Presentation on
Principled PolicingPolice Commission
March 17, 2017
San Francisco Police DepartmentProfessional Development Unit
San Francisco Police DepartmentProfessional Development Unit
COLLABORATIVE REFORM INITIATIVEOctober 2016
RECOMMENDATION 27.2The SFPD should begin anti-bias and cultural competency training of department members immediately and should not await the outcome of the training needs assessment. All officers should complete implicit bias training and cultural competency training.
RECOMMENDATION 51.1The SFPD should provide procedural justice and explicit bias and implicit bias training to all department personnel including civilian staff. This should become a permanent part of the Academy’s curriculum and should be reviewed with each officer during the department's annual officer training sessions.
13519.4 California Penal Code - Section (d) – “Racial Profiling, for the purpose of this section, is the practice of detaining a suspect based on a broad set of criteria which casts suspicion on an entire class of people without any individualized suspicion of the particular person being stopped.”
• Racial profiling and bias based policing are prohibited practices for peace officers
• DGO 5.17 Policy Prohibiting Biased Policing
• California Commission on Peace Officer Standards and Training
• “Racial Profiling: Issues and Impact” beginning December 2003 – Recruits
• “Bias Based Policing: Remaining Fair and Impartial” – Advanced Officers
• SFPD sworn personnel trained in the 2015 & 2016 AO/CPT cycle
Total = 1847
San Francisco Police DepartmentProfessional Development Unit
COMMAND STAFF 11
COMMUNITY MEMBERS 11
LIEUTENANTS 1
SERGEANTS 15
OFFICERS 10
TOTAL 48
San Francisco Police DepartmentProfessional Development Unit
FAIR & IMPARTIAL POLICING, LLC March-July 2016
COMMAND STAFF 5
CAPTAINS 23
DIRECTORS 15
LIEUTENANTS 85
RECRUITS 88
POLICE SERVICE AIDES 246
TOTAL 462
San Francisco Police DepartmentProfessional Development Unit
MANAGING IMPLICIT BIASSF Department of Human Resources, September 2016-March 2017
COMMAND STAFF 7
CAPTAINS 23
LIEUTENANTS 80
SERGEANTS 12
OFFICERS 1
TOTAL 123
San Francisco Police DepartmentProfessional Development Unit
PROCEDURAL JUSTICEJanuary 2016-December 2016
COMMAND STAFF 2
CAPTAINS 1
SERGEANTS 43
OFFICERS 113
CHAPLAINS 4
CIVILIAN PERSONNEL 39
TOTAL 202
San Francisco Police DepartmentProfessional Development Unit
PRINCIPLED POLICING PROCEDURAL JUSTICE, POLICE LEGITIMACY & IMPLICIT BIAS
November 2015, Adopted to current AO cycle January 2017
• Objective of Principled Policing: to foster and strengthen trust between the police and the communities they serve• Principles of Procedural Justice: Voice, Neutrality, Trust and Respect
• Provide officers with a roadmap
• Allow people the opportunity to tell their side of the story
• Remain neutral in decision-making and behavior
• Treat people with respect
• Explain actions in a way that communicates care for people’s concerns
• Demonstrate trustworthiness
• 3-hour block of Implicit Bias
• Presented as an obstacle to Procedural Justice
• Can be overcome with awareness
San Francisco Police DepartmentProfessional Development Unit
PRINCIPLED POLICING PHILOSOPHYPROCEDURAL JUSTICE, POLICE LEGITIMACY & IMPLICIT BIAS
Module 1
The interactive nature between
Procedural Justice, Legitimacy,
and goals in policing
Procedural Justice
Module 1
The interactive nature between Procedural Justice, Legitimacy and goals in policing
MODULE 1: INTERACTIVE NATURE OF LEGITIMACY, PROCEDURAL JUSTICE, IMPLICIT BIAS & GOALS IN POLICING
OVERVIEW: Module 1 defines police legitimacy and procedural justice and provides video examples of procedural justice. It introduces the “Four Principles of Procedural Justice”. This module offers an opportunity to discuss how procedural justice benefits staff and supports the Department’s goals for policing.
