exercise at the end of this module or as part of Module 6, Integration and Practice.)

Transcription

1 Title: Tactical Cmmunicatins Recmmended Time: 2 hurs (nt including pssible scenari-based training exercise) Primary Audience: Patrl Officers Mdule Gal: Thrugh classrm instructin, discussin, exercises, and a vide case study, the student will learn basic principles and cncepts f crisis respnse using tactical cmmunicatins, and develping the necessary skills t safely and effectively cmmunicate during many critical incidents. The student will learn key active listening and verbal and nnverbal skills that are especially valuable fr defusing tense situatins and gaining vluntary cmpliance frm subjects. (Nte: agencies may als chse t run a scenari-based training exercise at the end f this mdule r as part f Mdule 6, Integratin and Practice.) Required Materials: Digital presentatin (Pwer Pint and vide); lessn plan; easel pad and markers (Fr scenari-based training, safety equipment/weapns and rle player) Learning Objectives: At the cmpletin f this curse, students will be able t: Use a range f cmmunicatins skills t their tactical advantage. Explain the cncepts and imprtance f active listening and demnstrate the use f key active listening skills. Explain hw nn-verbal cmmunicatins affect interactins with thers and demnstrate the use f key nn-verbal cmmunicatins skills. Demnstrate key verbal cmmunicatins skills that are critical t defusing tense situatins and gaining vluntary cmpliance. Develp and use a variety f alternatives t shuting drp the knife if that cmmand des nt generate cmpliance after repeated uses. April 2018 Plice Executive Research Frum Page 1 f 29

2 Recmmended Time Allcatin Unit Recmmended Time (minutes) 1 Intrductry Vide 5 2 Learning Activity 1 (Assessment) 10 3 Respnding t Smene in Crisis 30 4 Learning Activity 2 (Vide Case Study) 15 5 Learning Activity 3 (Vide Case Study) Optinal* 15* 6 Active Listening Skills 10 7 Nn-Verbal Cmmunicatin Skills 15 8 Verbal Cmmunicatin Skills 15 9 Learning Activity 4 (Vide Case Study) Learning Activity 5 (Cmmunicatin Exercise) Recap and Discussin 10 Ttal * * These estimates d nt include the time needed t cnduct a scenari-based training exercise. Agencies that chse t run a scenari at the end f this mdule (as ppsed t running all f their scenaris in Mdule 6) will need t budget in additinal time here. April 2018 Plice Executive Research Frum Page 2 f 29

3 Table f Cntents I. Intrductry Vide 4 II. Learning Activity 1 (Assessment) 4 III. Respnding t Smene in Crisis 5 IV. Learning Activity 2 (Vide Case Study) 8 V. Learning Activity 3 (Vide Case Study) Optinal 12 VI. Active Listening Skills 14 VII. Nn-Verbal Cmmunicatin Skills 18 VIII. Verbal Cmmunicatin Skills 20 IX. Learning Activity 4 (Vide Case Study) 24 X. Learning Activity 5 (Cmmunicatin Exercise) 27 XI. Recap and Discussin 28 April 2018 Plice Executive Research Frum Page 3 f 29

4 Overview: Tday s plice fficers have mre and better equipment and technlgy than ever befre. Yet, almst every encunter between plice and the public starts and ends with wrds. Mst encunters require a mre nuanced apprach than the traditinal ask-tellmake methd f cmmunicatins. Officers are mre effective and safer when they can use wrds and ther cmmunicatins skills t their tactical advantage t gain vluntary cmpliance, and thus minimize the need fr frce. Tactical cmmunicatins skills are especially imprtant when dealing with persns in mental health r ther crises. Many f these skills are adapted frm crisis and hstage negtiatins training and are backed by science. Althugh negtiatrs may have t use these skills nly SLIDE #1 ccasinally, patrl fficers can apply them every day. NOTE: The previus mdule briefly tuched n sme basic cmmunicatins cncepts in dealing with persns in crisis. This mdule prvides mre details and cntext. Intrductry Vide Radi Cnversatin Between the United States Navy and Spain Ntice hw the vide shws the imprtance f listening t thers, especially when in a psitin f greater authrity. Sund familiar? Ask the class: what abut that vide rung true in yur cmmunicatins with subjects n the street? Peers? Supervisrs? Family members and friends? SLIDE #2 Vide can be fund at: xkx0mxk-yl4 Learning Activity 1 (Assessment) Activity: Assessment Grup Prject Activity Time: 20 minutes Activity Learning Objective: An assessment exercise that serves as an intrductin t the Tactical Cmmunicatins mdule Required Equipment: Easel pads, markers Facilitatr Instructin: Break the class int small grups. Prvide each grup with markers and easel pads. Each grup will have 10 minutes t brainstrm and recrd the attributes f a plice fficer they knw wh is an effective cmmunicatr. Each grup will delegate a spkespersn wh will present the findings t the class. SLIDE #3 April 2018 Plice Executive Research Frum Page 4 f 29

