Does Policing Keep You Young?

Edward Brown. M.S.


Burger (2014) noted that in 2013, heart attacks were the third leading cause of death among on-duty law officers in the U.S., trailing behind gunfire and auto accidents.  Burger also asserted that the off-duty, health related death toll is much higher. In this research, Burger didn’t document the percentage of law enforcement officers affected by these numbers or the impact of stress on overall wellness. However, the point was made that police officers could do a better job of taking care of themselves across the board.  The telltale signs of ill health may not be visually apparent, although, it could be hypothesized  that proper rest, balanced nutrition, and regular exercise, promotes optimal health and a more youthful appearance for a psychological edge.

Edward Brown, M.S., of Core Edge Police Professional Development provides questions and answers about the nature of policing, in conjunction with a progressive wellness program, that keeps police officers young.

Q: What got you interested in the correlation between the job of policing, exercise, and staying young?

Brown: I would see police officers, that I patrolled with 25 years ago, and noticed a correlation between weight management and youthfulness.  The officers, who maintained their weight, had not aged much over two decades. In one discussion, an officer said that the job of policing preserved him.

Q: What did you take that to mean?

Brown: Despite the challenges and stresses that come with policing, the nature of the job does not cause excessive aging.  I can’t speak for what’s going on physiologically with an officer, but just going on their physical appearance alone. 

Q: Having policed the streets of Atlanta (GA), what do you think attributes to this anti-aging process within policing?

Brown: I’ve been a gym rat since I was 10 years old. The officers I worked out with twenty-five years ago, never stopped working out. Their fitness routine changed as they got older, but they maintained some form of physical exercise. If you control your weight, as you age, the aging process seems to slow down. Although policing has some stressors and dangers involved, contrary to popular belief, there are other professions more dangerous than policing. Off the top of my head, I would say professional football, boxing, and Mixed Martial Arts (MMA) are more dangerous than policing. No one is shooting at athletes in a stadium, but these athletes take regular physical punishment that has to take a toll on them over time.  

Q: What other factors do you believe lend themselves to preserving police officers?

Brown: Cop humor, camaraderie, and independence. Cops are as funny as comedians are. When I was in the police academy, I asked a police captain, why police officers were so funny.  This captain told me that he believed humor was a subconscious way of dealing with the risks of danger. His comments stuck with me over the years. When I watch police shows like “Southland,” I know the writers did their homework, when they capture the essence of police culture and its humor.  

Second, having a “one for all, all for one,” mentality (like the military), makes you feel like you’re working with family members, not mere co-workers. Working with people, who need you, is different than working with someone in the next cubicle, whose life doesn’t depend on you. 

Finally, the independence of policing allows a great deal of flexibility. Even if you spend 15 minutes in roll call with your least favorite supervisor, typically, you will not see him again, until after your watch. And that’s only to turn in paperwork. The nature of policing makes it difficult to micromanage police officers, if supervisors are doing their jobs effectively.  A supervisor who consistently comes on an officer's call, as some form of harassment, end ups merely providing back up.  In many jurisdictions, once supervisors are promoted, the last thing they want to do is answer calls. So, officer independence allows for creativity, freshness, and flexibility. All these factors make for good feelings and psychological wellness.

Q: Interesting. Maybe I should join a police department to maintain my youth. What do you think?

Brown: It still takes a certain level of discipline and fortitude to effectively do the job. The points I am outlining are mere observations and by-products of preserving yourself in this profession. You have to have much more motivation than merely trying to stay young.

Q: When did you figure all this out for yourself?

Brown: Well, I love research and attempting to understand human phenomenon is a passion of mine. I’ve tried on my old police uniform, from twenty-five years ago, and I can still fit it. It’s when I saw officers maintaining a certain look over decades, that I became intrigued about the ideas surrounding their wellness choices. I’ve jumped back and forth within law enforcement at will, so I know healthy choices work.  More importantly, it gives you the option to determine your terms and conditions for policing.

