IRD #2 Storyboard.docx

Screen #1: Introduction to Overview of Characteristics & Mindset In this session we will delve into the characteristics and mindset of attackers, contrasting it with the mindset of officers. It also introduces the concept of a 3-part test and team concepts, including contact/search and rescue. L...

Screen #1: Introduction to Overview of Characteristics & Mindset In this session we will delve into the characteristics and mindset of attackers, contrasting it with the mindset of officers. It also introduces the concept of a 3-part test and team concepts, including contact/search and rescue. Learning Outcomes By the end of this session, learners will be able to: List the common characteristics of an active attacker Explain the OODA loop and its relevance to interacting with an active attacker List the three components of the three-part test Describe the difference between contact, search and rescue teams Key Terms 3 Part Test OODA Loop Contact Team Search Team Rescue Team Review of Lesson 1 The first lesson emphasized the importance of a 1 or 2 officer response, the critical need for an immediate response, the capability of front-line officers to breach barriers, and the training required to assist with immediate life-saving techniques. Slide #2: Reminder: The Purpose of IRD The primary objective of Immediate Rapid Deployment is to intervene and disrupt the plans of the suspect(s) as soon as possible. Officers must recognize an active attacker event and act immediately, even if it means entering the facility to confront the suspect(s) alone or with just one other officer. Waiting for more officers might not be the best course of action when lives are at stake. Screen #3: Characteristics of an Active Attacker Attackers are predominantly male, accounting for 96% of cases. They usually act alone. This figure shows the number of attackers based on gender for shootings in the US between 1982-May 2021. This figure highlights the locations of active shooter occurrences. Educational institutions and businesses are where most attacks occur. [@IRD – can we cite this? Where is this data from? When?] In school shootings, the attacker is often a former or current student, and in business-related incidents, it's a former or current employee. This gives the attacker an advantage because they know the layout of these locations compared to a police officer that has never been there before. Screen #4: Planning & Preparation Examples Attackers often engage in planning and preparation before executing their plans. The next couple of pages will provide examples of various incidents and the planning undertaken by the attacker. Example #1: Columbine – April 20,1999 A complex attack doesn’t materialize overnight. It requires a level of planning and preparation that can span months to years. Planning 1-year planning Crafted their plot for at least a year, mapping everything from hallway lighting to the best hiding places in a handwritten timeline detailing the exact minute they would “rock and roll”. Their original plans were to set off bombs and shoot everyone as they came out, they tossed pipe bombs and fired rifles. They ended up using their plan B (which was moving through the school). Preparation Bomb making materials Bomb-making materials and the sawed-off barrel of a shotgun Pipe bombs – total of 76 IED’s prepared You can check out this article for more details: https://www.denverpost.com/1999/04/25/columbine-high-school-shooting-plot-planned/ Screen #5: Planning & Preparation Examples Continued Example #2: Portapique, Nova Scotia – April 18-19, 2020 Preparation When he went to buy the vehicle, he was in plain clothes, said he was a police officer and bought the vehicle. He mocked up vehicle to look like an RCMP vehicle. Mock RCMP vehicle was used, it wasn't a real cruiser, but looked identical in every way, with the exception of the numbers at the rear. When committing the offence, he impersonated an RCMP officer (authentic uniform). You can read more details about this event here: https://www.cbc.ca/news/canada/nova-scotia/mass-shooting-rcmp-investigation-gunman-covid-paranoia-1.5628184 https://atlantic.ctvnews.ca/mounties-sent-to-apprehend-active-shooter-in-nova-scotia-were-confused-about-gunfire-1.5472724 Screen #6: Planning & Preparation Examples Continued Example: Norway – July 22, 2011 Planning Diversionary tactic to set off car bomb (ammonium nitrate & fuel oil – fertilizer bomb) in Oslo to tie up first responders The bomb making components years to accumulate because they are regulated. The plan was to then take a ferry to the island and attack the children that were present at a youth retreat Claimed he started plotting the attacks in earnest in 2006 Preparation Rented a van that he loaded with explosives and parked in Oslo city centre the day before the attacks Police uniform he bought on the internet and then wore it to sail to the island of Utøya, having called ahead and convinced one of the adults running the annual summer camp of the ruling Labour Party's youth wing that he had been sent to reassure the teenagers in the aftermath of the Oslo bombings You can read more details about the event here: https://www.theguardian.com/world/2012/aug/24/anders-behring-breivik-profile-oslo https://i.dailymail.co.uk/i/pix/2011/07/23/article-2018106-0D22641300000578-916_634x448.jpg Screen #7: Planning & Preparation Examples Continued Example: St. Thomas Aquinas, Mississauga, Ontario – 2014 Planning As seen in the image above, this is a student’s handwritten operational plan on how attack would go down which included: Weapons used, ammunition, first areas to attack, causalities in each area Described certain students he wanted to kill Ended up handing it to a Teacher (Leakage – intentional or unintentional revelation) Despite how it appears at first glance (the penmanship and illustrations), this plan it quite detailed. Preparation No indication that anything was prepared Looked up on internet how to make bombs and Molotov cocktails Screen #8: Planning & Preparation Examples Continued Example: Aurora – July 20, 2012 Preparation: Equipment he acquired legally a couple of weeks prior to attack The vast majority are legally purchased or found at home – family members have them Obtained legally or found in the home You can read more about this event here: https://www.cbsnews.com/pictures/powerful-photos-released-from-aurora-theater-shooting/14/ Key takeaway These are not spontaneous events; they have detailed plans and preparations. Screen #9: Impact of Biases Active attackers might have biases and could be undergoing a mental health crisis. Biases and prejudices can profoundly shape the motivations and targets of an active attacker, potentially leading them to select victims based on discriminatory beliefs or perceived grievances. We will share a couple of examples where biases were an important factor. For instance, the Pulse nightclub shooter targeted the LGBTQ+ community, influenced by a complex mix of personal, ideological, and possibly internalized biases, while the Toronto van driver's actions were driven by misogynistic views and a sense of entitlement, reflecting dangerous societal prejudices that manifested in violence. Screen #10: Impact of Biases Examples Example: Pulse Night Club – Orlando, Florida June 12, 2016 Pulse was a beloved gay nightclub known for star-studded drag shows and bachata-soundtracked "Latin Nights." The bar on Orange Avenue was one of the few places where his fellow LGBTQ Latinos felt at home in their city. The attacker led a double life and was struggling with his own sexuality. He had been hanging out at the nightclub for three years and chatted with men via online dating services like Grindr. He was gay in 2006 but had not yet come out about his sexuality. His family said his bloody rampage was sparked by anti-gay hatred. You can read more about this event here: https://www.wlrn.org/news/2020-06-12/four-years-after-pulse-shooting-onepulse-foundation-holds-online-remembrance-ceremony https://www.cnn.com/2021/06/12/us/pulse-shooting-latino-lgbtq-anniversary-trnd/index.html https://www.nydailynews.com/news/national/orlando-shooter-reported-pulse-club-regular-patrons-article-1.2672445 Screen #11: Impact of Biases Examples Continued Example: Toronto Van Attack – April 23, 2018 The attacker was part of an “incel” community of young men angry they could not attract women. INCEL stands for ‘involuntary celibate’, community of young men angry they cannot attract women. This is a growing community online. His reasoning behind carrying out the deadly attack was receiving a lack of attention from women. He was visiting online chatrooms, talking to like-minded men who also expressed frustration with what they refer to as “involuntary celibacy”. He stated, “It’s basically a movement of angry incels such as myself who are unable to get laid. Therefore, we want to overthrow the Chads, which would force the Stacys to be forced to reproduce with the incels”. He rented Ryder van as a “tool for rebellion,” he was an involuntary celibate, or incel, and described his goal as shaking “the foundations of the world”. You can read more details about this event here: https://toronto.ctvnews.ca/alek-minassian-knew-van-attack-attack-was-morally-wrong-psychiatrist-testifies-1.5227450 https://globalnews.ca/news/5954272/toronto-van-attack-suspect-motive-interrogation-video/ https://toronto.ctvnews.ca/minassian-gave-different-motive-for-toronto-van-attack-in-psychiatric-assessment-court-hears-1.5195570 Screen #12: Impact of Biases Examples Continued Example: Quebec City Mosque – Jan 29, 2017 The attacker was primarily motivated by a deep-seated animosity towards Islamic people, fueled by his perception of a threat from increased immigration and the acceptance of refugees by the Canadian government. His actions were underpinned by a misguided belief that by storming the mosque, he was preventing a potential terrorist attack. He had been anxious for months about his own family becoming victims of a terror attack, and that peaked when he saw reports the Canadian government was going to allow more refugees into the country. You can read more about this event here: https://en.yabiladi.com/articles/details/57000/president-islamic-cultural-center-quebec.html https://www.cbc.ca/news/canada/montreal/quebec-city-mosque-shooting-bisonnette-sentencing-1.4618414 Screen #13: Impact of Biases Examples Continued Example: Ecole Polytechnique – Montreal, Quebec – December 6, 1989 The attacker at the École Polytechnique was driven by deep-seated misogyny, as evidenced by his declaration saying “I hate feminists” before commencing his attack. His actions were a manifestation of his contempt for women, separating them from their