Fbi Behavioral Analysis Unit Education Requirements
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FBI Academy Training Facility A&E Study………………………………
Table of Contents Page No. I. Overview ………………………………………………………………….............. 1-1 II. Summary of Program Changes…………………………………………….. 2-1 III. Appropriations Language and Analysis of Appropriations Language….......... 3-1 IV. Decision Unit Justification…………………………………………………... 4-1 A. Intelligence………………………………………………………………… . 4-1 1. Program Description 2. Performance Tables 3. Performance, Resources, and Strategies a. Performance Plan and Report for Outcomes b. Strategies to Accomplish Outcomes B. Counterterrorism/Counterintelligence ……………………………………… 4-14 1. Program Description 2. Performance Tables 3. Performance, Resources, and Strategies a. Performance Plan and Report for Outcomes b. Strategies to Accomplish Outcomes C. Criminal Enterprises and Federal Crimes…………………………………… 4-36 1. Program Description 2. Performance Tables 3. Performance, Resources, and Strategies a. Performance Plan and Report for Outcomes b. Strategies to Accomplish Outcomes D. Criminal Justice Services…………………………………………………….. 4-59 1. Program Description 2. Performance Tables 3. Performance, Resources, and Strategies a. Performance Plan and Report for Outcomes b. Strategies to Accomplish Outcomes V. Program Increases by Item………………………………………………… 5-1 Domain and Operations Increases Comprehensive National Cybersecurity Initiative………………………... 5-1 Intelligence Program………………………………………………….…... 5-6 National Security Field Investigations……….………………………….... 5-13 Mortgage Fraud and White Collar Crime………………………………… 5-15 WMD Response………………………………………………………..…. 5-19 Infrastructure Increases -
The Criminal Narrative Experience of Psychopathic and Personality Disordered Offenders
1 The Criminal Narrative Experience of Psychopathic and Personality Disordered Offenders Katie Goodlad, MSc1*, Maria Ioannou, PhD2, and Melanie Hunter, CPsychol3 12Department of Psychology, University of Huddersfield, Huddersfield, UK 13Her Majesty’s Prison Service, HMP Frankland, Durham, UK MANUSCRIPT ACCEPTED FOR PUBLICATION INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2 Introduction Although once ignored and regarded as untreatable, Personality Disorder (PD) and Psychopathy has been given more attention since the implementation of initiatives such as the Offender Personality Disorder (OPD) pathway (formerly Dangerous and Severe Personality Disorder programme, DSPD). Such initiatives were introduced because of the disproportionate amount of serious crime committed by this population (Kiehl & Hoffman, 2011). The OPD pathway draws on psychologically informed services to manage complex and challenging offenders who have severe PD and pose a high risk of harm to others, or of reoffending (NOMS, 2011). PD is defined by unusual and persistent traits affecting a person’s ability to cope with life (Jarrett, 2006). Despite concerns regarding the classification system (e.g. Jarrett, 2006), the Diagnostic and Statistical Manual of Mental Disorders (DSM) identified ten PDs arranged into three clusters. Cluster A PDs are considered odd and eccentric and consist of Paranoid, Schizoid, and Schizotypal. Cluster B are considered dramatic and erratic and consist of Antisocial, Borderline, Histrionic, and Narcissistic. Cluster C are considered anxious and fearful and consist of Avoidant, Dependent, and Obsessive Compulsive (see DSM-5 manual, American Psychiatric Association, 2013). This system is useful because it provides a basis for diagnosis and treatment. Although not categorised a PD, psychopathy is considered a severe form of antisocial PD. -
Long-Term Missing Child Guide for Law Enforcement
Long-term missing child guide for law enforcement: Strategies for finding long-term missing children Long-term missing child guide for law enforcement: Strategies for finding long-term missing children 2016 Edited by Robert G. Lowery, Jr., and Robert Hoever National Center for Missing & Exploited Children® www.missingkids.org 1-800-THE-LOST® or 1-800-843-5678 ORI VA007019W Copyright © 2016 National Center for Missing & Exploited Children. All rights reserved. This project was supported by Grant No. 2015-MC-CX-K001 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. This document is provided for informational purposes only and does not constitute legal advice or professional opinion about specific facts. Information provided in this document may not remain current or accurate, so recipients should use this document only as a starting point for their own independent research and analysis. If legal advice or other expert assistance is required, the services of a competent professional should be sought. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice. CyberTipline®, National Center for Missing & Exploited Children®, 1-800-THE-LOST® and Project ALERT® are registered trademarks of the National Center for Missing & Exploited Children. LONG-TERM MISSING CHILD GUIDE FOR LAW ENFORCEMENT - 2 Contents Acknowledgments.....10 Letter from John Walsh.....15 Foreword by Patty Wetterling.....16 Chapter 1: Introduction by Robert G. Lowery, Jr......18 Quick reference.....18 We are finding more long-term missing children now.....19 Are we doing enough?.....21 Chapter 2: Overview of missing children cases by Robert G. -
Reliability, Validity, and Utility of Criminal Profiling Typologies
