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The Implementation of Social and Emotional Learning (SEL) in School-Based Law Enforcement
No full textThe role of a school-based law enforcement officer is complex and, oftentimes, misunderstood. When officers are placed in a school environment to perform their duties, they assimilate into the environment and wear many hats. Officers, whether they want to or not, become role models, informal teachers, counselors, confidants, and mother/father figures. Officers are assigned to schools to reduce response times when incidents occur and to deter crimes from occurring. However, the lines have become blurry, and the role of a school-based law enforcement officer and school resource officer is extremely convoluted. With the rise of school shootings, mental health crises, and behavior issues among youth, the implementation of social and emotional learning tactics and theories must be a focal point for school-based law enforcement officers and school resources officers to equip them with the tools to deescalate erratic behavior, identify individuals in crisis, and to minimize the school-to-prison pipeline. Social and emotional learning practices will help bridge the gap, and they will provide officers with different alternatives to manage demanding situations that will result in students being provided with the services they need instead of being arrested and criminally charged for an offense. The role of a school-based law enforcement officer or school resource officer is multidisciplinary and requires specific training, such as social and emotional learning, to deal with the daily issues youths face.LEMI
DOES AGE DIFFERENCE MATTER?: AN EXAMINATION OF ARREST AND INITIAL CHARGING IN SEXUAL ASSAULT CASES
No full textDue to sexual assault case processing being plagued with attrition, scholars have explored officer and prosecutorial decision making to understand why some sexual assault cases proceed through the criminal-legal system while other cases do not. Despite research examining various factors that influence case processing decision making, few studies have examined the influence of suspect-victim age difference on sexual assault case outcomes. In response, the current study used 650 sexual assault case files reported to Los Angeles County Sheriff’s Department and Los Angeles Police Department to examine the influence of suspect-victim age difference on police officers’ decision to arrest a suspect and prosecutors’ decision to file an initial charge. Empirical, theoretical, and policy implications as well as considerations for future scholarship are discussed
Examining the Impact of Police Use of Force Policy Characteristics on Use of Force Outcomes
No full textTo reduce the frequency and severity of force used by police, many agencies have accepted recommendations to revise written policies, placing greater restrictions on discretionary use-of-force behavior. Prior research indicates that some policy modifications can be effective at improving force-related outcomes, however this research is typically limited to single-agency, incident-level designs. The lack of reliable, compatible agency-level data is cited as a barrier to agency-level comparative research.
Recent improvements in transparency have significantly expanded the quantity, quality, and compatibility of publicly available use-of-force data. While a complete, nationwide database of use-of-force policies and outcomes is not yet available, this dissertation samples 114 large municipal agencies that report year-matched use-of-force policy and outcome data. Manual searches of agency websites, city websites, and state databases are used to construct this sample, which is largely representative of the 619 municipal police agencies in the United States that employ at least 100 full-time sworn officers. Agency-level use-of-force data are drawn from these websites and merged with relevant contextual factors from the 2018 Census of State and Local Law Enforcement Agencies, 2022 American Community Survey 5-year estimates, and 2016-2022 Uniform Crime Report arrest and offense data.
Using descriptive analyses, bivariate analyses (i.e., phi, chi-square, t-tests, and one-way ANOVA), and negative binomial regression, this dissertation explores associations between policy characteristics and outcomes in use-of-force data. These
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analyses assess police agency conformity to characteristics derived from #8cantwait recommendations, explore potential impacts of collaboration with private companies to write policy, and test whether restrictive use-of-force policy characteristics are associated with lower rates of force incidents and force-related injuries and deaths.