male counterparts and targeting them specifically after allowing the men to exit, underscoring his intent to direct his violence exclusively towards women. This act was influenced by his upbringing in an environment that demeaned women, treating them as mere possessions rather than individuals with rights and autonomy. You can read more about this event here: https://left-right-site.com/tag/montreal-massacre/ https://www.cbc.ca/archives/entry/marc-lepine-mass-murderer https://www.cbc.ca/archives/entry/1989-gunman-massacres-14-women-at-montreals-cole-polytechnique Screen #14: Mental Health Crisis A mental health crisis is when an individual experiences extreme distress, disorientation, or disturbance, putting them at risk of self-harm or harming others. There is a difference between a mental illness and mental health crisis. Just because someone is suffering from mental health issues does NOT make them an active attacker. We will share a couple of examples where mental health crises may have played a role in attacker motivations and behaviour. Since police tend to see people at their worst, context is important. Example: Aurora Theatre – Aurora, Colorado July 20, 2012 The attacker met at least three mental health professionals at the University of Colorado prior to the massacre. It was reported that he: Had no self-worth – he didn’t think he would be successful in school Lost his relationship, his job and his home Thought he should go out with a ‘bang’ He might kill again if given a chance (this is a post-arrest interview quote) You can read more about this event here: https://media-cldnry.s-nbcnews.com/image/upload/t_fit-560w,f_auto,q_auto:best/msnbc/2013_41/28119/sarahmullerD41A26A7-EBE2-9C02-725E-E7547EEB19D5.jpg https://www.cpr.org/2018/08/06/what-led-james-holmes-into-the-aurora-theater-shooting-new-book-suggests-answers-arent-likely/ Screen #15: Mental Health Crisis Example Example: Stoneman Douglas High School – Parkland, Florida February 14, 2018 The shooter at Stoneman Douglas High School was experiencing a severe mental health crisis, evidenced by prior warnings about his threats to carry out a school shooting. His behavioral issues, which had been present since middle school, were compounded by diagnoses of depression, autism, and ADHD. He reported experiencing auditory hallucinations, with 'demons' speaking to him, indicating a profound level of psychological distress that contributed to the tragic events of that day. If you want to read more about this event you can look at these articles: https://ichef.bbci.co.uk/news/976/cpsprodpb/3212/production/_104981821_cruz-floor2.jpg https://www.nytimes.com/2018/02/17/us/nikolas-cruz-florida-shooting.html https://www.youtube.com/watch?v=sl6ZFwHbMTg https://www.tampabay.com/news/publicsafety/Teachers-say-Florida-shooter-s-problems-started-in-middle-school-and-the-system-tried-to-help-him_165636616/ https://canoe.com/news/world/florida-school-shooting-nikolas-cruz-was-diagnosed-with-autism-adhd-students-rage-against-politicians-nra-in-anti-gun-rally Screen #16: Mental Health Crisis Example Continued Example: Sandy Hook – Newtown, Connecticut December 14, 2012 Adam Lanza had a complex mental health history that deeply influenced his motivations and behaviors. Diagnosed with Asperger syndrome and OCD, Lanza had developmental challenges from a young age and a morbid fascination with mass shootings, such as Columbine, and violence which was disturbingly reflected in a story he co-wrote that depicted violence against children. The story called “The Big Book of Granny,” included an old woman with a gun in her cane kills wantonly. In the third chapter, Granny and her son want to taxidermy a boy for their mantelpiece. In another chapter, a character called Dora the Berserker says, “I like hurting people...especially children.” His increasing marginalization, stemming from early speech delays and later compounded by a diagnosed sensory disorder, autism spectrum disorder, anxiety, obsessive-compulsive disorder, and a phobia of germs, contributed to a profound sense of isolation and disconnection from society. This background, combined with his status as a former student of the school, played a critical role in the lead-up to the catastrophic event. For more information about this event, you can read here: https://i.ytimg.com/vi/bQT5pbdUzDw/mqdefault.jpg https://www.britannica.com/event/Sandy-Hook-Elementary-School-shooting https://abcnews.go.com/Health/newtown-shooter-adam-lanza-sensory-processing-disorder-controversial/story?id=18532645 https://abcnews.go.com/Health/newtown-shooter-adam-lanza-sensory-processing-disorder-controversial/story?id=18532645 https://www.newyorker.com/magazine/2014/03/17/the-reckoning https://www.usatoday.com/story/news/2018/12/09/sandy-hook-shooter-adam-lanza-had-scorn-humanity/2259413002/ Screen #17: Mental Health Crisis Example Continued Example: Moncton – Moncton, New Brunswick June 4, 2014 The shooter exhibited clear signs of a deteriorating mental state, with expressed intentions of self-harm and harm to others. His detachment from the community and preoccupation with guns were exacerbated by a deep-seated fascination with conspiracy theories. In the days leading up to the shooting, he displayed increasingly paranoid behavior, ranting against figures of authority, particularly the police, as evidenced by his social media posts. This