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The S.A.R.A. Model

sara for problem solving

by Kelly M. Glenn, 2020

sara for problem solving

When we prevent crime, we prevent victimization, which is the ultimate goal! Several theories exist involving crime prevention, including (but not limited to):

  • Crime Prevention Through Environmental Design (C.P.T.E.D.)
  • The Broken Window Theory
  • The S.A.R.A. Model (Scan, Analyze, Respond, Assess)
  • The Crime Prevention Triangle

The S.A.R.A. Model of crime prevention is a part of what was coined as “Problem-Oriented Policing” by Herman Goldstein in 1979.  Problem-Oriented Policing, or POP, was a response to reactive, incident-driven policing in which successes in addressing community problems were short-lived.  Before we get into how the S.A.R.A. Model changed that, let’s take a look at an example of a law enforcement response that would be considered reactive and incident-driven with short-lived success:

Officer Comar was assigned to patrol a densely populated downtown area where foot traffic was fairly moderate.  Maris, owner of a local convenience store, called 9-11 nearly every day wanting the police department to come run off the drunks that would come into her store, buy a beer, and then hang around on her sidewalk drinking and asking other patrons to buy them more alcohol.  For Maris, her store felt more like a get together for middle-aged men who traded showers, shaving, and jobs for getting drunk on her doorstep by 10 a.m. Once the store closed for the night, she would spend considerable time waking up the ones that had passed out and cleaning up their trash.  Her main complaint, though, was that they alienated customers and that she was losing good business because of them. Going to the store and running them off was part of Officer Comar’s daily routine. In fact, because she went so often, she got into the habit of pulling into the parking lot, even if Maris didn’t call, hitting her siren, and watching them disperse.  Officer Comar considered this good, proactive police work, and Maris was happy that she didn’t always have to pick up the phone to solve the problem.  

In our scenario, we can clearly identify a community problem:  the local convenience store was overrun by alcohol addicts, and law-abiding citizens were avoiding the business to avoid the drunks.  But was Officer Comar truly doing good, proactive police work by showing up several times a shift to run them off, and was Maris getting the best service from her local police department?  

We’ll find out!

In 1987, Eck and Spelman built upon the Problem-Oriented Policing approach by using the S.A.R.A. Model to address community problems and crime.  S.A.R.A. looks to identify and overcome the underlying causes of crime and disorder versus just treating the symptoms.  It can be applied to any community problem by implementing each of four steps in the model:  Scanning, Analysis, Response, and Assessment.

sara for problem solving

First Step – Scanning

During the scanning phase, law enforcement works with community members to identify existing or potential problems and prioritize them.  It’s helpful to answer a few questions within this phase:

  • Is this problem real or perceived?   For example, do the 291 calls for service to report speeders in a residential area really mean that drivers are exceeding the speed limit?  Or, are the calls coming from one resident who is irritated that drivers won’t slow down to below the speed limit when she crosses the street to check her mail?
  • What are the consequences of not addressing this problem?   Are the consequences merely a matter of inconvenience for some people, or does this particular problem impact the health, safety, prosperity, happiness, etc. of community members?
  • How often does this problem occur?   Is it daily?  Weekly? Just during certain seasons, or when a big event occurs in town?

If we think about Maris and her convenience store, we can clearly identify a few existing symptoms of a problem.  First, Maris is losing business due to the drunks hanging out on her sidewalk all day. Second, other community members who may rely on this convenience store as their easiest option for groceries and goods, may be avoiding it to avoid the drunks.  Third, Maris is maintaining somewhat of a common nuisance. She has an environment that is conducive to crime and disorder, which is creating a burden on local police services. Prioritizing this community problem and reducing or eliminating the aforementioned symptoms by tackling the root cause(s) could be a win for many people.  Let answer the above questions with our scenario in mind:

  • Is this problem real or perceived?   The problem is real.  Maris’s declining sales, the police department’s calls for service, and Officer Comar’s own observations and actions support the legitimacy of the issue.
  • What are the consequences of not addressing this problem?   This problem will not go away on its own.  In fact, if trouble loves company, we can predict that the group of drunks will continue to grow, thus increasing the calls for service to the police department.  Additionally, Maris’s business will continue to struggle, and without enough customers, the convenience store could eventually close, creating a burden for citizens who do depend upon it.  
  • How often does this problem occur?   As calls for service show, this problem is a daily occurance.  More than likely, it is a bigger problem during fair weather than when it’s cold or rainy; however, the problem is consistent and reocurring.

Now that we’ve scanned for the community problem, identified it, and prioritized it by answering some questions, let’s tackle our next step!

Second Step:  Analysis

When we analyze a known community problem, we use relevant data to learn more.  Our goal is to be effective in reducing or eliminating it, so we must pinpoint possible explanations for why or how the problem is occuring.  Again, we can ask some useful questions to guide us:

  • What relevant data is available?   Statistics?  Calls for service?  Demographics?
  • What are some possible explanations for why or how the problem is occuring?   Are there environmental issues?  Is there a behavioral issue? Is there a lack of appropriate legislation or policy to enforce a solution?  Is there a lack of community services?  
  • What is currently being done to address the problem? Is anything at all being done? If something is being done, why is it ineffective? Who is involved in the current response? What resources are being dedicated to the current response? 

