Ethical Dilemmas Of Police Schools

The School Resource officer program provides the use of trained full-time Police Officers who will work within the educational system. The objectives of the School Recourse Officer Program is to promote and assist schools in providing a safe learning environment which will also improve relationships between law enforcement and the youth of today. The program attempts to promote a better understanding of the Law Enforcement Officers' role in society while educating students, parents, school personnel, and the community on important issues such as gangs, violent crime, drugs, and other related topics. The program also provides a positive role model in the educational system. The Primary focus of this program is

First, there is lack of information and knowledge on the right police training philosophy, learning approach and training program objectives (CALEA, 2010). This lack of knowledge has immense negative effects on police training, especially because it affects not only senior commanders of police departments but also management, police trainers and other staffs. The other ingredient to police training that lacks is community understanding and support for police training programs (Mitrani, 2014). It is found out that the communities that are served by officers do little to support or appreciate post-academy training programs, which have numerous benefits to communities (CALEA, 2010). For instance, post-academy and field training for newly posted officers helps in the utilization of individual and department creativity, stakeholder collaboration, and effective problem-solving skills and techniques that would improve communal safety and

1. Use school resource officers (SROs) who may be provided by local law enforcement. SROs often provide law enforcement, law-related counseling, and law-related education to students, faculty, and staff. Continuity of officers in individual schools should be encouraged, so that students and SROs develop a rapport.

Are police ever justified in committing illegal acts that violate others rights are they ever justified especially when there is no personal gain but for reasons that may seem to be about a higher purpose. This is the argument for noble cause corruption. This idea brings it to the end justifies the means thinking. If we start down this line where can it lead us? The idea that we can justify any action that would violate civil rights and other laws because we feel that our cause is noble and it is not being done for personal gain but the good of others can lead us into some dark places. The noble cause thinking is

In a recent article from US News, they ask a question that is stirring much debate nationwide, whether school resource officers (SRO’s) are doing more harm than good. The rate of children becoming involved in the Juvenile Justice system through SRO’s is alarming. “In theory, so called school resource officers are supposed to foster exactly what many civil right groups are campaigning for: better relations between law enforcement and citizens, particularly minorities and lower-income families” (Sneed, 2015). The word resource originated from Old French meaning to rise again and in Latin a resurrection. Today’s meaning of resource can be defined as a source of support or something that enhances the quality of human life (Merriam-Webster, 2015). When considering what the title of SRO stands for, children should be given more options and assistance rather than fear based compliance tactics traditionally used on adult criminals. I feel we are almost telling kids well we can’t put you all in jail, so we will bring the jail to your school. How could a cop in a school be non-threatening? Children see a bullet proof vest, Taser, gun, handcuffs, pepper spray and I really doubt they are thinking this person is there to help them.

While researching School Resource officers or law enforcement officers in schools it has been discovered that the research is on the effectiveness of SRO’s is mixed or limited on keeping schools safe (Justice Policy Institute, 2011). There has also been research that was conducted in the last few years that concluded that the safety of schools can be improved without the help of SRO’s and or Law Enforcement’s approach on discipline (Justice Policy Institute, 2011). While reviewing the research of Dewey Correll at the University of Virginia , he suggested that when using highly structured and defined rules that are created to be strict and fairly enforced, while having the support of adults, SRO’s are not necessary

Schools around the nation are contracting polices officer to patrol their schools and students. Police officers are known as School Resource Officer’s (SRO’s) like if given them a different name would matter, instead of being resourceful they are up holding the law in harsh ways. There are many SRO’s in schools and this has led to high number of arrests and criminal charges, instead of keeping a safer environment for the children it is becoming a hunting ground (Schept, Wall, & Brisman). Before when a child did something wrong they were given detention, standards, a parent-meeting or maybe even sent to the office, but now the student are sent to the police officer in their schools. Once they are sent to her/him they are punish in such a different way where they can be expelled, suspense or even taken to jail.

