; and technological resource development. The organizational change process is ongoing. The clearest evidence of change is at the executive and middle-management levels and throughout various divisions and units across the organization. There is also evidence of change at the line level of trooper. However, the line-level training occurred at the end of this research project without adequate time to accurately measure the actual impact on day-to-day line-level operations. Implications: Significant organizational change takes time. MSP's processes that included extensive planning- a new strategic plan; widespread training; and support resources (technology and intelligence center); provide a model for necessary ingredients of major organizational change. This type of organizational change process is ongoing and will need continual commitment and training. Sustaining the research partnership to provide ongoing assessment of change and feedback could support MSP's internal metrics and provide ongoing measures of the transformation to data-driven processes, EBP, and the use of metrics of effectiveness and efficiency in service delivery.

Details: East Lansing, MI: Michigan State University, Michigan Justice Statistics Center, 2015. 43p.

Source: Internet Resource: Accessed August 26, 2016 at: http://cj.msu.edu/assets/SPI-Final-Report_MSP_Dec2015.pdf

Year: 2015

Country: United States

URL: http://cj.msu.edu/assets/SPI-Final-Report_MSP_Dec2015.pdf

Shelf Number: 140050

Keywords:
Evidence-Based Practices
Police Education and Training
Police Reform
Problem Oriented Policing
Smart Policing

Author: Marques, Paul R.

Title: Assessing the Ability of the Afghan Ministry of Interior Affairs to Support the Afghan Local Police

Summary: RAND researchers assess the ability of the Afghan Ministry of Interior Affairs (MOI) to support the Afghan Local Police (ALP) program; evaluate the range of logistics, personnel management, and training activities essential to the success of ALP's local security mission; and identify lessons from support to the program that might prove useful when undertaking similar efforts to help build local security forces in the future. This analysis relies primarily on interviews conducted in Afghanistan in 2013 and 2015 with Coalition and Afghan officials involved in the ALP program. To a lesser extent, the analysis draws on quantitative logistics and personnel reporting. While some MOI and Coalition initiatives have fared better than others and some are still a work in progress, our research shows some positive results - in the form of recruits processed and vetted, equipment received, forces paid, and candidates trained - with limited Coalition assistance since the end of 2014. However, examples of improved capabilities do not yet equate to an institutional commitment and capacity to sustain the ALP program. Still, for future U.S. government efforts to assist foreign partners in building the capacity of their local security forces, there are important insights that can be derived from the experience of transitioning ALP to full Afghan control. Key Findings Logistics, Personnel Management, and Training Activities Have Progressed but Still Need Work - With Coalition assistance, MOI has made strides to improve its logistics practices and results. The Coalition's 2012 initiative to eliminate bottlenecks when providing ALP with initial equipment was mostly successful. Since the transition of the program to full Afghan control in 2014, the Coalition's ability to assess ALP's logistic situation has been significantly curtailed. Available information indicates that some ALP districts are receiving adequate levels of supplies while others face substantial shortages. More needs to be done if the Afghans are to acquire sufficient capacity to requisition, track, store, transport, distribute, and maintain necessary quantities of ALP equipment and supplies. - Afghans have begun to acquire and demonstrate many of the capabilities necessary to successfully manage ALP personnel. For example, Afghan elders, government officials, and contractors are currently handling all ALP recruiting, vetting, and in-processing tasks with no assistance from the Coalition. Despite these hopeful signs, the deteriorating security situation in parts of Afghanistan has contributed to the development of local militia groups, some of which use the ALP banner but do not follow the rigorous personnel management procedures that are the hallmark of the ALP program. - The state of ALP training is good compared with the situation in the rest of the Afghan police force. As of early 2015, approximately 86 percent of the ALP force had attended a formal training course. Nevertheless, there are still security and logistics concerns in transporting ALP guardians to regional training centers. Thus, many Coalition advisers we spoke to agreed that a hybrid training system -- with local and regional aspects -- was the best option for the future. Recommendations - Advisers must take account of the operating environment and work in concert with various partners. U.S. advisers must do their best to first understand the lay of the land and then recommend a support plan that either circumvents or erodes potential blockages. - Pull-based logistics systems often take a long time to evolve; therefore, rather than attempting to make the immediate leap to a first-tier, pull-based stock replenishment system, donors should consider simpler alternatives that account for the partner's level of resources, literacy, technical competence, communications, and data availability, and then transition to a mature pull-based system at an appropriate pace. - Managing dispersed forces requires a balance between local autonomy and central oversight. Advisers and host-nation officials need to find a balance between encouraging local leaders to take charge of the daily management of local security forces and ensuring that the former raise and employ the latter appropriately and continue to provide adequate support to them. - Centralized training has advantages, but a hybrid system may work best over the long term. To accomplish this, advisers should perform a comprehensive assessment of the training needs of all of the elements of the police force and, along with host-nation officials, develop training plans that employ a combination of regional training centers, local training venues, and mobile training teams. - If politically feasible, a multi-level coalition advisory structure should be maintained until the host nation has an assured sustainment capability. This would permit coalition advisers to continue to work with headquarters officials and local leaders on resolving management issues pertaining to the police and military.

Details: Santa Monica, CA: RAND, 2016. 114p.

Source: Internet Resource: Accessed August 27, 2016 at: http://www.rand.org/content/dam/rand/pubs/research_reports/RR1300/RR1399/RAND_RR1399.pdf

Year: 2016

Country: Afghanistan

URL: http://www.rand.org/content/dam/rand/pubs/research_reports/RR1300/RR1399/RAND_RR1399.pdf

Shelf Number: 140061

Keywords:
Military Forces
Police Education and Training
Policing

Author: Trickett, Loretta

Title: Hate Crime training of Police Officers in Nottingham: A Critical Review

Summary: The aim of this research in Nottinghamshire was to gain a police perspective on responding to hate crime in the region. The research was designed to find out how the police were dealing with hate crime, what sorts of crime and incidents they came across, how they perceived the training provided by the force, how useful they found the hate crime risk assessment forms, how they worked with other agencies, what problems and barriers they may have encountered and how these may be tackled. It was most important to find out about these issues given a number of developments including the publication of the Government's Hate Crime Strategy (HO 2012), two CJJI (2013; 2015) inquiries into Disability Hate Crime and the publication of Police Hate Crime Strategy and Operational Guidance by The College of Policing (2014). Qualitative interviews were undertaken with both response officers and those on beat teams.

Details: Nottingham, UK: Nottingham Law School, Nottingham Trent University, 2016. 225p.

