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The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit "formation of skills and skills of controlling an UAV" into the training program of the primary professional training of police officers in the specified specialty.

Because of the long history of anti-drug policing in the United States and the criminalization of substance use, clients who use substances are vulnerable to direct and vicarious experiences of police violence. Consequently, those who use substances may face a greater risk of experiencing symptoms of trauma that counselors should address in treatment. We recommend the use of a trauma-informed and abolitionist praxis in clinical and social justice practices as a framework to support clients who use substances and have histories of exposure to police violence.

This work provides an overview of the use of Virtual Reality (VR) technology in the context of training through the documentation of a project produced by Ohio University's Game Research and Immersive Design (GRID) Lab involving the development of a cine-VR series for police officer training in areas such as suicide prevention, mental health, crisis intervention, domestic violence resolution, and school violence prevention. The article starts by introducing the concept of VR training with its subdivisions and its benefits, including the promotion of learning and empathy through immersion. Followingly, it describes the process of planning for a VR training. Subsequently, it breaks down the several stages of creating VR training content from scenario exploration, scriptwriting, recording, to postproduction. In conclusion, this paper recognizes the challenges of creating compelling VR content such as storytelling, editing, and resources. Additionally, it attempts to pave the way for similar VR training projects by providing recommendations and emphasizing the importance of communication, adaptability, and experimentation.

Guided by the critical race theory and the social identity theory, the present study aimed to explore the impact that exposure to police brutality on social media has on Black college freshmen's perception of law enforcement and mental wellness. To explore this phenomenon, we conducted in-depth, semi-structured interviews with 20 Black college freshmen (age range: 18-20). Participant narratives were coded using a thematic analysis. Findings revealed that participants depicted police brutality on social media as racially driven, which yielded behavioral changes and negative psychological responses, such as sleep disturbances, anger, and fear. Further, the oversaturation of police violence in the media significantly altered the participants' views of the police and their practices. Our findings are consistent with previous literature concerned with the vicarious experiences of police brutality among youth and have implications for educators, counselors, and scholars.

I discuss White American students' experiences of reading racism-themed young adult literature (YAL), addressing the issue of police brutality, and using the concept of intersectionality to promote social justice awareness. Based on analysis of their written reflections and classroom discussions, I argue reading racism-themed YAL with an intersectionality lens helped White American students complicate their understanding of the struggles and the resistance of youths of color at the present time. I share my instructional strategy for helping White students identify, analyze, and critique the work of power upon American youths.

Adolescent behavior now occurs offline and online. Frequently studied and treated independently, the relationship between offline problem behaviors and online risk taking is not well understood. This study asked whether there are any problematic behaviors predictive of online risk taking by high school students. Using a 2009 dataset of 2,077 high school students grades 9-12, five areas of offline problematic behaviors were examined: Academic problems, anxiety, behavioral wrongdoing, bullying, and social-emotional. Nine binary results were classified as online risk: Sexting, online harassment (perpetrating and experiencing), visiting sex sites, talking about sex, receiving sexual pictures, meeting offline, anything sexual happened, feeling nervous or uncomfortable. Behavioral wrongdoing (fighting, school suspension, trouble with police, theft), emerged as a significant predictor appearing in all nine models, followed by bullying experience (bully or victim) in six models. Identifying common problem behaviors that predict online risk taking are key components in developing strategies to promote adolescent health and well-being.

School resources officers (SROs) have increasingly become a staple in United States K-12 schools, and research on their roles and efficacy is prevalent. However, policy recommendations, when left unexamined, may perpetuate majoritarian narratives that harm marginalized students. This project investigates the majoritarian and counternarratives surrounding policy recommendations for SRO programs. Analyzing policy recommendations in 100 peer-reviewed articles, we find that most articles recommend reform or retention of SROs regardless of study findings - recommendations rooted in majoritarian narratives about the necessity and benevolence of SROs. Counternarratives, which view harm done to students as a potential reason to remove SROs entirely or reduce their use in schools, are much less common in the literature.

