Police Use of Force under International Law

The chapter discusses the philosophical foundations of the current regulation of the use of force. The chapter argues that, in correspondence with the emergence of a sphere of substantive rules protecting common interests of humankind, international law is also gradually developing a system of protection against egregious breaches of these interests. This conclusion is reached through an analysis of the law and practice governing the action of the UN Security Council as well as the law of state responsibility concerning individual and collective reactions to serious breaches of common interests. This system is based on positive obligations imposed upon individual states as well as UN organs, and it appears to be still rudimentary and inefficient. However, the chapter suggests that the mere existence of this system, these shortcomings notwithstanding, has the effect of promoting the further development of the law in search for more appropriate mechanisms of protection.

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The Oxford Handbook of the Use of Force in International Law. By Marc Weller (ed)

British Yearbook of International Law ◽

10.1093/bybil/brw009 ◽

2017 ◽

Author(s):

Christian Henderson

Keyword(s):

International Law ◽

Use Of Force

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The Structure and Delivery of Police Use of Force Training: A German Case Study

European Journal for Security Research ◽

10.1007/s41125-021-00073-5 ◽

2021 ◽

Author(s):

Mario S. Staller ◽

Swen Koerner ◽

Valentina Heil ◽

Isabel Klemmer ◽

Andrew Abraham ◽

...

Keyword(s):

Police Officers ◽

Use Of Force ◽

Police Training ◽

Time On Task ◽

Police Use Of Force ◽

Training Time ◽

Study Approach ◽

Constructive Alignment ◽

Action Capabilities

AbstractThe current study aims to investigate the current structure and delivery of police recruit training. Using a case study approach, we systematically observed a semester of police training that consisted of 30 h with a specific focus on police use of force training. Field notes and time-on-task data was analysed using an inductive approach. The results revealed, first, a lack of constructive alignment of the training modules and learning tasks within the training settings. Second, an adherence to traditional linear approaches to training resulting in high amounts of augmented instruction and feedback and a one-size-fits all approach to technical and tactical behaviour. Third, a non-efficient use of available training time with low amounts of engagement in representatively designed tasks that stimulated problem-solving processes. Based on these results we suggest that there is a need: (a) for police trainers and curriculum designers to align the objectives, practice structure and delivery of police training with the needs of police officers in the field (e.g. conflict resolution); (b) for police trainers to employ more learner-centred pedagogical approaches that account for individual action capabilities and resources, and allow for high amounts of training time with representatively designed training tasks; and (c) for senior managers of overall police training decision-makers to provide the necessary trainer education, in order to furnish trainers with the knowledge and tools to appropriately plan, deliver and reflect upon their practice in keeping with concept of constructive alignment.

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