Source: Internet Resource: Accessed September 28, 2016 at: http://irep.ntu.ac.uk/28089/7/5642Trickett.pdf

Year: 2016

Country: United Kingdom

URL: http://irep.ntu.ac.uk/28089/7/5642Trickett.pdf

Shelf Number: 140481

Keywords:
Hate Crimes
Police Education and Training
Police Effectiveness

Author: Pedneault, Amelie

Title: Risk Assessment of Sex and Kidnapping Offenders: A Review of Practices and Training Needs in Washington State

Summary: In Washington State, sexual and kidnapping offenders who return to the community after a conviction or at the end of their incarceration must register with their local law enforcement agency. Each agency is required to classify offenders on their sexual re-offense risk within the community at large; Level 1 represents a low level of sexual risk, Level 2 poses a moderate risk, and Level 3 a high risk (RCW 4.24.550 section 6b). The determination of offenders' risk level should consider the recommendation made by the Department of Corrections, Department of Social and Health Services, and End of Sentence Review Committee (RCW 4.24.550 section 6a). It is also possible for an agency to conduct their own application of a risk assessment tool, and other pertinent information about aggravating or mitigating factors when determining an offender's risk level (RCW 4.24.550 section 6a). The Washington Association of Sheriffs and Police Chiefs has written a model policy to assist law enforcement agencies in the development of their own policies and procedures regarding sex offender registration and community notification (RCW 4.24.5501). While agencies can mold their operating policies and procedures on this model, they still have discretion to develop their own. As a result, their processes differ. In order to gain insight into the processes followed in agencies throughout Washington State, an online survey of law enforcement agencies was conducted. The present study has two aims: 1. Review and summarize the risk assignment procedures with which law enforcement agencies throughout Washington State assign a level of risk to sexual offenders. Specifically, the following aspects of the risk assignment process are reviewed: - Tools and materials considered; - Existence of an initial risk level classification appeal process; - Obstacles to timely risk assignments; - Specific procedure applicable when assigning a risk level to juvenile offenders. 2. Review and summarize training opportunities that are pertinent to assignment of risk for sexual offenders. The following two aspects of risk assignment training are reviewed: - Current opportunities to participate in training activities; - Training needs.

Details: Olympia, WA: Washington State Office of Financial Management, 2016. 24p.

Source: Internet Resource: Accessed October 12, 2016 at: http://www.ofm.wa.gov/sgc/sopb/meetings/board/2016/09/rso_coordinator_report_edits.pdf

Year: 2016

Country: United States

URL: http://www.ofm.wa.gov/sgc/sopb/meetings/board/2016/09/rso_coordinator_report_edits.pdf

Shelf Number: 140684

Keywords:
Kidnappers
Police Education and Training
Risk Assessment
Sex Offenders

Author: Schuck, Amie M.

Title: The Chicago Quality Interaction Training Program: A Randomized Control Trial of Police Innovation

Summary: The National Police Research Platform is funded by the National Institute of Justice, U.S. Department of Justice, to advance knowledge and practice in American policing though the systematic collection of data from officers and police organizations. The Platform also seeks to demonstrate that innovation can be introduced and scientifically evaluated within this measurement framework. As a first test of this concept, the Chicago Police Department in collaboration with the University of Illinois at Chicago developed a recruit training program aimed at improving the quality of interpersonal encounters between officers and residents. The curriculum was designed to be community-focused, evidence-based, flexible, and delivered with teaching methods appropriate for adult learners. This report describes the preliminary findings of the demonstration project.

Details: Washington, DC: U.S. National Institute of Justice, 2016. 10p.

Source: Internet Resource: Accessed November 8, 2016 at: https://www.hsdl.org/?view&did=687722

Year: 2011

Country: United States

URL: https://www.hsdl.org/?view&did=687722

Shelf Number: 146287

Keywords:
Police Education and Training
Police Recruitment and Selection

Author: Levald, Andres

Title: CPTED Manual for police officers

Summary: The main purpose of the CPTED manual is to compose a practical CPTED handbook specifically for police officers who are taking part in the planning processes, and also for other officials who are responsible for ensuring a safe living environment. The main target group is police officers, and the aim is to write a handbook that helps police officers to understand the main principles of CPTED and which gives them practical knowledge of how to be involved in planning processes. For other officials and key stakeholders the manual will provide an insight of how and when police officers should be involved in planning processes and what expertise knowledge police officers can give when it comes to planning.

Details: Tallinn, Estonia: Politsei- ja Piirivalveamet, 2016. 77p.

Source: Internet Resource: Accessed November 14, 2016 at: http://eucpn.org/sites/default/files/content/download/files/cpted_manual_for_police_officers.pdf

Year: 2016

Country: International

URL: http://eucpn.org/sites/default/files/content/download/files/cpted_manual_for_police_officers.pdf

Shelf Number: 145390

Keywords:
CPTED
Crime Prevention
Design Against Crime
Police Education and Training

Author: Police Executive Research Forum

Title: Recommendations on Advancing Community Policing in the Pasco Police Department

Summary: Faced with a recent officer-involved shooting and wanting to rebuild trust with the community, the Pasco Police Department (PPD) reached out to the U.S. Department of Justice's Office of Community Oriented Policing Services (COPS Office) for help through its Critical Response Technical Assistance program. The COPS Office led this effort and commissioned the Police Executive Research Forum (PERF) to facilitate training and technical assistance for the PPD. This report summarizes those efforts and provides guidance to the PPD regarding community policing initiatives, officer training, and other approaches needed to rebuild trust with the community. Findings and recommendations are presented in five key areas: community policing, cultural awareness, diversity, training (especially related to use of force), and outreach (with a particular focus on Pasco's large and growing Hispanic community). The report also presents a social media strategy designed to help the PPD advance its efforts to engage with residents online. The report will help the PPD advance community policing, enhance police-community relations, and improve public safety.

Details: Washington, DC: Office of Community Oriented Policing Services, 2016. 83p.

Source: Internet Resource: Accessed December 21, 2016 at: https://ric-zai-inc.com/Publications/cops-w0809-pub.pdf

Year: 2016

Country: United States

URL: https://ric-zai-inc.com/Publications/cops-w0809-pub.pdf

Shelf Number: 147776

Keywords:
Community Policing
Police Education and Training
Police Legitimacy
Police-Community Relations

Author: Police Executive Research Forum

Title: ICAT: Integrating Communications, Assessment, and Tactics, A Training Guide for Defusing Critical Incidents

Summary: Since 2014, the Police Executive Research Forum (PERF) has been studying developments regarding police use of force, particularly with respect to officer safety and the safety of the people they encounter, and the impact of these issues on police-community relationships. While PERF's research and policy development on use-of-force issues go back decades, our recent efforts have followed a series of highly publicized police use-of-force incidents across the country, many of them captured on video and some resulting in large-scale protests and demonstrations. There is a growing realization among leaders of the policing profession and members of the public that, in many communities, police use of force has become a critical issue that is setting back community-police relations and may even be impacting public safety and officer safety. It was clear that additional research and new ways of thinking about police use of force were needed, and PERF members and PERF as an organization stepped forward to fill that need. PERF has convened several national conferences and working groups of police officials from the across the country on these issues. We also have conducted survey research and field visits in the United States and internationally, and have published a series of reports detailing our work. Our most recent publication, Guiding Principles on Use of Force, presents 30 recommended best practices in the key areas of use-of-force policy, training and tactics, equipment, and information needs. This ICAT Training Guide should be used in conjunction with the Guiding Principles report.

Details: Washington, DC: PERF, 2016. 72p.

Source: Internet Resource: Critical Issues in Policing Series: Accessed December 21, 2016 at: http://www.policeforum.org/assets/icattrainingguide.pdf

Year: 2016

Country: United States

URL: http://www.policeforum.org/assets/icattrainingguide.pdf

Shelf Number: 147775

Keywords:
Crisis Management
Police Communications
Police Education and Training
Police Use of Force
Police-Community Relations

Author: Zimmerman, Benjamin L.

