Unit 1: Interacting With Your Community

Unit 1: Interacting With Your Community

• Lesson 1: Introduction to Responding to Your Community

  • At the end of this lesson, students will know how to respond to and interact with their community, including vulnerable adults.
  • A community's relationship with law enforcement can greatly affect how officers do their jobs. Strengthening trust between you and the community is key for positive change and a safe community.
  • Responding to volatile situations can create reactions that hinder effective communication and make conflict likely. Focus on good communication, critical thinking, and judgment when deciding on the best course of action.
  • Vulnerable adults include the elderly, people with disabilities, and people with mental health disorders. Their ability to perform daily living activities, self-care, or protection is often impaired. A person is considered vulnerable if they are 18 or older.
  • Be sensitive to and respectful of the differences and limitations of people you encounter. Never dismiss or disregard them.
  • Techniques to use include minimizing distractions, respecting personal space, and using calming body language.

• Lesson 2: Serving Elderly People

  • This lesson teaches how to identify and respond to the unique needs of people who are elderly in the community.
  • Elderly individuals (60+ years old) may have health issues related to aging, such as limitations in mobility, vision, hearing, or memory.
  • Common issues to consider include: dementia and Alzheimer’s disease affecting memory and ability to function. Wandering behaviors may result if someone with a impaired memory.
  • When responding to elderly persons use appropriate techniques to maintain their safety and well-being. Initiation of a Silver Alert might be necessary.

• Lesson 3: Serving Juveniles

  • This lesson focuses on identifying and responding to the unique needs of juveniles in the community, including juvenile offenders.
  • Many factors affect juveniles' characteristics and behaviors, such as ethnicity, socioeconomic status.
  • Juvenile offenders may display manipulative and defiant behaviors. A juvenile's home environment influences their behavior.
  • Brain development is often a factor in risky behavior observed in juveniles; it is not fully developed until around age 25.

• Lesson 4: Serving Veterans

  • This lesson focuses on recognizing and responding to the needs of military veterans.
  • Veterans experience unique transitions from military life to civilian life. They have diverse experiences and perspectives.
  • Visible signs of veteran status might include tattoos, military IDs, specific license plates and bumper stickers, or military-style haircuts.
  • When interacting, be respectful, attentive, and aware of potential for psychological or physical challenges.
  • Be prepared to handle both positive and negative interactions.

• Lesson 5: Serving People Who Are Homeless

  • This lesson teaches how to interact with people experiencing homelessness and provide support.
  • Homelessness is not a crime; however, this group may be in need of assistance more frequently, and it's a serious issue.
  • Homeless individuals may be dealing with many traumas and life stressors that include difficulties with their health, education, employment stability, or family relationships.
  • The best way to provide support is by directing them to the correct local or state resources.
  • Remember to treat homeless individuals with respect and dignity, as they deserve the same respect as other community members experiencing difficulties.

• Lesson 6: Americans With Disabilities Act (ADA)

  • This lesson focuses on interacting with people with disabilities and ensuring their rights are protected.
  • A person with a disability is someone who has a physical or mental impairment that substantially limits a major life activity, has a record of such impairment, or is regarded as having an impairment.
  • Be mindful of the needs or limitations that a person may have.
  • Communicating effectively with people with disabilities involves specific consideration of their specific needs.

• Lesson 7: Serving People With Physical Impairments

  • The lesson's goal is to teach how to interact and protect those with physical impairments.
  • Communication and interactions should be focused on respecting individuals and understanding their physical limitations while communicating in a way that's understandable.
  • Mobility and vision impairments should be considered based on specific circumstances.
  • Respect personal space, be understanding, and gather specific details.

• Lesson 8: Serving People With Developmental Disabilities

  • This lesson discusses interacting with those who have developmental disabilities. A developmental disability can affect a person's life activities.
  • Communication techniques should involve extra time, simple language, and clarity.
  • Consider the surrounding environment and noise level. Try to find solutions.

• Lesson 9: Serving People With Autism

  • The goal is knowing how to interact in a sensitive way with those who have autism spectrum disorder (ASD).
  • People with ASD have varying degrees of needs and coping mechanisms.
  • Communicative strategies for interacting with people who have ASD might involve being patient and observant, using clear and simple language, and avoiding sensory overload environments.

• Lesson 10: Serving People With Mental Illnesses

  • This lesson provides insights into interacting with people who have mental illnesses.
  • Mental illness does not equal intelligence. Mental illnesses can substantially impact a person's ability to function and perceive reality.
  • Be mindful of the possibility of safety concerns, especially with sudden changes in mood or behavior.
  • Avoid assumptions and engage in respectful, non-judgmental communication.

Unit 2: Responding to a Person in Crisis

• Lesson 1: Crisis Situations

  • Officers must recognize, respond, and intervene safely during crisis situations while maintaining professionalism and respect.
  • There's a variety of crisis circumstances involving any person or group.
  • A crisis situation may result in a law enforcement officer responding to a situation with a person who is a threat to themselves or others.
  • A person undergoing a crisis might be overwhelmed and their decision-making capacity might be reduced. Consider assessing the safety of all individuals and ensuring a peaceful outcome.

• Lesson 2: The Baker Act

  • The Baker Act provides options for involuntary psychiatric examination in emergencies when a person is a danger to themselves or others.
  • Voluntary admission may be another solution, and the act does not override personal rights of those under suspicion.
  • It's a legal procedure that allows for professional evaluation and possible treatment.
  • The person's safety and well-being are primary considerations

• Lesson 3: Suicide Risk

  • Suicide risk situations may involve assessing the individual's mental state, considering and understanding motivations, and safeguarding the safety of both the person and the officers.
  • Take threats of suicide seriously and seek assistance.
  • Remain attentive while responding.
  • Intervention strategies should include remaining calm and patient.

• Lesson 4: Substance Misuse

  • Recognize and respond effectively to substance misuse situations involving someone who is using drugs or alcohol.
  • Recognizing substance misuse and its stages.
  • Substances can adversely affect the mind and body.
  • Seek medical attention if required. Ensure safety of all parties involved.

• Lesson 5: The Marchman Act

  • The Marchman Act provides involuntary admission to treatment facilities as possible responses to substance abuse crises.
  • An officer may take an impaired person into protective custody during a crisis.
  • Prioritize safety and address the needs of individuals who may have a substance abuse disorder

• Lesson 6: Transportation and Documentation

  • Proper documentation, transportation, and communication with other agencies or individuals who may be aware of a person's situation are crucial to ensure a safe outcome.
  • Identify the appropriate referral or resources and ensure effective communication with caretakers or professionals. Document the incident or situation using a standard form.

Unit 3: Identifying and Responding to High-Risk Groups

• Lesson 1: Criminal Gangs

  • Understanding and identifying characteristics of criminal gangs.
  • Gang involvement can increase violence and other criminal activity.
  • Recognizing gang symbols, activity, and behavior that identifies gang involvement is imperative.
  • Safety should be a priority. This includes documenting gang activity via photographs, taking notes, and recording observations.

• Lesson 2: Extremist Groups

  • Understanding characteristics of extremist groups and their members.
  • Extremist groups may show dangerous behavior and seek to disrupt normal society operations.
  • These groups commonly use antigovernment beliefs and ideologies.

This quiz covers the essential concepts of responding to and interacting with your community, particularly focusing on vulnerable adults. It emphasizes the importance of building trust between law enforcement and the community to foster positive change and safety. Students will learn effective communication strategies and how to handle volatile situations with sensitivity and respect.