Principles of Procedural Justice
Procedural Justice
The Four Principles:
1. Voice (Listen)
2. Neutrality (Be fair)
3. Respectful treatment (Be respectful)
4. Trustworthiness (Fair and transparent process)
What’s in it for me?
When utilizing Procedural Justice and gaining legitimacy, police officers benefit. How?
Safety increases (officer safety)
Stress levels decrease
Fewer complaints
Greater cooperation from citizens
Voluntary compliance gained
Crime is reduced
Module 2
Expectations and Legitimacy
Procedural Justice
Module 2
Expectations and Legitimacy
MODULE 2: EXPECTATIONS & LEGITIMACY
OVERVIEW: Module 2 presents a more in-depth look at “legitimacy” and its relationship with cynicism. It offers an opportunity to discuss police and community expectations of each other and examine actions that build trust.
Cynicism
• Modern cynicism, as a product of mass society, is a distrust toward professed ethical and social values, especially when there are high expectations concerning society, institutions and authorities which are unfulfilled.
• Cynicism can manifest itself as a result of frustration, disillusionment, and distrust. It is perceived as due to organizations, authorities, and other aspects of society.
• Cynicism is the antithesis of idealism, truth, and justice - which are the virtues that police officers swear to uphold.
Procedural Justice - Video“Teachable Moment”
https://www.youtube.com/watch?v=SGSrG
mHsT8s
Procedural Justice - Video“Teachable Moment”
https://www.youtube.com/watch?v=9GgWrV8TcUc
Procedural Justice - Video“Teachable Moment”
https://www.youtube.com/watch?v=C7rYLwtVB3o
Module 3
Procedural Justice
Module 3
MODULE 3: PROCEDURAL JUSTICE
OVERVIEW: Module 3 is an in-depth look at Procedural. It examines each of the four Principles and the effect they have on decision-making, the policing process, and how treatment affects outcomes. This module also offers an opportunity for students to discuss personal experiences with procedural justice.
Citizen’s Assessment of an Experience with the Police
Assessment Outcome Process
Procedural Justice
+ -
Why Procedural Justice?
0
10
20
30
40
50
60
70
80
90
Bad outcome Good outcome
Unfair Treatment Fair Treatment
Voluntarily
accepting
police
decisions
3%
87%
73%
13%
(Taken from Tyler (2012) concerning street stops in California)
Procedural Justice
Module 4
Historical and Generational Effects
of Policing
MODULE 4: HISTORICAL & GENERATIONAL EFFECTS OF POLICING
OVERVIEW: Module 4 examines the historical & generational effects of policing. It provides an opportunity to better understand the impact of the racialized legacy of policing on present day policing practice and policy. By the end of this module, students are expected to understand the concepts of “deposits” and “withdrawals” from the community bank account and relate them to procedural justice.
Historical Effects
Law Enforcement
Understanding the generational effects of police distrust.
Historical Effects
Civil Rights
BIRMINGHAMSAN FRANCISCO
SELMA
3RD & NEWCOMB
TRY TO UNDERSTAND OUR
PROFESSION’S HISTORY
Historical Effects Scandals
Scandals from around the country will affect all law enforcement agencies!!!
The San Francisco Police Department will be equally judged. We have to find a way to connect with our community to a safer path for all of us.
Procedural Justice
Module 5
Implicit Biases and Stereotypes
MODULE 5: IMPLICIT BIAS
OVERVIEW: Module 5 introduces the concept of implicit bias and describes the science and research behind it. This module offers an opportunity to learn about how implicit bias is the product of an interaction between normal psychological functioning in the world we live in, but can have a profound impact on decision-making and outcomes for line staff and law-enforcement. How it can be an obstacle to fostering good community relations.
