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Date: April 29, 2024 Mon
Time: 9:44 pm
Time: 9:44 pm
Results for problem solving
6 results foundAuthor: Glover, Richard L. Title: Community and Problem Oriented Policing in School Settings: Design and Process Issues Summary: Community and Problem Oriented Policing (CPOP) is a multidemsional strategy used by police departments to control crime and improve the quality of life in target areas. This monograph presents CPOP as a possible solution to the problem of school violence. It identifies design components and process dimensions that can contribute to successful applications of CPOP. Five models have gained wide acceptance as strategies for school based problem solving around safety and security issues: the School Resource Officer model, student problem solving, the public health model, the Child Development-Community Policing Program, and the collaborative problem solving model. Eight components from these five models are fundamental to school based CPOP: police-school partnerships, problem solving approach, collaboration that reflects full stakeholder involvement, organizational support, education and training of problem solving group members, effective planning approaches, appropriate problem solving group size, and use of memoranda of understanding. The process dimensions associated with successful implementation of CPOP in schools are partnering between schools and police, collaborative problem solving, implementation, and evaluation of the overall CPOP effort. Details: New York: Columbia University School of Social Work, 2002. 58p. Source: Year: 2002 Country: United States URL: Shelf Number: 118340 Keywords: Community PolicingCrime PreventionProblem SolvingProblem-Oriented PolicingSchool SafetySchool SecuritySchool Violence |
Author: Uchida, Craig D. Title: Evaluating Problem Solving in Colorado Springs: The 1999 School-Based Partnership Program Summary: In 1998 and 1999 the COPS Office initiated major grant programs to deal with crime and disorder problems in schools. The idea behind the program was to assist police and schools in implementing Problem-Oriented Policing, a strategy first developed by Herman Goldstein in 1979. While police agencies had successfully used the problem-solving model for crime and disorder problems on city streets, in parks and recreational areas, and in public housing, rarely did they work with schools to deal with day-to-day problems. The School-Based Partnership program (SBP) was an attempt to encourage law enforcement to work with school administrators, students, faculty and parents using this model. Over 250 jurisdictions received funding in 1998 and 1999 at a cost of over $30 million. As part of the grant, the COPS Office required that law enforcement provide funds to evaluators to document and describe the implementation of the program. In 1999, the Colorado Springs Police Department (CSPD) received one of these grants to conduct problem-solving projects in five high schools. CSPD selected 21st Century Solutions, Inc. as its evaluator. During a two-year period, staff of 21st Century Solutions, Inc. made site visits, conducted in-person interviews, analyzed data from the schools and police, worked closely with the School Resource Officers, and observed a variety of activities. This document describes the implementation of the problem-solving model and discusses possible impacts of the project on the schools and police. The report is divided into eight sections. The first section provides background information about Colorado Springs, the police department, schools, and the problem-solving partnership grant. We also discuss our research methods, including research questions, data sources, and analysis. Section 2 examines the literature on school-based programs and problem oriented policing to provide a context for this study and the work of police officers in schools. Sections 3 through 7 report on the problem-solving activities at each of the five high schools. Section 8 concludes with a summary of our findings and recommendations. Details: Silver Spring, MD: 21st Century Solutions, Inc., 2001. 63p. Source: Internet Resource: Accessed February 29, 2012 at http://www.cops.usdoj.gov/pdf/school_based/ColoradoSprings_CO.pdf Year: 2001 Country: United States URL: http://www.cops.usdoj.gov/pdf/school_based/ColoradoSprings_CO.pdf Shelf Number: 118161 Keywords: Evaluative StudiesProblem SolvingSchool CrimeSchool Resource Officers |
Author: Patten, Ryan Title: The Washington Department of Fish and Wildlife's Paradigm Shift : A Grounded Theory Analysis of Law Enforcement Officers' Receptivity Toward Collaborative Problem Solving Summary: This dissertation utilizes a grounded theory approach to understanding in the exploration of the opinions and attitudes of Washington Department of Fish and Wildlife (WDFW) law enforcement officers regarding their agencys effort to accomplish a paradigm shift toward collaborative problem solving to gain compliance with resource-protective regulations. While a laudable and timely goal, such a paradigm shift faces numerous internal and external barriers to successful implementation by the WDFW law enforcement division. By way of general context, over a century of natural resource rule-making and regulation by the federal government has angered many citizens in the American West, and this resentment creates difficulties for the WDFW and similar natural resource regulatory agencies as they attempt to utilize collaboration in the field. Although the use of collaboration has been on the rise in the United States since the 1970s, it is generally not yet the preferred method of natural resource conflict resolution. Additionally, paradigm shifts of the sort being dealt with here in American law enforcement agencies have been historically difficult to implement. In recent history, the effort to implement community-oriented policing (COP) has been confronted by numerous internal obstacles among the most important being officer resistance to change. The 43 WDFW law enforcement officers interviewed for this research study revealed that there remains a general lack of rank-and-file commitment to make use of collaboration to resolve contentious natural resource problems on the part of the officers. This lack of commitment would seem to result from two principal sources: the current reward system does not give due recognition to officer efforts to use collaboration, and very little communication takes place between veteran and rookie officers concerning the utility of collaboration in natural resource law enforcement work. To the extent that the WDFW is typical of other natural resource regulatory agencies, the lessons learned from this research study should be of interest to the many other public agencies seeking to make the paradigm shift from feared regulator to a trustworthy collaborative problem solver. Details: Pullman, WA: Washington State University, Program in Criminal Justice, 2006. 227p. Source: Internet Resource: Dissertation: Accessed April 17, 2013 at: http://clbarchive.wsu.edu/xmlui/bitstream/handle/2376/482/r_patten_050106.pdf?sequence=1 Year: 2006 Country: United States URL: http://clbarchive.wsu.edu/xmlui/bitstream/handle/2376/482/r_patten_050106.pdf?sequence=1 Shelf Number: 128394 Keywords: PartnershipsProblem SolvingWildlife ConservationWildlife Crimes (U.S.)Wildlife Law Enforcement |
