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About the Author | |
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Introduction | |
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A Brief History of Policing in America | |
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Robert Peel's London Metropolitan Police | |
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Special Focus 1.1: Peel's Principles | |
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The Political Era (1830 - 1940) | |
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The Reform Era (1930 - 1970) | |
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Police Community Relations | |
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Precursors to the Community Policing Era | |
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Community Policing Era (1980-2001?) | |
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A New Era | |
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Community Policing: What Is It? | |
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Special Focus 2.1: Traditional Policing versus Community Policing | |
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Community Policing Defined | |
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Identifying the Stakeholders | |
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Key Elements of Community Policing | |
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The End of Community Policing | |
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Identifying the Problems with Community Policing | |
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Special Focus 3.1: The Challenges of Implementing Community Policing at the Northampton, Massachusetts Police Department | |
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Today's Police Departments: Facing New Challenges | |
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Terrorism | |
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Interoperability | |
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Funding | |
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Community Expectations | |
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Technology | |
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Media | |
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Professionalism/Accountability | |
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Education | |
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Keeping Focused: Identifying the Goals of Today's Police Department | |
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Mission Statements | |
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Special Focus 5.1: Sample Mission Statements | |
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Identifying Specific Goals | |
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Special Focus 5.2: Recruiting Strategies | |
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The Millennials: Understanding the Next Generation | |
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Defining the Millennial Generation | |
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Millennial Characteristics | |
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Millennial Expectations-Advancement | |
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Millennial Expectations-Supervisory Contact | |
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Millennial Expectations-Fairness | |
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Millennial Expectations-Community/Global Perspective | |
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Supervising in a New Era | |
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Manager versus Leader | |
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Contemporary Leadership Styles | |
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Reengineering the Corporation | |
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Management by Walking Around | |
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Total Quality Management | |
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Special Focus 7.1: Example: Total Quality Management Put into Practice | |
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The Peter Principle | |
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The Dilbert Principle | |
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Characteristics of a Good Supervisor | |
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Special Focus 7.2: Selecting the Best: How to Select Personnel for Promotion and Special Assignment | |
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The Foundation of Every Police Department | |
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Administrative Duties | |
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Special Focus 8.1: Administrative Duties: East Brunswick, New Jersey Police Department | |
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Accreditation | |
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Special Focus 8.2: Becoming Accredited: A Five-Step Process | |
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Minimum Hiring Standards-Education | |
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Recruitment and Hiring | |
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Police Training | |
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Personnel Evaluations | |
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New Technology | |
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Police-Media Relations: Actively Shaping the Public's Image of the Police | |
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Defining Media | |
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Developing Positive Working Relationships with the Members of the Media | |
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Self-promotion | |
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Special Focus 9.1: Generating Positive Media Coverage: The 2008 and 2009 Citizen Police Academies Held by the Northampton, Massachusetts Police Department | |
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Police Website | |
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"Ask a Cop" Programs | |
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Public Service Announcements | |
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Creating Media Materials | |
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Contributions to the Police Image | |
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Patrol: Emphasizing Progressive Strategies | |
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Key Components of Effective Patrol Methods | |
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Proactive Approach | |
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Special Focus 10.1: Sheriff's Theft Offense Prosecution Program (STOPP), Fairfield County, Ohio, Sheriff's Office | |
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Geographic Patrol Assignment | |
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Accountability | |
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Community Partnerships and Collaboration | |
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Special Focus 10.2: Hampshire County Sexual Assault Response Team (SART) | |
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Forms of Patrol | |
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Cruiser Patrol | |
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Bicycle Patrol | |
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Foot Patrol | |
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Park and Walk Programs | |
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Community Outreach: Proven Strategies That Work | |
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Citizen Police Academy | |
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Special Focus 11.1: Improving the Police Image: Anonymous Surveys Collected from Participants of a 2009 Citizen Police Academy | |
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Ride-along Programs | |
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Park and Walk | |
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Neighborhood Watch | |
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Special Focus 11.2: Neighborhood Watch, Farmington Hills, Michigan Police Department | |
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Self-defense Programs | |
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Police Week/Police Day | |
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Interns | |
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Other Outreach Activities | |
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Citizen Surveys | |
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Schools: Working Together | |
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Communication and Collaboration: The School-Police Connection | |
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Incident Training and Drills: Preparing for the Worst | |
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Building Safety and Security: Physical Tactics | |
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Special Assignments: Officers Working Inside Schools | |
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Special Focus 12.1: Bullying | |
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Educational Programming: Prevention through Understanding | |
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Proven Success | |
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Implementing Change: Have No Fear | |
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A History of Resisting Change | |
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Successfully Implementing Change | |
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Accept that Change is Inevitable | |
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Give Advanced Warning | |
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Explain the Reason for the Change | |
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Involve Employees in the Change Process | |
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Provide Orientation and Training (if necessary) | |
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Prepare to Reassess and Improve | |
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Conclusion | |
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Index | |