Police Training

Ongoing training of serving officers in the Police Service of England and Wales is an important function of the organisation. It is necessary to maintain competence of officers and prevent failures of the organisation for which it could be liable. The Theory of Andragogy is the major theory of adult education and its principles include that organisations should encourage individual self-motivation to promote effective learning. This thesis was intended to be a mixed methods empirical study combining a staff attitude survey and focus group data to examine the extent police ongoing training fulfils this principle. However due to participation issues the qualitative phase was unable to provide firm conclusions, but does provide us with potential hypotheses for further research. The survey suggests that current training provision does not appear to take the andragogical principle of self-motivation into account and this is detrimental to the effectiveness of the training. Whilst we can ...

Although FASD is first and foremost a health issue, it is a consideration in the justice system because individuals with FASD have contact as victims, witnesses and offenders. This chapter will draw on research with justice professionals to argue that there is an ethical need, and indeed an obligation, for appropriate training to better prepare police to work with clients that have FASD. By illustrating the ways in which many frontline workers misunderstand FASD, coupled with the stigma associated to FASD, this chapter argues that individuals with FASD have unique needs and the stakes in the justice system are simply too high to not have appropriate training in place to meet those needs.

Articles in professional journals and discussion among law enforcement executives, educators and trainers reveal a heightened interest in the relationship between higher education and entry level law enforcement. This is certainly not a new concern but the renewed impetus may be driven by several factors. First, there has been a slow but continuous movement toward increased higher education requirements at entry level. Second, is the current emphasis on the community based policing philosophy and its inherent need for generalist problem-solvers. Finally, is the shift in the content of training to a more "academic" orientation. With this in mind we set out to research the current relationship at entry level between academies and institutions of higher education.

Law enforcement has experienced significant challenges in 2020.

Recent events have sparked a nationwide discussion on the role law enforcement plays in society. As such, our communities are demanding and deserve highly trained law enforcement personnel equipped with the decision-making skills required to handle the increasingly complex calls for service that officers face nationwide.

This can only be accomplished by evaluating current police training methods against what science has proven to be effective. To this end, IADLEST and its Partner Advisory Committee (IPAC) have created a digital report as a reference guide for chiefs, sheriffs, mayors, risk managers, Peace Officer Standards and Training (POST) Directors, training academy directors and all those who have an investment in police training and education.
https://www.iadlest.org/training/science-based-training

To determine the additional costs incurred by a campus police department, it is necessary to consider the function of the dog. Narcotics dogs can be any breed but canines used in the physical apprehension of suspects need to be chosen for their size and stamina. As a result, a non-aggressive single purpose dog trained only to search for narcotics is used in this analysis. A number of factors influence the cost involved with obtaining a police dog. First, the type of dog. German Shepherds are extremely popular due to their intelligence. They are one of the highest priced dogs on the market. Second, the actual cost of the dog depends on the training it has received. Third, regardless of the dog’s level of training prior to sale, the handler will need to be trained with the dog. Narcotics training requires the most limited amount of training. German Shepherds were selected to represent high-end estimation for this analysis. Initial outlay costs for an agency implementing a canine program was $14,790. This initial outlay included the salary of the officer who would be attending the K9 training. Some possible benefits of a narcotics trained, non-aggressive canine team on the college campus are: increased detection of narcotics violators; potential for cash-generating seizures through forfeiture; and positive public opinion on the use of a non-aggressive dog. Comparisons before and after the installation of a canine unit at Central Michigan University showed an increase in narcotics apprehensions by over 500 percent from 8 arrests in 1998 to 42 arrests in 1999. The approximate cost over an 8 year period of $1.87 per hour to fund a canine program provides an opportunity to even the smallest college to take advantage of this law enforcement tool. References