Title: Educational Level of Law Enforcement Officers and Frequency of Citizen Complaints: A Systematic Review

Summary: The belief that a law enforcement officer who holds a college degree will be a better officer has been the foundation for many policies in support of higher education for officers. However, there is a lack of overwhelming empirical evidence to support such a claim. Past literature has examined police performance in general as it relates to a number of different background characteristics, which include educational level. Citizen complaints are one type of measurement tool that arguably addresses the sensitive relationship between a law enforcement organisation and the community it serves. This systematic review identified 14 studies meeting inclusion and exclusion criteria, resulting in a total of 5359 subjects. By using meta-analytic procedures, this review attempted to identify and quantify the relationship between higher education and citizen complaints. The results provided a comprehensive picture of the overall relationship between education and citizen complaints, which produced a small statistically significant effect size. The effect was negative, indicating that education was predictive of fewer citizen complaints. Additional analyses were conducted to examine differences between large organisations and small to medium organisations as well as published studies compared to unpublished studies. Meta-analysis of the studies using large organisations and published studies revealed even greater effect sizes than the overall results while meta-analysis of small to medium sized organisations and unpublished works resulted in statistically insignificant smaller effect sizes. Police implications and suggestions for future research are discussed.

Details: Cambridge, UK: Wolfson College , 2011. 84p.

Source: Internet Resource: Thesis: Accessed April 10, 2017 at: http://www.crim.cam.ac.uk/alumni/theses/Zimmerman,%20B.pdf

Year: 2011

Country: United States

URL: http://www.crim.cam.ac.uk/alumni/theses/Zimmerman,%20B.pdf

Shelf Number: 144770

Keywords:
Citizen Complaints
Police Behavior
Police Education and Training
Police Legitimacy
Police-Citizen Interactions

Author: Police Executive Research Forum

Title: PTO: an overview and introduction. A Problem-Based Learning Manual for Training and Evaluating Police Trainees

Summary: Community-oriented policing and problem solving (COPPS) has quickly become the philosophy and daily practice of progressive police agencies around the country. Police administrators have come to recognize the ineffectiveness of incident-driven policing as well as the economic costliness of random patrol, rapid response, and post-crime investigation. Officers racing from call to call may have appeal on television, but it does not provide effective policing. In their implementation of COPPS, police executives have voiced a common concern about training, especially post-academy field training for new officers. Post-academy field training has not emphasized or promoted COPPS concepts and behaviors. To address this deficiency, the U.S. Department of Justice Office of Community Oriented Policing Services (COPS) funded the development of an alternative national model for field training that would incorporate community policing and problem-solving principles. To accomplish the objective, the Reno, Nevada, Police Department partnered with the Police Executive Research Forum (PERF). The result of their collaboration is a new training program called the Police Training Officer (PTO) program. It incorporates contemporary methods in adult education and a version of the problem-based learning (PBL) method of teaching adapted for police. Most importantly, it serves to ensure that academy graduates' first exposure to the real world is one that reflects policing in the 21st century. The main objectives of the PTO program are as follows: - To formulate learning opportunities for new officers that meet or exceed the training needs of the policing agency and the expectations of the community; - To have trainees apply their academy learning to the community environment by giving them reallife problem-solving activities; - To foster the trainee's growing independence from the Police Training Officer (PTO) over the course of the program; - To produce graduates of the training program who are capable of providing responsible, community-focused police services; - To prepare trainees to use a problem-solving approach throughout their careers by employing problem-based learning (PBL) methods; - To design fair and consistent evaluations that address a trainee's skills, knowledge, and ability to problem solve effectively.

Details: Washington, DC: Community Oriented Policing Services : Police Executive Research Forum, 2001, 50p.

Source: Internet Resource: Accessed June 12, 2017 at: https://ric-zai-inc.com/Publications/cops-w0150-pub.pdf

Year: 2001

Country: United States

URL: https://ric-zai-inc.com/Publications/cops-w0150-pub.pdf

Shelf Number: 146060

Keywords:
Community-Oriented Policing
Police Academy
Police Education and Training
Police Performance
Police Recruits
Problem-Oriented Policing

Author: Seattle Community Police Commission

Title: An Assessment of the Seattle Police Department's Community Engagement: Through Recruitment, Hiring, and Training

Summary: In the July 27, 2012, MOU between DOJ and the City of Seattle, the CPC was charged with conducting an assessment of the community's "experiences with and perceptions of SPD's community outreach, engagement, and problem-oriented policing." Community engagement is a complex topic that means different things to different people. After collecting feedback across Seattle to gain direction (see Appendix I, Parts A-C), the CPC distilled the comments into 10 topics for potential analysis within the larger theme of community engagement (see Appendix I, Part D). We then prioritized three of the topics based on our understanding of the interests and concerns of the constituencies we represent. This report documents our findings from one of those topics, namely, whether SPD's policies and practices in recruitment, hiring, and training of officers promote positive engagement with people from racial, ethnic, immigrant, and refugee communities. The CPC prioritized the study of recruitment, hiring, and training because it emerged as a central community concern across all demographics. In addition, SPD is in the middle of a hiring surge, and we hoped our assessment would ultimately inform the department's practices. Specifically, we are studying SPD's policies and practices as they may affect its relations with racial, ethnic, immigrant, and refugee communities. Certainly, the CPC recognizes the importance of studying other historically underrepresented communities. Provided that we have the resources necessary, we plan to carry out future assessments along these lines. The other two topics that were prioritized and flagged for immediate study regard communications and the formal channels available to racial, ethnic, immigrant, and refugee communities to provide input to SPD, and the communication structures employed by SPD to provide output to those communities. Findings on those topics will be released in the spring of 2016. This report, meanwhile, broadly addresses the question of whether SPD's policies and practices for recruitment, hiring, and training are sufficient to assure that its personnel reflect, understand, and engage with the many racial, ethnic, immigrant, and refugee communities it serves. This is a very expansive area to cover, and our report does not have all the answers. Nevertheless, it attempts to shed light on strengths, weaknesses, and opportunities for improvement. This report does not offer any recommendations; rather, those will be formulated in the coming months in collaboration with the community and SPD. We have pursued information about the racial makeup of SPD and how it compares to the City of Seattle's population, how SPD's congruity in racial composition compares to that of other cities, the department's current goals for increasing diversity in new hires in the midst of a hiring surge, and how SPD handles recruitment and hiring with regard to racial/ethnic candidates. We have also considered whether there are unnecessary barriers for such candidates moving through the multiple hurdles of the application and selection process and whether there is identifiable attrition. In addition, we have recounted many of the expressed concerns within the communities where we conducted interviews and listening sessions. Finally, we have examined SPD's training of new officers to evaluate the level of focus placed on developing community engagement and cultural competency skills.

Details: Seattle: The Commission, 2016. 48p.

