Police officer support for quasimilitary stress training and orientation toward outsiders and nonlaw enforcement functions
Tóm tắt
This paper is about the meaning of police officers' support for the traditional socialization model of the quasi-military stress academy and its effects on their attitudes toward outsiders and non-law enforcement functions. More specifically, it examines consequences of quasi-military training on attitudes toward civilians in police departments, on serving minority groups and the community, and on criticality ratings of job functions such as mediation, crime prevention and community policing. Based on part of a larger job task survey conducted under the auspices of a state criminal justice training council, it includes over 70 percent of all patrol officers and their first-line supervisors in a rural New England state.
Tài liệu tham khảo
Berg, B. (1990). First day at the police academy: Stress-reaction training as a screening-out technique.Journal of Contemporary Criminal Justice 8 (2), 89–105.
Broderick, J.J. (1987).Police in a time of change (2nd ed.). Prospect Heights, IL: Waveland Press.
Brown, D. & Joneson, J. (n.d.).Basic curriculum evaluation project for the Nebraska law enforcement training center.
Cooke, A. (1989, March). Recruit training reform.Law and Order 37, 47–50.
Cox, S.M. (1996)Police: Practices, perspectives, problems. Boston: Allyn & Bacon.
Earle, H.H. (1973).Police recruit training: Stress Vs. Non-stress. Springfield, IL: Charles C. Thomas Publishers.
Fielding, N. (1988).Joining forces: police training, socialization, and competence. London: Routledge.
Forst, T.M. & Seng, M. (1984). September). Police entry level curriculum: A thirty-year perspective.Journal of Police Science and Administration 12, 251–259.
Harris, R.N. (1973).The police academy: An inside view. New York: John Wiley and Sons.
Lundman, R. (1980).Police and policing: An introduction. New York: Holt, Rinehart & Winston.
Maguire, B., Faulkner W., Mathers R., Rowland C., & Wozniak J. (1991). “Rural police job function.”Police Studies 14 (4), 180–187.
Meadows, R.J. (1985) September). Police training strategies and the role perceptions of police recruits.Journal of Police Science and Administration 53, 195–200.
New Hampshire PAC Job Task Analysis System (n.d.)
Peak, K. (1990). A research note on successful criminal justice survey research: A ‘personal touch’ model for enhancing rates of return.Criminal Justice Policy Review 4 (3), 268–277.
Peak, K. (1997).Policing America: Methods, issues, challenges (2nd ed). Upper Saddle River, NJ: Prentice Hall.
Roberg, R. & Kuykendall, J. (1993).Police and society. Belmont, CA: Wadsworth.
Slahor, S. (1990, February). The future of authoritarian-based training.Law and Order 38, 65.
Talley, R.A. (1986, June). A new methodology for evaluating the curricula relevancy of police academy training.Journal of Police Science and Administration 14, 112–120.
Trojanowicz, R. & Bucqueroux B. (1992).Toward the development of meaningful and effective performance measures. National Center for Community Policing at Michigan State University: East Lansing, MI.
Val Lubans Associates System Design Group (1991).New Mexico law enforcement academy basic law enforcement job/task analysis project. New Mexico Dept. of Public Safety Training Center.
Van Maanen, J. (1973, Winter), Observations on the making of a policeman.Human Organization 32, 407–418. Excerpted in W.C. Terry 111 (Ed.),Policing society, pp. 203–215. New York: John Wiley and Sons.
Vermont Criminal Justice Center (1989).A profile of municipal police departments in Vermont. Montpelier, VT.
Vermont Criminal Justice Training Council (1988).Statewide task analysis: Police patrol officer position. Pittsford, Vt.
Vermont Criminal Justice Training and Education Study Committee (1975).Criminal justice training and education in Vermont. The Report of the Criminal Justice Training and Education Study Committee. Montpelier, VT.