Let’s take a look at how we can answer these questions when working with Maris within our scenario:

  • What relevant data is available?   Maris can provide records for declining sales, and they can be compared to various seasons of the year when weather may impact the gatherings of the local drunks outside of her convenience store.  The police department can use the number of calls for service, as well as data on how each call for service was cleared (arrest, warning, report, etc.). The police department can also see if other more serious crimes are linked to this problem (physical fights between drunks, thefts out of customer vehicles, etc.).  Collectively, they can identify the average ages of the individuals, as well as their socioeconomic status.
  • Maris’s store is open to the public, and the drunks are part of the public.  
  • Maris’s store is located in an area that is accessible to foot traffic, and these drunks live in nearby housing. 
  • These drunks suffer from an addiction to alcohol, and Maris sells beer.  
  • The drunks can pay for the beer whether it be from money they earn, money they receive in public assistance, or money that is given to them by other generous customers.
  • Maris calls the police department when she wants the drunks to leave; although sometimes, Officer Comar will automatically address the issue when she drives by.
  • The current response is ineffective because the drunks come back later and/or return the following day.
  • Maris, Officer Comar, and the local police department are involved in the current response.
  • The current response depletes the taxpayer funded resources via the use of the local police department.

Now that a lot of the brain work is done, it’s time to turn ideas into action.  Let’s take a look at the third step in the S.A.R.A. Model:

Third Step:  Response

In this phase of addressing crime, law enforcement and community partners work together to identify and select responses, or interventions, that are most likely to lead to long-term success in reducing or eliminating the community problem they have scanned and analyzed.

Two questions should be asked during this phase:

  • What are some possible ways to address the problem?  Do we need more community partners?  Do we need to alter access? Do we need to install monitoring devices?  Does a law or policy need to be implemented or changed? Do we need to better enforce the ones we already have?  Do we need to make a list of community services and make referrals? 
  • Which of the potential responses are going to be most successful? Which interventions will attack the root causes, not the symptoms? What interventions will have a positive long-term impact?

Using our scenario, let’s list some possible ways to address Maris’s problem at her convenience store, as well as select the interventions that are likely going to lead to long-term success. Remember, this is a team effort, and Maris definitely should have some input!

  • Although Maris’s store is open to the public, her business is privately owned and located on private property.  Existing laws in her locality protect private business and property owners by allowing them to bar people from the property as long as it is not discriminatory based on protected classes, so Maris does have the legal authority to ban the drunks from her property and business.  During a meeting with the police department, in which everyone is sharing information and working together to come up with a response plan, Officer Comar confirms what Maris already suspected:  many of these addicts have long histories of arrests for public intoxication, trespassing, etc., and going to jail for a night or two isn’t much of a deterrent for them. While she can go through the effort of barring each one and the police department can make arrests, both she and the police department agree that it’s not the most effective route for long-term success.  This intervention was eliminated from the response plan.
  • Maris’s store is accessible to foot traffic, which is both a blessing and a curse.  There is nothing she can do or wants to do to alter the way her customers enter her business or property.  With that said, Maris does not have “No Loitering” signs posted on the property, and her locality has enforceable loitering laws.  “No Loitering” signage could motivate customers to make their necessary transactions and leave, but she has always been hesitant to put them up because she does not want to appear “unfriendly” to youth who come by and chat over a bag of chips and a soda.  She also learns that despite there being a local ordinance against loitering, the local judges are hesitant to impose any significant sanctions for it. Maris opts not to install “No Loitering” signage. This intervention was eliminated from the response plan.
  • Maris offers a product (beer) that her problem customers are addicted to, but it’s also a popular product among her good customers.  Regardless, she could stop selling it. Upon some discussion, Maris shares that she is unwilling to stop selling beer.  It is one of her best selling products, and she has a loyal customer base who have kept her in business by overlooking and literally overstepping the drunks to come in and buy their favorite case of beer from her.  This prompted Officer Comar to ask, “Are your best customers the ones who come in, buy their beer, and leave with beer as singles out of the cooler or as warm cases of beer you have stocked on the shelves?” Maris thought about it quickly and responded that the warm cases of beer are cheaper.  Her customers often opt for those and simply put their beer in their fridge when they get home. As if a light came on, the entire group began talking about how her problem customers are not going to be interested in drinking warm beer as soon as they leave the store. If Maris were to stop selling single beers in the cooler, the group of drunks may stop gathering on her sidewalk all day long. Maris was very open to trying this. 
  • During the meeting, the police department also advises Maris that she does have the legal authority to refuse service to anyone, even paying customers. Technically, she can refuse to serve the drunks.  Maris gave it some thought, but instead of refusing service to the group of drunks that frequent her store, she decides that she will continue to sell them warm cases of beer or any other product they opt to purchase.  After all, many of them also buy snacks or may have limited access to food. This intervention of refusing them service altogether was eliminated from the response plan.  
  • Finally, the police department and Maris acknowledge that while they don’t have control over everything, they can’t ignore the fact that addiction plays a role in this community problem. Officer Comar shares that she has access to a list of free resources for addicts, including locations and times of AA Meetings.  The police department could make a poster with the information, and Maris could hang it in the window of her store. Maris liked this idea. It made her feel as if she was contributing to a solution for a problem that is bigger than just her and her convenience store.

sara for problem solving

As we can see, out of all of that scanning and analyzing, only two responses appear to be a viable long-term strategy, but that’s okay!  Even one effective strategy is better than a dozen ineffective ones. 

Now that we have two good possibilities, let’s look at what needs to be included in our response plan:

  • an outline of each potential response, 
  • the objective for each potential response, 
  • who is implementing each response, and 
  • the responsibilities of each person or agency implementing each response.

Let’s finish out our plan of action for the interventions Maris, Officer Comar, and the police department agreed upon.

RESPONSE PLAN – Intervention #1

  • Outline:  Maris will stop selling individual beers in the cooler at her convenience store for six months but will continue selling warm cases of beer on the shelves. 
  • Objective:  To eliminate the desire of drunk patrons to loiter at Maris’s convenience store
  • Who Implements:  Maris
  • Maris will contact her distributors and alter her beer orders for six months.
  • Maris will instruct her employees not to stock individual beers in the cooler for six months.
  • Maris will post signage on the cooler doors that state, “We no longer sell individual beers.  Please select from our great variety of cases on Aisle 2.”

