Unit 2 Use of Force PDF

Unit 2 Use of Force Lesson 1 Force Guidelines Lesson Goal At the end of this lesson, you will understand using reasonable and necessary force when taking a suspect into custody, when working in a correctional environment, or when defend- ing yourself or others. Chapter 776, F.S., governs all use of force by criminal justice officers. Even though the statutes refer to law enforcement officers, the legal guidelines regarding use of force apply equally to corrections and correctional probation officers. ✅ HL421.1. Identify elements of the Florida Statutes related to the use of force by criminal justice officers The statutes identify two general areas where an officer’s use of force is justified: to apprehend and arrest a subject, or to defend self or others. Section 776.05, F.S., addresses the issue of an officer using force to make an arrest: A law enforcement officer, or any person whom the officer has summoned or directed to assist him or her, need not retreat or desist from efforts to make a lawful arrest because of resistance or threatened resistance to the arrest. The officer is justified in the use of any force: (1) Which he or she reasonably believes to be necessary to defend himself or herself or another from bodily harm while making the arrest; (2) When necessarily committed in retaking felons who have escaped; or (3) When necessarily committed in arresting felons fleeing from justice. However, this subsection does not constitute a defense in any civil action for damages brought for the wrongful use of deadly force unless the use of deadly force was necessary to prevent the arrest from being defeated by such flight and, when feasible, some warning had been given, and: (a) The officer reasonably believes that the fleeing felon poses a threat of death or serious physical harm to the officer or others; or (b) The officer reasonably believes that the fleeing felon has committed a crime involving the infliction or threatened infliction of serious physical harm to another person. 214 / Florida Basic Recruit Training Program (HL): Volume 2 ✅ HL421.2. Explain the provisions of chapters 944 and 945, F.S., related to the use of force by state correctional and correctional probation officers While chapter 776, F.S., applies in general to all criminal justice officers, chapter 944, F.S., addresses the use of force specifically by state correctional and correctional probation officers. Chapter 945, F.S., establishes that the Department of Corrections has jurisdiction over the supervisory and protective care, custody, and control of inmates and offenders. Section 944.35, F.S., provides that: (1)(a) An employee of the department is authorized to apply physical force upon an inmate only when and to the extent that it reasonably appears necessary: 1. To defend himself or herself or another against such other imminent use of unlawful force; 2. To prevent a person from escaping from a state correctional institution when the officer reasonably believes that person is lawfully detained in such institution; 3. To prevent damage to property; 4. To quell a disturbance; 5. To overcome physical resistance to a lawful command; or 6. To administer medical treatment only by or under the supervision of a physician or his or her designee and only: a. When treatment is necessary to protect the health of other persons, as in the case of contagious or venereal diseases; or b. When treatment is offered in satisfaction of a duty to protect the inmate against self-inflicted injury or death. Objective Reasonableness ✅ HL421.3. Explain the concept of objective reasonableness The courts use objective reasonableness to decide whether an officer’s use of force is an appropri- ate response to a subject’s resistance. Appropriate force is the amount of force reasonably neces- sary to make an arrest. The U.S. Supreme Court said in Graham v. Connor, 490 U.S. 386 (1989), that the reasonableness of a particular use of force must be judged from the perspective of how a reasonable officer on the scene would respond, rather than from the 20/20 perspective of hind- sight. To determine if an officer’s actions were objectively reasonable, the courts look at the facts and circumstances the officer knew when the incident occurred. Chapter 4 Criminal Justice Defensive Tactics / 215 ✅ HL421.4. Explain that subject resistance and officer response may change rapidly Courts recognize that criminal justice officers must make split-second judgments about the amount of force needed in a particular situation under circumstances that are tense, uncertain, and quickly changing. The officer’s reasons for using force must be consistent with constitutional and statutory law, as well as agency policies and training guidelines. The Supreme Court has made clear that use of force is a seizure under the Fourth Amendment. Correctional officers must also consider that use of force may violate the Eighth Amendment’s prohibition against cruel and unusual punishment. An officer’s agency may establish the specific techniques, tactics, and applications that an officer may use in an encounter with a resistant subject. Authority to Use Force Much litigation against criminal justice officers is not about the amount of force used, but whether the use of force was permitted at all. Though the law grants criminal justice officers the right to use force, this right is conditioned on their official authority. ✅ HL421.5. Apply the legal authority for an officer’s response to a subject’s resistance Correctional officers have full-time authority over inmates due to the inmates’ sentence and loss of certain rights. A law enforcement officer is authorized to use only the force reasonably neces- sary to accomplish lawful objectives. This may be established by the officer’s reasonable belief, or reasonable suspicion, that a crime has been, is being, or is about to be committed. Escalation, De-escalation, and Disengagement Force decisions may escalate and de-escalate rapidly in relation to the perceived threat. An officer’s goal is to achieve subject compliance. Compliance is the verbal or physical yielding to an officer’s authority without apparent threat of resistance or violence. ✅ HL421.6. Explain escalation, de-escalation, and disengagement Escalation, de-escalation, and disengagement are important concepts in making legally and tacti- cally sound, reasonable responses to resistance. Escalation is increasing the use of force or resis- tance. De-escalation is decreasing the use of force or resistance. Disengagement is discontinuing a command or physical use of force, for example, by breaking away from a subject. Officers are legally permitted to escalate their use of force as the subject escalates their level of resistance. ✅ HL421.7. Explain how the injury potential to an officer may affect their response The officer’s choices are determined by the subject’s actions and the risk of physical harm posed to the officer or others. Once the officer gets control or compliance, they must de-escalate the use of force. Under certain circumstances, disengagement may be the best tactical option, for example, 216 / Florida Basic Recruit Training Program (HL): Volume 2 when the officer is waiting for backup, when the officer is injured or outnumbered, or when the suspect has superior firepower. If you place a subject in a prone position to apply restraints, remove them from the prone position, and place them into a position of comfort as soon as practical. Assess the subject to make sure they are responsive and not in distress. Remember that in all of the defensive tactics you employ, the subject’s safety is your responsibility. Structure of the Force Guidelines The force guidelines provide a framework for making decisions involving the reasonable use of force by criminal justice officers. The structure of the force guidelines is based on constitutional considerations and case law and describes appropriate decision-making in a fluid and dynamic situ- ation. The guidelines consider the relationship between subject resistance and various situational factors in determining the officer’s response options. Subject Resistance Levels ✅ HL421.8. Define passive resistance Passive resistance is a subject’s verbal or physical refusal to comply with an officer’s lawful direc- tion, causing the officer to use physical techniques to establish control. Some examples of passive resistance include: a subject refusing to move at the officer’s direction a subject refusing to leave the vehicle when arrested during a traffic stop a subject refusing to take their hands out of their pockets or from behind their back ✅ HL421.9. Define active resistance Active resistance is a subject’s use of physically evasive movements directed toward the officer, such as bracing, tensing, pushing, or pulling to prevent the officer from establishing control over the subject. Some examples of active resistance include: a subject physically hanging on to a person or object to keep from being removed a subject bracing or pulling away from the officer when the officer grips their arm a subject trying to run when the officer touches or tries to grab the subject’s arm or shoulder ✅ HL421.10. Define aggressive resistance Aggressive resistance is hostile, attacking movements that may cause injury but are not likely to cause death or great bodily harm to the officer or others. Chapter 4 Criminal Justice Defensive Tactics / 217 Some examples of aggressive resistance include: a subject balling up their fist and approaching the officer a subject pushing the officer back as the officer tries to take them into custody a subject grabbing any part of the officer’s body ✅ HL421.11. Define deadly force resistance Deadly force resistance is hostile, attacking movements with or without a weapon that create a reasonable perception by the officer that the subject intends to cause and has the capability of causing death or great bodily harm to the officer or others. Some examples of deadly force resistance include: a subject refusing to drop a knife when ordered to by an officer and choosing to move toward the officer a subject shooting or pointing a gun at an officer or other person a subject using a vehicle to try to run down an officer Officer Response Options Try to resolve a situation with the least amount of force necessary. Command presence and verbal communication often will defuse many volatile situations. Sometimes, though, these are not enough, or you may not have a chance to use them. You may have to use physical force to gain control. Physical force includes physical control, using less lethal weapons, and deadly force. You need not apply force in gradually increasing steps to justify physical control or even deadly force. Instead, you should respond with force that is reasonably necessary for the circumstances in each situation. ✅ HL421.12. Demonstrate officer presence Officer presence is your ability to convey to subjects and onlookers that you are able and ready to take control. Subjects’ and onlookers’ reactions to you depend on their perceptions of how you present yourself. Be aware of and interpret non-verbal communication. Some movements and gestures can be clues to escalating aggression, such as clenched fists, shifting feet, or hidden hands. Subjects also observe your actions to determine your attitudes and intentions. Officer presence is your first response to any situation. By simply arriving on the scene, an officer affects a subject or situation. Command presence is your demeanor and the way you exhibit confidence through erect posture, alertness, and attention to surroundings. It is how you carry yourself. Your presence can determine whether a subject’s resistance escalates or de-escalates. A good command presence projects an image of confidence in your skills and abilities to perform the task at hand. Command presence includes personal appearance (your uniform and personal grooming). 