5 Wrap up with a discussin f the pints n Slide #4 Five Universal Truths f Human Interactin. Yu can ask the class if they agree/disagree with the list, and why r why nt. SLIDE #4 Peple feel the need t be respected Peple wuld rather be asked than be tld Peple have a desire t knw why Peple prefer t have ptins ver threats Peple want t have a secnd chance Encurage the class t keep these ideas in the back f their minds thrughut this mdule. Surce: Dr. Gerge Thmpsn, Verbal Jud Institute; see nicatins/tips/ the-5- universal-truths-f-humaninteractin/ Respnding t Smene in Crisis As discussed in Mdule 3, fr the first respnding fficer n the scene, the missin is nt t diagnse the persn in crisis r try t cunsel him r her t an immediate reslutin. Rather, it is t assess the situatin and make it safe; attempt t defuse the crisis as much as pssible; buy time fr specialized resurces t arrive; and try t get the subject t a state where he r she can make mre ratinal decisins, resulting in a safe and peaceful reslutin thrugh vluntary cmpliance. Specific tactical skills are cvered in future mdules. This unit fcuses n hw t apprach the initial respnse s that effective cmmunicatins are pssible. What is Crisis Interventin? A prcess t assist individuals in finding safe and prductive utcmes t unsettling events As first respnding fficers, yu re ne (very imprtant) part f the crisis interventin prcess The subject s first interactin with plice is critical Yu set the tne and help chart the curse tward a reslutin SLIDE #5 Verbal de-escalatin: use f wrds and actins t reduce a heightened emtinal and physical state, in rder t facilitate calm, ratinal interactin (Seattle Plice Department) April 2018 Plice Executive Research Frum Page 5 f 29

6 But yu (by yurself) are nt the entire prcess Yur rle is nt t slve the underlying crisis It is t stabilize the situatin, make it safe, help get the persn in a frame f mind t find slutins Then, hpefully hand it ver t thers t prvide lnger-term care and slutins Tw guiding principles t keep in mind: Yur missin is nt t diagnse the subject r treat/slve the underlying issues Dn t assume yu have crrectly diagnsed the persn Dn t assume yu knw what t d based n yur diagnsis Tp pririty (when feasible) is t verbally defuse and stabilize the situatin as much as pssible Try t get the persn t a state where he r she can functin and reasn a bit better Where vluntary cmpliance can be achieved SLIDE #6 SLIDE #7 Three-phase respnse prcess when faced with a persn in crisis Safety f the public, the subject, the plice Stability try t get the persn stabilized thrugh verbal and nn-verbal de-escalatin techniques Prblem slving (eventually) As much as pssible, try t get the persn t a state f ratinal thinking/decisin-making Increases the likelihd f vluntary cmpliance and incident reslutin Again, this may require additinal specialized resurces within and utside yur agency. April 2018 Plice Executive Research Frum Page 6 f 29

7 Trying t defuse a critical situatin des nt Take away r restrict yur discretin t make an arrest, where prbable cause exists Take away r restrict yur ability t use reasnable and prprtinal frce when faced with an imminent threat But these shuld generally be cnsidered last resrts when ther appraches have been tried and failed Hw t apprach persns in crisis sme practical tips and techniques: Request backup and specialized help CIT-trained fficers Lcal mental health partners Dn t rush int situatins (unless immediate actin is required) Mve slwly Fcus n calming the situatin Minimize the stress level Cntinually assess and re-assess As the subject s demeanr and actins change, be prepared t adjust yur apprach Spin the CDM mdel Be aware f Ht buttns (r Triggers ): tpics that may further agitate the subject avid them Hks : tpics that may help t calm the subject leverage them t yur advantage SLIDE #8 SLIDES #9 NOTE: These are build slides. Each muse click displays the next bullet. Tactical tip: It s als imprtant t make sure yu are cmmunicating with yur partners and ther persnnel n the scene. Ht buttns and hks are featured prminently in the scenaribased training exercises. The term ht buttns is adapted frm FBI and NYPD training. Learning Activity 2 Vide Case Study Nte This exercise is t illustrate hw ne fficer used sme f the tips April 2018 Plice Executive Research Frum Page 7 f 29

8 and techniques that are cvered in this mdule t respnd t a persn in crisis. The vide als illustrates sme f the imprtant elements f the Critical Decisin-Making Mdel. A few reminders: Remind students that the vide is nt perfect; the purpse is nt t judge r secnd-guess the fficer s actins r render a grade. Rather the vide illustrates the real-wrld challenges fficers face. The purpse is t generate discussin n hw these challenges can be handled as safely and effectively as pssible. We are nt suggesting this was the nly pssible curse f actin in this case. SLIDE #10 Vide can be fund at: 58FfkuJZRJE Clumbia, SC vide September 10, hurs Officers and EMS wrkers respnd t a man sitting n a bridge guardrail, feet dangling ver the highway Shw vide Lead a brief discussin: pssible questins. What ht buttns did the fficer encunter? What hks did the fficer find? Hw did the fficer leverage thse hks tward a successful utcme f the situatin? What else did yu ntice? Calm, even tne f vice His tne is caring and cmpassinate Asks pen ended questins Bdy language? Gd presence relaxed but clse in case he needed t act Mves slwly Rapprt building? April 2018 Plice Executive Research Frum Page 8 f 29

