Politseinike koolitusprogrammid on riigiti üsna erinevad, kuid muutuvad n-ö suurtes klubides (nt EL) ikka sarnasemaks jäädes siiski kultuuri ja riigispetsiifiliseks.Küsimus sellest, mis on töötavad praktikad politseikoolituses, võiks huvi pakkuda paljudele.

Kontekstiks:

“Across the globe, police agencies invest an immense amount of time and resources in training their officers. The various training programs are considered the most important tool police agencies have for reaching the ethical and professional standards expected of them in democratic societies (Chan et al., 2003; COPS Office, 2015; Goldstein, 1977; Haberfeld et al., 2011; Manning, 2010; Reiner, 2010), and, accordingly, training has been treated as a key feature in police reforms that seek to make officers more effective and fair (e.g., Edwards, 1993; Reiner, 1992).” (Jonathan-Zamir et al., 2022, p. 2)

Fookuse täpsustamine:

“Over the last decade, more and more rigorous studies examining the outcomes of various police training interventions have been published (Bennett et al., 2020; Nagin & Telep, 2020). At the same time, they have not developed from a consistent theoretical framework that allows us to consider them jointly as a coherent body of knowledge. Without such a framework in the background, it is difficult to understand why specific programs worked (or did not work), or what specific elements of the program made it more (or less) effective (Fraser et al., 2009; Weisburd et al., 2015).” (Jonathan-Zamir et al., 2022, p. 2)

Autorid seavad eesmärgi:

“Our goal is to provide a succinct description of the GET model and the process by which it was developed [a detailed description can be found in Litmanovitz (2016)], and examine the outcomes of a training intervention designed based on the model — a procedural justice (PJ) training module in the National Police College (NPC) in Israel.” (Jonathan-Zamir et al., 2022, p. 3)

Vihje metoodikale:

“As an “ecological” model (Bronfenbrenner & Morris, 1998), it recognizes that the success (or failure) of training interventions are intertwined with the different realms in which police officers work and learn. The GET model (Litmanovitz, 2016) is made up of seven mechanisms nested within three domains (detailed below).” (Jonathan-Zamir et al., 2022, p. 5)

Kasutatavast mudelist:

“As suggested by the above review, the GET model provides a unique, comprehensive, evidence-informed “recipe” for what effective police training interventions should look like.” (Jonathan-Zamir et al., 2022, p. 8)

Lugemishuvi suurendamiseks:

“In turn, training interventions should be developed based on the best available scientific evidence on what works in police training. […] The findings of the present study suggest that the application of the GET model proposed by Litmanovitz (2016) for what should work in police training shows promise, and we expect that the model would prove highly useful to police researchers and practitioners in developing training interventions and testing their outcomes.” (Jonathan-Zamir et al., 2022, p. 19)

Jonathan-Zamir, T., Litmanovitz, Y., & Haviv, N. (2022). What Works in Police Training? Applying an Evidence-Informed, General, Ecological Model of Police Training. Police Quarterly, 10986111221113976. https://doi.org/10.1177/10986111221113975