218 / Florida Basic Recruit Training Program (HL): Volume 2 ✅ HL421.13. Define physical control Physical control is achieving compliance or custody through the use of empty-hand or leverage- enhanced techniques, such as pain compliance, transporters, restraint devices, takedowns, and striking techniques. These techniques will be discussed later in this chapter. ✅ HL421.14. Define less lethal weapon A less lethal weapon is not fundamentally designed to cause death or great bodily harm. Some examples include electronic control devices (ECD), conducted electrical weapons (CEW), expand- able batons, flashlights, and chemical agent sprays. ✅ HL421.15. Discuss deadly force in relation to defensive tactics Recall from Chapter 3, Firearms, that deadly force is likely to cause death or great bodily harm. Some examples include using a firearm, eye gouges, empty-hand strikes to the throat, and impact- weapon strikes to the side of the neck. Section 776.06, F.S., states: (1) The term “deadly force” means force that is likely to cause death or great bodily harm and includes, but is not limited to: (a) The firing of a firearm in the direction of the person to be arrested, even though no intent exists to kill or inflict great bodily harm; and (b) The firing of a firearm at a vehicle in which the person to be arrested is riding. Section 776.07, F.S., states: (2) A correctional officer or other law enforcement officer is justified in the use of force, including deadly force, which he or she reasonably believes to be neces- sary to prevent the escape from a penal institution of a person whom the officer reasonably believes to be lawfully detained in such institution under sentence for an offense or awaiting trial or commitment for an offense. Using deadly force may be an officer’s first and only appropriate response to a perceived threat. Deadly force does not necessarily mean that someone dies from the force used. It can cause great bodily harm or no harm at all. For example, striking the throat is deadly force even if the officer misses the target. ✅ HL421.16. Identify what is needed to justify using deadly force The decision to use deadly force is a serious one. Base your decision to use deadly force as a defen- sive tactic on a clear, reasonable belief that you, a fellow officer, or another person faces imminent danger of death or great bodily harm. Chapter 4 Criminal Justice Defensive Tactics / 219 ✅ HL421.17. Identify the circumstances when an officer has the duty to intervene Officers have a legal responsibility to prevent excessive use of force, or intervene during an exces- sive use of force encounter by other officers. Section 943.1735, F.S., defines excessive use of force as force that exceeds the degree of force permitted by law, policy, or the observing officer’s employ- ing agency. To intervene, an on-duty officer must: observe another officer engaging, or attempting to engage, in excessive use of force choose an intervention that is reasonable based on the totality of the circumstances not jeopardize their own health or safety Factors for Deciding to Use Deadly Force Officers use three criteria for making deadly force decisions: ability, opportunity, and intent. ✅ HL421.18. Identify the subject’s ability, opportunity, and intent as they relate to the officer’s response to resistance Ability refers to the subject having the means to carry out their intent to cause death or great bodily harm. An officer must determine whether the subject has the necessary means to cause death or great bodily harm to the officer or others. A weapon is not required; a subject must have only the apparent ability to carry out the intent. If the subject seems physically able to cause death or great bodily harm, then they have the ability. For example, a 6’4”, 250-pound muscular man threaten- ing to do bodily harm to an officer does not necessarily need a weapon. By virtue of their size and physical condition, they have the apparent ability. Opportunity means the subject is capable of acting on a plan to cause death or great bodily harm to the officer or others. The subject’s weapon often determines opportunity. For example, a suspect armed with a knife is perhaps not an immediate threat to an officer standing far away. However, the same person standing closer or carrying a firearm certainly has the opportunity to carry out the intent to cause death or great bodily harm. Intent is a subject’s intention to voluntarily make the bodily movement that becomes the act to commit a criminal offense. This can be viewed as a reasonably perceived, imminent threat to an officer or others based on a person’s actions, behaviors, words, or other indicators. It is a percep- tion derived from the totality of the circumstances. Officers should use the amount of force necessary and reasonable for the situation. If ability, oppor- tunity, and intent are present and you cannot control the threat using lesser means, then deadly force is justified. When resistance de-escalates, so must your response. 220 / Florida Basic Recruit Training Program (HL): Volume 2 Totality of Circumstances ✅ HL421.19. Explain what totality of circumstances means The totality of circumstances test considers the overall facts of a situation to determine if you had the authority to detain someone for committing a crime or to perform a legal search. In reference to defensive tactics, this also is a term the court uses to refer to all facts and circumstances known to the officer at the time, or reasonably perceived by the officer at the time, as the basis for a use of force decision. The courts will look at the totality of circumstances in determining whether the decision was objectively reasonable and, therefore, legally justified. The totality of circumstances includes consideration of the subject’s form of resistance, all reasonably perceived situational factors that may have had an effect on the situation, and the response options available to the officer. ✅ HL421.20. Identify various situational factors that may influence the use of force Some situational factors may include: the severity of the crime the immediate threat of the subject the subject’s mental or psychiatric history, if known to the officer the subject’s violent history, if known to the officer the subject’s combative skills, if known to the officer the subject’s access to weapons, if known to the officer the innocent bystanders who could be harmed the number of subjects versus number of officers the duration of the confrontation the subject’s size, age, weight, and physical condition the officer’s size, age, weight, physical condition, and defensive tactics expertise the environmental factors, such as physical terrain and weather conditions ✅ HL421.21. Apply reasonable and necessary force to given situations The force guidelines are a framework criminal justice officers can use for making decisions involving the reasonable use of force. The guidelines recognize that officers make use of force decisions based on the totality of circumstances at the time of an incident. Circumstances are fluid and dynamic. Responding properly requires constant assessment as the situation changes. Chapter 4 Criminal Justice Defensive Tactics / 221 Force Guidelines—The Decision-Making Process Subject Resistance Situational Factors Is the subject verbally or physically resisting What subject factors influence this situation? my lawful authority? Weapon? Physical size? Demeanor? Others? Is the subject making attacking movements What officer factors influence this situation? that are not likely to cause death or great Training? Experience? Physical size? Others? bodily harm? What environmental factors influence this Is the subject making attacking movements situation? Weather? Location? Presence that are likely to cause death or great of others? bodily harm? Justification Officer’s Response Were my actions reasonable based on the Can I physically control the subject? subject’s resistance and the totality of the circumstances? Could I use a less lethal weapon not meant to cause death or great bodily harm? Am I able to articulate the reasons for my actions? Is deadly force the appropriate option to prevent death or great bodily harm to myself Was I in compliance with constitutional and or others? state laws, agency policies, and training? Use of Force Reporting Many agencies require an additional report any time an officer uses force to control a subject. To properly defend a use of force decision, you need to clearly articulate, or put into words, the basis for your decision to use force. You should include the factors that establish your perspective from the totality of circumstances at the time you decided to use force. For example, if you used deadly force, state exactly what you saw and felt, what actions and behaviors the subject exhibited, and any other relevant infor- mation that created your perception that the ability, opportunity, and intent to cause great bodily harm or death existed. Simply stating in a report, “the suspect threatened me,” is not a sufficient basis for justification. Remember that the contents of a use of force incident report will be seen by supervisors, prosecu- tors, defense attorneys, judges, and the public. You should be thorough and include the factors used in any use of force decisions since information added later could be viewed with skepticism and could be inaccurate. 