9 Empathetic having a bad night tnight. Nne f us want yu t hurt yurself, bud. Hpeful I ll be ut here riding arund [tmrrw night] and I m ging t see yu n the street and we re ging t talk abut the Gameccks r Redskins game. I [als] hate Dallas Anything else? SLIDE #11 Respnding t Smene in Crisis (cntinued) If persn in crisis is displaying ne behavir type, cnsider ding the ppsite If they are yelling, be calm If they are flat-lining, be mre assertive Always be respectful, never dismissive Dn t say things like calm dwn r just take yur medicatins Display ethical leadership Yu re in cntrl f the situatin Exercise that cntrl with empathy and respect This cncept can be embdied by the Perfect 10 qute, by Retired Philadelphia Plice Cmmissiner Charles Ramsey. (slide #11 & 12) SLIDE #12 SLIDE #13 Gal: Make a cnnectin with the subject s as t wrk tward vluntary cmpliance Even in the middle f a crisis, mst peple respnd psitively t kindness, patience and respect Tactical empathy (nt the same as sympathy ) Never cmprmise yur tactical psitin SLIDE #14 Remember what Patn Blugh said: pretend the persn yu are dealing with is a relative r clse friend. April 2018 Plice Executive Research Frum Page 9 f 29

10 But put yurself in a safe psitin t make that cnnectin Nt nly can defuse a situatin can als help prevent unnecessary escalatin When fficers cnnect, yu can influence behavir Behaviral Change Staircase FBI training tl fr negtiatrs Can be used effectively by patrl fficers as well a fancy name fr smething many f yu practice every day Five steps tward vluntary cmpliance Intrductin Empathy Rapprt Influence Behaviral change First three steps are abut cnnecting with the subject Last tw steps are abut prblem-slving Active listening is critical thrughut the prcess Sme things nt t d Dn t jin in the subject s behavir If they re agitated, yu need t remain calm Dn t cnfuse the subject Issuing multiple cmmands r cmplex chices can lead t cnfusin Keep yur cmmunicatin simple Allw time fr answers SLIDE #15 Hw d yu climb a staircase? One step at a time. T get behaviral change (vluntary cmpliance), be patient and take ne step at a time. Adapted frm the FBI Behaviral Change Stairway Mdel. Fr mre backgrund, see 014/10/26/the-behaviral-changestairway-mdel/ and mpsnjbl cfm Anther (smewhat simpler) apprach used by the NYPD is the Law Enfrcement Negtiatin Stairway Mdel (LENS) SLIDE #16 NOTE: This is a build slide. Each muse click displays the next bullet. Dn t diminish the subject April 2018 Plice Executive Research Frum Page 10 f 29

11 By whispering, jking r laughing Can make the persn suspicius r scared Can feed int their anxiety/fear/parania this can escalate their behavir Subject may feel he r she is nt being taken seriusly Dn t lie r deceive Once yu tell a lie, yu set yurself up t having t keep ging with that deceptin that is difficult in a tense, negtiating situatin If yu re caught in a lie, yu may never recver the persn s trust Wn t be able t mve up the Behaviral Change Staircase Dn t autmatically view nn-cmpliance as a threat There are many reasns the subject may nt be fllwing yur directins (can t hear, cmprehend, prcess infrmatin) Stay fcused n the subject s behavir and cmmunicatin back t yu Remember everything yu d impacts all future cntacts the individual in crisis (and maybe family and friends) have with the plice Dn t make it harder fr the next fficer by taking shrtcuts r treating smene prly Finally manage yur wn reactins When faced with a subject in crisis, fficers can experience sme f the same physilgical changes the subject is ging thrugh Rapid heart rate adrenaline rush Increased breathing rate shallwer breaths SLIDE #17 April 2018 Plice Executive Research Frum Page 11 f 29

12 Increased muscle tensin Rapid eye mvement and tunnel visin Auditry exclusin Amygdala Hijack (emtinal redlining) Again, yu are als affected by the Emtinal- Ratinal Thinking Scale Imprtant fr fficers t cnsciusly: Slw breathing (inhale-hld-exhale n 4 cunt) Stay as calm as pssible Keep gd psture Use eye cntact Mve slwly and smthly Stay in cntrl Yu can say all f the right things but if yu appear afraid, irritated, r angry, verbal cmmunicatins will have little effect n defusing the situatin Yur wrds need t match yur bdy language and demeanr Learning Activity 3 (Vide Case Study) - Optinal Nte This exercise is t illustrate hw ne fficer used sme f the tips and techniques that are cvered in this mdule t respnd t a persn in crisis. The vide als illustrates sme f the imprtant elements f the Critical Decisin-Making Mdel. A few reminders: Set up the vide ahead f time; prvide backgrund and cntext. Remind students that the vide is nt perfect; the purpse is nt t judge r secnd-guess the fficer s actins r render a grade. Rather the vide illustrates the real-wrld challenges fficers face. The purpse is t generate discussin n hw these challenges can be handled as safely and effectively as SLIDE #18 Vide available at jizoctulfv4 We will have ther vides later in the training where this level f infrmatin was nt cllected, asked fr, r relayed t respnding fficers. This is an example f a tactical pause a cncept discussed later in the training. See Mdule 5. April 2018 Plice Executive Research Frum Page 12 f 29

