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The increasing portrayal of forensic investigative techniques in
the popular media-CSI, for example, has resulted in criminals
becoming "forensically aware" and more careful about leaving behind
physical evidence at a crime scene. This presents law enforcement
with a significant problem: how can they detect serial offenders if
they cannot rely on physical forensic evidence? One solution comes
from psychology. A growing body of research has amassed in the area
of behavioral consistency and the detection of serial offenders. A
number of innovations are taking place in the field that have
important implications for the practice of crime linkage and its
use by police and the courts. Crime Linkage: Theory, Research, and
Practice assembles this research and discusses its practical use.
Topics include: Theoretical explanations for how, when, and why we
may (or may not) see similarities in a person's crime scene
behavior Consistency and distinctiveness in sexual offending An
overview of crime linkage research conducted to date The use of
crime linkage in the United Kingdom, South Africa, and the United
States New directions for research and practice, including linking
across crime types to expand the suspect pool The range of
statistical methods used in research of crime linkage principles
The book represents a collaboration of researchers and
practitioners from across the globe who are recognized as experts
in the area of behavioral consistency and detection of serial
offenders. They provide a comprehensive and informative text on the
psychological and criminological theories underpinning crime
linkage, how it is used in practice, the challenges practitioners
face, and current innovations that will shape the future of crime
linkage research and practice.
This co-authored book critically reviews existing literature on
school resource officer (SRO) programs and presents a thorough
evaluation of an SRO program offered by Peel Regional Police in
Ontario, Canada. The implementation of a SRO program is a
controversial response to school violence and safety issues. While
some call for an increased use of police in schools, others are
pushing to remove police from schools, or at least to end their
involvement in routine discipline. Though many SRO programs exist
around the world, little systematic research has been conducted on
the topic. The study reported in this book represents the largest
and most comprehensive assessment of such programs to date. The
research by Duxbury and Bennell indicates that SRO programs can
provide real value for students, school staff, policing
organizations, and society, but benefits rely on having programs
that are well-designed, that the right officers are selected for
SRO roles, and that the initiative has support from major
stakeholders. Given the current conversations regarding the costs
and benefits of having police officers in schools, there is a clear
need to determine the value that investment in these types of
proactive policing programs creates. The book provides researchers,
SROs, police agencies, school boards, school administrators,
teachers, parents, and students with information about: the
activities that SROs are involved in, how SROs can collaborate with
schools to create safe learning environments, and whether (and how)
such programs benefit the police, schools, students, and society.
Easy-to-digest charts facilitate understanding, and anonymized
reflections from SROs, school staff, and students are presented
throughout the book to provide context.
The increasing portrayal of forensic investigative techniques in
the popular media-CSI, for example, has resulted in criminals
becoming "forensically aware" and more careful about leaving behind
physical evidence at a crime scene. This presents law enforcement
with a significant problem: how can they detect serial offenders if
they cannot rely on physical forensic evidence? One solution comes
from psychology. A growing body of research has amassed in the area
of behavioral consistency and the detection of serial offenders. A
number of innovations are taking place in the field that have
important implications for the practice of crime linkage and its
use by police and the courts. Crime Linkage: Theory, Research, and
Practice assembles this research and discusses its practical use.
Topics include: Theoretical explanations for how, when, and why we
may (or may not) see similarities in a person's crime scene
behavior Consistency and distinctiveness in sexual offending An
overview of crime linkage research conducted to date The use of
crime linkage in the United Kingdom, South Africa, and the United
States New directions for research and practice, including linking
across crime types to expand the suspect pool The range of
statistical methods used in research of crime linkage principles
The book represents a collaboration of researchers and
practitioners from across the globe who are recognized as experts
in the area of behavioral consistency and detection of serial
offenders. They provide a comprehensive and informative text on the
psychological and criminological theories underpinning crime
linkage, how it is used in practice, the challenges practitioners
face, and current innovations that will shape the future of crime
linkage research and practice. This book is in the Advances in
Police Theory and Practice series.
