More lesson learning, less risk aversion in England and Wales? Prospects for the police (conduct) regulations 2020

Datos Bibliográficos

ID21372514
AutoresRobert K Heaton (0000-0001-8786-7480, Canterbury Christ Church University, Canterbury, UK, autor de correspondencia), Stephen Tong (0000-0001-9334-6518, Canterbury Christ Church University, Canterbury, UK)
Año2023
Volumen96
Número4
Páginas535-552
Fecha de publicación2023-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Police Journal Theory Practice and Principles (JOURNAL)
Identificadores de la revistaISSN: 0032-258X • E-ISSN: 1740-5599
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0032258x221107586
OpenAlexW4282556083
IdiomaEN
Citas recibidas1
Referencias citadas26

This article assesses police lesson learning in the context of complaints. First, it discusses their incidence and accounts of complainants’ and officers' perspectives. The genesis of ‘lesson learning’ and the provisions of the Police (Conduct) Regulations 2020 are summarised. Finally, it considers the extent to which the system is likely to replace ‘blame’ with ‘lesson learning’, taking account of psychological effects such as cognitive dissonance. The conclusions are drawn that whilst emphasis on lesson learning is welcome, its application requires an improvement-focussed approach requiring investment in training to reach its potential. The effect on police risk aversion will probably be modest

Blame · Cognitive dissonance · Context (archaeology) · Political science · Crime Patterns and Interventions · Deception detection and forensic psychology · History · Policing Practices and Perceptions · Psychology · Social Psychology