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Chapter 8
LEARNING OBJECTIVES
KEY TERMS
CHAPTER OUTLINE
I. Introduction
II. Mutual Reliance of the Police and the Media
III. The First Amendment and Freedom of the Press
IV. The Sixth Amendment, Suspects’ Rights, and Criminal Investigations
V. Victim Privacy Rights
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
29
CHAPTER SUMMARY
One important group with which the police interact is the media. The police and the media,
sharing the common goal of serving the public, have a symbiotic relationship; they are mutually
dependent on each other. However, the media are guided by the First Amendment to the U.S.
Constitution, which guarantees the public’s right to know—that is, freedom of the press—whereas
the police are guided by the Sixth Amendment, which guarantees the right to a fair trial and
protects the defendant’s rights. The differing objectives of these amendments may lead to conflict
between the media and the police. Police may need to withhold information from the media until
next of kin are notified, in the interest of public safety or to protect the integrity of an investigation.
Another source of conflict between the press and the police is the danger in which members of
the press may place themselves when trying to obtain a story. To help ensure the safety of media
personnel at explosive situations, police should meet with media representatives to explain
the safety rules before an incident arises. Conflict between the police and the media need not
be dysfunctional. In fact, healthy conflict between the media and the police is necessary and
beneficial. In general, lying to the press is a bad idea; however, in occasional extraordinary
circumstances, lying may be necessary. If some morally overriding reason, such as public safety,
obliges an official to lie, then later, after the crisis has passed, an explanation of or apology for
the deception should be made.
A step toward improved media relations is to recognize why reporters may foul up a story.
Reporters may bungle a story because of ignorance, oversimplification or time constraints.
A police–media relationship survey found that the factor most affecting this relationship was
accessibility to police data and personnel.
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
To improve police–media relations, the press should be informed of a department’s policies and
procedures regarding the media and crime scenes; information should be simplified, avoiding
police jargon and technical terminology; and reporters’ deadlines should be respected by releasing
information in a timely manner so the press has a chance to fully understand the situation.
1. What examples are you aware of where the police lied to the media? Were they justified in
doing that?
Answers should include a discussion of lying to the press: is it ever justified, and if so, when.
Answers should include examples of when the police lied to the press and whether or not the
student feels it was justified and why.
3. How fairly do you feel the media in your community report crime and violence? Collect three
examples to support your position.
Answers should include a discussion of media fairness in reporting crime in the student’s
community and list three examples to support his or her position.
4. How fairly do you feel national media (radio, television, magazines, newspapers) cover crime
and violence? Collect three examples to support your position.
Answers should include a discussion of national media fairness covering crime and violence in
the nation and provide three examples to support the student’s position.
5. What might make good topics for PIOs during crime prevention week?
Answers should include discussion of crime prevention week and topics that would be
appropriate for use by the PIOs during the week and what topics the student would like to see
included for dissemination and why.
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Answers should include a discussion of the media’s and journalism’s governing principles for
reporting and how they affect the for-profit business aspect of journalism.
7. Do you feel the media are sometimes insensitive to victims and could also be part of the
second injury of victimization? If so, can you give examples?
Answers should include a discussion of media sensitivity to victims and how their perceived
lack of sensitivity to victims may do further harm to the victims; answers should include three
examples of this lack of sensitivity and how it affected the victims.
8. What media are available in your community to inform the public of police department
operations?
Answers should include a discussion of the availability of media in the student’s community to
inform the public of police department operations and how the availability or lack of availability
affects police community relations.
9. Which media do you feel have the most impact on the public?
Answers should include a discussion of what the student believes are the media (TV, radio,
magazines, newspapers, etc.) in his or her community that have the most impact on the public.
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
KAPINA JÖNKÖPINGISSÄ.
*****
Jönköpingin tori täyteen ahdettuna ihmisiä. Lähinnä raatihuoneen
portaita viisi kuusi haarniskoitua ratsumiestä, kypäreillään
sulkatöyhdöt tai muita merkkejä. Ne ovat vapaasukuisia
Länsigöötanmaalta, valtiohovimestarin Tuure Jönsinpojan ystäviä. Ja
heidän seurassaan on nuori herra Arvi Niilonpoika, joka
aamunkoitossa oli ratsain ajanut kaupunkiin niiden talonpoikain
etupäässä, jotka olivat linnaa rynnäköimässä.
*****
*****
— Ikuinen kiitos!
— Ei kannata kiittää.