13 pssible. We are nt suggesting this was the nly pssible curse f actin in this case. Althugh the vide plays fr 9:43, it can be stpped at abut 5:02. The main learning pints are cvered by then. Set up the vide Appletn, WI June 2009 Mther calls t reprt her sn (inside their huse) is acting erratically, nt making sense, is naked First part f the vide cvers the cmmunicatins traffic Start the vide Stp at 2:50 What infrmatin des he have? (CDM Step #1) Dispatch gathered and relayed critical infrmatin Field units asked fr clarificatin Frequent updates, ntificatins, asking fr resurces Supervisry respnse? Supervisr came n air and bradcast the game plan Ensured specialized resurces were in place Restart the vide Stp at 5:02 Initial apprach first impressin? Started lw didn t rush the actin (apprpriate based n the infrmatin he had) Asked questins gathered mre infrmatin Then, waited fr ther resurces t get in place befre ging hands-n and securing Tim Hw was his cmmunicatin? April 2018 Plice Executive Research Frum Page 13 f 29

14 Reassuring messages right away ( It s OK, I understand, Yu re OK ) Clear, simple directins ( Tim, we need t g t the hspital. ) Calm, even tne f vice Cntinued t ffer reassurances thrughut ( We re nt ging t hurt yu, We re ging t the hspital, It will be OK ) Bdy language? Open-handed gestures Gd presence but still had the dr available fr cver initially Rapprt building? Asked fr and used the subject s name Acknwledged, was empathetic t the mther Fllwed the subject s lead when Tim said he was ging t lay dwn, the fficer asked if he wuld lay dwn Tim cmplied Anything else? Active Listening Skills Many peple dn t actually listen; they are simply waiting t talk. That is why it is s critical nt t interrupt and t pay clse attentin t what thers are saying (and, smetimes, what they re nt saying). It takes effrt t listen and it takes skill t listen t understand, nt simply t respnd. Cmmn miscnceptin: Cmmunicatin is abut being a gd talker In reality, it s abut being a superb listener Hearing is easy listening is hard What are sme f things yu can d t be a gd and active listener? Fllw the principle SLIDE #19 Emphasize that these are NOT sft skills. These skills, cmbined with sund physical tactics, are what keep fficers safe day in, day ut. Fr mre active listening tips, see kll/activelistening.htm Anther vide: Talk t Me: Active Listening Skills frm NYPD Hstage Negtiatrs : /2016/10/active-listening-skillsfrm-nypd.html April 2018 Plice Executive Research Frum Page 14 f 29

15 Ask the class if they knw what the principle is Invest 80% f cmmunicatin time in listening Devte just 20% t talking Why this emphasis n listening? Because listening = intel gathering abut the subject s Intentins and capabilities Mental health histry and medicatins Criminal histry / past vilence Emtinal and behaviral triggers ht buttns that might escalate the situatin further Hks (things that might calm the subject) which yu can leverage t de-escalate Tw practical benefits f active listening f keeping the subject talking: That s time he/she is nt ding smething t threaten yu r thers Mre time t gather mre infrmatin and get additinal resurces t the scene Listen t understand and learn nt just t respnd Often, peple hear a few wrds frm smene else and immediately begin thinking abut their respnse It s impssible t be a gd active listener if yu d that Take yur time when yu re listening Be patient, let the persn finish their thught, and listen carefully Try t understand their perspective Demnstrate empathy All this can lead t vluntary cmpliance SLIDE #20 The Luisiana State Plice helped t pineer this cncept, which is nw used in many plice training prgrams A big cmpnent f active listening is asking pen-ended questins that are designed t get the subject talking. That is cvered n p. 12, belw. Active listening is a key element f CDM Step 2: Assess Situatin, Threat and Risks, SLIDE #21 There are three levels f listening: (1) yur agenda, (2) the subject s stry, (3) the subject s values and beliefs. An effective active listener mves beynd (1) t fully understand (2) and (3). (Surce: Plice Sctland) T change anther persn s actins (i.e., gain vluntary cmpliance), yu need t first understand their perspective. That s why listening is s imprtant. Active listening is a critical part f the Behaviral Change Staircase April 2018 Plice Executive Research Frum Page 15 f 29

