Citizen police academies: the importance of communication

Abstract

Purpose

To describe the class content of a citizen police academy (CPA) and the preference for communicative problem solving over physical force.

Design/methodology/approach

This ethnographic case study followed 20 participants through a CPA run by a suburban police department. Participants were interviewed before the academy began. All classes were observed and transcribed, and group discussions were held after the academy's conclusion. Instructors were also interviewed.

Findings

The more “action‐packed” parts of policing attract participants to CPAs, which then can emphasize the less adventuresome aspects. While officers must be ready to respond to violence used against them, communication plays a greater role in investigating crime and solving day‐to‐day problems. Citizens are encouraged to work with police by reporting problems and becoming involved with community policing efforts. CPAs counter the violent portrayal of police work in the mass media.

Research limitations/implications

Generalizability based upon a case study. How valid for others are the results from one CPA?

Practical implications

CPA instructors should be encouraged to facilitate more discussions between participants. Entertainment is an important factor in CPA classes but citizens will also value more serious conversation.

Originality/value

This paper would be most valuable for instructors of CPAs and researchers interested in them. Prior studies of CPAs have largely been based on survey research. According to Katz: “no social research is complete without an ethnographic treatment of its subject‐matter.” While CPAs tend to follow a similar curriculum, this paper shows what values should be infused to cultivate better relations with citizens.

Citation

Raffel, W.E. (2005), "Citizen police academies: the importance of communication", Policing: An International Journal, Vol. 28 No. 1, pp. 84-97. https://doi.org/10.1108/13639510510580995