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| Doing it right! Residents and police work together in Ottawa to create crime-solving plans |
by Gerard Cleveland and Gregory Saville
NOTE: My colleague Gerard Cleveland and I co-wrote this second part of last week's blog on “Defund the Police”. Gerry is a frequent contributor to the SafeGrowth blog. He is an attorney, a specialist in school violence, and the co-chair of the Police Society for Problem-Based Learning.
Occasionally, SafeGrowth programmers benefit from exceptional problem-solving police officers. Other times they get little help from the police. When that happens, residents ask questions such as: Where are the police? Why are we spending so much on policing services? What is wrong?
Why does a disconnect exist between what works to make communities safe and what currently occurs within policing? In our view, the systemic blockages first emerge within the academy. And since training serves as the entry point to police subculture, we must start reforms at that early stage if we hope to create a different style of police service.
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| Fear of crime is a major problem in many cities. Police can work with residents and other professionals to improve the quality of life ... but this depends on proper police training. |
THE ROLE OF TRAINING
Over the past twenty-five years, we have taught thousands of police, federal agents, military units, and security personnel from across the globe. We find a disturbing commonality exists among most police training academies from places as diverse as the United States, Canada, Australia, Mozambique, Papua New Guinea or Qatar.
Why disturbing? Because most policing academies today hold four prevalent and dangerous myths. Police leaders and academy directors think these myths are unassailable truths. They are wrong.
POLICE TRAINING MYTH #1
Academy instructors have no choice but to lecture to ensure that they get as much information to the recruits as possible. They do not have time to do otherwise. They must follow legally prescribed, State and Federal regulations and therefore lecturing serves as the most expedient method to get all the required information to the recruits. They assure everyone that they would like to do more adult learning and problem-solving in the classroom, but such efforts “take too much time.”
REALITY
This “no time to train properly” mantra undermines the long-term success of new employees. If the objectives of the academy genuinely state a clear intention to focus on student learning, then agency and academy leaders must abandon their ineffective instructor-focused lessons and institute problem solving and adult learning strategies.
We described antidotes to this absurd “no time” mantra in our book You In Blue and in our work on National programs that we wrote such as Police Training Officer and Police PBL: Blueprint for The 21st Century.
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| Resident/police collaborative research into night crime - the hallmark of Police Problem-Based Learning methods |
POLICE TRAINING MYTH #2
Defensive tactics and weapons training necessarily fill a substantial portion of the academy agenda because of the inherent dangers on the street that officers will face from day 1 of their careers.
REALITY
Defensive tactics (DT) and firearms instructors have hijacked police training schedules and are responsible for much of the fear that exists both within the force and throughout the community. The DT and firearms instructors may have good intentions, but they are doing serious damage to the profession and to police-community relations.
We must stop allowing tactical or firearms instructors to “call the shots” when it comes to crisis training. These instructors are important and they provide a necessary skill, but their mandate must include broad-spectrum problem-solving options, coupled with a focus on working collaboratively with community crisis providers (such as mental health professionals) prior to, during and after violent escalation. Firearms and DT instructors should be trained extensively on the impacts that shootings, violence and vehicle accidents involving police have on the officers as well as the community.
POLICE TRAINING MYTH #3
Discipline and adherence to a para-military code of behavior in the academy builds character, cohesion, respect for agency hierarchy and fosters professional pride among the recruits.
REALITY
This is blue babble!
The concept that we must break down and then build up a new employee makes little sense when recruiters claim they hire only the best candidates. Boot camp may work for soldiers, but police must work within communities, engage intelligently and problem-solve cooperatively.
Yelling and shouting at new employees and telling them they know nothing achieves little except to waste precious training time and stoke the egos of the instructors doing the yelling. Further, we argue it creates an unhealthy role model in the minds of the recruits as to how they should treat people over whom they have power.
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| Addressing gang and violence problems requires a trusting partnership between officers and residents |
POLICE TRAINING MYTH #4
Police trainers should discourage recruits from questioning orders, engaging in divergent thinking and challenging up the chain of command. Those practices increase dangers to officers because they may not, at critical times, follow orders when required to do so.
Discipline within the ranks serves as a safety mechanism for agencies and instilling that obligation to authority must begin at the academy.
REALITY
No one doubts the need for discipline and following orders. These requirements exist in all professions and occupations. Numerous professionals learn to respect authority while engaging with each other to solve problems and employing problem-solving/adult learning methods in their training. Why then do police academies spend so much time on artificial discipline when there are much better techniques to enable self-controlled and socially motivated police officers who think critically?
REPLACING BLUE BABBLE MYTHS WITH TRUTHS
Public safety agencies need to work as part of the communities they serve, not apart from them. They must do more than spout community problem-solving catchwords in their mission statements and public speeches. Agencies must adopt those methods as their primary style of policing. For decades this has been the central goal of the Problem-Oriented Policing movement and the Police Society for Problem-Based Learning.
Those are the movements that police leaders, political representatives and particularly police trainers need to support.
On many police vehicles it reads “to serve and protect.” The logical question arises, “how can the police serve and protect the public from a distance with officers clad in camo clothing, carrying tactical gear and framing interactions with the public as perilous to the officer’s survival?” The incessant high alert, ‘fear factor’ that has crept into police work – again perpetuated at the academy – has led officers to spend far too little time working directly with residents on local crime and violence concerns.
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| Partnering together to solve crime and violence. We must transform police training and how police work with the community |
We will not achieve different responses from our police agencies so long as police leaders allocate inordinate amounts of resources to security and suppression equipment as well as tactical training and so little time to community engagement initiatives. We propose that diverting funds to problem-solving training in cooperation with the community will not only garner better crime reduction, but it will enhance police and community cooperation, trust and positive engagement.
If city managers and police leaders fail to act, the noise from the activist groups calling to Defund the Police will grow louder and soon begin to resonate with more and more reasonable, pro-police members of the community.
The time for the combat cop has ended. We should reinvent the age when
officers and the community work together to make neighborhoods safe for both
the police and the public.
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