16 One fficer ( cntact ) may be ding the talking but all fficers n scene shuld be listening Again, t pick up intel and understand the subject s perspective Als, pay attentin t bdy language and nn-verbal cues nt just the persn s wrds Imprtant fr everyne s safety Reduce distractins Stay fcused n the subject, and ask the subject t fcus n yu Envirnmental distractins (e.g., alarms, vehicles, etc.) Public distractins (e.g., peple wh videtaping r questining yu and yur actins) While it s generally permissible fr members f the public t videtape plice activities n the street, yu can wrk t keep them at a reasnable distance and t nt interfere with what yu are ding. Fellw fficers (e.g., backup, mutual aid, etc.) If feasible, cnsider turning dwn yur radi it can distract yu and upset the subject If pssible, turn ff yur patrl vehicle s emergency lights If yu re the cntact fficer, rely n thers t prvide cver, crwd management, etc., s yu can fcus n listening and cmmunicating Demnstrate yu are listening Send the message that yu care are empathetic Physical cues t shw yu are listening Eye cntact SLIDE #22 Emphasize that this requires crdinatin and teamwrk n the part f respnding fficers establishing rles and sticking with them.. SLIDE #23 Nn-verbal cmmunicatin is cvered in detail in the next unit. In general, avid saying I understand. That can be a trigger fr sme peple in behaviral crisis. April 2018 Plice Executive Research Frum Page 16 f 29

17 Facial expressins Psture Calm, pen-handed gestures Minimal encuragers Nd yur head Say, uh-huh, I hear what yu are saying, etc. Reflect, paraphrase and summarize Repeat last few wrds the subject said S, what yu are saying is that yu are upset with yur bss Acknwledgment Acknwledge that the subjects prblems are a big deal t them Acknwledge the emtins assciated with the crisis (e.g., fear, anger, anxiety, etc.) Never belittle r dismiss their prblems Be respectful, fair, nn-pininated Use silence t yur advantage ( effective pauses ) Dn t interrupt r feel the need t respnd (verbally) right away t everything the subject says Allw the subject time t finish peple in behaviral crisis may have truble putting wrds/thughts tgether be patient If there is n threat and the subject is cmfrtable with silence, dn t be in a hurry t talk Silence may prmpt the subject t talk mre t reveal mre infrmatin and intelligence yu can use Silence can be an effective way t enfrce bundaries, redirect smene wh is yelling at yu Sme agencies and rganizatins use the acrnym LEAPS: Listen Empathize Ask questins Paraphrase Summarize Fr backgrund, see /5/14/leaps-frward.html Dn t agree with r fight against hallucinatins r delusins, but d react t their feelings. If the subject says, I m Jesus and I m all pwerful. Yu need t leave me alne! yu can say I hear that yu want t be left alne. I can t leave because, but I can take a step back t give yu mre space. SLIDE #24 Remember: the dialgue is suppsed t be all abut the subject, nt abut yu. Dn t let perids f silence be awkward fr yu and, therefre, prmpt yu t start talking. Yu want t encurage the subject t talk. Optin: if yu knw f a gd, quick Active Listening exercise, insert it here. At a minimum, encurage students t think abut and practice active listening skills during the scenaris, as well as n breaks, etc. April 2018 Plice Executive Research Frum Page 17 f 29

18 Yu can t argue with smene wh wn t argue back Puts pressure n subject t end the silence, start cmmunicating (nt yelling) again Nn-Verbal Cmmunicatin Skills Studies shw that much f cmmunicatin is nn-verbal. Only part f any message is cnveyed thrugh wrds; the rest is prjected thrugh (1) physical cues such as facial expressins and gestures, and (2) vcal elements such as tne. Research als tells us that when wrds and nn-verbal elements dn t align r cntradict each ther, peple tend t believe the nn-verbal. Perceptin always trumps intentin. Understanding and paying attentin t the nn-verbal and tnal aspects f their cmmunicatins can give fficers a tactical advantage, which in turn can help t defuse vlatile situatins. Optinal: If yu want t add sme humr t the presentatin, the vide, Big Bang Thery f Bdy Language, may be apprpriate. The vide is brief: 2:37. Prject the right bdy language Psture Interview stance (fr safety and cmmunicatins) N crss-armed stances Dn t send signal yu re here t reslve the Appearance situatin as quickly as pssible Lk sharp, act sharp, be sharp All part f the first impressin A subject in behaviral crisis will likely react t hw yu lk befre reacting t what yu say Prject a sense that yu care. SLIDE #25 The end f this mdule discusses the cncept f emtinal cntagin -- that yur wrds and actins are cntagius. If yu re calm and under cntrl, there s a greater chance the subject will be as well. Yu can intrduce the emtinal cntagin cncept here and ask students t keep it in mind thrughut the mdule. SLIDE #26 Available at ApvEhdSjP2g SLIDE #27 Remember: yur appearance needs t match the wrds yu re using. Gd negtiatrs have a strng sense f self and dn t take things persnally. Remember: the subject is usually yelling at yur unifrm, nt at yu. April 2018 Plice Executive Research Frum Page 18 f 29