Source: Internet Resource: Accessed June 12, 2017 at: https://www.seattle.gov/Documents/Departments/CommunityPoliceCommission/CPC_Report_on_SPD_Community_Engagement.pdf

Year: 2016

Country: United States

URL: https://www.seattle.gov/Documents/Departments/CommunityPoliceCommission/CPC_Report_on_SPD_Community_Engagement.pdf

Shelf Number: 146061

Keywords:
Community Policing
Police Education and Training
Police Policies and Practices
Police Recruitment
Police-Community Interactions
Police-Community Relations
Problem-Oriented Policing

Author: Schlosser, Michael David

Title: Evaluating the Midwest Police Academy's Ability to prepare recruits to police in a diverse multicultural society

Summary: This study evaluated the current training and practices implemented at the Midwest Police Academy to prepare recruits to police in racially and ethnically diverse communities. In this study, I adopted a critical race theory lens, which considered White privilege, dominant White male ideology, and color-blind racial ideology, when examining the training and practices at the academy. This study examined what the training looks like by providing detailed description of the training atmosphere as well as classroom instruction. The recruits racial attitudes were examined at the beginning and end of the training to explore potential changes. The instructors' and administrators' racial attitudes were also examined. The purpose of this study was to evaluate the Midwest Police Academy's ability to prepare recruits to police in racially and ethnically diverse communities by: (a) examining what the training at the Midwest Police Academy looks like in terms of the training atmosphere, curriculum, and classroom interaction; (b) investigating the racial beliefs and attitudes of recruits entering the academy and see if there are any changes at the end of training; (c) and investigating the racial beliefs and attitudes of instructors and administrators. This was a summative evaluation with the ultimate goal of this study being to search for ways to improve training and practices at the academy in terms of better preparing recruits to police in a racially and ethnically diverse society. In this study, I adopted a mixed methods approach, collecting data via interviews with instructors and recruits, classroom observations, and written documentation. Participants also completed the Color Blind Racial Attitudes Scale (CoBRAS) (Neville, Lilly, Lee, Duran, & Brown, 2000) to measure racial attitudes. Findings of the study indicated that current training and practices show indications of White privilege, White male ideology, and color-blind racial ideology. There were no significant changes in racial attitudes and beliefs of recruits. Recommendations included: (a) make racial and ethnic diversity training part of the mission statement and vision of MPA; (b) provide racial and ethnic diversity training for instructors and administrators; (c) integrate racial and ethnic diversity training throughout the curriculum, including within the scenario-based training; (d) find ways to create more class participation for racial and ethnic diversity related topics; (e) implement a course on the historical context of policing which includes police-minority relations; (f) include critical race theory and color-blind racial ideology in the curriculum which should include counter-storytelling; (g) recruit more racial and ethnic minority instructors and role players; and (h) involve the community in the training.

Details: Urban, IL: University of Illinois - Urbana-Champaign, 2011. 152p.

Source: Internet Resource: Dissertation: Accessed June 13, 2017 at: https://www.ideals.illinois.edu/bitstream/handle/2142/26225/Schlosser_Michael.pdf?sequence=1&isAllowed=y

Year: 2011

Country: United States

URL: https://www.ideals.illinois.edu/bitstream/handle/2142/26225/Schlosser_Michael.pdf?sequence=1&isAllowed=y

Shelf Number: 146077

Keywords:
Cultural Diversity
Police Academy
Police Education and Training
Police Recruits
Racial Attitudes

Author: Zimny, Kenneth

Title: Teaching Police Cultural Diversity: using action research to improve the Midwest Police Academy's preparation of recruits to police in a diverse society

Summary: This research project is a follow-up to a study conducted by Michael Schlosser. Schlosser (2011) studied how the Midwest Police Academy (a pseudonym) prepared recruits to work in racially and ethnically diverse communities. This study took Schlosser's recommendations and developed an Action Research project to attempt to improve the cultural diversity training at the Midwest Police Academy (MPA). One of the recommendations from Schlosser's project was to, 'find ways to create more class participation for racial and ethnic diversity related topics' (p.105). This was coupled with information from the existing literature that advocated not attempting to change officer's beliefs in short cultural diversity courses. Instead, they advocated teaching cultural awareness. Attempts were made to make the MPA recruits aware of racial issues like colorblindness and tolerance. The recruits were given the Colorblind Racial Attitudes Scale (CoBRAS) during their first and last week at the academy. A focus group made up of the full-time instructors at the MPA was convened to discuss teaching cultural diversity. There was no significant change in CoBRAS scores. There needs to be a definite overhaul of the State curriculum and more time should be devoted to cultural diversity. Academy instructors should be taught the history of racism and the covert forms it takes in modern society.

Details: Urban, IL: University of Illinois at Urbana-Champaign, 2012. 125p.

Source: Internet Resource: Dissertation: Accessed June 13, 2017 at: https://www.ideals.illinois.edu/bitstream/handle/2142/31029/Zimny_Kenneth.pdf?sequence=1&isAllowed=y

Year: 2012

Country: United States

URL: https://www.ideals.illinois.edu/bitstream/handle/2142/31029/Zimny_Kenneth.pdf?sequence=1&isAllowed=y

Shelf Number: 146078

Keywords:
Cultural Diversity
Police Academy
Police Education and Training
Police Recruits
Racial Attitudes

Author: Lindsey, Jeffrey C.

Title: A Phenomenological Study of a Session of the FBI National Academy Program

Summary: As the United States entered the second decade of the 21st century, providing law enforcement services has been noted to be more complex than in any era in the nation's history. Piloting law enforcement agencies through the challenges ahead has been identified as requiring their senior leaders to possess the highest levels of leadership acumen. A gap in the literature existed regarding the lived experiences of mid-level leaders as students in long term leadership development programs. The purpose of this qualitative, phenomenological study was to explore the lived experiences of recent graduates of the 251st Session of the FBI National Academy Program that occurred while they were participating as students of their National Academy Session. A goal of this study was to gather and analyze data about the participants' perspectives of the National Academy's contribution to the development of senior law enforcement leadership skills. A purposeful sample of 11 recent graduates of the 251st Session of the FBI National Academy was utilized. Data collection occurred through the use of interviews over the telephone. The interviews were conducted using open-ended interview questions. The data were subsequently analyzed using the modified van Kaam method as presented by Moustakas (1994). Nine core themes emerged regarding the 251st Session: the overall experience was positive; common challenges confronted the law enforcement leaders in the Session such as budget, personnel, and leadership issues; the participants had a high regard for their fellow students; learning from peers was a valuable element of the Session; networking was a long-term benefit; the academic component of was relevant and of a good quality; the instructors were credible, engaged, and effective; the fitness component was beneficial and relevant; and, internal communications could have been improved. Recommendations for future research include additional qualitative studies of another FBI National Academy Session and longitudinal quantitative or mixed-method efforts focusing on the FBI National Academy and similar law enforcement leadership development programs. Recommendations for practice include using the themes individually or collectively to explore ways to produce more effective current or future leadership development programs relevant to mid-level law enforcement leaders.

Details: Prescott Valley, AZ: Northcentral University, 2013. 171p.

Source: Internet Resource: Accessed June 13, 2017 at: http://search.proquest.com/docview/1450072350?pq-origsite=gscholar

Year: 2013

Country: United States

URL: http://search.proquest.com/docview/1450072350?pq-origsite=gscholar

Shelf Number: 146087

Keywords:
Federal Bureau of Investigation
Police Academy
Police Education and Training
Police Recruits

Author: McCombs, Jonathan W.

