Intensive Engagement in Community Policing
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Local Policing and Partnerships National Conference 13/11/2014 Holywell Park, Loughborough University
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Community policing is a strategy that builds partnerships between law enforcement and communities to improve public safety. It involves problem-solving tactics like COPPS, POP, and SARA to address issues collaboratively. Patrols are designed to fit each community's needs through various methods like foot, vehicle, horse, and K-9 units. Community policing is supported by programs such as Neighborhood Watch, PAL, and DARE that educate the public and prevent crime. When implemented effectively through partnership and problem-solving, community policing improves communities by reducing crime and empowering residents.
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These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
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The document discusses community policing and improving relations between police and minority groups. It notes that minorities tend to have a more negative perception of police compared to Caucasians due to factors like group position theory and a view that police help maintain the status quo. This can lead to minorities perceiving police as ineffective and unfair. The document advocates for community policing approaches to break this cycle by increasing police presence, responding quickly to calls, interacting respectfully with citizens, and partnering with communities. This can help citizens feel safer and develop more trust and legitimacy of police.
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The police psychologist was asked to help implement a community policing program with the local police department. Some seasoned officers may be resistant to change and having a psychologist on staff. To gain support for the program, the psychologist and sheriff held a dinner with community leaders to discuss safety issues and how community policing could help. The psychologist proposes a three-phase training program for property managers and residents to improve security and educate them on community policing. Assessments will be conducted with officers, both new recruits and seasoned veterans, to determine attitudes towards change and the new program. The goal is to create a safer environment for all through community involvement and support for law enforcement.
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NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
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While it is a common fact that the police are an important part of the community, just as important is the health of the relationship between police and community. Current affairs show how strained the relationship between the police and community has become. The focus of this upcoming community presentation will include an exploration of why there is such tension between the community, youth and the police. What are all sides saying on what steps both sides can take to repair the relationship between communities, youth and the police?
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Critical to the success of any community policing program is effective engagement and relationship development between residents and the community-based police officers who serve them. While social media platforms like Facebook and Twitter are powerful tools to the get the word out to the masses, they do not enable targeted outreach to specific neighborhoods or geographic areas, and access is usually limited to the Public Information Office. Community-based officers can only be in one place at a time, and participation in programs like Neighborhood Watch are usually limited to concerned citizens or those recently victimized by crime. How then can the local officers who are responsible for engaging the community be successful at scale?
On a large scale, community-based officers can be successful by harnessing the power of technology to empowered communities of neighbors by informing, educating, and directing residents to take action and change behaviors to deter, reduce, and help solve crimes.
On April 28, at #SMILEcon, Joseph Porcelli from Nextdoor and Peter Gillis from the Braintree MA Police Department presented this presentation on how police departments can dramatically accelerate the advancement of community policing engagement objectives with Nextdoor for Public Agencies. In addition, they gave an overview of The Nextdoor Community Policing Engagement Formula, suggested objectives to work towards and metrics to track progress, and offered proven strategies and tactics to partner with residents to reach department's community policing goals.
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Fdn016 week 3 planning
1) The document outlines a planning challenge where a team must arrange transportation for all members to arrive at the Arc de Triomphe in Paris by 6am the next morning from their various homes using public transit and limited taxis or bicycles.
2) It then discusses steps for conducting research interviews and a survey about student food poverty for a class project. This includes contracting with interview subjects, developing interview questions, and planning to collect survey responses and conduct practice interviews with classmates.
3) The document provides guidance on interviewing best practices and emphasizes the importance of care, consent, and follow-up for interview subjects. It also discusses working collaboratively in groups to plan collecting surveys and practicing interviews for their research
Fdn016 week 2 working definition final
This document provides a systems thinking approach to developing a working definition of student food poverty. It defines student food poverty as dysfunctions (e.g. financial, skills, insecurity) within the system of student food provision. This system aims to keep students fit and healthy and involves shops, supermarkets, fast food outlets, and delivery services. The purpose is to improve educational outcomes by involving students, parents, caterers, and shopkeepers in processes like buying, preparing, and cooking food within boundaries of campus, halls, student housing, and home. This working definition considers student food poverty in a complex systems context rather than isolated factors.