This paper aims to build on and contribute to earlier studies on use of force by the police, and examines both officer and suspect force levels during altercations. Prior attempts to study non-lethal force have only recently begun to examine the multiple levels of force that may be used within a single encounter, advocating the use of a “force factor” approach. This study examines 4,303 “use of force” reports from the two agencies in Florida for a five-year period. Similar to prior studies which utilized data gathered by observation, this current study finds that law enforcement officers are operating at a force deficit; officer levels of force are consistently less than suspect resistance levels. Data examined through police reports have certain inherent limitations, including the bias of the reporting officer. Analyses of these reports make it impossible for researchers to determine the length of each portion of a conflict. While verbal commands, threats, handcuffing, and takedowns may be important forces to review, they are not well represented in the data collected.These findings have critical implications for law enforcement by continuing to examine conflicts where police force is utilized, showing the importance of officers to be prepared to use decisive force at the point where verbal techniques and force de-escalation have failed. This paper is valuable to scholars and police practitioners because it continues to expand the scholarly review of police use of force, utilizing existing force continua to analyze the data, and taking into account levels of suspect resistance.

Zum Einstieg in den Polizeiberuf und zu Erwartungen und Motiven zu Beginn der Polizeiausbildung liegen in der Schweiz bislang nur vereinzelt Befunde wissenschaftlicher Untersuchungen vor. Anlässlich der Einführung der zweijährigen Ausbildung hat das Schweizerische Polizei-Institut zusammen mit der Universität Lausanne und der Zürcher Hochschule für Angewandte Wissenschaften eine Befragung an zwei Polizeischulen zu diesen Themen durchgeführt. Erreicht wurden dabei 141 Aspirantinnen und Aspiranten. Der vorliegende Beitrag stellt die zentralen Befunde der Befragung vor. Die ursprüngliche Idee, die angehenden Polizistinnen und Polizisten über den gesamten Zeitraum ihrer Ausbildung zu begleiten, konnte aufgrund der besonderen Situation der Corona-Pandemie zunächst nicht weiterverfolgt werden. Anhand einer neuen Ausbildungskohorte des Jahrgangs 2020/2021 wird das Forschungsdesign mittlerweile aber umgesetzt. Das Projekt dient dabei als Pilotprojekt für eine mögliche schweizweite Studie.

College of Policing’s Policing Education Qualifications Framework (PEQF) is has created three mandatory entry routes for those wishing to become Police Officers in England and Wales, two of three require the applicant to have a University Degree and the third will culminate in the achievement of a degree following a three year Higher Apprenticeship. There have been numerous misconceptions and criticisms of this development from numerous commentators both within and without the police. However, many of these criticisms miss the point of the development of the Framework. This paper seeks to clarify some of the misconceptions and address some of the specific criticisms and answer them by demonstrating why they miss the point.

This article examines how police vision is trained, tested, and scripted at the site of a local police academy in San Diego, California. I use the term scripting to illustrate how police recruits are directed to see, act, and respond to racialized, gendered others in scenario-based simulations during the final week of the police academy. Through participant-observation and methods in performance ethnography, I argue that turning to police training as an object of analysis offers ethnographic insights into the performance of tacit, ordinary methods of police violence. As a feminist intervention into the “scripting” of police vision, I describe my attempts to read against the grain of these scenario scripts by volunteering as a role-play actor in the police academy, taking on different embodied roles in order to examine how police recruits read the choreography of my racialized body. I suggest an investigation into the performativity of policing can move debates centered on racialized police violence beyond ideological frameworks that rely on the same visualizing technologies and logics of objectivity deployed by the institution of policing.

This writing, "Creative Community Policing Initiatives in Columbia, South Carolina," appears as Chapter 4 in Dennis Stevens' edited book, Policing and Community Partnerships.  To meet the public safety needs of increasingly diverse neighborhoods in cities across the nation, creative and innovative community policing initiatives seem to be required to curb and to prevent crimes and related problems and to bridge the gap between the police and citizens through community involvement in policing activities. Community policing is guided by the values of building partnerships, people helping people, and community organizing. In this light, community policing initiatives in Columbia, South Carolina, are characterized by the concept of "shared responsibility." In this chapter, therefore, the creative and innovative community policing initiatives in Columbia, South Carolina, are examined. This discussion thus focuses on questions as they relate to the community initiatives of the Columbia Police Department and the City of Columbia, South Carolina.