RESPONSE PLAN – Intervention #2

  • Outline: Maris will also hang a poster about local AA Meetings and resources for addicts in the window of her convenience store.
  • Objective: to provide referrals to resources available for addicts
  • Who Implements: Office Comar and Maris
  • Officer Comar will compile all of the AA Meeting locations, dates, and times and will create a poster.
  • Maris will hang the AA Meeting poster in the window of her store.

Now, we sit back and wait!  The team agreed to carry out the last step of the S.A.R.A. Model, Asssessment, in six months.  Let’s take a look at what that will entail.

Fourth Step – Assessment

During the final phase of the S.A.R.A. Model, the team evaluates two questions:

  • Was each intervention in the response plan implemented in a way that was consistent with the plan?   Did each person and/or agency carry out their responsibilities?  Did anyone veer off course? Did the plan lose momentum?  
  • Did the response achieve their intended effects?   Were the objectives met?  If not, why?

When the team from our scenario met again six months later, they assessed their response by answering both questions:

  • Was each response implemented in a way that was consistent with the plan? It was determined that Maris, Office Comar, and the police department stuck to the plan, and each person/agency followed through on their responsibilities for the entire six months.
  • Did the response plan achieve their intended effects?   Yes!  Maris described the first few days as a little rough.  In fact, she had to call the police department more than once to handle customers who became disorderly when they saw that she was no longer offering single beers in the cooler.  Officer Comar had been the one to show up on a few occasions, but both were happy to report that once they made it through the first week, it was smooth sailing. The kind of customers who are currently frequenting the store are the kind of customers Maris wants, and she’s even seen her sales pick up.  As for assessing whether or not addicts received referrals to community resources through the posters Officer Comar made and Maris hung, it’s difficult to ascertain. While Officer Comar did call around to the AA Meeting hosts to find out if any of the known addicts from the convenience store had attended meetings, AA explained that their meetings and attendees must remain confidential.  

Of course, not every response is going to be as successful as the one in our scenario, but in those cases, teams can demonstrate their commitment to Problem-Oriented Policing by revisiting the S.A.R.A. Model and determining which steps need to be repeated.  

One pitfall should also be noted, even with the most successful responses:  As with any success, we can sometimes become complacent, and when we become complacent, we let down our guard.  This is when small cracks in the response occur, and the problem can get a foothold again. For example, in our scenario, if Maris feels like things are going so well that she can probably start selling single beers in the cooler again, the problem behaviors could eventually return.  It’s never a bad idea to schedule follow-up assessments just to ensure the response is still working!

Finally, it’s important to highlight again that the S.A.R.A. Model cannot be successful without the involvement of community partners.  In our scenario, it took collaboration at each stage to reach a long-term solution that worked.

Many thanks to two former students, Miller Comar and Maris Benar, and former law enforcement officer John Moisa, for serving as inspiration for the S.A.R.A. Model scenario!

Suggested Citation for this Article

Glenn, K.M., Criminal Justice Know How, LLC, 2020,  The S.A.R.A. Model , https://criminaljusticeknowhow.com/the-sara-model/

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  • Short Contribution
  • Open access
  • Published: 01 March 2018

Enhancing SARA: a new approach in an increasingly complex world

  • Steve Burton 1 &
  • Mandy McGregor 2  

Crime Science volume  7 , Article number:  4 ( 2018 ) Cite this article

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The research note describes how an enhancement to the SARA (Scan, Analyse, Respond and Assess) problem-solving methodology has been developed by Transport for London for use in dealing with crime and antisocial behaviour, road danger reduction and reliability problems on the transport system in the Capital. The revised methodology highlights the importance of prioritisation, effective allocation of intervention resources and more systematic learning from evaluation.

Introduction

Problem oriented policing (POP), commonly referred to as problem-solving in the UK, was first described by Goldstein ( 1979 , 1990 ) and operationalised by Eck and Spelman ( 1987 ) using the SARA model. SARA is the acronym for Scanning, Analysis, Response and Assessment. It is essentially a rational method to systematically identify and analyse problems, develop specific responses to individual problems and subsequently assess whether the response has been successful (Weisburd et al. 2008 ).

A number of police agencies around the world use this approach, although its implementation has been patchy, has often not been sustained and is particularly vulnerable to changes in the commitment of senior staff and lack of organisational support (Scott and Kirby 2012 ). This short contribution outlines the way in which SARA has been used and further developed by Transport for London (TfL, the strategic transport authority for London) and its policing partners—the Metropolitan Police Service, British Transport Police and City of London Police. Led by TfL, they have been using POP techniques to deal with crime and disorder issues on the network, with some success. TfL’s problem-solving projects have been shortlisted on three occasions for the Goldstein Award, an international award that recognises excellence in POP initiatives, winning twice in 2006 and 2011 (see Goldstein Award Winners 1993–2010 ).

Crime levels on the transport system are derived from a regular and consistent data extract from the Metropolitan Police Service and British Transport Police crime recording systems. In 2006, crime levels on the bus network were causing concern. This was largely driven by a sudden rise in youth crime with a 72 per cent increase from 2005 to 2006: The level rose from around 290 crimes involving one or more suspects aged under 16 years per month in 2005 to around 500 crimes per month in 2006.

Fear of crime was also an issue and there were increasing public and political demands for action. In response TfL, with its policing partners, worked to embed a more structured and systematic approach to problem-solving, allowing them to better identify, manage and evaluate their activities. Since then crime has more than halved on the network (almost 30,000 fewer crimes each year) despite significant increases in passenger journeys (Fig.  1 ). This made a significant contribution to the reduction in crime from 20 crimes per million passenger journeys in 2005/6 to 7.5 in 2016/17.

