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This research study examined the perceptions of educators and law enforcement professionals regarding the procedures used in schools by law enforcement. It examined their level of satisfaction with their general feelings about the relationship between schools and law enforcement and the current school districts' overall school safety in three rural SC school districts with contractual partnerships with law enforcement in the three counties. The purpose of this quantitative, comparative study was to determine how schools foster relationships with law enforcement and how these relationships could improve or ensure school safety. Surveys and document analysis were used to collect data. The study's results were discussed in two sections: summary statistics and hypothesis testing. The study's findings revealed no significant differences between the satisfaction levels of educators and law enforcement professionals regarding their perceptions of the relationship between schools and law enforcement, but they both have high perceptions of school districts' overall school safety, their perceptions of school resource officers working within schools, and how law enforcement in schools promotes/fosters school safety. The study also revealed significant differences in how law enforcement is utilized effectively in schools and as an effective measure to promote school safety. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Implementing school resource officer (SRO) programs has been a popular response to school-based violence in the United States (Lynch, 2017). Lynch further posits that there is a growing concern that school resource officers hyper-criminalize trivial student misbehavior, contribute to a culture of youth punishment and control, and are instrumental in facilitating a link between schools and the juvenile justice system. Thus, the school-to-prison (SPP) phenomenon emerged, placing students of color in the crosshairs of the very SROs commissioned initially to provide for their safety. Currently, there is much debate about the overall effectiveness of having SROs in public schools. Given this, there is a discussion about how public-school policing has contributed to incarcerating students of color. The purpose of this study was to examine if Saint James School (SJS) is disrupting the school-to-prison pipeline and, if so, what are the contributing factors, such as "Best Practices." Moreover, this study sought to determine if students who transfer to Saint James School (SJS) from historically low-performing and under-resourced public schools in Philadelphia show an overall decrease in encounters with the juvenile and criminal justice systems through high school and beyond. The findings indicated that the Saint James School model is disrupting the school-to-prison pipeline considering all the factors studied with participants who graduated between 2015 and 2018. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Amidst the current unprecedented climate, characterized by events such as COVID-19, overt acts of racism, insurrection, the emergence of White supremacist groups, high-profile murders of Black and Brown individuals by the police, increased political activism, and unapologetic racist political rhetoric, this research aimed to examine how external contexts impacted undergraduate students' wellbeing and academic experiences. The study utilized the Multicontextual Model for Diverse Learning Environments (DLE). Albeit a widely used model in campus racial climate research, it is a model that could use explicit recognition of the contemporary sociocultural and sociopolitical influences on racism experienced by Black, Indigenous, and Brown students. Therefore, this study addresses this gap by investigating the impact of sociocultural and sociopolitical events from 2020 on undergraduate students. This study employed the DLE as the underlying framework and utilized Culturally Responsive Evaluation, QuantCrit, and Scale Development Theory. Through collaboration with undergraduate students, the College Students' Emotional & Academic Responses to Racist Political Rhetoric and Police Brutality scales were cocreated. A survey was administered to 237 undergraduate students from various colleges and universities in an urban center in the Rocky Mountain West region, followed by an exploratory factor analysis to identify the underlying variables and assess their conceptual consistency with the theoretical model. The analysis revealed that four of the six measures successfully captured the intended variables, aligning with the theoretical framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite a lack of empirical support for its efficacy in reducing violence, there remains a strong tendency among schools to respond to the threat of school violence via increased security measures, such as school resource officers (SROs) (Jonson, 2017). Although the implementation of SROs continues to center on their law enforcement background and violence reduction, their tasks have extended to include mentoring and/or teaching roles. In response to these expanding functions, researchers have designated a triad of responsibilities as a template for SRO tasks (McKenna et al., 2016; NASRO, n.d.). However, despite the proposal of the triad as a model for SRO functionality in schools, there is minimal evidence regarding SRO engagement in the triad or how this engagement relates to school violence. The purpose of this study was to examine this triad in greater detail, examining both its implementation in the study sample as well as the relationship between triad engagement and problematic incidents within schools. The School Survey on Crime and Safety (SSOCS), (NCES, 2019) provided a sample of 2,762 schools to accomplish this objective. Among schools with an SRO present, the most prevalent triad engagement level was high, or those participating in all three triad arms. Schools with low engagement SROs, those participating in only law-enforcement tasks, were least prevalent. Overall, SRO presence was associated with significantly more problematic incidents recorded and reported to police. Finally, triad engagement was found to be a significant predictor of problematic incidents, though this relationship differed based on engagement group and incident type. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the linguistic and cultural difficulties faced by Non-Native English-speaking (NNES) peace officers in the United States, emphasizing English training and job preparedness. The research adopts an explanatory sequential mixed-method design, including quantitative and qualitative data collection and analysis. This study examined the challenges faced by the NNES officers, and emphasizing the importance of language competency and cultural competence for NNES officers. This study conducted an in-depth analysis of current research with specific attention to language difficulties, cultural difficulties, and the training of law enforcement officers. Based on a review of past studies, a theoretical framework was developed for understanding the linguistic and cultural obstacles NNES officers face. Self-administered questionnaires and an organized personal narrative outline was utilized for data collection. The study provides insights into NNES officers' language competency, their experiences with linguistic support, language and culture preparation insights, the role of educational institutions, and ideas for improving stated professional preparation. This study additionally shows an overview of the study's theoretical, practical, and policy implications. The study also examines three convergences and divergences between quantitative and qualitative data to provide a more comprehensive interpretation of the results. NNES police officers' language and cultural preparedness is strengthened by clear and practical recommendations presented at the end of the study. An important contribution of this study is that it illuminates the complex obstacles faced by NNES law enforcement personnel and offers concrete recommendations for improving their cultural and linguistic competence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Communications Officers, the core of law enforcement emergency centers, are the first point of contact in an emergency. It is imperative to provide effective training and support geared towards retention and success in a comfortable environment. The purpose of this study was to create a training program evaluation supportive of persistence, motivation, and retention for this group (Roumell, 2019). This was a mixed methods study grounded in an explanatory sequential design. Quantitative data was collected using the BCO pretest and posttest that were generated from an approved test bank. The BCO pretest and post­ test was given to 16 participants that were employees at Gwinnett County Police Department E911. Qualitative data was collected through the Basic Communications Officer (BCO) course Instructor Evaluation and participant interviews. The results of both quantitative and qualitative analysis provided evidence that creating an effective training program with structured curriculum could be a useful strategy to support retention and reduce employee burnout and turnover. This information could be used by management as evidence to support the use of structured curriculum, and the importance of ensuring that Training Officers, and others who assist in the training program, are effectively trained to deliver instruction in a way supportive of the needs of the adult learner. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

School safety is an ever-present issue in the modern education system. Incidents like Sandy Hook, Parkland, and Columbine have forever changed the way school and police officials develop school safety programs. A primary component of many school safety programs is the utilization of school resource officers at various levels throughout the American educational system. The literature has identified three primary functions of school resource officers within the educational system. These functions are: education, law enforcement, and informal counseling/mentoring. While these functions have been clearly identified within the literature, there is little agreement as to how school resource officers are best utilized to carry out these functions. The research presented here is based on a case study exploring the experiences and perceptions of school safety stakeholders regarding the role and utilization of school resource officers in suburban public high schools. The data collection process utilized semi-structured interviews of law enforcement leaders and school administrators from one suburban public school district and the partnering law enforcement agency. The results of this qualitative case study indicated police leaders and school administrators share similar positive views of the SRO role. Additionally, positive views were expressed regarding NASRO's Triad Model, although the model is not fully implemented. Furthermore, participants felt the SRO role is not properly defined for stakeholders, and increased communication is the most effective way to improve the SRO role. Future research is needed to identify the best way to structure the partnership between law enforcement agencies and accompanying school districts regarding the most effective way to address new challenges and increase communication. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This generic qualitative inquiry (GQI) explores experiential learning in higher education for students interested in law enforcement careers. Through interviews and focus group discussions, the study aimed to uncover insights into the perceptions and experiences of students engaging in a university student security program (USSP). The USSP allows full-time students to work as uniformed, unarmed paid employees of the university's police department providing various law enforcement type functions. The research identified five themes that emerged from the data analysis: exposure, career development, training, leadership, and personal growth. The theme of exposure highlighted the importance of hands-on learning, allowing students to gain practical knowledge, experience, and skills directly applicable to law enforcement careers. Career development emerged as a crucial aspect, as experiential learning offered students a pathway to explore policing and enhancing their employability prospects. The training theme underscored the significance that practical opportunities provided participants through training workshops, specialized courses, and hands-on experiences. Leadership emerged as a notable theme, with experiential learning fostering the development of leadership qualities, particularly leadership within law enforcement. Finally, the personal growth theme highlighted the transformative impact of experiential learning on students' personal development, self-confidence, and resilience. This study contributes to the understanding