پنجشنبه ۲۲ شهریور ۰۳ | ۱۹:۵۹ ۸ بازديد
1. Positive policing values
2. Importance of education for personal values
College of Policing. “Code of Ethics: A Code of Practice for the Principles and Standards of Professional Beha-
viour for the Policing Profession of England and Wales.” London: College of Policing, 2014: 3.
OSCE. “Police Ethics for Preserving Personal and Professional Integrity.” Belgrade: OSCE, 2014.
Council of Europe. “The European Code of Police Ethics.” Strasbourg: Council of Europe, 2002.
“Article 23. Police personnel shall be able to demonstrate sound judgment, an open attitude, maturity, fairness, communi-
cation skills and, where appropriate, leadership and management skills. Moreover, they shall possess a good understan-
ding of social, cultural and community issues.”
“2.1 Doing the right thing in the right way
2.1.1
Every person working for the police service must work honestly and ethically. The public expect the police to do the right
thing in the right way. Basing decisions and actions on a set of policing principles will help to achieve this.
2.1.3
The policing principles reflect the personal beliefs and aspirations that in turn serve to guide behaviour and shape the
policing culture. The combination of principles and standards of behaviour encourages consistency between what people
believe in and aspire to, and what they do.
Policing Principles:
• Accountability: You are answerable for your decisions, actions, and omissions.
• Fairness: You treat people fairly.
• Honesty: You are truthful and trustworthy.
• Integrity: You always do the right thing.
• Leadership: You lead by good example.
• Objectivity: You make choices on evidence and your best professional judgment.
• Openness: You are open and transparent in your actions and decisions.
• Respect: You treat everyone with respect.
• Selflessness: You act in the public interest.”
“Each person in his or her life continually values various elements and manifestations of reality, both in private and social
life. It has already been said that a human being develops into a moral personality through education. The result of this
process is the creation of moral character.
The formed moral character implies a durable disposition acquired as a habit through the long-lasting process of education.
The basic valuation method is the classification of elements in the following notions:
• true and false;
• good and evil;
• beautiful and ugly;
• just and unjust;
• sacred (ecclesiastical/religious) and secular (non-ecclesiastical/non-religious), etc.”
Gilmartin, Kevin M. and John J. Harris. “Law Enforcement Ethics… The Continuum of Compromise.” Police
Chief Magazine 65, no. 1 (1998): 25-28.
“Officers frequently develop a perceived sense of victimization over time. Officers typically begin their careers as enthu-
siastic, highly motivated people. However, when these young officers over-invest in and over-identify with their professional
role they will develop a sense of singular-identity based on their job and an increased sense of victimization. At greatest
risk are officers whose jobs literally become their lives. For them, ‘I am a cop.’ is not just a cliché but rather a way of life.
Over-identification and over-investment causes people to link their sense of self to their police role . . . a role they do not
control. While this builds camaraderie, it can also cause officers to eventually hate and resent the job they once loved.
While officers have absolute control over their own integrity and professionalism, the rest of their police role is controlled
by someone else. Department rules, procedures, policies, equipment, budget allocations, assignments, dress codes, and
many other day-to-day and long-term activities are controlled by the chief, commanders, supervisors, prosecuting attor-
neys, the criminal justice system, laws, the courts, politicians, etc. Officers who over-identify with the job soon experience
a loss of control over other aspects of their lives. Professional over-investment, coupled with a loss of personal control puts
officers at serious risk . . . a risk that in some ways is more dangerous than the physical risks they face on the street. ‘It
doesn’t matter how guilty you are, but how slick your lawyer is,’ can become the officers cynical yet reality-based percep-
tion of the legal system. These realities combine with over-investment to develop an ‘Us versus them’ perception in terms
of how officers see the world.
The physical risks that officers are exposed to each day require them to see the world as potentially lethal. To survive, they
have to develop a ‘hypervigilant’ (Gilmartin, 1984) mind-set. Hypervigilance coupled with over-investment leads officers
to believe the only person you can really trust is another cop . . . a ‘real cop’ that is, not some ‘pencil-neck in the adminis-
tration’. While officers first become alienated from the public, they can soon distance themselves from the criminal justice
system and finally from their own department administration. ‘I can handle the morons on the street, I just can’t handle the
morons in the administration,’ is often heard among officers. It is ironic how quickly idealism and trust in the administration
can change . . . often times even before the first set of uniforms wears out. As a sense of perceived victimization intensifies,
officers become more distrusting and resentful of anyone who controls their job role. At this point, without any conscious
awareness and certainly without any unethical intent, unsuspecting officers can begin a journey down the continuum of
compromise.