Crime volumes and rates on major TfL transport networks and passenger levels

Although crime has being falling generally over the last decade, the reduction on London’s public transport network has been comparatively greater than that seen overall in London and in England and Wales (indexed figures can be seen in Fig.  2 ). The reductions on public transport are even more impressive given that there are very few transport-related burglary and vehicle crimes which have been primary drivers of the overall reductions seen in London and England and Wales. TfL attributes this success largely to its problem-solving approach and the implementation of a problem-solving framework and supporting processes.

UK, London and transport crime trends since 2005/6

A need for change

TfL remains fully committed to problem-solving and processes are embedded within its transport policing, enforcement and compliance activities. However, it has become apparent that its approach needs to develop further in response to a number of emerging issues:

broadening of SARA beyond a predominant crime focus to address road danger reduction and road reliability problems;

increasing strategic complexity in the community safety and policing arena for example, the increased focus on safeguarding and vulnerability;

the increasing pace of both social and technological change, for example, sexual crimes such as ‘upskirting’ and ‘airdropping of indecent images’ (see http://www.independent.co.uk/news/uk/crime/london-tube-sexual-assault-underground-transportation-harassment-a8080756.html );

financial challenges and resource constraints yet growing demands for policing and enforcement action to deal with issues;

greater focus on a range of non-enforcement interventions as part of problem solving responses;

a small upturn in some crime types including passenger aggression and low-level violence when the network is at peak capacity;

increasing focus on evidence-led policing and enforcement, and;

some evidence of cultural fatigue among practitioners with processes which indicated a refresh of the approach might be timely.

Implications

In response, TfL undertook a review of how SARA and its problem-solving activities are being delivered and considered academic reviews and alternative models such as the 5I’s as developed by Ekblom ( 2002 ) and those assessed by Sidebottom and Tilley ( 2011 ). This review resulted in a decision to continue with a SARA-style approach because of its alignment with existing processes and the practitioner base that had already been established around SARA. This has led to a refresh of TfL’s strategic approach to managing problem-solving which builds on SARA and aims to highlight the importance of prioritisation, effective allocation of intervention resources and capturing the learning from problem-solving activities at a strategic and tactical level. Whilst these stages are implicit within the SARA approach, it was felt that a more explicit recognition of their importance as component parts of the process would enhance overall problem-solving efforts undertaken by TfL and its policing partners. The revised approach, which recognises these important additional steps in the problem-solving process, has been given the acronym SPATIAL—Scan, Prioritise, Analyse, Task, Intervene, Assess and Learn as defined in Table  1 below:

SPATIAL adapts the SARA approach to address a number of emerging common issues affecting policing and enforcement agencies over recent years. The financial challenges now facing many organisations mean that limited budgets and constrained resources are inadequate to be able to solve all problems identified. The additional steps in the SPATIAL process help to ensure that there is (a) proper consideration and prioritisation of identified ‘problems’ (b) effective identification and allocation of resources to deal with the problem, considering the impact on other priorities and (c) capture of learning from the assessment of problem-solving efforts so that evidence of what works (including an assessment of process, cost, implementation and impact) can be incorporated in the development of problem-solving action and response plans where appropriate. The relationship between SARA and SPATIAL is shown in Fig.  3 below:

SARA and SPATIAL

In overall terms SPATIAL helps to ensure that TfL and policing partners’ problem-solving activities are developed, coordinated and managed in a more structured way. Within TfL problem-solving is implemented at three broad levels—Strategic, Tactical and Operational. Where problems and activities sit within these broad levels depends on the timescale, geographic spread, level of harm and profile. These can change over time. Operational activities continue to be driven by a problem-solving process based primarily on SARA as they do not demand the same level of resource prioritisation and scale of evaluation, with a SPATIAL approach applied at a strategic level. In reality a number of tactical/operational problem-oriented policing activities will form a subsidiary part of strategic problem-solving plans. Table  2 provides examples of problems at these three levels.

The processes supporting delivery utilise existing well established practices used by TfL and its partners. These include Transtat (the joint TfL/MPS version of the ‘CompStat’ performance management process for transport policing), a strategic tasking meeting (where the ‘P’ in SPATIAL is particularly explored) and an Operations Hub which provides deployment oversight and command and control services for TfL’s on-street resources. Of course, in reality these processes are not always sequential. In many cases there will be feedback loops to allow refocusing of the problem definition and re-assessment of problem-solving plans and interventions.

For strategic and tactical level problems, the SPATIAL framework provides senior officers with greater oversight of problem-solving activity at all stages of the problem-solving process. It helps to ensure that TfL and transport policing resources are focussed on the right priorities, that the resource allocation is appropriate across identified priorities and that there is oversight of the problem-solving approaches being adopted, progress against plans and delivery of agreed outcomes.

Although these changes are in the early stages of implementation, it is already clear that they provide the much needed focus around areas such as strategic prioritisation and allocation of TfL, police and other partner resources (including officers and other interventions such as marketing, communications and environmental changes). The new approach also helps to ensure that any lessons learned from the assessment are captured and used to inform evidence-based interventions for similar problems through the use of a bespoke evaluation framework (adaptation of the Maryland scientific methods scale, see Sherman et al. 1998 ) and the implementation of an intranet based library. The adapted approach also resonates with practitioners because it builds on the well-established SARA process but brings additional focus to prioritising issues and optimising resources. More work is required to assess the medium and longer term implications and benefits derived from the new process and this will be undertaken as it becomes more mature.

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The article was co-authored by the two named authors. SB developed the original concept and developed the methodology and MM helped refine the ideas for practical implementation and provided additional content to the document. Both authors read and approved the final manuscript.