222 / Florida Basic Recruit Training Program (HL): Volume 2 Unit 2 Use of Force Lesson 2 Survival Stress Reaction Lesson Goal At the end of this lesson, you will recognize the effects of survival stress on the body and mind during a critical incident. A person’s coping mechanisms govern their ability to manage stress. Generally, a person’s percep- tion of self-harm determines if they view a situation as a challenge or a threat. For example, one officer engaged in a verbal confrontation with a subject might consider this interaction a chal- lenge. However, when the subject suddenly lunges at the officer with balled fists, the officer might consider this a threat. Another officer may view the initial verbal confrontation as a threat instead of a challenge. Survival Stress Survival stress is sometimes called fear-induced stress or combat stress. Survival stress is the body and mind’s response to a perceived threat. The stronger you perceive the threat, the stronger your body and mind will react. This will increase your anxiety level. Anxiety levels vary depending on the situation and your experience and training. As anxiety increases or decreases, it creates a psychological imbalance. ✅ HL422.1. Explain how survival stress affects confrontation between a subject and an officer Depending on how you assess the threat, your physiological response may vary. This may cause many mind-body responses, including an elevated heart rate, increase in respiration, and the pausing of digestion. These effects may lead to intense changes in your physical ability and decision-making. ✅ HL422.2. Describe the four instinctual reactions when experiencing survival stress People are likely to react to survival stress in one of four ways: fight, flight, posture, or submit. During an encounter, survival stress may occur in the subject, the officer, or both. Some subjects may fight or flee while others, given the same set of circumstances, may decide to submit. To submit is to completely relinquish control to another. Subjects might also become verbally and physically threatening, indicating they may resist by assuming a threatening posture. Conversely, the officer might posture by displaying a show of force without actually using force. The officer might choose to disengage from an overwhelming threat or decide to engage and take control of the subject. Chapter 4 Criminal Justice Defensive Tactics / 223 Consider this example: An officer gives a man a command. The man postures by expanding his chest and begins to speak loudly, shouting, “You’re not taking me!” He strikes his chest with his open hands while stepping back and forth, side to side as he yells the same words over and over. The officer can choose to display a higher level of force by elevating voice commands and draw- ing an intermediate weapon, such as a baton (posturing). The man may back down (submit) and follow the officer’s verbal directions with no force used. However, if the man does not submit to the officer’s authority, his posturing may indicate that he is about to fight or is preparing to run (flee). ✅ HL422.3. Describe the psychological changes that may occur while experiencing survival stress When in a threatening situation, your body and mind adapt to help you react to threats by releas- ing stress hormones. Understanding these psychological and physiological changes will help you better manage them before, during, and after an encounter. Physiological Changes Under Stress ✅ HL422.4. Describe the physiological changes that may occur while experiencing survival stress When facing extreme anxiety, you may experience physical changes within your body. One or more of the following symptoms of survival stress may occur: increased heart rate and respiration diminished or amplified hearing distorted vision (for example, tunnel vision, inability to see close objects with detail, or fixating on one location and not seeing other details of the event) loss of bladder and bowel control increased reaction time motor performance changes loss of fine motor skills (the muscle control required to make small, precise movements, such as unlocking handcuffs with a key) heavier reliance on gross motor skills (movements of the large or major muscles of the body to do things like run, punch, or kick) loss of complex motor skills (tasks that require a combination of fine and gross motor skills using hand-eye coordination timed to a single event, such as driving a vehicle) 224 / Florida Basic Recruit Training Program (HL): Volume 2 complete breakdown of motor skills (freezing or submitting) occurrences seeming faster or slower than they are objects appearing closer or farther than they are Decision-Making Under Stress ✅ HL422.5. Describe the impact that survival stress may have on an officer’s decision-making Decision-making becomes more difficult in stressful situations. Instead of using a deliberate thought- ful analysis, you may rely on short, concise mental shortcuts. These mental shortcuts allow people to solve problems and make judgments quickly and efficiently. They shorten decision-making time and allow you to function without constantly stopping to think about the next decision or course of action. These types of “short-cut decisions” are based on training and experience. The less time you have to make a decision, the more likely you are to make a mistake in judgment. You can offset this issue by increasing your training. Speech Patterns Under Stress ✅ HL422.6. Describe the changes that may occur in speech patterns while experiencing survival stress Signs of stress often show up in vocal quality and speech pattern. High-stress situations can cause vocal cords to constrict and lead to a higher pitch in the voice and sometimes cracking or garbled sounds result. This can affect the clarity of radio communications. An officer might speak emotionally or without thinking on the scene and after an incident. The offi- cer may curse, brag, or boast. This is due to being in a high state of stress both during and directly after an incident. At times, officers in this situation do not remember or may even regret what they have said. This phenomenon might be called “exhilaration speech,” statements brought on by a euphoric feeling of accomplishment after prevailing in a critical incident. Officers may speak without stopping while in an anxious state. During an internal investigation, they may say things that are not helpful to the investigation and may make their account seem unreliable. In the presence of a suspect, this speech pattern can erode an officer’s command pres- ence and give the appearance of not being in control. Chapter 4 Criminal Justice Defensive Tactics / 225 Threat Awareness The Threat Awareness Spectrum is an illustration of how survival stress may affect your reaction to a perceived challenge or threat. Threat Awareness Spectrum Condition White Condition Yellow Condition Orange Condition Red Condition Black Unaware that a General Recognition that Specific threat Threat threat exists awareness of a threat exists identified and mismanaged possible threats appropriate due to panicked actions taken stress response Attention is Attention is Awareness of a The threat Survival stress unfocused or focused, and the specific threat is assessed functions preoccupied, officer scans the encourages and managed break down. and the officer environment for preplanning and through Submission or is oblivious potential threats. more intense intensified freezing may to potential focus. Physical cognitive occur. An officer danger in their indicators of and physical may overreact, environment. stress may reactions. underreact, or become evident. Survival stress not react to a functions situation. become optimum. Example: Example: Examples: Examples: Examples: A person drives While on the job, A patrol officer The patrol officer The patrol officer to work and does an officer is in a sees a vehicle initiates the plan panics and may not remember state of relaxed backed into a to engage the not respond the drive awareness and parking space at suspects as they effectively. (automatic pilot). notices what a convenience exit the store. is going on. store with the engine running, considers the possibility of a robbery in progress, and begins tactical planning. A correctional The correctional The correctional officer sees officer initiates officer panics and an inmate the plan may not respond with possible to engage effectively. contraband and the inmate. begins forming a plan of action. Source: Jeff Cooper, Principles of Personal Defense 226 / Florida Basic Recruit Training Program (HL): Volume 2 ✅ HL422.7. Identify the desired state of awareness or readiness an officer should maintain while on routine duty Your desired state of awareness while on routine duty is Condition Yellow. This is the optimum state of mind to remain focused while scanning for potential problems. From Condition Yellow, you can quickly move to Condition Orange or Condition Red, based on the situation. Condition White and Condition Black are not optimum states of readiness while on duty. Coping With the Effects of Survival Stress ✅ HL422.8. List techniques that may assist an officer in managing the effects of survival stress Survival stress is a mind-body reaction to fear. You can increase your coping skills and better prepare for the effects of stress by doing the following: preplan stay physically fit get enough rest keep a nutritious diet use controlled breathing techniques rely on techniques that involve gross motor movements rather than fine motor skills train under realistic environmental conditions designed to mirror high-stress scenarios anticipate the possibility of resistance with every subject encounter stay proficient in physical and mental skills stay proficient with firearms and other issued equipment Be aware that officers who have experienced an extremely stressful situation, such as an officer- involved shooting, may later show signs of post-traumatic stress disorder. Chapter 4 Criminal Justice Defensive Tactics / 227 Unit 3 Defensive Tactics Techniques Lesson 1 Fundamental Principles of Defensive Tactics Lesson Goal At the end of this lesson, you will understand the fundamental principles used in defensive tactics techniques. Fundamental Principles of Defensive Tactics To properly and effectively perform defensive tactics techniques, you must be able to apply certain fundamental principles. ✅ HL431.1. Describe the fundamental principles of applying defensive tactics Balance—maintaining a balanced posture is essential in performing any technique. To achieve balance, your head and hips must be aligned and your weight distributed evenly between your feet. If any one of these points is misaligned, you are not in balance. Balance displacement is a controlling technique used to break the subject’s balance through the use of leverage principles. Leverage—using a great force against a weaker resistance. It is used in conjunction with joint manipulation or pain and mechanical compliance to gain control. Pain compliance—a subject’s response to a combination of pain and verbal commands to stop resisting. ✅ HL431.2. Describe how to gain control over a subject when applying defensive tactics Mechanical compliance—an officer may gain control over a subject by applying pressure or lever- age on a joint by locking it up so that no movement of the joint is possible, causing the subject to comply with verbal direction. Joint manipulation—an officer may gain control over a subject by bending or twisting a joint in a direction that will cause pain or discomfort to the joint. Motor dysfunction—an officer may gain control over a subject by using an incapacitation technique that causes temporary impairment of muscular control. 