Attitude Training for Police Cadets

2020 ◽  
pp. 116-139
Keyword(s):  
Mental Illness ◽  
Police Officers ◽  
Training Programs ◽  
Police Training ◽  
Design Guidelines ◽  
Mental Health Training ◽  
How People Learn ◽  
The Uk ◽  
Police Attitude ◽  
The U.S

The news has not been good for mental health training programs for police in Australia, Canada, the U.S., and the UK. Police training is seen as inadequate to prepare police officers to identify and deal with persons with a mental illness. This chapter describes one approach of writing a proposal to conduct a comparison of attitude-training programs with police cadets. The main aspects of writing a proposal are covered: the background, problem statement, hypothesis, and the design of the treatments for comparison. Isolating the main features of each treatment requires designing some instruction based on factors that can influence police attitude toward suspects with a mental illness. Contemporary design guidelines are recommended, which should be informed by the designer's personal assumptions about how people learn from multimedia.

Attitude Training for Police Cadets

2021 ◽  
pp. 287-303
Author(s):  
Bruce L. Mann
Keyword(s):  
Mental Illness ◽  
Police Officers ◽  
Training Programs ◽  
Police Training ◽  
Design Guidelines ◽  
Mental Health Training ◽  
How People Learn ◽  
The Uk ◽  
Police Attitude ◽  
The U.S

The news has not been good for mental health training programs for police in Australia, Canada, the U.S., and the UK. Police training is seen as inadequate to prepare police officers to identify and deal with persons with a mental illness. This chapter describes one approach of writing a proposal to conduct a comparison of attitude-training programs with police cadets. The main aspects of writing a proposal are covered: the background, problem statement, hypothesis, and the design of the treatments for comparison. Isolating the main features of each treatment requires designing some instruction based on factors that can influence police attitude toward suspects with a mental illness. Contemporary design guidelines are recommended, which should be informed by the designer's personal assumptions about how people learn from multimedia.

School Based Pre-Service (Initial) Teacher Training Programs in the USA and the UK

2019 ◽  
Author(s):  
Margaret Solomon
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Training Programs ◽  
Initial Teacher Training ◽  
Teacher Training Program ◽  
School Based ◽  
Teacher Training Programs ◽  
The Usa ◽  
The Uk ◽  
The U.S

This article is about School-Based Initial Teacher Training (SBITT) programs practiced in the USA and the UK. The article briefly discusses how US teacher-training programs began in 1839, as Normal School in New England. They then later became university based traditional teacher-training programs across the country. Then it shows how a gradual change in teacher training came into the U.S. in the 1980s with the introduction of school-based teacher training as an alternative route. Although most teachers in the U.S are still trained in colleges and universities, the paper shows that many states still pursue alternative routes to teacher credentialing and focus on school-based training The next part is a brief narration of the history of school-based teacher training in the UK, which began in the early 19th century. In the later part of 1800s, teacher training was favored at universities in the UK and more colleges were opened to facilitate training teachers at higher education institutions (HEI). In the late 1900s, there was an emergence of School-Based Initial Teacher Training (SBITT) programs developed as a result of a shortage of trained teachers. Finally, a variety of different SBITT programs became the most prominent method of initial teacher training. In 2017–2018, 53% of teachers favored a school-based teacher training program, while 47% preferred a university-based teacher training program

Building on mental health training for law enforcement: strengthening community partnerships

2017 ◽  
Vol 13 (3/4) ◽  
pp. 207-212 ◽  
Author(s):  
Jorien Campbell ◽  
Cyrus Ahalt ◽  
Randall Hagar ◽  
William Arroyo
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Law Enforcement ◽  
Mental Health Treatment ◽  
Training Programs ◽  
Community Partnerships ◽  
Mental Health Training ◽  
Crisis Intervention Team ◽  
Law Enforcement Training ◽  
Content Type

Purpose The purpose of this paper is to describe the current state of law enforcement training related to the high number of interactions with persons with mental illness, and to recommend next steps in preparing law enforcement to effectively meet this challenge. Design/methodology/approach The authors reviewed the current literature on relevant law enforcement training programs, focusing primarily on crisis intervention team (CIT) training, and used the case example of California to identify opportunities to improve and enhance law enforcement preparedness for the challenge of responding to persons with mental illness. Findings Broad-based community partnerships working together to develop programs that meet the local needs of both those with mental illness and law enforcement, the availability of mental health treatment centers with no-refusal policies, and a coordinating person or agency to effectively liaise among stakeholders are critical enhancements to CIT training. Originality/value As increasing attention is paid to adverse interactions between police and vulnerable populations, this paper identifies policies that would build on existing training programs to improve police responses to persons with mental illness.

