Police Training

The book that could save a police officer’s life, career and the life of the citizens officers encounter on the job. The “Bible of Law Enforcement Training” is what the 1980 first edition of Street Survival was considered throughout the profession. Street Survival II: Tactics for Deadly Force Encounters, written by Lt. Jim Glennon, Lt. Dan Marcou with the original author Chuck Remsberg, has a new, sleek, modern look. While paying homage to the original, the update includes more than 200 colored photos and diagrams and delves into the profession's many changes over the past three decades. It includes tactics, effective street communication, detecting preattack indicators, public expectations, the issue of Guardian and Warrior roles, and especially preparing for the realities of force events.

Training and education constitutes the backbone of a significant amount of police activity and expenditure in developing the most important resources involved in policing work. It also involves an array of actors and agencies, such as educational institutions which have a long and important relationship with police organizations. This book examines the role of education and training in the development of police in the contemporary world. Bringing together specialist scholars and practitioners from around the world, the book examines training methods in the UK, the USA, Australia, Canada, China, France, Hungary , India, the Netherlands, St Lucia and Sweden. The book throws light on important aspects of public service policing, and new areas of public and private provision, through the lens of training and development. It will be of interest to policing scholars and those involved in professional and organizational development worldwide.

As police work has become increasingly professionalized, classrooms have become a preferred environment for training. However, the best preparation for police work has traditionally been conducted on the job. Dynamic Police Training partners the experienced law enforcement officer’s "street-smart" perspective of what makes training work with a professional educator’s "book-smart" approach to writing curriculum to achieve the best results in police training programs. A results-oriented handbook for police trainers seeking clear and definitive information on curriculum development, the book facilitates training designed to develop students’ critical thinking skills, physical competencies, and in-depth understanding of concepts such as use of force, consequences of failure, and value-based judgment. Authored by a former police officer and trainer with over 14 years of experience in the field and the classroom, this volume: Examines the typical strengths and limitations of police trainers and describes how to build on existing skills Explains how to go beyond the lecture and slide show format to make police training an interactive and thought-provoking experience for students Translates the theoretical basis of cognitive, affective, and psychomotor skills training into police-oriented language Outlines the methods for developing high-quality law enforcement instructional content Provides a step-by-step construction guide for law enforcement lesson plan development with versatile templates included for the reader’s use Understanding how to write an interactive curriculum that allows police officers to achieve mastery of skills in the classroom is what differentiates outstanding training from the mediocre. Dynamic Police Training helps police trainers who deliver, revise, or develop training programs in the academy and beyond, enabling them to achieve top-notch training results within the confines of the classroom setting that translate into real results on the street.

In his capacity as researcher and director of the Police Training Institute at the University of Illinois, Michael T. Charles undertook the difficult task of making needed changes to the police training academy curriculum. In Police Training: Breaking All the Rules, he gives the reader an overview of the history of police training in Illinois and follows with a description of the organizational and cultural changes that he helped to bring about. These include discussions of changes in areas such as method of teaching (pedagogical versus andragogical), discipline (quasi-military versus nonmilitary), and fitness training (morning program versus wellness program). The author also describes the steps taken to redefine student rules and regulations regarding an Honor Code and dress code. He outlines the administrative goal of providing recruits the opportunity to learn to follow orders in an atmosphere of mutual respect, an expectation of success, and team effort. Instructional personnel and staff were key to the process of changing the Institute and its culture. The author relates the actions taken to develop standards of quality including a mission statement, goals, and organizational philosophy. As a result of the director's efforts, the Institute's reputation for quality training, research, and innovation had been greatly enhanced and is now a leader in police training.

Police Education and Training in a Global Society provides an international survey of police officer education. Peter C. Kratcoski and Dilip K. Das bring together police educators from every continent to explore the similarities and differences in preparing police to meet their goals and accomplish their missions around the world. Represented are perspectives on training new recruits, in-service training, and advanced training. Several chapters focus on specialized training, such as that required to combat terrorism. Throughout, the need to concentrate on the development of technical skills and human relations is emphasized. The right combination of formal education and technical training is required if the police of the twenty-first century are to be effective. Police Education and Training in a Global Society is an ideal reference for police training professionals and those pursuing criminal justice and police training. Book jacket.

The New Police Officer During the past twenty years the tasks required of police officers have expanded and changed with dramatic rapidi ty. The tradi tional roles of the police had been those of law enforcement and the maintenance of public order. As a consequence police officers were typically large-bodied males, selected for their physical abilities and trained to accept orders and enforce the law. Over the past two decades, however, the industrialized nations have placed a variety of new demands on police officers. To traditional law enforcement and public order tasks have been added social work, mental health duties, and cORllluni ty relations work. For example, domestic disputes, violence between husbands and wives, lovers, relatives, etc. , have increased in frequency and severity (or at least there has been a dramatic increase in reporting the occurence of domestic violence). Our societies have no formal system to deal with domestic disputes and the responsibility to do so, in most countries, has fallen to the police. In fact, in some areas as many as 607. of calls for service to the police are related to domestic disputes (see the chapter in this text by Dutton). As a result the police officer has had to become a skilled social worker, able to intervene with sensi ti vi ty in domestic situations. Alternatively, in the case of West Germany, the officer has had to learn to work co-operatively with social workers (see the chapter by Steinhilper).