Journal of Police and Criminal Psychology, 2002, Volume 17, Number 1 Reliability, Validity, and Utility of Criminal Profiling Typologies Maurice Godwin Methodist College Criminal profiling has received attention from the academic community and from the en- tertainment world since the FBI first published accounts of its profiling principles. It be- came popular through films such as Silence of the Lambs and the X-Files making headlines. However, beyond the victims’ pin pictures that help create the sensationalism in these resources, there have been few, if any, reliable criminal profiling classification designs. This work examines deductive and inductive profiling models that classify crime scene activity including the first systematic review of the FBI’s organized and disorgan- ized profiling typology. The paper concludes with a discussion about how to turn profiling from an art too more a scientific process through the use of investigative process man- agement research. INCE ITS EMERGENCE, criminal major flaw of current profiling methods profiling has been given several is that most all profiles emphasizes the S different terms to describe the various psychological functions that technique. For instance, psychological murder has for the offender not what va- profiling, criminal profiling, criminal rieties of action the murder actually con- personality profiling, criminal investiga- sists of. Consequently, these profiles tive analysis, and behavioral evidence make little distinction between the overt profiling. Regardless, though, of the de- crime scene behaviors as they occur in scriptive label applied, profiling as inves- murders and the psycho-dynamic proc- tigative tool today is entirely intuitive esses that are taken to account for or based and represents a less than educated produce that behavior. -
Behavioral Science Unit
Behavioral Science Unit Behavioral Science Unit (BSU) was one of the original instructional components of the FBI's Training Division at Quantico, Virginia. Its mission was to develop and provide programs of training, research, and consultation in the behavioral andsocial sciences for the Federal Bureau of Investigation and law enforcement community that would improve or enhance their administration, operational effectiveness, and understanding of violent crime. The BSU was established in 1972 at the FBI Academy, and was disbanded in 2014. Through its legacy of training, research, and consultation activities, the BSU developed techniques, tactics, and procedures that have become a staple of behavioral-based programs that support the law enforcement, intelligence, and military communities. It is here where the term "serial killer" was coined and where criminal investigative analysis and "profiling" were developed. Many of these programs eventually developed into stand-alone programs, units, and centers such as the National Center for the Analysis of Violent Crime (NCAVC), Behavioral Analysis Unit (BAU), Undercover Safeguard Unit, Crisis Negotiation Unit, Hostage Rescue Team, and Employee Assistance Unit. The mission of the BSU was to be the premier unit for developing and facilitating relevant programs of training, research, and consultation in the behavioral sciences for the FBI workforce, including the law enforcement, intelligence, and military communities that will improve their effectiveness in furtherance of the strategic priorities of the FBI. This is accomplished through the creation of innovative bodies of knowledge in specialty areas and applied research on significant behavioral science issues for use in training and consultation in support of academic, program, and operational matters. -
Criminal Profiling, Serial Violent Offenders, and Their Criminal Investigation
Criminal Profiling Criminal Profiling International Theory, Research, and Practice Edited by Richard N. Kocsis, PhD Forensic Psychologist © 2007 Humana Press Inc. 999 Riverview Drive, Suite 208 Totowa, New Jersey 07512 www.humanapress.com All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise without written permission from the Publisher. The content and opinions expressed in this book are the sole work of the authors and editors, who have warranted due diligence in the creation and issuance of their work. The publisher, editors, and authors are not responsible for errors or omissions or for any consequences arising from the information or opinions presented in this book and make no warranty, express or implied, with respect to its contents. This publication is printed on acid-free paper. ANSI Z39.48-1984 (American Standards Institute) Permanence of Paper for Printed Library Materials. Production Editor: Amy Thau Cover design by Karen Schulz For additional copies, pricing for bulk purchases, and/or information about other Humana titles, contact Humana at the above address or at any of the following numbers: Tel.: 973-256-1699; Fax: 973-256-8341; E-mail: [email protected], or visit our Website: www.humanapress.com Photocopy Authorization Policy: Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is granted by Humana Press Inc., provided that a base fee of US $30 per page, is paid directly to the Copyright Clearance Center at 222 Rosewood Drive, Danvers, MA 01923. -
Characteristics of Residential Adult Learning in the Fbi National Academy Learning Environment and the Impact on Participant's