The social movement for #PoliceFreeSchools (and the adjacent campaign on college and university campuses called #PoliceFreeCampuses) welcomes an opportunity to reimagine school discipline and safety in contradistinction to current carceral forms. Scholars have moved away from notions of "school to prison pipeline" by demonstrating the many ways schools are organized as carceral spaces (e.g., school-prison nexus). A conceptual framework of "Anti-carceral leadership" is put forward in this paper to underscore the need for a leadership paradigm that actively refuses the logics of the carceral state (e.g., social control). The paper underscores how the logics of antiblackness may sustain mechanisms of social control in education policy intended to undo racialized harm. The tensions of be(com)ing an anti-carceral leader and its significance for undoing technologies of punishment, confinement, and constraint that reinforce schooling as a site of Black pain and suffering are discussed.

Over the years, Nigerian society has the belief that given the potency of kánàkò (collision of time and space) and egbé (teleportation), it can only be applied by men while neglecting the role of women in its application for national safety. The study examines egbé and kánako and implications for community policing and women's involvement in socio-economic sustainability in South West Nigeria. Three research questions were raised and answered to guide this study. The study adopts the qualitative research approach anchored on ethnographic research design. A purposive sampling technique was used to select 36 participants from six (6) communities in Ógun, Oyó, and Osun states. Recordings, observations, key informant interviews, and focus group discussions were used to gather qualitative data. Findings from the study revealed that egbé and kánàkò could be useful for military and paramilitary agencies if appropriately implemented to ensure community policing and national safety, amongst others. The study recommends, amongst others, that the hunters' association and government should properly sensitize women in the hunting profession on their role to enhance the preservation of these traditional means of fortifications and not become weapons that will render these fortifications irrelevant.

Exclusionary school discipline is one of the primary ways that schools address student behavior. Existing scholarship has focused on examining the implications of exclusionary school discipline for two sets of outcomes: academic achievement and future juvenile and criminal legal involvement. However, these two areas of scholarship are largely treated as separate. In this paper, we bridge these two research areas by drawing on scholarship examining the negative educational consequences of police contact for youth. Specifically, we formally test the proposition that the association between school suspension in childhood and adolescent academic achievement is mediated by police contact experienced in early adolescence. Using data from the Future of Families and Child Wellbeing Study, we find support for this hypothesis: Early adolescent police contact explains approximately 30% of the association between school suspension in childhood and adolescent GPA. By relying on exclusionary school discipline, our results suggest that schools are setting the stage for youth to become involved in the criminal legal system, which, in turn, hinders future academic achievement.

Autistic people's perceptions of their interactions with criminal justice professionals are predominantly negative; however, little is known about the state of interactions on a global scale. To further understanding, a comprehensive stakeholder questionnaire was created. Aspects of reliability and validity including evidence for test content and internal structure were gathered using expert reviews, cognitive interviewing, pilot data collection, and a larger data collection effort (N = 1618). Data was gathered from the autism community through perspectives of parents/caregivers as well as from self-reported autistic adults. Criminal justice professionals included law enforcement officers, corrections professionals, probation and parole officers, forensic psychologists and legal professionals. The scale development process was detailed in order to sufficiently document the initial psychometric evidence and share the steps taken to gain diverse stakeholder input. This study is a critical first step in generating further information to facilitate policy and program development with wide applicability.

This paper probes whether a formal college education is linked to the quality of policing. Citizens desire a higher level of professionalism with ever-increasing demands placed on their police departments. Annual on-the-job training for police is common with proposed reform initiatives, however, the difference between police training and requiring a college degree is in debate. Other professions require higher education, however, those who work in policing often do not agree there should be a requirement of a higher education degree for employment. Can police obtain all the necessary skills from the police academy and in-house training? Or in the pursuit of professionalizing the profession should police agencies require college degrees? Further, would a college degree enhance the quality of interactions between the police and the community? This inquiry adds some pieces to the puzzle of examining the value of requiring a college education for police officers and the relationship of experimental learning in training police academies within a college curriculum. Over a three-year period, criminal justice students (N=75) enrolled in an online bachelor's program were asked "do you think police departments should require a bachelor's degree?" The respondents included traditional and non-traditional male and female adult learners many current law enforcement officers. The assumption was since they were currently enrolled in a criminal justice degree program, they would see the value in a degree and indicate a college degree should be mandated.

