FDLE Law Enforcement Academy Volume 1 2023 PDF

CPID 917064 FDLE Law Enforcement Academy, Vol. 1, 2023 edition Xanedu OriginalWorks Custom Book 4 2023  FDLE Law Enforcement Academy, Vol. 1, 2023 edition Custom Book 4 THIS PRINT C...

CPID 917064 FDLE Law Enforcement Academy, Vol. 1, 2023 edition Xanedu OriginalWorks Custom Book 4 2023  FDLE Law Enforcement Academy, Vol. 1, 2023 edition Custom Book 4 THIS PRINT COURSEPACK AND ITS ELECTRONIC COUNTERPART (IF ANY) ARE INTENDED SOLELY FOR THE PERSONAL USE OF PURCHASER. ALL OTHER USE IS STRICTLY PROHIBITED. XanEdu™ publications may contain copyrighted materials of XanEdu, Inc. and/or its licensors. The original copyright holders retain sole ownership of their materials. Copyright permissions from third parties have been granted for materials for this publication only. Further reproduction and distribution of the materials contained herein is prohibited. WARNING: COPYRIGHT INFRINGEMENT IS AGAINST THE LAW AND WILL RESULT IN PROSECUTION TO THE FULLEST EXTENT OF THE LAW. THIS COURSE PACK CANNOT BE RESOLD, COPIED OR OTHERWISE REPRODUCED. XanEdu Publishing, Inc. does not exert editorial control over materials that are included in this course pack. The user hereby releases XanEdu Publishing, Inc. from any and all liability for any claims or damages, which result from any use or exposure to the materials of this course pack.  LAW ENFORCEMENT 1 1 FLORIDA BASIC RECRUIT TRAINING PROGRAM 2023.07  FLORIDA LAW ENFORCEMENT ACADEMY FLORIDA BASIC RECRUIT TRAINING PROGRAM Disclaimer Florida Law Enforcement Academy Volume 1 © 2023 by the Florida Department of Law Enforcement (FDLE). All rights reserved. ISBN 13: 978-1-71147-162-4 FDLE makes a sincere effort to ensure accuracy and quality of its published materials; however, no warranty, expressed or implied, is provided. FDLE disclaims any responsibility or liability for any direct or indirect damages resulting from the use of the information in this course or products described in it. Mention of any product does not constitute an endorsement by FDLE of that product. All referenced persons, places, or situations are intended to be fictional, unless otherwise stated. Any resemblance to real persons, places, or situations is coincidental. The training in this course is provided to familiarize students with issues that may involve high liability and/or high stress. FDLE urges students to ensure that their practices are correct in accordance with their agencies’ policies and procedures. Employing agencies are solely responsible for guiding their employees’ actions in actual situations. Acknowledgments This project is a collaboration between the Florida Department of Law Enforcement, Criminal Justice Standards and Training Commission Certified Training Schools, other state and local agencies, and volunteers. We extend our sincere appreciation to the agencies of the Florida Criminal Justice System that allowed their members to assist in the development of this training program. Cover art by Rob Bates, FDLE Illustrations by Rob Bates, FDLE Published by XanEdu Publishing, Inc. 17177 Laurel Park Dr., Suite 233 Livonia, MI 48152  Table of Contents 2023 Florida Law Enforcement Academy: Law Enforcement, Volume 1 Chapter 1: Introduction to Law Enforcement / 1 Unit 1: The Law Enforcement Officer Profession / 3 Lesson 1: The Roles of a Law Enforcement Officer / 3 Lesson 2: Steps to Becoming a Certified Officer / 6 Lesson 3: The Criminal Justice System / 10 Lesson 4: Chain of Command / 14 Lesson 5: Procedural Justice / 16 Unit 2: Officer Ethics and Conduct / 19 Lesson 1: Criminal Justice Ethical Concepts / 19 Lesson 2: Unethical Behavior / 22 Lesson 3: Fair and Unbiased Policing / 26 Unit 3: Officer Well-Being / 29 Lesson 1: Stress and Officer Wellness / 29 Lesson 2: Behavioral Health / 32 Chapter 2: Communication / 35 Unit 1: Fundamentals of Communication / 37 Lesson 1: Communication Basics / 37 Lesson 2: Verbal and Non-verbal Communication / 41 Lesson 3: Conflict Resolution and De-escalation / 44 Unit 2: Professional Communication / 47 Lesson 1: Knowing Your Community and Interacting With the Public / 47 Lesson 2: Core Communication Competencies / 50 Chapter 3: Legal / 55 Unit 1: Introduction to Law / 57 Lesson 1: Law Systems / 57 Lesson 2: Constitutional Law / 60 Lesson 3: Classification of Offenses / 63 Lesson 4: Reading and Understanding Statutes / 66 Table of Contents / iii Unit 2: Legal Concepts / 70 Lesson 