Supporting Police Community Support Officers to become effective School Link Officers: Key stakeholder perceptions of a pilot professional development programme
Thomas, Lorraine and Trotman, Dave (2016) Supporting Police Community Support Officers to become effective School Link Officers: Key stakeholder perceptions of a pilot professional development programme. Professional Development in Education, 43 (4). pp. 497-513. ISSN 1941-5265
|
Text
NU0006.pdf - Accepted Version Download (421kB) | Preview |
Abstract
This article presents the findings of a pilot professional development programme designed to support Police Community Support Officers (PCSOs) to become effective School Link Officers (SLOs) within urban secondary schools in the English West Midlands. Findings are presented via perceptions of key stakeholders: SLOs themselves; school-based mentors supporting the work of SLOs; and the West Midlands Police officer co-ordinating aspects of the project. The agreed professional development model comprised a two-day induction programme; school-based mentoring and coaching; and SLOs’ reflections via a small-scale action research project. Findings reveal the complexities of community policing in contemporary urban secondary school contexts and the challenges of enhancing the professional status of the SLO. Although PCSOs have been working as SLOs for several years, preparation for this role has been inadequate and the issue has generally been overlooked in literature. The pivotal role of effective school-based mentorship, opportunities for reflection and gaining national professional recognition via the action research project emerge as particularly positive features of the professional development model. With the ultimate aim of safeguarding young people, recommendations are also made to further develop the model to enhance SLOs’ professional learning and effectiveness and maximise inter-professional working.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis in Professional Development in Education on 16 September 2016, available online: http://dx.doi.org/10.1080/19415257.2016.1228538 |
| Divisions: | Faculty of Education > Department of Education, Multi-professional Practice and Early Childhood |
| Depositing User: | Jane Faux |
| Date Deposited: | 16 Aug 2016 10:49 |
| Last Modified: | 16 Mar 2018 06:10 |
| URI: | https://newman.repository.guildhe.ac.uk/id/eprint/9827 |
Actions (login required)
 |
Edit Item |