ETDs

This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.

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Stress and maladaptive coping among police officers

Description
The relationship between stress and policing has long been established in literature. What is less clear, however, is what departments are doing to help officers deal with the stress that comes with the job. Looking at a small Southwestern police agency and using a modified version of Speilberger’s (1981) Police…

The relationship between stress and policing has long been established in literature. What is less clear, however, is what departments are doing to help officers deal with the stress that comes with the job. Looking at a small Southwestern police agency and using a modified version of Speilberger’s (1981) Police Stress Survey, the present study sought to examine stressors inherent to policing, as well as to identify departmental services that may be in place to help officers alleviate those stressors and whether or not police officers would choose to take part in the services that may be offered. The findings suggest that a shift in stress in policing is occurring with operational stressors being reported at higher levels than organizational stressors, contrary to previous research.
ContributorsPadilla, Kathleen (Author) / White, Michael (Thesis advisor) / Telep, Cody (Committee member) / Sweeten, Gary (Committee member) / Arizona State University (Publisher)
Created2016
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But I am Here to Help: How School Climate Factors and Interactions Define School Resource Officer Roles

Description
The presence of police officers is not an assurance of safety for everyone. Yet,

modern concerns for school safety suggest there is a need for more police officers in

schools. Over the last 70 years of School Resource Officer (SRO) programs, the variations

of SRO program implementation and the expectation of roles and…

The presence of police officers is not an assurance of safety for everyone. Yet,

modern concerns for school safety suggest there is a need for more police officers in

schools. Over the last 70 years of School Resource Officer (SRO) programs, the variations

of SRO program implementation and the expectation of roles and responsibilities has

produced conflicting research on benefits or harms of police in the school environment.

The purpose of police in schools has shuffled from relationship-building ambassadors for

the community, to educators on crime prevention and drug use, to law enforcement

officers for punitive juvenile sanctions, to counselors and role models for legal

socialization, and other roles for emergency management and crisis response. Plans to

place more officers in schools for purposes of “school safety” requires an examination of

the SROs’ roles within the school, their interactions with students, and how these roles

and interactions contribute to safety. This study explores the roles of SROs to

understand the variations of roles within a program and understand factors influencing

the roles of SROs (e.g., school climate, initiation by others). To evaluate these roles and

potential influences, cluster analysis and multinomial regression models were developed

from one year of SRO-student interaction data (n=12, 466) collected daily from the

Richland County (SC) Sheriff’s Department SRO Division located in South Carolina.

These interactions were defined by the framework of counseling, educating, and law

enforcing roles. Results indicate the variations of roles performed are largely influenced

by the school type (e.g., elementary), SRO perceptions (e.g., counselor), and the

engagement of SROs by school officials for specific roles.
ContributorsHerbert, Jessica L. (Author) / Sweeten, Gary (Thesis advisor) / Decker, Scott (Committee member) / Scott, Michael (Committee member) / Arizona State University (Publisher)
Created2019