Title: Problem based learning in law enforcement in-service training: A study of use of force

Summary: The use of force by the police has been a topic of interest among academics and among American society. Police training has long been a factor that has been considered when administrators, policymakers, or society at-large considers the acts of force utilized by the police. The amount of training has been studied with a negative correlation between the number of training hours and the number of use of force incidents. Problem-based learning (PBL) has been utilized in the health professions and to some degree in law enforcement pre-service academies. This study measured the use of force incidents and different types of in-service training provided. This test of constructivist learning theory posits that the type of training utilized can have an effect on the number of use of force incidents. The results showed that for every hour of PBL, the number of use of force incidents decreased by 17 incidents in the Columbus, OH Division of Police. The ordinary least squares regression model accounted for the unemployment rate and crime rate as community factors and the hours of problem-based learning training and the mean officer experience as organizational factors in the analysis.

Details: Capella University, 2015. 69p.

Source: Internet Resource: Thesis: Accessed June 14, 2017 at: http://search.proquest.com/docview/1695261727?pq-origsite=gscholar

Year: 2015

Country: United Kingdom

URL: http://search.proquest.com/docview/1695261727?pq-origsite=gscholar

Shelf Number: 146174

Keywords:
Community Policing
Police Education and Training
Police Use of Force
Problem-Oriented policing

Author: McKitten, Rhonda

Title: Where's the State? Creating and Implementing State Standards for Law Enforcement Interactions With Youth

Summary: n professions where adults are in regular contact with children - such as health care, education, and day care - the state is heavily involved in setting and enforcing clear standards. Law enforcement officers are the gatekeepers for the justice system. They determine who is arrested, who is not, and who enters into the juvenile justice system and these decisions can dramatically and permanently alter a youth's educational and professional opportunities. Given the magnitude and long-term impact of encounters between youth and law enforcement, there is no reason why law enforcement agencies and officers are not subject to the same levels of accountability, training and guidance.

Details: Cambridge MA: Strategies for Youth, 2017. 31p.

Source: Internet Resource: Accessed June 16, 2017 at: http://strategiesforyouth.org/sfysite/wp-content/uploads/2017/05/SFY-Report_Where-Is-The-State_053117_web.pdf

Year: 2017

Country: United States

URL: http://strategiesforyouth.org/sfysite/wp-content/uploads/2017/05/SFY-Report_Where-Is-The-State_053117_web.pdf

Shelf Number: 146200

Keywords:
Police Education and Training
Police-Citizen Interactions
Police-Community Relations

Author: LaLonde, Mark

Title: Assessment in Police Recruit Training Simulations

Summary: The author discusses what can be done to improve the assessment instrument used in the assessment of demonstrated knowledge and competency in police recruit training simulations.

Details: Victoria, British Columbia : Royal Roads University, 2004. 132p.

Source: Internet Resource: Thesis: Accessed June 17, 2017 at: http://www.collectionscanada.gc.ca/obj/s4/f2/dsk4/etd/MQ93535.PDF

Year: 2004

Country: Canada

URL: http://www.collectionscanada.gc.ca/obj/s4/f2/dsk4/etd/MQ93535.PDF

Shelf Number: 146309

Keywords:
Police Education and Training
Police Recruits

Author: Helfgott, Jacqueline B.

Title: Evaluation of the Washington State Criminal Justice Training Commission's "Warriors to Guardians" Cultural Shift and Crisis Intervention Team (CIT) Training

Summary: This report presents results from a research effort focused on training at the Washington State Criminal Justice Training Commission (WSCJTC) evaluating the impact of curriculum changes implemented as part of the warrior to guardian cultural shift including Crisis Intervention Training (CIT), Blue Courage Training, and Tactical Social Interaction training. The purpose of this project was to evaluate the effect of changes in the curriculum and environment at WSCJTC on officer attitudes and knowledge. This pilot project was intended to develop and administer an instrument to measure the impact of elements of the WSCJTC training curriculum, establish baseline measurements and construct validity for the survey instrument and method, and provide recommendations for longitudinal study of the impact of training.

Details: Seattle, WA: Seattle University, Department of Criminal Justice, 2015. 160p.

Source: Internet Resource: Accessed June 20, 2017 at: https://www.seattleu.edu/media/college-of-arts-and-sciences/departments/criminaljustice/documents/Helfgott-et-al_WSCJTC-Evaluation_FINALREPORT_WEB.docx8789.pdf

Year: 2015

Country: United States

URL: https://www.seattleu.edu/media/college-of-arts-and-sciences/departments/criminaljustice/documents/Helfgott-et-al_WSCJTC-Evaluation_FINALREPORT_WEB.docx8789.pdf

Shelf Number: 146299

Keywords:
Crisis Intervention Training
Police Education and Training

Author: Police Executive Research Forum

Title: Winslow, AZ Police Department Review and Assessment: Final Report

Summary: In July 2016, the City of Winslow, Arizona commissioned the Police Executive Research Forum (PERF) to conduct an organizational review of the Winslow Police Department (WPD). PERF's review was broad in scope and examined WPD's policies and practices across a variety of areas, including officer training, resource deployment, internal leadership and communication, agency transparency and accountability, use-of-force tactics and training, and engagement with the community. Although the request for this review was made in the wake of a March 2016 shooting incident involving a WPD officer, the purpose of this study was not to investigate that or any other specific incident. Instead, PERF was asked to perform a broad assessment of WPD's overall policies, practices, and organizational structure, with the goal of assisting the department as it strives to improve the delivery of police services and meet the needs of the community. WPD's desire to improve these areas is in line with recommendation 1.3 of the President's Task Force on 21st Century Policing, which states that law enforcement agencies should establish a culture of transparency and accountability in order to build public trust and legitimacy. WPD has already taken several important steps towards making positive changes within the department. For example, in 2016 Winslow City Manager Stephen Pauken brought in Chris Vasquez, a retired police chief and sheriff, to serve as WPD's Interim Police Director. Under Mr. Vasquez's leadership, WPD has begun implementing an array of reforms to its policies and practices. Throughout the duration of this project, PERF found that WPD personnel, Winslow city officials, and community members were supportive and dedicated to working together as they move forward. Overall, the members of the WPD demonstrated a strong commitment to their work, and the recommendations in this report aim to ensure that WPD personnel will have the support, guidance, and tools they need to better serve the City of Winslow.

Details: Washington, DC; PERF, 2017. 79p.

Source: Internet Resource: Accessed June 20, 2017 at: http://www.winslowaz.gov/city-documents/4578464666

Year: 2017

Country: United States

URL: http://www.winslowaz.gov/city-documents/4578464666

Shelf Number: 146312

Keywords:
Police Accountability
Police Departments
Police Education and Training
Police Legitimacy
Police Policies

Author: Stroupe, Walter E.

Title: A Study of West Virginia State Police Academy Graduates' Perceptions of Their Degrees of Competence and the Relevance of the Marshall University Community and Technical College Police Science Curriculum

Summary: This study investigated the perceptions of graduates of the West Virginia State Police Academy regarding the relevance of the higher education police science curriculum as well as their perceived degrees of competence. The population of the study consisted of four selected cadet classes that were employed full time as West Virginia State Police Troopers in February 2003, N=153. Participants completed a survey questionnaire adapted from Brand & Peak (1995). Additionally, three open-ended questions were addressed by the survey. The survey measured the graduates' perception of the relevance of coursework and their degrees of competence. Data analyses suggested the graduates perceived the curriculum as relevant as well as perceiving themselves to be competent graduates.