The results provide no support for the hypothesis that more restrictive use-of-force policy components are negatively associated with aggregated use-of-force outcomes at the agency-level. These results imply that use-of-force policy reforms, in isolation, are unlikely to precede large reductions in the frequency and severity of force at the agency-level. The quantity, quality, and compatibility of publicly available data on use-of-force policies and outcomes are still insufficient to establish sufficient statistical power to detect small effect sizes. Recommendations for practitioners and researchers are provided
AI Can Break the Ice
No full textIcebreakers are a great way to engage with your audience. In this session, we'll talk about how to leverage AI-powered icebreakers to engage learners (children and adults) or meeting attendees. Whether you're leading a training session, a staff meeting, or starting a classroom activity, icebreakers can help to create a welcoming, collaborative, and productive experience
Addressing Mental Health Wellness in Law Enforcement: Breaking Stigma and Promoting Wellbeing
Get PDFThe focus on mental health and overall well-being has become imperative due to its indiscriminate impact across all demographics. Societal shifts have reduced the stigma surrounding mental health, emphasizing its correlation with physical well-being. Often overlooked in mental health discourse, law enforcement faces unique challenges due to the nature of their profession. This paper explores the causation, signs, symptoms, and barriers to mental health care within law enforcement, highlighting the need for comprehensive support systems. Despite strides in stigma reduction, internal and external barriers persist, hindering officers from seeking help. Legislative efforts, including periodic mental health sessions, demonstrate recognition of the issue but lack standardized implementation. Moreover, existing programs like resiliency training fall short of mitigating mental health risks, evidenced by the continuation of high suicide rates among law enforcement officers. Multifaceted solutions, such as increased support systems and wellness initiatives, show promise in addressing mental health needs. Failure to prioritize mental well-being endangers officers and undermines public safety and community trust. Normalizing preventive care measures and ongoing training are crucial to supporting law enforcement mental health. Legislative action and agency commitment are necessary to establish national standards and ensure comprehensive mental health care for law enforcement personnel.LEMI
Cultivating Community: Strategies to Connect and Engage Students in a Digital Environment
No full textDistance education, too often, has inferences of anonymity and disengagement. This session will take you through two instructors' journeys striving to build online courses that foster developing relationships, creating connections, and supporting students. In an effort to redefine students’ online experiences, this session will explore how faculty have embedded Culturally Relevant Pedagogy (CRP) with a Community of Inquiry (COI) framework throughout course and program design to build online courses leading to meaningful connections for students.
The COI framework was created as a means “to connect the human issues around online, text-based communication” (Garrison, Anderson & Archer, 2010, p. 5), and rests on the structure of student to student interactions, student to instructor interactions, and student to content interactions (Garrison, 2016). In conjunction with COI, a benefit of CRP is the ability to develop deeper, more meaningful connections with students from diverse cultural backgrounds (Ray, 2019). This session will explore how faculty have embedded CRP with a COI framework throughout course and program design to build online courses leading to meaningful connections for students. An emphasis is placed on strategic and intentional student-to-student interactions and student-to-instructor interactions. Faculty will share assignment design, approaches to feedback, communication with students, and technology utilized for developing meaningful relationships in online environments
The roles of Agencies and TCOLE concerning Separation of Licensee Form (F5)
Get PDFIn Texas, peace officers must be certified through the Texas Commission on Law Enforcement (TCOLE) to be hired by a law enforcement agency. TCOLE is responsible for initial licensing and training mandates for all 2,595 law enforcement agencies and approximately 97,626 active peace officers (Texas Commission on Law Enforcement, 2023). As of April 2023, the processes in place when a peace officer separates from a law enforcement agency, can contain unchecked bias or circumstances not supported by documentation or lack thereof. The separation status provided by an agency administrator can affect the officer’s ability to continue in Texas law enforcement and should be supported by thorough documentation. There is also no accountability for the separation designation or cooperation in the State Office of Administrative Hearings (SOAH) appeals process. Research has found that approximately 60% of all separation designation appeals to the State Board of Administrative Hearings result in an overturn of the agency administrator’s assignment due to a lack of documentation or no cooperation by the separating agency. In the ever-changing environment of law enforcement transparency, now more than ever, “due diligence regarding hiring and firing is vital to law enforcement legitimacy” (Texas 2036 & Benchmark Analytics, page 39).LEMI
Associations Between Accessibility Knowledge, Practices, And Support In U.S. Online Higher Distance Education: An Exploratory Factor Analysis
Get PDFOnline distance education is one of the fastest-growing sectors of postsecondary enrollments. As more students take advantage of these opportunities, online course content has increasingly been found to be inaccessible to students with disabilities. As accessibility case law quickly changes the expectations for online course content, postsecondary institutions are struggling to shift to a proactive and systemic approach to accessible design practices.