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Burton, S., McGregor, M. Enhancing SARA: a new approach in an increasingly complex world. Crime Sci 7 , 4 (2018). https://doi.org/10.1186/s40163-018-0078-4

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Criminologist Herman Goldstein articulated the problem-oriented approach to policing (hereafter, POP) in 1979, recognising that many of the isolated incidents responded to by police are symptomatic of more substantive problems rooted within a disparate array of social and environmental conditions. The basic elements of problem-solving, and indeed problem-solving analysis, begin with grouping incidents as problems and putting them at the heart of policing – the problem becoming a unit of police work (Goldstein H, Problem oriented policing. Temple Univ. Pr, Philadelphia, 1990). The aim of problem-solving is to improve policing by enabling the most efficient use of our finite resources to serve the public effectively. In this chapter, we will work through the organisational theory of POP from the analyst perspective, broken down into two parts – the active role of the analyst in problem-solving and identifying suitable responses, followed by an extended breakdown of the stages in a SARA model and how you can become a problem-solving crime analyst.

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The SARA Model builds on Herman Goldstein’s Problem-Oriented Policing and was developed and coined by John Eck and William Spelman (1987) in Problem solving: Problem-oriented policing in Newport News . Washington, DC: Police Executive Research Forum.

The SARA model is a decision-making model that incorporates analysis and research, tailoring solutions to specific problems, and most importantly, evaluating the effectiveness of those responses. The acronym SARA stands for:

Scanning: Identifying, prioritizing and selecting problems that need addressing using both data from police and other sources as well as community and citizen input.

Analysis: Deeply analyzing the causes of the problem, including the underlying causes of repeated calls for service and crime incidents.

Response: Determining and implementing a response to a particular problem. Ideas for responses should be “evidence-based” when possible (see, for example, the Matrix ) or at least tailored to the specific problem at hand using general principles of good crime prevention.

Assessment: Often the most ignored part of the SARA model, this requires assessing and evaluating the impact of a particular response and being willing to try something different if the response was not effective.

For more information see this Matrix resource as well as the POP Center .

Problem Solving & The SARA Model

This resource is part of a knowledge-sharing series for the Rural Violent Crime Reduction Initiative (RVCRI) led by LISC Safety & Justice, National Policing Institute, and the U.S. Department of Justice (DOJ), Bureau of Justice Assistance (BJA). RVCRI provides resources to small, rural, and tribal jurisdictions seeking to address specific crime concerns. RVCRI funded sites utilize a multi-disciplinary team to identify and prioritize specific crime challenges along with specific places and/or populations to direct grant resources. 

This webinar will introduce the basic concepts of problem-solving methodologies, with an emphasis on the SARA (Scanning, Analysis, Response, and Assessment) Model. Through this session, participants will learn how this problem-solving model can help guide implementation of their RVCRI projects. Participants will also learn how the SARA model can support projects by providing a framework for ongoing data collection, analysis, strategy refinement and assessment of implementation activities.

  • Julie Wartell, Founder, Problem Analysis Group
  • John A. Connelly, Senior Program Officer, LISC Safety & Justice

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A look inside strategies contributing towards community policing: sara model.

sara for problem solving

Problem-Oriented Policing (POP) is a defined process for responding to reported (or perceived) issues.  This model requires that officers be familiar with their areas/communities and be willing and able to develop personal relationships. In POP, officers are encouraged to use the SARA problem-solving model to solve issues in their communities. 

A commonly used problem-solving method is the SARA model (Scanning, Analysis, Response and Assessment). The SARA model contains the following elements:

This first step requires police to recognize recurring issues and their respective outcomes within their communities. Police forces must then prioritize these issues and develop goals to resolve the issue at hand. Officers must then further examine problems within the larger issue.

  • Identifying recurring problems of concern to the public and the police.
  • Identifying the consequences of the problem for the community and the police.
  • Prioritizing those problems.
  • Developing broad goals.
  • Confirming that the problems exist.
  • Determining how frequently the problem occurs and how long it has been taking place.
  • Selecting problems for closer examination.

To analyze a problem, police need to identify and understand the causes and entailments of an issue as well as collect data on the problem. Through research, the analysis step makes officers specify current responses to an issue, the scope of an issue, resources, and potential reasons for the issue’s occurrence.

  • Identifying and understanding the events and conditions that precede and accompany the problem.
  • Identifying relevant data to be collected.
  • Researching what is known about the problem type.
  • Taking inventory of how the problem is currently addressed and the strengths and limitations of the current response.
  • Narrowing the scope of the problem as specifically as possible.
  • Identifying a variety of resources that may be of assistance in developing a deeper understanding of the problem.
  • Developing a working hypothesis about why the problem is occurring.

The response step enables police to use their research from the analysis step to brainstorm ideas for intervention, select intervention options, outline plans and objectives, and implement proposed plans.

  • Brainstorming for new interventions.
  • Searching for what other communities with similar problems have done.
  • Choosing among the alternative interventions.
  • Outlining a response plan and identifying responsible parties.
  • Stating the specific objectives for the response plan.
  • Carrying out the planned activities.

Assessment:

The final step of the SARA model takes place after forces have tried to solve a problem. Assessment requires police to evaluate the success of their implemented plan and collect data regarding its outcomes. During this step, police forces also determine whether their initial goals were met and try to better ensure continued success.

  • Determining whether the plan was implemented (a process evaluation).
  • Collecting pre– and post–response qualitative and quantitative data.
  • Determining whether broad goals and specific objectives were attained.
  • Identifying any new strategies needed to augment the original plan.
  • Conducting ongoing assessment to ensure continued effectiveness.

Baum, Erica. “Police Work: What Is the SARA Model?” Newsmax , June 3, 2015, January 10, 2020.