Author: Tarrant, Emily Title: An evaluation of the effectiveness of the JETS Programme in changing thoughts, feelings and behaviours Summary: The JETS programme is an accredited thinking skills programme that was developed for young people aged 15 to 18. The programme aims to reduce re-offending by helping young people to develop thinking skills to enable them to deal with people and problems more effectively. The JETS programme was originally developed at HMYOI Wetherby, in consultation with members of the Operational Services & Interventions Group at NOMS. The programme is now owned by the Operational Services & Interventions Group at NOMS who provide training for the programme and oversee the delivery and development of the programme. The programme addresses six aspects of thinking, shown to be linked to offending behaviour. The six aspects of thinking addressed include: - Problem solving: Using a logical approach to solve problems - Self control: Skills to help us to slow down, stop and think, and manage emotions - Cognitive style: Developing flexible thinking to allow greater creativity in solving problems and achieving goals - Social perspective taking: Skills to understand other people's points of view - Moral reasoning: Looking at what is important to us and exploring why we hold certain values - Critical reasoning: Understanding what affects our thinking and how to challenge irrational thoughts The programme is delivered at HMYOI Wetherby to groups of eight young people and consists of 25 sessions. The programme is an integral part of the regime at HMYOI Wetherby and contributes significantly to the work of the prison in reducing re-offending. Currently there are resources for 64 young people to complete the programme each year at HMYOI Wetherby. An initial evaluation was carried out (see below) at HMYOI Wetherby. A much larger scale evaluation is currently underway which will include data from other juvenile establishments also delivering the programme. Details: York, UK: University of York, 2012. 70p. Source: Internet Resource: Thesis: Accessed April 5, 2016 at: https://www.justice.gov.uk/youth-justice/effective-practice-library/the-jets-programme Year: 2012 Country: United Kingdom URL: https://www.justice.gov.uk/youth-justice/effective-practice-library/the-jets-programme Shelf Number: 138565 Keywords: Cognitive SkillsJuvenile OffendersProblem SolvingTreatment Programs |
Author: Scott, Michael S. Title: Identifying and Defining Policing Problems Summary: This Problem-Solving Tools guidebook deals with the process of identifying and defining policing problems. Under the most widely adopted police problem-solving model-the SARA (Scanning, Analysis, Response, Assessment) model-the process of identifying and defining policing problems is referred to as the Scanning phase. The Scanning phase is distinct fr om the Analysis phase, which principally is about explaining the problem's causes and contributing factors; the Response phase, which is about developing, selecting, and implementing new responses to the problem; and the Assessment phase, which principally is about measuring the impact that new responses had on the problem. The advice provided in this guidebook is based primarily upon theory and practice: there is no evaluative research into what methods most accurately and efficiently identify and define policing problems. Details: Washington, DC: U.S. Department of Justice, Office of Community-Oriented Policing, 2016. 88p. Source: Internet Resource: Problem-Solving Tools Series Problem-Oriented Guides for Police No. 13 : Accessed August 1, 2016 at: http://ric-zai-inc.com/Publications/cops-p323-pub.pdf Year: 2016 Country: International URL: http://ric-zai-inc.com/Publications/cops-p323-pub.pdf Shelf Number: 139924 Keywords: Police ResponseProblem SolvingProblem-Oriented Policing |
Author: Major Cities Chiefs Association Title: Violent Crime Reduction Operations Guide Summary: Although a great deal of discussion centers on the issue of whether crime is increasing or decreasing in the United States, such a discussion never reveals the full story. When it comes to crime, no one just lives in the "United States"; everyone lives in a specific city, in a specific neighborhood. How violent crime is felt in communities, and how the policing executive is challenged to respond to it, is a much more nuanced story than crime numbers themselves would indicate. It is important for the accountable law enforcement executive to recognize that he or she is not alone in dealing with the thorny problem of violent crime. Violent crime has many components and there are many tools and partners available to help respond to it, including research institutions, peers, technology systems, government and non-government partners, and federal resources. All jurisdictions, however, have their own unique set of challenges, stakeholders, and resources. Consequently, there is no singular or static solution to violent crime. The Violent Crime Reduction Operations Guide outlines actions and activities that are relatable agency to agency and that have contributed to successful crime-fighting strategies throughout the country. Although the literature concerning violent crime is not sparse, this Guide complements existing conversations and offers a unique "for the field, by the field" perspective that combines best practices and research to assist all law enforcement executives in assessing their overall capacity and answering the question, "Where do we go from here?" Details: Washington, DC: U.S. Department of Justice, Bureau of Justice Assistance, 2018. 52p. Source: Internet Resource: Accessed October 22, 2018 at: https://www.bja.gov/Publications/violent-crime-reduction-operations-guide.pdf Year: 2018 Country: United States URL: https://www.bja.gov/Publications/violent-crime-reduction-operations-guide.pdf Shelf Number: 153045 Keywords: Crime Prevention Evidence-Based Programs Problem SolvingViolent Crime Violent Prevention |