Recommended Readings for Facilitators
3. Organisational values
Wasserman, Robert and Mark H. Moore. “Values in Policing.” Perspectives on Policing, 8 (1988): 1-7.
“This paper explores the role that the explicit statement of police values can have on the pursuit of excellence within police
departments. Values are the beliefs that guide an organization and the behavior of its employees. The most important be-
liefs are those that set forth the ultimate purposes of the organization. They provide the organization with its raison d’etre
for outsiders and insiders alike and justify the continuing investment in the organization’s enterprise. . . .
All organizations have values. One can see these values expressed through the actions of the organization -the things that
are taken seriously and the things that are rejected as irrelevant, inappropriate, or dangerous. Jokes, solemn understan-
dings, and internal explanations for actions also express values.
Police departments are powerfully influenced by their values. The problem is that police departments, like many organiza-
tions, are guided by implicit values that are often at odds with explicit values. This breeds confusion, distrust, and cynicism
rather than clarity, commitment, and high morale. . . .
Almost as bad, the explicit values articulated by some police organizations are unsuited to the challenges confronting
today’s police departments. Finally, there is a reluctance from the part of some police executives to rely on explicit state-
ments of values as an important management tool for enhancing the performance of their organizations. Still, some police
executives are working towards superior police performance by articulating a new set of values, and by using these as a
primary management tool. . . . Values play this important role for several reasons. . . . This helps employees make proper
decisions and use their discretion with confidence that they are contributing to rather than detracting from organizational
performance. That means that the necessity for strong control is lessened. . . .
[In modern policing], values are no longer hidden, but serve as the basis for citizen understanding of the police function,
judgments of police success, and employee understanding of what the police agency seeks to achieve.”
• Cobut, Eric. “Chapter 2: Section 2: Why are Values, Rules and Behaviour Important in the Struggle against Corrup-
tion?” In Toolkit on Police Integrity, edited by Pierre Aepli. Geneva: DCAF, 2012. http://www.dcaf.ch/Publications/Toolk-
it-on-Police-Integrity
• Johnson, Terrance and Raymond W Cox III. “Police Ethics: Organizational Implications.” Public Integrity 7, no. 1 (2004):
67-79.
• OSCE. “Police Ethics for Preserving Personal and Professional Integrity.” Belgrade: OSCE, 2014
• Raines, Julie. “Chapter 9: In Law Enforcement we trust: Ethical Attitudes and Behaviors of Law Enforcement Officers
and Supervisors.” In Ethics in Policing: Misconduct and Integrity. Sudbury: Jones and Bartlett, 2011.
• Wasserman, Robert and Mark H. Moore. “Values in Policing.” Perspectives on Policing 8 (1988).http://www.public-
safety.gc.ca/cnt/cntrng-crm/plcng/cnmcs-plcng/rsrch-prtl/shwttls-eng.aspx?d=PS&i=85165633
When officers (or anyone for that matter) feel victimized, in their own mind they can rationalize and justify behaviors they
may not normally engage in. [For instance,] officers [may] rationalize and justify not doing things they are responsible for
doing. At this point, officers can feel quite justified in not doing things that, from their own perspective, appear to ‘even the
score’. ‘If they (whomever it may be) don’t care about us, why should we care about them.’ Acts of omission can include
selective non-productivity (ignoring traffic violations or certain criminal violations, etc.), ‘not seeing’ or avoiding on-sight ac-
tivity, superficial investigations, omitting paperwork, lack of follow up, doing enough to just ‘get by’and many other activities
which officers can easily omit. ‘You will never get in trouble for the stop you don’t make!’ typifies the mind-set of officers
during this stage. This results in decreased productivity and produces passive resistance to organizational mandates.”
• performing their duties professionally
• performing their duties honestly
• building self-confidence and self-respect in work
• gaining respect from colleagues
• gaining respect from superiors
• gaining respect from citizens
• being an example for other colleagues
• possibility of being rewarded for work
• career building opportunities
• avoiding disciplinary or criminal procedures
• avoiding bitterness and burnout
• getting satisfaction from their job
For police officers in personal life:
• building self-confidence
• not bringing work home
• getting personal satisfaction and maintaining a good self-image
• transferring that satisfaction to the family
• being respected by family members and friends
• avoiding embarassment, shame and disgrace of officer and his/her friends and family because of scandals in media
or justice system
Why is police integrity important for you?