Hawk, Christopher. “What is the difference between community policing, community-oriented policing and problem solving?” Quora , January 20, 2014.

Editorial Disclaimer: All blog posts are contributed by a member of the MovementForward, Inc. team in their personal capacity. The opinions expressed in the posts are the author’s own and do not reflect the views of MovementForward, Inc. or any other partnership associated with the organization.

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Hartland middle schoolers put creative problem-solving to the test

HARTLAND — A group of Hartland middle schoolers has proven exceptionally adept at solving problems and critical thinking.

Six students from Farms Intermediate School have advanced to the state finals for "Odyssey of the Mind" on March 16 at Middleville High School. Odyssey of the Mind is a creative problem-solving program, where team members present a solution to a predefined long-term problem.

Each team prepares for several months before competition season begins. The solution involves writing, design, construction and theatrical performance.  

The students placed second at state regionals in Corunna earlier this month. If they place among the top teams in the state competition, they'll advance to the international finals at the University of Iowa later this spring.  

All six students — Grace Hnidy, Mikayla Slesinski, Mia Zerafa, Mikah Wood, Maddie Berry and Isaac Kotrba — were part of an OM team last year at Lakes Elementary, which also advanced to state finals, according to parent coordinators Kristy Slesinski and Ellen Zerafa.

Kristy participated in OM, formed in 1978, while growing up in Howell.

“It really helps teach critical thinking skills,” she said, also emphasizing teamwork and the importance of "thinking on the spot" with a spontaneous question at each competition.

The middle schoolers were first notified of their prompt in August, and members have met at least once weekly since then to prepare. The team is only allowed to spend a combined $135 on costumes and props for their presentation, encouraging even more creativity.

“We’re passionate about the program, which is why we volunteered to help,” Ellen said. “OM really capitalizes on the individual strengths of the kids.”  

As the team prepares for the state finals, the students are working to improve their approach.

“Either way, we’re proud of all they’ve accomplished," Kristy said.

Learn more about the program at odysseyofthemind.com .

— M. Alan Scott is a freelance writer for The Livingston Daily. Contact the newsroom at  [email protected] .

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The Art of Problem Solving in Software Development: Beyond Technical Expertise Problem-solving in digital creation transcends basic coding skills, requiring a fusion of creativity, strategic thinking, and a deep understanding of technology and human needs.

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Problem-solving in digital creation transcends basic coding skills, requiring a fusion of creativity, strategic thinking, and a deep understanding of technology and human needs. In this complex realm, developers navigate the nuances of each challenge, exploring uncharted territories to discover innovative solutions. Their journey is marked by continuous learning and adaptation, constantly reimagining technological possibilities to meet evolving demands.

At the heart of this process lies the ability to understand a challenge's core, envision a range of possible solutions, and then skillfully craft code that addresses the present problem and anticipates future scenarios. This iterative approach, enriched by ongoing data and feedback, guides developers in continuously refining their solutions. The overarching goal is to create software that stands out in terms of functionality, efficiency, resilience, scalability, and user engagement.

Embracing a Multifaceted Skill Set

Solving problems in digital development transcends coding prowess. It encompasses various skills, including analytical reasoning, inventiveness, and clear communication. Developers must excel at deconstructing complex problems, often needing imaginative and unconventional solutions. Jagan Mohanraj, a veteran software architect, highlights this aspect: "In digital development, problem-solving is as much about creativity and strategic thinking as it is about technical knowledge. My work with the Build Health framework utilizing Microsoft Azure Appinsights is a testament to this approach."

Effective communication is also vital, especially in conveying intricate technical issues to stakeholders with diverse backgrounds. This ability is crucial in collaborative settings where multidisciplinary teams address complex challenges. "Clear communication is key in problem-solving, ensuring all parties grasp both the challenge and the solution," Mohanraj adds.

The Vital Role of Teamwork and Dynamics

In digital development, effective teamwork is essential for innovative problem-solving. Collaborative efforts combine varied perspectives and skills, often leading to more comprehensive solutions. Mohanraj observes, "Teamwork in problem-solving unites diverse viewpoints, vital for the best solutions in complex digital challenges."

The dynamics within a team significantly impact the problem-solving approach. Teams that cultivate open dialogue, mutual respect, and innovation readiness often surmount obstacles. Each team member feels valued and encouraged to contribute their insights and expertise in such environments, fostering a rich and creative problem-solving culture.

Navigating an Evolving Technological Landscape

The digital development domain is in constant flux, with emerging technologies and methodologies reshaping the landscape. For developers, this reality necessitates adaptability and an unwavering commitment to continuous learning. Mohanraj notes, "Staying adaptable and continually learning is critical in the dynamic field of digital development. Regularly reviewing the source code of Microsoft products and participating in events and technical forums helps me stay abreast of the latest developments and understand the nuances of problem-solving in this field."

Developers need to maintain a mindset that embraces exploration and flexibility, key traits for adapting to rapidly evolving technologies. This means being willing to delve into new programming languages, adopt various development methodologies, and stay abreast of emerging fields such as machine learning and blockchain technology. Such agility is crucial in positioning developers at the cutting edge, fully prepared to effectively address new and complex challenges.

Prioritizing the User in the Development Process

At the crux of problem-solving in digital development is the end-user. Grasping user needs and expectations is fundamental in crafting effective digital solutions. This user-centric approach ensures the software functions optimally and delivers a positive user experience. Mohanraj emphasizes, "Every solution we develop in digital development should always aim to serve the user, addressing their specific needs and expectations. Understanding the big picture and looking beyond immediate challenges to how solutions fit into the broader context of a project or system is key to effective problem-solving."

