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The Paramilitary Police Academy and Conflict Resolution Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2021 The Paramilitary Police Academy and Conflict Resolution James Charles Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Social and Behavioral Sciences Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by James S. Charles has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. David DiBari, Committee Chairperson, Criminal Justice Faculty Dr. Tina Jaeckle, Committee Member, Criminal Justice Faculty Dr. John Walker, University Reviewer, Criminal Justice Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract The Paramilitary Police Academy and Conflict Resolution by James S. Charles MS, Saint Leo University, 2012 BA, Saint Leo University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Criminal Justice Studies Walden University September 2020 Abstract A police officer’s ability to use conflict resolution is a skill that starts with the training environment of the police academy. The ability to communicate under stress is important as it affected the relationships between communities’ law enforcement agencies. The purpose of this qualitative case study was to investigate whether the paramilitary police academy training environment affected the students’ ability to use verbal conflict resolution skills in place of aggressive physical control methods. This study used the crossing streams theory to capture the student perception of the basic law enforcement academy paramilitary training environment and how that environment affects the students. In the study interviews were conducted with 16 students, records reviewed, and group discussions. NVivo software was used to discover an emerging theme. The theme captured from the participants suggested that the training environment does not promote force and aggression as a control tactic during policing operations. The current study’s findings illustrate that the paramilitary training environment does not promote aggressive tactics. It is recommended that practitioners in both law enforcement practice and law enforcement training facilities cooperate to provide effective training to police recruits especially with regards to issues concerning reasonable use of force. This research reflects that more research on police training culture and environments needs to be conducted to help bridge community and agency relations through communication using hard data. This implications from continued research will benefit all involved and lead to positive social change. The Paramilitary Police Academy and Conflict Resolution by James S. Charles MS, Saint Leo University, 2012 BA, Saint Leo University, 2010 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Criminal Justice Studies Walden University September 2020 Dedication I dedicate this work to my loving wife Angela, family and friends, those who are still with us, and those who have passed on. Acknowledgments First, I would like to thank wife Angela for her support throughout this wearisome journey. If it were not for her several years ago, I might not have even had the courage to take the first steps in this journey; and though our children were young and didn’t fully understand, I thank them too. You love and support mean more to me than you will ever know. Second, I would like to thank my committee members Dr. David DiBari and Dr. Tina Jaeckle. Without your continued support and constant encouragement, I might not have made it to the end of this process. Dr. DiBari’s guidance and many suggested revisions really helped me tighten up my research articulation through my writing and brought out the best I had as a researcher. Dr. Jaeckle is a wonderful encourager who, at times, had time to bring me back down when my tone was not representing the best of me as a researcher. I again might not have considered continuing this process if it were not for her constant encouragement and regular communications with me when I needed it the most. I would also like to thank Dr. Kimberly Blackmon, who helped bring Dr. DiBari and Dr. Jaeckle together to work with me as members of my committee. Lastly, Dr. Jeff Goltz, and his staff for supporting me in this research. I was given access to their facilities, classrooms, and great students in order to make this research happen. I would like to thank all those that participated and who were honest about their academy experiences regarding their training environment. Table of Contents List of Tables ..................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Background ....................................................................................................................2 Statement of the Problem ...............................................................................................6 Current Approaches to Basic Law Enforcement Training .............................................8 Conceptual Underpinning of the Study........................................................................11 Purpose of the Study ....................................................................................................12 Research Design and Method ......................................................................................13 Qualitative Inquiry ................................................................................................ 13 Case Study Approach ............................................................................................ 14 Sampling ............................................................................................................... 14 Data Collection ............................................................................................................15 Database Management and Data Analysis ...................................................................17 Significance and Need for the Study ...........................................................................17 Positive Social Change ................................................................................................18 Limitations ...................................................................................................................19 Definitions, Key Terms, and Abbreviations ................................................................20 Chapter Summary ........................................................................................................22 Chapter 2: Literature Review .............................................................................................23 Chapter Overview ........................................................................................................23 Theoretical Foundation ................................................................................................23 i A Southern State Curriculum for Police Academy Training .......................................25 The Military Training Model .......................................................................................31 Militarization of Police ................................................................................................34 Defining Militarization ................................................................................................36 Agency Training and Culture .......................................................................................40 Communications Breakdown .......................................................................................49 Policy Changes Influencing Officer Communication ..................................................54 Law Enforcement Philosophies ...................................................................................56 Training Academies .....................................................................................................59 Summary ......................................................................................................................60 Chapter 3: Research Design and Method...........................................................................62 Chapter Overview ........................................................................................................62 Research Type and Research Approach ......................................................................63 Qualitative Research Type .................................................................................... 63 Case Study ............................................................................................................ 64 Research Questions ......................................................................................................66
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