Interactive Learning Environments

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Do processes for training future police officers improve

their mental health? A study of police force candidates in
Peru
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Journal: Interactive Learning Environments

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Manuscript ID NILE-2016-0086

Manuscript Type: Original Article

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police training, mental health, psychological testing, vocational selection,

Keywords:
performance prediction
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Page 1 of 17 Interactive Learning Environments

Training police officers and mental health 1

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3 Do processes for training future police officers improve their mental health? A study of
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5 police force candidates in Peru
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Training police officers and mental health 2

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3 ABSTRACT
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7 Whether the training given to candidates selected for training prior to being selected as
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10 officers improves their mental health? This study looks at a sample of 713 persons selected
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12 for a pre-police training program designed to allow them to subsequently join the Peruvian
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14 police force. Derogatis SCL-90 test was used as a personality measure. The test was
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16 administered before they received training and after they had completed it; only data from
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subjects who passed the police entrance exam were considered. Results indicate that the
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21 training process produced no changes in personality variables that imply major psychological
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pathologies, but there was a decline in mental health among future police officers, or an
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25 increase in their psychological pathologies.
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30 Keywords: police training; mental health; psychological testing; vocational selection;
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32 performance prediction.
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Training police officers and mental health 3

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3 Do processes for training future police officers improve their mental health? A study of
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5 police force candidates in Peru
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10 Introduction
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14 Virtually all police forces in the world value officers with adequate mental health. This
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16 is so much the cases that the selection process usually verifies the applicant's mental health,
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along with physical health, physical condition, general knowledge, and legal knowledge.
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21 After admittance to the police force, there is normally a process of ongoing training and
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education
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25 The literature for the most part has focused on the training process for those applicants
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27 who have already been selected. Some studies have looked at the training system in general:
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30 for example, Carter and Moizer (2011) have created research models for diverse training
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32 systems applying system dynamics; other work has focused on studying the most common
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34 training techniques (Wilson and Heinonen, 2011).
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36 Fortunately, we have an extensive body of literature on the selection and training of
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future police officers. Some of this work has focused on the study of personal, social, and
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41 demographic variables as predictors of a good future professional performance (Henson,

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43 Reyns, Klahm, and Frank, 2010), determining the possible existence of gender discrimination
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(Prenzler and Drex, 2013), how existing preferences for future police work impact good
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47 subsequent performance (Gray, 2011), police careers as a means to provide employment
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50 opportunities and integrate minority groups into society (Raganella and White, 2004; White,
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52 Cooper, Saunders, and Raganella, 2010), whether candidate behavior during the training
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54 period at the academy adequately predicts subsequent good performance at police work
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56 (Henson, Reyns, Klahm and Frank, 2010; Wright, Dai, and Greenbeck, 2011; White, 2008),
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Training police officers and mental health 4

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3 and finally performance on the job after assuming the commission(Raganella and White,
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5 2004; White, Cooper, Saunders, and Raganella, 2010). The selection process in and of itself,
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7 and the possible existence of some type of mental pathology among candidates (Lough and
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10 Von Treuer, 2013).
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12 There is no adequate consensus on the ideal characteristics of the future police officer,
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14 but some work has specified the following (Clemente, Grilling, and Vidal, 1998; Sanders,
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16 2003; White, 2008): emotional maturity, sensitivity to social problems, possessing a spirit of
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service toward society, being motivated to work in sometimes complicated situations, not
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21 being swayed by prejudice or by feelings, adjusting how one react to the laws, having good
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communication skills and concern for citizens, and have a good ability to confront highly
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25 stressful situations.
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27 In general, in terms of police officer selection, psychologists are usually asked to

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30 perform screenings that will rule out individuals with mental health problems from access to
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32 the job (Metchik, 1999; Henson et al., 2010; Hughes & Andre, 2007; Wilson, 2012).
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34 However, the main problem of such behavior, as authors such as Burkhart (1980) and Lough
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36 and Von Treuer (2013) discuss, is that the psychological tests used usually have limited
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validity.
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41 The goal of this research is to find out if, subjects show changes in their personality
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43 variables after they are selected to begin a training process that can facilitate their access to
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the police force (pre-police training). We start from the idea that once subjects are accepted to
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47 receive such pre-police training, following role theory, they will adopt a different form of
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50 behavior characterized by a state of mental health better adapted to what candidates think
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52 society will demand of them in the future if they become police officers.
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56 Method
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Training police officers and mental health 5

