Description
Law enforcement professionals require a variety of skills to be successful. One of the most important skills they must possess is good decision making. This is because decision making influences their problem solving, behavior, and actions throughout the day.
This week, you will examine the cognitive and physiological skills on which law enforcement professionals rely. You will also consider how forensic psychology professionals can help law enforcement acquire and improve these skills. And you will explore some of the many challenges that law enforcement professionals face and consider what happens within their bodies at these crucial moments. Examples of such cognitive and physiological processes include the role of adrenaline and cortisol in the fight or flight response, stress curves, and the relationship between arousal and performance. Factors like these may dramatically impact decision making and other crucial abilities; therefore, remedy-effective and realistic training interventions, delivered prior to the needed response, are necessary to successfully address these types of challenges.
Learning Objectives
Students will:
Evaluate psychological processes that impact law enforcement decision making
Evaluate cognitive processes that impact law enforcement decision making
Psychological Processes and Decision Making in Law Enforcement
A law enforcement professional’s daily activities have inherent physical and psychological risks. So, what kind of person seeks a job that involves such a high level of personal risk? One explanation comes from Sigmund Freud (1920) who suggested that people have a “drive toward death” (also known as a death wish) that leads them to be involved in risk-taking behaviors, such as skydiving or mountain climbing. Another explanation is that people may crave the euphoria that comes when endorphins are released in the brain during risk-taking behavior. Aside from a death wish, or a desire to feel good, there may also be personality characteristics that drive individuals to engage in risky behavior and seek out risk-related occupations like law enforcement.
Whether or not the majority of law enforcement professionals are risk takers is unknown; however, there is no doubt that their jobs entail daily exposure to significant risks and crises. For example, going to an unknown location, or responding to a distressed citizen, puts them in harm’s way—danger that could easily result in injury, psychological trauma, or even death. Additionally, law enforcement professionals are likely to witness violence and abuse that most people never have to see or experience. As a result, they may be at a higher risk for psychological consequences and may have a more difficult time making decisions in emotionally charged situations.
Note on licensure: The MS and PhD in Forensic Psychology programs are non-licensure programs. They do not prepare an individual to become a licensed psychology professional; or to evaluate, do therapy with, or treat individuals in correctional or related settings. In addition, the American Psychological Association’s (APA) Committee on Accreditation (CoA) does not accredit master’s-level programs and only accredits doctoral programs in professional psychology (clinical, counseling, and school). If you have questions about licensure, please contact: [email protected].
Disclaimer: Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.
Reference
Freud, S. (1920). Beyond the pleasure principle. The International Psycho-Analytical Library, 4, 1–64.
Resources
Be sure to review the Learning Resources before completing this activity.
Required Readings
Sharps, M. J. (2022). Processing under pressure: Stress, memory, and decision making in law enforcement (3rd ed.). Looseleaf Law Publications.
o Chapter 1, “This is Your Brain on Adrenaline” (pp. 5–24)
o Chapter 2, “Acute Stress: Processing Under Pressure and Combat Situations” (pp. 25–63) (Review)
o Chapter 12, “Synthesis: Implications for Training and Enforcement in an Increasingly Risky World” (pp. 265–279) (Review)
Bartol, C. R., & Bartol, A. M. (2022). Introduction to forensic psychology: Research and application (6th ed.). SAGE.
Credit Line: Introduction to Forensic Psychology: Research and Application, 6th Edition by Bartol, C.; Bartol, A. Copyright 2022 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc via the Copyright Clearance Center. Licensed in 2023.
Note: Read the following sections from Chapter 2 on pages 69–80:
o Shooter Bias and Excessive Force
o Shooter Bias
o Focus 2.4
o Dispatcher Information
o Nonfatal Excessive Force
o Police Corruption
o Summary and Conclusions
Fenster, R. J., Lebois, L. A. M., Ressler, K. J., & Suh, J. (2018). Brain circuit dysfunction in post-traumatic stress disorder: From mouse to man. Nature Reviews Neuroscience,
19(9), 535–551. https://doi.org/10.1038/s41583-018-0039-7
Oliver, M. D., Baldwin, D. R., & Datta, S . (2020). The relationship between sleep and autonomic health. Journal of American College Health, 68(5), 550–556. https://doi.org/10.1080/07448481.2019.1583652
Walton, J. L., Cuccurullo, L.-A. J., Raines, A. M., Vidaurri, D. N., Allan, N. P., Maieritsch, K. P., & Franklin, C. L. (2017). Sometimes less is more: Establishing the core symptoms of PTSD. Journal of Traumatic Stress, 30(3), 254–258. https://doi.org/10.1002/jts.22185
Waxenbaum, J. A., Reddy, V., & Varacallo, M. (2022). Anatomy, autonomic nervous system. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK539845/
Required Media
Costello, C. (2015, November 30). The shoot, don’t shoot choice. CNN. https://www.cnn.com/2015/11/30/opinions/costello-police-shooting-scenarios/index.html
Note: This media program is approximately 3 minutes.