Fdn016a week 2 working definition
The document provides a working definition of student food poverty from a systems thinking perspective. It defines student food poverty as dysfunctions (such as financial issues, lack of skills or security) within the system of student food provision. This system aims to keep students fit and healthy through parts like shops, supermarkets and fast food outlets. The outcomes should be improving educational attainment by involving people like friends, parents and caterers through processes of buying, cooking and preparing food, within boundaries like campus, halls or student housing. The working definition is complex but aims to provide a thorough and useful framing of student food poverty as a systems issue.
Fdn016a week 1 we have a problem
This document provides an introduction and overview to the FDN016 module on social problem solving. It outlines the structure and expectations of the module. Students will investigate the social problem of "student food poverty" through 5 phases: identifying the problem, planning an investigation, collecting evidence, analyzing the evidence, and proposing a solution. Assessment will include journals documenting the investigation and a presentation. The tutor, Tim Curtis, is introduced and contact details are provided. Overall, the module will guide students through exploring an undefined social issue using a structured problem-solving process.
Final week rich pictures social venture canvas
This document provides an overview and recap of the key concepts covered in the FDN016 Last Class module, including systems thinking, tackling supercomplex problems, the hidden rules of university, and Changemaker skills. It discusses using rich pictures and systems diagrams to demonstrate the complexity of a problem situation and the relationships between key root causes and factors. Examples of good, less detailed, and more advanced systems diagrams are shown. The document then introduces the Social Venture Canvas as a tool to develop ideas and solutions. It provides examples of Northampton students who have used this tool before closing with reminders about module deadlines and evaluations.
Fdn016 term 2 week 6 systems thinking to solutions
This document discusses systems thinking and mapping. It encourages watching a film on systems thinking while drawing a systems thinking diagram to engage in active learning. Systems thinking allows us to map all aspects of a problem situation without oversimplifying, and identify root causes versus symptoms. An example systems map is provided related to student food poverty based on literature reviews, surveys, interviews and observations. Participants are instructed to map out everything they know about student food poverty using these sources and techniques, drawing and redrawing diagrams to separate root causes from symptoms. Interventions can then be identified to address dysfunctions.
Fdn016 term 2 week 6 systems thinking to solutions
Systems thinking allows mapping all aspects of a problem without oversimplifying to develop a rich understanding. This includes identifying the differences between surface symptoms and underlying root causes. The document discusses using systems thinking and mapping to thoroughly understand the current state of knowledge regarding overuse of bottled water due to anxiety about tap water quality and perceptions of bottled water being purer. It also outlines initial plans to address this through a tap water versus bottled water taste test competition on campus involving student pledges.
Fdn016 term 2 week 4 interview analysis final
This document discusses analysing text data in qualitative research. It provides information on computer assisted qualitative data analysis software (CAQDAS), grounded theory, coding text data, and lessons learned from analysing interview responses about preferences for drinking bottled water versus tap water. Key points include the importance of cleaning and preparing text data before coding, identifying concepts and ideas through first and second level coding, observing the progression of ideas in the text, and noticing that students are anxious about tap water cleanliness and unaware of drinking water standards.
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This document provides instructions for coding qualitative text data using grounded theory. It discusses conducting first and second level coding to identify key ideas and concepts across a text. Students are asked to code interview transcripts about time and breakfast, looking for quotes related to the idea of 'time'. They are also asked to code quotes about water from the interviews by coloring similar ideas. The homework assigns analyzing responses to one interview question from multiple students to identify common themes and outliers.
Fdn016 term 2 week 4 interview analysis
This document provides instructions for analyzing text related to time and meals from student interviews. It directs students to:
1. Code all interview text related to 'time' and breakfast.
2. Compare coding with other students and collect all time-related quotes.
3. Note observations about what the qualitative data suggests and what does not fit.
It then provides sections of text from interviews to code related to time and meals, and water preferences to also code. Homework involves analyzing responses to one interview question from 10-15 students.