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5 Participants
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10 The sample consisted of 713 persons who were selected to join a pre-police training
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12 program at the Peruvian schools in Ayacucho, Tingo María, Huánuco, Mazamari, and Santa
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14 Lucía. The candidates were selected as future students for the PNP/NAS "Sowing
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16 Opportunities" pre-police school project (see section on Procedure). The data were coded and
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8 subjects were eliminated who had not answered the entire questionnaire were eliminated.
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21 The total number of valid subjects in the sample was therefore 713. The final sample contains
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a somewhat higher percentage of men (59.5%) than women (40.5%). The modal age was 17
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25 years (25.5% of subjects), with 62.1% of subjects falling 17 and 19 years of age (minimum
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27 15, maximum 29 years). The mean age was 18.56 years (SD = 2.062).
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32 Instruments
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36 The only test used was the Derogatis SCL-90 questionnaire. The 90 Likert-type items
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on this test (with responses ranging from "I have never displayed a symptom," 0; to "I display
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41 it continuously," 4) detect psychosomatic symptoms over the two months prior to the test.
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43 This test provides information about the subject on the following variables: somatization,
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obsession-compulsion, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety,

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47 paranoid ideation, and psychoticism. It also provides global health indices. GSI, the Global
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50 Severity Index (a general symptomatic index), which is a generalized and indiscriminate
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52 measure of intensity of global mental and psychosomatic distress; PST (Positive Symptoms
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54 Total, a broad and diverse index of psychopathology ); and PSDI (Positive Symptom Distress
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56 Index, and indicator of average symptomatic intensity). The SCL-90-R test has been widely
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Training police officers and mental health 6

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3 tested for reliability and validity (Derogatis and Cleary, 1977a, 1977b; Derogatis, Rickels &
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5 Rock, 1976). The Spanish version of the instrument was used (Derogatis, 2002).
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10 Procedure
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14 The data for this research came from the PNP/NAS "Sowing Opportunities" Pre-police
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16 Schools Project. The U.S. Embassy in Peru, through its NAS (Narcotics Affairs Section of the
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United States), has promoted the Pre-Police Schools in Peru, with the help of the Peruvian
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21 organization CEPTIS (Centro de Estudios de Prevención, Tratamiento, Investigación y de
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Salud, Centre for Prevention, Treatment, Research and Health) as executing agency. The aim
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25 is to offer comprehensive training to young people to prepare them to enter the Superior
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27 Technical School of the Peruvian National Police (PNP).

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30 The Pre-Police School offers opportunities to young people as part of a strategy of
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32 cultural integration that seeks to create opportunities to incorporate such youth into society.
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34 They receive free comprehensive training based on the principle of equal opportunities so that
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36 pre-police school graduates can participate in the entrance examination for the PNP Superior
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Technical School on better terms and be prepared in terms of academics, psychological
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41 readiness, in-person interviewing skills, physical training, and general culture.

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43 This project, in operation since 2007, aims to provide comprehensive training to
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selected youth and targets areas of Peru at a high risk for drug trafficking and terrorism,
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47 particularly in Huamanga (Ayacucho), Mazamari (Junín), Santa Lucía (San Martín) and
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50 Tingo María (Huánuco). The PNP/NAS "Sowing Opportunities" Pre-Police Schools Project
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52 was developed as one tool in the drive to reduce the supply of drugs and culturally integrate
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54 young people in such areas. The ultimate goal is to create a better quality of life: by creating
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56 opportunities to incorporate and train youth from areas at a high risk for drug trafficking and
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Training police officers and mental health 7

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3 terrorism, it hopes to offer an alternative, non-criminal life and improve participants'
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5 cognitive, emotional, and social skills so they can achieve better personal development and
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7 strengthen ties to their communities, promoting a culture of legality.
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10 To achieve these objectives youth are prepared and given a strong education and
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12 brought up to level in academics, psychological status, physical training, and general cultural
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14 knowledge. The experience is a model of comprehensive training. In the project's intervention
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16 zones, a total of 2230 youth have participated in the Pre-Police Schools so far.
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All participants were informed of the purpose of this study and signed an informed
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21 consent form. They were specifically instructed that their information would be handled
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anonymously and statistically, that they could see the results, and that they could decline the
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25 use of their data at any time. No potential subjects declined to participate. Data were collected
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27 between June 2014 and February 2015.

