Showing items related by title, author, creator and subject.

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  WHAT SHAPES POLICE OFFICER WILLINGNESS TO USE STRESS INTERVENTION SERVICES? AN EMPIRICAL STUDY OF CURRENT FACTORS IN PENNSYLVANIA

  Wood, Jennifer, 1971-; Groff, Elizabeth (Elizabeth R.); Harris, Philip W. (Temple University. Libraries, 2012)

  In the last 40 years the subject of police stress has gained increasing attention and a significant body of literature has emerged. This literature has documented the sources, types, and consequences of police stress. As a result of the negative consequences of police stress, a number of stress intervention services have been developed to treat police officers suffering from high stress. In spite of overwhelming evidence of the negative consequences of untreated police stress, stress intervention services remain under-utilized by police officers. Researchers cite concerns of stigma, confidentiality issues, and a general lack of confidence in service providers as reasons police do not use services. While numerous, most of the references to these factors are anecdotal in nature. Few empirical studies have focused on a systematic examination of variables that influence officer willingness to use services (positively or negatively), particularly in light of the growth of service offerings. Understanding what shapes officer willingness to use services remains a critical step in addressing the negative effects of police stress. This current study was designed to explore and examine factors that influence officer willingness to use services, with a focus on perceived organizational support (POS). The current study was undertaken with the cooperation of the Pennsylvania State Fraternal Order of Police (FOP) as the subject of police stress is of vital importance to the organization. A mixed-methods design was used to explore both the views of police officers regarding the availability and use of stress intervention services, and also the law enforcement agency response to issues of police stress. Qualitative methods included one-on-one interviews with 46 police officers throughout the Commonwealth of Pennsylvania, which were used to inform the development of a police officer questionnaire (POQ). The POQ was distributed to 4,000 randomly-selected police officers throughout the state to obtain their views of the availability of services, willingness to use services, and perception of organizational support. Additionally, a survey was sent to all law enforcement agencies in Pennsylvania to obtain current information on the nature and extent of stress intervention services for police and explore organizational responses to police stress. Findings indicate that police officers in the Commonwealth have a wide variety of stress intervention services available through their agencies. Officers who have concerns regarding the confidentiality and stigma related to the use of services reported lower willingness to use services. In contrast, officers who perceive support from the organization and view the organization as supportive of the use of services are more willing to use stress intervention services. Findings contradicted several long-held beliefs about the police subculture and use of stress intervention services. Officers did not prefer peer-based services and did not express a lack of confidence in professional service providers (psychologists/therapists). Secondly, officers in the sample had lower than expected self-reports of alcohol consumption and incidents of divorce. Results of this study have some policy and practical implications for increasing police officer willingness to use stress intervention services. Additionally, the results suggest positive changes in police subculture and officer use of stress intervention services.
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  A Study of the Relationship Between and Among Scheduling, Grouping, Grading, Curriculum, and Mathematics Achievement in Pennsylvania Secondary Schools

  DuCette, Joseph P.; Schifter, Catherine; Davis, James Earl, 1960-; Fitt, David; Walker, Thomas J. (Temple University. Libraries, 2008)

  Widespread access to technology facilitates the sharing of effective classroom practices across disciplines. The implementation of successful practices is essential; particularly in this era of educational accountability, most notably the adequately yearly progress (AYP) goals of the federal No Child Left Behind (NCLB) legislation. In addition to bottom-up classroom practices, teachers and other educational stakeholders are entitled to information about top-down policies to enhance teaching and learning. This study examines the correlation between policies in four areas and outcomes on one specific component of AYP in Pennsylvania public secondary schools. The policies considered herein are scheduling (traditional or block), grouping (homogeneous or heterogeneous), grading (weighted or not), and secondary math curriculum (U.S. Department of Education cited standards-based or traditional). This study quantifies the correlation between school district polices in these areas and results on the 11th grade mathematics portion of the 2006 Pennsylvania System of School Assessment (PSSA). Standard and Poor's recognizes school districts in Pennsylvania and across the country whose students have achieved NCLB testing outcomes that exceed expectations. In 2005, 55 Pennsylvania districts were cited by Standard and Poor's as being "outperforming school districts." The 60 secondary schools in these districts served as the population for this study. The study quantifies the correlation between the specific combinations of the four policies utilized by the 40 participating high schools and PSSA results. Evidence is discovered that, of the four policies, only block scheduling correlated with higher PSSA 11th grade math outcomes.
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  Interlocking systems: how Pennsylvania counties and local police are assisting ICE to deport immigrants

  Lee, Jennifer J.; Rieser, Len; Bethune, Amber; The Sheller Center for Social Justice (Temple University) (2019-06-25)