Q: I read somewhere  that you mentioned the importance of changing your physical appearance as you got older. What did you mean?

Brown: Although policing can preserve your youth overall, parts of you are still aging. For example, men who are going bald can maintain an even more youthful appearance by shaving their heads. If you let go of what the aging process depletes from you, you can still exhibit an image of vitality and virility. If you change your look, people will judge you by contemporary standards rather than what you looked like in your youth.

A few other suggestions are:

• Maintain a diet consisting of fish, grains and vegetables
• Stay abreast of current events to keep your mind active
• Dress in contemporary clothes, but age appropriate
• Focus your exercise regimen on cardiovascular and lean muscle training. After a certain age, bulky muscle loses tonality and looks flabby
• Drink more water
• Date or marry a mate with healthy and progressive outlooks on life
• Don’t smoke and drink alcohol moderately (if at all)

For more information about this, check out How Attractive Are You? Reinventing Your Image, Power & Charisma at: http://www.amazon.com/dp/B00HGZWOIS

Reference(s)

Burger, L. (2014 April 2). Workout site for cops offers 10-minute fitness plans. PoliceOne.com. Retrieved from: http://www.policeone.com/police-products/fitness-health-wellness/articles/7036424-Workout-site-for-cops-offers-10-minute-fitness-plans

Do Police Officers Change After Being Promoted?

Edward Brown, M.S.

Becoming a police supervisor is an enviable accomplishment in a police officer’s career.  Merely going through the promotional process says a lot about the drive, determination and responsibility on the officer’s part.  But, does something happen to some police officers when they become promoted to supervisor?  Does the desire for power shift the camaraderie they once enjoyed with their co-workers?  Can you become a police supervisor and still remain grounded?

Edward Brown, M.S., of Core Edge Police Professional Development provides questions and answers about the psychological and emotional considerations endemic within police promotions.

Q: What differences have you seen when some officers got promoted?

Brown: Some differences included officers who engaged in regular brotherly love, and said they would remain unchanged, if they ever got promoted.  Interestingly, these were the officers who changed the most when they got promoted.  It’s understandable that management requires a different set of responsibilities.  However, some of these new supervisors became the worst to work with.  Eminent economist and sociologist Thorstein Veblen said that the lower echelon (rank and file) never want to destroy a system (even if it’s unjust), because their value system is the same as the upper class (management).  Consequently, when employees, who once felt disempowered in the past, receive power, they are the biggest protectors of a system.

Q: What’s your take away from Veblen’s analysis?

Brown:  Essentially, that officers, who are the most outspoken about Pro-officer issues, want more power and control over their professional lives irrespective of any injustices they might have once felt.  Instead of destroying the dispassionateness of a system, they want to join it.

Q: Is desiring more power a bad thing?

Brown: No, it’s not.  There wouldn’t be any police supervisors, if all officers opted not to advance within the hierarchy.  Who would be tomorrow’s leaders and managers?   But, sometimes newly promoted supervisors go overboard to maintain their positions at the behest of demotivating personnel.  Invariably, they can be effective managers, as well as, morale builders, if they attain the employee motivational skills necessary to successfully engage with people.

Q: So, an “Us against them” struggle emerges between officers and police management, because of the need for power by some supervisors?

Brown: In minor situations. But, I wouldn’t go that far as a whole.  I’m referring to those officers who pledged that they would never forget the challenges of being an officer once they got promoted and seemingly did the reverse.  The role and mentality of officers versus management causes a natural schism.

Q: What do you mean?