This research tackles the interaction between police and racial inequality. More specifically, it dwells on how democratic policing manifests itself in racially unequal societies. After assessing the existence of racial inequalities regarding the access to rights to life and safety, one wonders how this racial bias is produced and reproduced. To this effect, a review of the national literature on police violence and excessive use of force by
police is performed. We observe the development and consolidation of researches associating race to police brutality outcomes. We investigate the coinage of the term racial profiling, drawing on similarities and specificities of its use in Brazil and in the United States. In Brazil, we verify that researches on racial profiling focus either on accessible statistical data (regarding arrests by flagrante delicto and police use of lethal
force) or social representations that guide police practices and their process of suspicion. The second class of researches indicates an abstract institutional discourse in which racialization scarcely appears (generally in order to deny race) and emphasizes the importance of police agents' subjective constructions in materializing a race-biased conduct. Thus, our field research was guided by the question: in what ways the training provided by the Superior School of Military Police Soldiers of São Paulo state, in the city of São Paulo, influences race relations between police officers and citizens? The results confirm the literature directions that the institution curtails itself before themes such as racial inequality and racial discrimination by the police. It communicates abstracts
categories to be filled with representations – previous and post-training – of the suspect and the criminal. The self-conferred role of the Military Police dismiss its educational attribute in favor of an assimilationist perspective of knowledge, in which there is no space for reflexive analysis, only for body conditioning to automatic and intuitive responses.

The survey was conducted to understand the Organizational Culture and Practices typical to a  Police Training Institution. It was further designed to study as to how and in what manner  training time spent at the residential training institute affects the Motivation of the police recruits and informs their concerns and expectations for a training system meant to develop professional standards among them This report presents the results of two ‘Police Training and Motivation Perception’ surveys conducted by IDFC Institute in collaboration with Madhya Pradesh Police and BetaGov at New York University Marron Institute. The surveys collected feedback from the Deputy Superintendents of Police (DSP) on various aspects of their foundational training programme. The surveys’ objectives were to gauge the satisfaction of new recruits with the current training practices, understand their expectations on how the training programme can be improved, and identify the factors that motivate new recruits. The main problems identified from the responses to the surveys are the need for a formal grievance redressal system, improving the quality of indoor training and curriculum, regular evaluation of the faculty, focus on personality development, and infrastructural changes to improve facilities at the academy. The report covers a critical analysis of organizational cultures of regressive disciplining which leaves a great gap for improvement

Electronic Evidence is “data or information of probative value that is stored or transmitted in the binary form”. This is a presentation made before 600 Prosecution officers from across India, it was hosted on BPRD platform and conducted by CAPT, MP. For better prosecution of crime against women, public prosecutors need to be equipped with latest case laws in Electronic Evidence and its appreciation

The terms less-than-lethal, less lethal, and non-lethal are frequently and inappropriately used interchangeably. Almost anything can become lethal if used improperly or if circumstances are extremely unlucky; weapons that are considered to be of less- than-lethal force only decrease the odds of deadly injury. The court in Graham v. Conner (1986) addresses the use of less lethal force in the “objective reasonableness standard,” where questions regarding excessive use of force are to be judged from the perspective of a reasonable officer coping with a tense, fast-evolving situation. This revised standard alleviates some of the “Monday morning quarterbacking” that would otherwise result and respects that officers possess sound judgment skills.  Tasers (Electronic Control Weapons), chemical agents, and impact weapons are discussed.