FOX 10 Phoenix. (2015, January 7). Activist critical of police undergoes use of force scenarios: FOX 10 News [Video]. YouTube. https://youtu.be/yfi3Ndh3n-g
Note: This media program is approximately 5 minutes.
Cognitive and Physiological Aspects of Law Enforcement
In this media program, Dr. Mathew Sharps discusses the cognitive and physiological aspects of law enforcement
Psychological Processes and Decision Making in Law Enforcement
A law enforcement professional’s daily activities have inherent physical and psychological risks. So, what kind of person seeks a job that involves such a high level of personal risk? One explanation comes from Sigmund Freud (1920) who suggested that people have a “drive toward death” (also known as a death wish) that leads them to be involved in risk-taking behaviors, such as skydiving or mountain climbing. Another explanation is that people may crave the euphoria that comes when endorphins are released in the brain during risk-taking behavior. Aside from a death wish, or a desire to feel good, there may also be personality characteristics that drive individuals to engage in risky behavior and seek out risk-related occupations like law enforcement.
Whether or not the majority of law enforcement professionals are risk takers is unknown; however, there is no doubt that their jobs entail daily exposure to significant risks and crises. For example, going to an unknown location, or responding to a distressed citizen, puts them in harm’s way—danger that could easily result in injury, psychological trauma, or even death. Additionally, law enforcement professionals are likely to witness violence and abuse that most people never have to see or experience. As a result, they may be at a higher risk for psychological consequences and may have a more difficult time making decisions in emotionally charged situations.
Note on licensure: The MS and PhD in Forensic Psychology programs are non-licensure programs. They do not prepare an individual to become a licensed psychology professional; or to evaluate, do therapy with, or treat individuals in correctional or related settings. In addition, the American Psychological Association’s (APA) Committee on Accreditation (CoA) does not accredit master’s-level programs and only accredits doctoral programs in professional psychology (clinical, counseling, and school). If you have questions about licensure, please contact: [email protected].
Disclaimer: Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance Program, which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.
Reference
Freud, S. (1920). Beyond the pleasure principle. The International Psycho-Analytical Library, 4, 1–64.
Resources
Be sure to review the Learning Resources before completing this activity.
Required Readings
Sharps, M. J. (2022). Processing under pressure: Stress, memory, and decision making in law enforcement (3rd ed.). Looseleaf Law Publications.
Chapter 1, “This is Your Brain on Adrenaline” (pp. 5–24)
Chapter 2, “Acute Stress: Processing Under Pressure and Combat Situations” (pp. 25–63) (Review)
Chapter 12, “Synthesis: Implications for Training and Enforcement in an Increasingly Risky World” (pp. 265–279) (Review)
Bartol, C. R., & Bartol, A. M. (2022). Introduction to forensic psychology: Research and application (6th ed.). SAGE.
Credit Line: Introduction to Forensic Psychology: Research and Application, 6th Edition by Bartol, C.; Bartol, A. Copyright 2022 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc via the Copyright Clearance Center. Licensed in 2023.
Note: Read the following sections from Chapter 2 on pages 69–80:
Shooter Bias and Excessive Force
Shooter Bias
Focus 2.4
Dispatcher Information
Nonfatal Excessive Force
Police Corruption
Summary and Conclusions
Fenster, R. J., Lebois, L. A. M., Ressler, K. J., & Suh, J. (2018). Brain circuit dysfunction in post-traumatic stress disorder: From mouse to man. Nature Reviews Neuroscience,
19(9), 535–551. https://doi.org/10.1038/s41583-018-0039-7
Oliver, M. D., Baldwin, D. R., & Datta, S . (2020). The relationship between sleep and autonomic health. Journal of American College Health, 68(5), 550–556. https://doi.org/10.1080/07448481.2019.1583652
Walton, J. L., Cuccurullo, L.-A. J., Raines, A. M., Vidaurri, D. N., Allan, N. P., Maieritsch, K. P., & Franklin, C. L. (2017). Sometimes less is more: Establishing the core symptoms of PTSD. Journal of Traumatic Stress, 30(3), 254–258. https://doi.org/10.1002/jts.22185
Waxenbaum, J. A., Reddy, V., & Varacallo, M. (2022). Anatomy, autonomic nervous system. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK539845/
Required Media
Costello, C. (2015, November 30). The shoot, don’t shoot choice. CNN. https://www.cnn.com/2015/11/30/opinions/costello-police-shooting-scenarios/index.html
Note: This media program is approximately 3 minutes.
FOX 10 Phoenix. (2015, January 7). Activist critical of police undergoes use of force scenarios: FOX 10 News [Vidprepare:
Review the Learning Resources for this Discussion.
