Abstract
This paper outlines an analysis of using Scenario-Based-Training (SBT) to change officer Personal Safety Training (PST) based on existing research evidence and reflections from supporting a National Police Agency attempting to change PST practice. SBT is interrogated in light of its underlying assumptions and situated within the ambiguities, tensions and compromises inherent within police training cultures. Using Windschitl’s framework of conceptual, pedagogical, cultural, and political dilemmas this paper analyses the forces impacting using SBT to change PST. An alternative agenda for change is presented to develop skilled officers and trainers equipped with innovative pedagogies to ‘re-culture’ PST.
Highlights
Police officers deal with potentially dangerous or violent encounters daily (Rajakaruna et al, 2017), in some cases necessitating the use of force (Di Nota and Huhta, 2019)
To deal with volatile and violent encounters that present “complex, multi-faceted and sometimes subtle problems’ (Waddington et al, 2006, p. 182), police officers are trained in arrest and self-defence skills—known in the United Kingdom as Personal Safety Training (PST)
There are different ways of understanding learning and these frame theories, models, and subsequent training practice. Recognising this means that what Windshcitl (2002) describes as ‘intellectual anchors’ are needed by academics and trainers to support thinking about police training
Summary
Police officers deal with potentially dangerous or violent encounters daily (Rajakaruna et al, 2017), in some cases necessitating the use of force (Di Nota and Huhta, 2019). Using Windshcitl’s (2002) framework of ‘practice dilemmas’ to build an analysis, this paper draws on existing police research in use-of-force training and SBT from the United Kingdom, Europe, North America and Australia. This is in addition to drawing on our experiences of supporting a national initiative across 43 police forces in England and Wales to change the PST curriculum and the ‘train-the-trainer’ training. The analysis raises questions for practitioners to interrogate their own beliefs and pedagogy, conceptualize the wider social forces impacting practice, while providing signposting for policy makers to an alternative agenda for PST, trainer education and development
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