Radom je obuhvaćena problematika zakonite uporabe sredstava prisile kao razloga isključenja protupravnosti, najvažniji međunarodni pravni izvori i poredbeno pravo koje se odnosi na uporabu sile u obavljanju policijskih poslova. Isto tako obrađene su presude Europskog suda za ljudska prava i Vrhovnog suda SAD-a kao i Vrhovnog suda RH koje određuju prihvatljive standarde za uporabu sile u obavljanju policijskih poslova. U radu su izloženi statistički podaci o ukupnom broju uporaba sredstava prisile u RH i uporabi pojedinih sredstava prisile u RH. Za potrebe rada izvršena je anketa policijskih službenika PU karlovačke o uporabi sredstava prisile u obavljanju policijskih poslova, stavovi policijskih službenika o aktualnim propisima koji uređuju uporabu sredstva prisile i potrebi promjene aktualnih propisa o uporabi sredstava prisile u obavljanju policijskih poslova.

As we progress with the development of the Police Constable Degree Apprenticeship (PCDA) (and to a lesser extent the Degree Holder Entry Programme (DHEP)) which readers of this blog will know a few things about (I hope), one of the questions that arises in the programme design and validation process is how are we going to assess the work that Apprentices and Student Officers are expected to produce. This blog is primarily concerned with the PCDA, and therefore I will be referring to Student Officers as Apprentices, but, with the exception of discussing Levels 4&5 and the End Point Assessment (in a future blog), issues will also apply to the DHEP Student Officers.
Currently, those undertaking the Certificate in Knowledge in Policing (CKP) have a number of written assessments and a knowledge exam which is pitched at Level 3 of the Regulated Qualifications Framework (RQF) (A-Level equivalent). This means that the assessments can be fairly limited, and are designed to test well defined problems. The PCDA, however, is a three year programme which is assessed at Levels 4, 5 and 6 depending on which year of the programme the apprentice is in. These higher levels increase the levels of knowledge, and ability to evaluate that knowledge. These higher levels also prepare the holder of the qualification the ability to operate in more complex situation and these are the types of situations that police officers regularly find themselves in. Therefore any assessments that the apprentice undertakes will need to reflect these levels culminating in the Level 6 assessments which leads to the award of a Bachelor’s Degree.

"The prevalence of management, leadership, and executive development programs are evidenced by the literature that reveals a plethora of seminars and courses delivered by public, private, and nonprofit organizations. There are consulting companies, journals, consortia, and business schools in existence to specifically address the development of leaders.

Proquest/UMI’s dissertation database (2006)
contains more than 835 studies on leadership in the past 25 years as well as 65 specific studies on leadership development and executive development, but few studies are aimed at the development of leadership in policing.

According to a meta-analysis of 83 leadership development programs from 1982-2001, Collins (2002) determined that the most effective leadership development programs included the following elements:

• The organization’s strategic framework leads to the content of the program.
• Participants in the program are of mixed levels of responsibility.
• Multiple training techniques and knowledge and expertise outcome measures
are used.
• The program focuses on the leadership requirements of today and the future."

The country of Trinidad and Tobago presents an interesting case for analysing policing and police reform through the lens of transformative justice. Informed by a review of the relevant literature, including the author’s independent research, this article details how the Trinidad and Tobago Police Service faces numerous challenges even after multiple evaluations and efforts at reform. Local civil society groups have been largely left out of police reform processes in spite of their local knowledge and social capital. Police reforms rooted in transformative justice will be difficult to achieve and sustain given current conditions in the country, but it is possible if there is a long-term and serious commitment to reform, led by local actors that initiate local solutions democratically while ensuring the genuine involvement of civil society groups, women, and other traditionally marginalized groups.

A teaching manual for a course in Undercover  and Informant Handling Tactics, written first for the State of New York than translated into Portuguese for a State Department course presented to the Brazilian Federal Police.  Based on courses and manuals prepared for the Drug Enforcement Administration.