of how experiential learning in higher education can effectively support students interested in law enforcement careers. The findings highlight the importance of integrating experiential learning opportunities within the criminal justice (or similar) curriculum to provide students with practical, hands-on experiences. These programs should provide participants opportunities to wear specific uniforms and perform work functions replicating law enforcement, such as security and traffic enforcement. This research can guide higher education institutions in designing and implementing effective experiential learning programs to prepare students for successful careers in law enforcement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In a qualitative case study utilizing student focus groups, individual student interviews, individual interviews with the Chief of Police, and document analysis of annual campus safety guides and police websites, this study explored the perceptions and experiences that LGBTQ+ students had of their campus police agency. With a total of 18 participants, all identifying within the LGBTQ+ student population, the study found that students are unaware of their campus police agency's positionality on LGBTQ+ and have experienced discrimination from their agency based on their gender expression. Further findings showcased that the campus police agency wants to better their relationship with LGBTQ+ students and is willing to collaborate with minorized student groups to ensure the effectiveness of their community policing model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examined the experiences of women of color (WOC), defined as African American and Latina women for this study, as they pursued a degree in a criminal justice program at a Midwest community college. Utilizing Schlossberg's transition theory, the qualitative case study sought to learn how WOC experience the transition to being students in a criminal justice program and the support and strategies they utilized to adjust to and navigate it. The study sought to fill a gap in the literature on WOC seeking degrees in criminal justice programs. The study also sought to learn more about student experience and how they transition into and through a criminal justice program. Nine participants were interviewed at a Midwestern community college located outside a major metropolitan area. Four primary themes emerged from the interview data analysis. First, participants' extended networks shared concerns about their decision to go into law enforcement but also tried to provide support. Second, intersecting systems of oppression complicated participants' transition to college as they held additional marginalized identities (e.g., first generation, low socioeconomic status, mother, employee). Third, participants felt like outsiders in their programs, so they looked for peer support from other WOC. Fourth, participants appreciated supportive faculty and resources provided by the institution but were often unaware of what the college offered. The study indicates that community college criminal justice programs should strive to foster a better understanding of the transitions experienced by WOC and provide better support to them. Community colleges should attempt to minimize barriers faced by WOC while participating in a criminal justice program and provide them information about how to use supports to overcome barriers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

School shooting is an important topic in society today. School safety measures are defined as schools and school-related activities where students are safe from violence, bullying, harassment, and substance abuse. Studies shows how different forms of violence in childhood contribute to inequalities in education--for both boys and girls and that an increased investment in prevention is needed in order to meet the global Sustainable Development Goals of ending violence, raising learning outcomes and creating safe, non-violent, and inclusive learning environments. Moreover, student achievement becomes questionable and how school districts are school shootings are a social significant interest in how the educational community examines ways to create policy to protect students and faculty. In fact, school shootings like Columbine and Santa Fe have caused great distress among communities where school administrators, teachers, and parents begin to question how it protects and supports its students. School safety measures implement programs to teach social and emotional skills such as conflict resolution, anger management, and positive communication. These incidents can affect students' decision about whether to stay at their school, affect their cognitive skills, and influence their behavior at school. Verbal and physical victimization by peers (e.g., bullying) has been shown to lead to emotional and social withdrawal and subsequent explosive behavior. Another aspect of having school safety measures in place is to foster emotional and physical wellness for all staff and students. Safety is really important in protecting our peace of mind for learning in a controlled environment. School safety measures need programs in place to support character education and learning about social and emotional skills to help improve the climate of the school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Researchers have found that sex trafficking in the 21st century is a growing human rights atrocity. This qualitative case study investigates law enforcement professionals' perceived needs as first responders to identify and support sex trafficking victims. Specifically, this study examines resources, training, and support that they perceive to be critical to their success. The primary research question that guides this study is what do first responders need to identify and support sex trafficking victims? To answer this question, the following sub-questions facilitate the inquiry: A) What resources do law enforcement professionals need to identify and support victims of sex trafficking? B) What do first responders need to navigate the emotional challenges of their jobs? This study will use purposeful sampling to select ten law enforcement officers that have at least three years of experience working with sex trafficking within the five boroughs of New York. The primary data collection method will be semi-structured interviews; interview questions were formulated in alignment with the study's purpose and research questions. After collection, the