This study used a descriptive quantitative survey methodology to explore the characteristics of institutions and individuals who are responsible for implementing accessibility within online higher education courses. Using a nonprobability, volunteer convenience sample, this study included 62 U.S. higher education professionals who had a job role in which they were responsible for using, creating, reviewing, or enforcing the use of accessible content in online courses. An adapted survey instrument consisting of 41 questions solicited information about course designers and institutions in two areas. First, data was collected about the characteristics and relevant demographic data for designers and their institutions. Second, information regarding the accessibility practices for each was gathered through 29 Likert-scale questions.
Overall, the findings indicate growth in the implementation of accessible course design practices. While there are still barriers to accessibility, many are reporting fewer limitations and more resources. The results from exploratory factor analysis revealed the presence of two distinct factor structures focused on institutional accessibility support and accessibility compliance support. Although no models or inferences can be made from these associations, they do suggest that institutional accessibility practices may have a key role in accessible online course design. Based on the results of this study and related research, five institutional recommendations to improve institutional accessibility practices were made
From Slavery to Household Staple: American Literature and the Consumption of Black Women's Labor
Get PDFIntroducing the Nurturing Black Woman trope, this thesis investigates the works of Harriet Jacobs, Toni Morrison and Harper Lee to discuss caregiving characters and their part in the Southern Home. By studying novels from different eras in America’s history, the evolution of how Black caretakers is depicted reflects the racial climate and tensions of their respective time. The work done by Black women, specifically mothers, has traditionally been used in literature as a means of support to the white family and society as a whole. However, the labor surrounding motherhood and domestic labor (such as cooking, cleaning, and child rearing) have a greater tax than expected and white expectations are pitted against Black lived realities through the analysis of this character trope. The inclusion of recipes and archival studies in food elaborate on domestic labor, rarely documented but fundamental to understand the influence of Black labor in America and its part in creating the image of the Home
DIFFERENCES IN INDUSTRY-BASED CERTIFICATION ATTAINMENT RATES BY TEXAS HIGH SCHOOL GRADUATES AS A FUNCTION OF ETHNICITY/RACE, GENDER, AND ECONOMIC STATUS: A STATEWIDE, MULTIYEAR STUDY
Get PDFThe purpose of this journal-ready dissertation was to determine the extent to which differences existed in the attainment of Texas Education Agency approved industry-based certifications of Texas high school graduates by their ethnicity/race, gender, and economic status. In the first study, the degree to which the attainment of Texas Education Agency approved industry-based certifications of Texas high school graduates differed by their ethnicity/race (i.e., Black, Hispanic, White, and Asian) was examined. In the second study, the degree to which attainment of Texas Education Agency approved industry-based certifications differed between high school boys and girls was determined. In the third study, the extent to which economic status (i.e., Poor,
Not Poor) was related to attainment of Texas Education Agency approved industry-based certifications of high school graduates was ascertained. Finally, the presence of trends in student attainment of Texas Education Agency approved industry-based certifications was addressed.
A causal-comparative non-experimental research design was employed to complete this statewide, multiyear study. Archival data analyzed were made publicly available by the Texas Education Agency through the Texas Academic Performance Reports. Specifically analyzed were industry-based certification attainment rates for Texas high school graduates from the 2018-2019, 2019-2020, and 2020-2021 school years.
Regarding ethnicity/race, Black and Asian students were identified to have statistically significantly lower industry-based certification attainment rates than Hispanic and White students. Certification attainment rates for Black and Asian students were similar across the three years of data analyzed, whereas attainment rates for Hispanic and White students were also similar. For gender, male Texas high school graduates had statistically significantly higher industry-based certification attainment rates than female
Texas high school graduates across the three years of data analyzed, with the gap in attainment between genders increasing across the years studied. Regarding economic status, students from impoverished backgrounds earned industry-based certifications at
statistically significantly lower rates than their non-economically disadvantaged peers. It should be noted, however, that attainment rates between the two groups only differed by 0.54% to 1.41% over the three years of data analyzed. A final observation was that industry-based certifications increased across the three years of data analyzed for all student groups