Do adolescents perceive police officers as credible instructors of substance abuse prevention programs?

Hammond, Augustine; Sloboda, Zili; Tonkin, Peggy; Stephens, Richard C.; Teasdale, Brent; Grey, Scott F.; Williams, J. E. D.

doi:10.1093/her/cym036

Cited by 12 publications

(7 citation statements)

References 22 publications

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“…program, from which G.R.E.A.T. was loosely modeled, revealed that police officers who provided the instruction received better evaluations than nonpolice officer instructors (Hammond et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

Youth Perceptions of the Police

Stewart

Morris

Weir

2013

Youth Violence and Juvenile Justice

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The relevance of examining juveniles' attitudes toward the police has been firmly established in the literature. Employing group-based trajectory modeling, the present study builds upon this previous research by estimating police attitudinal trajectories among a general sample of youths. The models produced a 5-group solution for both males and females, with four of the trajectories remaining relatively stable over the time observed and one noticeably experiencing a downward trend. Furthermore, of the items making up the police attitudinal scale, for several of the groups, the item measuring prejudice most consistently oscillated away from the trajectory profile. Policy implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Youth Perceptions of the Police

Stewart

Morris

Weir

2013

Youth Violence and Juvenile Justice

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“…These variables are related to several mentioned by Dusenbury and her colleagues (2005) as critical to prevention effectiveness, namely “teacher enthusiasm” and “student engagement.” Other characteristics that have been assessed include teachers’ “respectfulness,” “ability to understand students,” and “likeability” (Rohrbach, Dent, Skara, Sun, & Sussman, 2007), as well as teachers’ level of understanding of their students’ world (Hammond, Sloboda, Tonkin, Stephens, Teasdale, Grey, et al, 2008), “caring” and “support” (Wentzel, 1997), and “credibility” (Tonkin et al, in press). As mentioned earlier, there are clearly other dimensions that we have not tapped, and that remain to be suggested by theory or practical experience.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Students' Curriculum Engagement, Attitudes toward Their Teachers, and Perception of Their Teachers' Skills on School-Based Prevention Curriculum Outcomes

Ringwalt

Pankratz

Gottfredson³

et al. 2009

J Drug Educ

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We examined the association between changes in the substances and mediating variables targeted by the All Stars drug prevention curriculum, and students’ engagement in and enjoyment of the curriculum, their attitudes toward their teachers, and their perceptions of their teachers’ skills. Forty-eight school staff administered at least one All Stars class, for up to three consecutive years, to their seventh grade students in 107 classes in a large Midwestern school district. A sample of 2428 students completed a linked pretest and post-test, for a response rate of 91%. We found that students’ engagement in and enjoyment of the curriculum, their attitudes toward their teachers, and their perceptions of their teachers’ skill were all associated with positive changes in the curriculum’s five mediators, but not with changes in students’ substance use per se. Study findings suggest the importance of these three attributes to the achievement of the objectives of prevention curricula.

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“…Engagement in unlawful activities, however, has been examined in a snowball sample of Canadian students and shown to be negatively related to the respondents' overall assessment of the police, measured by a single item (Chow, 2011). Another study illustrated that students who used drugs and students who were involved in greater deviance reported more negative views of police instructors of prevention program (Hammond et al, 2008). Only one study, relying on a sample of Chicago public school students, examined the effects of prosocial values on adolescents' respect for the police and willingness to assist the police .…”

Section: Social Bonds and Juvenile Perceptions Of The Policementioning

confidence: 99%

Race, Social Bonds, and Juvenile Attitudes toward the Police

Wu¹,

2013

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Relying on survey data collected from over 1,300 students of 13-18 years old across multiple US cities, this study attempts to integrate race into social bond theory to explain the variation in juvenile perceptions of the police. Results indicate significant differential outlooks between white and black teenagers, and to a lesser extent, between white and Hispanic juveniles. Social bonds, especially commitment to school and conventional beliefs, have significant effects on juveniles' attitudes. The effects of race and social bonds are more independent and social bonds do not mediate the race-attitudes relationship. Other factors, such as juvenile delinquency, victimization, and sense of safety, are also related to juvenile assessments of the police. Implications of the findings are discussed.

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Do adolescents perceive police officers as credible instructors of substance abuse prevention programs?

Cited by 12 publications

References 22 publications

Youth Perceptions of the Police

Youth Perceptions of the Police

The Effects of Students' Curriculum Engagement, Attitudes toward Their Teachers, and Perception of Their Teachers' Skills on School-Based Prevention Curriculum Outcomes

Race, Social Bonds, and Juvenile Attitudes toward the Police

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