Transforming Learning : Police Officers’ Perspectives on Social Justice Pedagogy in Mental Health Crisis Intervention Training
Notice bibliographique
Résumé
This thesis investigates the Mental Health crisis intervention curriculum at an urban police services organization, and its implications for persons experiencing mental health crises. The study advances a learner-focused exploration of police officers’ perspectives on the collaborative education between police officers and mental-health practitioners. The research design utilizes narrative ethnography methodology involving nine participants, consisting of eight police officers, two of whom are dedicated members of the Mobile Crisis Intervention Teams (MCIT) and a Mental Health nurse. MCIT is a collaborative initiative between Toronto Police Service and hospitals and was established for the specific purpose of being first co-responders to persons experiencing mental health and addiction issues, referred to herein as “persons in crisis”. Most participants in this study had taken a Crisis Intervention course, which has a bifurcated curriculum in Mental Health and Law Enforcement. The methodology utilized in this thesis included generating data from interviews with the participants, classroom observation, policy documents, and a ride-along observation in a densely populated section of Toronto. The participants are from diverse racial backgrounds, selected purposively to elicit unique perspectives from their own lived experiences. My post-structural approach to Law Enforcement education was to disrupt prevailing thoughts and views that may be reinforcing the hegemonic status quo of the police over marginalized groups, particularly Black people, who experience mental health challenges. Thematic Analysis was used to analyse the data and it revealed that police officers are generally accepting of Crisis Intervention Training (CIT). Nested in Critical Race Theory lens, this study found a gap in established pedagogies which exclude issues of race, stigma, and other intersectionalities from the police curriculum. Data from the study highlight four major findings: CIT training is essential but is currently inadequate to meet the complex needs of a diverse society, 2. Stigma and racism are normative in police practice; and 3. Critical and social justice pedagogies are a welcome addition to CIT curriculum at the TPS but might face resistance by officers who do not share progressive views; and 4. Police officers admit some degree of responsibility for negative outcomes but blame the media for negative public perceptions. This thesis contributes to the existing knowledge around police education and the symbiotic relationship between Law Enforcement and Health Care sectors, and identifies areas where constructive changes can be made in police curricula.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,012 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».