A criminal psychologist turns the tables to build resilience in law enforcement professionals – Salve Regina University

Report on Cognitive Fitness Training for Justice Professionals and Alignment with Sustainable Development Goals

Introduction

Dr. Leigh Ann Perry, an adjunct professor at Salve Regina University with a 15-year background in criminal psychology, has transitioned her professional focus towards enhancing the psychological resilience of justice professionals. Her previous experience includes roles with the FBI’s Behavioral Analysis Unit, the Naval Criminal Investigative Service (NCIS), and Facebook’s counterterrorism team. This report details her current work, which directly supports the achievement of several United Nations Sustainable Development Goals (SDGs), particularly SDG 16 (Peace, Justice, and Strong Institutions) and SDG 3 (Good Health and Well-being).

Program Focus: Cognitive Fitness and Resilience

Observing the detrimental effects of stress on law enforcement, military, and criminal justice personnel, Dr. Perry shifted her focus from profiling offenders to fortifying the cognitive and psychological health of professionals in these fields. Her graduate course, CJC514: Psychological Concepts for Justice Professionals, prioritizes the development of “cognitive fitness” through scientifically-backed mindfulness techniques. The program utilizes data from brain scans and EEGs to demonstrate the positive effects of mindfulness on neuroplasticity, thereby optimizing performance under duress.

The training aims to develop key leadership competencies, including:

• Self-awareness and problem framing
• Critical thinking and decision making
• Mental complexity and empathy
• Resiliency and readiness

Contribution to Sustainable Development Goals (SDGs)

Dr. Perry’s educational initiative makes significant contributions to the global agenda for sustainable development. The primary alignments are outlined below:

1. SDG 16: Peace, Justice, and Strong Institutions: The core objective of the training is to build more effective, accountable, and resilient justice professionals. By improving their decision-making, empathy, and performance under stress, the program directly strengthens the capacity of justice and security institutions. This fosters the rule of law and promotes the development of peaceful and inclusive societies.
2. SDG 3: Good Health and Well-being: The program’s emphasis on mindfulness, psychological health, and resilience is a direct contribution to promoting mental health and well-being (Target 3.4). By equipping individuals in high-stress occupations with tools to manage psychological strain, the initiative supports the long-term health of a critical public service sector.
3. SDG 4: Quality Education: The course represents a form of specialized, quality education that provides justice professionals with relevant skills for sustainable development. It offers a vital lifelong learning opportunity that equips leaders with the cognitive tools necessary to navigate complex global challenges and contribute to peaceful societies (Target 4.7).
4. SDG 8: Decent Work and Economic Growth: By focusing on the psychological well-being of employees in high-risk fields, the training promotes a safe and secure working environment (Target 8.8). Mentally resilient and cognitively fit professionals are better equipped to perform their duties effectively and safely, contributing to a more stable and productive workforce within the justice system.

Outcomes and Impact

The program has received positive feedback from graduates, who report that the instruction has aided their professional development. The impact extends beyond professional performance, as enhanced resilience and mindfulness also improve personal relationships and family dynamics, further supporting the holistic well-being central to SDG 3. The ultimate outcome is the development of more effective detectives, military personnel, and justice leaders who are better prepared to handle the complexities of their roles.

Conclusion

Dr. Perry’s work in building cognitive fitness for professionals in high-stress occupations serves as a critical performance enhancement tool. This educational approach is instrumental in preparing effective leaders within the justice and security sectors. By integrating psychological well-being with professional training, this initiative provides a sustainable model for strengthening institutional capacity, thereby making a direct and meaningful contribution to achieving global goals for peace, justice, health, and education.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 3: Good Health and Well-being

• The article’s primary focus is on the psychological health and well-being of professionals in high-stress occupations like law enforcement and the military. Dr. Perry’s work in teaching “cognitive development and resilience” and “mindfulness for what she calls ‘cognitive fitness'” directly addresses the promotion of mental health.

SDG 16: Peace, Justice and Strong Institutions

• The article discusses improving the effectiveness of justice professionals, including the FBI, NCIS, and military “warfighters.” By enhancing their psychological health, decision-making, and resilience, the training aims to build more effective and capable justice and security institutions, which is a core component of SDG 16.

SDG 4: Quality Education

• The entire initiative is delivered through a graduate course, “CJC514: Psychological Concepts for Justice Professionals,” at Salve Regina University. This represents a form of specialized, quality education that provides professionals with relevant skills for their careers, aligning with the goal of lifelong learning and vocational training.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 3: Good Health and Well-being

1. Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
   • The article directly supports the “promote mental health and well-being” aspect of this target. Dr. Perry’s course is designed to help justice professionals “optimize their own psychological health” and build “resilience” to cope with the immense stress of their jobs, which is a preventative mental health strategy.

SDG 16: Peace, Justice and Strong Institutions

1. Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • The training aims to make professionals “a better detective or warfighter” by improving “critical thinking, decision making, mental complexity, empathy, resiliency and readiness.” Enhancing these individual capacities contributes directly to making law enforcement and military institutions more effective in their duties.
2. Target 16.a: Strengthen relevant national institutions… for building capacity at all levels… to prevent violence and combat terrorism and crime.
   • The article mentions Dr. Perry’s work with the FBI, NCIS, and her focus on counterterrorism. The course she teaches is a form of capacity building for these national institutions, providing personnel with the psychological tools needed to effectively combat crime and terrorism.

SDG 4: Quality Education

1. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • The CJC514 course provides highly relevant vocational skills for adults already in or entering criminal justice and military careers. Skills like “cognitive fitness,” “resilience,” and “performance under duress” are crucial for employment and effectiveness in these specific fields.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Target 3.4: Promote mental health and well-being

• Scientific Measurement of Neuroplasticity: The article explicitly mentions using “data from tools like brain scans and EEGs to measure the positive impact of mindfulness and how it affects neuroplasticity.” This serves as a direct, scientific indicator of improved psychological health.
• Qualitative Feedback from Graduates: The article notes, “Students have reached out after graduating to let me know it has helped them add to their development.” This anecdotal evidence acts as a qualitative indicator of the program’s success in promoting well-being.

Target 16.6 / 16.a: Develop effective institutions and build capacity

• Optimized Performance Metrics: The stated goal is to “optimize their performance under duress.” An implied indicator would be the measurement of performance improvement in professional duties (e.g., better decision-making in crisis simulations, improved case outcomes).
• Assessment of Acquired Skills: The course teaches “self-awareness and problem framing, critical thinking, decision making, mental complexity, empathy, resiliency and readiness.” Progress can be indicated by assessing the development of these specific skills in the professionals who take the course.

Target 4.4: Increase adults with relevant vocational skills

• Course Enrollment and Completion Rates: The existence and continuation of the “CJC514 course” is an indicator that relevant education is being provided. Tracking enrollment and successful completion would measure the number of adults acquiring these skills.

4. SDGs, Targets and Indicators Table

Source: salve.edu