scholarly journals Domestic abuse orders: risk, vulnerability and training

2020 ◽  
Vol 6 (2) ◽  
pp. 151-167
Author(s):  
Rob Ewin ◽  
Elizabeth A. Bates ◽  
Julie C. Taylor
Keyword(s):  
Police Officers ◽  
Domestic Abuse ◽  
Physical Violence ◽  
Police Training ◽  
Professional Judgment ◽  
Freedom Of Information ◽  
Content Type ◽  
Survey Tool ◽  
The Uk ◽  
And Training

Purpose The use of emergency barring orders (EBO) in the form of domestic violence protection notices and orders (DVPN-O) in reported domestic abuse (DA) cases is a relatively new development in the UK; the effectiveness of these orders has been challenged. The purpose of this paper is to examine the factors influencing their issue. Design/methodology/approach Freedom of information (FOI) requests were used alongside a survey tool. Practitioners (n = 76; mainly police practitioners) were asked about approaches to EBO application, risk and training around DA. Findings The findings indicate that applications are impacted largely by domestic abuse stalking harassment risk grading, typically resulting in high-risk cases receiving the most attention. Criticisms suggesting that DVPN-Os are of limited use receive some support from this study; however, as their use is restricted to these higher-risk cases, the full effect of the orders may be limited. The most important factors in decision-making are the level of physical violence, repeated victimization and the victims support for a DVPN-O. Police intelligence and the presence of children also have an effect on risk ratings. Less importance was given to lower risk–graded cases, wider intelligence from family members and information from social networks. Findings also indicate that police training is largely limited to “on-the-job” experience, e-learning and e-mail bulletins. Practical implications Respondents proposed that training could be enhanced through victim stories, cross-discipline approaches and wider knowledge beyond isolated specialisms. A number of recommendations are made in line with: structuring professional judgment, using victim accounts in police training and movement toward an evidence-led approach. Originality/value This research demonstrates a clear link to the way in which risk and the use of EBO are used by police officers. This research also highlights the desire to see and hear from victims in police training. The value of this research is shown in both the combined approach of FOI requests and a survey and assessing a currently under-researched area of DA response.

scholarly journals Mental health training for correctional officers: a systematic review

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S18-S18
Author(s):  
Shaheen Darani ◽  
Sandy Simpson ◽  
Robert McMaster ◽  
Elena Wolff ◽  
Sarah Bonato ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Training Programs ◽  
Outcome Measurement ◽  
Correctional Officers ◽  
Mental Illnesses ◽  
Correctional Officer ◽  
Mental Health Training ◽  
Health Training ◽  
Experiential Teaching

AimsMental illness amongst prison inmates is a prevailing issue across the world, as mental illnesses are overrepresented in correctional facilities when compared to community populations. Despite this, correctional officers receive little to no training on how to respond to inmates with mental illness. Implementing mental health training could improve officer knowledge, skills, and attitudes toward inmates with mental illness. This could lead to improvements in risk management, humane treatment of inmates, and interprofessional collaboration with healthcare providers. There is limited research on the educational value of inmate mental health training programs for correctional officers. As far as we are aware, there have been no prior reviews of this literature. The goal of the present study is to review this literature to explore the nature and effectiveness of correctional officer mental health training programs.MethodMedical and criminal justice databases were searched for scientific articles describing correctional officer mental health training programs. All studies that included a measurable outcome on either correctional officer knowledge or inmate mental health were included in a final analysis. The review adhered to PRISMA guidelines for systematic reviews.ResultOf 1492 articles identified using search terms, 11 were included in the analysis. 6 articles described mental health education programs, 2 articles described skill-specific programs, and 3 articles described suicide prevention programs. Training programs reviewed content about mental illness, practical skills, and included didactic and experiential teaching modalities. The programs led to improvements in knowledge, skills, and attitudes amongst officers. Prior mental health attitudes, knowledge, and work experience did not correlate with improvements following training. Officers were more receptive to program facilitators with correctional or lived mental health experience. Experiential teaching was preferred to didactic teaching. A decline in training improvements occurred several months after training.ConclusionThere is limited but positive literature suggesting that structured training programs, particularly involving persons with lived experience and experiential components are beneficial. The decline in training improvements suggests need for ongoing education and systems change within correctional institutions to ensure sustainability of gains. In terms of limitations of this review, it is possible articles pertaining to correctional officer mental health training were not available on the databases searched or some programs may not be published. Studies were also limited in their outcome measurement, with no consistent tools, and no control groups. This review can guide the development, delivery, and contribute toward best practice guidelines for future inmate mental health training programs and studies.

