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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). Answer the “Questions for Discussion” of the case studies you have chosen. The answers to your discussion questions will help you write your Case Study Analysis.

Writing the Case Study Analysis:

1.  Must be at least four double-spaced pages in length (exclusive of title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.

2.  Must include a title page with the following:

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 introductory paragraph that has a succinct thesis statement.

4.  Must address the case study question with critical thought.

a.  Individual Case Study Review: Analyze each individual case study separately and use headings for each of the articles

b.  Analysis Paragraph: Provide an analysis paragraph following the individual review of each of the case studies that addresses the concepts highlighted in your chosen case studies. (Be sure to relate your analysis to the case study discussion question.)

5.  Must end with a conclusion that reaffirms your thesis.

6.  Must use at least two scholarly resources (at least one of which can be found in the Ashford Online Library).

7.  Must document all sources in APA style, as outlined in the Ashford Writing Center.

8.  Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

CASE STUDIES

 Following are two case studies that will provide the reader with opportunities to apply S.A.R.A. and to see how COPPS differs from the traditional reactive policing approach.

 

 

 

 

  Case Study #1

 

  Problems Plague the Park p.103

 

  Paxton Park holds tremendous significance for the predominately older African American and Hispanic residents of the city’s Hillsborough District. Referred to as “instant park,” 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, few residents dare use the park. Residents frequently report to the police all manner of suspicious activities in the park, including sightings of persons under the influence harassing children and houses bordering the park that are being used as crash pads for drug users. In most instances, the police response is to send a police unit by the park to disperse the drug dealers. Few arrests are ever made. On occasion, the countywide consolidated narcotics unit and the department’s special weapons and tactics unit initiate a program to make massive arrests. This approach usually involves a large number of arrests, but it also generates complaints of excessive force and racism by offenders and residents alike. The department has also initiated a narcotics tip line for residents, but few calls have been made since it was installed six months ago. Sgt. Brewer was recently assigned to the Hillsborough District. She has recently attended a COPPS training seminar and believes that the drug and other problems 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

1.

How would you use the problem analysis triangle to thoroughly identify the problem?

2.

What responses might be considered by the team (be sure to include all organizations that could help)?

3.

How could Sgt. Brewer evaluate their successes?

4.

How might a commander under the CompStat model approach this problem with the precinct’s managers and supervisors? What kinds of information would be requested

Case Study #2 The Case of “Superman” on Patrol p.127

Officer “Spike” Jones recently transferred 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 skilled tactical 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 the regional police academy. For these reasons, Jones’s supervisor was pleased to have him assigned to the team, to impart his knowledge and experiences to the other officers. Indeed, when Jones first comes to the team, the supervisor praises his accomplishments in front of the other officers. Within a month, however, the supervisor begins to notice a wide rift developing between Jones and the rest of the team. Jones is overheard on several occasions discussing the menial work of patrol, saying it’s not “real” police work. He is always trying to impress other officers with his experiences; he also says he cannot wait 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. After two months, this rift has grown much wider, and the supervisor is noticing that the other officers have begun to be slow in backing up Jones at calls. Upon questioning some of the team members, they tell the supervisor that “Superman Jones doesn’t need our help anyway.”

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Questions for Discussion

1.

As the supervisor concerned, how would you mediate the conflict that is developing within your team?

2.

What kinds of strategies can the supervisor employ to reduce or eliminate the rift that has developed within the team?

3.

What does the supervisor need to do with the other team members? What kinds of compromises or adjustments do the team members need to make in order to include Jones as part of their team?

4.

What does the supervisor need to do with Jones? What kinds of compromises or adjustments does Jones need to make in order to become a team member?

CASE STUDIES p.159

The following three case studies provide some substantive issues for the reader to use for applying information from this chapter on training.

Case Study #1 In the Hot Seat: Developing a New Training Model

You are the shift commander, a lieutenant, on the evening shift of a medium-sized city police department. Your captain has become increasingly disheartened with the old field training officer (FTO) training program, as she does not believe that it best suits the needs for today’s community policing era. You are initially charged with developing an outline for a new program that incorporates problem solving, using what you know about community policing and problem solving as well as existing training methods.

Questions for Discussion

1.

What would be some of the topics you would want to cover in this program?

2.

How would you measure whether or not officers were learning how to solve problems?

3.

How would you build in some hands-on learning experiences for the class members? What kinds of community problems would you include?