Problem-oriented policing
Problem-oriented policing (POP) is a technique used to address problems in a criminal context. The strategy of problem-oriented policing is directed toward the identification of problems in high-risk zones. POP consists of various stages, beginning with determining a specific issue. The identified problem is critically analyzed to get a thorough understanding before developing a comprehensive solution. The developed response to the issue is implemented and assessed to determine its effectiveness. Problem-oriented policing is practiced using the SARA model, which involves scanning, analysis, response, and assessment. The SARA model of POP implementation could be enhanced by involving the diversity of the territory in the response plan to the issue. This essay explores the SARA model to address the issue and investigate the multicultural aspects of a matter.
The SARA Model
The SARA model for implementing problem-oriented policing strategies shows increased performance among police officials and is used widely in various public administration sectors. The first phase of the model involves scanning as the initiator of the POP process. Scanning sets various objectives to identify the context of a problem, including the widening of focus while looking at crime, as one minor crime could be a part of a bigger plan. This part utilizes the power of suspicion and intuition by exploring possible patterns as a trace to the original plan, which may help to reach the root of the issue. Further, the analysis thoroughly explores the problem, collecting and uniting all the information. The analysis step involves gathering various kinds of data, for instance, from different archives and sources. This process mainly relies on national police databases, which allow comparing information to find repetition and patterns. Using different frameworks is critical, as modern technology could simplify acquiring data and identifying suspects (Miller et al., 2020). The initial processes of SARA manage the introduction of a problem and its deep analysis.
The next stage of the SARA model is a response to the challenge. The part of implementation of a plan is challenging and crucial, as the response should be powerfully planned and most effective. Identified and analyzed problems could have various responses that involve the usage of different techniques. This process’s central part is identifying the most effective response that alters the problem. The efficient response does not only primarily address the problem but alters the core of the issue, thus preventing related crime in the future. The most important part of the SARA model could be the solution assessment. The assessment of this technique allows police officials to determine if the campaign was effective overall. Further, the assessment process reveals a solution’s strong and weak points, providing directions for improvement in future implementations. This stage of the POP technique involves collecting various data from diverse sources. The information could be collected from police officers, the public, and specialists (Miller et al., 2020). The finalizing parts of the SARA model include correctly addressing the issue by determining the most effective way and assessing the results.
POP in Handling School Violence
Regarding the case of Riverside High School, the representatives of the police should implement the problem-oriented policing technique and evaluate the plan using the SARA model. The process of addressing the problem of possible school violence through gangs operating nearby is scanning the problem. The graffiti, in this case, should be closely examined, and the scene should be transformed into a digital format maintaining high quality. By scanning the painting and the environment, the police could identify the potential problems linked to this issue (Hinkle et al., 2020). The photographic evidence of the graffiti is crucial for the next phase of the technique.
The next step in addressing the potential threat of gang violence in school is critically analyzing graffiti. The analysis could be split into two parts: collecting information from the teaching and student staff. Another point is using the framework and national database to compare the graffiti to other graffiti of criminal gangs to reveal the similarities. Using data sources massively simplifies the data comparison process and accelerates problem-solving in policing (Hinkle et al., 2020). Comparing the graffiti using databases is essential, as it may help to classify the graffiti and reveal its possible association with a particular gang.
The classification of graffiti determines the response to this issue of possible gang violence. If graffiti represents a dangerous gang involved in criminal activities and encourages violence, the response should be rapid and comprehensive. The response plan should start by gathering information from video surveillance systems capturing locations where graffiti was applied. The person or a group responsible for applying a tattoo should be captured and invited for interrogation at school if they are members. The interrogation process should not include violence but psychological techniques to establish an emphatic connection and identify their primary motives. The prevention of potential gang violence in Riverside High School should be the main priority of the local police, and to prevent violence, the school’s community should be enhanced. A community that values diversity and encourages equality, respect, and unity could be a strong shield in preventing possible violence (Abt, 2017). Communication could be critical in maintaining peace and prosperity in the school, as students will feel valued and communicate their fears and assumptions.
The quality of the implemented plan using the SARA model could be evaluated in the last phase of assessment. The further safety of the area may be assessed through the repetition of suspicious paintings; if the implementation of various graffiti has stopped, then the plan may be considered successful. Lastly, the opinion of students and teachers is the critical variable in assessing the implementation, thus, it should be collected and analyzed.
Diversity in Battling Crime
Including diversity in dealing with local crime is crucial, and it may lead to an accelerated process of solving the issue. Regarding the potential threat in Riverside High School, the multiculturalism of the school should be considered an essential factor in providing the security of a whole facility. The possible path for police officers to include and acknowledge diversity is to integrate multiculturalism into the police system. The member of one culture may face challenges in understanding the aspects of another culture, and if a police force employs officers from various cultural backgrounds, local multiculturalism could be addressed properly (Bjørkelo et al., 2020). Diversity is crucial in any organization, as it triggers cultural exchange and enhances the moral values of a group.
Addressing criminal issues is a comprehensive process that requires implementing effective techniques and utilizing different skill sets. The SARA model has shown increased effectiveness in problem-oriented policing and could be implemented in the case of Riverside High School to prevent the possible threat. However, the technique of addressing crime should also include the diversity of the region, by diversifying the police officers.
References
Abt, T. (2017). Towards a framework for preventing community violence among youth. Psychology, Health & Medicine, 22(1), 266-285.
Bjørkelo, B., Bye, H., Leirvik, M., Egge, M., & Ganapathy, J. (2020). Diversity in education and organization: From political aims to practice in the Norwegian Police Service. Police Quarterly, 24(1), 74-103.
Hinkle, J., Weisburd, D., Telep, C., & Petersen, K. (2020). Problem-oriented policing for reducing crime and disorder: An updated systematic review and meta-analysis. Crimrxiv, 16(2), 1-86.
Miller, L. S., More, H. W., & Braswell, M. C. (2020) Effective police supervision (9th ed.). Taylor & Francis.