228 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-10 Clinch Penetrating strike—when an officer strikes a muscle so that the striking object penetrates the muscle and nerves of the target area. This is a full transfer of kinetic energy that increases the power of the strike. For maximum effectiveness, most strikes are delivered using penetration so that the striking object stays on or indented in the target for an instant, allowing for energy transfer. Clinch—a technique that involves holding a person tightly in a close position. You can use the clinch with striking techniques, to transition to a takedown, or as a stalling technique. (See Figure 4-10) Chapter 4 Criminal Justice Defensive Tactics / 229 Unit 3 Defensive Tactics Techniques Lesson 2 Communication and Commands Lesson Goal At the end of this lesson, you will understand the components of verbal direction. Communication is crucial at all levels of a use of force exchange. Unlike a category of force, commu- nication is a part of all officer-subject interactions. Effective communication on your part can help de- escalate a situation. You are encouraged to use communication before, during, and after a confrontation. Communication is necessary to continually gauge compliance. In a use of force situ- ation, resistance begins when a subject fails to comply with an officer’s lawful commands. When an officer gives a verbal command, an evaluation will determine if escalation may become necessary. Communication is exchanging information through verbal and non-verbal methods. It provides valuable insight into the likelihood of cooperation and compliance of a subject. Dialogue is a controlled, unemotional communication between an officer and a subject aimed at problem-solving and communication. Used as a strategy, dialogue is intentionally designed to gain rapport and exchange information. ✅ HL432.1. Describe the components of appropriate verbal direction Verbal direction is the use of proper, clear, and concise commands to let a person know what you need or expect them to do. The ability to give verbal direction is usually the first step in control- ling the subject’s actions. Establish yourself as a criminal justice officer. Give clear and concise commands. Make sure that your commands are loud enough for the subject to hear. Touch is a non-threatening, non-custodial physical contact and can be used to support or emphasize a verbal command. It can be effective to enhance your communication; however, before applying touch, consider its use carefully to avoid escalating a person’s resistance. 230 / Florida Basic Recruit Training Program (HL): Volume 2 Unit 3 Defensive Tactics Techniques Lesson 3 Threat Assessment and Response Lesson Goal At the end of this lesson, you will understand the process of assessing a threat and be able to demonstrate appropriate responses. Though it may be difficult to determine factors that constitute a specific threat, there are certain facts, circumstances, and conditions that, when taken together, may be perceived as threatening. ✅ HL433.1. Identify the need for conducting a threat assessment How you assess a situation and the level of threat you perceive will influence how you respond. The more information you have, the better prepared you will be to effectively assess the situation. You should consider all factors, whether obvious or not, when assessing threats. Recognize that threats may be fluid and constantly changing. Continuously analyze situations for their threat potential. Subject Behavior ✅ HL433.2. Identify verbal and non-verbal cues in assessing threats Certain verbal and nonverbal cues indicate the possibility of the subject’s aggression or postur- ing. Verbal cues may include abnormal stuttering, serious and explicit swearing, and specific verbal threats. Non-verbal cues may include: increased breathing stopping of all movement clenched fists and quivering hands refusal to show palms of hands reddened or flushed face prominent expanding veins on face and forearms shifting of shoulders or change of stance glancing at a target area (target glance) Chapter 4 Criminal Justice Defensive Tactics / 231 ignoring the officer rapid, angry movements Be aware of unusual symptoms that a subject may exhibit upon initial contact or that may develop or intensify during the course of a confrontation. These symptoms may indicate serious issues, such as physical illness, mental illness, drug reaction or overdose, or post-traumatic stress disor- der. When confronting a subject with unusual symptoms, immediately request medical assistance. Be careful of the position in which the subject is restrained. Take care to maintain an open airway, and ensure continuous breathing and proper circulation until medical help arrives. Environmental Factors Some potential environmental factors to consider in threat assessment include weather, traffic conditions, terrain, and the presence of animals, bystanders, and potential weapons. Stances When you interact with a subject or encounter a situation that you believe poses a potential threat, assume one of the following stances, as appropriate. Stances refer to how you stand when you interact with a subject or when they approach you. Interview Stance ✅ HL433.3. Demonstrate the interview stance 1. Stand with head, hips, and feet aligned. 2. Plant your feet shoulder-width apart with the knees slightly bent. 3. Angle your body to the subject with the strong side away. 4. Place your hands above waist level. Offensive Ready Stance ✅ HL433.4. Demonstrate the offensive ready stance 1. Stand with your head, hips, and feet aligned and your chin tucked. 2. Plant your feet slightly wider than shoulder-width apart with the knees slightly bent. 3. Angle your body so that your strong side is away from the subject. 4. Place your hands just below eye level and toward your center. (See Figure 4-11) 232 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-11 Interview and offensive ready stance Relative Positioning ✅ HL433.5. Identify relative positioning When preparing to approach a subject, place yourself in the safest possible position. Relative positioning describes where you stand or position yourself in relation to the subject. (See Figures 4-12 and 4-13) Body movement refers to how you approach a subject or enter a scene. The manner and direc- tion from which you approach a subject and the distance you maintain from them throughout the interaction are based on your assessment of the threat and potential harm present. ✅ HL433.6. Demonstrate how to maintain a minimum reactionary gap The reactionary gap is the distance you must keep between you and the subject to react effec- tively against a sudden threat (see Figure 4-14). This distance is generally 6–9 feet if you have visual control of the subject’s hands, or 25 feet when you cannot see their hands. ✅ HL433.7. Identify the danger zone The area within the reactionary gap is the danger zone. Any time you are in the danger zone, the potential for physical harm increases. If you need to close the reactionary gap, do so as quickly as possible while maintaining good balance. Visual control of the hands is the ability to see both of the subject’s hands and to know that they are not holding any weapons. Chapter 4 Criminal Justice Defensive Tactics / 233 Figure 4-12 Relative positioning diagram Figure 4-13 Relative positioning 234 / Florida Basic Recruit Training Program (HL): Volume 2 ✅ HL433.8. Demonstrate hand clearing When approaching a subject, you may use the following hand-clearing technique: 1. Maintain an appropriate reactionary gap. 2. Visually scan the area for potential threats. 3. Assume an appropriate stance. 4. Identify yourself as an officer, if appropriate. 5. Use clear, concise verbal commands. 6. Tell the subject to expose both palms. (See Figure 4-14) Figure 4-14 Reactionary gap and hand clearing Chapter 4 Criminal Justice Defensive Tactics / 235 ✅ HL433.9. Define reaction time principle Reaction time principle is the amount of time it takes for the brain to process a physical threat and the body to respond. This process involves perceiving and analyzing the threat, forming a strategy, and initiating motor action(s). In other words, the officer sees the threat, figures out what to do, and then takes action. The person who effectively manages the distance in a use of force encounter has a better chance of success. This applies during grappling and striking. Managing distance does not only mean moving away from a threat; it can also mean closing distance between you and the subject. Managing the distance helps you control the encounter. Always consider environmental factors, such as being surrounded by a crowd or being in a confined area. Evasion and Redirection ✅ HL433.10. Demonstrate evasion and redirection techniques Use evasion and redirection movements to avoid or redirect an attack. Evasion is simply shifting your body or sidestepping to avoid the attack. Redirection is using empty-hand techniques to move the subject away. Using evasive and redirecting tactics may allow time to disengage, escape, or use other force options (such as blocks or strikes). (See Figures 4-15 and 4-16) Figure 4-15 Evasion 236 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-16 Redirection Chapter 4 Criminal Justice Defensive Tactics / 237 Unit 3 Defensive Tactics Techniques Lesson 4 Pressure Points Lesson Goal At the end of this lesson, you will understand the concept of pain compliance and its use in controlling resistant subjects and be able to demonstrate how to apply a pressure point technique. Pressure points are techniques used to control resistant behavior by using pain compliance. Pres- sure or leverage is applied using a fingertip or thumb tip to target a nerve, joint, or sensitive area, causing pain and compliance to verbal direction. These techniques do not work on every person or in all situations, but they are generally effective. ✅ HL434.1. Demonstrate pressure point techniques The two main components of pressure point techniques are: touch pressure—touching the location of a nerve or sensitive area and applying continual, uninterrupted pressure with the tip of the finger(s) or thumb until the subject complies stabilization—immobilizing the subject’s head so the subject cannot move or escape; be careful not to apply too much pressure or torque on the neck or spine when stabiliz- ing the head As soon as the subject complies by obeying your commands, release pressure to stop the pain. On all pressure point techniques, applying pressure longer than three to five seconds without a response may result in an adrenaline surge. This may cause the subject to exhibit symptoms similar to survival responses, an inability to feel pain, extraordinary strength, or selective hearing. Use caution when applying a pressure point technique. The subject’s hands are free and you must move inside the danger zone. Also, be aware of the possibility of being bitten by the subject. Pressure point techniques covered in this lesson include: under the jaw hollow behind the ear hollow behind the collarbone elbow under the shoulder blade 238 / Florida Basic Recruit Training Program (HL): Volume 2 Under the Jaw Use this technique when you want a seated, kneeling, or prone subject to stand up. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject’s head. Locate the pressure point(s) under the jawbone. 4. Apply pressure until the subject is compliant. 5. Decrease the pressure when the subject complies. Do not release control, just the pres- sure. If the subject begins to resist again, reapply the pressure. 6. Follow up with the appropriate action(s). (See Figure 4-17) Figure 4-17 Pressure points – under the jaw A and B Chapter 4 Criminal Justice Defensive Tactics / 239 Hollow Behind the Ear Use this technique on a seated or prone subject or on a subject who is holding onto a fixed object. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject’s head. Locate the pressure point in the hollow behind the ear. 4. Apply pressure inward and toward the nose until the subject complies. 5. Decrease the pressure when the subject complies. Do not release control, just the pres- sure. If the subject begins to resist again, reapply the pressure. 6. Follow up with the appropriate action(s). (See Figure 4-18) Figure 4-18 Pressure points – hollow behind the ear A, B, and C 240 / Florida Basic Recruit Training Program (HL): Volume 2 Hollow Behind the Collarbone Use this technique when you want a standing subject to sit, lie down, or move to another location. You can employ this technique from either the front or the side of the subject. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject. 4. Locate the pressure point behind the collarbone. 5. Apply pressure toward the feet until the subject is compliant. 6. Decrease the pressure when the subject complies. Do not release control, just the pres- sure. If the subject begins to resist again, reapply the pressure. 7. Follow up with the appropriate action(s). (See Figure 4-19) Figure 4-19 Pressure points – hollow behind the collarbone Chapter 4 Criminal Justice Defensive Tactics / 241 Elbow Under the Shoulder Blade Use this technique to reach the arms or wrists (for example, for handcuffing) of a subject who is on their stomach with their hands tucked under them. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject where they are face down, on their stomach. 4. Bend your elbow and place it on the subject’s back along the spine at the shoulder blade. 5. Apply downward pressure with the elbow until the subject is compliant. 6. Decrease the pressure when the subject complies. If the subject begins to resist again, reapply the pressure. 7. Follow up with the appropriate action(s). (See Figure 4-20) Figure 4-20 Pressure points – elbow under the shoulder blade A and B 242 / Florida Basic Recruit Training Program (HL): Volume 2 Unit 3 Defensive Tactics Techniques Lesson 5 Escorts and Transporters Lesson Goal At the end of this lesson, you will be able to demonstrate proper escort and transporter techniques. Officers may encounter subjects who refuse to obey their commands but demonstrate no physical resistance. You can use pain compliance, mechanical compliance, or joint manipulation techniques to move the unwilling subject from one location to another. These techniques are called escorts and transporters. These escort and transporter techniques are the basis for some takedowns. When using an escort or transporter technique, you enter the danger zone and should always be aware of your weapon’s proximity to the subject. ✅ HL435.1. Demonstrate escort and transporter techniques Escorts The escort position is a technique used to move a subject from one point to another without using pain compliance. It provides minimal control of the subject through leverage. If a subject resists, you may move to a transporter technique. Escort Position An escort may be your first physical contact with a subject. You apply pressure or leverage on a joint to lock it, and the subject complies. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Maintain an appropriate stance. 3. Make contact with the subject’s arm by grasping simultaneously the wrist and the upper arm just above the elbow. 4. Turn the subject’s palm so that it is facing you. 5. Move the subject, or follow up with the appropriate action(s). (See Figure 4-21) Chapter 4 Criminal Justice Defensive Tactics / 243 Figure 4-21 Escort positions A, B, and C Transporters Transporters, sometimes called come-along holds, are techniques used to move a subject from one point to another with pain compliance or mechanical compliance. The following transporter techniques are included in this lesson: hammer lock and shoulder lock. Hammer Lock Transporter The hammer lock is a useful technique applied when a subject tries to pull away from the escort position. This technique uses pain compliance and mechanical compliance by moving the subject’s arm behind their back. It can also be applied on a handcuffed subject. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Begin from the escort position. 3. A strike or diversion may be necessary to complete the technique. 4. Mirror the controlled hand and rotate the subject’s controlled hand while sweeping the subject’s hand behind their back. 5. Maintain control by bending the wrist. 6. Control or move the subject, or follow up with the appropriate action(s). (See Figure 4-22) 244 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-22 Hammer lock transporter Chapter 4 Criminal Justice Defensive Tactics / 245 Shoulder Lock Transporter The shoulder lock transporter is a good controlling technique because of the position in which you put the subject’s arm. This technique incorporates pain compliance, joint manipulation, and balance displacement. It can also be applied on a handcuffed subject. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Begin from the escort position. 3. A strike or diversion may be necessary to complete the technique. 4. Raise the subject’s elbow upward, then roll the subject’s shoulder forward. 5. Push the controlled arm behind the subject’s back, over your forearm, placing your hand on the subject’s triceps. 6. Reach across the subject’s back and control the subject’s head with your right hand (for example, by grabbing behind the subject’s neck or the opposite shoulder). 7. Maintain control, or follow up with the appropriate action(s). (See Figure 4-23) 246 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-23 Shoulder lock transporter Chapter 4 Criminal Justice Defensive Tactics / 247 Unit 3 Defensive Tactics Techniques Lesson 6 Restraint Devices Lesson Goal At the end of this lesson, you will be able to demonstrate the proper application and re- moval of restraint devices. Restraint devices are tools, such as handcuffs, which are designed to temporarily restrain a subject’s movements. There are other types of restraint devices, including waist chains (with black box), leg restraints (leg irons), and flexible leg restraints, that you may use in different circumstances. ✅ HL436.1. Demonstrate using restraint devices Handcuffs Handcuffs are temporary restraint devices frequently used to control a subject. Because hand- cuffing does not render a subject harmless, subjects should be continuously monitored to ensure officer safety. Applying handcuffs places the officer inside the reactionary gap or the danger zone. The subject may try to resist after the first handcuff is applied. Prepare to respond with an appro- priate action. The handcuffing procedure must be done in a controlled manner, to minimize potential harm to both officer and subject. Using the nomenclature illustration, identify the parts of handcuffs. (See Figure 4-24) Figure 4-24 Handcuff nomenclature 248 / Florida Basic Recruit Training Program (HL): Volume 2 Handcuffs or any other restraint device must be kept in working order. Properly holster or load the handcuffs consistent with your cuffing technique. Three-Point Pin Usually, a three-point pin is used to control the subject for handcuffing. The three-point pin can effectively control the subject through mechanical or pain compliance by using the subject’s shoul- der and wrist. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Once a subject has been taken to the ground, maintain control of the subject’s right arm. 3. Maintain the bent wrist on the subject’s right arm to gain compliance. 4. Place your right knee across the subject’s right shoulder blade. Avoid pressure to the spinal cord and neck when placing your knee or shin on the subject’s shoulder. 5. Place your left knee on the ground close to the subject’s rib area with the subject’s upper arm on the front of your thigh. 6. Remain on the balls of your feet throughout the pin to allow quick recovery to a standing position. (See Figure 4-25) Figure 4-25 Three-point pin Chapter 4 Criminal Justice Defensive Tactics / 249 Handcuffing Technique Handcuffing techniques may vary depending on the compliance level of the subject, but the basic steps for applying handcuffs are as follows: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Visually inspect and direct the subject into a position that prepares for handcuffing. 3. Approach the subject. Note: If a weapon has been drawn, safely manage the weapon before approaching the subject. 4. Draw the handcuffs from the holster. 5. Place one handcuff on one wrist. 6. Place the other handcuff on the other wrist. 7. Check for proper fit. 8. Double lock the handcuffs. 9. Search the subject. This technique can be used from a variety of positions, including kneeling (see Figure 4-26), standing from a rear or front approach (see Figure 4-27), or prone (see Figure 4-28). With non-compliant subjects, use controlling tech- niques to apply the handcuffs. Figure 4-26 Handcuffing – kneeling position 250 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-27 Handcuffing – standing position Chapter 4 Criminal Justice Defensive Tactics / 251 Figure 4-28 Handcuffing – prone position 252 / Florida Basic Recruit Training Program (HL): Volume 2 Removing Handcuffs To remove handcuffs, follow these steps: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Visually inspect and direct the subject into a position that prepares for removing handcuffs. 3. Approach the subject. 4. Draw the handcuff key. 5. Remove the handcuff from one wrist and close the cuff. 6. Control the subject’s uncuffed hand. 7. Remove the other handcuff and close it. 8. Move away from the subject. (See Figure 4-29) Figure 4-29 Removing handcuffs Chapter 4 Criminal Justice Defensive Tactics / 253 Waist Chains Waist chains are another type of restraint device, typically used by correctional officers to secure a subject when moving an inmate from one location to another. To apply waist chains, you will need verbal control of the subject. 1. Use loud, clear verbal commands throughout the process. 2. Position the subject facing you with their hands in front and palms facing each other. The subject’s hands should be about 6 inches away from their body. 3. Facing the subject, place the handcuffs on their wrists, check for proper fit, and then double lock the cuffs. 