19 Make eye cntact Pwerful nn-verbal de-escalatin technique Presents yu in strng, stable manner Prvides subject with a calming fcal pint especially imprtant fr peple in crisis Allws yu t bserve the subject fr signs f extreme r inapprpriate respnses (fficer safety) Officers shuld Lk directly at the subject, fcusing n the face (still scanning bdy and hands, fr fficer safety) Maintain eye cntact, even if the subject desn t In sme cultures, cnstant, direct eye cntact is avided adjust accrdingly With sme escalated persns, prlnged eye cntact may be perceived as a challenge and wn t help in de-escalatin attempts again, adjust accrdingly Use pen-handed gestures Open hands cmmunicate hnesty and caring Versus N hand gestures (indifferent) Hands hidden (untrustwrthy plus subject may think yu re hiding smething) Hands clasped (nervus r tentative) Arms flded (indifferent, aggressive) Open hands in frnt f the bdy A defensive (nt ffensive) psture But prvides fr quick tactical respnse if needed SLIDE #28 In Plice Sctland, fficers are trained t smetimes remve their hats s a subject can see the fficers eyes mre clearly. Fr mre cultural cnsideratins, see /scial-studies-help/9626-learningabut-eye-cntact-in-ther-cultures/ SLIDE #29 Demnstrate t the class what yu mean by an pen-handed gesture. Fr mre n hand gesture cnsideratins, see g/brain-wise/201209/yur-handgestures-are-speaking-yu April 2018 Plice Executive Research Frum Page 19 f 29

20 Cmplement hand gestures with head gestures t Occasinal ndding sends signal that yu are listening and understand Mdulate yur tne f vice Using the exact same wrds but with different tnes can create a sense f either cmfrt r aggravatin Match yur tne t the needs f the situatin be calm and mderate, whenever pssible Recgnize that sme peple can t hear / clearly understand what yu are saying (e.g., deaf/hard f hearing, sme peple suffering frm mental illness) Yu can be bth psitive and assertive ( strng cmmand vice ) withut being aggressive Dn t answer a raised vice by raising yur wn vice Try t bring the subject dwn t yur tne Yelling/shuting sends signal that yu re ut f cntrl Smetimes yu may need t raise yur vice t get a subject s attentin and gain cmpliance If that desn t wrk, bring the tne dwn and try smething else Be flexible N prfanity SLIDE #30 SLIDE #31 Verbal Cmmunicatin Skills What yu say is still imprtant. This includes bth the wrds yu chse and the way in which yu use them. Precise and prfessinal verbal cmmunicatin is especially imprtant tday. Many plice interactins are vide- and audi-taped by members f the public and psted nline. Other interactins are captured n plice bdy-wrn cameras, with sme eventually released t the public as well. Many f these techniques are basic Negtiatins 101. Hstage negtiatrs use them all the time. They can be easily and effectively applied t patrl fficer encunters as well. April 2018 Plice Executive Research Frum Page 20 f 29

21 Use the team cncept t cmmunicatins Develp a plan decide rles ahead f time (whenever pssible) Only ne fficer speaks ( cntact fficer ) Other fficers prvide cver, secure perimeter, ther functins If cntact fficer is having success, then stick with that If cmmunicatin is breaking dwn, then switch rles be flexible If subject tries t talk with ther fficers, redirect him/her back t cntact fficer Avid having multiple fficers talking, prviding directin at the same time this is cnfusing (especially fr peple with mental illness) and can be dangerus Even with ne cntact fficer, all fficers need t be listening gathering mre infrmatin/intel Use wrds t establish rapprt, shw empathy Yu get nly ne chance at a first impressin it can set the tne/trajectry fr the entire incident Intrduce yurself get (and use) the subject s name Use vernacular f the subject speak n his/her terms Be patient and tlerant let peple wrk thrugh their range f emtins Always be truthful Never get caught in a lie yu might nt recver It s better t say I m nt sure and g t smething psitive What I d knw is I am here t help yu Dn t make prmises yu can t keep SLIDE #32 Teamwrk especially cntact and cver rles -- is cvered in greater detail in Mdule #5 Operatinal Safety Tactics. Fr example, yu dn t want t have ne fficer saying, Put yur hands up, with anther fficer saying Get n the grund. Cnfuses bth the subject and fficers. SLIDE #33 Think hw yu wuld intrduce yurself at a scial gathering. Gd negtiatrs have a strng sense f self and dn t take things persnally. Remember: the subject is usually yelling at yur unifrm, nt at yu. Sympathy is a feeling f care and cncern fr smene, accmpanied by a wish t see him r her better ff. Empathy is the ability t recgnize and share the emtins f anther persn t see smene else s situatin frm his r her perspective and share thse emtins. Fr a shrt vide explaining the differences, see 1Evwgu369Jw. Anther way t lk at this prcess is Cnnect then Direct. As in, establish a cnnectin, then direct the persn tward stability and vluntary cmpliance. April 2018 Plice Executive Research Frum Page 21 f 29