Consider the psychological processes (i.e., what happens in the brain) involved in law enforcement decision making, especially when under pressure.
Search the Walden Library for recent, (within the past 10 years) peer-reviewed articles that contain information about the psychological processes that occur in law enforcement decision making.
Select one of the articles you identified to share for this Discussion.
By Day 3
Post the following:
Identify the article you selected and provide the citation.
Summarize the key points made in the article you selected.
Explain which key point you think is most important and explain why.
Note: Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.
Read a selection of your colleagues’ postings.
By Day 5
Respond to at least two of your colleagues by asking each a question related to the key point they presented or by suggesting a different key point to consider.
Note: Your responses to colleagues should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructiAssie, enhancing the learning experience for all students.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.
eo]. YouTube. https://youtu.be/yfi3Ndh3n-g
Note: This media program is approximately 5 minutes.
Cognitive and Physiological Aspects of Law Enforcement
In this media program, Dr. Mathew Sharps discusses the cognitive and physiological aspects of law enforcement
Assignment
Cognitive Processes and Decision Making in Law Enforcement
The Learning Resources and activities this week have emphasized how heavily enforcement professionals rely on their psychological and cognitive skills to handle the challenges they encounter on the job. You will assume the role of a forensic psychology professional, during this Assignment, who has been tasked with presenting about de-escalation to an audience of law enforcement professionals.
For this Assignment, you will evaluate the cognitive processes that impact law enforcement decision making. In your presentation, you will address the cognitive processes involved in de-escalation and the evidence-based strategies it utilizes.
Note on licensure: The MS and PhD in Forensic Psychology programs are non-licensure programs. They do not prepare an individual to become a licensed psychology professional; or to evaluate, do therapy with, or treat individuals in correctional or related settings. In addition, the American Psychological Association’s (APA) Committee on Accreditation (CoA) does not accredit master’s-level programs and only accredits doctoral programs in professional psychology (clinical, counseling, and school). If you have questions about licensure, please contact: [email protected].
Disclaimer: Before you begin, a word of caution: This course contains content which may be disturbing and/or triggering. If you find yourself struggling with the content, you may want to reach out to Walden’s Student Assistance ProgramLinks to an external site., which offers students free and confidential counseling on a variety of personal and professional issues that may be affecting the quality of their learning experiences.
Resources
Be sure to review the Learning Resources before completing this activity.
Required Readings
Sharps, M. J. (2022). Processing under pressure: Stress, memory, and decision making in law enforcement (3rd ed.). Looseleaf Law Publications.
Chapter 1, “This is Your Brain on Adrenaline” (pp. 5–24)
Chapter 2, “Acute Stress: Processing Under Pressure and Combat Situations” (pp. 25–63) (Review)
Chapter 12, “Synthesis: Implications for Training and Enforcement in an Increasingly Risky World” (pp. 265–279) (Review)
Bartol, C. R., & Bartol, A. M. (2022). Introduction to forensic psychology: Research and application (6th ed.). SAGE.
Credit Line: Introduction to Forensic Psychology: Research and Application, 6th Edition by Bartol, C.; Bartol, A. Copyright 2022 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc via the Copyright Clearance Center. Licensed in 2023.
Note: Read the following sections of Chapter 2 on pages 69–80:
Shooter Bias and Excessive Force
Shooter Bias
Focus 2.4
Dispatcher Information
Nonfatal Excessive Force
Police Corruption
Summary and Conclusions
Fenster, R. J., Lebois, L. A. M., Ressler, K. J., & Suh, J. (2018). Brain circuit dysfunction in post-traumatic stress disorder: From mouse to man. Nature Reviews Neuroscience,
19(9), 535–551. https://doi.org/10.1038/s41583-018-0039-7
Oliver, M. D., Baldwin, D. R., & Datta, S . (2020). The relationship between sleep and autonomic health. Journal of American College Health, 68(5), 550–556. https://doi.org/10.1080/07448481.2019.1583652
Walton, J. L., Cuccurullo, L.-A. J., Raines, A. M., Vidaurri, D. N., Allan, N. P., Maieritsch, K. P., & Franklin, C. L. (2017). Sometimes less is more: Establishing the core symptoms of PTSD. Journal of Traumatic Stress, 30(3), 254–258. https://doi.org/10.1002/jts.22185
Waxenbaum, J. A., Reddy, V., & Varacallo, M. (2022). Anatomy, autonomic nervous system. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK539845/
Library Search Skills Resources (Review)
Walden University Library. (n.d.). Keyword searching: Finding articles on your topic: Introduction[Multimedia]. https://academicguides.waldenu.edu/library/keyword/intro
Note: Focus on the following sections:
Identify Relevant Databases
Select Keywords
Connect Keywords
Set up Your Search
Walden University Library. (n.d.). Database search skills: Introduction [Multimedia]. https://academicguides.waldenu.edu/library/databasesearchskills
Walden University Library. (n.d.). Psychology library research: Basic article search. https://academicguides.waldenu.edu/library/psychologyresearch
Walden University Library. (n.d.) Top psychology journals: Forensic psychology. https://academicguides.waldenu.edu/library/subject/psychology/journals/lists?preview=65b2e42b21fc5f125df4b99d02e4dbe7#s-lg-box-27525329
Walden Writing Center Resources (Review)
OASIS. (n.d.). APA style: Overview [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/apa
OASIS. (n.d.). Using evidence: Summary [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/summary
PowerPoint Resources
Walden University Quick Answers. (n.d.). MS PowerPoint resources: Getting started. https://academicanswers.waldenu.edu/faq/330533
Microsoft. (n.d.). Microsoft 365 for Mac quick starts. https://support.office.com/en-us/article/office-for-mac-quick-starts-5bccb480-0e5b-4b51-b072-66d3793ccad8
Note: If you are a Mac user and have never experienced PowerPoint before, this source will guide you through the basics of how to use PowerPoint. The time estimate for this resource is approximately 20 minutes.
