scholarly journals Social Interaction Training to Reduce Police Use of Force

2020 ◽  
Vol 687 (1) ◽  
pp. 124-145 ◽  
Author(s):  
Scott Wolfe ◽  
Jeff Rojek ◽  
Kyle McLean ◽  
Geoffrey Alpert
Keyword(s):  
Social Interaction ◽  
Randomized Trial ◽  
Social Interactions ◽  
Use Of Force ◽  
Police Training ◽  
Police Use Of Force ◽  
Police Agencies ◽  
And Performance ◽  
Practice Framework ◽  
Social Interaction Skills

Controversial incidents involving uses of force by police in recent years have led to calls for improving officers’ de-escalation skills. A more fruitful approach to police training reform may be a broader focus on improving officers’ social interaction skills. By viewing all police-citizen encounters as social interactions that can either escalate toward or de-escalate away from the use of force, police training can develop what other fields call a “deliberate, repetitive practice” framework. This article describes the implementation of a randomized trial that brought such training to two U.S. police agencies and yielded encouraging results. We conclude that the conceptual framework was generally well received but that results depended heavily on the selection and performance of each agency’s own trainers.

scholarly journals The Structure and Delivery of Police Use of Force Training: A German Case Study

2021 ◽  
Author(s):  
Mario S. Staller ◽  
Swen Koerner ◽  
Valentina Heil ◽  
Isabel Klemmer ◽  
Andrew Abraham ◽  
...  
Keyword(s):  
Police Officers ◽  
Use Of Force ◽  
Police Training ◽  
Time On Task ◽  
Police Use Of Force ◽  
Training Time ◽  
Study Approach ◽  
Constructive Alignment ◽  
Action Capabilities

AbstractThe current study aims to investigate the current structure and delivery of police recruit training. Using a case study approach, we systematically observed a semester of police training that consisted of 30 h with a specific focus on police use of force training. Field notes and time-on-task data was analysed using an inductive approach. The results revealed, first, a lack of constructive alignment of the training modules and learning tasks within the training settings. Second, an adherence to traditional linear approaches to training resulting in high amounts of augmented instruction and feedback and a one-size-fits all approach to technical and tactical behaviour. Third, a non-efficient use of available training time with low amounts of engagement in representatively designed tasks that stimulated problem-solving processes. Based on these results we suggest that there is a need: (a) for police trainers and curriculum designers to align the objectives, practice structure and delivery of police training with the needs of police officers in the field (e.g. conflict resolution); (b) for police trainers to employ more learner-centred pedagogical approaches that account for individual action capabilities and resources, and allow for high amounts of training time with representatively designed training tasks; and (c) for senior managers of overall police training decision-makers to provide the necessary trainer education, in order to furnish trainers with the knowledge and tools to appropriately plan, deliver and reflect upon their practice in keeping with concept of constructive alignment.

Challenging the Ordinality of Police Use-of-Force Policy

2021 ◽  
pp. 088740342110383
Author(s):  
Scott M. Mourtgos ◽  
Ian T. Adams ◽  
Samuel R. Baty
Keyword(s):  
United States ◽  
Use Of Force ◽  
Police Department ◽  
The United States ◽  
Physical Force ◽  
Police Use Of Force ◽  
Lethal Force ◽  
Police Agencies ◽  
Municipal Police ◽  
Force Data

Most use-of-force policies utilized by U.S. police agencies make fundamental ordinal assumptions about officers’ force responses to subject resistance. These policies consist of varying levels of force and resistance along an ordinally ranked continuum of severity. We empirically tested the ordinal assumptions that are ubiquitous to police use-of-force continua within the United States using 1 year’s use-of-force data from a municipal police department. Applying a quantitative technique known as categorical regression with optimal scaling, we found the assumptions of ordinality within the studied department’s use-of-force continuum (which is similar to many police use-of-force continua within the United States) are not met. Specifying physical force as a “lower” force option than less-lethal tools is associated with increased officer injury and decreased subject injury. Our findings call into question use-of-force continua featuring ordinal rankings for varying categories of less-lethal force.