22 Shw empathy (nt the same as sympathy r agreement) Imagine it were a lved ne in the subject s shes Try t find ut mre abut the persn interests, hks Ask pen-ended questins A key element f active listening is asking the right questins Especially what hw and why questins These questins generate discussin prvide yu with mre infrmatin What happened? Can yu tell me.? Hw are yu feeling? (Nt, Hw are yu ding? ) Hw can I help yu? (Nt Calm dwn, relax! ) Why are yu hlding a knife? Minimize the use f clsed (yes-n) questins they re nt as effective as pen-ended questins in getting smene t talk Exceptin: yu re trying t elicit a specific piece f infrmatin What is yur name? Are yu suppsed t be taking medicatin? Are yu currently taking yur medicatin? Encurage cnversatin, withut dminating/ steering it Remember the principle Fllw up questins with acknwledgments, encuragers, clarificatins, empathetic respnses SLIDE #34 The New Yrk City Plice Department emphasizes active listening thrugh an apprach called PRIME SOS: Paraphrase Reflect/mirrr "I" message Minimal encurager Emtinal labeling Summarize Open-ended questins Silence The Seattle Plice Department uses a similar apprach called MrePies: Minimal encuragers Open-ended questins Reflecting/mirrring Emtinal labeling Paraphrasing I Statements Effective pauses Summarizing April 2018 Plice Executive Research Frum Page 22 f 29

23 If yu dn t understand the subject s respnse, ask mre questins t clarify I hear yu saying. Is that crrect? Prvide clear, single questins r cmmands Keep it simple a persn in crisis may nt be able t handle multiple questins r cmplex requests If yu give multiple cmmands, subject may hear and respnd t nly the last ne Take yur hands ut f yur pckets and mve away frm the vehicle Subject may d nly the latter, creating a safety risk Expect t have t repeat questins r cmmands Explain yur actins whenever pssible the why I m pening the dr s I can make sure yu re safe I m handcuffing yu because I want t make sure everyne is safe Prvide ptins Dn t talk yurself int a crner r give ultimatums Drp the knife r I ll sht Ultimatums can be particularly cunterprductive in suicide-by-cp situatins Dn t turn a dialgue int a debate Especially if smene is delusinal, dn t argue with r debate their reality Offer reassurance N ne is ging t hurt yu Make it persnal I m ging t make sure yu re safe Allw the subject t save face SLIDE #35 Whenever pssible, explain bth what yu re ding and why yu re ding it. (Dr. Gerge Thmsn: Peple have a desire t knw why) SLIDE #36 April 2018 Plice Executive Research Frum Page 23 f 29

24 Give them ptins t reslve a situatin If pssible, make it seem as if the reslutin was their idea If yu leave the stre nw, we wn t arrest yu SLIDE #37 Learning Activity 4 (Vide Case Study) Nte This exercise is t illustrate hw a team f fficers used sme f the tips and techniques that are cvered in this mdule t respnd t a persn in crisis. Vide available at MzbVm9UdSFg A few reminders: Set up the vide ahead f time; prvide backgrund and cntext. Remind students that the vide is nt perfect; the purpse is nt t judge r secnd-guess the fficers actins r render a grade. Rather the vide illustrates the real-wrld challenges fficers face. The purpse is t generate discussin n hw these challenges can be handled as safely and effectively as pssible. We are nt suggesting this was the nly pssible curse f actin in this case. Start and stp the vide at the indicated times, then discuss with the students. Ask them pen-ended questins abut what they are seeing. If needed, the Training Guide prvides sme suggested discussin pints. Try t tie the discussin back t the learning pints in this Mdule. Set up the vide Daytna Beach, FL May 2016 Reprt f a suspicius wman pacing utside a mental health facility hlding a knife Multiple fficers respnd Start the vide Stp at 2:35 and discuss Initiated cmmunicatins frm a distance that didn t wrk s they mved clser April 2018 Plice Executive Research Frum Page 24 f 29

25 Crdinated/cmmunicated with ther civilians, fficers Assessed threat and apprached slwly When he gt clse, what is the first thing he did? Called her by her name and intrduced himself (as Ricky, nt as Officer. ) Restart Stp at 8:10 and discuss Officers asked (mstly pen-ended) questins T initiative cnversatin ( Want t talk t us? ) T elicit infrmatin ( Thinking abut hurting yurself? What s yur diagnsis? And medicatins? ) Prvided ptins Put dwn the knife, and we can talk get yu help I can make these ther guys g away. We can have a cnversatin and make yu feel better. Offered reassurance and respect We re here t help yu Please Officer went n radi t try t get mre infrmatin abut the subject Gt crrect spelling f her name Directed ther resurces Tw fficers were talking A prblem here? Better t have just ne fficer talking? Sergeant mved t railing Trying t make a cnnectin Easier t hear her Restart Stp at 12:45 and discuss April 2018 Plice Executive Research Frum Page 25 f 29