Implicit Bias Research
Research has documented implicit biases (“blink responses”) linked to
• Ethnicity and race (e.g., Nosek, Banaji and Greenwald, 2002)
• Gender (e.g., Banaji and Hardin, 1996)
• Sexual orientation (e.g., Dasgupta and Rivera, 2008)
• Body shape (e.g., Bessenoff and Sherman, 2000)
• Age (e.g., Perdue and Gurtman, 1990)
Implicit Bias Research
Relevant to Humans in all professions
• Current studies focusing on
• Doctors, nurses (e.g., Van Ryn & Saha, 2011)
• Biases on the basis of race, class, weight
• Lawyers, prosecutors and judges
• Gender (e.g., Levinson & Young, 2010)
• Race/ethnicity (e.g., Smith & Levinson, 2012)
• School teachers (e.g., Van den Bergh et al, 2010)
• Law enforcement (e.g., Correll et al., 2007; Peruche & Plant, 2005)
Implicit Bias Defined
Unlike explicit bias (which reflects the attitudes or beliefs that one endorses at a conscious level), implicit bias is the bias in judgment and/or behavior that results from subtle cognitive processes (e.g., implicit attitudes and implicit stereotypes) that often operate at a level below conscious awareness and without intentional control. The underlying implicit attitudes and stereotypes responsible for implicit bias are those beliefs or simple associations that a person makes between an object and its evaluation that “...are automatically activated by the mere presence (actual or symbolic) of the attitude object”
(Dovidio, Gaertner, Kawakami, & Hudson, 2002, p. 94; also Banaji & Heiphetz, 2010)
Although automatic, implicit biases are not completely inflexible: They are malleable to some degree and manifest in ways that are responsive to the perceiver’s motives and environment
(Blair, 2002)
Implicit BiasFair and Impartial Policing
• Need to recognize our unconscious biases —called “IMPLICIT BIASES” — so we can implement bias-free behavior
• Implicit biases are not EXPLICIT BIASES.A person with explicit biases (e.g., racist) has conscious animus towards groups, is unconcerned, and will talk to you about it.
Implicit BiasRace Crime Association Research
Dr. Jennifer EberhardtStanford University
Dr. Laura FridellUniversity of South Florida
Black Crime Association
How implicit biases affect us:
• It affects what we see.
• The mere presence of a Black face can cause
people to see weapons faster.
• The association is so strong that it can cause
people to determine which objects we see as
weapons.
The Visual Perception Study
• Subjects were “primed” with Black male faces,
White male faces, or no faces
• Completed object recognition task
(Eberhardt, Goff, Purdie, & Davies, 2004)
Correll Results: Race Made a Difference
Speed: Participants shot a White armed man slower than a Black armed man.
Errors: Participants were more likely to
shoot an unarmed Black man than an
unarmed White man.
(Correll, 2002)
The Muslim-Headwear Effect Results
• People were much more likely to shoot “Muslim-looking” people even if they were carrying an “innocent item” instead of a weapon.
• The study found “a significant bias for participants to shoot more at Muslim targets (comparing turban-clad vs. bareheaded targets),” implying that fast, spontaneous responses were influenced by “underlying stereotypes rather than explicit reasoning.”
(Unkelbach, Forgas & Denson, 2008)
Gender and Crime Implicit Bias
• In this same study, they also varied the “targets” by gender
• They found the expected gender effect: Subjects were more likely to shoot men than women even when the men were harmless
Blink Responses Linked to Crime
• Studies show that people link Blacks, Muslims and men to crime
• The science shows that mere knowledge of a stereotype produces an implicit bias
We All Have a Responsibilityto Intervene
Supervisors Have a Responsibilityto Intervene
Effective First Line Supervisors Are:
• Role Models
• Mentors
• Representatives of the Department
• Authorities on Policy and Practice
• Professional Coaches
• Disciplinarians
(c) 2013 FIP, LLC
SUPERVISORS ENCOURAGEYOUR OFFICERS TO BE AWARE!
SEEK OUT TRAINING & INVEST IN YOURSELF, SO THAT YOU MAY LEAD THE FUTURE, SO THAT YOU MAY HAVE GREATER AWARENESS!
Result? Win-Win
• Increased community trust
• Increased community cooperation
• Increased community support
• Decreased complaints
• Decreased officer stress
• Decreased crime
Procedural Justice in Action