Brown: I did my master’s thesis on the impact of the officer-centric style of management compared to the command style (autocratic) on police departments.   I wanted to explore if it would be better to make operational decisions from the bottom up or top down within the police hierarchy?  Based on surveying officers and supervisors within 14 police departments within the state of Georgia, it was clear that information should come from the rank and file for departmental decision making, but cyclically.   In short, data or intelligence should come from the ground troops and should be used by command staff for daily decision-making.  Information should also travel back down to the troops to ensure effective and proper responses and procedures.  This “Yo Yo” effect would serve as a means of continuous communication up and down the chain.  The challenge becomes where you sit within the hierarchy.  There’s a saying that “Where you sit is what you see.” The long-term, strategic considerations made by police chiefs superseded daily functional decisions made by police officers.  The Chief's role is to consider issues of liabilities, politics, and budgets; whereas, police officers have limited responsibilities in these areas.  These critical areas then become the sticking point for what is deemed fair and equitable.

Q: So, the mentality of police officers and management were different because of objectives?

Brown: They all are playing on the same team, but don’t always read from the same playbook.  Or said another way, there is a communication void.  Police chiefs reported that they could do a better job of communicating operational procedures (“Why we are doing what we are doing”).  But, resigned to communicate on a need to know basis.  Chiefs said that they were committed to staving off daily political battles for police officers by politicians and citizens. Some chiefs said that police officers may never hear about a politically motivated complaint lodged against officers.  This was one way of chiefs protecting police officers.

Q: It seems that we have gone a long way from what happens to some newly promoted officers to the concerns of police chiefs.  How do we reconcile this disconnection?

Brown: Perhaps, in the police academy and in-service training, a basic management class should be part of the curriculum. Not only would everyone understand what leading/management means and entails, but a “gut check” for those who aspire to climb the hierarchy.  This will definitely quiet the false promises and expectations of officers who claim to do so much good for other officers once they become promoted. If everyone is aware of the responsibilities of managing, it would bridge the communication divide and help management do their job more effectively.  Police officers would then have realistic ideas and expectations of what promotions mean.  In theory, understanding and awareness should go a long way in managing unrealistic expectations.

For more information on ways for improving departmental communication, click here: http://www.amazon.com/Police-Leadership-Morale-Driven-Department-ebook/dp/B00J3I58H0

School Age Bullying: A New Age of Micro-Terrorism

School Age Bullying: A New Age of Micro-Terrorism

Edward Brown, M.S.

Introduction

Bullying has become a hot issue in recent times. According to the StopBullying.gov web site, bullying is defined as “Unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems.” 

Bullystatistics.org quoted that, When it comes to verbal bullying, this type of bullying is the most common type with about 77 percent of all students being bullied verbally in some way or another including mental bullying or even verbal abuse. These types of bullying can also include spreading rumors, yelling obscenities or other derogatory terms based on an individual's race, gender, sexual orientation, religion, etc. Out of the 77 percent of those bullied, 14 percent have a severe or bad reaction to the abuse, according to recent school bullying statistics. These numbers make up the students that experience poor self-esteem, depression, anxiety about going to school and even suicidal thoughts (bullycide) as a result of being bullied by their peers. Also as part of this study, about one in five students admitted they are responsible for bullying their peers. Almost half of all students fear harassment or bullying in the bathroom at school, according to these school bullying statistics. As a result of this fear and anxiety of being bullied, many students will make excuses or find ways around going to school. School bullying statistics also reveal that teens ages 12-17 believe they have seen violence increase at their schools. In fact, these numbers also show that most violent altercations between students are more likely to occur on school grounds than on the way to school for many teens (para. 2).

In a recent focus group conducted by Edward Brown of Core Edge Police Professional Development to high school students ages 16-18 in the metro Atlanta (GA) area, Brown uncovered some interesting opinions that served both as the state of school age bullying and what can be done to eradicate it. Brown defines Micro-Terrorism as “A systematic or pattern of violence and intimidation against an individual or small group to achieve power.”  This report seeks to create a framework as a basis for adopting recommended solutions to the bullying problem.