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30 Senior officer psychologists from the PNP conducted the psychological evaluation.
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32 The evaluation included an assessment of intellectual abilities, a personality assessment, an
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34 assessment of skills through a personal interview, and an evaluation of vocation for police
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36 service (also using a personal interview).
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The study selected subjects from one of the police preparation classes to be
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41 administered the SCL-90-R instrument after they were selected to start their pre-police
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43 training, as well as upon completing it. The study included data only from those subjects who
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subsequently passed the Peruvian police entrance exams. PASW (SPSS) version 18.0 was
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47 used to generate the statistical results, calculating the mean differences (t test) for a repeated
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50 measures design.
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52 Participation was voluntary for all cases, and all subjects signed an informed consent
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54 form that explained the purpose of the study and guaranteed the anonymity of their
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56 information. No subject declined to participate.
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Training police officers and mental health 8

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5 Results
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10 Descriptive statistics defining each of the personality variables analyzed were
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12 calculated first, in both the pre-training and post-training phases. Specifically, as Table 1
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14 shows, mean scores, standard deviations, and standard errors of the means were calculated.
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16 The analysis of these results shows that there are differences between the two phases, but that
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these differences may not be significant. Relevant significance tests were therefore applied
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25 TABLE 1
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30 The second descriptive test applied was Pearson's correlation, which allows us to
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32 determine whether there is a relationship between each of the personality variables,
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34 comparing the pre-training and post-training phase. Table 2 presents this information; as you
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36 can see, all correlations were highly significant: i.e., all personality variables correlate in the
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two phases, and there were no two scores that were independent of one another. Specifically,
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41 this coincidence is highest in the case of depression and the PST global index. It is lower in
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43 the case of the GSI global index. In any case, the correlations are significant to 1 per
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thousand.
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50 TABLE 2
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54 The results of the test of related samples (t), which is the objective of this study, are
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Training police officers and mental health 9

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3 well as the lower and upper limit of the confidence interval, the t statistic, degrees of freedom,
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5 and the significance level.
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10 TABLE 3
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14 Data on significance indicate that there are seven significant variables (values below
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16 .05): somatization, obsession-compulsion, anxiety, hostility, phobic anxiety, PST (index of
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range and diversity of psychopathology), and PSDI (overall distress index, which indicates
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21 the average symptomatic intensity). On the other hand, the variables lacking significance
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were: interpersonal sensitivity, depression, paranoid ideation, psychoticism, and GSI (Global
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27 psychosomatic distress).
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30 Therefore, we can say that overall there are significant changes in the personality of
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32 the subjects after passing through pre-police training; this did not happen, however, with
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36 Comparing the direction of this change, we can see that completion of training
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increases the degree of somatization, anxiety, hostility, phobic anxiety, and the PST index
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41 (breadth and diversity of psychopathology) in the subjects. On the other hand, obsessive-
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43 compulsion decreases. We must repeat, however, that the scores found do not imply any sort
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of pathology: that is, the mean scores show that the subjects did not manifest any mental
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47 health problems, either before or after. That said, their mental health was poorer after their
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56 Conclusions and discussion
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 Interactive Learning Environments Page 10 of 17

Training police officers and mental health 10

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5 The results obtained support the hypothesis initially raised, but in a partial manner that
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7 is contrary to expectations. First, some of the personality variables showed no significant
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10 changes. We believe that this is a positive finding, insofar as it is precisely those variables
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12 representing greater psychopathology that showed no differences. This implies that the initial
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14 selection made by the police psychologists themselves to determine which subjects should be
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16 admitted to pre-police training is a suitable screening. That is, it excluded applicants with
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serious mental problems. However, the majority of the psychological variables did undergo
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21 changes when comparing the two time points; however, this variation was in the opposite
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direction than expected. That is, except for the obsession-compulsive personality variable,
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25 which was reduced after the training, the remaining data supports the claim that the subjects'
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27 mental health worsened after training. This is an issue that is verified even in the amplitude
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30 and diversity of psychopathologies presented. We must repeat, however, that the scores found
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32 not imply any sort of pathology, even though the change is significant.
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34 These results cannot be explained in terms of the psychometric properties of the
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36 instrument, since it has proved to be suitable in this regard (Derogatis, 2002; Derogatis and
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Cleary, 1977a, 1977b; Derogatis, Rickels & Rock, 1976). Thus, one of the most challenging
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41 critiques concerning police selection instruments (Lough and Von Treuer, 2013)--that
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43 normally the psychological instruments used in the selection of police officers do not have
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sufficient validity--does not affect this data because this test has not been used in our case to
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47 select candidates but rather to verify their possible personality changes. Nor in our case has
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50 the Derogatis test been used to do screening, as has been made clear in works such as
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52 Burkhart (1980), Sanders (2003), and White (2008).
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54 The fact that the training, in this case pre-police training--impairs candidates' mental
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56 health leads us to wonder whether such training does not create greater mental stability in
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Training police officers and mental health 11