Microsoft. (n.d.). PowerPoint for Windows training. https://support.office.com/en-us/article/powerpoint-for-windows-training-40e8c930-cb0b-40d8-82c4-bd53d3398787
Note: If you are a PC user and have never experienced PowerPoint before, this source will guide you through the basics of how to use PowerPoint. The time estimate for this resource is approximately 20 minutes.
Microsoft. (n.d.). Record a slide show with narration and slide timings [Multimedia]. https://support.office.com/en-us/article/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c
Note: You will be required to include narration in your PowerPoint presentation for your Final Project. Take the time to review and apply these skills. The time estimate for this resource is approximately 20 minutes.
OASIS. (n.d.). Walden templates: General templates: PowerPoint presentation: APA presentation template (APA 7) [PowerPoint slides]. Walden University. https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293636
Note: You will use this template for this week’s Assignment.
Required Media
Costello, C. (2015, November 30). The shoot, don’t shoot choice. CNN. https://www.cnn.com/2015/11/30/opinions/costello-police-shooting-scenarios/index.html
Note: This media program is approximately 3 minutes.
FOX 10 Phoenix. (2015, January 7). Activist critical of police undergoes use of force scenarios I FOX 10 News [Video]. YouTube. https://youtu.be/yfi3Ndh3n-g
Note: This media program is approximately 5 minutes.
Cognitive and Physiological Aspects of Law Enforcement
In this media program, Dr. Mathew Sharps discusses the cognitive and physiological aspects of law enforcement
Launch External Tool
To prepare:
Review the Learning Resources for this Assignment, paying special attention to those addressing how to use PowerPoint and how to create narrated PowerPoint presentations.
Use the Walden Library and/or the internet to identify and review current research about cognitive processes and decision making in law enforcement.
Note: You must identify a minimum of five recent (within the last 10 years), peer-reviewed articles to use to support your presentation.
Use the PowerPoint Presentation template, found in the Learning Resources for this Assignment, to create your presentation.
Assignment (5–6 slides, not including title and reference slides, plus narration or speaker notes)
Assume the role of a forensic psychology professional who has been tasked with presenting to an audience of law enforcement professionals about de-escalation, including the cognitive processes it involves and the evidence-based strategies it utilizes.
Create a PowerPoint presentation (with narration or detailed speaker notes) in which you address the following:
Title (1 slide)
Include title and your name.
Content (5–6 slides)
Include the following slides:
Role of cognition in law enforcement decision making, including the Yerkes-Dodson curve
Role that adrenalin and cortisol play, and how they influence the brain
How training can impact decision making
How to de-escalate situations based on cognitive psychological principles
References (1–2 slides)
Cite the sources you used to support your presentation.
Make sure that your PowerPoint presentation reflects graduate-level writing and presentation standards, including professional looking graphics and appropriate type style.
Use this week’s Learning Resources, as well as the five or more recent (within the last 10 years), peer-reviewed articles you identified to support your presentation. Use proper APA format and style for all references and citations.
Practice your script before recording your narration. Make sure when you record, you speak clearly and slowly; you have appropriate lighting, camera clarity/angle, and background; and you are in professional attire. Also, make sure your narration aligns to each PowerPoint slide as it appears.
If you choose not to provide narration for your presentation, instead include detailed speaker notes, as follows:
Under each slide, in the notes section, write detailed speaker notes for each slide to complement the slide content.
Your speaker notes should be clear, in-depth, and function as augmentation to the slide material.
Your speaker notes should be written with sufficient depth to allow someone else to deliver the presentation.
By day 7