Background: Local governments increasingly rely on sales taxes to raise revenue, often justifying the need for a local sales tax increase with a specific programmatic goal, such as better education or transportation. In Washington State, the legislature explained that a local sales tax increase was necessary to support criminal justice because criminal justice requires more police, courts, and jails. Objective: Informed by decades of literature questioning the efficacy of fighting crime through police, courts, and jails, the objective of this study seeks to use empirical evidence to explain whether the social fabric offers indicators that can better define criminal justice and thus inform local tax policy so that local sales tax revenue may be used to prevent crime rather than fight it. Method: The study compiled a 29-year history of 36 social variables across all 39 Washington counties to determine whether crime is predictable and what is most predictive of crime. Pearson coefficients of determination were calculated to identify cross-sectional associations between social variables and crime variables. An ARIMAX predictive model was then constructed to test the predictive power of the multivariate time series. Results: The study finds that crime is predictable and social observations specific to how a child grows up are consistently predictive explanatory variables of crime. There is reason to believe that the most effective action state and local governments can take to promote criminal justice and prevent crime is to leverage their taxing power to ensure that every child (a) has access to food and basic necessities, (b) is raised in a safe and stable home, and (c) graduates from college.

As the learning needs of adults grow in the workplace and society, there is a need to understand the specificities of adult learning and how to support and guide adult learning at work. This article explores the applicability of andragogical theory to learning at work. The research seeks answers to the following question: What are the (individual and social) andragogical features behind learning at work? Two organisations -- Finnish police and a technology organisation - participated in this study. Thematic interviews (n = 54) were analysed using thematic analysis. The findings showed that all the assumptions of andragogy were reflected in the data, but a substantial overlap existed in workplace learning situations. We identified three main themes describing the key andragogical features behind learning at work: benefit orientation, self-direction and experientiality. All the described key features showed both individual and social dimensions. The article presents these features in relation to different learning situations at work, as well, as showing the contributions of the study for andragogical theory.

Bullying is a global social phenomenon that negatively affects learners' psychological functioning, social life, and academic performance. This challenge is notable among senior phase learners in Amathole East secondary schools in the Eastern Cape Province of South Africa. This study responds to the problem by exploring the challenges and possible solutions for managing bullying among senior phase learners. Lensing through Social Cognitive Theory, the qualitative study adopted interpretivism paradigm, a case study design, and recorded in-depth interviews were used to collect data from the participants. 15 participants (1 principal, 4 teachers, as well as 10 learners) were sampled using purposive sampling technique. Thematic analysis was used to analyze the data collected from the participants. This study revealed that government laws, vindictive learners, anti-social learners and defensive parents, teachers not following up bullying cases, and community crime are the challenges stakeholders face in managing bullying. This study acknowledged that victims must be protected by placing police officers and security, offering moral and sexuality education, building a constant relationship with learners' parents and guardians, and encouraging socialization through the involvement and placement of social workers in a school setting. The study concluded that regardless of internal school stakeholder's endeavors to manage bullying, it remains impossible for bullying and its ramifications to be addressed by an individual stakeholder.

Children increasingly interact with police on school grounds. Most research on police in schools focuses on school safety. However, police also question children at school as witnesses, suspects, and victims during a criminal investigation. The current study explores police policies about interviewing and interrogating children at school. We explored how many of the police departments of the largest 100 U.S. cities had policies related to questioning children at school and analyzed the content of these policies. We found that 40% of police departments had a policy of school-based questioning. These policies rarely covered issues related to students' legal rights and largely focused on adult-related issues like notification of the child's parent and permission of school officials.

