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Training To Be Police Officer – According to the International Association of Chiefs of Police, a police constable’s typical job description is to enforce laws and regulations and protect life and property in their assigned area. Police officers are tasked with protecting specific areas, conducting investigations, and apprehending criminals.
Prior to the development of police academies in the United States in the early 20th century, police training took place on the streets. In addition to obeying the law, the police learned primarily through trial and error from the various encounters they encountered. All police officers across the country now complete an official certification program at the police academy.
Training To Be Police Officer
An average of 45,000 new recruits each year receive basic training at 664 state and local training academies. Of the 45,000 recruits, 86% have completed training.
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The US Bureau of Labor Statistics states that police academy applicants generally require a high school diploma or equivalent (www.bls.gov). In some cases, at least a college education or degree is required. Additional qualifications may include a valid driver’s license, clean criminal record, and medical suitability report. Some schools also require the completion of a hearing test and psychological evaluation.
Students can begin preparing for the police academy while attending high school. Electives such as criminology, legal studies, physical education, sociology, and psychology are useful for aspiring police officers. Additionally, police academy admissions officers may seek applicants who have completed college courses in criminal justice or law enforcement. Some academies prefer applicants with an associate’s or bachelor’s degree in one of these fields.
New students entering the police academy participate in classroom and practice. They learn state law, criminal investigations, patrol procedures, firearms training, traffic control, defensive driving, self-defense, first aid, and computer skills. Police academy freshmen also perform on-site investigations demonstrating an understanding of physical training and classroom instruction. Field training includes simulated crime scene investigation, traffic directing, driving a police car, arresting techniques, firearm use, fingerprinting, and interrogation skills. In principle, police academy education takes 22 to 27 weeks.
Nearly half (47%) of the academies that provided basic training to recruits from 2011 to 2013 were at a two-year college (33%), four-year college (7%), or technical school (7%). City police departments operated 20% of the university, sheriff’s departments 10%, and state police or highway enforcement 6%. The State Sheriff Standards and Training Institute (POST), which certifies sheriffs in general, operated 5% of the academy.
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Nearly all (96%) state and local police training schools used a class structure for basic training (simultaneously recruit training groups). From 2011 to 2013, the academy conducted an average of 6 hours of education, 2 hours per year. The median smallest class size was 14 new students and the median largest class size was 28 freshmen. There was a wide range of class sizes across the board. Some academies had courses with one graduate, while others had courses with more than 1,000 graduates.
Stress-based training is based on military models and usually involves high physical demands and psychological stress. About half (48%) of recruits were trained at academies that used a stress-based rather than non-stress-based training model in their approach.
A stress-free educational model emphasizes academic achievement, physical discipline, and a more relaxed and supportive instructor-student relationship. About one-fifth (18%) of recruits trained at academies that maintained a stress-free environment.
A total of 488 (73%) academies provided information on the sex of 91,000 recruits who participated in basic training between 2011 and 2013. Fifteen percent of these recruits were female, down slightly from about 17 percent in 2005. During the same period, 336 (51%) academies provided data on race and Hispanic origin for 58,000 recruits entering basic training. As of 2005, 70% of these recruits were white and 30% were members of a racial or ethnic minority group. Blacks and Hispanics each accounted for 13% of newcomers, and 4% were members of another race.
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Excluding field training, the average length of an undergraduate law enforcement program at the training school was approximately 840 hours or 21 weeks. This is approximately two weeks longer than CLETA 2006. Academies operated by agencies with special jurisdictions (eg, natural resources, parks or transportation) had the longest training programs (average 1,075 hours), followed by county police academies (1,029 hours). hour). State POST agencies’ academies (650 hours), technical schools (703 hours), and county sheriff’s offices (706 hours) had the shortest educational programs on average. Across all academy types, each recruit spent an average of 806 hours completing basic training (not shown).
Among the key training problem areas in the CLETA survey were training hours most needed in the field (over 200 hours per hire). The main subjects of operational training were control procedures (52 hours), investigation (42 hours), emergency vehicle operation (38 hours), and report writing (25 hours).
An average of 168 hours per recruit were required to train in weapons, defensive tactics and use of force. The recruits spent most of their time in firearms training (71 hours) and self-defense training (60 hours). New hires also spent an average of 21 hours on enforcement, which may have included training on agency policy, de-escalation techniques, and crisis intervention strategies.
New hires were also typically required to complete self-reinforcement courses (89 hours per new entrant) and legal training (86 hours). On average, more than half of their personal development training hours were related to health and fitness (49 hours). Most legal studies focused on Criminal and Constitutional Law (53 hours) and Traffic Law (23 hours). Nearly one-third (29%) of hagwons required an average of nine hours of undergraduate foreign language courses per recruit.
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Between 2006 and 2013, average hours of training required per recruit increased the most, from 63 hours in 2006 to 71 hours in 2013.
About 9 in 10 recruits were trained to use firearms at night or in low-light conditions (93%) or under stressful situations (89%). Most recruits received firearms training in lethal shooting (75%) and computerized firearms training systems (64%).
Nearly all recruits were trained in weapon-holding (99%), verbal command presence (99%), and ground combat (94%). Most new hires are also trained in pressure point management (85%) and acceleration (77%).
Almost all recruits (99%) were trained in academies that incorporated real (model) scenarios into training in the use of force. These trainings allow recruits to practice critical decision-making, perform standard operating procedures, and apply potentially life-saving skills in the throes of real-world situations. About 9 out of 10 recruits received hands-on training in arrest control techniques (91%), verbal tactics (88%), and self-defense (87%), and about 8 out of 10 received this type of firearms training. (80%) and continuity of power consumption (77%). More than 7 out of 10 recruits (74%) received hands-on training in the use of non-lethal weapons.
Virtual Reality Training
All high-stress (defined as all or mostly stress) and nearly all low-stress (defined as all or mostly no stress) academies (94%) used at least one type of real-life scenario training. On average, high-stress academies used this type of training for 8 of the 9 training domains identified in the 2013 CLETA survey tool, and low-stress academies used an average of 6 domains. Higher-stress academies had higher rates of using each type of real-world training than less-stress academies. Differences were greatest for threat assessment (65% vs. 41%), non-lethal weapons (87% vs. 63%), and firearms training simulators (71% vs. 50%).
Community policing continued to be an important component of basic law enforcement training in 2013. The academy required more than 40 hours of community police training on average. Nearly all (97%) academies (teaching 98% of freshmen) offered training in this field, up from 92% in 2006. In 2013, freshmen were required to complete an average of more than 40 hours of local police training.
A majority answered on how to identify community problems (77%), community-based police history (75%), communication with youth (62%), use of problem-solving models (61%), and environmental causes of crime. have been trained for (57%) prioritize crime and disability issues (51%).
Almost all basic education programs addressed social issues such as domestic violence and mental illness. More than 90% of colleges and universities included training on domestic violence (average 13 hours per recruitment), mental illness (10 hours), and sexual assault (6 hours). More than 80% provided training on preparedness and domestic terrorism (9 hours), crimes against children (6 hours), victim response (5 hours) and gangs (4 hours).
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In 2013, 95% of our academies (training 95% of freshmen) provided basic training in terrorism-related topics, up from 2006 (90%). Most recruits have been trained in the National Incident Management System/Incident Management System (78%). understand the nature of terrorism (69%); response to weapons of mass destruction (68%); appropriate federal, state and local agencies (60%); Disaster Response and Recovery
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