PROBLEM SOLVING AND

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• PROBLEM SOLVING AND
• CRITICAL THINKING
• TCLEOSE LEARNING OBJECTIVES
• 07/30/04

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Objectives

• Unit Goal 23.1. Enhance the student's critical
  thinking and police problem solving abilities
  through the use of different models including the
  SARA and Crime Triangle.
• 23.1.1. Define critical thinking.
• 23.1.2. Define community policing.
• 23.1.3. Identify the essential aspects of
  critical thinking.
• 23.1.4. Identify four typical reasons for
  errors in reasoning.
• 23.1.5. Identify methods of good problem
  solvers.
• 23.1.6. Identify the four steps of the SARA
  model.
• 23.1.7 Explain how the SARA model applies to
  the problem solving method.
• 23.1.8 Explain the Crime Triangle
• 23.1.9 Discuss how to be a Problem-Oriented
  Policing Agency.
• 23.1.10. Participate in a group Problem Solving
  Case Study/Activity

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Unit Goal 23.1. Enhance the student's critical
thinking and police problem solving abilities
through the use of different models including the
SARA and Crime Triangle.
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23.1.1. Define critical thinking.
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Critical thinking is the intellectually
disciplined process of actively and skillfully
conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered from or generated by, observation,
experience, reflection, reasoning, or
communication, as a guide to belief and action.
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Scriven, M Paul, R. (1986). Defining Critical
Thinking A draft statement for the National
Council for Excellence in Critical Thinking.
Onlinehttp//www.criticalthinking.org/Universit
y/univlibrary/library.nclk
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23.1.2. Define community policing.
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Community policing is a policing philosophy that
promotes and supports organizational strategies
to address the causes and reduce the fear of
crime and social disorder through problem-solving
tactics and community-police partnerships.The
U.S. Department of Justice, Office of Community
Oriented Policing Services
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23.1.3. Identify the essential aspects of
critical thinking.
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The essential aspects of critical thinking are
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Dispositions Critical thinkers are skeptical,
open-minded, value fair-mindedness, respect
evidence and reasoning, respect clarity and
precision, look at different points of view, and
will change positions when reason leads them to
do so.
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Criteria To think critically, must apply
criteria. Need to have conditions that must be
met for something to be judged as believable.
Although the argument can be made that each
subject area has different criteria, some
standards apply to all subjects.
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Argument Is a statement or proposition with
supporting evidence. Critical thinking involves
identify, evaluating, and constructing arguments.
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Reasoning The ability to infer a conclusion
from one or multiple premises. To do so requires
examining logical relationships among statements
or data.
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Point of View The way one views the world,
which shapes ones construction of meaning. In a
search for understanding, critical thinkers view
phenomena from many points of view.
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Procedures for Applying Criteria Other types of
thinking use a general procedure. Critical
thinking makes use of many procedures. These
Procedures include asking questions, making
judgments, and identifying assumptions.Beyer,
B.K. (1995). Critical Thinking. Bloomington, IN
Phi Delta Kappa Educational Foundation
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23.1.4. Identify four typical reasons for
errors in reasoning.
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Four typical reasons for errors in reasoning

• person fails to observe and use all the relevant
  facts of a problem
• person fails to approach the problem in a
  systematic step-by-step manner, making leaps in
  logic and jumping to conclusions without checking
  them
• person fails to spell out relationships fully
• person is sloppy and inaccurate in collecting
  information and carrying out mental activities.
• Whimbey, Arthur Lochhead, Jack. (1986). Problem
  solving and comprehension (4th ed.), p.11.

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23.1.5. Identify methods of good problem
solvers.
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Methods of good problem solvers

• positive attitude
• concern for accuracy
• breaking the problem into parts
• avoiding guessing
• activeness in problem solving
• Whimbey, Arthur Lochhead, Jack. (1986). Problem
  solving and comprehension (4th ed.), pp.25-27.

