Thank you very much. I apologize for not having that translated. I was just notified late last week about attending here, and I was working on a presentation right up until the last moment on the plane last night.
I very much appreciate the opportunity to speak about the economics of policing. With 38 years in policing, I can safely say there has been tremendous change that has occurred in policing.
Frequently there is one measurement criterion used to relate crime rates, and that is specifically around homicide rates. Because homicide rates have dropped over the last 25 or 30 years, there's a belief that crime rates are down. I'd like to start by saying homicide rates are impacted more by the quality of health care today than by certain members of the population not endeavouring to continue on with that. I think it's safe to say that far more homicides would occur if it wasn't for the extremely high quality of trauma care in the hospitals today.
Secondly, it's important to note that the police over the years have put in a great deal more effort in regard to things like homicide prevention via domestic conflict units. In Calgary, for instance—and you will see this throughout my presentation today and in answering questions—we use an integrated approach to policing that partners other social agencies with the police in an endeavour to reduce victimization and deal with the issues in a more effective wraparound way that not only reduces the risks to citizens in the community but also prevents further victimization. To that effect, the HomeFront model, which includes the crown, the police, women's shelters, social workers, and a domestic violence court, has reduced homicides involving domestic situations in most years by up to 70% compared to previous years.
One thing also of note, which has remained consistent over the last 30 years, is that the rate of attacks against people has remained constant. An event that would have been a homicide years ago is a wounding with intent or a serious assault. The workload that is associated with these types of crimes has greatly increased again, primarily due to the advent of the charter, charter rulings, things like the Stinchcombe decision around disclosure.
To that end, I don't want to spend too much time on the investigations part, which takes an immense amount of resources. I did a bring a CD. Unfortunately it wasn't translated so I couldn't hand it out, but I will endeavour to get that translated because it goes into an actual homicide and then relates the amount of effort and the resources required to take a homicide—and this is a real homicide we did—from the event to its successful prosecution in court.
I think you're more interested in, at least I hope you're more interested in, the reality around policing today as it relates to our greater understanding of the science around bad guys, around criminals. Eighty per cent of those people in prisons suffer from anti-social personality disorder. Now that doesn't really mean anything to most people. They are bad guys who go to prison. The only time it means something to people is when you look at the science indicating the vast majority of those who suffer from anti-social personality disorder, and as I say, it's 80% of the population in the prisons. They make up 2% of the general population. They are reluctant to diagnose it in kids, but the same behaviours manifest themselves in conduct disorders.
In other words, here's what I'm saying and the research supports this: if you can't get to kids before they leave elementary school, it's too late. I would ask that all of us here sit back for a few moments and think of your own time in school or your kids or—you're all too young to have grandkids. Thank you, there are two of us, then.
All of us can look back and look at our time in school, and teachers tell us the same point all the time. They will tell us that they can tell in grade 1 or grade 2 who we're going to be arresting before the kids leave high school, and nobody does anything about it. Those are conduct disorder issues.
We've recognized that many of these unresolved behavioural issues with young kids, and sometimes mental illness issues, if left unresolved, evolve to a point where these young kids will grow into adults, victimize others, and wind up in the justice system. Combined with that is a huge increase in the number of people nowadays with mental illness issues who self-medicate. They wind up homeless on the street and fall into the justice system because they're committing crimes to support their drug addiction or their alcoholism.
What are we doing about this in Calgary? Our whole approach is based on early intervention, education, and a prevention model that has evolved.
We recognize what the psychiatrists and psychologists tell us, that early intervention starts in kindergarten. We had two psychiatrists address our members two weeks ago so we could see the science that applies to our approach to policing. For instance, we've started what we call our start smart stay safe program. It's all about partnerships. Both school boards, Mount Royal University, and the Calgary Police Service got together to build curriculum-based education that's age appropriate, and we've spelled out the kindergarten to grade six, K to 6, component.
The idea is that the old approach to lecturing kids about crime was too focused on the compartmentalized outcomes of what they do. In other words, the police would go in and lecture on drugs and then they'd have a separate lecture on gangs and a separate lecture on bullying. The reality is that when you get to kids you have to give them the education they need in a way that speaks to what they understand—in other words, associating with other kids, how they get along, and how to deal with situations that arise when there is inappropriate behaviour.
