Designed to integrate best practices, research insights, and valuable learning experiences for all those supporting the training of police officers – including police lecturers within HE, tutors, trainers, mentors, and coaches. It provides comprehensive guidance on developing policing students throughout their educational journey.
Shaping the next generation of policing students requires a unique set of skills, preparing individuals for a challenging profession and using effective teaching, coaching and mentoring. This book is a one-stop resource for educators in both HEIs and forces to develop their own skills in order meet the needs of their policing students. It takes a subject specific approach to supporting policing students, relating coaching models and theories and to the policing context and offering insightful teaching tips including effective feedback strategies and guidance on addressing difficult topics such as domestic abuse and courtroom appearances. Reflective exercises and real-life policing examples will help you apply theory to practice, creating an enriching learning experience for both you and your students.
Tabela de Conteúdo
Introduction
Part 1: Introduction to coaching, mentoring and learning theory
Part 1 Introduction
- Chapter 1 What is the difference between a mentor and a coach?
- Chapter 2 What makes a good coach?
- Chapter 3 Coaching models
- Chapter 4 What does learning theory say?
Part 2: Helping develop students
Part 2 Introduction
- Chapter 5 Leadership
- Chapter 6 Personalised learning
- Chapter 7 Conducting reviews and setting goals
- Chapter 8 Giving feedback
Part 3: Police specifics
Part 3 Introduction
- Chapter 9 Dealing with domestic abuse
- Chapter 10 Dealing with death
- Chapter 11 Going to court
- Chapter 12 The National Investigators Exam
Sobre o autor
James Dickety has worked in policing for over 10 years as a special constable, police constable and now as a detective within CID. He has worked on neighbourhood policing teams, response teams, operations and within investigations. His key interest is developing knowledge within the service and bridging the gap between academia and policing. James has a degree in criminology and criminal justice from the University of Portsmouth and has studied at both undergraduate and Master’s level in policing policy and leadership.
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