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3 police officer candidates but rather destabilizes them and increases their psychopathology. We
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5 need to also consider that the sample is composed of subjects who subsequently passed the
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7 selection process, so we find ourselves faced with a concerning fact: those subjects who
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10 increased their level of psychopathology were more likely to pass the police entrance exam.
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12 There are many limitations of this work: such as the fact that we only studied the pre-
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14 police training used to prepare candidates to enter the Peruvian police force, the overly young
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16 age of the study participants, or the fact that the subjects live in highly depressed areas of
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Peru, where many people and especially young people are at risk of devoting themselves to
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21 the cultivation and marketing of coca leaf in the future. Despite this, this research clearly
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shows the need to create training systems that tend to improve the mental health of
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25 candidates, since this is the only way to achieve the objective of creating good police officers.
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 Interactive Learning Environments Page 12 of 17

Training police officers and mental health 12

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3 References
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7 Burkhart, B. (1980). Conceptual issues in the development of police selection procedures.
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10 Professional Psychology, 11, 121–129.
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12 Carter, D., & Moizer, J. D. (2011). Simulating the Impact of policy on patrol policing:
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14 Introducing the incident emergency service model. Dynamics System Review, 27(4),
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Clemente, M.; Grill, A., & Vidal, M. A. (1998). Forensic psychology and security police and
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Derogatis, L. R., & Cleary, P. A. (1977a). Confirmation of dimensional structure of SCL-90.
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25 Construct-study in validation. Journal of Clinical Psychology, 33(4), 981–989, doi:
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27 10.1002/1097-4679 (197710) 33:4 <981 :: AID-JCLP2270330412> 3.0.CO; 2-0

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30 Derogatis, L. R., & Cleary, P. A. (1977b). Factorial invariance across gender for primary
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32 symptom dimensions of the SCL-90. British Journal of Social and Clinical
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34 Psychology, 16, 347–356.
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36 Derogatis, L. R. (2002). SCL-90: Manual. Madrid: TEA Ediciones.
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Derogatis, L. R., Rickels, K., & Rock, A. F. (1976). SCL-90 and MMPI: Step in validation of
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41 a new self-report scale. British Journal of Psychiatry, 128, 280–289, doi:

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Gray, M. K. (2011). Problem behaviors of students pursuing careers. Policing: An

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52 Henson, B., Reyns, B. W., Klahm, C. F., & Frank, J. (2010). Do good cops make good
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Training police officers and mental health 13

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3 Hughes, F., & Andre, L. (2007). Problem officer variables and early-warning systems. Police
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5 Chief, 74, 164–172.
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7 Lough, J., & Von Treuer, K. (2013). A Critical review of psychological instruments used in
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10 police officer selection. Policing: An International Journal of Police Strategies &
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12 Management, 36(4), 737–751, doi: 10.1108/PIJPSM-11-2012-0104
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14 Metchik, E. (1999). An analysis of the "screening out" model of police officer selection.
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16 Police Quarterly, 2(1), 79–95, doi: 10.1177/109861119900200104
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Prenzler, T., & Drew, J. (2013). Women police in post-Fitzgerald Queensland: A 20 year
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21 review. Australian Journal of Public Administration, 72(4), 459–472, doi:
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10.1111/1467.8500.12043
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25 Sanders, B. A. (2003). Maybe there’s no such thing as a "good cop": Organizational
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27 challenges in selecting quality officers. Policing: An International Journal of Police

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30 Strategies & Management, 26, 313–328.
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32 White, M. D. (2008). Identifying good cops recruit early predicting performance in the
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34 academy. Police Quarterly, 11(1), 27–49, doi: 10.1177/1098611107309625
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36 White, M. D., Cooper, J. A., Saunders, J., & Raganella, A. J. (2010). Motivations for
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becoming a police officer: Re-assessing officer attitudes and job satisfaction after six
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41 years on the street. Journal of Criminal Justice, 38(4), 520–530, doi:

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43 10.1016/j.jcrimjus.2010.04.022
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Wilson, J. M., & Heinonen, J. A. (2011). Advancing to police science: Implications from a
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47 national survey of police staffing. Police Quarterly, 1(3), 277–297, doi:
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50 10.1177/1098611111414001
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52 Wilson, J. M. (2012). Dynamic articulating the police staffing challenge: An examination of
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54 supply and demand. Policing: An International Journal of Police Strategies &
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56 Management, 35(2), 327–355, doi: 10.1108/13639511211230084
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Training police officers and mental health 14