Term 2 week 3 data analysis
This document provides an overview of a data analysis exercise for students. It includes objectives of introducing basic data analysis skills without proving conclusions, ensuring statistically significant sample sizes, and using basic spreadsheet functions and statistical tests. It then outlines plans to analyze previously collected student food survey data using Excel functions like median, mode, average, and count to make observations about the full population. Questions are provided to guide analysis, including whether results are representative and data is reliable. Comparisons will be made between halls students and home students, and first and second year students.
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This document outlines the schedule and activities for Term 2 Weeks 1 and 2 of a course. It includes recapping and introducing complex systems analysis. Students are asked to complete a project recap checklist, identify personal risks to managing their work, and do surveys and interviews. Rich picture mapping exercises are described as a way to represent problems holistically using nodes, links, boundaries, and perspectives. Students map out the system of making toast and identify potential interventions. Comparing individual and composite rich pictures can incorporate different experiences and perspectives.
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This document outlines an activity where students will practice interviewing skills by interviewing a classmate roleplaying as an 18-year old student experiencing food poverty.
The class will be divided into groups to interview the student, with each group designing 3 questions. They will practice contracting into and out of the interview, asking follow up questions, and recording the interview.
Afterwards, the whole class will discuss which interview questions worked well and propose 3 common questions for future interviews on this topic across all classes. The goals are to learn interviewing best practices like caring for the interviewee and obtaining informed consent.
Fdn016 week 4 & 5 defining food poverty 2019
This document provides an overview of course content for FDN016 Weeks 4-5. It discusses defining student food poverty and signing into a Google register. It introduces systems thinking concepts like root definitions, hard and soft systems, and developing a working definition of student food poverty from a systems perspective. Students are asked to find definitions of student food poverty from different sources and compare them. They then create their own definition or express it using systems terminology involving parts, boundaries, processes and people. The document emphasizes applying soft systems methodology to conceptualize the student food system and its purpose, outcomes, and dysfunctions related to food poverty.
Fdn016 week 9 interview design & test #2
The document outlines instructions for a class activity where students will conduct a mock interview. Students have one hour to self-organize into groups and design 3 semi-structured interview questions to ask an 18-year old student character about student food poverty. Two students will interview the character for up to 5 minutes while audio recording. In the second hour, the class will discuss which questions worked well and propose 3 common questions for a wider investigation.
FDN016 Week 8 survey design and test
This document provides guidance and instructions for students regarding a survey design project. It discusses:
1. Completing the first draft of Journal B tasks by the end of the year.
2. Designing a 3-5 question survey in small groups, testing it on another group, and analyzing the results to learn from the experience.
3. Collecting both quantitative and qualitative data through surveys and interviews to understand the experiences of students regarding "food poverty" from a range of perspectives.
FDN016 Week 7 planning
This document provides an overview of the tasks and schedule for students in the FDN016 module over the next 4 weeks. It includes:
1) A planning challenge activity where students must arrange transport for a 6am trip from their homes to Luton airport.
2) A reminder of upcoming tasks like designing surveys, interviews, and empathy maps.
3) A suggestion to "projectise" one's life by scheduling studies, work, home responsibilities, and social activities to fit within 100 hours per week using a provided spreadsheet planning tool.
4) Instructions for the Journal B Task B5 activity which involves using the planning tool to schedule expectations for all home degree modules along with FDN016 over
FDN016 Defining food poverty 2019 final version
This document provides an overview of course content for FDN016 Weeks 4-5. It discusses defining student food poverty and signing into a Google register. It introduces systems thinking concepts like root definitions, hard and soft systems, and developing a working definition of student food poverty from a systems perspective. Students are asked to find definitions of student food poverty from different sources and compare them. They then create their own definition or express it using systems terminology involving parts, boundaries, processes and people. The document emphasizes applying soft systems methodology to conceptualize the student food system and its purpose, outcomes, and dysfunctions related to food poverty.
