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Ashford 3: -Week 2 – Assignment
Week Two Case Studies
Choose one case study from each chapter; Chapter Four (pp. 101-103),Chapter Five (pp. 126-127), and Chapter Six (pp. 158-160). Answerthe “Questions for Discussion” of the case studies you have chosen. The answersto your discussion questions will help you write your Case Study Analysis.
Writing the Case Study Analysis:
1. Must be at least four double-spacedpages in length (exclusive of title and reference pages), and formattedaccording to APA style as outlined in the Ashford Writing Center.
2. Must include a title page with thefollowing:
a. Title of paper
b. Student’s name
c. Course name and number
d. Instructor’s name
e. Date submitted
3. Must begin with an introductoryparagraph that has a succinct thesis statement.
4. Must address the case study questionwith critical thought.
a. IndividualCase Study Review: Analyze each individual case studyseparately and use headings for each of the articles
b. AnalysisParagraph: Provide an analysis paragraphfollowing the individual review of each of the case studies that addresses theconcepts highlighted in your chosen case studies. (Be sure to relate youranalysis to the case study discussion question.)
5. Must end with a conclusion thatreaffirms your thesis.
6. Must use at least two scholarlyresources (at least one of which can be found in the Ashford Online Library).
7. Must document all sources in APAstyle, as outlined in the Ashford Writing Center.
8. Must include a separate referencepage, formatted according to APA style as outlined in the Ashford WritingCenter.
Following are two case studies that willprovide the reader with opportunities to apply S.A.R.A. and to see how COPPSdiffers from the traditional reactive policing approach.
Case Study #1
Problems Plaguethe Park p.103
Paxton Park holdstremendous significance for the predominately older African American andHispanic residents of the city’s Hillsborough District. Referred to as “instantpark,” it was literally constructed within a day by residents during the late 1960s.Since then, it has deteriorated 101102and become a haven for drug dealers and gang members. Today, fewresidents dare use the park. Residents frequently report to the police allmanner of suspicious activities in the park, including sightings of personsunder the influence harassing children and houses bordering the park that arebeing used as crash pads for drug users. In most instances, the police responseis to send a police unit by the park to disperse the drug dealers. Few arrestsare ever made. On occasion, the countywide consolidated narcotics unit and thedepartment’s special weapons and tactics unit initiate a program to makemassive arrests. This approach usually involves a large number of arrests, butit also generates complaints of excessive force and racism by offenders andresidents alike. The department has also initiated a narcotics tip line forresidents, but few calls have been made since it was installed six months ago.Sgt. Brewer was recently assigned to the Hillsborough District. She hasrecently attended a COPPS training seminar and believes that the drug and otherproblems at the park could be handled in a different manner than in the past.She calls a team meeting to discuss how they might approach the problem.
Questions for Discussion
How would you use the problem analysis triangle tothoroughly identify the problem?
What responses might be considered by the team (be sureto include all organizations that could help)?
How could Sgt. Brewer evaluate their successes?
How might a commander under the CompStat model approachthis problem with the precinct’s managers and supervisors? What kinds ofinformation would be requested
Case Study #2The Case of “Superman” on Patrol p.127
Officer “Spike” Jones recentlytransferred back to patrol division after three years in a street crimes unit,where he was involved with numerous high-risk arrests of dangerous offenders.He has built a reputation within the department as being a highly skilledtactical officer, he is team leader of the agency’s special operations (SWAT)team, and he is also a trainer in special operations and tactics at theregional police academy. For these reasons, Jones’s supervisor was pleased tohave him assigned to the team, to impart his knowledge and experiences to theother officers. Indeed, when Jones first comes to the team, the supervisorpraises his accomplishments in front of the other officers. Within a month,however, the supervisor begins to notice a wide rift developing between Jonesand the rest of the team. Jones is overheard on several occasions discussingthe menial work of patrol, saying it’s not “real” police work. He is alwaystrying to impress other officers with his experiences; he also says he cannotwait to get out of patrol and into another specialized, high-risk assignment.The team members complain to the supervisor that Jones does not fit in. Aftertwo months, this rift has grown much wider, and the supervisor is noticing thatthe other officers have begun to be slow in backing up Jones at calls. Uponquestioning some of the team members, they tell the supervisor that “SupermanJones doesn’t need our help anyway.”
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Questions for Discussion
As the supervisor concerned, how would you mediate theconflict that is developing within your team?
What kinds of strategies can the supervisor employ toreduce or eliminate the rift that has developed within the team?
What does the supervisor need to do with the other teammembers? What kinds of compromises or adjustments do the team members need tomake in order to include Jones as part of their team?
What does the supervisor need to do with Jones? Whatkinds of compromises or adjustments does Jones need to make in order to becomea team member?
CASE STUDIES p.159
The following three case studies provide some substantiveissues for the reader to use for applying information from this chapter on training.
Case Study #1In the Hot Seat: Developing a New Training Model
You are the shift commander, alieutenant, on the evening shift of a medium-sized city police department. Yourcaptain has become increasingly disheartened with the old field trainingofficer (FTO) training program, as she does not believe that it best suits theneeds for today’s community policing era. You are initially charged withdeveloping an outline for a new program that incorporates problem solving,using what you know about community policing and problem solving as well asexisting training methods.
Questions for Discussion
What would be some of the topics you would want to coverin this program?
How would you measure whether or not officers werelearning how to solve problems?
How would you build in some hands-on learning experiencesfor the class members? What kinds of community problems would you include?