Police and Community Assignment 8

Police and Community Assignment 8

1. List the Principles of Analysis Set Forth in the Textbook

Analysis is the second step of the four-stage problem-solving tool known as SARA, and it is guided by several principles.  The first principle states that “Analysis is based on a common sense” (Peak & Glensor, 2012, p. 93). This principle appreciates that good analysis is based on the utilization of research methods and statistical analysis approaches that are not common in day-to-day operations of law enforcement agencies. However, the process of analysis is more heavily reliant on the experience of the police officers when it comes to determining various aspects about the victims, offenders, locations, and offenses (Peak & Glensor, 2012, p. 93). Most of the times, a police officer uses his or her experience and common sense for analysis purpose when dealing with a certain community or neighborhood.

The second principle of analysis states that “There is no one way to do analysis” (Peak & Glensor, 2012, p. 93). This means that there is no specific way that must be followed in conducting analysis. This principle suggests that there are different methods of collecting information as well as analyzing data. For instance, police officers may collect information through methods, such as self-reports, surveys, and official crime statistics.  Depending on how police officers get their information, they may decide to adopt different methods to analyze the data at their disposal.

The third principle of analysis states that “Individual problems require individual analysis” (Peak & Glensor, 2012, p. 93). As far as problem-solving is concerned, each area or social issue is unique. This means that just because one plan/program attained positive results in addressing a specific problem does not mean that it can achieve similar outcomes when applied in other situations (Peak & Glensor, 2012, p. 93). As such, all the police officers can do is to learn from what other agencies and jurisdictions have done to address a certain problem. However, they must conduct their own analysis using data collected in their specific jurisdiction.

The fourth principle states that “Analysis requires creativity and innovation” (Peak & Glensor, 2012, p. 93). Creativity and innovation are essential parts of the analysis process. Many individuals and organizations confine themselves to analyzing only a limited amount of data. For instance, police officers can confine themselves to using data from incident reports when conducting their analysis. According to Peak and Glensor (2012), additional sources of information that may clarify the extent and prevalence of a problem entails changes in property values, medical data, building occupational rates, and target areas (p. 93). Proper analysis should consider as much information as possible. In addition to the incident reports, police officers may conduct surveys and interview victims of crime and other members of the society, community organizations, and social service agencies.

The last principle states that “Analysis does not have to be complex” (Peak & Glensor, 2012, p. 93).  Simple methods of analysis may be all the police officers need to understand the extent, prevalence and areas affected by certain crimes. For instance, a police officer may tabulate data from the incident reports into several categories, such as type of crimes, time of the day when the offenses occurred, and the characteristics of the victims.

2. Identify Tools Police Can Use to Conduct Analysis

There are several tools available to the police for data analysis. One of these tools is crime analysts. Crime analysts are individuals who can offer help to police officers in collecting and analyzing crime-related information (Peak & Glensor, 2012, p. 94). They are professionals in the areas of data collection and analysis.

The other tool for analysis is mapping/geographical information systems. This technology helps in shedding lights on the patterns and potential association between different crimes and certain neighborhoods/establishments (Peak & Glensor, 2012, p. 94). For instance, this technology can inform the police the time of the day when certain crimes are likely to occur.

The other tool for conducting analysis is technical assistance. Police officers may seek the help of individuals who have certain levels of expertize, such as mental health experts and social workers (Peak & Glensor, 2012, p. 94). These individuals may provide unique perspectives on certain types of crime or specific groups of people who are predisposed to commit an offense or become victims.

Also, the police may use information from records management systems to conduct analysis. Records management systems help law enforcement officers to obtain, retrieve and analyze data related to various crime problems (Peak & Glensor, 2012, p. 94). For instance, the national crime information centers may provide adequate information regarding certain crimes and their prevalence in specific jurisdictions.

The other tool available to police for conducting analysis comprises of resident/business surveys. Law enforcement agencies may use resident/business surveys to identify incidents of repeat victimization and assess the perceived and real efficacy of problem-solving efforts (Peak & Glensor, 2012, p. 95). These surveys are important for law enforcement and community-based organizations in the identification analysis of problems in certain jurisdictions.

3. Discuss Some of the Difficulties Police Agencies Encounter With Problem-Solving Efforts

One of the challenges police agencies encounter is inadequate education among law enforcement personnel. Many police agencies are struggling with the problem of having only a few officers with a degree. For instance, a recent study has revealed that only less than 1% of Sheriff’s offices and police departments have a four-year degree requirement for all officers (Sereni-Massinger & Wood, 2016). Education is crucial as far as problem-solving efforts are concerned. On this note, police academies do not prioritize the acquisition of problem-solving skills by recruit officers (Sereni-Massinger & Wood, 2016).  Education helps officers overcome their biases and prejudice against certain groups of people. At the same time, education helps police officers better access resources they need in their problem-solving endeavors. Also, critical thinking skills are essential in problem-solving. Education ensures that police officers acquire the necessary critical thinking skills they need to make faster and more effective decisions.

The other challenge encountered by police agencies in their problem-solving efforts comprises of financial constraints. In their study of the implementation of SARA tool in different law enforcement agencies in London, Burton and McGregor (2018) found out that these entities encounter a myriad of financial challenges and resource constraints. Problem-solving process requires adequate financial and human resources. For instance, police officers need to spend a significant amount of their time collecting data and conducting interviews and surveys. Also, police agencies may need to hire the services of experts who have technical knowledge in certain areas such as mental health professions.

In addition to financial challenges and resources constraints, many policy agencies are still grappling with the problem of poor relationships between them and members of the community they serve. According to Peak and Glensor (2012), partnerships between the police and the communities they serve are pertinent in the development of solutions to problems through improving public trust and collaborative problem solving (p. 34). However, the longstanding tensions between members of the public and the police continue to be a major impediment as far as the formation of cooperation relationships between the two entities is concerned. The problem-solving approach requires police officers to collect crucial information from members of the communities they serve on various issues such as the affected areas and the suggestions the community has regarding the best way of addressing their crime problems. However, suspicion between the police and the communities they serve may affect the quantity and quality of data police agencies has at their disposal to complete the problem-analysis process.

References

Burton, S., & McGregor, M. (2018). Enhancing SARA: A new approach in an increasingly complex world. Crime Science, 7(1), 4.

Peak, K. J. & Glensor, R. W. (2012). Community and problem-oriented policing: Effectively addressing crime and disorder (7^th ed.). New York: Pearson Education, Inc.

Sereni-Massinger, C., & Wood, N. (2016). Improving law enforcement cross cultural competencies through continued education. Journal of Education and Learning, 5(2), 258-264.