culmination of stressors, including the repossession of his car, contributed to a mindset that precipitated the tragic events. You can read more about this event here: https://www.cbc.ca/news/canada/new-brunswick/justin-bourque-latest-revelations-about-man-charged-in-moncton-shooting-1.2665900 https://www.theglobeandmail.com/news/national/moncton-shooting-suspect-had-ranting-and-raging-paranoia-father-says/article19463325/ Screen #18: Mental Health Crisis Example Continued Example: Texas clock tower – The University of Texas at Austin, August 1, 1966 The shooter's mental health was a significant factor in the tragic events leading up to the incident. He sought help for homicidal thoughts and killed his mother and wife. An autopsy revealed the presence of a brain tumor, which may have contributed to his severe behavioral changes, including the searing headaches and depression he complained about prior to the shooting. These physical, medical issues likely played a critical role in his psychological deterioration and the violent behavior that followed. CYUs (T/F) Active attacker events are spontaneous in nature. (False) A mental illness is always associated with active attacker. (False) Crisis vs illness – question about the difference. MCQ check all biases – all are correct Screen #19: Legacy Tokens Legacy tokens are communications crafted by an attacker to assert responsibility for their actions and to explain the reasons behind their attack. This is an image of the manifesto from the Christchurch, New Zealand attacker. These tokens often take the form of manifestos, videos, or social media postings, which are either disseminated widely or positioned in such a way as to ensure their discovery by others post-incident. They serve as a deliberate statement, providing insight into the attacker's motives and mindset, and are a critical aspect of understanding the narrative the attacker wishes to leave behind. Legacy tokens can take different forms: this is a post from the San Diego Synagogue shooting. This is the shooter’s journal where he recognizes his own problems and self-diagnose. Important to Note: It is NOT socially acceptable today to sit back and do nothing if you see signs like those discussed in this module that an attack is going to happen. Screen #20 Officer Mindset Officers are trained to have a specific mindset when dealing with active attackers. Click a reveal: When you look at the positioning and body language, one person is clearly trying to engage while the other is hiding. The goal of the attacker is to kill, therefore the police need to be prepared to get the focus off the victims and onto the police. Police must be willing to engage. Unfortunately, the officer is the one hiding during this incident. The Three-Part Test Officers use a 3-part test to determine the threat level: There is a person who has used (or has the potential) to use deadly force on other persons The person continues to use/attempt to use deadly force The person does so while having unrestricted access to additional victims There is a risk of death if an intervention is not attempted immediately. It is of vital importance that you recognize what is going on so you can react appropriately. Things can change quickly which means that your tactics and approaches will need to change. You cannot just blindly enter a situation, you must train to learn how to approach active attacker situations. Screen #21: Officer Mindset In an active attacker situation, police officers must be mentally prepared for the potentially dangerous and chaotic scenes they will encounter. Their primary purpose is to disrupt the attacker's plans, even if it means acting alone. It is imperative for first responders to take decisive action to intervene and halt the attacker's actions as swiftly as possible. The very nature of an active killer event: suspect(s) with a pre-determined plan in a target rich environment the goal of maximum casualties in a short time This means IRD is a ‘no-win situation’: A no-win situation means that police are already at a disadvantage because the incident has already begun. This puts first responders in the undesirable position of attempting to save as many lives as possible, as opposed to all lives. This objective is attained by intervening and interrupting the plans of the suspect(s) as soon as possible. Police Officers must: Officers must recognize an active killer event and act as soon as possible. This may include entering the facility to confront the suspect(s) solo or with only one other officer if the situation warrants ie: the suspect is still active. Waiting for several more officers in order to form a 4-officer contact team may NOT be the best course of action when lives are at stake. Screen #22: OODA LOOP The OODA LOOP is a scientifically proven theory regarding the human thought process and decision cycle. It stands for Observe, Orient, Decide, and Act. The goal is to interrupt the suspect's OODA cycle, creating a "short circuit" and giving officers a critical advantage. Text response question: Think about how you interrupt someone else’s OODA Loop. List two ways that you could interrupt someone else’s OODA Loop. Feedback: Some of the ways to interrupt an OODA loop include: Shine a light in a suspect’s eyes Approach a vehicle from opposite side Split personnel up (coming in from different angles) Moving off the