This research work examines police brutality and violation of human rights in Nigeria causes and its implications. The objectives of the study is to establish some cases of police brutality in Nigeria; to investigate the causes of police brutality and violation of human rights in Nigeria; to ascertain the implications of police brutality in Nigeria and to recommend ways to prevent police violence in Nigeria. To be able to achieve these objectives, four research questions were raised, such as, are there testimonies and evidences of human rights violation in Nigeria by the police? What are the causes of police brutality and violation of human rights in Nigeria? What are the implications of police brutality in Nigeria? How can police brutality and violation of human rights be prevented in Nigeria? The study made use of descriptive analytical method to analyze data gotten from secondary source such as academic journals, Newspaper publications, Television documentaries, Internet, relevant textbooks etc. Albert Bandura Social learning theory was adopted in this research, which explains that police, violates people's right with impunity because they watch as other officers who violate people's rights are not well sanctioned. The research reveals that police brutality in Nigeria has led to loss of lives, torture of detainees and extortion of suspects. Some of the recommendations are; The Nigerian police commission should strictly investigate and sanction erring officers, there should be a proper police reform, men of the Nigerian police should be subjected to a thorough mental examination before engaging them to service etc.

While contemporary ethnographies on policing describe the use of televisual and cinematic images as ancillary police training materials (Manning 2003; Moskos 2008), few studies have examined how these visual texts shape the practice of patrol work. One of my primary aims as an ethnographer is to find different ways of understanding everyday policing by bringing the materials that construct officers' visual worlds under ethnographic analysis. These materials include cinematic images used in police academies to teach police recruits how to see like police officers. Attending to cinema's mobility in training facilities where trainees learn how to screen situations, bodies, and encounters in the field can offer new insights into understanding police vision. I proceed with the knowledge that Antoine Fuqua's 2001 film Training Day has been screened in San Diego's police academy. While Training Day reproduces the kinds of visual practices that are part and parcel of policing praxis, I argue that an ethnographic reading of the film offers critical insight into what happens when an idealized police vision "meets the ground" in practice. I explore the productive tension between cinematic models like Training Day and everyday patrol work through an analysis of the "precarious cinema" of policing, a concept I use to understand how police officers' engagements with Training Day reflect and reveal a mode of police vision that is often blind to the experiences of the policed, and the performance of ethnography as a visual profiling practice that offers new conceptual frames for approaching how these blinds spots manifest in the visual worlds of patrol officers. In a time when police violence and police brutality are invariably subject to the camera's scrutiny and a scrutinizing public, the political stakes for an increasingly visible police vision include contending with, accounting for, and being answerable to its own visibility.

Ευρισκόμενοι αυτό το διάστημα οι περισσότεροι τελειόφοιτοι σπουδαστές που φοιτούν στο τέταρτο έτος της Σχολής Αξιωματικών της Ελληνικής Αστυνομίας, στην διαδικασία συγγραφής της ατομικής πτυχιακής τους εργασίας, στα πλαίσια του προγράμματος σπουδών της Σχολής, πήρα αφορμή προκειμένου να αποτυπώσω ορισμένες σκέψεις για την σπουδαιότητα της διαδικασίας αυτής και πως μπορεί «μόνο» να ωφελήσει τον μελλοντικό αξιωματικό της Ελληνικής Αστυνομίας που προετοιμάζεται να αποφοιτήσει και να σταδιοδρομήσει στο Σώμα της Ελληνικής Αστυνομίας. Η σύνταξη της ατομικής πτυχιακής εργασίας, έχει ως σκοπό την απελευθέρωση του σπουδαστή από την εξάρτηση των διδακτικών βιβλίων μέσα από την αναζήτηση γνώσης μέσα από άλλες πηγές δεδομένων όπως επιστημονικά περιοδικά, το διαδίκτυο, επιστημονικά συγγράμματα και άλλα. Με την σύνταξη της ατομικής πτυχιακής εργασίας αποσκοπείται η καλλιέργεια της αυτόνομης σκέψης και η απόκτηση εμπειρίας στην ταξινόμηση του ερευνητικού υλικού που έχει συγκεντρωθεί στα πλαίσια της συγγραφής της. Μέσα από την έρευνα των πηγών που έχει γίνει, επιδιώκεται η ανάπλαση της πνευματικής προσωπικότητας του συγγραφέα-σπουδαστή και η βελτίωση της προσωπικής του ικανότητας και επιδεξιότητας στο χειρισμό του γραπτού λόγου. Ο σπουδαστής καλείται να χρησιμοποιήσει εκτενή βιβλιογραφία, να διεξάγει έρευνα μεγάλης κλίμακας ώστε να συντάξει τη πτυχιακή εργασία του και την οποία θα παρουσιάσει σε επιστημονική επιτροπή για να αξιολογηθεί. Μέσα από όλη αυτή τη διαδικασία ο σπουδαστής-συγγραφέας, καθίσταται ικανός ως μελλοντικός αξιωματικός της Ελληνικής Αστυνομίας να είναι σε θέση να μπορεί να διαχειρίζεται πηγές δεδομένων, να τις συγκρίνει και να μπορεί να συνθέσει ένα επιστημονικά τεκμηριωμένο κείμενο για οποιοδήποτε θέμα συναφές το επαγγελματικό και ακαδημαϊκό του ενδιαφέρον κληθεί να αντιμετωπίσει στη μετέπειτα πορεία και καριέρα του.

