BCJ 4101, Police and Community Relations

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BCJ 4101, Police and Community Relations 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
4. Explain how theories in law enforcement can be applied in various forms of policing.
5. Explain the importance of a good relationship between law enforcement and the media.
6. Discuss the importance of police-community relationships.
6.1 Explain the role of police programs in improving the relationship between young people and
police officers.
7. Analyze violence, crime, and vandalism in schools.
8. Examine citizens complaints as they relate to excessive force by police.
Course/Unit
Learning Outcomes
Learning Activity
4 Final Exam
5 Final Exam
6 Final Exam
6.1
Unit Lesson
Chapter 12, pp. 473495
Final Exam
7 Final Exam
8 Final Exam
Required Unit Resources
Chapter 12: Building Better Relationships Through Youth Mentoring and Engagement, pp. 473495
Unit Lesson
Introduction
As we have reached the end of our course, there is one more area of vital importance to the policecommunity relationship. That area is the relationship and communication between the police and juveniles or
the youthful population. This was touched on briefly in Unit VI, but we will go into a bit more detail here. What
is hoped is that there are adequate methods that police can use to convince young people that police officers
are not the enemy and that tools such as youth mentoring programs can aid police in achieving their goals
regarding young people.
Early Approaches to Juvenile Justice in the United States
As many of you learned from any introduction to criminal justice course, the history of juvenile justice was
flawed from the very beginning. History reflects that youthful offenders were placed in jails, prisons, and
penitentiaries in the 18th and 19th centuries. Young children were sent into systems where hardened
criminals were waiting to victimize them. Murderers, rapists, robbers, and criminally insane individuals were
UNIT VIII STUDY GUIDE
Youth and Community Expectations: How Do Police
Become Allies Rather Than Adversaries?
BCJ 4101, Police and Community Relations 2
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Title
already in decrepit facilities, and placing young people in those institutions only made things worse (Center on
Juvenile and Criminal Justice, n.d.).
One of the problems with the early justice system was the fact that youth were often confined simply because
they were poor, destitute, or abandoned. Their confinement was with adult predators who often victimized
these unfortunate youth. It was not until the creation of the House of Refuge in 1825 that any appreciable
change took place. The Society for the Prevention of Pauperism was created by Thomas Eddy and John
Griscom whose goal was to create a new system whereby juveniles were segregated from adults in their
confinement (Center on Juvenile and Criminal Justice, n.d.).
The creation of the New York House of Refuge was the beginning of a movement that ultimately resulted in
similar facilities being opened in Boston, Philadelphia, and other cities in the early to mid-1800s (Center on
Juvenile and Criminal Justice, n.d.). As the Progressive Reform Movement began to gain support, many of
the programs, systems, and designs were improved upon, and ultimately the first juvenile court was
established in Chicago, Illinois (Cook County) in 1899. Importantly, the Juvenile Court philosophy was
founded upon the legal doctrine of parens patriae (State as the Parent). This gave the juvenile court the
power to intervene on behalf of all young people not just juvenile delinquents (Center on Juvenile and
Criminal Justice, n.d.).
The U.S. judicial system has always had trouble deciding whether it wanted to punish, rehabilitate,
incapacitate, restore, or deter, especially when dealing with youthful offenders. Currently, there are numerous
options for dealing with juvenile offenders, and they include incarceration options and non-incarceration
options. The incarceration options include the following:
home confinement and house arrest,
placement with someone other than a parent,
juvenile detention,
adult detention,
blended sentences, and
probation after detention (Cox, Allen, Hanser, & Conrad, 2018).
The the following:
verbal warnings,
fines,
counseling,
community service,
electronic monitoring, and
probation (Cox et al., 2018).
Of course, these are contemporary practices that reflect how juvenile justice has evolved since the dreadful
early years. Yet, the larger issue concerns working with young people to deter them from activity that puts
them in the system to begin with. This is where the police-community relationship and communications are
important.
Marginalization of the Young Mind
In Unit I, you may recall that Maslows hierarchy of needs was discussed, and in Unit II, the socialization
process was explored. These are important concepts and theories because now we are faced with the
relationship between the police and the community of young people who are in their formative years. Young
people are impressionable and view their lives through a kaleidoscope. On one hand, they try to please their
parent(s), and on the other hand, they try to fit in and meet the expectations of those they believe are their
friends. At the same time, social media also encourages certain types of behavior that may not be acceptable.
