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E-grāmata: Police in Schools: An Evidence-based Look at the Use of School Resource Officers

(Carleton University, Canada), (Carleton University)
  • Formāts: 246 pages
  • Izdošanas datums: 11-Sep-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9780429520662
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Police in Schools: An Evidence-based Look at the Use of School Resource OfficersPalielināt
  • Formāts: 246 pages
  • Izdošanas datums: 11-Sep-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9780429520662
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This co-authored book critically reviews existing literature on school resource officer (SRO) programs and presents a thorough evaluation of an SRO program offered by Peel Regional Police in Ontario, Canada. The implementation of a school resource officer (SRO) program is a controversial response to school violence and safety issues. While some call for an increased use of police in schools, others are pushing to remove police from schools, or at least to end their involvement in routine discipline. Though many SRO programs exist around the world, little systematic research has been conducted on the topic.

The study reported in this book represents the largest and most comprehensive assessment of such programs to date. The research by Duxbury and Bennell indicates that SRO programs can provide real value for students, school staff, policing organizations, and society, but benefits rely on having programs that are well-designed, that the right officers are selected for SRO roles, and that the initiative has support from major stakeholders. Given the current conversations regarding the costs and benefits of having police officers in schools, there is a clear need to determine the value that investment in these types of proactive policing programs creates.

The book provides researchers, SROs, police agencies, school boards, school administrators, teachers, parents, and students with information about: the activities that SROs are involved in, how SROs can collaborate with schools to create safe learning environments, and whether (and how) such programs benefit the police, schools, students, and society. Easy-to-digest charts facilitate understanding, and anonymized reflections from SROs, school staff, and students are presented throughout the book to provide context.

Recenzijas

The school years are crucial, formative years and students should feel safe. The research of Dr. Duxbury and Dr. Bennell demonstrates that when police officers are dedicated to specific schools, they increase safety and security through their presence or by providing a quick response to issues. The benefits of having officers dedicated to schools greatly outweigh the associated costs. As a result, this is an essential function for urban police agencies.

Chief Adam Palmer, Vancouver Police Department

Police services in Canada are constantly under pressure to do more with less, and the only way to effectively meet this significant challenge is to properly and rigorously evaluate the costs and benefits of innovative programs, such as school resource officers. It simply isnt an option to keep doing things the way theyve always been done, and from the perspective of a front-line police professional, I certainly appreciate the work that Dr. Duxbury and Dr. Bennell have put into this project. Discussions around the impact of specific police programs should always be evidence-based, and that can only happen when we have the kind of valuable data that is provided by this project.

Tom Stamatakis, Canadian Police Association

Acknowledgements viii
1 Introduction
1(8)
Research Objectives
1(1)
Background
2(2)
Using SROI Methodologies to Evaluate the Peel Regional Police's SROs
4(1)
Road Map to the Research and the Book
5(4)
2 The Value of SROs: The View from Inside the Ivory Tower
9(14)
Key Learnings
10(1)
Academic Research on SRO Programs
11(1)
The Relationship between School Violence and Academic Achievement
11(11)
Summary and Conclusions
22(1)
3 How Do SROs Spend Their Time?
23(14)
Key Learnings
24(1)
Identification of Activities Undertaken by SROs
25(1)
Classification of Activities
26(1)
Measurement of Activities
27(4)
Key Findings: Activity Data
31(4)
Summary and Conclusions
35(2)
4 The Value of SROs: Views from Within (High School Students)
37(43)
Key Learnings
38(1)
The Student Interviews
39(14)
The Student Survey
53(23)
Summary and Conclusions
76(4)
5 The Value of SROs: Views from Within (School Administrators)
80(1)
Key Learnings
81(2)
Administrators' Views of Their Schools
83(3)
Safety Concerns
86(5)
Interactions between School Administrators and SROs
91(1)
Most Important Activities Undertaken by SRO: Administrators' Perspectives
91(9)
Impact of SRO on Key Administrator Outcomes
100(3)
View of the SRO Program
103(6)
Summary and Conclusions
109(2)
6 The Value of SROs: Views from Within (School Resource Officers)
111(34)
Key Learnings
112(3)
SROs' Perceptions of the Schools in the Study
115(2)
Skills and Training Required for Effective Performance of the SRO Role
117(2)
Challenges and Rewards of Working as an SRO
119(2)
Collaboration between SROs and Key Stakeholders
121(9)
Most Important Activities Undertaken by SROs: The SROs' Perspectives
130(3)
Value Delivered by the SRO Program
133(6)
Evaluation of the SRO: The View from Within
139(2)
Summary and Conclusions
141(4)
7 The Value of SROs: Views from Above (Staff Sergeants)
145(27)
Key Learnings
146(3)
Duties of the SRO
149(2)
Attributes of a Great SRO Officer
151(1)
Most Important Activities Undertaken by the SRO
152(2)
Interactions between SROs and Officers in Other Units
154(2)
Collaboration between SROs and Officers in Other Units
156(4)
Impact of the SRO Program
160(5)
Evaluation of the SRO Program
165(4)
Summary and Conclusions
169(3)
8 The Value of SROs: Insider Views from Officer Ride-Alongs
172(18)
Key Learnings
173(1)
Ethnographic Research
174(1)
Examples of how SROs Add Value
175(6)
Stories of Value Creation by SROs
181(6)
Summary and Conclusions
187(3)
9 The Value of SROs: Social Return on Investment (SROI)
190(18)
Key Learnings
191(2)
Establishment of an Advisory Board to Guide the Research
193(1)
Step One Establishing Scope
193(5)
Step Two Identifying Inputs - Activities Performed by the SRO
198(1)
Step Three Identifying Desired Outcomes and Outputs
199(2)
Step Four Establishing Impact through Data Collection
201(1)
Step Five Evidencing the Outcomes and Giving Them Value
202(1)
Step Six Reporting on the Value of SROs - Social Return on Investment (SROI)
203(2)
Summary and Conclusions
205(3)
10 The Value of SROs: Summary of Key Findings and Conclusions
208(15)
Activity Data: What Do SROs Do During the Day?
211(3)
The Value of the SRO Program
214(9)
Appendix A 223(4)
References 227(4)
Index 231
Linda Duxbury is Professor of Management and Strategy at Carleton University (Canada). She has published widely in both the academic and practitioner literatures in the areas of worklife balance, change management, supportive work environments, employee wellbeing, the use and impact of office technology, managing the new workforce and supportive management. Most of Lindas research focuses on using evidence to make the case for change (with respect to worklife, employee well-being, and recruitment/retention issues) in the public, private, and not-for-profit sectors.

Craig Bennell is a Professor of Psychology at Carleton University (Canada) where he teaches courses in forensic and police psychology. He also serves as Director of Carletons Police Research Lab. Most of Craigs research. examines evidence-based policing, with a particular focus on how research can be used to improve police investigations, police training, and police performance under pressure. This research is typically conducted in collaboration with police services.
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