(16 Equivalent Classroom Hours*)
Instructional Goals:
This unit is designed to instruct police officers and other human service workers who have a role in the investigation of child abuse. The program of activities will begin with an overview of the development of child abuse as a recognized social phenomenon. Following the introductory material, major presentations begin with an examination of the Child Abuse Response Equation, delineating general roles of a multidisciplinary approach and the specifics of the police function as applied to child abuse.
The categories of maltreatment are introduced to ensure the student understands those abuse manifestations most likely to be encountered by the police and other human service workers. Each category is examined in depth. These materials include characteristics specific to each type of abuse and investigative strategy. Decision criteria related to case dispositions are highlighted. Within each subunit, simple drill and practice self-testing occurs with immediate feedback.
Student Performance Objectives:
Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, The Police and the Underprotected Child, Twentieth Edition. A study guide is provided for note taking and evaluation.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training over 6,000 sworn police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.
(2 Equivalent Classroom Hours*)
Instructional Goals:
A program intended to apply and reinforce the facts and information learned through The Police and the Underprotected Child lesson, this consists of a number of modules each with instructional units paralleling the content of the earlier instruction. The lesson is a comprehensive final examination.
Modules begin by testing knowledge of a general nature relating to child abuse, such as the characteristics of the phenomena. Subsequent modules deal with Categories of Maltreatment and the Child Abuse Response Equation. Individual modules address each category separately. Within these manifestations of patterns of abuse are related directly to specific child abuse typologies.
The content includes specificity of student objective accompanying each unit of instructional reinforcement. Applied responses to child abuse circumstances are imbedded throughout. Investigative procedures and crucial intervention techniques are exposed to student judgment. The utilization of immediate feedback to the student is provided to clarify or reinforce learning perceptions.
For each of 14 objectives, a set (pool) of questions is provided representing knowledge and behavior associated with the objective. This is computer-managed instruction at its best. An automated question bank keeps records on student successes and weaknesses so that self-initiated study may be prescribed.
Student Performance Objectives:
Method of Instruction: Computer Based Education and Training using the most recent version of the microcomputer lesson, Underprotected Child Final Exam, Twentieth Edition.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training over 6,000 sworn police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of at least the time it would take to deliver these materials in the traditional classroom setting. Actual microcomputer time varies among students.
(4 Equivalent Classroom Hours*)
Instructional Goals:
Pedophile is a term used to define the act or fantasy of engaging in sexual activity with pre-pubertal (12 years and under) children as repeatedly preferred or exclusive method of achieving sexual gratification. This lesson takes the view that child sex exploitation in America creates unique problems for law enforcement. Foremost of these is that traditional methods of police investigation of a crime must give way to a new approach that is proactive rather than reactive.
Usually, before the police investigates a crime, the victim files a complaint and then the investigative process begins to discover likely suspects. This is reactive.
The proactive approach is more complex. In addressing the sexual exploitation of children, the police must penetrate the world of pedophiles that have sexual preferences for children, child pornography, child prostitution, and child sex rings. Then, on the basis of real evidence collected from suspects the investigation reveals the child victims. This is proactive.
This lesson is presented to focus on the pedophile, and police case reports of pedophiles. It has been used successfully with other computer teaching lessons. Some selected companion computer teaching lessons are: The Police and the Underprotected Child; and Underprotected Child Final Exam.
Student Performance Objectives:
Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, Child Sex Exploitation, Twenty First Edition. A study guide is provided for note taking and evaluation.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous sworn police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.
(2 Equivalent Classroom Hours*)
Instructional Goals:
The purpose of the pretest and posttest is to verify that the students have the prerequisites for instructional modules, and when completed, that they have demonstrated the required level of learning. This learning certification module uses criterion referenced, automated question banks to provide a basis for "state of the audience" testing and measurement to manage the instruction by computer.
Computer managed instruction (CMI) has the capability to keep and maintain explicit individual records of the performance of each student. This becomes immediate feedback to the instructor on the progress of each student and the extent of student achievement. These results summarize the collected data and allow a statistical treatment of them. Through this means, record keeping capabilities are truly remarkable and can be of important assistance to individual students, instructors, field training officers, and the training program itself.
Student Performance Objectives:
Method of Instruction: Computer Based Education and Training using the most recent version of the microcomputer lesson, Pretest and Posttest, First Edition.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of at least the time it would take to deliver these materials in the traditional classroom setting. Actual microcomputer time varies among students.
(2 Equivalent Classroom Hours*)
Instructional Goals:
Designed for police officers and correctional officers, who are often called on to deal with jail disturbances, the lesson is a serialized text presentation augmented with situational episodes extracted from jail experiences and punctuated by drill and practice. The critical times during an inmate's confinement are discussed. A firm, but fair approach is emphasized in officer to inmate relationships.
The final examination is a comprehensive test over much of the material presented in the program. Feedback is immediate. Opportunities for self-initiated review of the final examination are provided.
The program has been used with other microcomputer programs in this "home page" as companions in the delivery of a 40 hour course of instruction for correctional officers, and in cross training police and corrections personnel. Some companion computer training programs are Crisis Intervention; Variant Behavior; Stress Management; Communication in the Police Environment; The Functional Components of Interrogation; and Interviewing and Interrogation.
Student Performance Objectives:
Method of Instruction: Computer Based Education and Training using the most recent version of the microcomputer lesson, Jail Climate, First Edition.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training over 600 correctional officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.
FOR CORRECTIONAL OFFICERS
(2 Equivalent Classroom Hours*)
Instructional Goals:
A program designed to test fundamental knowledge of physical evidence potential in terms of its relative value, and packaging and transmittal of evidence to the forensic science laboratory. The qualities and skills represented by one's keen observation, deduction, perseverance, and the ability to recognize the need for, and enlist the aid of science when necessary are important to the criminal investigator.
During this century the scientific examination of evidence found at the scenes of criminal offenses has played an increasingly important role in the investigation of crime. The forensic science laboratory has become an essential resource utilized by those who have a role in criminal investigation involving various crimes against persons and property, motor vehicle theft, etc.
The evidence potential, program content revolves around the class question: Does the evidence item present potential re: either class characteristics alone or class and individual characteristics? This leads to a translation about the relative value of physical evidence. Student officers are to identify information about items of physical evidence which the forensic science laboratory may produce or develop. Once entrenched, the student can easily transfer this means of assessment into practical field application. Subjects covered represent a sample of evidence items frequently encountered by investigators, e.g.: fingerprints, dust and grime, blood and other body fluids, grease stains, fabric weave, paint transfers, fibers, tool marks, glass, soil, vegetation, tire tracks, and physical matches. The potential for DNA genetic profiling is included.
Student Performance Objectives:
Method of Instruction: Computer Based Education and Training using the most recent version of the microcomputer lesson, Evidence Potential, Packaging, and Transmittal for Correctional Officers, First Edition.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous correctional officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.