4. Attach the black box to the handcuffs from the bottom up. Insert the elongated end of the chain to the backside of the black box. 5. Direct the subject to turn around, wrapping the chain around their waist, ensuring proper fit. 6. Have the subject pull their hands toward their body to take the slack out of the chain. Use a padlock to go through both lengths of the chain and secure on the subject’s side. (See Figure 4-30) Leg Restraints Leg restraints, also called leg irons, are generally used along with waist chains to limit the move- ment of a subject. To apply leg restraints: 1. Use loud, clear verbal commands throughout the process. 2. Hold the leg restraints with the double bar facing the subject’s legs. This will ensure that the key holes are facing down. 3. Have the subject lean against a wall or kneel on a chair to maintain a balanced stance. 4. Apply the leg restraints to each ankle, check for proper fit, and then double lock them. (See Figure 4-31) 254 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-30 Waist chains Chapter 4 Criminal Justice Defensive Tactics / 255 Figure 4-31 Leg restraints 256 / Florida Basic Recruit Training Program (HL): Volume 2 Flexible Restraints Flexible cuffs and flexible leg restraints are two common types of flexible restraints. Flexible cuffs are a useful tool for restraining single or multiple subjects. These types of restraints are most commonly associated with multiple arrests or transports. They are lightweight plastic or nylon and easy to carry but have a high tensile strength. Flexible leg restraints, “hobbles,” are a useful tool for restraining a subject who is kicking, trying to run away, or posing a safety threat. Applying flexible leg restraints is best performed by more than one officer. Flexible Cuffs Using a single flexible cuff or a double flexible cuff, place the cuff around the subject’s wrists. Before tightening them, place an index finger against the subject’s wrist and tighten the flexible cuff to your index finger and the wrist. Remove your index finger and ensure the flexible cuffs are not cutting off blood circulation. Repeat this process with the second flexible cuff. Removing Flexible Cuffs Use care when removing flexible cuffs. Make certain the cutting instrument used to remove the cuffs does not have sharp pointed ends or an exposed blade. For example, do not use a pocket knife or a box cutter. Place the cutting instrument between the flexible cuff and the subject’s wrist. Using the appropriate pressure, carefully cut through the flexible cuffs. Remove and dispose of flexible cuffs properly. Flexible Leg Restraints When applying flexible leg restraints use loud, clear verbal commands throughout the process. 1. Control the subject by handcuffing them and placing them in the prone position. Your partner will control the subject’s upper body, either with a three-point pin or a wrist compression. 2. Move close to the subject, and kneel or squat near the subject’s legs. Control the subject’s legs by grabbing and wrapping your hands around them, working your way to the subject’s feet. 3. While holding the subject’s feet together, slide the restraints over the lower half of the subject’s legs. Keep the restraints above the subject’s ankles. 4. Tighten the restraint device by pulling the excess portion. The restraint should be tight enough to restrict leg movement while allowing normal blood flow. 5. To further restrict the subject’s movement, clip the excess to the handcuff chain by bend- ing the subject’s legs at the knees to a 90o angle behind the subject. Place the subject in a sitting position or lying on their side. Chapter 4 Criminal Justice Defensive Tactics / 257 Unit 3 Defensive Tactics Techniques Lesson 7 Frisks and Searches Lesson Goal At the end of this lesson, you will be able to demonstrate pat down, custodial, and inmate clothed searches and articulate the process for conducting a strip/unclothed search. A search is a government intrusion into a place in which a person has a reasonable expectation of privacy. Because inmates and probationers have a significantly reduced expectation of privacy, searches by corrections and probation officers are much less limited by Fourth Amendment concerns. ✅ HL437.1. Demonstrate conducting physical frisks and searches Three search techniques are typically used in the defensive tactics context: pat down, custodial, and inmate. Pat-Down Technique A pat down is a physical frisk of a subject conducted in a predetermined pattern to locate weapons. Before a law enforcement officer may conduct a pat down, they must have reasonable suspicion that the subject is armed (see s. 901.151, F.S., Stop and Frisk Law). Reasonable suspicion means that facts or circumstances exist that reasonably indicate that the person has committed, is committing, or is about to commit a violation of the law. “The purpose of a pat down is not to discover evidence of a crime but to allow the officer to pursue his or her investigation without fear of violence.” See Adams v. Williams, 407 U.S. 143 (1972). Under the plain touch/feel doctrine, the officer may seize any object “whose contour or mass” the officer identifies as apparent contraband. See Minnesota v. Dickerson, 508 U.S. 366 (1993). A law enforcement officer may pat down only the outside of the clothing for weapons. When conducting a pat down: 1. Use loud, clear verbal commands throughout the process. 2. Be aware of verbal and non-verbal cues that indicate the probability of aggressive behav- ior. Remember that you are in the danger zone. 3. Visually scan the subject while assuming the interview stance. 4. Have the subject lift their arms to tighten clothing so you can visually search potential concealment areas, such as the waistline. 258 / Florida Basic Recruit Training Program (HL): Volume 2 5. Have the subject move their hands away from their body. 6. Have the subject place their hands in a way so they can be controlled. 7. Physically control the subject’s hands. 8. Keep the subject off balance. 9. Conduct the pat down in a predetermined pattern. 10. Follow up with the appropriate action(s). If you find a weapon, take it and place it beyond the subject’s reach in a safe location. If handcuff- ing is not tactically sound, follow up with the appropriate action(s). (See Figure 4-32) Figure 4-32 Pat down technique Chapter 4 Criminal Justice Defensive Tactics / 259 Custodial Search Technique A custodial search technique is used when a subject is taken into custody in an unsecured envi- ronment. Unlike the pat down, this is a complete search of the subject. Perform a custodial search of a subject in a systematic and predetermined pattern using the quad- rant search approach; this divides the body into four sections horizontally and vertically. During this close contact inside the danger zone, you are most vulnerable to a subject’s physical assault. For this reason, handcuff first and then search. The primary purpose of a custodial search is to detect potential weapons or contraband. By search- ing the subject’s body, you should be able to detect items hidden in their clothing or on their body. You may search inside the waistband and pockets; however, you must be careful to avoid being injured by sharp objects, for example, needles and razor blades. Follow agency policies regarding searching a subject of the opposite sex. You may modify the hand position to avoid inappropriate contact. If possible, there should be a witness to the search. When searching a handcuffed subject, do the following: 1. Use loud, clear verbal commands throughout the process. 2. Keep the subject off balance. 3. Physically control the subject’s hands. 4. Conduct the search in a predetermined pattern. The groin is one of the most commonly overlooked areas. Remain professional and focus on conducting a proper, thorough search. 5. Follow up with the appropriate the action(s). (See Figure 4-33) Figure 4-33 Custodial search technique 260 / Florida Basic Recruit Training Program (HL): Volume 2 Inmate Search Techniques Searches of inmates are primarily designed to uncover contraband, prevent escapes, maintain sani- tary standards, and eliminate safety hazards. There are three types of inmate searches: clothed, strip/unclothed, and body cavity. Clothed Search Clothed searches of inmates can be conducted at random by officers during the course of their daily routine. A female officer may conduct a search of a clothed male inmate. A male officer will conduct a clothed search of a female inmate only during an emergency situation as determined by the shift supervisor. The only exception to this provision is an instance when time and circum- stances do not permit the presence of a female officer or consultation with the shift supervisor. If there is an imminent threat of physical violence, a search may be needed to secure the inmate to prevent injury to staff or other inmates. Like a custodial search, a clothed search follows the quadrant search approach. In an institutional setting, however, handcuffing is not required because there is little risk of escape. Officers should be aware, though, of their vulnerability to a physical assault. To conduct a clothed search: 1. Use loud, clear verbal commands throughout the process. 2. Remove or have the inmate remove the contents of their pockets and take off their shoes and hat. 3. Inspect the shoes, hat, and personal effects before proceeding. 4. Keep the inmate off balance. 5. Maintain visual contact with the inmate’s hands (for example, have the inmate face the wall with hands on the wall). 6. Conduct the search in a predetermined pattern. 7. Follow up with the appropriate action(s). Strip or Unclothed Search A strip or unclothed search is done visually. The officer does not touch the inmate during the search. Strip or unclothed searches of an inmate may be conducted only by correctional officers who are of the same sex as the inmate, except in emergency circumstances. Inmates will generally be unclothed and searched upon their arrival at the correctional institution after returning from court, other institutions, any place where they may have come in contact with the public, or after an escape or attempted escape. There may be other occasions for a strip or unclothed search based on agency policies, or if there is reason to believe an inmate possesses contraband. Chapter 4 Criminal Justice Defensive Tactics / 261 Before you can conduct a strip or unclothed search, you must move the inmate out of view of the inmate population. Only the inmate and staff involved will be present during the search. To conduct a strip or unclothed search: 1. Use loud, clear verbal commands throughout the process. 2. Have the inmate remove all clothing. 3. Search the inmate’s hair, ears, and mouth (dentures must be removed). 4. Visually check the entire body including armpits, hands, pubic region, between the toes, soles of the feet, inner portions of the legs, and groove between the buttocks. Any bandages or casts should be thoroughly examined by medical staff. 5. Search every article of clothing and personal property, including collars, cuffs, lapels, seams, and linings. Examine shoes for split soles, false linings, and removable insoles or heels. 