Engaging with users, understanding their challenges, and empathizing with their experiences are integral to this approach. It often involves user research, iterative testing, and feedback mechanisms to align the software with user requirements. By centering on the user, developers craft technically robust solutions while also being intuitive and engaging.

A Holistic View of Problem Solving in Digital Development

The art of problem-solving in digital development extends far beyond coding expertise and technical know-how. It involves a comprehensive approach that blends creativity, strategic vision, teamwork, adaptability, and a profound understanding of user needs.

As this field continues to evolve, these skills will become increasingly pivotal, guiding developers in their mission to forge impactful, innovative, and user-centric digital solutions.

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Center for Problem oriented policing

  • The SARA Model

A commonly used problem-solving method is the SARA model (Scanning, Analysis, Response and Assessment). The SARA model contains the following elements:

  • Identifying recurring problems of concern to the public and the police.
  • Identifying the consequences of the problem for the community and the police.
  • Prioritizing those problems.
  • Developing broad goals.
  • Confirming that the problems exist.
  • Determining how frequently the problem occurs and how long it has been taking place.
  • Selecting problems for closer examination.
  • Identifying and understanding the events and conditions that precede and accompany the problem.
  • Identifying relevant data to be collected.
  • Researching what is known about the problem type.
  • Taking inventory of how the problem is currently addressed and the strengths and limitations of the current response.
  • Narrowing the scope of the problem as specifically as possible.
  • Identifying a variety of resources that may be of assistance in developing a deeper understanding of the problem.
  • Developing a working hypothesis about why the problem is occurring.
  • Brainstorming for new interventions.
  • Searching for what other communities with similar problems have done.
  • Choosing among the alternative interventions.
  • Outlining a response plan and identifying responsible parties.
  • Stating the specific objectives for the response plan.
  • Carrying out the planned activities.

Assessment:

  • Determining whether the plan was implemented (a process evaluation).
  • Collecting pre– and post–response qualitative and quantitative data.
  • Determining whether broad goals and specific objectives were attained.
  • Identifying any new strategies needed to augment the original plan.
  • Conducting ongoing assessment to ensure continued effectiveness.
  • What Is Problem-Oriented Policing?
  • History of Problem-Oriented Policing
  • Key Elements of POP
  • The Problem Analysis Triangle
  • Situational Crime Prevention
  • 25 Techniques
  • Links to Other POP Friendly Sites
  • About POP en Español

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Title: reinforcement learning for solving stochastic vehicle routing problem with time windows.

Abstract: This paper introduces a reinforcement learning approach to optimize the Stochastic Vehicle Routing Problem with Time Windows (SVRP), focusing on reducing travel costs in goods delivery. We develop a novel SVRP formulation that accounts for uncertain travel costs and demands, alongside specific customer time windows. An attention-based neural network trained through reinforcement learning is employed to minimize routing costs. Our approach addresses a gap in SVRP research, which traditionally relies on heuristic methods, by leveraging machine learning. The model outperforms the Ant-Colony Optimization algorithm, achieving a 1.73% reduction in travel costs. It uniquely integrates external information, demonstrating robustness in diverse environments, making it a valuable benchmark for future SVRP studies and industry application.

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  4. Mera Sara problem solve ho gaya . Bohut din baad me video aplode kar rahahun

  5. SARA Parody for Problem Solving (Fever)

  6. Solving The Real Problem As Leaders + Using Validation To Do So

COMMENTS

  1. The SARA Model

    A commonly used problem-solving method is the SARA model (Scanning, Analysis, Response and Assessment). The SARA model contains the following elements: Scanning: Identifying recurring problems of concern to the public and the police. Identifying the consequences of the problem for the community and the police. Prioritizing those problems.

  2. PDF Problem-Solving Tips

    The Problem-Solving Approach . The emphasis on problem solving as an effective policing strategy stems from pioneering work on problem-oriented policing done by Herman Goldstein in the late 1970s and from experiments in the early 1980s in Madison, Wisconsin; Baltimore County, Maryland; and Newport News, Virginia. In Newport News, police

  3. The S.A.R.A. Model

    The Crime Prevention Triangle The S.A.R.A. Model of crime prevention is a part of what was coined as "Problem-Oriented Policing" by Herman Goldstein in 1979. Problem-Oriented Policing, or POP, was a response to reactive, incident-driven policing in which successes in addressing community problems were short-lived.

  4. PDF Identifying and Defining Policing Problems

    Problem-Solving Tools guidebook deals with the process of identifying and defining policing problems. Under the most widely adopted police problem-solving model—the SARA (Scanning, Analysis, Response, Assessment) model—the process of identifying and . defining policing problems is referred to as the . Figure 1. The SARA model of problem solving

  5. Scanning, Analysis, Response, and Assessment

    Scanning, Analysis, Response, and Assessment (SARA) is a problem-solving process used in problem-oriented policing. It is one of the most popular methods in problem-oriented policing. [1] History SARA was first proposed in 1987 by John E. Eck and William Spelman of the Police Executive Research Forum.

  6. Problem-solving policing

    19 October 2022 9 mins read Problem-solving policing is also known as problem-oriented policing. It's an approach to tackling crime and disorder that involves: identification of a specific problem thorough analysis to understand the problem development of a tailored response assessment of the effects of the response

  7. Enhancing SARA: a new approach in an increasingly complex world

    SARA is the acronym for Scanning, Analysis, Response and Assessment. It is essentially a rational method to systematically identify and analyse problems, develop specific responses to individual problems and subsequently assess whether the response has been successful (Weisburd et al. 2008 ).