FDN016 Week 4 and 5 defining food poverty 2019
This document discusses student food poverty and soft systems methodology. It begins with a discussion of how Google search results can be biased and how the system NELSON aims to provide neutral searches. It then prompts the reader to develop a working definition of "student food poverty" and considers it an "unknown problem situation." It introduces concepts from soft systems methodology like root definitions, cognitive blind spots, and managing "messes" rather than solving problems. The document provides guidance on developing a root definition and modeling a purposeful system using parts, boundaries, processes and people. It includes an activity to find definitions of food poverty from different sources and compare them. Finally, it prompts developing a model of a functioning "student food system" at a
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Intensive Engagement in Community Policing
- 2. “The money has run out - we are going to have to use our brains…..” (Intensive Engagement- Delivering Policing in Austere Times) Supt Richard James-Northants Police, Tim Curtis-University of Northampton
- 3. Creating evidence during policing: community and problem centred policing •Intensive Engagement •Rich Picturing •LISPing •A little bit of algebra
- 4. Why do things have to change? National • Austerity – impact on public sector – impact on police resource levels • Diverse communities, diverse needs • Growing recognition of individual responsibility and local accountability (localism) Local • Force Priorities- pressing performance targets- (same problems in the same places?) – long-term sustainability of progress made so far • Safest Place in the England our aspiration • Community Engagement- fundamental part of Policing Plan • Need to develop and deliver Evidence based policing- • ‘Policing is Living in a Time Warp’ (T. Winsor 2014) We need to do some ‘step-changing’ rather than talk about it….
- 5. Creating cohesion to prevent crime • Community cohesion is understood to reduce the conditions for crime • Crime vulnerable communities are often fragmented and distanced from Policing • Crime vulnerability is multi-faceted and complex • Intelligence and resilience has to be created rather than expected
- 6. Building Legitimacy to Reduce Demand • Long-term compliance with the law depends on feelings of police legitimacy (Tyler 2003) • Legitimacy- an adequate moral justification for the exercise of power (Bottoms and Tankebe 2013) • The ‘L’ of HMIC Inspection regime PEEL
- 7. Community Engagement is woolly? • Short-term events with little lasting effect • Scatter-gun approach, thinly spread • The wrong people attend open days and fairs • Information provision rather than motivating change • Solutions looking for a problem • Forces are at risk of eroding Neighbourhood Policing (HMIC 2014)
- 8. Strategically focussed Intensive Engagement • Areas known to be vulnerable (Jill Dando Institute index) • Greatest contribution to police statistics • Long-term issue that resists improvement • Lots of potential stakeholders
- 9. Bridging & bonding between police & citizens • Identify networks • Enter networks • Build trust • Recognise assets • Understand problems • Reinforce networks • Create Solutions and Practices
- 10. Evidence led Policing • Research and large scale studies are slow and expensive • Need short-term, ‘good enough’ evidence for small locations & populations • Need new data- existing data is not good enough • Need to capture the evidence produced
- 11. Enriching the Data • Understanding perspectives of the stakeholders • Investigating links with other issues • Exploring solutions • Developing a sustainable plan- Locally Identified Solutions and Practices (LISP)
- 12. Rich Picturing
- 18. Resilience • Getting others (citizens, community groups and agencies) to support and secure the Police investment • Do with, not do to • Recognise capabilities and assets • Securing community investment
- 19. • Embedding practice through social media • https://www.youtube.com/watch?v=IFN5B1o-ZvE • On-line toolkit http://lisptoolkit.weebly.com/ • Showcasing progress and success • http://www.youtube.com/watch?v=42Gkd2LwpBY&
- 20. Back to School D x V x F > R
- 21. And that’s all there is to it… job done! • Gleicher’s model-if D x V x F > R then change will happen • D = Dissatisfaction with how things are now; V = Vision of what is possible; F = First, concrete steps that can be taken towards the vision; • If the product of these three factors is greater than R = Resistance (R= Culture, tradition, operational focus, performance now focus, personal risk)
- 22. Policing the Future • Developing an experiment to test IE • Need to measure whether ‘social capital’ has been generated • Need to measure whether community cohesion has been strengthened • Need to measure police legitimacy (PEEL-HMIC)
- 23. Questions