Solution Manual for Community Policing Partnerships for Problem Solving 7th Edition

by Miller Hess and Orthmann ISBN 1285096673 9781285096674

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Chapter 6

Communicating with a Diverse Population

LEARNING OBJECTIVES

• Describe what the communication process consists of.

• Identify what individual characteristics are important in the communication process.
• Identify the two critical barriers to communication in a diverse society.
• Describe why police officers may have more barriers to communication than other
professionals and what these barriers consist of.
• Identify what dilemma law enforcement officers face when interacting with immigrants.
• Describe what is needed to avoid discrimination.
• Identify the difference between prejudice and discrimination.
• List what disabilities police officers frequently encounter.
• Describe what disabilities can mimic intoxication or a drug high.
• Describe the special challenges that are posed from a person who is suffering from
Alzheimer’s disease.
• Describe what youths with special needs police officers should be familiar with.
• Describe why communicating effectively with witnesses to and victims of crime is essential.

KEY TERMS

• acculturation
• Alzheimer’s disease (AD)
• Americans with Disabilities Act (ADA)
• assimilation
• attention deficit hyperactivity disorder (ADHD)
• bias
• communication process
• crack children
• crisis behavior
• EBD
• ethnocentrism
• fetal alcohol syndrome (FAS)
• jargon

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 • kinesics
• nonverbal communication
• posttraumatic stress disorder (PTSD)
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 22 Instructor’s Resource Manual

• poverty syndrome
• racial profiling
• stereotyping

CHAPTER OUTLINE

I. Introduction
II. The Communication Process
A. Nonverbal Communication and Body Language
B. Barriers to Communication
III. Ethnic Diversity: A Nation of Immigrants
A. The Immigration Issue
B. Communicating with New Immigrant Populations
C. Recognizing Prejudice and Discrimination
1. Racism
2. Racial Profiling
3. Racial Disparity in the Criminal Justice System
4. Strategies to Overcome Barriers Based on Racial and Ethnic Diversity
IV. Religious Diversity
V. Socioeconomic Diversity
A. The Lower Socioeconomic Class
1. The Homeless
B. The Powerful and Connected
VI. Facing the Challenge of Diversity
VII. Persons with Disabilities
A. Understanding Physical and Mental Disabilities and the Americans with
Disabilities Act
B. Frequently Encountered Disabilities
C. Mental Disabilities
1. Mental Illness
2. Mental Retardation
VIII. Age Diversity
A. The Elderly and Communication Challenges
B. The Young and Communication Challenges
IX. Victims and Witnesses
A. Results of Being Victimized
B. Nonreporting of Victimization
C. Assisting Victims
1. Organizations
2. Programs Implemented
3. Victims’ Bill of Rights
D. Agencies That Can Assist
E. The Direction of Victims’ Rights and Services in the 21st Century
X. Summary

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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 Chapter 6: Communicating with a Diverse Population 23

CHAPTER SUMMARY

The quality of police–community relations depends on effective communication. The process involves
a sender, a message, a channel, a receiver, and sometimes feedback. Important individual characteris-
tics in communication include age, education, gender, values, emotional involvement, self-esteem and
language skills. Two critical barriers to communication in a diverse society are language barriers and
cultural barriers. Police officers may have more barriers to communication because of the image they
convey, their position of authority, and the nature of their work. Other common communication barri-
ers include prejudices and stereotypes, time, use of jargon, lack of feedback, and failure to listen.

A dilemma facing law enforcement and the immigration issue is whether police can build trust-
ing partnerships with immigrant communities if they are also to gather intelligence and enforce
immigration law. One challenge facing our increasingly diverse society is discrimination. It is
critical to recognize prejudices and stereotypes to avoid discrimination. Prejudice is an attitude;
discrimination is a behavior.

Disabilities police officers frequently encounter include mobility impairment, vision impairment,
hearing impairment, impairment as a result of epilepsy, and mental or emotional impairment. An
epileptic seizure may be mistaken for a drug- or alcohol-induced stupor because the person may
exhibit incoherent speech, glassy-eyed staring, and aimless wandering. Another population the police
encounter daily is the elderly, people age 65 and older, who may be victims of Alzheimer’s disease
(AD). Police contact with AD patients is likely because these people may wander or become lost,
engage in inappropriate sexual behavior, lose impulse control, shoplift, falsely accuse others, appear
intoxicated, drive erratically, and become victims of crime. Many of the symptoms of intoxication and
AD are identical: confusion and disorientation; problems with short-term memory, language, sight,
and coordination; combativeness; and, in extreme reaction cases, loss of contact with reality.

Young people are a frequently overlooked segment of the population important to implementing com-
munity policing. Youths with special needs include those who are emotionally/behaviorally disturbed
(EBD), have specific learning disabilities, have an attention deficit hyperactivity disorder (ADHD), or
have behavior problems resulting from prenatal exposure to drugs, including alcohol, or to HIV.

Finally, it is essential for law enforcement officers to communicate effectively with victims and
witnesses because they are a major source of common crime information known to law enforcement.

QUESTIONS FOR DISCUSSION

1. In what ways might a person become a victim and need assistance from the police?

Answers should include a discussion of how a person might become a victim and need the
assistance of the police.

2. What role do euphemisms (“soft” words) play in communication?

Answers should include a discussion of the role of “soft words” and what those words might be
when communicating with others.

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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 24 Instructor’s Resource Manual

3. In what ways might the general public be perceived as “customers” of a police department?
What implications does this have?

Answers should include a discussion of the implications of considering the general public as
customers of a police department

4. How diverse is your community?

Answers should include a discussion of diversity in the community, including demographic

information and historical information on the community.

5. Have you ever tried to communicate with someone who does not speak English? What was
it like?

Answers should include a discussion on the attempts (successful or not) that the student has made
in communicating with individuals who do not speak English and how he or she felt at the time.

6. How would you describe the American culture?

Answers should include a discussion of American culture as the student understands it and how it
relates to the community in which he or she lives.

7. Would you favor eliminating the word minority when talking about diversity? If so, what term
would you use instead?

Answers should include a discussion of diversity and minorities in all areas of life and what term
or terms the student would use to replace the term minority and why.

8. Do you consider yourself “culturally literate”? Why or why not?

Answers should include a discussion of what it means to be culturally literate and why the
student believes they are culturally literate or why they are not culturally literate and what they
could do to become more culturally literate.

9. Have you encountered instances of racism personally? What would you define as racism and
why? Explain.

Answers should include a discussion of what racism is and is not and if students have ever
encountered instances of racism in their personal life.

10. Have you or someone you know ever been a victim of crime? Was the crime reported to the
police, and if not, why?

Answers should include a discussion of being a victim of a crime, if students were ever a victim
of a crime, and if so if they reported it to the police, and if not why not.

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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