CHARACTERISTICS OF RESIDENTIAL ADULT LEARNING IN THE FBI NATIONAL ACADEMY LEARNING ENVIRONMENT AND THE IMPACT ON PARTICIPANT’S ATTITUDE OF SATISFACTION By Thomas Catron Christenberry Dissertation Proposal submitted to the Faculty of the Virginia Polytechnic Institute and State University In partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY In Human Development (Adult Learning and Human Resource Development) Committee: Dr. Marcie Boucouvalas, Chair Dr. John P. Jarvis Dr. Stephen R. Parson Dr. Letitia A. Combs September 15, 2004 Falls Church, Virginia Key Words: Residential Adult Learning, Adult Education CHARACTERISTICS OF RESIDENTIAL ADULT LEARNING IN THE FBI NATIONAL ACADEMY LEARNING ENVIRONMENT AND THE IMPACT ON PARTICIPANT’S ATTITUDE OF SATISFACTION By Thomas Catron Christenberry Dr. Marcie Boucouvalas, Chair Human Development (Adult Learning and Human Resource Development) (ABSTRACT) Using the Federal Bureau of Investigation’s (FBI) 212th session of the National Academy, a residential adult learning environment, as a case study and the 1996 research on participant’s perception of residential adult learning environments by Dr. Jean Anderson Fleming, this study examined the relationship among the characteristics (overarching themes: detachment and continuity and descriptive themes: building relationships in residence, learning in residence, and individual change in residence) and how this relationship impacts the participant’s attitude of satisfaction with the program. A 33-item Likert scale, developed by the researcher, was used to collect the data from 244 police officers and the Kropp-Verner Attitude Scale was used for measuring the overall participant attitude of satisfaction with the residential learning environment. Demographic data were also collected from the participants to provide an overall profile of the respondents and each police officer had the opportunity to respond to an open-ended question at the end of the survey. -
Law Enforcement Intelligence: a Guide for State, Local, and Tribal Law Enforcement Agencies
David L. Carter, Ph.D. School of Criminal Justice Michigan State University Law Enforcement Intelligence: A Guide for State, Local, and Tribal Law Enforcement Agencies November 2004 David L. Carter, Ph.D. This project was supported by Cooperative Agreement #2003-CK-WX-0455 by the U.S. Department of Justice Office of Community Oriented Policing Services. Points of view or opinions contained in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice or Michigan State University. Preface The world of law enforcement intelligence has changed dramatically since September 11, 2001. State, local, and tribal law enforcement agencies have been tasked with a variety of new responsibilities; intelligence is just one. In addition, the intelligence discipline has evolved significantly in recent years. As these various trends have merged, increasing numbers of American law enforcement agencies have begun to explore, and sometimes embrace, the intelligence function. This guide is intended to help them in this process. The guide is directed primarily toward state, local, and tribal law enforcement agencies of all sizes that need to develop or reinvigorate their intelligence function. Rather than being a manual to teach a person how to be an intelligence analyst, it is directed toward that manager, supervisor, or officer who is assigned to create an intelligence function. It is intended to provide ideas, definitions, concepts, policies, and resources. It is a primer- a place to start on a new managerial journey. Every effort was made to incorporate the state of the art in law enforcement intelligence: Intelligence-Led Policing, the National Criminal Intelligence Sharing Plan, the FBI Intelligence Program, the array of new intelligence activities occurring in the Department of Homeland Security, community policing, and various other significant developments in the reengineered arena of intelligence. -
Infragard National 2019 ANNUAL REPORT
InfraGard National 2019 ANNUAL REPORT infragardnational.org TABLE OF CONTENTS About Us 2 Our Chapters and Organizational Structure 3 Executive Summary - InfraGard National Programs and Operations 2019 Highlights 5 Board of Directors/Leadership Training/Member Engagement 5 Education and Training/Annual Congress and Conference 6 Program Management and Operations - FBI Collaboration/Compliance/Technology Technology Advancements/Marketing and Branding/Revenue Diversification 7 Our Programs 8 National Sector Security and Resiliency Program 8 NSSRP - NSCC Members and Subject Matter ExpertS 10 Religious Facilities Protection Program (RFPP) 11 National Cross Sector Council Programs 12 National Disaster Resilience Cross Sector Council 13 Business Continuity Cross Sector Council 15 Legal Industry Cross Sector Council 15 Insider Threat Mitigation Cross Sector Council 15 Partnership Engagement Report 16 InfraGard National Technology Report 17 InfraGard National Education and Training Report 18 InfraGard National 23rd National Congress and Conference 19 Introducing InfraGard U 23 CyberCamp Youth Training Program 24 Webinar Series 25 InfraGard National Awards and Award Winners 26 InfraGard National Regional Highlights 29 Pacific Region 29 North Central Region 30 South Central Region 31 Midwest Region 32 Northeast Region 33 Southeast Region 34 Financial Highlights and Position Summary 35 Income and Expense Summary/Statement of Cash Flows Balance Sheet 36 Our Supporters 37 Board of Directors and Staff 38 InfraGard National | 2019 Annual Report | infragardnational.org ABOUT US Founded in 1996, InfraGard National is an FBI-affiliated nonprofit organization dedicated to strengthening national security, community resilience, and the foundation of American life. InfraGard is one of the FBI’s longest-running outreach programs and its largest public/private partnership, with over 70,000 members representing 77 InfraGard chapters nationwide. -