6. Follow up per agency policies based on the results of the search. Body Cavity Search Body cavity searches of inmates may be done only by appropriate health services staff members according to agency policies. 262 / Florida Basic Recruit Training Program (HL): Volume 2 Unit 3 Defensive Tactics Techniques Lesson 8 Blocks and Strikes Lesson Goal At the end of this lesson, you will be able to demonstrate blocking techniques and properly executed and effective strikes to distract, incapacitate, or gain control of a subject. Blocks Blocks are reaction techniques using the arms, legs, or body to deflect or redirect an impending strike from a subject to areas of the body. This lesson covers blocks to defend the upper and mid areas of the body. ✅ HL438.1. Demonstrate blocking techniques Upper Area Block In the upper area, use the arms to protect from the neckline to the top of the head. The officer can transition to another action, such as counterstrikes. (See Figure 4-34) Figure 4-34 Upper area block Chapter 4 Criminal Justice Defensive Tactics / 263 Mid Area Block In the mid area, use the arms to protect the torso and the face. The officer can transition to another action, such as counterstrikes. (See Figure 4-35) Figure 4-35 Mid area block 264 / Florida Basic Recruit Training Program (HL): Volume 2 Strikes An empty-hand striking technique is any impact technique using hands, arms, elbows, feet, legs, knees, or head to strike a subject in an offensive or defensive situation. The entire body can be used as a weapon. This could include punching, hitting, kicking, or slapping. Figure 4-36 Empty hand target areas ✅ HL438.2. Identify target areas for empty-hand strikes Striking techniques have specific target areas. Some target areas involve nerve motor points in muscles. When struck, the impact may cause disruption of nerve tissue leading to incapacitation or motor dysfunction. Temporary motor dysfunction is a type of incapacitation that causes temporary impairment of muscle control, such as a cramp. Strikes to the skeletal structure are also effective. Chapter 4 Criminal Justice Defensive Tactics / 265 Target Areas—Empty-Hand Strikes DF means deadly force, and NDF means non-deadly force. (See Figure 4-36) The expected effect of NDF strikes is to disable or cause temporary motor dysfunction. Front of Shoulder (NDF)—Strike with an empty hand. Top of Forearm (NDF)—Strike with an empty hand. Inside of Forearm (NDF)—Strike with an empty hand. Outside of Thigh (NDF)—Strike with an empty hand, leg, or knee. Inside of Thigh (NDF)—Strike with an empty hand, leg, or knee. Center of Abdomen (NDF)—Strike with an empty hand. Top of Calf (NDF)—Strike with an empty hand, foot, knee, or leg. Chest (NDF)—Strike with an empty hand. Side of Neck (NDF)—Strike with an empty hand. Head (NDF)—Strike with an empty hand. Strikes to certain areas of the head have the potential for injury depending on the amount of force used. Throat (DF)—Strike with an empty hand. Striking the throat is considered deadly force. Eyes (NDF)—Strike with an empty hand. Striking the eyes is considered non-deadly force, but gouging the eyes is considered deadly force. Groin (NDF)—Strike with an empty hand, knee, or leg. Striking a subject in the groin may be an effective escape from a close-quarter body hold. There are two methods of delivering strikes: penetration and snap-back. A penetrating strike is typically used to strike a muscle. The penetration of the muscle and nerves in the target area results in a full transfer of kinetic energy that increases the power of the strike. All targets are struck with the intention of preventing or stopping aggressive action. A snap-back strike is delivered and then retracted very quickly, thus enabling multiple strikes, creat- ing distance, setting up the next techniques, and causing distraction to the subject. A snap-back may be delivered with any body part used for striking, kicking, punching, and so on. A boxer’s jab is one example of a snap-back. Swinging and thrusting are two types of strikes. A swinging strike generates less power on impact due to the greater amount of surface area of the target. A thrusting strike magnifies the delivered power due to the smaller surface area making contact with the target area. Two variables account for the amount of power generated in a strike; the amount of mass delivered with the striking weapon (that is, fist, foot, baton) and the velocity (speed) at which it is delivered. 266 / Florida Basic Recruit Training Program (HL): Volume 2 To generate maximum power effectively, you need a wide stable stance. Twist your upper torso and hips into the strike to allow the maximum amount of mass to complement the striking weapon. The faster the strike, the more power you will generate. This section covers several types of striking and kicking techniques: palm heel strike elbow strike punches knee strike hammer fist strike front kick backfist strike angle kick ✅ HL438.3. Demonstrate striking techniques Palm Heel Strike You can use the palm heel strike to defuse a situation and gain control of a subject. This strike may be delivered to the center of the subject’s chest primarily as a diversion technique or to the face as an incapacitating technique. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Thrust the hand forward, striking the target area with the palm heel of the hand. 5. Rotate your shoulders and hips to deliver the strike. 6. Follow up with the appropriate action(s). (See Figure 4-37) Figure 4-37 Palm heel strike Chapter 4 Criminal Justice Defensive Tactics / 267 Punches You can punch to gain control of a situation by stunning the subject before using other techniques, such as a takedown followed by handcuffing. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Make a fist. To make a proper fist, roll the fingers, tuck, and lock into the palm of the hand with thumb pressure. 5. Use the knuckles to strike the specific target area. 6. Follow up with the appropriate action(s). (See Figure 4-38) You can use punches from multiple angles and deliver punches to different areas of the body. Examples include jabs, crosses, hooks, upper cuts, overhands, and strikes with the back of the hand, forearm, or knuckles, or a variety of combinations. Figure 4-38 Punches 268 / Florida Basic Recruit Training Program (HL): Volume 2 Hammer Fist Strike The hammer fist strike is one of the most powerful strikes you can use. A properly delivered strike usually causes the subject to release their grip in a situation where the subject suddenly grabs your wrist, equipment, or part of your clothing. Using a hammer fist temporarily disables the subject and lets you escalate, de-escalate, or disengage. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Make a fist. 5. Use the bottom of the fist to strike the target area. 6. Follow up with the appropriate action(s). (See Figure 4-39) Figure 4-39 Hammer fist strike Chapter 4 Criminal Justice Defensive Tactics / 269 Backfist Strike When attacking from the rear, a properly delivered backfist strike can often give you a tactical advantage and may incapacitate or break the concentration of the attacker. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Make a fist. 5. Use the back of the fist to strike the target area. 6. Follow up with the appropriate action(s). (See Figure 4-40) Figure 4-40 Backfist strike 270 / Florida Basic Recruit Training Program (HL): Volume 2 Elbow Strike You can use the elbow strike as an initial or follow-up strike to incapacitate the subject and create distance when you are close to the subject. This strike is not executed with the tip of the elbow but with the area of the arm about 1 inch below or above the elbow. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Make a proper fist. 5. Bend your elbow to a 90o angle. 6. Rotate your shoulders and hips to deliver the strike. 7. Follow up with the appropriate action(s). (See Figure 4-41) Figure 4-41 Elbow strike Chapter 4 Criminal Justice Defensive Tactics / 271 Knee Strike You can use the knee strike when you are near a resistant or combative subject. Use it to gain control or distance. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Drive your knee forward into the target area. 5. Follow up with the appropriate action(s). (See Figure 4-42) Figure 4-42 Knee strike ✅ HL438.4. Demonstrate diversion techniques Some strikes may be used as a diversion technique. Diversion is a technique that interrupts the subject’s concentration so that energy is redirected from the current focus. Diversion techniques can be used to gain space when you are held in a close-quarter body hold and can assist in apply- ing other defensive tactics, such as takedowns and transporters. In certain situations, any strike can be used as a diversion. 272 / Florida Basic Recruit Training Program (HL): Volume 2 ✅ HL438.5. Demonstrate kicking techniques Front Kick When an aggressive subject advances toward you, use the front kick to stop the subject’s forward momentum. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Transfer your balance to the support leg. 3. Lifting the knee, snap the foot forward. 4. Strike the target with either the ball or bridge of the foot. 5. Follow up with the appropriate action(s). (See Figure 4-43) Figure 4-43 Front kick Chapter 4 Criminal Justice Defensive Tactics / 273 Angle Kick The angle kick can disable a subject who begins to attack you. For maximum effectiveness, use a penetrating strike. This kick can be delivered without getting close to the subject. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Transfer your balance to the support leg. 3. Lift the knee of the kicking leg and rotate the hip. 4. Either snap or thrust the leg toward the target area. 5. Strike the target with the shin or top of the foot. 6. Follow up with the appropriate action(s). (See Figure 4-44) Figure 4-44 Angle kicks 274 / Florida Basic Recruit Training Program (HL): Volume 2 Unit 3 Defensive Tactics Techniques Lesson 9 Takedowns Lesson Goal At the end of this lesson, you will be able to demonstrate proper takedown techniques. Takedowns are techniques used to bring a resisting subject from a standing position to the ground, making it easier to control them. After a takedown, you may escalate, de-escalate, or disengage, depending on your assessment of the situation. Most takedowns use mechanical compliance or balance displacement to bring the subject safely to the ground. ✅ HL439.1. Demonstrate takedown techniques This section covers several types of takedown techniques: straight arm takedown hammer lock takedown shoulder lock takedown rear takedown front takedown hip roll Straight Arm Takedown This technique is versatile and allows you to move into a control position for a resistant subject. The key to this technique is to maintain control of the subject’s straight arm. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position, usually an escort position. 3. Slightly pull the subject off balance, straightening their right arm, pulling their wrist down- ward with their palm toward you to your right hip. 4. Apply downward pressure to the elbow while maintaining control of the wrist. 5. A strike or diversion may be necessary to complete the technique. 