A Systematic Review of Police Recruit Training Programmes

Belur, Jyoti; Agnew-Pauley, Winifred; McGinley, Brendan; Tompson, Lisa

doi:10.1093/police/paz022

Cited by 38 publications

(55 citation statements)

References 17 publications

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“…This mode of delivery will allow the trainer and police officer the opportunity to collaborate by sharing the role of presenter. The training content should be interactive in nature providing multiple opportunities for practice and interaction among the presenters and participants (Belur et al, 2019). In addition, the training should provide ample opportunities to apply newly learned skills by viewing video examples, analyzing case studies, and engaging in role-play scenarios.…”

Section: Two-pronged Approach For Awareness Trainingmentioning

confidence: 99%

Preparing Students With Disabilities and Police for Successful Interactions

Diamond

Hogue

2021

Intervention in School and Clinic

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Students with disabilities are likely to have contact with a police officer as either a victim or a perpetrator of a crime; however, media outlets often underreport the presence of a disability. The lack of acknowledgment of disabilities raises concerns regarding the ability of a police officer to support a person with a disability. Likewise, students need to be prepared to interact with the police. This article presents a general overview of a two-pronged training approach designed to promote positive interactions between students with disabilities and police officers.

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Section: Two-pronged Approach For Awareness Trainingmentioning

confidence: 99%

Preparing Students With Disabilities and Police for Successful Interactions

Diamond

Hogue

2021

Intervention in School and Clinic

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“…in terms of class size and composition); and ensuring that highly qualified and committed trainers deliver the training and receive the support required to deliver effective training, including curriculum design expertise and opportunities for ongoing professional development (e.g. Andersen et al , 2017; Belur et al , 2020; Reingle et al , 2016).…”

Section: Commitment To Trainingmentioning

confidence: 99%

“…in the classroom) and hands-on instruction (e.g. scenario-based training), both at the academy and during regular in-service training, along with field training with a coach officer at the beginning of their career (Belur et al , 2020; Blumberg et al , 2019; Wolfe et al , 2020). However, the nature, frequency, duration, and quality of this training varies across jurisdictions (e.g.…”

mentioning

confidence: 99%

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Promising practices for de-escalation and use-of-force training in the police setting: a narrative review

Bennell

Blaskovits

Jenkins

et al. 2020

PIJPSM

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PurposeA narrative review of existing research literature was conducted to identify practices that are likely to improve the quality of de-escalation and use-of-force training for police officers.Design/methodology/approachPrevious reviews of de-escalation and use-of-force training literature were examined to identify promising training practices, and more targeted literature searches of various databases were undertaken to learn more about the potential impact of each practice on a trainee's ability to learn, retain, and transfer their training. Semi-structured interviews with five subject matter experts were also conducted to assess the degree to which they believed the identified practices were relevant to de-escalation and use-of-force training, and would enhance the quality of such training.FindingsTwenty practices emerged from the literature search. Each was deemed relevant and useful by the subject matter experts. These could be mapped on to four elements of training: (1) commitment to training (e.g. securing organizational support for training), (2) development of training (e.g. aligning training formats with learning objectives), (3) implementation of training (e.g. providing effective corrective feedback) and (4) evaluation and ongoing assessment of training (e.g. using multifaceted evaluation tools to monitor and modify training as necessary).Originality/valueThis review of training practices that may be relevant to de-escalation and use-of-force training is the broadest one conducted to date. The review should prompt more organized attempts to quantify the effectiveness of the training practices (e.g. through meta-analyses), and encourage more focused testing in a police training environment to determine their impact.

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“…The evidence on police training is much more limited. Systematic reviews have highlighted a general paucity of literature on the impacts of both recruit training (Belur, Agnew‐Pauley, McGinley, & Tompson, 2019) and in‐service training (Huey, 2018). However, a more recent rapid evidence assessment, based on a broader systematic search strategy, identified 24 studies and reviews that highlighted that training can result in changes in police officer behavior (Critchfield, Clark‐Darby, Kargbo, & Wheller, forthcoming).…”

Section: Introductionmentioning

confidence: 99%

Can police training reduce ethnic/racial disparities in stop and search? Evidence from a multisite UK trial

Miller

Quinton

Alexandrou³

et al. 2020

Criminology & Public Policy

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This study examines the effects of a 1-day pilot training program on ethnic/racial bias in police use of stop and search powers, using a randomized controlled trial in six diverse agencies in England. We theorized the training could reduce officer bias by improving their competence to apply legitimate criteria in search decisions, and/or by reducing their reliance on ethnic/racial stereotypes. Survey results showed the training improved officers' knowledge of stop and search regulations, made them more selective in declared search intentions in hypothetical scenarios, and reduced their support for ethnic/racial stereotyping in policing. While it showed no effects on the ethnic/racial patterns of search intentions in survey scenarios, there was no survey evidence of bias against black people in the scenarios, even in the absence of training. Police search records revealed no clear training effects on recorded street-level behaviors, whether in relation to the frequency of searches, the strength of grounds for suspicion, or their ethnic/racial patterning. Policy implications: A 1-day police training program to reduce ethnic/racial bias may change officers' knowledge and attitudes but, on its own, may not be sufficient to impact their street-level behaviors. Training is probably most effective as part of a package of reforms, and particularly when it: involves sufficient "dosage";

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A Systematic Review of Police Recruit Training Programmes

Cited by 38 publications

References 17 publications

Preparing Students With Disabilities and Police for Successful Interactions

Preparing Students With Disabilities and Police for Successful Interactions

Promising practices for de-escalation and use-of-force training in the police setting: a narrative review

Can police training reduce ethnic/racial disparities in stop and search? Evidence from a multisite UK trial

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