Each year citizens die in encounters with law enforcement officers. It is reported that “Americans are eight times more likely to be killed by a police officer than by a terrorist” (Rucke, 2013). Although there is no official data base tracking these occurrences it is estimated that between 500 and a 1,000 people are killed by police officers each year. To put this in greater perspective this number equals approximately 5,000 since the 9/11 terror attack which is roughly the same number as U.S. soldiers who have been killed in the line of duty in Iraq (Rucke, 2013). This statistic is justifiably concerning. The cause of police related killings are multifold and cannot be attributed to only one factor. Many deaths may be unavoidable and perhaps, dependent on the situation, necessary. I contend, however, that many of these deaths may very well be preventable.

Police Ethics when policing minorities and use of force is a hot button topic socially today. With the recent climb of deaths caused by Police or while in police custody the questionability of ethics in minority has risen among all and not just with the minority groups. There are many current cases where the use of force that police officers chose is queried on excessive force. Recently there are several cases that bring investigation into the ethics of the officers who are involved in using deadly force. In a heartbeat the decision must be made of when and how much force is needed for the situation. Excessive use of force by some police officers, violating one human rights include unjustified shootings, fatal choking, tough beatings and rough treatment, continue because low levels of personal accountability continue to make it possible for officers to escape punishment and allow for repeated offenses. The ethics of officers involved of a case when force is used should be thoroughly investigated and questioned by the proper authorities as well as all involved.

Law enforcement (police) subcultures have specific set of moral values and a certain mentality exhibited by those in law enforcement. It’s always the public against the police so they form an alliance for supportive reasons. However, people may believe police subculture is breaking down. Police subculture is breaking down because it is inconsistent with the formal morals and values related to the culture and that police are not the same as each other in their qualities and attributes. Examining ethics and its relation to the police subculture is important to help delineate not only the grey area of ethics but also the grey area within which the police operate (McCartney and Parent, 2015). For example, police officers are known to defend their own whether its something right or wrong. However, if another officer feels that the situation interferes with their morals, then it becomes inconsistent with the other officer’s

A SOR is a School Resource Officers are “sworn law enforcement officers responsible for safety and crime prevention” are a brilliant idea. There is already 14,000 to 20,000 SORs across the nation in the school system. SORs have proven to be effective in reducing school violence, according to the “Comprehensive School Safety Initiative” that is a research project that had a budget of $75 million thanks to the work of the National Institute of Justice. Recently a School Resource Officer, Deputy Blaine Gaskill was elected to receive the National award of Valor. He ended a school shooting very quickly in Maryland in March. The School Resource officers aren’t just there to tote around a gun, they’d be there to see “with a different set of eyes” (Blad) according to Sheri Bauman, a professor of counseling at the University of Arizona. They provide useful tips and can also relate more with students who aren’t comfortable talking to a counselor. According to several different surveys conducted the SORs have helped with issues from bullying to tardies to even violence. Which means it wouldn’t entirely be based on the scenario “if a school shooting occurs”, it would help improve the daily life of the students on

School resource officers are a great contact for youth, who can interact with students daily. These officers can develop a trusting relationship that allows the students to have someone to speak with that is not seen as part of the school staff or a teacher. As sworn law enforcement officers, the resource officers are responsible for the safety of those at the school and the property of the school. Resource officers that openly carry a firearm give a visual deterrent to anyone who thinks about bringing a firearm to the school for harm. When a potential shooter sees that there are officers carrying firearms at the school, the potential shooter may consider that bringing a firearm to the school would not produce the results the potential shooter

When this loyalty to the subculture becomes too strong, the unity that follows can adversely affect the ethical values of the officers (Martin 2011). This type of work environment causes officers to feel like they are doing what is wanted by their organizations and the public and the officers may continue with the behavior because the pressure to produce results is greater than that to follow the rules. A law enforcement department might choose to punish an individual, but the fear of punishment usually is not enough to change unwanted behavior (Martin 2011).

Police subculture undermines ethics and has a constant influence on officers’ decision-making process, which ultimately leads to misconduct. Police, like most professions, have a secretive yet unique type subculture because the lifestyles of its members are significantly different. Law enforcement officers tend to befriend other officers or people with similar roles within the criminal justice system. Many times, friendships extend to firefighters and other civil service personnel to include military members.

During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and