Beyond the final report

2018 ◽  
Vol 41 (2) ◽  
pp. 194-201 ◽  
Author(s):  
William Terrill ◽  
Eugene A. Paoline III ◽  
Jason Robert Ingram
Keyword(s):  
Use Of Force ◽  
College Education ◽  
Police Culture ◽  
Final Report ◽  
Police Use Of Force ◽  
Content Type ◽  
Administrative Policy ◽  
National Institute Of Justice ◽  
Police Agencies ◽  
Additional Value

Purpose The purpose of this paper is to provide a snapshot of key findings from research published from the Assessing Police Use of Force Policy and Outcomes study, a project funded by the National Institute of Justice. Design/methodology/approach Key findings from a national survey of police agencies on use of force policy and from an in-depth look at police use of force outcomes across eight cities published over the last ten years are synthesized to provide a cumulative perspective regarding the outcomes of the project. Findings The majority of police departments had a written force policy and reporting requirements, however, there was no commonly accepted force policy. Patrol officers were conservative in their views of what is reasonable force, administrative policy does matter in influencing force usage, and the use of a TASER impacted the likelihood of injury for both officers and citizens. Additional findings were also reviewed in the areas of complaints, police culture, first-line supervision, college education, and promotional aspirations. Originality/value While federal funding for policing related research projects are commonplace, taking a look back ten years later and summarizing key findings is uncommon. Doing so provides concise feedback to practitioners in one readily digestible manuscript. Furthermore, the paper also demonstrates the additional value to the original investment made by the National Institute of Justice.

Observed Social Interaction Patterns in Adolescents with and without Craniofacial Conditions

1997 ◽  
Vol 34 (5) ◽  
pp. 380-384 ◽  
Author(s):  
Kathleen A. Kapp-Simon ◽  
Dennis E. Mcguire
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Social Contact ◽  
School Lunch ◽  
Interaction Patterns ◽  
Number Of Children ◽  
Type Frequency ◽  
Social Interaction Skills

Objective: This study examined social interactions of adolescents in a natural environment (school lunch room) to determine if there were identifiable differences in social behavior between children with and without craniofacial conditions (CFC). Design: This was an observational study comparing social interaction skills of children with CFC to peers without craniofacial conditions. Setting: The observations were conducted in the respective school lunch rooms of the adolescents with CFC. Participants: Clinical subjects were 13 adolescents (4 male) with various craniofacial conditions (5 cleft lip and palate) and 12 (4 male) peers without CFC present in the same lunch room. Main Outcome Measures: An unknown observer obtained 45 minutes of structured observational data on subject initiations, responses, nondirected comments, and extended conversations over two to three lunch room periods. Data was coded on the Epson HX-20 for type, frequency, and duration of social contact. Specific measures included: subject initiations and responses, peer initiations and responses, conversations events, and nondirected comments. Results: Statistically significant differences were found between CFC and comparison subjects (CS) on each social interaction variable measured. CS initiated more contacts, received positive responses more frequently, and engaged in longer conversations than CFC subjects ([F (1,24) = 14.1, p <.01; F (1,24) = 61.2, p <.001; F (1,24) = 5.50, p <.05]. CS were approached by and responded appropriately to peers more often [F (1,24) = 28.1, p <.001; F (1,24) = 43.2, p <.001]. Subjects with CFC were more likely to produce nondirected comments (N = 7, x = 0, p < .01). Conclusions: A significant number of children with CFC behaved differently than their peers in a natural, daily occurring situation. They were often at the periphery of the group, observers rather than participants in conversation.

scholarly journals Optimlisasi Kemampuan Interaksi Sosial Anak di PAUD Inklusi Ahsanu Amala Yogyakarta

