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Developing and Validating an Emotion Recognition Test for Policing
Get PDFPurpose: Police executives and criminologists alike have advocated for the incorporation of emotional intelligence in the hiring and training of police officers. Despite general consensus that emotional intelligence is important for a variety of outcomes in policing, most published studies on the topic have relied on crude measures, such as self-report assessments. While self-report tests are validated for many uses, their applicability as an objective measure of skills is limited.
Design/Methodology: Using three studies, this paper outlines the development and validation of an emotion recognition test specifically intended for policing. The first study outlines the construction of the test focusing on expert responses and an item response theory analysis of responses to a prospective emotion recognition test. The second study utilizes the Geneva Emotion Recognition Test-Short Version (GERT-S) and two survey collection methods to demonstrate the newly constructed test has convergent and concurrent validity. The third study uses a separate data collection effort and use of force records from a large police department in the United States to examine predictive validity.
Findings: The emotion recognition test demonstrated convergent and concurrent validity. While there was some evidence of predictive validity, the relationship between emotion recognition and uses of force was reduced to non-significance with the introduction of contextual factors in the analysis.
Originality/Value: This study advances our understanding of emotional intelligence in policing by examining the utility of an objective, context-specific measure of emotion recognition. As police departments and policymakers push for emotional intelligence to be integrated into the hiring and training of police officers, objective tests of specific abilities in emotional intelligence are necessary. This study, however, provides only limited support for the impact of emotion recognition ability on officer behaviors such as the use of force
Beyond the bipolar: allowing satisfaction and dissatisfaction to coexist
No full textCopyright © 2025 Souders and Yu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY)
Part I: Building Stronger Camp Communities Through Motivation as a Connected Process
No full textEvery summer, millions of children, youth, and young adult staff members gather in camp communities seeking adventures, community, and growth. They arrive carrying stories of who they are and who they might become. While some camp professionals have explored the existing research on motivation, many still struggle with this question: how do we move beyond temporary, programmatic reward-driven compliance or temporary entertainment-centered enthusiasm to spark genuine, sustained engagement that transforms both individuals and the community
3. Assignment Two: South Africa Voting Rights Character Card Assignment With Presentation
No full textThis assignment requires students to think like curators and research their assigned historical figures. Figures are tied to the women’s suffrage movements in Southern Africa. In Southern Africa, women’s suffrage campaigns were less central as male-dominated white political agendas and non-white struggles for emancipation eclipsed them. Yet, the history of women’s suffrage and enfranchisement of new segments of South Africans, including white women in 1930, is important to examine when considering voting rights and civic engagement in Southern Africa. Non-white women in South Africa would be forced to persevere in their struggle for political rights; some would vote in the nation’s first democratic elections in 1994, six decades after their white counterparts