One of the enduring theories regarding juveniles was discovered through the work of Matza (2017). Matza
asserts that young people are torn between living in society according to its norms and flirting with activity that
could put them in legal peril. He states that young people drift in and out of compliant behavior to fit in. For
young people, their decisions are based on their free will, and they sometimes choose to transgress. In order
to fully understand what Matza attempts to convey, Sykes and Matzas Techniques of Neutralization must be
BCJ 4101, Police and Community Relations 3
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understood as well. The techniques of neutralization allow young people to take positions on their roles in
responsibility, injury, victimization, higher loyalties, and, of course, condemning authority (Sykes & Matza,
1957). Clearly, young people need the support of their social network, and while most young people never
interact with police, many of them do, especially in the inner city.
Inner-City Youth and Police Interaction
Solar (2019) states, African Americans today encounter difficulties due to race that white people do not.
There are hurdles to equality of opportunity that simply do not exist for white people and taking a colorblind
approach denies their negative racial experience (p. 340). The same could be said about other minorities
such as the Latino youth. Lurigio, Greenleaf, and Flexon (2009) conducted a study that examined the effects
of race on relationships with police in Chicago. Like most studies related to criminal justice, race is an
important variable whenever the research deals with police, juvenile justice, or the criminal justice system
generally. Many studies reveal that African Americans are more prone to criminal victimization than the other
ethnicities; unfortunately, they are reported to have many more negative interactions with police that include
allegations of harassment and mistreatment (Lurigio et al., 2009). As was stated in previous units, there have
been many federal civil rights suits regarding deliberate indifference in this regard.
Other variables considered by Lurigio et al. (2009) are age and attitudes of young people about school. Their
study included over 900 students who were asked to fill out a questionnaire. According to the results of the
study, half of the African American and Latino students showed that they liked school, although there was
some variation between the former and the latter. The study showed African Americans strongly agreed with
liking school while Latino students showed slightly less enthusiasm. The study also revealed that both African
American and Latino students reported they were disrespected by police when they were stopped. These
results point to dissatisfaction with the police even though both groups of students liked school and their
teachers. The survey also pointed to a significant issuemost students (African American and Latinos) were
less likely to assist police in any way because they had been disrespected (Lurigio et al., 2009).
One of the positive outcomes of this study was a renewed focus on the Chicago Alternative Policing Strategy
(CAPS). CAPS originated in 1993 and is a program that:
brings police, local government agencies, and the community together to prioritize problems and
prevention efforts in five Chicago neighborhoods. The program is rated Promising. The study found
that in close to half of the target beats, there was a reduction in crime versus what was found in
comparison beats. However, the results also showed that there were some unsuccessful cases
where the crime rate in the intervention increased versus the comparison beat. (National Institute of
Justice, 2013, para. 1)
Clearly, like many other studies, the way police
interact with people, especially young people,
impacts the police-community relationship. As
has been pointed out throughout the course, but
especially in Units IV and V, the use of police
discretion, emotional intelligence, social
intelligences, and intelligence quotient (IQ) are
instrumental in fostering a good policecommunity relationship. Young people are vital to
this multi-variate equation because they are
young and, at some point, will become
community and government leaders. Brunson
and Pegram (2018) point to an important variable
when discussing young peopleemotional
immaturity. For police, they have many options
available when dealing with young people, so deciding which action to take can have a significant impact on a
young persons future and their attitude toward police and authority figures (Brunson & Pegram, 2018).
Police and kids playing at a block party
(LeoRomero, 2015)
BCJ 4101, Police and Community Relations 4
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Police Contacts with Young People
Contact with the police is usually involuntary when juveniles are involved. Numerous studies have been
conducted about police-youth interaction. According to the Office of Juvenile Justice and Delinquency
Prevention (2018),
Contact that is initiated by the police is usually involuntary and involves a police officer stopping a
youth on the street or a youth who is driving or riding in a car (Hurst 2007; Goodrich, Anderson, and
LaMotte, 2014). BJS [Bureau of Justice Statistics] estimated that 21 percent of police-youth contact
occurs during traffic stops (Eith and Durose 2011). Drivers ages 16 to 24 were the most likely to be
involved in a traffic stop and most likely to be ticketed by law enforcement, warned by law
enforcement, or allowed to proceed with no enforcement action (Langton and Durose 2013). With
regard to stops on the street, 3.1 percent of young people ages 16 to 24 were involved in street stops
during 2011, compared with less than 1 percent for all other age groups (Langton and Durose 2013).