6. Move your right leg rearward, as needed, to rotate your hips clockwise. Chapter 4 Criminal Justice Defensive Tactics / 275 7. Drop to your left knee (optional) and place the subject in a prone position. Note: Depend- ing on the surface, placing a knee on the ground may not be advisable. 8. Follow up with the appropriate action(s). (See Figure 4-45) Figure 4-45 Straight arm takedown 276 / Florida Basic Recruit Training Program (HL): Volume 2 Hammer Lock Takedown From a hammer lock transporter (restrained or unrestrained): 1. Use loud, clear verbal commands throughout the application of the technique. 2. A strike or diversion may be necessary to complete the technique. 3. Move your right leg rearward, as needed, to rotate your hips clockwise. 4. Drop to your left knee (optional) and place the subject in a prone position. Note: Depend- ing on the surface, placing a knee on the ground may not be advisable. 5. Follow up with the appropriate action(s). (See Figure 4-46) Figure 4-46 Hammer lock takedown Chapter 4 Criminal Justice Defensive Tactics / 277 Shoulder Lock Takedown From a shoulder lock transporter (restrained or unrestrained): 1. Use loud, clear verbal commands throughout the application of the technique. 2. A strike or diversion may be necessary to complete the technique. 3. Move your right leg rearward, as needed, to rotate your hips clockwise. 4. Drop to your left knee (optional) and place the subject in a prone position. Note: Depend- ing on the surface, placing a knee on the ground may not be advisable. 5. Follow up with the appropriate action(s). (See Figure 4-47) Figure 4-47 Shoulder lock takedown 6. The shoulder lock can be used from multiple positions, including from the clinch or on a handcuffed subject. (See Figure 4-48) Figure 4-48 Shoulder lock takedown from clinch 278 / Florida Basic Recruit Training Program (HL): Volume 2 Rear Takedown This technique is versatile and allows you to take down a resistant subject and establish control. The key to this technique is to maintain control of the subject’s waist. From an upright grappling position: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Take an extended step behind the subject and lower your center of gravity, establishing a good base. 3. Once established behind the subject, place a hand on each side of the subject near the waistline/hip. 4. Extend one leg and plant your foot directly behind the subject’s heel. 5. Sit down, twisting the subject back with you. 6. Continue the twist/spinning motion, following the subject to the ground. You should end up in a side mount or full mount position. 7. Follow up with the appropriate action(s). (See Figure 4-49) Figure 4-49 Rear takedown Chapter 4 Criminal Justice Defensive Tactics / 279 Front Takedown If at any time during a body lock, your position is more to the front of the subject than to the side or rear, a front takedown may be a more appropriate technique than the rear takedown. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Grasp the subject’s body as close to their hips as possible pulling them close to you while using your head to push their upper body back, causing the subject to be off balance. 3. If needed, use your left leg to hook the subject’s right leg below their knee. 4. Drag their leg toward and then behind you, lifting the subject’s leg up and back while simultaneously pushing their upper body down with your head into their chest, forcing them to the ground. 5. Follow up with the appropriate action(s). (See Figure 4-50) Figure 4-50 Front takedown 280 / Florida Basic Recruit Training Program (HL): Volume 2 Hip Roll A hip roll is an effective defense against a subject who closes the gap and tries to control your upper body. From an upright grappling position: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Place your hip into the subject’s lower abdomen. Your right hip should move past the subject’s right hip. 3. Lower your center of gravity. 4. Pull the subject over the hip and direct them to the ground. (See Figure 4-51) Figure 4-51 Hip roll Chapter 4 Criminal Justice Defensive Tactics / 281 Unit 3 Defensive Tactics Techniques Lesson 10 Upright Grappling and Body Hold Escapes Lesson Goal At the end of this lesson, you will be able to demonstrate proper upright grappling and body hold escape techniques. One of the most common attacks an officer may face is an upright grappling position. Grappling is the use of body mechanics to leverage or control another person. When engaged in a grappling hold, consider methods of escaping, stabilizing, or controlling a resistant subject. With any sudden attack, preventing and breaking free should be your first priority. ✅ HL4310.1. Demonstrate upright grappling and body hold escape techniques There are several types of upright grappling body holds covered in this lesson: escape from front chokehold escape from rear chokehold escape from front body hold over/under arms escape from rear body hold over/under arms escape from headlock escape from front football tackle diversions  headbutt  foot stomp  shin scrape Defend and Escape From a Front Chokehold The purpose of the escape from a front chokehold is to break away from a subject who grabs you around the throat from the front. This requires maintaining balance, disengaging, and following up with other techniques. You may also need to apply a diversion technique to escape. Subject and officer factors dictate what diversion to use and when. 282 / Florida Basic Recruit Training Program (HL): Volume 2 The front choke is life threatening. Execute this technique immediately: If possible, use loud, clear verbal commands throughout the application of the technique. 1. Tuck your chin and shrug your shoulders. 2. Step straight back with your right leg and raise your left arm as you swing that arm up and over the subject’s arm to break the hold (windmill). 3. Follow up with the appropriate action(s). (See Figure 4-52) 4. Other effective escapes from a front chokehold can also include pressure to the jugular notch and evasive movements. Figure 4-52 Defend and escape from a front chokehold Chapter 4 Criminal Justice Defensive Tactics / 283 Defend and Escape From a Rear Chokehold The rear chokehold is usually the result of a surprise attack or a struggle with a combative subject. Escape is crucial. Any chokehold can cause serious injury or unconsciousness. If you are uncon- scious, you cannot defend yourself from a subsequent use of deadly force. If possible, use loud, clear verbal commands throughout the application of the technique. 1. Tuck your chin and shrug your shoulders. 2. Lower your center of gravity and raise your arm on the side they are choking you with. 3. Protect your airway with your other hand. 4. Create space between your hips and the subject’s. 5. Windmill your raised arm in a downward motion between their hip and yours as you turn into the subject, grabbing their upper back. This should free you from the choke. 6. Follow up with the appropriate action(s). (See Figure 4-53) Escape From Front Body Hold Over/Under Arms A front body hold is usually the result of a surprise attack. A subject applying this type of hold on you can cause serious injury. Use your hands, feet, and legs to perform a diversion technique and escape. Use loud, clear verbal commands throughout the application of the technique. 1. Lower your center of gravity. 2. Perform one or more striking techniques or pressure points to the appropriate target areas. 3. Follow up with the appropriate action(s). 4. For escaping over the arms, create distance between you and the subject by putting your palms on the subject’s hips (hip check). 5. For escape from under the arms, push the head away and follow up with the appropriate action(s). (See Figure 4-54) 284 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-53 Defend and escape from a rear chokehold Chapter 4 Criminal Justice Defensive Tactics / 285 Figure 4-54 Escape from front body hold over/under arms 286 / Florida Basic Recruit Training Program (HL): Volume 2 Escape From Rear Body Hold Over/Under Arms A rear body hold is usually the result of a surprise attack. A subject who grabs you in a rear body hold can exert force strong enough to the ribcage that breathing becomes difficult or a serious injury may occur. Immediate escape is imperative. Use loud, clear verbal commands throughout the application of the technique. 1. Trap hands and lower your center of gravity. 2. Perform one or more striking techniques or finger peel to break the subject’s grip. 3. Follow up with the appropriate action(s). (See Figure 4-55) Escape From Headlock The headlock is usually the result of a surprise attack or a struggle with a combative subject. Being in a headlock for an extended period can cause serious injury. Escape is crucial. To escape from a headlock, you must react quickly and apply leverage. When a subject applies a headlock, turn your face into the subject’s torso to establish an airway and protect vital areas of your face. Strikes and diversion techniques are effective for escaping from a headlock. A wide stance is neces- sary to establish good balance. Escape From Side Headlock Use loud, clear verbal commands throughout the application of the technique. 1. Establish an airway, and a wide stance. 2. Perform one or more striking techniques or pressure points to the appropriate target areas, if needed. 3. If the subject tries to strike with their non-choking arm, reach behind the subject and secure their striking arm with your hand by grabbing their forearm. 4. Perform a rear takedown. 5. Follow up with the appropriate action(s). (See Figures 4-56 and 4-57) Chapter 4 Criminal Justice Defensive Tactics / 287 Figure 4-55 Escape from rear body hold over/under arms 288 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-56 Escape from side headlock A Figure 4-57 Escape from side headlock B Chapter 4 Criminal Justice Defensive Tactics / 289 Escape From Front Headlock Use loud, clear verbal commands throughout the application of the technique. 1. Establish an airway and a wide stance. 2. Perform one or more striking techniques or pressure points to the appropriate target areas, if needed. 3. Bring your right arm over the subject’s left shoulder and maintain downward pressure. 4. Quickly step around the subject’s lead leg using your leg to place the subject off balance. This should place you on the subject’s left side. 5. Use your right leg to buckle the subject’s left leg, while driving them down with your shoulder and head pressure. 6. As the subject falls, move past their left leg, while maintaining constant shoulder and head contact with the subject’s chest. 7. Guide the subject as they fall to the ground, ending in side control. (See Figure 4-58) Escape From Front Football Tackle The football tackle is usually the result of a surprise attack or a struggle with a combative subject. Avoid being taken to the ground; instead drive the subject to the ground. Use loud, clear verbal commands throughout the application of the tec

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