Increasingly, immigration policies are understood as structural determinants, rooted in racism, nativism, and ethnocentrism, which raise serious public health concerns for Latinx adolescents' mental health. Our objective was to examine how immigration policy enforcement affects mental health of Latinx youth raised in a county with an aggressive interior immigration enforcement program. From 2009 to 2021, Gwinnett County, GA, led the nation in deportations under the 287(g) program as a "universal enforcement model," where local law enforcement were deputized to detain undocumented immigrants, primarily through traffic violations. From June to July 2022, we followed a participatory action research approach with two groups of Latinx youth who grew up in Gwinnett County. In total, 10 youth took photos related to the research question, and engaged in facilitated dialogue using photovoice guide SHOWED/VENCER for four, 2-hour sessions that were audio-recorded and transcribed. Transcripts were analyzed following grounded theory principles to arrive at a conceptual model codeveloped and validated by youth. Youth described how 287(g) led to policing and deportation in their communities, fueling stereotypes, and discrimination that criminalized Latinx immigrants. Youth linked immigration enforcement policies like 287(g) to exclusionary systems that contributed to fear, marginalization, and loss in their communities, bringing experiences of sadness, grief, isolation, hopelessness, and low self-worth. From youth-driven research, we identified mental health implications of the 287(g) program among Latinx youth. The cascading harms of immigration enforcement policies highlight the need to address these policies and identify immediate strategies to promote Latinx youth mental health.

In today's global world, many people can move across borders as travelling has become much easier in many ways. However, the securitization of borders has not been relaxed, implying that multilingual police-civilian interactions are becoming more 'commonplace'. Within the framework of conversation analysis, this article presents a novel study on multilingual police border checks. These are police encounters "on the ground" (not in police custody), and as such, there are no interpreters or language experts present. Focusing on the analysis of a single-case police encounter in which participants have to rely on a second language (English) that none of them are proficient in (i.e., 'novice-novice interaction'), this article examines practices that speakers use to resolve a crime involving the illegal possession of drugs. In addition, some complementary findings from other border checks are presented. Overall, this study shows that participants attempt to achieve intersubjectivity by using interactional (and embodied) practices (e.g., word choice, repair, speech simplification) oriented toward recipient design. By doing so, participants shape the progressivity of the encounter and ultimately achieve their objectives in the interaction. As such, this article shows how a high-stake (police) multilingual situation can also be resolved in the absence of a language expert.

Schools of social work must prepare social workers to meet the demands of the rapidly emerging field of police social work. This article reports on the experiences of a social work program's partnership with a police department. The authors identify an integrative practice model of police social work, specifying social work roles at the baccalaureate and graduate levels, as well as ethical issues. The model is based on the social work competencies and law enforcement best practices. The authors analyze the experiences of placing students directly into law enforcement settings and make recommendations to create successful experiences for students, social workers, and police. The importance of strategic partnerships, communication, trust, and support in building strong relationships is also highlighted.

This qualitative case study examines how one bilingual teacher draws on their critical consciousness to support immigrant students and their families. Drawing on the construct of conscientization, I argue praxis is the embodiment of critical consciousness through acts of responsiveness and actions educators enact to rewrite unjust spaces and practices. Case findings point to the teacher's approach and commitment were rooted in praxis and revealed how the embodiment of their critical consciousness worked to rewrite contexts where anti-immigrant practices took place. Additionally, case findings provide a framework for examining activist literacies as transformative acts in the reimagining and rewriting of unjust spaces.

Expert fingerprint examiners demonstrate impressive feats of memory that may support their accuracy when making high-stakes identification decisions. Understanding the interplay between expertise and memory is therefore critical. Across two experiments, we tested fingerprint examiners and novices on their visual short-term memory for fingerprints. In Experiment 1, experts showed substantially higher memory performance compared to novices for fingerprints from their domain of expertise. In Experiment 2, we manipulated print distinctiveness and found that while both groups benefited from distinctive prints, experts still outperformed novices. This indicates that beyond stimulus qualities, expertise itself enhances short-term memory, likely through more effective organisational processing and sensitivity to meaningful patterns. Taken together, these findings shed light on the cognitive mechanisms that may explain fingerprint examiners' superior memory performance within their domain of expertise. They further suggest that training to improve memory for diverse fingerprints could practically boost examiner performance. Given the high-stakes nature of forensic identification, characterising psychological processes like memory that potentially contribute to examiner accuracy has important theoretical and practical implications.

This article aims to contribute to the theorization of power in workplace learning. We examined the ways in which civilian investigators participate in criminal investigation practice, and how these modes related to the social ordering in the police organization. Civilians, mostly women and well educated, are being hired in large numbers to help with the shortage of staff within the Swedish police organization. We analysed 71 interviews with both civilians and police officers, covering views on the nature of investigative work, the introduction of civilians, and their competence. The interviews were analysed in an abductive process using a practice theory outlook on power and participation. The results show four different modes of participation for civilians that have vastly different consequences for their integration into the police. These modes are dependent on how civilian competence is viewed, whether civilians are viewed as different or similar, and whether they are considered competent at investigating crimes. We conclude that the struggle to define competent practice is at the core of understanding the relationship between learning and power.

