The State of Mental Health Training in Basic Police Curricula: A National Level Examination

Autor/inn/en	Cohen, Galia; Bagwell, Matt
Titel	The State of Mental Health Training in Basic Police Curricula: A National Level Examination
Quelle	In: Journal of Public Affairs Education, 29 (2023) 3, S.327-349 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Galia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-6803
DOI	10.1080/15236803.2023.2179235
Schlagwörter	Police Education; Curriculum; Mental Health; Mental Health Programs; Training; Credits; Minimum Competencies; State Regulation; Educational Improvement + Suchen Sie Ihr Suchwort? Polizeihochschule; Curricula; Lehrplan; Rahmenplan; Psychohygiene; Ausbildung; Fundamentum; Mindestwissen; Staatliche Lenkung; Teaching improvement; Unterrichtsentwicklung
Abstract	Police officers are front-line mental health responders who make daily decisions regarding persons with mental illness. However, little is known about what mental health training (MHT) states require from their future police officers. This study aims to evaluate the emphasis placed on MHT for police recruits across the United States. Specifically, we ask: (1) What (if any) are the minimum MHT hours police recruits must complete in the basic training academy? (2)What are the characteristics of state-mandated MHT in basic police academies? Our findings show that, on average, states devote 1.1% (7.28 hours) of their basic training curricula to MHT. We also identify four major contextual themes that depict MHT in police basic training. In this study, we offer public safety leaders, policymakers, and curriculum designers up-to-date data on the current state of MHT in basic police academies and recommendations for how it can be improved. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01