Examining technology that supports community policing

Lewis, Sheena; Lewis, Dan A.

doi:10.1145/2207676.2208595

Cited by 58 publications

(39 citation statements)

References 31 publications

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“…Support from the parents as well as learners' peers is thus needed, but difficult to promote in the existing curricula. Although there is only limited work in HCI that addresses supporting such links between school and home, we argue later that the extensive knowledge HCI has gained in other settings around promoting the development of support networks [Barak et al 2008;Massimi 2013;Skeels et al 2010] and local communities [Ganglbauer et al 2014;Lewis and Lewis 2012;López and Butler 2013;Massung et al 2013] makes it plausible that HCI will be able to contribute here as well.…”

Section: Embedding Of Learnt Skills Into Other Settingsmentioning

confidence: 95%

Teaching and Developing Social and Emotional Skills with Technology

Slovák

Fitzpatrick

2015

ACM Trans. Comput.-Hum. Interact.

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Supporting social interactions is a long-term focus for Human Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW). However, understanding how social and emotional skills are learned, and how this process can be supported by technology, is an important but underresearched area in HCI so far. To address this gap, we review existing approaches to social and emotions skills learning (SEL) in other fields, with a specific focus on SEL in education, in which a large number of evidence-based programs is widely deployed. In doing so, the primary aim of this article is to provide a foundation and set an agenda for future research on the design of technology that would support, and help teach, social and emotional skills. We identify the key challenges to successful learning shared by SEL programs in education-such as embedding skills learned in class also into everyday situations, promoting reflection, and providing additional opportunities for practice-and outline how these could be addressed by digital technology. Overall, our key argument is that much existing HCI work could be used in support of social and emotional skills learning in education, and possibly other domains, but that the topic has not been explored so far. We also highlight how the focus on supporting SEL would bring novel opportunities and challenges for HCI, as well as provide a basis for a strong HCI research agenda in this space. ACM Reference Format:Petr Slovák and Geraldine Fitzpatrick. 2015. Teaching and developing social and emotional skills with technology. ACM Trans. Comput.-Hum.

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Section: Embedding Of Learnt Skills Into Other Settingsmentioning

confidence: 95%

Teaching and Developing Social and Emotional Skills with Technology

Slovák

Fitzpatrick

2015

ACM Trans. Comput.-Hum. Interact.

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“…In all cases, it was based on direct face-to-face or over-the-phone interaction between the community and LEAs. There is a growing realization that technology has the potential to accelerate the evolution towards more effective community policing (Lewis and Lewis 2012).…”

Section: The Future Of Law Enforcementmentioning

confidence: 99%

Serious Games: An Attractive Approach to Improve Awareness

Sorace

Quercia

Mattina

et al. 2018

Community-Oriented Policing and Technological Innovations

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“…Studies (conducted in developed countries) show that police organizations need effective communication strategy to obtain timely information from residents and understand their concerns [6,10,18]. Most of the literature that focuses on technological solutions for police, propose systems for individual needs of the police department.…”

Section: Related Workmentioning

confidence: 99%

“…For police, understanding the community perceptions are helpful to know the effectiveness of safety measures and improve the organization's plan to address crime [17]. Police explore effective communication strategy to obtain timely information from residents and understand their concerns [6,7,10,18].…”

Section: Introductionmentioning

confidence: 99%

Social networks for police and residents in India

Sachdeva

Kumaraguru

2015

Proceedings of the 16th Annual International Conference on Digital Government Research

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Safety is a concern for most urban communities; residents interact in multiple ways with the police to address their safety concerns. Positive interactions with police help residents to feel safe. In developing countries, residents have started to use Online Social Networks (OSN) such as Facebook to share concerns and seek solutions. In this study, we investigate whether residents' post on OSN contain actionable information that police can use to address safety concerns and how residents use OSN to communicate with police. For this, we analyze residents' posts and comments on the Facebook page of Bangalore City Police, India, over a period of one month. Our results show that residents post information (including location) about various crimes such as neighborhood issues (drunkards, illegal construction), financial frauds, property crime, and thefts. In addition to crime, Facebook page gives information on residents' satisfaction and police performance. Majority of residents use police Facebook page to appreciate the good work of police. Police response to residents' post vary from ignore, acknowledge, reply, and follow-up. We find that police respond to most residents' post and help residents to reach the authority who can help solve the issue. Police adopt a formal communication style to interact with residents. We find that in addition to actionable information, OSN can help understand fear of crime among residents and develop mutual accountability between police and residents.

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Examining technology that supports community policing

Cited by 58 publications

References 31 publications

Teaching and Developing Social and Emotional Skills with Technology

Teaching and Developing Social and Emotional Skills with Technology

Serious Games: An Attractive Approach to Improve Awareness

Social networks for police and residents in India

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