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Addressing School-Related Crime and Disorder: Interim Lessons from School-Based Problem-Solving Projects
From the History and Purpose: "The COPS [Community Oriented Policing Services] funded School-Based Partnerships (SBP) grant program required law enforcement agencies to partner with schools to address crime and disorder problems in and around schools. Grantees utilized problem-solving techniques to better understand the causes of identified problems, apply analysis-driven responses, and evaluate their efforts. Ideally, to ensure manageable problem-solving projects, law enforcement agencies selected one focus school with which to partner and analyzed one of the following problem-types: [1] Bullying/threat/intimidation; [2] Drug dealing or use on school grounds including alcohol use and related problems; [3] Problems experienced by students on the way to and from school; [4] Assault/sexual assault; [5] Vandalism/graffiti; [6] Loitering and disorderly conduct directly related to crime or student safety; [7] Disputes that pose a threat to student safety; and [8] Larceny. With the advancement of community policing, police have become comfortable with formalized problem-solving techniques. Although practitioners are more comfortable and supportive of problem-solving, the concept is still challenged by such activities as collecting and interpreting the meaning of data. Similarly, school-based problem-solving projects pose unique challenges because police and school practitioners have operated very differently (or independently) until recently. This unfamiliar territory coupled with unfamiliar tasks can be even more challenging than other problem-solving initiatives. As a result, we intend to inform police and school practitioners about what to expect when forming partnerships, explain why it is important to overcome challenges, identify sources of information that each other can share, as well as identify stakeholders that each can partner with to support school-based problem-solving projects."
United States. Department of Justice. Office of Community Oriented Policing Services
Varano, Rita; Bezdikian, Veh
2001-09
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Local Law Enforcement Responds to Terrorism: Lessons in Prevention and Preparedness
The tragic events of September 11, 2001, in which terrorists attacked the World Trade Center and the Pentagon, and hijacked the plane that would ultimately crash in rural Pennsylvania, have added a new dimension to American policing. While it is true that the federal government is increasing its efforts in the area of terrorism prevention and response, a large degree of responsibility for responding to threats of terrorism rests at the local level. Experience now tells us that the first responders to any future incidents will most assuredly be local police, fire and rescue personnel. Therefore, law enforcement officials
must now strategically rethink public security procedures and practices in order to maximize the full potential of their resources. The U.S. Department of Justice, Office of Community Oriented Policing Services (COPS) is publishing this issue of COPS Innovations to discuss the types of resources that police may
want to consider when developing their own terrorism prevention and response plan. It also highlights the efforts of several COPS Office grantees who have utilized resources provided by COPS to strengthen their response to terrorism by: improving data and intelligence collection and processing; increasing the capacity to address terrorism by capitalizing on technological advancements;
communicating with other public safety agencies; and responding to citizen fear and preparing to assist potential victims.
United States. Department of Justice
Chapman, Robert; Baker, Shelly; Bezdikian, Veh . . .
2002-04
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