line of attack Place objects in direction of travel You will have the opportunity to practice some of these strategies in your on-site practical training. Screen #23: Active Attacker Events Text Response Question: What do you think you will encounter when you arrive at an active shooter event? Feedback: Some things you may encounter include: Chaos and panic Numerous casualties Fire alarms, sprinklers Silence (the school is in lockdown) Officers should expect: {shown after the question has been answered} Chaos, panic, numerous casualties will greet first responders Fire alarms may have been activated by gunfire, IED’s or an individual Sprinkler systems may be activated Numerous people may be running for exits or to you for help Communication will be difficult Unfamiliarity with facility may make determining your location or direction of travel inside the building difficult Victims will have to be by-passed in order to get to and stop threat Slide #24: Active Attacker Outcomes Start with a question: What do you think the most common attacker outcome is at an active attacker event? (put them in order) (list from the graph) Show the graph after the question This graph shows the range of outcomes. As you can see, many are apprehended by police, so you need to be prepared to interact with and apprehend an active attacker. According to ALERRT Active Shooter Data from 2000-2015, two-thirds of active attacker events conclude before police can arrive on the scene, with outcomes varying significantly if the attacker ends the assault on their own terms (pre-police arrival) or in response to police presence (post-police arrival). There is an increasing trend of victims intervening to stop attackers, influenced by 'run, hide, defend' training, yet the arrival of police is crucial as it often results in the interruption of the attack, whether through direct engagement or the attacker's surrender. Screen #25: What is a Contact / Search and Rescue Team? A Contact Team is responsible for entering premises, maneuvering past victims and hazards, with the goal of establishing contact with suspect(s) to stop the threat and limiting the suspect's movement. It is destination driven and motivated by a specific driving force (stimulus: Ie. Gunfire, screams, blood, bodies, etc.) A Search Team is responsible for entering the premises, where there is no driving force and the location of the suspect(s) is unknown. A methodical search for the active attacker will be commenced. During this search there may be a pause in the attack; the attacker could be searching for other victims, reloading, getting a different weapon, etc. Note: the attacker is NOT hiding. Communication is crucial, both among team members and with dispatch, victims, and the attacker. The primary responsibilities of the contact and search teams include: Search primary areas (open areas) of the room Enter premises Maneuver past victims and hazards (IED’s) Establish contact with suspect(s) – stop the threat Limit suspect’s movement, prevent escape Contact/search teams should be limited in size and consider creating more teams for large problems to allow for quicker response and saturation A search team can become a contact team Communication is a key responsibility of the contact/search team. Some of the important pieces of communication include: Talk to each other Buddy checks Follow on plan Talk to dispatch Location What happened Resources required Attacker outcome Talk to victims Talk to attacker Arrest plan After the Contact/Search Team, the Rescue Team enters the premises to locate and extract victims. The Rescue Team is purpose driven (ie. Moving to a specific location). The responsibilities of the Rescue Team include: Enter after the contact team Enter premises and locate victims Extract victims Prepare to escort medical personnel if necessary Stop the threat if encountered Screen #26: Conclusion These events are not spontaneous there can be considerable planning and preparation along with a specific motivation for these attacks. Attackers often pick locations that they are familiar with which puts police at an immediate disadvantage. A contributing factor in these events is often a mental crisis. Understanding the motives may not always be obvious at the beginning but may help better prepare officers for the next incident. You need to identify an active attacker as soon as possible by using the three-part test. It is important to remember that officers will not able to save everyone – the incident starts before you arrive. You need to be mentally prepared to move forward, change the focus of the attacker from victims to you as the officer by interrupting the attacker’s OODA loop. You will need to be prepared for a variety of attacker outcomes. Communications between teams is vital to success. Check Your Understanding Questions I would suggest some questions about: Common characteristics Signs to be aware of (mental health, biases, legacy tokens, etc.) The three-part test Ways to interrupt the OODA loop What are all the OODA components – why is it in that order? (take in info, orient yourself to it/make sense of it quick, make a choice and then act) How do we speed up our own OODA loop (through training and experience) Common attacker outcomes *how things have changed The roles/responsibilities of search team vs rescue team Are you doing questions about the examples?