The New Policing Landscape

2018 ◽  
Author(s):  
Nigel G. Fielding
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Police Officers ◽  
Police Training ◽  
Retail Banking ◽  
Police Organization ◽  
International Crisis ◽  
Professional Body ◽  
The Uk ◽  
Contemporary Context

Through a spatial analogy Chapter 7 examines the ‘topography’ of the contemporary police landscape. It traces the development of the ‘police professional body’ in the UK in the form of the College of Policing, and along the way it considers the effects of policies of austerity imposed on policing as a result of the international crisis in investment and retail banking and consequent recession. It considers the adequacy of training in helping police officers to negotiate the new terrain, and assesses the promise, and drawbacks, of a fuller engagement of police training with higher education, including the aspiration to move to a graduate force. The chapter, and book, closes with a discussion of what constitutes a professional practice of policing in the contemporary context, and how the police organization might proceed in order to achieve such a practice.

Training Police Officers About Persons with Disabilities

1995 ◽  
Vol 16 (1) ◽  
pp. 53-63 ◽  
Author(s):  
JAMES K. McAFEE ◽  
STEPHANIE L. MUSSO
Keyword(s):  
Mental Illness ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
New Hampshire ◽  
Police Officers ◽  
Police Training ◽  
Persons With Disabilities ◽  
Physical Impairments

Directors of police academies in the 50 states were contacted regarding training policies for new officers. Only Massachusetts and New Hampshire failed to provide any information. Thirty-Six states require instruction on persons with disabilities as part of initial police training; another four states provide some training but do not require it. An analysis of training topics reveals a wide variety of content, but most academies provide training about mental illness. Few academies include training about learning disabilities, mental retardation, or physical impairments (see note 1).

Changing Police Officers’ Attitudes in Sexual Offense Cases: A 12-Month Follow-Up Study

2020 ◽  
Vol 47 (9) ◽  
pp. 1176-1189
Author(s):  
Patrick Tidmarsh ◽  
Gemma Hamilton ◽  
Stefanie J. Sharman
Keyword(s):  
Police Officers ◽  
Training Programs ◽  
Sexual Offending ◽  
Police Training ◽  
Sexual Offense ◽  
Specialist Training ◽  
Guilty Verdict ◽  
Follow Up Study ◽  
Victim Responsibility

We examined whether specialist training can have an immediate and lasting impact on investigators’ attitudes in sexual offense cases. Australian police officers participated in a 4-week training program that focused on the dynamics of sexual offending. Officers completed questionnaires before, immediately after, and 9 to 12 months following training. They were presented with scenarios involving adult and child complainants with varying levels of evidence (strong, weak, or ambiguous) and rated their confidence that the case would be approved for prosecution, the likelihood of a guilty verdict, and the level of responsibility attributed to the victim. Following training, investigators became more confident in case approvals and guilty verdicts, less likely to attribute responsibility to victims, and demonstrated better understanding of sexual offense dynamics. Ratings of victim responsibility and guilty verdicts were maintained 9 to 12 months post-training; however, confidence in case approvals decreased after working in the field. Implications for police training programs are discussed.

Clinical and cultural perspectives on mental illness in the U.S. Navy.

1990 ◽  
Author(s):  
Lawrence A. Palinkas ◽  
Louis Balazs ◽  
Patricia Coben
Keyword(s):  
Mental Illness ◽  
Cultural Perspectives ◽  
The U.S

The Real School Safety Problem

2016 ◽  
Author(s):  
Aaron Kupchik
Keyword(s):  
Police Officers ◽  
School Safety ◽  
Zero Tolerance ◽  
Safe Schools ◽  
Original Research ◽  
School Security ◽  
Safety Problem ◽  
The Real ◽  
K 12 ◽  
The U.S

Since the 1990s, K-12 schools across the U.S. have changed in important ways in an effort to maintain safe schools. They have added police officers, surveillance cameras, zero tolerance policies, and other equipment and personnel, while increasingly relying on suspension and other punishments. Unfortunately, we have implemented these practices based on assumptions that they will be effective at maintaining safety and helping youth, not based on evidence. The Real School Safety Problem addresses this problem in two ways. One, it provides a clear discussion of what we know and what we don’t yet know about the school security and punishment practices and their effects on students and schools. Two, it offers original research that extends what we know in important ways, showing how school security and punishment affects students, their families, their schools and their communities years into the future. Schools are indeed in crisis. But the real school safety problem is not that students are either out of control or in danger. Rather, the real school safety problem is that our efforts to maintain school safety have gone too far and in the wrong directions. As a result, we over-police and punish students in a way that hurts students, their families and their communities in broad and long-lasting ways.

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