Details: Huntington, WV: Marshall University, 2003. 116p.

Source: Internet Resource: Dissertation: Accessed Julye 6, 2017 at: http://mds.marshall.edu/cgi/viewcontent.cgi?article=1148&context=etd

Year: 2003

Country: United States

URL: http://mds.marshall.edu/cgi/viewcontent.cgi?article=1148&context=etd

Shelf Number: 146510

Keywords:
Police Academy
Police Education and Training
Police Recruits
Police Training

Author: Morrison, Gregory B.

Title: Police Firearms Training Survey: Final Report

Summary: The Police Firearms Training Survey was administered to departments around the US during the late summer and fall of 2008. The purpose was to collect data on handgun/deadly force training policies and practices. There have been previous surveys on firearm training, most recently two in Washington State during the late 1990s, and in the early 2000s one focused on larger municipal, urban county and state departments. The present survey, however, sought a national snapshot of programs. As expected, the largest group of participants was comprised of local (i.e. city and county) departments. This report therefore focuses on the policies and practices of several hundred (n=312) local departments regarding instructor staffing and development; training that includes tactics and judgment; requalifying; and the assessment of officer-involved shootings (OIS). As found through past surveys, the over-arching characteristic of in-service handgun/deadly force training was the wide latitude exercised by departments. This variability is unlikely to surprise experienced practitioners or researchers who study police training. The nature and extent of this latitude, however, raise concerns about how prepared many police officers are for encounters that reasonably could involve the use or threatened use of deadly force. Some findings are encouraging, but others appear likely to have serious implications for officer and public safety; influence the public's perception of police progress on accountability; and impact on costs as measured in lives, serious injuries, disabilities and civil litigation. Staffing and instructor development: Some departments rely solely on fulltime instructors whose principal responsibility is firearms and related training. Most departments, however, depend on instructors for whom this responsibility is a collateral duty (i.e. a secondary extra responsibility) and, thus, is a relatively infrequent undertaking. The source of certification for handgun/deadly force instructors varies, though state-run or -approved courses are the norm. Continuing education and training for these instructors is far from universal, however, and varies in both its frequency and duration. Little is known about its content or the quality of its delivery. Training and requalifying: Over the past two decades, a clearer distinction has grown between "training" to maintain existing skills and introducing new ones, and rote "requalifying" on basic marksmanship skills. Departments nevertheless vary widely in their allotment of resources to these two major activities. Some departments requalify to the near exclusion of training, while many roughly split their resources evenly between training and requalifying. Others, however, primarily spend their resources on training, such as scenario-based activities that have in recent years become relatively common. As a result, these particular departments minimize their use of resources for rote marksmanship testing so as to concentrate on what are believed to be far more beneficial experiences. Yet scenario-based training takes three forms: computer-based, projected images of unfolding encounters; role-playing between trainers and trainees using either firearms modified to fire marking cartridges, paint-ball "guns" or non-firing props; and live-fire scenarios at conventional firing ranges where targets are used present varying threat levels and placement, and officers must contend with obstacles and make suitable use of cover and/or concealment. Not only do these three formats provide substantially different experiences qualitatively, but departments also vary widely on how many scenarios officers participate in during the typical training year. Assessing performance: Conveying vital officer performance information from field shootings and other high-risk encounters to trainers who design and deliver programming is indispensable. Nevertheless, few departments appear to have implemented such feedback loops, ones not to be confused with administrative investigations to determine adherence to policy and/or consider criminal charges against officers. Furthermore, trainers often are not provided access to the results of administrative investigations that could provide some useful information for continuously improving programs. History suggests that much of this disconnectedness is attributable to the combination of a protectiveness born of civil litigation and the lethargic development of handgun/deadly force training until the 1990s. The PFTS, along with previous research on deadly force training, point to several shortcomings that need attention from practitioners and researchers. For one, there should be training-specific feedback loops at larger municipal and urban county departments. The nature and extent of this feedback needs to revolve around evaluating a full array of connections between (1) training program content, delivery and certifying assessments and (2) officer performances in high-risk field encounters. Because larger departments experience high-risk encounters and officer-involved shootings on a relatively regular basis, sufficient data to support meaningful research and program evaluation projects would be available for internal analysis as well as larger projects examining performance across departments. The longstanding practice of academy qualifying followed by in-service requalifying is overdue for a conceptual overhaul because it remains deeply rooted in narrow tests of marksmanship and gunhandling. This is inadequate given contemporary assortments of training activities that feature tactics and judgment that, one hopes, positively influences the outcomes of high-risk encounters. Finally, a promising avenue for addressing these and other important aspects to contemporary deadly force training will be practitioner-researcher collaborative studies. Even though maximizing officer performance potential would enhance both police and public safety, the role of science in improving training for high-risk encounters is far from being fully exploited. This report provides one contribution to a body of knowledge that needs to be more fully developed during the remainder of the first quarter of the 21st century. We have learned many things about training and the use of deadly force in recent years, but there is much we do not know. We therefore need to work diligently to fill the gaps, some of which this study describes and discusses. The focus of future efforts should be to identify approaches that have a compelling empirical record on maximizing the safe, appropriate and effective use or threatened use of deadly force in high-risk encounters. Model programs beneficial to a wide range of federal, state and local police clearly comprise a worthwhile longterm goal.

Details: Muncie, IN: Ball State University, 2011. 36p.

Source: Internet Resource: Accessed August 28, 2017 at: ibrarian.net/navon/paper/Police_Firearms_Training_Survey___Final_Report.pdf?

Year: 2011

Country: United States

URL: ibrarian.net/navon/paper/Police_Firearms_Training_Survey___Final_Report.pdf?.

Shelf Number: 146911

Keywords:
Deadly Force
Officer-Involved Shootings
Police Education and Training
Police Firearms Training
Police Use of Force

Author: Hollywood, John

Title: Fostering Innovation in U.S. Law Enforcement: Identifying High-Priority Technology and Other Needs for Improving Law Enforcement Operations and Outcomes