data will be coded and organized observing the research questions. Analysis and interpretation will be organized based on the conceptual framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Recently, theory and research have supported collective psychological capital (cPsyCap) as a core construct linked to positive outcomes at the group and team level. However, to date, little attention has been given to cPsyCap emergence, or development, through training interventions. To fill this gap, this mixed-methods study involved first validating an evidence-based Collective Psychological Capital Intervention(cPCI) within 20 teams (175 participants) comprised of law/non-law professionals and a wait-list control group of n = 175 used as a comparison. In addition, this research aimed to better understand how cPCI participant attitudes and beliefs changed, if at all, as related to care of self and others, and lastly, how the development of cPsyCap impacted how cPCI participants responded amid active volatile, uncertain, complex, and ambiguous (VUCA) contexts (active shooter, on-duty death of a colleague, off-duty suicide, and threat of job loss/furlough). The results of this research validated the efficacy of the evidence-based cPCI, confirming that cPsyCap can emerge or develop through intervention. In addition, rich qualitative data capstoned these findings by detailing the lived experiences of cPCI participants and teams and how their increases in cPsyCap positively changed their attitudes and behaviors towards self and other care, as well as their ability to respond amid active VUCA contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Harassment and Sexual Assault are both offenses and crimes that can be classified as domestic violence as well. The responses within a university to allegations of domestic violence are different from investigations by sworn law enforcement. There is an obligation to investigate and charge by law enforcement when certain incidents of domestic violence require a mandatory arrest or there is the discretionary ability to charge an actor. With higher education, there is no mandatory obligation to notify law enforcement of incidents that occur and therefore actors may never be charged or held accountable. This action-research study assessed the impact of partnerships between law enforcement and higher education in response to domestic violence on campus and also elaborated on the benefits of law enforcement and a university campus. The findings of this research study can assist higher education institutions on how to proactively educate students and faculty regarding domestic violence incidents on campus and during a student's collegiate career while allowing multiple resources to be afforded to victims. The purpose of this study was to analyze the response by local law enforcement agencies and higher education institutions to campus domestic violence while exploring possible impacts that enhanced partnerships will have on community resiliency. There is a need for Higher Education Professionals and Law Enforcement Officers to understand each other's' roles when responding to domestic violence incidents on campus. Building this partnership can be accomplished through designated liaison assignments, relationship-building, and professional development. The results of this study revealed the lack of knowledge within law enforcement with understanding Title IX, the Clery Act, and the role of Higher Education Professionals when investigating alleged acts of domestic violence. Equally, Higher Education Professionals are unaware of the mandatory investigating and arresting requirements incumbent upon law enforcement in the same domestic violence situations. Both entities would benefit from basic knowledge and understanding of the others' roles when responding to these incidents. The student body also would feel more comfortable seeking out additional resources via law enforcement if they interacted with them before needing help. A vital follow-up of research to gauge student and higher education professionals' attitudes on the benefits of collaborative relationships with law enforcement is necessary. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The police and the community have been long engaged in an ever-evolving dichotomous relationship. This relationship has been strained over the recent decade by police brutality, media coverage of police misconduct, and the increased call for police transparency. Both parties in this disparaging dynamic see the need for improved engagement and communication efforts. This research studied the underlying perceptions, assumptions, and expectations of the police and police training within four demographically diverse neighborhoods in upstate New York. This interpretive phenomenological study focused on the importance of lived experience and experiential learning in creating expectations and assumptions. Twenty-four participants total were sampled in this research. Through semi-structured interviews and focus groups of twelve police officers and twelve community members, three research questions were explored. First, what was the perceived role of the police in society? Secondly, what lived experiences brought the respondents to these expected roles of the police? Lastly, what type of changes can be made in police training and community learning to improve the police/community relationship? Using thematic networking and vignette sampling, multiple findings were identified, and four analytic categories were synthesized. The analysis showed that policing expectations and assumptions are based on lived experiences, childhood presumptions, and cultural norms. Secondly, the lived phenomenon of policing varies based on the socio-economic, cultural, and community settings. Thirdly, transformational critical incidents play a significant role in the creation of assumptions and expectations. Finally, the study showed a dichotomous relationship between the police and the community on ways to improve police training and the policing culture. In conclusion, this study offered various recommendations for both the police population and the community population in steps to improve the community/police dynamic. These recommendations included the creation of a measurable instrument for gauging public perception/approval, increased educational requirements for police officers prior to employment, consideration of an over-reliance on evidence-based tactics, emphasis in police training on the importance of experiential and