DESPITE CONTENTIONS THAT POLICE OFFICERS ARE MORE THAN LAW ENFORCERS, POLICE THEMSELVES PERSIST IN THE BELIEF THAT THEY ARE PRIMARILY PURSUERS OF CRIMINALS, TENDING TO FORGET THAT CRIMINALITY IS AS MUCH THE COMMUNITY'S CONCERN AS THE POLICE AGENCY'S. RELATIVELY FEW POLICE OFFICERS POSSESS THE ABILITY TO MOBILIZE THE COMMUNITY TO COMBAT CRIME. A SURVEY OF POLICE TRAINING PROGRAMS FOUND THAT, ON THE AVERAGE, POLICE DEPARTMENTS DEVOTED 24 PERCENT OF THEIR TRAINING TIME TO PHYSICAL TRAINING, INCLUDING FIREARMS AND SELF-DEFENSE TRAINING, AND 19 PERCENT TO COMMUNITY SERVICE-RELATED SUBJECTS. THIS DISTRIBUTION DOES NOT REFLECT THE WAY IN WHICH MOST POLICE OFFICERS ACTUALLY USE THEIR TIME. THE SAME SURVEY FOUND THAT POLICE DEPARTMENTS DEVOTED 37 PERCENT OF THEIR TIME TO PREPARING TRAINEES FOR TRADITIONAL LAW ENFORCEMENT DUTIES THAT COMPRISE ONLY ABOUT 10 PERCENT OF THE OFFICER'S JOB-RELATED FUNCTION. IT IS SUGGESTED THAT THE AMOUNT OF TRAINING TIME DEVOTED TO COMMUNITY SERVICE-RELATED SUBJECTS BE INCREASED TO REFLECT THE REALITY OF THE POLICE OFFICER'S JOB. ONE APPROACH WOULD BE THE DEVELOPMENT OF A CONTINUING INSERVICE TRAINING PROGRAM IN SOCIAL SERVICE INTERVENTION TECHNIQUES. ANOTHER APPROACH WOULD BE TO REQUIRE THAT ALL POLICE APPLICANTS HAVE A COLLEGE EDUCATION IN A DISCIPLINE THAT ENCOMPASSES SOCIAL SERVICE INTERVENTION. POLICE DEPARTMENTS ARE URGED TO INSIST THAT ACADEMIC INSTITUTIONS STRESS SOCIAL SERVICE INTERVENTION METHODS. COLLEGE-LEVEL CRIMINAL JUSTICE EDUCATORS ARE URGED TO ADDRESS THE ISSUES SURROUNDING THEIR DISCIPLINE, E.G., THE TRANSFER OF CREDITS FROM 2-YEAR INSTITUTIONS TO 4-YEAR INSTITUTIONS, THE NEED FOR FLEXIBILITY TO ALLOW FOR EDUCATIONAL TRACTS OF STUDY OR AREAS OF CONCENTRATION WITHIN THE CRIMINAL JUSTICE DISCIPLINE, AND THE ACCREDITATION OF CRIMINAL JUSTICE PROGRAMS.