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NCJRS Abstract

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NCJ Number: 220251 Find in a Library
Title: Public Safety Administration: Crisis Intervention Learning Strategies
Journal: Journal of Police Crisis Negotiations  Volume:7  Issue:2  Dated:2007  Pages:85-106
Author(s): Thomas E. Baker
Date Published: 2007
Page Count: 22
Publisher: http://www.haworthpressinc.com/ 
Type: Program/Project Description
Format: Article
Language: English
Country: United States of America
Annotation: This paper discusses the advantages of applying critical-thinking strategies and active-learning scenarios in public-safety-administration curricula designed to address global social change and associated threats to public safety.
Abstract: World events have increased public-safety and homeland-security priorities. These priorities should be reflected in the content and instructional methods of college/university curricula and courses on public-safety administration. Active-learning strategies involve the application of learning objectives and assessment to develop in the classroom rather than only in class examinations. Active learning requires that students learn not only from the instructor but also from each other while participating in the problem solving process. The active-learning process is driven by group participation and the use of a variety of teaching methods. Active learning can involve student role playing and the interaction and cooperation of students with one another in applying facts and concepts learned from curriculum material. Building a bridge from theory to practical application stimulates student involvement in and retention of curriculum objectives. Active-learning fosters critical thinking, in that students learn to assess the impact/outcomes of various concepts and responses in various contexts. Critical thinking occurs, for example, in the context of using problem-oriented policing, data-based team assessments of performance, the planning of emergency operations, incident action planning, and evaluation. This article describes active learning and critical thinking in the context of case studies, the application of first-responder disaster procedures, accident reconstruction, and hostage negotiation scenarios. The article concludes with an example of a public-safety curriculum evaluation (University of Scranton). 25 references
Main Term(s): Police management training
Index Term(s): Crisis intervention training; Crisis management; Police crisis intervention; Police curriculum development; Teaching/training techniques
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=242051

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