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Teaching procedural justice and communication skills during police–community encounters: Results of a randomized control trial with police recruits

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Abstract

Objectives

To describe and evaluate Chicago’s Quality Interaction Program (QIP) for police recruits. The training focused on procedural justice, interpersonal communication, decision-making, cultural awareness, and stress management during encounters with the public. Attention was given to emotions, empathy, and communication skills.

Methods

The QIP is an underutilized approach to police training that involves engaging recruits through applied case studies, role-playing scenarios, repetitive opportunities for practice, and individualized feedback. The impact of QIP training on 142 officers’ attitudes and behaviors was evaluated in a randomized control trial. Treatment and control groups were assessed through responses to self-reported questionnaires as well as research-coded videos that recorded officers during role-playing scenarios.

Results

The QIP did not change recruits’ attitudes toward procedural justice, nor did it impact their self-reported interpersonal communication skills. However, the program was effective at creating more respectful and reassuring behaviors during role-playing scenarios that were videotaped. The program also improved recruits’ decision-making during a scenario with rebellious youths and reduced officers’ reliance on force and arrest relative to controls.

Conclusion

The QIP initiative was instrumental in moving police training beyond “talking heads” to interactive adult education, while promoting a more sophisticated understanding of human dynamics during police–public encounters. The results, however, were mixed, due in part to a training academy environment that emphasized aggressive policing and officer safety. Thus, reform-minded agencies may need to rethink the totality of the training experience to achieve strong results.

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Notes

  1. We needed to remind the department’s legal counsel that: (1) recruits in the control group would still be given the same training the department had been using for years; (2) innovations are promising, but not proven, otherwise there would be no need for research and evaluation; and (3) evidence-based practice in policing would not be possible in the future without evidence, thus preventing the policing craft from ever becoming a profession, guided by knowledge.

  2. The pretest video involved taking a report from a domestic violence victim whose order of protection had been violated and who was upset at the police for their slow response time and inability to prevent repeat offending. The posttest video required the trainee to take a report regarding a dispute between two neighbors who were arguing over a parking space (both disputants were present).

  3. Officers who were videotaped expressed a lower desire to use force, which may suggest some reactivity from this measure, but this difference applies to both experimental and control groups.

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Acknowledgments

This research was supported, in part, by award no. 2008-DN-BX-0005 from the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. The opinions, findings, conclusions, and recommendations expressed here are those of the authors and do not necessarily reflect those of the Department of Justice. We would like to thank Dr. Amie Schuck at UIC, who played a significant role in helping to develop and administer this program. We would also like to thank the many officers at Chicago’s Education and Training Academy who provided continuous support and instruction, including Linda Trausch, Raymond Fierro, Alfred Ferreira, and Anthony Richardson. Above all, we are indebted to instructor Thor Soderberg, whose energy and enthusiasm for this type of training was contagious and immensely helpful to us. Thor made the ultimate sacrifice while serving the people of Chicago, but he will never be forgotten.

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  1. Department of Criminology, Law, and Justice, University of Illinois at Chicago, 1007 West Harrison Street (MC 141), 4th Floor Behavioral Sciences Building (BSB), Chicago, IL, 60607-7104, USA

    Dennis P. Rosenbaum

  2. RTI International, 3040 E Cornwallis Rd, Research Triangle Park, Durham, NC, 27709-2194, USA

    Daniel S. Lawrence

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Rosenbaum, D.P., Lawrence, D.S. Teaching procedural justice and communication skills during police–community encounters: Results of a randomized control trial with police recruits. J Exp Criminol 13, 293–319 (2017). https://doi.org/10.1007/s11292-017-9293-3

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