  8. Problem‐oriented policing for reducing crime and disorder: An updated

    POP interventions commonly use the SARA (scanning, analysis, response, assessment) model to identify problems, carefully analyze the conditions contributing to the problem, develop a tailored response to target these underlying factors, and evaluate outcome effectiveness. Objectives

  9. SARA

    A generally used problem-solving method is the SARA (Scan, Analysis, Response and Evaluation) model. The SARA model contains the following elements: Scanning: - Identify repeated problems...

  10. Problem-Solving and SARA

    Eck and Spelman ( 1987) developed the acronym SARA as a model to enable those involved in crime and disorder reduction to improve the POP process. SARA stands for: Scanning available information sources and defining a problem with specificity, Analysis of relevant data and information to understand the underlying conditions creating the problem,

  11. Refresher: SARA Model and Problem-Oriented Policing

    The acronym SARA stands for: Scanning: Identifying, prioritizing and selecting problems that need addressing using both data from police and other sources as well as community and citizen input. Analysis: Deeply analyzing the causes of the problem, including the underlying causes of repeated calls for service and crime incidents.

  12. PDF Excellence in Problem-Oriented Policing: The 2000 Herman Goldstein

    The preeminent conceptual model of problem solving, known as SARA, grew out of the problem-oriented policing project in Newport News. The acronym SARA stands for scanning, analysis, response, and assessment. This model has become the basis for many police agencies' training curricula and problem-solving efforts.

  13. The SARA Problem Solving Model

    The SARA Problem Solving Model The SARA Model Approach to Problem Solving Problem-solving is an integral component of the philosophy of community policing. The problem-solving approach is a methodical process for reducing the impact of crime and disorder problems in a community.

  14. Problem Solving & The SARA Model

    Through this session, participants will learn how this problem-solving model can help guide implementation of their RVCRI projects. Participants will also learn how the SARA model can support projects by providing a framework for ongoing data collection, analysis, strategy refinement and assessment of implementation activities. Presenters

  15. What is the SARA model?

    What is the SARA model? | Video explainer 1 | Problem solving with the SARA model College of Policing 2.81K subscribers Subscribe Subscribed 26 9.5K views 1 year ago Problem solving...

  16. PDF A practice guide

    Box 1: The SARA model: Scanning, Analysis, Response and Assessment………………………………… 6 Box 2: Understanding and preventing residential burglary …………………………………………8 Box 3: Concentrate on concentrations - the 80:20 rule………………………………………………… 9 Box 4: Ten useful sources of advice on problem-solving …………………………………………10 Box 5: Data for problem-solving ………………………...

  17. Problem Solving

    A major conceptual vehicle for helping officers to think about problem solving in a structured and disciplined way is the scanning, analysis, response, and assessment (SARA) model. This Police Foundation report on the Pulse nightclub shooting attack in June 2016 details multiple aspects of the attack and response, including leadership ...

  18. Defining Police Strategies: Problem Solving, Problem-Oriented Policing

    Officers who are using the SARA model of problem-oriented policing often skip the "analysis" phase or conduct an analysis that is too rudimentary. Often the "responses" in current problem-oriented policing projects are variations of conventional police practices (e.g., crackdowns, surveillance, and arrests).

  19. Community-Oriented Policing and Problem-Oriented Policing

    The SARA problem-solving methodology allows law enforcement agencies to examine and identify the features of places and potential targets that might generate crime opportunities for a motivated offender and develop solutions to eliminate these opportunities, thereby preventing future crime (Hinkle et al., 2020).

  20. Problem-Oriented Policing: The SARA Model

    Problem-Oriented Policing: The SARA Model, an eLearning course, provides learners with a basic awareness and understanding of the fundamental principles of a common approach used by many community policing agencies to identify and solve repeat crime and community problems.The SARA model allows agencies to scan through multiple data sources, conduct a thorough analysis of a problem through the ...

  21. A look inside strategies contributing towards Community Policing: SARA

    Problem-Oriented Policing (POP) is a defined process for responding to reported (or perceived) issues. This model requires that officers be familiar with their areas/communities and be willing and able to develop personal relationships. In POP, officers are encouraged to use the SARA problem-solving model to solve issues in their communities. A commonly used problem-solving method […]

  22. Problem-oriented policing

    The SARA model employs four stages. Scanning - the identifying and prioritising of potential crime and disorder problems. Analysis - the analysis of potential problems, by gathering information and intelligence to identify underlying causes of the problem.

  23. Hartland middle schoolers put creative problem-solving to the test

    Odyssey of the Mind is a creative problem-solving program, where team members present a solution to a predefined long-term problem. Each team prepares for several months before competition season ...

  24. The Art of Problem Solving in Software Development ...

    Problem-solving in digital creation transcends basic coding skills, requiring a fusion of creativity, strategic thinking, and a deep understanding of technology and human needs.

  25. [2402.10104] GeoEval: Benchmark for Evaluating LLMs and Multi-Modal

    Recent advancements in Large Language Models (LLMs) and Multi-Modal Models (MMs) have demonstrated their remarkable capabilities in problem-solving. Yet, their proficiency in tackling geometry math problems, which necessitates an integrated understanding of both textual and visual information, has not been thoroughly evaluated. To address this gap, we introduce the GeoEval benchmark, a ...

  26. The SARA Model

    The SARA Model A commonly used problem-solving method is the SARA model (Scanning, Analysis, Response and Assessment). The SARA model contains the following elements: Scanning: Identifying recurring problems of concern to the public and the police. Identifying the consequences of the problem for the community and the police.

  27. Reinforcement Learning for Solving Stochastic Vehicle Routing Problem

    This paper introduces a reinforcement learning approach to optimize the Stochastic Vehicle Routing Problem with Time Windows (SVRP), focusing on reducing travel costs in goods delivery. We develop a novel SVRP formulation that accounts for uncertain travel costs and demands, alongside specific customer time windows. An attention-based neural network trained through reinforcement learning is ...