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23.1.6. Identify the four steps of the SARA
model.
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Problem-Solving Process

• Scanning------- identifying the problem
• Analysis--- learning the problems causes, scope,
  and effects.
• Response----- acting to alleviate the problem
• Assessment------ determining whether the response
  worked.

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S A R A
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Scanning

• Two or more incidents
• Related in one or more way
• Causes harm
• Public expectation of action

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Analysis

• What do I need to know?
• Where do I get the information?

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Response

• Eliminate Problem
• Manage Problem
• Reduce scope of Problem
• Reduce Harm of Problem
• Improve Process
• Shift to Correct Resources

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Assessment

• How have we done?
• Can we improve our effort?
• Has the problem gone else where?
• Should we continue are move on?

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"For every problem there is an answer that is
simple, quick, and easy, and wrong.(H.L.
Mencken)
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Problem solving is an integral component of the
philosophy of community policing. The
problem-solving approach is a methodical process
for reducing the impact of crime and disorder
problems in a community.
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The four-step SARA Model (Scanning, Analysis,
Response, Assessment) for problem solving is
frequently implemented by a policing agency in
partnership with the community.
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This model/process is implemented by the policing
agency in partnership with the community.
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Explain how the SARA model applies to the problem
solving method.
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Components of the SARA model
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Scanning The identification of a cluster of
similar, related or recurring incidents through a
preliminary review of information, and the
selection of this crime/disorder problem, among
competing priorities, for future examination.
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AnalysisThe use of several sources of
information to determine why a problem is
occurring, who is responsible, who is affected,
where the problem is located, when it occurs and
what form the problem takes. Analysis requires
identifying patterns that explain the conditions
that facilitate the crime or disorder problem.
Sources of information may include police data
(CAD, arrest, incident data, etc.) victim and
offender interviews environmental surveys
officer, business and resident surveys social
service and other government agency data etc.
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ResponseThe execution of a tailored set of
actions that address the most important findings
of the problem analysis phase and focus on at
least two of the following (1) preventing future
occurrences by deflecting offenders (2)
protecting likely victims or (3) making crime
locations less conducive to problem behaviors.
Responses are designed to have a long-term impact
on the problem, and do not require a commitment
of police time and resources that is not
sustainable over the long-term.
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AssessmentThe measurement of the impact(s) of
the responses on the targeted crime/disorder
problem using information collected from multiple
sources, both before and after the responses have
been implemented. Allows feedback from all
resources to include the officers and community.
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U.S. Department of Justice. Community Oriented
Policing Services. (2001). Community Policing
Resources SARA Model Approach to Problem
Solving. On-line. Available at
http//www.usdoj.gov/cops/cp_resources/tools_tips/
tt_sara.htm
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Steps associated with the SARA model
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Summary of Scanning Steps

• Step 1 Laundry list (compiled) of potential
  problems
• Step 2 Problems identified
• Step 3 Problems prioritized
• Step 4 State the specific problemList examples
  of where the problem occursWhich setting is
  causing the most difficulty

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Review and Preparation for Analysis
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Hypothesis

• From what you already know, what do you think is
  causing the problem?
• General Goal statement
• How will data be gathered and reported?
• When will data collection begin?

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Summary of Analysis Steps
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• Step 1
• What conditions or events precede the problem?
• What conditions or events accompany the problem?
• What are the problems consequences?
• What harms result from the problem?

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Step 2

• How often does the problem occur?
• How long has this been a problem?
• What is the duration of each occurrence of the
  problem?

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Now that the data has been collected, should you
continue with analysis or return to scanning and
restate the problem?
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Hypothesis
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What are your conclusions about why the problem
occurs?
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Step 3

• Define a tentative goal
• Identify resources that may be of assistance in
  solving the problem
• What procedures, policies or rules have been
  established to address the problem?

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Summary of Response Steps
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Step 1

• Brainstorm possible interventions
• Research has shown that an effective way to
  improve one's skill in problem solving is to work
  in small groups together, think aloud, learn from
  each other, and read how experience problem
  solvers approached the same problems.

