Encyclopedia of Psychology and Law

their executive officers (e.g., chiefs) from having to

participate in some types of in-service training, such

as self-defense tactics, because executive officers

rarely respond to calls for service that have a potential

for violence. The length of in-service training varies

among police agencies. It sometimes depends on the

minimum standards set by state POST commissions.

Often, training time is a function of departmental fis-

cal budgets, legislative mandates, and union contracts.

The content of in-service training curricula also varies

among police agencies: Some include only subject

matter that is legislatively mandated (e.g., firearms

training); some include a variety of topics, such as

domestic violence, use of force, and diversity training;

and others include curricula established by state

POST commissions.

At the recruit-training level, state POST commis-

sions determine and approve the basic training curric-

ula. Generally, they require training in the subject areas

of administration of justice, fitness, law, police proce-

dures, use of force, police professionalism, and com-

munity relations. Typical examples of training within

these subject areas are examining the role of the police,

making lifestyle changes, using discretionary power,

making decisions to use force against citizens, becom-

ing aware of personal cultural influences, and respond-

ing to perceptions of bias-based policing. These

exemplars represent issues surrounding police behavior

that have their roots in the field of psychology.

Wellness Training

There is concern about officers’ health having an

impact on their job performance. Unhealthy behav-

iors, from poor diet to glumness, contribute to illness

and poor job performance. Training that promotes

wellness can assist officers in controlling unhealthy

behaviors, making positive lifestyle changes, develop-

ing healthy attitudes, and performing job-related tasks

at optimal levels. Some topics that are a part of well-

ness training for the police are alcohol abuse, critical

incident survival, and stress management.

Alcohol Abuse.Following a work shift, drinking with

brother and sister officers—jocularly known as “choir

practice”—is a tradition through which police officers

socialize, develop camaraderie, and manage stress. Choir

practice often involves excessive drinking. Teaching

police officers to make positive and healthy decisions

about alcohol use is a part of wellness training.

Critical Incident Survival.A majority of law enforce-

ment officers leave their jobs within 5 years of taking

part in critical incidents such as an officer-involved

shooting. Police officers may experience negative

thoughts and feelings and perceptual distortions dur-

ing critical incidents, which affect their performance

levels. Educating police officers about responses to

critical incidents, and the physical and mental tech-

niques that can be used to survive them, is a preven-

tive effort that is a part of critical-incident survival

training.

Stress Management.Police officers find their work

stressful because of unfavorable physical, psycholog-

ical, or social stressors, such as working late shifts,

making deadly-force decisions, or working with poor

equipment. Health issues, alcoholism, family prob-

lems, and suicide are correlates of police stress.

Helping police officers inoculate themselves against

stress by making life- and work-style changes, giving

them skills to offset negative stress effects, and pro-

viding information on peer support services and men-

tal health programs are a part of stress management

training.

Other Wellness-Related Training Topics. Psychological

knowledge is available on eating healthy, controlling

weight, and stopping smoking, which are health-

enhancing behaviors that police trainers may discuss

as a part of wellness training.

Information and Skills Training

Police academies and agencies have a responsibility

to provide police officers with information on, and

skills training in, particular tasks they are likely to

perform on the job. Police trainers use different peda-

gogical methods such as classroom lectures, experien-

tial activities, role-plays, and simulated scenarios to

present information and skills-training topics. Hands-

on training involves individual skill work, which

focuses on individual responsibilities. Sometimes,

trainers couple individual skill work with collective

skill work, which focuses on team or group training.

The following are some topics that are a part of infor-

mation and skills training.

Managing Intercultural Differences. Police-citizen

contacts sometimes involve the police confronting the

values and practices of members of cultures different

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