A FBI Program, Resource, and Service Guide for Chiefs and Sheriffs
A FBI Program, Resource, and Service Guide for Chiefs and Sheriffs “The most effective weapon against crime is cooperation…. The efforts of all law enforcement agencies with the support and understanding of the American people.” J. Edgar Hoover Law Enforcement Executives: The FBI, Office of Law Enforcement Coordination, in partnership with law enforcement association executive staff, board members, and members in addition to FBI executive management, have collaborated with one another regarding FBI products, services, and resources a Chief of Police, Commissioner, Superintendent, Director, Sheriff, or other law enforcement executives may want or need to know about. We invite you, our state, local, tribal, and campus law enforcement partners to sit down and have a leisurely conversation with your FBI Assistant Director or Special Agent in Charge about these and other FBI capabilities at your earliest convenience. The FBI, Office of Law Enforcement Coordination has categorized the FBI programs, services, and resources into the following five categories: 1. Crisis Response 2. Investigative Assistance 3. Forensic Support 4. Intelligence and Information Sharing 5. Training The FBI, Office of Law Enforcement Coordination, encourages you to review these FBI products, services, and resources which may be available to state, local, tribal, and campus law enforcement partners in addition to collaborating with your FBI Assistant Director or local Special Agent in Charge in your area of responsibility to promote new or enhance existing relationships -
The FBI's Counterterrorism Program
U.S. Department of Justice Federal Bureau of Investigation Report to the National Commission on Terrorist Attacks upon the United States: The FBI’s Counterterrorism Program Since September 2001 April 14, 2004 Report to The National Commission on Terrorist Attacks upon the United States The FBI’s Counterterrorism Program Since September 2001 TABLETABLE OF OFCONTENTS CONTENTS I EXECUTIVE SUMMARY....................................................................11 II FBI ORGANIZATIONAL CHART................................................. 3 III TIMELINE OF SIGNIFICANT REFORMS AND INITIATIVES SINCE 9/11/01.......................................................... 4 IV INTRODUCTION......................................................................................66 V PRIORITIZATION....................................................................................77 The New Priorities.........................................................................................77 1 Protect the United States from Terrorist Attack..........................................77 2 Protect the United States Against Foreign Intelligence Operations and Espionage........................................................................................77 3 Protect the United States Against Cyber-based Attacks and High-Technology Crimes..................................................................88 4 Combat Public Corruption at all Levels.......................................................88 5 Protect Civil Rights......................................................................................88 -
Counter-Terrorism Reference Curriculum
COUNTER-TERRORISM REFERENCE CURRICULUM CTRC Academic Project Leads & Editors Dr. Sajjan M. Gohel, International Security Director Asia Pacific Foundation Visiting Teacher, London School of Economics & Political Science [email protected] & [email protected] Dr. Peter Forster, Associate Professor Penn State University [email protected] PfPC Reference Curriculum Lead Editors: Dr. David C. Emelifeonwu Senior Staff Officer, Educational Engagements Canadian Defence Academy Associate Professor Royal Military College of Canada Department of National Defence [email protected] Dr. Gary Rauchfuss Director, Records Management Training Program National Archives and Records Administration [email protected] Layout Coordinator / Distribution: Gabriella Lurwig-Gendarme NATO International Staff [email protected] Graphics & Printing — ISBN XXXX 2010-19 NATO COUNTER-TERRORISM REFERENCE CURRICULUM Published May 2020 2 FOREWORD “With guns you can kill terrorists, with education you can kill terrorism.” — Malala Yousafzai, Pakistani activist for female education and Nobel Prize laureate NATO’s counter-terrorism efforts have been at the forefront of three consecutive NATO Summits, including the recent 2019 Leaders’ Meeting in London, with the clear political imperative for the Alliance to address a persistent global threat that knows no border, nationality or religion. NATO’s determination and solidarity in fighting the evolving challenge posed by terrorism has constantly increased since the Alliance invoked its collective defence clause for the first time in response to the terrorist attacks of 11 September 2001 on the United States of America. NATO has gained much experience in countering terrorism from its missions and operations. However, NATO cannot defeat terrorism on its own. Fortunately, we do not stand alone.