2017 ◽  
Vol 1 (1) ◽  
pp. 17-26
Author(s):  
Nadlifah Nadlifah
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Social Interactions ◽  
Classroom Environment ◽  
School Environment ◽  
Social Process ◽  
Children With Autism ◽  
The Right ◽  
Social Interaction Skills ◽  
Interaction Skills

Education is a social process that can't happen without interaction between individuals Learning is a personal and social proccess when the child is in touch with other children in building understanding and knowledge together. Generally, Early Childhood have a low social interactions skill. This is evidenced by the frequent fights with his friend and selfish. Similarly in general, children who have mental disorders such as children with autism, Down syndrome, the hearing impaired etc, has the low skill ability in social interaction and communication. children who have maximum social interaction skills will be easier to be accepted in the school environment, especially in a classroom environment. Therefore it the children of inclusion is still an early age need to be assisted in improving the ability of social interactions at school, because the period of early childhood is a period of development the right to develop, improve and optimize all the capabilities of a child, even this period is an effective time to train and familiarize children to develop social interaction skills of children.

Too Many Missing Cases: Holes in Our Knowledge about Police Use of Force

2002 ◽  
Vol 4 (1-2) ◽  
pp. 87-102 ◽  
Author(s):  
James J. Fyfe
Keyword(s):  
Use Of Force ◽  
The United States ◽  
Court Order ◽  
National Data ◽  
Public Officials ◽  
Local Data ◽  
Police Use Of Force ◽  
Police Agencies ◽  
The Media ◽  
Existing Data

This paper argues that one of the primary responsibilities of a democracy is to report accurately on how often its own agents kill or injure its citizens. The United States fails this responsibility: there are available to citizens no systematic or meaningful national data describing the frequency and consequences of police use of force in this country. Instead there exist only some local data provided by unrepresentative police agencies or obtained by the media under court order, and some aggregate data and estimates that cannot be linked with specific agencies. The paper reviews existing data and offers suggestions that would provide both citizens and public officials with a clearer picture of the efforts of their police to minimize use of force.

scholarly journals Social Interaction and Performance of Third-Year Students in Geometry

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Mildin J. Retutas
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Correlation Method ◽  
Opportunities To Learn ◽  
The Social ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship ◽  
Very High ◽  
Different Levels

Social interaction creates a vital source of opportunities to learn Mathematics and opportunities for students to talk about their own thinking, and this talk encourages reflection. A study was organized to find out the relationship between the social interaction and the performance of third-year students in geometry. Specifically, the study sought to determine their levels of accidental, repeated, regular, and regulated social interactions; students’ academic performance in geometry; and the relationship between students’ levels of social interaction and their performance in Geometry. The study used the descriptive-correlation method involving 39 students as respondents, and complete enumeration sampling design was used. The descriptive used for social interactions were outstanding, very satisfactory, satisfactory, poor and very poor while for the performance were very high, high, moderate, low and very low. The results showed no significant relationship with the social interaction, while the students’ performance in geometry was very satisfactory. The study concludes that the social interaction has no influence on the performance of students in geometry. The study recommends further study shall be made on the relationship of the students’ performances when clustered according to the different levels of social interaction so that appropriate intervention can be made easily.Keywords—Mathematics Education, social interaction, performance, third year students, geometry, descriptive-correlation method, Davao City, Philippines

Promoting Social Interaction through Teaching Generalized Play Initiation Responses to Preschool Children with Autism

1989 ◽  
Vol 14 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Thomas G. Haring ◽  
Laurie Lovinger
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Severe Disabilities ◽  
Free Play ◽  
Treatment Conditions ◽  
The Social ◽  
Play Behaviors ◽  
Students With Severe Disabilities ◽  
Play Initiation ◽  
Social Interaction Skills