Statement of Problem

Because of the insular world of young people, adults have less influence or interaction with student daily existence in rectifying school age bullying.  Consequently, victims of bullying have to develop practical means for developing effective assertive and self-confidence building skills. The world of young people is reminiscent of the TV show, “The Little Rascals,” where adults and authority figures are tableau to this world.  Consequently, the thought of going to an adult to report bullying based on this insularity is antithetical to youth psychodynamics. As such, to cope within this environment, students have to be provided the skills to survive and thrive.  One of the key components that came out of this focus group was that bullying centered on the acquisition and maintenance of power. Moreover, in some instances there might be a correlation between subcultural value systems coupled with societal exclusion that perpetuate bullying.

Sample

This group consisted of six boys between the ages of 16 and 18. They came from backgrounds within the lower socioeconomic strata. Perhaps two of the six expressed middle class values as well as exposure to higher disposable income. It is important to note that they were participants within a GED program where they opted to attend based on poor academic performance within a traditional high school setting.  This distinction is important, because bullying may take on different characteristics based on cultural dynamics. For example, within certain communities, values like the ability to fight well, attract the opposite sex, play sports, and exhibit a “cool” or trendy persona, are highly regarded. Such values may be a response to limited education, money, and significant professional contacts that lend themselves to traditional factors for acquiring power. Consequently, in this context, power within these communities may be a response to the lack of inclusion within the majority culture. The term “Power” came up several times during the discussion, and was viewed as a response to a lack of empowerment on the part of the bully, as well as a sense of jealousy by the bully for ideal traits seen in the victim. 

Methodology

The ideal research method encompasses qualitative and quantitative research.  A great deal of this data is qualitative, anecdotal, and subjective. Additionally, the analysis is derived from the statements of participants, personal experience, and the current research on the interplay between power and relationships. Correlations that cannot be quantified will attempt to draw out several options represented through qualitative analysis as a means of exploring and explaining phenomenon.

Discussion

Students pointed out that both the bully and the victim have a sense of disempowerment. The bully feels that he cannot have an ideal life based on lacking certain financial resources, smartness, or attractiveness. In response, the victim of bullying feels overwhelmed or “terrorized” by the state of constant fear.   

 

Students noted that due to the insular world of youths, victims of bullying do not reach out to adults or authority figures.  It was felt that such adult intervention only heightened the problem.  Adults are viewed as intruders to the youth world. Any introduction of adults into this world by another youth is a violation of unspoken rules. Also, “ratting out” or reporting the activity of another student to an adult was seen as taboo. 

Students acknowledged that bullying has led to suicides and homicides, but suggested that bullies do not think or consider the “end game.” In other words, the possibility of a victim harming himself or others as a result of bullying never enters the bully’s mind.  Essentially, the bully is lashing out based on internal feelings of inadequacy, not intentionally trying to inflict long-term harm on a victim. 

Some of the students admitted being labeled bullies themselves.  One of the participants shared that the death of his mother made him feel that students with living mothers had an advantage over him. Although he had a reputation as a trendy, popular dresser, he still felt an emotional void due to his mother’s death.  Consequently, he took his aggression out on other students. The subject of low self-esteem and jealousy that caused powerlessness was a recurring theme. Most agreed that bullies simply did not like themselves or their options in life.

When asked what steps could victims of bullying take to ward of bullying, a few solutions were provided. First, the victim can confront the bully.  In some instances, the bully befriends a victim to discover a victim’s soft or weak points. Much like a criminal who looks for easy prey, a bully is attempting to determine the amount of rejection he may receive from a potential victim.  If he does not receive any push back the very first time he lodges a verbal or physical attack, he exploits this perceived weakness within the victim. Students advised that in the very first encounter, the victim must demonstrate resilience and assertiveness by warding off bully attacks. The victim does not have to win decisively over the bully, but has to demonstrate assertiveness, self-confidence, and a will to be independent.