Far too often, children and youth experience trauma, from rare
events such as mass shootings, terrorism attacks, and school
lockdowns, to very common occurrences such as bullying, exposure to
drugs and alcohol, or various mental health issues. They can
experience these events both directly and indirectly (from surfing
the internet, watching television, or through their friends). Our
children spend a large portion of their day at school interacting
with other students, teachers, and school personnel, where these
topics are raised and discussed. This edited volume addresses how
our teachers and school personnel can help students deal with these
potentially traumatic events to reach the most positive possible
outcomes. This collection brings together leading experts,
including academics and professionals working in the field, to
provide the most current evidence-based practices on how to help
students who may have experienced or witnessed trauma. It presents
research and advice on how to respond to traumatic events regarding
bullying; drugs and alcohol; sexual abuse; mental health; lesbian,
gay, bisexual, transgender, and queer (LGBTQ) safety; stranger
danger; childhood disruptive behaviors; school shootings and
lockdowns; and terrorism. It also includes a chapter focused on how
to implement a school safety program. Schools cannot deal with
these issues alone; effective strategies must engage family members
and the broader community. Hence, the collection includes a chapter
on how schools can partner with families and the communities they
reside in to bring about positive change. All this work pays close
attention to cultural and religious sensitivity, socio-economic
variabilities, diversity issues, and developmental stages.
This co-authored book critically reviews existing literature on
school resource officer (SRO) programs and presents a thorough
evaluation of an SRO program offered by Peel Regional Police in
Ontario, Canada. The implementation of a SRO program is a
controversial response to school violence and safety issues. While
some call for an increased use of police in schools, others are
pushing to remove police from schools, or at least to end their
involvement in routine discipline. Though many SRO programs exist
around the world, little systematic research has been conducted on
the topic. The study reported in this book represents the largest
and most comprehensive assessment of such programs to date. The
research by Duxbury and Bennell indicates that SRO programs can
provide real value for students, school staff, policing
organizations, and society, but benefits rely on having programs
that are well-designed, that the right officers are selected for
SRO roles, and that the initiative has support from major
stakeholders. Given the current conversations regarding the costs
and benefits of having police officers in schools, there is a clear
need to determine the value that investment in these types of
proactive policing programs creates. The book provides researchers,
SROs, police agencies, school boards, school administrators,
teachers, parents, and students with information about: the
activities that SROs are involved in, how SROs can collaborate with
schools to create safe learning environments, and whether (and how)
such programs benefit the police, schools, students, and society.
Easy-to-digest charts facilitate understanding, and anonymized
reflections from SROs, school staff, and students are presented
throughout the book to provide context.
Far too often, children and youth experience trauma, from rare
events such as mass shootings, terrorism attacks, and school
lockdowns, to very common occurrences such as bullying, exposure to
drugs and alcohol, or various mental health issues. They can
experience these events both directly and indirectly (from surfing
the internet, watching television, or through their friends). Our
children spend a large portion of their day at school interacting
with other students, teachers, and school personnel, where these
topics are raised and discussed. This edited volume addresses how
our teachers and school personnel can help students deal with these
potentially traumatic events to reach the most positive possible
outcomes. This collection brings together leading experts,
including academics and professionals working in the field, to
provide the most current evidence-based practices on how to help
students who may have experienced or witnessed trauma. It presents
research and advice on how to respond to traumatic events regarding
bullying; drugs and alcohol; sexual abuse; mental health; lesbian,
gay, bisexual, transgender, and queer (LGBTQ) safety; stranger
danger; childhood disruptive behaviors; school shootings and
lockdowns; and terrorism. It also includes a chapter focused on how
to implement a school safety program. Schools cannot deal with
these issues alone; effective strategies must engage family members
and the broader community. Hence, the collection includes a chapter
on how schools can partner with families and the communities they
reside in to bring about positive change. All this work pays close
attention to cultural and religious sensitivity, socio-economic
variabilities, diversity issues, and developmental stages.
It is startling to read how few sexual offenses are reported in a
year; even more shocking to see how few reports lead to an arrest.
Research on effective responses to sexual offenses is much needed
and ongoing. This edited book presents the current state of
research on investigative techniques used in sex crime
investigations, and the operational challenges and issues that
arise in these investigations. Including an international cohort of
scholars from various academic backgrounds, it reviews current
efforts in key areas, synthesizing the research to make
recommendations for the improvement of investigative practices and
the criminal justice system's response to sexual offenses. Each
chapter includes a brief introduction to the topic, a review of the
research, and a discussion of the key points relevant to
investigators and researchers as they move forward. The book is
broken down into four themes: suspect prioritization and
identification techniques, investigative interviewing, operational
challenges and issues, and the investigation of specific types of
sex crimes. With its broad coverage and international scope, this
volume fills the gap in knowledge for investigators working on sex
crimes cases. With its easy-to-read style and clear analysis of the
research, this is the perfect volume for investigators and law
enforcement officers, policy makers and researchers, and students
in criminology and criminal justice, forensic psychology, and
victim services.
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