Summary: The National Institute of Justice tasked RAND to host a panel of law enforcement experts to identify high-priority needs for innovation in law enforcement, covering advances in technology, policy, and practice. The needs discussed in this report can help prioritize research, development, and dissemination efforts in ways that will provide the greatest value to law enforcement practitioners. The panel identified four top findings. First, there is a need to improve practitioners' knowledge of available research and technology, starting with a central knowledge repository and research on how to improve dissemination and training methods. Second, there is a need for practices and technologies to improve police-community relations, both to improve encounters with the public and to improve community relations more broadly. Third, there is a need to improve the sharing and use of information in a range of ways. These include means to get crime analysis capabilities to all agencies (including small and disadvantaged agencies), software development to reduce information overload, and model proposal and contract language to make systems interoperable. Fourth, there is a need to reduce backlogs in forensic processing; panelists suggested broadening U.S. Department of Justice forensic grants outside of DNA to help address the backlogs. Additional high-priority needs included further development of policies and use cases for unmanned aerial vehicles, best practices for selecting and using personal gear, and improving defenses against active shooters. The latter included improving both suspicious activity reporting processes and efforts to educate the public on responding to an active shooter. There is also a need for a review of technologies that might improve officers' health. Key Findings Four Top Themes Identified There is a demand for practices and technologies to improve practitioners' knowledge of technologies and how to use them. At the core of needs under this theme was a call for a virtual information repository: a single source for capturing and sharing law enforcement information. There is a call for practices and technologies to improve police-community relations. Very high interest in this theme is being driven largely by the social and political tensions raised in recent years, in the wake of officer-involved shootings controversies and civic unrest in Ferguson, Missouri, Baltimore, Maryland, and other jurisdictions. There is a need to improve the sharing and use of information. This includes identifying what information is most useful, to avoid the problem of officers being overloaded with information. There is a need to improve forensic capabilities. Many needs here concerned remediating forensic backlogs and lacks of resources driving them. Additional High-Priority Needs There is a need to improve a range of personal equipment and practices for using them. There is a need to develop policies and core use cases for unmanned aerial systems. There is a need to improve dispatch center operations. There is a need to improve defenses against active shooters, both to improve reporting to detect them before they attack and to improve training on how the public should respond. There is a need to identify requirements for technologies to improve officers' physical and mental health.

Details: Santa Monica, CA: RAND, 2017. 136p.

Source: Internet Resource: Accessed September 1, 2017 at: https://www.rand.org/pubs/research_reports/RR1814.html

Year: 2017

Country: United States

URL: https://www.rand.org/pubs/research_reports/RR1814.html

Shelf Number: 147003

Keywords:
Computers
Information Technology
Law Enforcement Technology
Police Education and Training
Police Technology (U.S.)
Police-Community Relations

Author: Coleman, Terry

Title: TEMPO: Police Interactions. A report towards improving interactions between police and people living with mental health problems

Summary: In 2008 the MHCC conducted a review of the basic/recruit training, which occurs primarily at Canadian police colleges/academies, concerning interactions with people with mental illnesses. To complement that study, in 2010, the MHCC conducted a review that examined the nature and extent of such police training and education at the in-service or continuing education level within Canadian police organizations. Based on these reviews, an aspirational model of police education and training - TEMPO (Training and Education about Mental Illness for Police Organizations) - was developed, described, and disseminated. The purpose of the present report is to review progress since that time. Notwithstanding the nature and seriousness of individual interactions between police and people with mental illnesses, it is widely accepted that there are too many. While most will never garner attention on the front page of a newspaper, for the people involved all incidents are serious and potentially traumatic. How do we ensure that police personnel are well prepared to deal with these potentially difficult situations? This report will provide assistance in achieving that. This report is focused on police education and training, rather than on the broader systems and policies that affect interactions between police and people with mental illnesses; it addresses education and training in the broadest sense. The report places an emphasis on HOW we should teach as well as what we should teach, given the many developments in the field of adult education and curriculum design.

Details: Ottawa: Mental Health Commission of Canada, 2014. 94p.

Source: Internet Resource: Accessed October 7, 2017 at: https://www.mentalhealthcommission.ca/sites/default/files/TEMPO%252520Police%252520Interactions%252520082014_0.pdf

Year: 2014

Country: Canada

URL: https://www.mentalhealthcommission.ca/sites/default/files/TEMPO%252520Police%252520Interactions%252520082014_0.pdf

Shelf Number: 147612

Keywords:
Mentally Ill Offenders
Mentally Ill Persons
Police Education and Training
Police Policies and Practices
Police Use of Force

Author: Kringen, Anne Li

Title: Outside the Academy: Learning Community Policing through Community Engagement

Summary: Recent events highlight the need for many law enforcement agencies to focus on transparency, re-establish legitimacy, and continue to improve strained community relations. Community policing, long lauded as a potential solution to improve community-police relations, may be an important component. The Office of Community Oriented Policing Services (COPS) conceptually defines community policing as a "philosophy that promotes organizational strategies that support the systematic use of partnerships and problemsolving techniques to proactively address the immediate conditions that give rise to public safety issues such as crime, social disorder, and fear of crime." The organizational components of community policing include: (1) agency management, (2) organizational structure, (3) personnel, and (4) information systems. Together, these components are envisioned as aligning to support community partnerships, proactive problem solving, and better relationships between the community and the police. Despite the conceptual definition, confusion over the practical meaning of community policing has long impacted implementation. Departments identify themselves as engaged in community policing when implementing activities such as foot patrol, opening neighborhood offices, soliciting community feedback, and reporting efforts to the community . Similarly, other specific projects, programs, and tactics such as agency-community plans, bicycle patrol, geographic assignment, citizen input and feedback, and community outreach have, at times, been classified as community policing (see e.g., Hickman & Reaves, 2001). However, community policing is better understood as an organizational strategy emphasizing citizen involvement, problem solving, and decentralization. While each of the four components forming the conceptual definition of community policing (i.e., agency management, organizational structure, personnel, and information systems) play important roles related to citizen involvement, problem solving, and decentralization, the personnel component resides at the core.

Details: Washington, DC: Police Foundation, 2017. 12p.

Source: Internet Resource: Ideas in American Policing, no. 20: Accessed November 20, 2017 at: https://www.policefoundation.org/wp-content/uploads/2017/08/IAP_Outside-the-Academy-Learning-Community-Policing-through-Community-Engagement.pdf

Year: 2017

Country: United States

URL: https://www.policefoundation.org/wp-content/uploads/2017/08/IAP_Outside-the-Academy-Learning-Community-Policing-through-Community-Engagement.pdf

Shelf Number: 148277

Keywords:
Community Policing
Police Education and Training
Police Legitimacy
Police-Community Interactions
Police-Community Relations

Author: Coleman, Terry

Title: Police Interactions with Persons with a Mental Illness: Police Learning in the Environment of Contemporary Policing