Two experiments were conducted to investigate the effects of play initiation training on subsequent social interactions between students with severe disabilities and their nonhandicapped peers within play contexts. In both studies, five nonhandicapped peers were used as training confederates, and generalization probes were conducted within unstructured free-play situations with a larger number of peers who did not participate in training. In Experiment 1, a preschool student with autistic behaviors was integrated into a regular preschool The effects of two treatment conditions were compared: (a) providing an awareness activity plus rewards for the nonhandicapped peers who initiated interactions and (b) teaching initiations and play behaviors to the student with severe disabilities. The results indicated that although the awareness activity plus reward condition increased the frequency of peer initiations, peer responsivity to the initiations by the student with severe disabilities remained low. When the student with severe disabilities was taught to initiate interactions and play appropriately, the level of initiation by the student increased and the level of responsivity by the peers toward his initiations also increased. In Experiment 2, we replicated this effect with two students who were integrated into a kindergarten class. The effects of competent social interaction skills on shaping environments that are responsive to the social initiations of students with severe disabilities are discussed.

Police Officer Use of Force Mindset and Street-Level Behavior

2021 ◽  
pp. 109861112110255
Author(s):  
Eugene A. Paoline ◽  
William Terrill ◽  
Logan J. Somers
Keyword(s):  
Police Officer ◽  
Use Of Force ◽  
Additional Research ◽  
Behavioral Data ◽  
Police Use Of Force ◽  
Street Level ◽  
Police Agencies

Police use of force has been the focus of a number of external assessments of the occupation for over 50 years. Recent concerns have, once again, prompted calls for additional research on the correlates of this behavior, especially as it relates to officer use of force mindset. Relying on a framework articulated as part of a use of force symposium of academics and practitioners, the current study utilizes survey and behavioral data from officers in six police agencies to examine dimensions of use of force mindset among officers, and the degree to which attitudinal mindset influences use of force behavior. The implications for police scholarship and practice are discussed.

scholarly journals Virtual Voice Assistant Applications Improved Expressive Verbal Abilities and Social Interactions in Children with Autism Spectrum Disorder: A Single-Subject Experimental Study

2021 ◽  
Author(s):  
Mohammed F Safi ◽  
Badriya Al Sadrani ◽  
Ashraf Mustafa
Keyword(s):  
Artificial Intelligence ◽  
Social Interaction ◽  
Social Interactions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Baseline Phase ◽  
Children With Asd ◽  
The Social ◽  
Social Interaction Skills ◽  
Interaction Skills

Abstract Background: Children with autism spectrum disorder (ASD) tend to have communication and social interaction deficits. Their impaired communication is derived from difficulties in acquiring language. The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with ASD. Artificial intelligence has played a growing role in the habilitation of children with ASD. However, little research exists on the possible roles and effectiveness of virtual voice assistants in developing language and social skills in children with ASD. This study examined the effects of using a voice assistant in children with ASD on two outcomes: speech skills (expressive verbal vocabulary and production of short phrases) and social interaction skills (playing/sharing). Methods: An interventional single-case design study was used to explore this concept using three children with ASD between the ages of 4 and 11 years. The participants used an accessible virtual voice assistant, Apple’s Siri, for three months. Pre- and post-intervention questionnaires and semi-structured interviews with mothers were administered to measure the communication and social interaction skills of the participating children. Results: Participant One, Two and Three showed a notable improvement in the total number of correct words produced with fewer attempts during the VVA intervention compared with the baseline phase. Further, all participants showed increases in the social interactions in the intervention phase, compared with the baseline phase. Finally, all the mothers noted improvement in their children’s speech intelligibility and social interactions. Conclusions: Results showed that the virtual voice assistant had positive effects on the speech and social interaction skills of children with ASD. The findings of this study implied that children with ASD can use readily available voice assistant software to improve their speech and social interaction skills. Furthermore, this study’s findings could be used to develop strategies to increase the availability of artificial intelligence infrastructure in schools and homes to help children with ASD.

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