transformational learning, and the adoption of a more holistic moniker for the policing culture. Community recommendations included the creation of co-learning environments, embracing police engagement over interaction, and emphasis on leveraging the power of lived experience and community-based learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This examination sought to gather data on the perceived degree of violence in schools and the effectiveness of the school resource officer (SRO) programs developed and implemented to reduce school violence. In addition, the perceived responsibilities of SROs were examined, highlighting their variability and scope. For this purpose, Florida K-12 public school administrators, teachers, SROs, and other school employees were asked to participate voluntarily in an electronic survey to gauge their perceptions. The following questions guided the research: 1. To what degree is violence or violent attacks requiring law enforcement intervention perceived as a problem in schools? 2. To what degree are SRO programs in public K-12 schools perceived to be effective? 3. What is the role of an SRO according to education professionals? The methodology design provided a summative examination of SRO programs' perceived responsibilities and effectiveness in increasing school safety. The research was conducted using an electronic survey approach. Participants were solicited using social media from Facebook groups containing members claiming to be stakeholders in the Florida public school system. Regarding the perceived degree of violence or threat of violence in schools, most participants agreed that the level is above average in their schools. Regarding the perceived degree of effectiveness of SRO programs in schools, most participants agreed that the presence of an SRO is effective in deterring and inhibiting violence or violent attack in their school. Regarding the perceived role of SROs, most of the participants agreed that the primary priority of an SRO should be to serve as a safety or security officer, dealing with issues that require law enforcement intervention. However, analysis of the results revealed only incremental differences between the perceived priorities of safety/security, educator/counselor, and disciplinarian. Moreover, the results contribute to a better understanding of schools' needs in terms of safety and support from law enforcement professionals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated the levels of training law enforcement officers (LEOs) receive regarding mental illness, developmental/cognitive delays, schizophrenia, or an autism spectrum disorder. Coleman and Cotton (2014) stated that there is a need for LEOs to be knowledgeable on the signs and symptoms of mental illness and interventions that are appropriate to use during interactions. Therefore, the goal of this study was to add to the existing knowledge regarding LEO training as it relates to individuals with disabilities. Fifteen individuals (six females and nine males) participated in this study. This generic qualitative study utilized semi structured interviews to elicit data. Data were analyzed using the Braun and Clarke (2013) thematic analysis method; eight themes emerged. All participants indicated that they needed more training about this population. LEOs indicated that they were not adequately informed regarding the available community resources; therefore, they were unable to properly refer victims to these services. Many participants stated that LEOs are not experts on mental health, and that immediate access to on-call, on-site counseling for mental health crises was essential for the well-being of individuals involved. Participants agreed that disability training would have to be mandated to ensure attendance by LEOs. This study demonstrates that the disability training of LEOs remains inadequate; it also provides valuable information about how training can be improved, thus helping LEOs respond better to individuals with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explores the potential existence of an implicit, hidden curriculum in basic law enforcement training that may impact students' values, beliefs, attitudes, and behaviors. The hidden curriculum refers to what students learn from their school environment, teacher and peer relationships, and the education system. If such a curriculum exists, it can influence the overall performance of police officers. A qualitative-based phenomenological design was employed to examine shared experiences to achieve this goal. The research instrument consists of semi-structured questions posed to six Newark Police Officers for no more than 60 minutes. The study will explore how a hidden curriculum in basic law enforcement training impacts law enforcement values such as courtesy, respect, and integrity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While public outrage in response to excessive force is appropriate and understandable (e.g., Rodney King), there are also use-of-force instances which may be misconstrued as excessive by civilians due to a lack of understanding of the law, policies, and procedures for police use of force (UOF). This can lead to negative perceptions of police officers. This poses a threat to healthy police-community relations, as positive perceptions of the police are reliable predictors of compliance and voluntary cooperation with them (Choi, 2021). To balance overly negative perceptions of police who are following protocol and potentially increase the positivity of perceptions, this project aimed to develop and evaluate the effectiveness of an educational intervention that provides civilians with straightforward knowledge of the laws, policies, and practices for UOF. The project had two primary goals: (1) to assess the impact of a factual discussion of justifiable use of force (UOF) on knowledge of UOF and empathy toward police and (2) The impact of knowledge of UOF and an empathic perspective that encouraged identification with police on attitudes and empathy toward police. Results of Study 1 suggested that the use of the short factual discussion of UOF was not effective in changing knowledge of UOF or empathy for police. Results of Study 2 suggested that while knowledge of UOF had no impact on attitudes toward police, adopting an empathic perspective was effective in increasing empathy for police. Implications of these findings for interventions designed to enhance community-police relations are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]