Secondly, students discussed the aspect of “indirect power,” where other individuals demonstrate a high degree of power to intercede on behalf of the victim. These allies may be older siblings, adversaries to an identified bully, or individuals that a bully fears or respects among his peers.  Ultimately, a victim feels that reinforcements are the only way a bully can be effectively dealt with.  A third form of power titled, “Consolidated Power,” involves a victim using his personal skills and talents to leverage these skills and talents in exchange for power.  An example would be a victim, who is proficient in math, leveraging his skills to the school football team in exchange for protection against bullies. This would be no different, in a geopolitical sense, than a small country seeking the aid and protection of a superpower in exchange for access to a small country’s resources or strategic positioning.

Since victims of bullying exist in an insular world, they have to acquire the tools and skills to ward off stronger adversaries. This flies in the face of pundits who place greater emphasis on adult intervention. Adult intervention is necessary, but must be inclusive within a long-term strategy.  This is critical because students postulated that bully suspensions only heightened bullying, because bullies adopt an “Institutionalized” mentality, reminiscent of prison inmates, but reversed. Whereas, inmates become accustomed to being incarcerated and embrace the experience, bullies don’t enjoy school and enjoy the experience of not being in school.  If a bully is not academically inclined, suspending him from school supports his intentions, not thwart them. 

Overwhelmingly, students felt that bullying would always be present. Because of the human need for power and the greed and jealousy that are derived from a competitive world, bullies will find ways to obtain power. 

Solutions

Students suggested that fear can serve as a motivator for curtailing bully behavior.  Fear has to be a motivator for a bully. Programs like “Scared Straight,” where youth violators are ushered into a prison to mingle with inmates may serve as a deterrent. Inmates are encouraged to threaten, bully, harass, and intimidate student violators as a means of positive behavior modification. This fear serves to instill introspection and reconsideration on the bully’s part.  In addition, since bullies are purported not to be conscious of the results of their actions, they are encouraged to visit morgues to demonstrate the results of their behavior.  Psychologists assert that people are moved more by fear of loss than the hope for gain.  Students also suggested that bullies should seek counseling for low self-esteem, jealousy, and anger management. Much like the U.S. Military, bullies have to be broken down to be built up. 

Conclusion

Currently, it seems that school age bullying is on the rise. If the genesis of bullying is representative of powerlessness, then it will continue to grow exponentially. The reach of the Internet, in a borderless, global economy, will continually evolve where individuals feel even more insignificant and irrelevant.  Consequently, individuals will act out in aberrant ways to seek attention or assuage feelings of powerlessness.  The easy accessibility of firearms coupled with the desensitization of human life via multimedia and computer games, suggests that harming and killing others out of fear will also rise. Powerlessness within an insular world, reinforced through Pop culture, creates an incendiary environment that is consistently exploding.

Recommendations

· Develop assertive and self-confidence building classes for students who have been bullied

· Identify bullies and use behavior modification tactics that restrain bullying behavior

· Create ancillary programs apart from school suspensions for bullying

· Institute sensitivity and diversity training as part of core school curriculum

· Activate psychologists into school systems to address cases of disempowerment, anger and low self-esteem

·  Partner with law enforcement agencies and Department of Family and Children Services (DFACS) to monitor households that have been identified as volatile to the psycho-emotional health of children

·  Develop advanced interpersonal relationship skills that encourage students to communicate openly

·  Create personal development seminars for parents to address outstanding problems

About the Author

Edward Brown, M.S., is a researcher and lead instructor for Core Edge Police Professional Development.  Ed is a former Atlanta police officer and has trained command staff and supervisors throughout the U.S. on communication and leadership development skills. He also is an Adult Education instructor for the Atlanta Public School System.

He has advanced legal training from the University of Dayton School of Law and a master’s degree from Mercer University in Public Safety Leadership.

Ed is the author of nine books including: How to Keep the World From Bullying You: Becoming More Assertive and Self-Confident for Smart and Gifted Students and Police Leadership: The Morale Driven Police Department. 

For more information on dealing with bullying, visit: http://www.amazon.com/Keep-World-From-Bullying-Self-Confident-ebook/dp/B00IFVNDAU