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Effects of Stress and Depression on Police Officers
Effects of Stress and Depression on Police Officers
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Effects of Stress and Depression on Police Officers
Purpose of the study
The primary purpose of this study is to understand the impact of stress and depression on the effectiveness of police officers. Just like in any other work environment, police offices underdo a significant amount of stress that can have negative impacts on their performance. The introduction of this paper alludes to the fact that “the cumulative effect of the pressure and long working hours that the officers go through usually have adverse effects on them.
In the long run, many police officers end up being stressed and eventually getting depressed so much that they experience poor health”. The primary role of any police officer is to maintain law and order. For police officers to achieve this goal, it is desirable for them to be in the desired state of mind. Their jobs involve making decisions instantaneously, and there is often very little time to consider the consequences.
Nevertheless, the decisions that the officers make will in one way or another impact law and order. Additionally, the introduction affirmed that “any issue that is capable of affecting service delivery among police officers needs to be treated with great concern”.
Thus, this paper examines the incidences of stress and depression among police officers and the extent to which these incidences impact their performance. The outcomes of this investigation will be useful in the examination of the most appropriate strategies to reduce stress and depression among police officers and at the same time make sure that the quality of service delivery is not compromised.
The relationship between the variables
- Independent variables: stress and repression
- Dependent variable: effectiveness of police officers
The variables above suggest that there is a relationship between the effectiveness of police officers and their state of mind (stress and depression). The state of mind of police officers plays an important role in influencing the decisions that they make. When police officers are stress and depressed, it becomes very difficult for them to perform their duties. Notably, the stress and depression that many of the police officers experience arise from the nature of their job.
Working for long hours and failure to achieve objectives are some of the sources of stress and depression among police officer. Thus, when examining the most effective strategies to improve the performance of police officers, there is a need to develop approaches that would address stress and depression among the officers.
The need for enhanced understanding of the issue
The United States has continually undertaken measures to promote the mental health of its police officers. In spite of these measures, it is evident that a significant number of police officers still experience stress and depression (Akinola & Mendes,2012). There are many instances where police officers in the United States, not as a unit but on an individual basis, have been accused of taking actions that are irregular, illegal and procedural. For example, police officers have been accused of misusing their firearms so that they cause fear and apprehension among members of the public.
There are times when police officers had shot at and injured members of the public even when the members of the public were unarmed and did not pose any threat to the life of the police officers. These incidences are common among police officers who are stressed depressed (Petterson et al., 2012). The need for further studies is necessitated by the fact that the interventions that have been put in place have been largely ineffective in addressing the challenges.
Theoretical framework
The institutional theory of police
The institutional theory of police examines the functioning of the police in light of the nature of the organizations that manage them. The chief issue that this theory propagates is that the level of effectiveness or lack of it mirrors the institutional framework that governs the functioning of the police officers (Mmatusiak et al., 2017).
There is a significant level of relationship between the work of police officers and the institutions that manage them. The importance of this theory to the current study is that it enhances the understanding of the role that police institutions play in the determination of the mental state of police officers. Perhaps a change in the institutional frameworks may have tremendous benefits to the development of the officers.
References
Akinola, M., & Mendes, W. B. (2012). Stress-induced cortisol facilitates threat-related decision making among police officers. Behavioural neuroscience, 126(1), 167.
Matusiak, M. C., King, W. R., & Maguire, E. R. (2017). How perceptions of the institutional environment shape organizational priorities: findings from a survey of police chiefs. Journal of crime and justice, 40(1), 5-19.
Patterson, G. T., Chung, I. W., & Swan, P. G. (2012). The effects of stress management interventions among police officers and recruits. Campbell Systematic Reviews, 8(1), 1-54.Effects of Stress and Depression on Police Officers
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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