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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?

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