(p. 23)
The importance of studies like this is to illustrate just how important the police use of discretion is when it
comes to future police-community relationships.
Its Not What You Said. It Is How You Said It.
There is no question that most police or law enforcement officers who patrol the streets could be viewed as
authoritarian. More times than not, today, it is not what police officers say, but it is how they say it that turns
people off and tunes them out to any positive relationship with police. According to the Center for Court
Innovation (2015), it is important that law enforcement officers ensure that the safety and security of their
communities come first, which means that sometimes they may seem harsh when questioning teenagers.
This may cause teens to become anxious around the police, especially if they have had contact with police in
this manner. This feeling of anxiety can be hard to change in a teenagers mind.
Thus, police and policymakers must find ways to circumvent this eventuality. Part of what COPS does is to
devise tools that will address issues such as these. One such tool is the Police-Youth Dialogues program in
which teenagers and police officers discuss their experiences interacting with one another in the community.
These completely honest conversations allow each party to see the other partys point of view to help both
begin to find common ground on which they can begin fostering new means of communication (Center for
Court Innovation, 2015).
Programs such as this are important to improving the police-community relationship. Not only do these
programs help improve the feelings about police by young people, they demonstrate to community leaders
that there is a brighter future for them as well because they too are part of the inclusion process.
Conclusion
As we conclude Unit VIII and this course, it is important to point out that there are many programs and
initiatives being presented as possible solutions to repairing the police-community relationship. Begin
exploring these and considering how they might work in your own community. The change can begin
with you.
References
Brunson, R. K., & Pegram, K. (2018, Spring). Kids do not so much make trouble, they are trouble: Policeyouth relations. The Future of Children, 28(1), 83102. https://files.eric.ed.gov/fulltext/EJ1179177.pdf
Center for Court Innovation. (2015). Guide for improving relationships and public safety through engagement
and conversation. https://ric-zai-inc.com/Publications/cops-p321-pub.pdf
Center on Juvenile and Criminal Justice. (n.d.). Juvenile justice history.
http://www.cjcj..html
BCJ 4101, Police and Community Relations 5
UNIT x STUDY GUIDE
Title
Cox, S. M., Allen, J. M., Hanser, R. D., & Conrad, J. J. (2018). Juvenile Justice: A guide to theory, policy, and
practice. SAGE.
LeoRomero. (2015). Oakland block party cops and kids playing [Photograph]. Wikimedia Commons.
https://commons.wikimedia.org/wiki/File:Oakland_block_party_-_cops_and_kids_playing.jpg
Lurigio, A. J., Greenleaf, R. G., & Flexon, J. L. (2009). The effects of race on relationships with the police: A
survey of African Americans and Latino youths in Chicago. Western Criminology Review, 10(1), 29
41. http://westerncriminology.org/documents/WCR/v10n1/Lurigio.pdf
Matza, D. (2017). Delinquency and drift. Wiley.
National Institute of Justice. (2013). Program profile: Chicago alternative policing strategy (CAPS).
https://www.crimesolutions.gov/ProgramDetails.aspx?ID=299
Office of Juvenile Justice and Delinquency Prevention. (2018, January). Interactions between youth and law
enforcement. Literature review: A product of the model programs guide.
https://www.ojjdp.gov/mpg/litreviews/Interactions-Youth-Law-Enforcement.pdf
Solar, P. J. (2019). Police community relations: A conflict management approach. West Academic.
Sykes, G. M., & Matza, D. (1957). Techniques of neutralization: A theory of delinquency. American
Sociological Review, 22(6), 664670.
https://www.jstor.org/stable/2089195?origin=crossref&seq=1#page_scan_tab_contents
Suggested Unit Resources
In order to access the following resources, click the links below.
The links below will direct you to both PowerPoint and PDF versions of the Chapter 12 presentation. This will
summarize and reinforce the information from this chapter in your textbook.
Chapter 12 PowerPoint Presentation
Chapter 12 PDF Presentation

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