In questo articolo l’autore analizza la genesi e lo sviluppo del sistema di arruolamento e formazione per le guardie di pubblica sicurezza. La riforma del comparto di formazione fu probabilmente la più importante tra quelle che interessarono la polizia della Repubblica negli anni successivi al boom economico. L’autore dimostra come la Pubblica sicurezza, partendo da un sistema di formazione per il personale di base embrionale e inefficiente, si dotò nel corso degli anni sessanta di un comparto scuole piuttosto articolato ed efficiente, giungendo a strutturare programmi di formazione e materiali di studio complessi e originali. Nonostante questa imponente trasformazione del sistema di addestramento (che in parte interessò anche le modalità di reclutamento), come l’autore dimostra, la polizia non riuscì ad assicurare alle guardie di Pubblica sicurezza una formazione adeguata a rispondere alle sfide di una società in rapido cambiamento. Ciò avvenne, oltre che per una scarsa selezione del personale arruolato, soprattutto per una serie di disfunzioni organizzative e strutturali che comprimevano in maniera eccessiva il tempo di formazione e minavano l’efficienza delle nuove scuole di polizia.
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In this article, the author analyzes the genesis and the development of the enrollment and training system for the low-ranking personnel of Interior Ministry police. The reform of the training sector was probably the most important among those that affected the police of the Republic in the years following the economic boom. The author shows how Pubblica sicurezza, moving from a small and inefficient basic training system, equipped itself with an articulated and efficient school system during the sixties, managing to structure complex and new training programs and study materials. As the author demonstrates, despite this massive transformation of the training system (which also affected the recruitment methods), the police failed to provide the low-ranking personnel with adequate training to respond to the challenges of a rapidly-changing society. This was mostly due to organizational and structural dysfunctions that excessively compressed the training time and undermined the efficiency of the new police academies, besides a poor selection of enlisted personnel.

Although significant attention has been focused on the development of management and leadership skills among full-time law enforcement officers, little attention has focused on the development of part-time or reserve police officers. This paper focuses on the wide and varied uses of police reserves throughout the United States and the effect of national accreditation on hiring and training these volunteer or part-time personnel.

This article reports on a piece of survey research completed by 809 police officers of a Federated Rank in England and Wales. The survey examined the attitudes of the officers with regards to the provision of ongoing training within the police service and their motivation to undertake it, with a particular emphasis on training delivered by e-learning on the NCALT platform. The results are discussed through the theoretical framework of andragogy (adult education theory) and self-determination theory with recommendations for improvement made based on these results.