In this article Matthew B. Kautz theorizes schools as unique carceral institutions with the capacities to criminalize, surveil, discipline, and punish and demonstrates how they have mobilized these unique abilities to establish social control. By tracing the development of school disciplinary policy and practice following "Brown v. Board of Education," the essay illuminates how policy makers produced politically salable narratives of criminality to rationalize the expansion of jails and prisons during a period of major economic restructuring. Engaging with this history, Kautz provides a different lens for considering contemporary education policy.

Common sense in practice was a significant finding of a qualitative narrative research project investigating the professional practice and learning of police in an Australian police jurisdiction. Police officers in this research emphasised common sense as an intrinsic attribute of policing. Conceptions of policing as a craft or trade, learned on-the-job, and police officers as artisans, have dominated police training. In recent years, in response to global trends to professionalise policing, organisations in most Western nations have established partnerships with tertiary and higher education institutions to provide integrated programs of professional learning and practice for police. This paper draws on Bourdieu's practice theory to examine the narratives of traditionally trained police officers' perceptions of common sense. Police officers' narratives revealed three distinct perspectives that supported the unquestioning acceptance and application of common sense to their everyday practice.

Law enforcement officers are the primary individuals called and who respond to situations of heightened concern. They make split-second observations and decisions based on how best to react to given safety situations and those involved. Characteristics of autism spectrum disorders (ASD), if not properly understood and reacted to, may quickly escalate a law enforcement officer call in a negative way, making autism training for law enforcement officers imperative. To ascertain what is known about autism training for law enforcement officers, a scoping review was conducted. Five studies met final inclusion criteria. The trainees, context and development of the training, evaluation procedures, and training outcomes are synthesized to provide guidance for future training implementation teams. Areas for future research are presented.

Given the disproportionate rates of youth with disabilities who experience exclusionary discipline in schools, it is important to consider the involvement of law enforcement officers in the discipline of these students and the students' right to an equitable education. One recent case of concern was Wilson v. City of Southlake, which clarified that police can be sued for disability discrimination based on their response to a student with a disability under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 where life-threatening circumstances are not present. This finding has implications for schools that involve school resource officers in responding to children who are protected under either of these provisions.

Service-learning is a valuable pedagogical practice for undergraduate students. It provides meaningful community engagement for students and assists in linking theory with practice. This article provides information regarding the planning, execution and outcomes of an undergraduate service-learning project conducted in a law enforcement class. A model of best practices is discussed as well as benefits to students, the university, law enforcement and community members.

The article discusses the issue of effective training for crime prevention and detection among Ukrainian police officers. Notably, it requires professional knowledge and skills to be developed at a certain level, which means the need for high professional development and a certain level of self-awareness. Thus, training, retraining, and morale of the future specialist are some of the determinatives for the successful completion of the missions that police encounter. Special features of the professional identity of the future police specialist have not been defined and structured yet. The purpose of this study is to highlight the empirical study on professional self-awareness findings, which cover its content and structure, as well as to analyse the authorial model of content and structural components of professional self-awareness among future police professionals that was developed for studies in higher educational institutions. The study analysed the problem of future police officers' professional identity and devotion to the organisation. The main research methods included the methods of S. Schwartz's theory of basic human values; methods of R. Cattell's 16 personality factor model; methods A. Rean and V. Yakunin's diagnostics of the motives of students' learning in modification of N. Badmaeva; methods of V. Stephenson's "Q-sorting" in diagnosing the main trends of behaviour in a real group and ideas about themselves; A. Zverkova and E. Eidman's test of volitional self-control; R. Schwarzer and M. Jerusalem's scales of general self-efficacy; methods of N. Hall's emotional intelligence diagnostics, analysis of the collected data. As a result, during the period of professional training in accordance with the programme methodology established by the authors, future police officers of the control sample developed such personal and social qualities as work capacity, proactivity, respect for social norms and adherence to them.