26 Mre pen-ended questins Where are yu frm? What s yur intentin with the knife? Want t hurt anyne else? Have yu felt this way befre? Any issues yu re dealing with? Identified and tried t use hks New Yrk Yankee tatt asked abut the team Cigarettes attempted t make a trade Nt frcing the actin Take yur time t wrk up t it Cmfrtable with silence Nt sending any signals that yu need t wrap this up quickly Restart Stp at 13:05 and discuss Even when yu d everything pretty well, yu can t always get vluntary cmpliance She mved tward building cver fficer used less-lethal (Electrnic Cntrl Weapn) Sustained serius injury went int seizure Officers rendered first aid and revived her Any final thughts r cmments? Anything yu might have tried t get Karen t cmply vluntarily? Hw was fficers emtinal cntagin? They stayed cl s did the subject Verbal Cmmunicatin Skills (cntinued) Emtinal cntagin Yur wrds and actins are cntagius SLIDE #38 Curtesy f Detective Jeff Thmpsn, NYPD Respect breeds respect. Anger and aggressin breed anger and aggressin April 2018 Plice Executive Research Frum Page 26 f 29

27 What directin are yu taking the encunter? Tward mre chas? Or tward vluntary cmpliance and a peaceful reslutin? If yu re displaying fear, anger, frustratin, r aggressin thrugh yur wrds, vice tne and bdy language thse emtins will leak ut and becme cntagius If yu re displaying calm, cntrl, empathy, and patience thse emtins will becme cntagius t everyne, including the subject Remember: yu are the persn in cntrl here exercise that cntrl with yur actins and wrds Learning Activity 5 (Cmmunicatins Exercise) Activity: Class Exercise Activity Time: 15 minutes Activity Learning Objective: T identify and use alternative and mre prductive ways f saying sme cmmn phrases plice may be inclined t use during a critical incident. Required Equipment: Easel pads, markers Facilitatr Instructin: As a class, g thrugh the fllwing phrases (r ther phrases yu may have) and cme up with alternatives that are mre effective in trying t establish a dialgue, create stability, and gain vluntary cmpliance frm a subject in crisis. Instructr shuld write each phrase at the tp f a sheet f easel paper. Ask students t write dwn alternatives n a sheet f peple at their places. Ask fr vlunteers t state what s wrng with the riginal phrase and t ffer an alternative. Write the students suggestins n the easel pad. Sme alternatives are suggested here. SLIDE #39 This exercise is based n anti-peace phrases develped by Dr. Gerge Thmpsn and the Verbal Jud Institute. This exercise shuld be dne at a fairly rapid pace: spend n mre than a few minutes n each phrase. Get students April 2018 Plice Executive Research Frum Page 27 f 29

28 engaged. Facilitatrs shuld be demnstrative in stating each initial phrase and calmer in repeating back the alternatives. In additin t the wrds themselves, vice mdulatin is an imprtant part f this exercise. Nte: These are build slides. The Phrase will appear first. Click fr the respnse alternatives nce the class prvides its ideas. SLIDE #40 Phrase: Cme here! (threatening) Alternatives: Let s talk. Can we talk abut it? I want t knw what s ging n. Phrase: Calm dwn! (critical f thers behavir) Alternatives: Talk t me. It will be all right. I can hear hw angry / upset yu are. Let me knw when yu are dne; then we can talk. Phrase: What s yur prblem? (adversarial) Alternatives: Hw can I help? What can I d fr yu? Phrase: Yu shuld / shuld nt d. (judgmental) Alternatives: What d yu want t d? What ptins have yu cnsidered? Phrase: Drp the knife! Drp the knife! Drp the f***ing knife! (Verbalizing the presence f a knife is imprtant t alert ther fficers/witnesses t the pssible threat, but if this cmmand desn t wrk after 3 r 4 times, yu prbably need t pivt) Alternatives: Why dn t yu put dwn the knife and we can talk. Why are yu hlding that knife? Are yu planning t hurt smene with that knife? I m cncerned when yu carry that knife yu might hurt yurself r smene else. ( I-when-because phrases) What can I d fr yu? I m here t help yu. SLIDE #41 SLIDE #42 SLIDE #43 SLIDE #44 SLIDE #45 Recap and Discussin Quick Recap April 2018 Plice Executive Research Frum Page 28 f 29

29 ICAT Mdule #4: Tactical Cmmunicatins Active listening listening t understand, nt just respnd (80-20 principle) Nn-verbal cmmunicatins may take precedence ver yur wrds watch yur psture, hands, tne f vice Try t have a dialgue, nt a debate Hw? By asking pen-ended questins, prviding ptins, active listening Emtinal cntagin yu shuld be the persn in cntrl try t make yur actins and wrds cntagius Any final lessns learned frm the mdule? (can recrd n easel pad) Ask each student t identify ne new thing he r she learned Or, ne skill set he r she plans t fcus n in the future Review any specific agency plicy cnsideratins nt previusly discussed (as apprpriate) Distribute class evaluatins f the mdule (if apprpriate) SLIDE #46 One ptin is t g back t the infrmatin cllected in Learning Activity 1 and ask the class if they have any different thughts n what a gd plice cmmunicatr lks like. April 2018 Plice Executive Research Frum Page 29 f 29