Although the police have been identified as a key service provider when responding to domestic violence and abuse (DVA), very few studies have investigated their response in relation to children. This review aims to examine children’s experiences of police response in the context of DVA and to explore how the police understand and respond to children living with DVA. A rapid review of the empirical literature on the police response to DVA involving children was undertaken. PsycINFO, Web of Science and ProQuest were searched. Studies with a qualitative element, concerning children under 18 with experience of police involvement, or police experiences of children, in the context of DVA were included. The final sample comprised of six studies. Using reflexive thematic analysis, four key themes emerged in relation to children: children’s experiences of DVA; fear, uncertainty, and mistrust of police; confronting “childism”: a matter of children’s rights; and going beyond empathy: equality...

Pistol training, be it military or law enforcement, has traditionally occurred in live-fire environments. However, many agencies are being challenged to find new and innovative ways in which to deliver not only existing pistol training programs, but are being tasked to add more to their training programs without increasing training time. One approach that is beginning to attract attention is how technology can be used to enhance and augment current training practices, while creating efficiencies that address those critical training gaps (Krätzig & Hudy, in press). While the use of heavy artillery and rifle simulation technology within a military setting is well established, the existing body of literature does not adequately address how this technology can be used in a pistol-training program, or whether these skills can be acquired without live-fire exposure. The purpose of this research is to provide empirical evidence that pistol training in a laser-based synthetic environment is as effective as traditional live-fire training, and that an entire pistol course-of-fire training program can be delivered without live-fire instructional time. An experiment was conducted using 124 Royal Canadian Mounted Police (RCMP) trainees (cadets) designed to compared live-fire pistol training performance with those cadets who were trained exclusively in a laser-based dry-fire environment. Our results indicate that cadets who were trained in a simulated environment had higher scores than a typical live-fire trained cadet. This paper will systematically discuss methods, measures, and results along with the future research directions.

Although the police have been identified as a key service provider when responding to domestic violence and abuse (DVA), very few studies have investigated their response in relation to children. This review aims to examine children's experiences of police response in the context of DVA and to explore how the police understand and respond to children living with DVA. A rapid review of the empirical literature on the police response to DVA involving children was undertaken. PsycINFO, Web of Science and ProQuest were searched. Studies with a qualitative element, concerning children under 18 with experience of police involvement, or police experiences of children, in the context of DVA were included. The final sample comprised of six studies. Using reflexive thematic analysis, four key themes emerged in relation to children: children's experiences of DVA; fear, uncertainty, and mistrust of police; confronting "childism": a matter of children's rights; and going be...

The article, moving from a sociological perspective, aims at stressing the ambiguity of the process of democratization of the Italian Republican police by focusing on the notion of public order in Republican Italy and within a Republican model of policing. Towards this end, it focuses not on police practices but on police knowledge in its relationship with concrete police work on the field. In particular, this article analyses the manuals designed for and, between 2000 and 2008, employed in the training of Italian police officers and operators, especially of the mobile units that operate in policing activities dedicated to keeping the public order. By resorting to the tools provided by the critical discourse analysis, special attention is paid to how these texts describe and depict crowds, and how such representations become a device for legitimizing preventive yet repressive interventions. Such interventions take place before potential violent behaviours from demonstrators occur and therefore are not reactive. However, they are not based on mediation and dialogue but rather are coercive, and hinge on a strong use of force.

This article evaluates the introduction of an online assessment protocol to student officers on a Police Constable Degree Apprenticeship (PCDA) programme in the aftermath of the implementation of the COVID-19 global pandemic lockdown. This evaluation comes from conducting two cycles of action research to examine and improve the provision of an online multiple choice/short question exam which came about as a result of the lockdown, and the necessary withdrawal of university staff from face-to-face contact. The study shows that the introduction of the online exam was successful and contributed to a positive student experience, while providing vital feedback to the programme team to make continual improvements and can be progressed after lockdown and into the ‘new normal’.

Until recently, Crime Prevention has not been taught to New Recruits to the Police Service in England and Wales. With the development of the Police Education Qualifications Framework and National Policing Curriculum, crime prevention will be an important thread running through the education of all new police officers in England and Wales. This presentation outlines this change and how it should improve the professionalisation of the police.