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5 to 10 people-best size

• Everyone must input
• No one is made fun of
• All ideas are written down, no matter what they
  are
• Dont take the first solution
• Watch for group thing

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Step 2

• Consider feasibility and choose among
  alternatives
• What needs to be done before the plan is
  implemented?
• Who will be responsible for preliminary actions?

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Step 3

• Outline the plan and who might be responsible for
  each part.
• Will this plan accomplish all or part of the
  goal?
• State the specific goals this plan will
  accomplish.
• What are some ways data might be collected?

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Step 4

• Realistically, what are the most likely problems
  with implementing the plan?
• What are some possible procedures to follow when
  the plan is not working or when it is not being
  implemented correctly?

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Implement the Plan
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Summary of Assessment Steps
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Step 1

• Was the plan implemented?
• What was the goal as specified in response?
• Was the goal attained?
• How do you know if the goal was attained?

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Step 2

• What is likely to happen if the plan remains in
  place?
• Identify new strategies to increase the
  effectiveness of the plan?
• What is likely to happen if the plan is removed?
• How can the plan be monitored in the future?

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Step 3

• Post-implementation planning
• Plan modification
• Follow-up assessment

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Police Executive Research Forum. (2001). SARA
Problem-solving Model On-line. Available
http//www.policeforum.org/sara.html
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Explain the Crime Triangle
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23.1.8 Explain the Crime Triangle
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The crime triangle offers an easy way to
understand and visualize crime problems.
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The crime triangle also provides an easy way to
explain the analysis stage of the SARA model, and
may help students perform analysis.
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The three (3) elements of the triangle are

• offender,
• victim, and
• location.

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These three elements come together to form the
crime triangle.
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Offender
Victim
Location
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Three factors must be present for a crime to
occur

• an offender,
• a victim, and
• a location.
• Without anyone of these, no crime will occur.

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If a bad guy stakes out a dark alley, but no one
walks down to it, no crime will occur.
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Thus, if it takes a combination of victims,
offender and location for a crime to occur, then
disconnecting the links will prevent a crime from
occurring.
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Once you figure out who is on each side of the
crime triangle, you must conduct an analysis
before devising strategies to fix the problem.
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Find out as much as possible about the victims,
offenders, and crime scenes (locations) to
develop an understanding of what is causing the
problem.
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Questions should be asked and answered about each
side or the crime triangle. An easy way to start
is by asking who, what, when, where, how, why,
and why not.
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Example

• Imagine that a neighborhood hotel is a haven for
  prostitution. Several complaints come in each
  month from citizens. On the ravenous wolf side
  of the triangle are prostitutes, johns, pimps,
  and customers and business and residential
  neighbors. The hotel grounds (e.g., parking lot
  particular rooms, lobby, rear of hotel)
  constitute the den of iniquity.

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Draw the triangle, discuss and explain how to
solve the problem using the model.
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The Community Policing Consortium (2001). Module
Three Community Policing Problem-Solving Taking
a Problem-Solving Approach to Tackling Crime,
Fear, and Disorder. Online.
http//www.community_policing.org/mod3.htm
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23.1.9 Discuss how to be a Problem-Oriented
Policing Agency.
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Problem-Oriented Policing Agencies

• 1. Focus on problems of concern to the public.
• 2. Zero in on effectiveness as the primary
  concern.
• 3. Be proactive.
• 4. Be committed to systematic inquiry as first
  step in solving substantive problems.
• 5. Encourage use of rigorous methods in making
  inquiries.
• 6. Make full use of the data in police files and
  the experience of police personnel.

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• 7. Group like incidents together so that they can
  be addressed as a common problem.
• 8. Avoid using overly broad labels in grouping.
• 9. Encourage a broad and uninhibited search for
  solutions.
• 10. Acknowledge the limits of the criminal
  justice system as a response to problems.
• 11. Identify multiple interests in any one
  problem and weigh them when analyzing the value
  of different responses.
• 12. Be committed to taking some risks in
  responding to problems.

