| Literature DB >> 33551547 |
Abstract
In response to the global COVID-19 pandemic, the Nigeria police was entrusted with the responsibility of coordinating local shutdowns, encouraging social distancing, enforcing stay-at-home mandates, and supervising compulsory wearing of face masks. Drawing from procedural justice theory, this study explored accounts of unlawful use of force, human rights violations, and other police misconducts that resulted from the enforcement of COVID-19 measures. Using a victim-centred approach involving qualitative, in-depth interviews with 71 people, who perceived their encounters with the police enforcing COVID-19 measures as bordering on their rights, were conducted, and a thematic analysis of the narratives carried out. Participants reported significant variety of police aggression directed towards them: including actual threats of physical violence, hostility, intimidation, extortion, and punishment. Female participants reported incidents of sexual harassment, unwanted sexual advances, and assault. The study concludes that the militarized option adopted by the police to enforce COVID-19 measures drew deeper divides between the police and communities than previously existed. This stresses the need for Nigeria police to train officers, reprimand erring officers, and deploy procedural justice principles in enforcing COVID-19 measures. © Society for Police and Criminal Psychology 2021.Entities:
Keywords: COVID-19; Misconduct; Nigeria police; Pandemic; Victims
Year: 2021 PMID: 33551547 PMCID: PMC7854878 DOI: 10.1007/s11896-021-09431-4
Source DB: PubMed Journal: J Police Crim Psychol ISSN: 0882-0783
Participants’ sociodemographic characteristics
| Variables | Total | Percentage (%) |
|---|---|---|
| Age (years) | ||
| 16–21 | 22 | 31.0 |
| 22–27 | 29 | 40.8 |
| 28–33 | 11 | 15.5 |
| 34–39 | 6 | 8.5 |
| 40–45 | 2 | 2.8 |
| >46 | 1 | 1.4 |
| Gender | ||
| Male | 25 | 35.2 |
| Female | 46 | 64.8 |
| Highest level of education | ||
| None | 1 | 1.4 |
| Non-formal/religious/literacy class/adult education | 5 | 7.0 |
| Primary school | 11 | 15.5 |
| Secondary/technical/teacher’s college | 33 | 46.5 |
| Post-secondary | 21 | 29.6 |
| Ethnic affiliation | ||
| Yoruba | 32 | 45.1 |
| Igbo | 17 | 23.9 |
| Ijaw | 9 | 12.7 |
| Hausa | 4 | 5.6 |
| Others | 9 | 12.7 |
| State of residence | ||
| Lagos | 31 | 43.7 |
| Ogun | 18 | 25.3 |
| Osun | 7 | 9.9 |
| Rivers | 4 | 5.6 |
| Others | 11 | 15.5 |
| Occupation | ||
| Student (secondary and post-secondary) | 13 | 18.3 |
| Unemployed | 9 | 12.7 |
| Farming, petty trading, self-employed or artisan | 31 | 43.7 |
| Driver, motor park assistants, drivers' union officials, etc | 11 | 15.5 |
| Teacher (primary and secondary schools) | 2 | 2.8 |
| Staff of government agencies and companies | 3 | 4.2 |
| Businessmen and self-employed professionals | 2 | 2.8 |
Source: Field survey 2020