Summary: n recent decades, the number of interactions between people with mental illnesses and police has increased significantly. While most of these interactions are minor in nature and are resolved uneventfully, there are unfortunately a few which result in significant negative outcomes. Whenever this is the case, one of the most frequent recommendations which has emerged from reviews is that police officers should be provided with education and training - learning - in order to give them the skills and knowledge necessary to interact adaptively with people with mental illnesses (PMI). This paper is Part II of a two-part review of that learning; Part I was a review of police education and training at the police academy basic training level. The purpose of the current investigation, Part II, was to review the state of police in-service education and training related to police/PMI interactions. A review of current practice in a variety of jurisdictions across Canada as well as in the United States, the United Kingdom and Australia, suggests that there is considerable variability in existing programs. While many police agencies provide little or no learning in this area, others provide more comprehensive education varying in length from a few hours to several days. The content of the training varies from an overview considered appropriate for a wide variety of police officers up to and including highly focused training intended for specialist officers. While some police services provide 'one-size-fits-all' training, others deliver a variety of levels and degrees of learning. Unfortunately, in spite of the widespread acceptance of programs such as the Crisis Intervention Team (CIT) model, which originated in Memphis, Tennessee, there is little outcome research or data-based evidence to inform the exact nature of an effective program, and the research that does exist does not provide guidance as to which components of a learning program are most effective. Nevertheless, the existing research tends to support the contention that education and training is effective in improving outcomes overall. Even though, the primary purpose of the paper is to provide an overview of what is delivered and what should be delivered in terms of curricula related to mental illness, it would be inappropriate to discuss curriculum without considering the greater context. While education and training is of course essential to ensuring that interactions between police and PMI are constructive and adaptive, education in and of itself is not a panacea and will not create the kind of change that is desirable if it occurs in isolation. Thus, before identifying 'desired practices' in terms of curriculum, it is necessary to comment on the circumstance within which this learning should occur. First, every police officer operates within the context of his/her own organization. Therefore, it is essential that each police organization have in place policies and procedures that support the application of the skills and knowledge that police acquire through education and training. For example, the Canadian Association of Chiefs of Police has promulgated the Contemporary Policing Guidelines for Working with the Mental Health System. The Guidelines outline a series of processes and policies that should ideally be in place in any police agency in order to inform and support the work of not only individual police officers but of all police personnel who encounter PMI. In addition to these policies and procedures, each police organization must also be guided by knowledge about the police academy training that their officers bring to the workplace. As has been noted in a previous survey (Part I), police academies vary significantly in terms of the type and extent of learning at the basic-training level. In many cases, such academy level training has only been in place in recent years; thus, police officers who have been employed longer will not have had the benefit of that training. Second, while the specific content of a mental-illness related curriculum is of course crucial, it is not the only determinant of successful learning. It is necessary that police agencies attend to a variety of other factors that will have a direct impact on the learning outcome. These include: - selection of appropriate 'trainers,' including those who are both subject matter experts and who are operationally credible; - inclusion of local mental health professionals, for the purposes of providing reliable information as well as to assist in forming local connections with mental health agencies; - integration of PMI and their families into the training in order to provide direct first-hand experience with this population; - use of a variety of forms of learning media including participatory strategies; - focus on cognitive determinants of behaviour including attitudes, exercise of discretion and stigma; and  adaptability of the curriculum to reflect the population receiving training (e.g. new officers versus specialized teams versus dispatch personnel) as well as local community needs. By extracting components from a variety of education and training regimes already in place in Canada and other countries, and then combining them with what can be gleaned from outcome research, a comprehensive education and training regime based on an identified learning spectrum emerges; one that can be adapted to a variety of police agencies and police personnel. The proposed learning model has been entitled TEMPO - an acronym for Training and Education about Mental Illness for Police Officers.

Details: Ottawa: Mental Health Commission of Canada, 2010. 90p.

Source: Internet Resource: accessed April 17, 2018 at: https://www.mentalhealthcommission.ca/sites/default/files/Law_Police_Interactions_Mental_Illness_Report_ENG_0_1.pdf

Year: 2010

Country: Canada

URL: https://www.mentalhealthcommission.ca/sites/default/files/Law_Police_Interactions_Mental_Illness_Report_ENG_0_1.pdf

Shelf Number: 149842

Keywords:
Mentally Ill Offenders
Mentally Ill Persons
Police Education and Training
Police Policies and Practices
Police Use of Force

Author: United Nations Office on Drugs and Crime. Independent Evaluation Unit

Title: Final Independent Project Evaluation of the: Police Reform Programme in Kenya (KENZ04) June 2018

Summary: UNODC project KENZ04 'the Police Reform Programme' in Kenya was designed in the aftermath of the 2010 constitutional reform that put great emphasis on the need to modernise and transform the police agencies KENZ04 had as the key objective to support the Government of Kenya (GoK) to modernise and transform the policing institutions, specifically (NPS, NPSC and IPOA) to become effective, efficient and trusted security agencies for Kenyans. The project was articulated around three outcomes: (i) empowered and sustainable institutional structures for policing services established at the national level; (ii) professionalism, integrity and accountability of the National Police Service (NPS) enhanced; and (iii) strengthened operational capacities of the NPS. MAIN FINDINGS KENZ04 was primarily designed based on recommendations proposed by key Kenyan documents such as the Waki and the Ransley reports. and prior studies conducted through other UNODC Regional Office for Eastern Africa programmes. These studies identified the priority needs of Kenya to meet international and constitutional standards. The partnership with the key police institutions and the Government of Kenya was viewed as strategic for maintained political commitment. Although the project was meant to be funded through a multi-donor fund, one donor- the Swedish Government-primarily financed the project through soft earmarking until December 2017. A minor contribution of USD $10,000 was made by Israel at the inception of the project. Despite the project's ambitious scope and implementing challenges, it remained relevant to all stakeholders until the end. Due to changing priorities amongst the donor and the key beneficiaries, the police agencies, some of the outcomes' related outputs (especially within outcome 3 focused on community policing) were not implemented. The key outputs that were achieved and observed were those focused on strengthening the legal and police architecture of the police agencies . The agencies found technical assistance provided, including embedded advisors, trainings, strategies and policies drafted under mostly Outcomes 1 and 2 of KENZ04 as serving the objective of the project and the police reform more generally. The identification of 'Volunteer Reform Champions' amongst police officers, was underlined as one of the critical unintended results and most effective way to sustain trainings, disseminate the message of reforms and keep the momentum alive in the 6 pilot counties. Although KENZ04 was designed prior to the drafting of the Sustainable Development Goals, police reforms in Kenya were within the scope of SDGs 16, 10 and 54 . Overall, the project team was praised for its expertise but further police work experience could have benefitted the project. Furthermore, results could have been showcased more efficiently had a clear monitoring framework and more defined indicators been in place. The soft-earmarked funds enabled the project team to adapt the activities to changing timelines. The funds were significant according to the donors' overall budget and other stakeholders, but insufficient from the police agencies and the reform agenda that is yet to be sustained. The trainings of police officers had been 'institutionalized' to a certain degree through the 'Volunteer Reform Champions' but their numbers were insufficient to spread the transformation agenda beyond the 6 pilot counties. Although, KENZ04 had yielded some preliminary results, the popularization of the reforms across the 42 counties is yet to be completed. The evaluation team concluded that KENZ04 contributed to the integration of international standards in the policy architecture of the Police agencies in Kenya. With respect to human rights & gender, the project team introduced international Service Commission and Independent Police Oversight Authority) was viewed as constructive and reinforced as a result of this project. Nonetheless, the sustainability of the reforms was questioned as police reforms require long-standing funding, activities across the whole nation and commitment by all parties to beget durable and visible changes in police behaviour to transform from a 'Force' to 'a Service'. Other donors are continuing funding police reforms activities but at a different scale and are not necessarily focused on behavioural change from a 'Force' to a 'Service'.best practices and standards but the key strategies remain to be approved by the Government of Kenya. The coordination and partnership with the key police agencies (National Police Service, National Police Service Commission and Independent Police Oversight.

Details: Vienna; UNODC, 2018. 83p.

Source: Internet Resource: Accessed november 14, 2018 at: https://www.unodc.org/documents/evaluation/Independent_Project_Evaluations/2018/UNODC_Final_Independent_Evaluation_Report_KENZ04_June_2018.pdf

Year: 2018

Country: Kenya

URL: https://www.unodc.org/documents/evaluation/Independent_Project_Evaluations/2018/UNODC_Final_Independent_Evaluation_Report_KENZ04_June_2018.pdf

Shelf Number: 153466

Keywords:
Police Administration
Police Education and Training
Police Professionalism
Police Reform

Rutgers - School of Law, Newark

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