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Goldstein in Eck and Spelman. (1987).
Problem-Solving Problem-Oriented Policing in
Newport News. NIJ P.3.
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23.1.10. Participate in a group Problem Solving
Case Study/Activity
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Proactive response with problem-solving emphasis

• The theory behind problem-oriented policing is
  that underlying conditions create problems. These
  conditions might include the characteristics of
  the people involved (offenders, potential
  victims, and others), the social setting in which
  these people interact, the physical environment,
  and the way the public deals with these
  conditions.

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A problem created by these conditions may
generate one or more incidents. These incidents,
while stemming from common source, may appear to
be different. For example, social and physical
conditions in a deteriorated apartment complex
may generate burglaries, acts of vandalism, and
other incidents.

• In the problem-solving approach the police may
  attempt to determine the course of the problem
  and work with the property owner or other
  agencies to correct the problem, rather than
  returning to the location to take reports as in
  the incident driven system.

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Problem-Oriented Policing requires that officers
use their critical thinking skills to look
forunderlying causes behind events or a series
of incidents rather to focus on individual
occurrencesas isolated events.
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Scanning Stage Objectives

• 1. Looking for possible problems
• 2. Making a preliminary identification of
  possible problems
• 3. Conducting a preliminary analysis to determine
  if a real problem exists and whether further
  analysis is needed and,
• 4. Setting priorities among problems and
  assigning responsibilities for conducting further
  analysis.

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Types of Solutions or Responses

• 1. Solutions designed to totally eliminate a
  problem
• 2. Solutions designed to substantially reduce a
  problem
• 3. Solutions designed to reduce the harm created
  by the problem
• 4. Solutions designed to deal with a problem
  better (treat people more humanely, reduce costs,
  or increase effectiveness) and,
• 5. Solutions designed to remove the problem from
  police consideration.

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EXAMPLES

• Use of problem-solving techniques to respond to
  such problem as
• Drug traffic in residential neighborhoods.
• Neighborhood and business burglary control.
• Specific traffic safety problems
• (speeding, racing, noise disturbances, etc.)

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Identify and apply problem-solving approaches in
policing.
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PROBLEM-SOLVINGGenerate at least two alternative
responses. Give pros and cons for each
alternative and yourfirst choice with
explanation as to why it is the best choice. Your
response should be written
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• Case No. P - 1
• You are called to a department store because the
  owner has caught an eight year old shoplifter. He
  wants you to take the child home. On the way home
  the child tells you that the father has abused
  him before. He is afraid he will be beaten.
• 1. Identify possible underlying problems and
  define the ones that should be worked on.
• 2. What steps might you take to analyze the
  problems and develop an understanding of them?
• 3. What alternative solutions are available or
  possible and which ones should be implemented?
• 4. How could you assess whether the responses
  taken were effective?

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• Case No. P - 2
• A woman with three children aged 2, 3, and 4 has
  set up a street corner with a sign saying, "I
  will work for food." The children are dirty and
  appear to not have had their diaper changed.
• 1. Identify possible underlying problems and
  define the ones that should be worked on.
• 2. What steps might you take to analyze the
  problems and develop an understanding of them?
• 3. What alternative solutions are available or
  possible and which ones should be implemented?
• 4. How could you assess whether the responses
  taken were effective?

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• Case No. P - 3
• Groups of workers from a large employer have been
  engaging in drug dealing, drug usage, and
  drinking during their lunch break.
• 1. Identify possible underlying problems and
  define the ones that should be worked on.
• 2. What steps might you take to analyze the
  problems and develop an understanding of them?
• 3. What alternative solutions are available or
  possible and which ones should be implemented?
• 4. How could you assess whether the responses
  taken were effective?

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• Case No. P - 5
• Groups of youths drinking, using marijuana,
  making noise and littering near a residential
  community.
• 1. Identify possible underlying problems and
  define the ones that should be worked on.
• 2. What steps might you take to analyze the
  problems and develop an understanding of them?
• 3. What alternative solutions are available or
  possible and which ones should be implemented?
• 4. How could you assess whether the responses
  taken were effective?

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You teach best what you most need to learn.
  Richard Bach