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3 Wright, B., Dai, M. Y., & Greenbeck, K. (2011). Correlates of police academy. Policing: An
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5 International Journal of Police Strategies & Management, 34(4), 625–637, doi:
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7 10.1108/13639511111180243
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Training police officers and mental health 1

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3 Table 1 Descriptive statistics pre and post
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5 Average N Deviation Standard Error of
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7 Coefficient
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9 Somatization, pre .304 602 .471 .019
10 Pair 1
11 Somatization, post .412 602 .588 .024
12
13 Obsession – compulsion, pre .724 603 .617 .025
14 Pair 2
Fo
15 Obsession – compulsion, post .640 603 .627 .025
16
Interpersonal sensitivity, pre .505 603 .550 .022
17 Pair 3
18 Interpersonal sensitivity, post .532 603 .589 .024
rP
19
20 Depression, pre .504 602 .498 .020
21 Pair 4
22 Depression, post .520 602 .595 .024
ee
23
24 Anxiety, pre .321 603 .462 .018
25 Pair 5
26 Anxiety, post .417 603 .583 .023
rR

27
28 Hostility, pre .325 604 .531 .021
Pair 6
29
Hostility, post .402 604 .575 .023
30
ev

31 Phobic anxiety, pre .325 604 .486 .019

32 Pair 7
33 Phobic anxiety, post .414 604 .605 .024
34
ie

35 Paranoid ideation, pre .521 604 .604 .024

36 Pair 8
37 Paranoid ideation, post .521 604 .600 .024
w

38
39 Psychoticism, pre .432 605 .525 .021
40 Pair 9
On

Psychoticism, post .460 605 .587 .023

41
42 GSI, pre .049 589 .050 .002
43 Pair 10
44 GSI, post .053 589 .060 .002
45
ly

46 PST, pre 23.631 610 21.577 .873

47 Pair 11
48 PST, post 27.647 610 27.136 1.098
49
50 PSDI, pre .206 490 .138 .006
51 Pair 12
52 PSDI, post .177 490 .077 .003
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Training police officers and mental health 1

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3 Table 2 Correlations among personality variables
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5 N Correlation Sig.
6
7
8 Somatization 602 .374 .001
9
10 Obsession - compulsion 603 .397 .001
11
12 Interpersonal sensitivity 603 .450 .001
13
14 Depression 602 .452 .001
Fo
15
16
17 Anxiety 603 .398 .001
18
rP
19 Hostility 604 .362 .001
20
21 Phobic anxiety 604 .403 .001
22
ee
23 Paranoid ideation 604 .465 .001
24
25
26
Psychoticism 605 .379 .001
rR

27
28 GSI 589 .367 .001
29
30 PST 610 .451 .001
ev

31
32 PSDI 490 .390 .001
33
34
ie

35
36
37
w

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40
On

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ly

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Page 17 of 17 Interactive Learning Environments

Training police officers and mental health 1

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3 Table 3 Paired samples test between pre and post
4
5 Related differences
6
7 Variables Std 95% 95% t d.f. Significance
8
9 Aver SD Err of confidence confidence (Bilateral)
10
11 age Coef. interval for interval for
12
13 difference difference
14
Fo
15 Lower Upper
16
17 Somatization -.107 .601 .024 -.155 -.059 -4.372 601 .000
18
rP
19 Obsession - .084 .683 .027 .029 .139 3.031 602 .003
20
compulsion
21
22 Interpersonal -.027 .599 .024 -.075 .020 -1.125 602 .261
ee
23
24 sensitivity
25
26 Depression -.016 .578 .023 -.062 .030 -.688 601 .492
rR

27
28 Anxiety -.095 .583 .023 -.142 -.049 -4.037 602 .000
29
30 Host Drive -.077 .626 .025 -.127 -.027 -3.041 603 .002
ev

31
32 Phobic anxiety -.089 .604 .024 -.137 -.041 -3.633 603 .000
33
Paranoid ideation .000 .623 .025 -.049 .050 .022 603 .983
34
ie

35 Psychoticism -.027 .622 .025 -.077 .022 -1.085 604 .278

36
37
w

GSI -.004 .063 .002 -.009 .000 -1.649 588 .100

38
39 - 25.965 1.051 -6.081 -1.951 -3.820 609 .000
40 PST
On

41 4.016
42
43 PSDI .028 .129 .005 .016 .039 4.842 489 .000
44
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ly

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