Participant’s Handbook
Values:
Integrity has a lot to do with values, since we defined it as the alignment of behaviour with moral values. Your own values
are crucial to help you make the right choices in difficult situations.
However, the organisation should also clearly define its values, including in a code of ethics, and you must be aware of
them.
Some key policing values include public service, impartiality, fairness, and professionalism.
Attitudes:
An attitude is a positive or negative evaluation of people, objects, events, activities, ideas, or just about anything in the
environment. An attitude can be conscious or unconscious.
People’s attitudes affect their ethical behavior. For instance, consistently going to work with bitter, negative attitudes about
yourself, your job, your interpersonal relationships, or your life in general is a pretty accurate predictor that unethical ac-
tions and decisions will follow.
Often, individual attitudes are influenced by the culture of the organisation. But you should keep in mind that it is the addi-
tion of your personal values, attitudes and behavior that shape group behavior, culture and sub-cultures in the organization.
By displaying positive attitudes, you can be a role model in the organisation and contribute to a culture of integrity.
• reducing number of disciplinary and criminal acts
• reducing costs of judicial and other procedures
• developing organisational culture
• increasing operational efficiency and effectiveness
• increasing employee satisfaction
• maintaining the image of a police that serves and protects citizens
• possibility of further improvement and development of organisation
• gaining the trust of citizens
Police integrity legal and regulatory
framework
Police integrity legal and regulatory framework
Module aim:
Time: 55 minutes
Required material: Extracts of relevant legislation and regulations
Help the participants identify and analyse international, national, and internal laws, rules, and regulations
relevant to police integrity.
Learning objectives:
By the end of this session the participants will be able to:
1. List international, national, and internal laws, rules, and regulations relevant to police integrity.
2. Identify the relevant parts from the listed documents and their implications in practice.
Short description of the module:
This module aims to clarify the legal basis of integrity and is organised around the analysis and presentation
of laws related to integrity by small groups of participants. This module requires good preparation by the faci-
litators, who must select the relevant laws and chapters of laws.
This module requires good preparation by the facilitators who must select the relevant national laws and
chapters of laws and regulations on police integrity.
Content Method/action Handouts/aids
Introduction1
Your country’s legal
framework on integrity
Brainstorming
Group activity
Handout 1
All relevant national laws
and regulations related
to integrity selected
by facilitators
2
5’
40’
Conclusion Plenary discussion3 10’
Presentation
WHAT - Brief description of the content of the module
► State the focus of the module:
This module is about the international and national laws, regulations, and codes that define and regulate
police integrity and its components.
WHAT FOR - Objectives of the module
► Present the objectives of the module.
HOW - Sequence of the module
► Explain the sequence of the module.
WHY - Relevance of the module
► Explain the relevance of this module, for instance by saying:
Police integrity and its components (definitions and prohibition of various types of misconduct, vision,
mission and values of the police etc.) are often spread over many legal documents, and you might not
always have a very clear idea of their actual content. This module will remind you the legal foundations
of integrity.
Personal notes
1. Introduction5’
2. Your country’s legal framework on
integrity
3. Conclusion
40’
5’
► Conduct brainstorming with the whole group around the following questions:
► Summarise the key points of discussion.
► Re-emphasise the key messages of the module.
► Divide the participants into 3-6 groups.
► Distribute to each group one of the major laws or codes regulating police integrity for your country.
► Give the participants 15 minutes to read the law that has been distributed to them, analyse it in relation to
integrity within their group and get ready to present their analysis to the other groups.
► Instruct them to search for:
• Lists, explanations, and definitions of prohibited and prescribed conduct for police officers;
• Values of the police;
• Any other important points.
► Instruct them to also reflect on the following questions:
► Tell each group to present these key points to their colleagues in 5 minutes.
• What international and national legal documents regulate components of police integrity?
• Do you know what is in each of them that relates to integrity?
Notes:
• You might want to include the United Nations Code of Conduct for Law Enforcement Officials (Handout 1),
extracts of the European Code of Police Ethics (Handout 2), the national law on police, the Police Code of
Conduct and the Code of Police Ethics if they exist in your country, as a minimum.
• Try to give each group approximately the same number of pages. In long laws, give only chapters that are
relevant, or split chapters among groups.
• If your country has so many relevant laws that they cannot be all distributed to a group, prepare a short
summary of those that are not distributed to any group
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