We've started that. We've piloted it in elementary schools in the northeast part of our city and we've gone city-wide now. We have 12 officers in the elementary schools delivering curriculum-based education to every elementary school grade in the city. This is about prevention.
When we rolled this out, the teachers told us if we were going to do it for the kids, we had to do it for the parents. So Mount Royal University also developed the parallel piece that goes to the families. It's a family and youth education piece. It gives them the type of knowledge and the information that kids need to counteract what they're exposed to today, the toxic waste that's called social media and television. The Internet is good in some ways, but kids get exposed to awful things and there is nothing to counteract that. Too often too many parents don't want to talk to their kids about things like drugs because they don't want to give them the idea.
We can get into some research that just came out of the U.K. that talks about kid-on-kid sexual assaults that have been brought on by what kids see on the Internet. When we dealt with that with the teachers they said somebody has to deal with these kids we can identify in elementary school. They knew they were going to go to jail. Nobody did anything about it, so we started what we call our multi agency school support teams. These are police officers paired with social workers, in cars. The partnership is with both school boards.
We've also partnered with Alberta Health Services, so those five agencies partnered. We have 12 teams of two and here's how this works. I'll give you a quick story because I think stories provide more context than just talking about what these teams do.
We know that bullying is a big issue in school. We know that the so-called criminogenic factors that contribute to kids evolving into a life of crime are easily predictable and easily seen. The kids are academically unsuccessful. Generally they tend toward bullying. They have no friends, and they usually come from a background where there is disrespect for any kind of authority, whether it's teachers, the police, or whoever.
We started this program and here are the types of situations they deal with. Day one, we get called to a school because a kid is going into grade 6. He's 11 years old and in the last two years has missed one complete year of school. In other words, he's skipping every second day. He started grade 6 in the same way, so they called us into the school and said they didn't know what to do with this kid. He's one of those we know is going to get himself into serious trouble because after they leave elementary school into the cesspool we call junior high, and then high school, it's just too tough.
The police officer-social worker pair showed up at the school and got the facts. At 11 o'clock in the morning, they showed up at the kid's house. They rang the doorbell. He answered the door. They said, “What are you doing here?” “Well, I didn't want to go to school today.” “Where's your mom?” It turns out his mom was still in bed. It was 11 o'clock in the morning.
It turns out, to give the Reader's Digest version, that mom was suffering from an undiagnosed mental illness: chronic depression. She was physically unable to care for those kids. There was no dad; he had gone. There had been an abusive relationship. There was an eight-year-old boy also involved, who worshipped his 11-year-old brother, so you're fighting for two kids here.
Now, this is a kid going into grade 6, academically unsuccessful, with no friends, known as a bully in the school. As one of our chief superintendents in one of the school boards said at the time, when we talked about this particular file, “It's no wonder that kid wasn't doing well in school”. Here's a kid who felt that he had to look after the family, that he was the man of the house, and the frustrations were palpable.
They got the mother in to see a doctor, got her medicated for the mental illness, got her back functioning at a certain level, and hooked her into a parent support program provided by the United Way. The MASS team got the 11-year-old into tutoring and into sports, because one of the greatest indicators of whether you're going to be successful—and we can get into this—is that if you have a conduct disorder, you have to be successful at something. If it turns out to be sports, that may be the one thing that gets you over the hump, or it could be a significant adult in your life.
This is a true story, and I wanted to tell this story because this kid, because of that intervention, finished that year on the honour roll. Now let's look at the eight-year-old, his little brother, who worshiped his older brother, who was the man of the house. He paralleled the improvement.
Now juxtapose that against this kid going into junior high school the following year with the same profile. Academically he's no good in school. Somebody comes up to him—one of the older kids—and gives him 20 bucks to deliver a package to such and such an address. You've just created a drug trafficker, you've just introduced him to crime, and you've just introduced him to the earliest stages of gang life. You figure out the cost.
I could go on and on with stories like this. We've expanded the program from the original four teams that piloted it to 12 teams of two. Alberta Health Services has now assigned health clinicians, because mental illness is so prevalent for these teams, so that we can maximize the effect.
The reality is that an early intervention, with a conduct disorder issue in the early stages, requires less investment than allowing the development of that conduct disorder to produce an anti-social personality disorder involving the young person in the justice system. Those are the people who either wind up going to jail, wind up going to prison, or continue to victimize.
We have other programs that we've linked to this, including our cadet program.
Shall I wrap it up?