1: Categories of Criminal Intent / 70 Lesson 2: Standards of Legal Justification / 74 Lesson 3: Search and Seizure / 82 Lesson 4: Weapons and Firearms Possession / 91 Lesson 5: Laws of Arrest / 96 Lesson 6: Use of Force / 99 Unit 3: Liability / 103 Lesson 1: Types of Liability / 103 Lesson 2: Protecting Officers Against Liability / 107 Unit 4: Court Basics / 110 Lesson 1: The U.S. and Florida Court System / 110 Lesson 2: Court Proceedings / 113 Lesson 3: Court Orders / 117 Chapter 4: Interviewing and Report Writing / 121 Unit 1: Basics of Interviewing / 123 Lesson 1: Taking Good Notes / 123 Lesson 2: Preparing for the Interview / 127 Lesson 3: Conducting the Interview / 131 Lesson 4: Miranda and Laws of Interrogation / 138 Unit 2: Writing a Report / 143 Lesson 1: Reports / 143 Lesson 2: Mechanics / 146 Lesson 3: Elements and Principles of Effective Report Writing / 152 Lesson 4: Reviewing a Report Before Submission / 159 Chapter 5: Fundamentals of Patrol / 161 Unit 1: Patrol Basics / 163 Lesson 1: Patrolling / 163 Lesson 2: Officer Safety and Survival / 167 Lesson 3: Electronic Communications / 171 Lesson 4: Electronic Sources of Information / 176 iv / Table of Contents Unit 2: Duties on Patrol / 180 Lesson 1: Initial Response / 180 Lesson 2: Approaching and Contacting a Suspect / 184 Lesson 3: Responding as Backup / 187 Lesson 4: Behavioral Threat Assessment and Management / 188 Unit 3: Non-criminal Calls for Service / 191 Lesson 1: Assisting Your Community / 191 Lesson 2: Well-Being and Security Checks / 193 Lesson 3: Death Notifications / 195 Lesson 4: Animal Complaints / 197 Lesson 5: Fire-Related Incidents / 198 Lesson 6: Lost, Stolen, or Recovered Property / 200 Lesson 7: Property Disputes / 202 Lesson 8: Civil Disturbance / 204 Lesson 9: Crowd Control / 206 Unit 4: Structure and Area Searches / 208 Lesson 1: Alarms and Searches / 208 Lesson 2: Area Searches / 212 Unit 5: Arrest Procedures / 217 Lesson 1: Taking Custody of the Suspect / 216 Lesson 2: Processing the Arrestee / 220 Chapter 6: Serving Your Community / 223 Unit 1: Interacting With Your Community / 225 Lesson 1: Introduction to Responding to Your Community / 225 Lesson 2: Serving Elderly People / 227 Lesson 3: Serving Juveniles / 229 Lesson 4: Serving Veterans / 231 Lesson 5: Serving People Who Are Homeless / 234 Lesson 6: Americans With Disabilities Act / 236 Lesson 7: Serving People With Physical Impairments / 238 Lesson 8: Serving People With Developmental Disabilities / 242 Lesson 9: Serving People With Autism / 245 Lesson 10: Serving People With Mental Illnesses / 247 Table of Contents / v Unit 2: Responding to a Person in Crisis / 251 Lesson 1: Crisis Situations / 251 Lesson 2: The Baker Act / 255 Lesson 3: Suicide Risk / 258 Lesson 4: Substance Misuse / 261 Lesson 5: The Marchman Act / 264 Lesson 6: Transportation and Documentation / 266 Unit 3: Identifying and Responding to High-Risk Groups / 268 Lesson 1: Criminal Gangs / 268 Lesson 2: Extremist Groups / 270 Chapter 7: Crimes Against Persons / 273 Unit 1: Basic Investigations / 275 Lesson 1: The Investigative Sequence / 275 Lesson 2: Victims’ Rights and Brochures / 279 Unit 2: Crimes Against Persons / 282 Lesson 1: Assault and Battery / 282 Lesson 2: Domestic Violence / 286 Lesson 3: Stalking Crimes / 291 Lesson 4: Child Abuse / 293 Lesson 5: Abuse, Neglect, and Exploitation of an Elderly Person or Disabled Adult / 298 Lesson 6: Interference With Custody, Luring or Enticing of a Child, False Imprisonment, and Kidnapping / 302 Lesson 7: Missing or Missing Endangered Persons / 305 Lesson 8: Sexual Offenses / 310 Lesson 9: Human Trafficking / 314 Lesson 10: Respond to a Death / 317 Lesson 11: Robbery / 321 Chapter 8: Crimes Involving Property and Society / 325 Unit 1: Property Crimes / 327 Lesson 1: Theft / 327 Lesson 2: Criminal Mischief, Trespassing, and Burglary / 331 Lesson 3: White-Collar Crimes / 336 Lesson 4: Animal Cruelty / 340 vi / Table of Contents Unit 2: Crimes Against Society / 342 Lesson 1: Loitering or Prowling, Disorderly Behavior / 342 Lesson 2: Illicit Drugs and Vice Crimes / 346 Chapter 9: Crime Scene Follow-Up Investigations / 351 Unit 1: The Crime Scene / 353 Lesson 1: Evidence Rules and Concepts / 353 Lesson 2: Secure and Protect the Crime Scene / 356 Lesson 3: Manage Victims, Witnesses, and Suspects / 359 Lesson 4: Document the Crime Scene / 362 Lesson 5: Evidence-Handling Procedures / 365 Unit 2: Follow-Up Investigation / 377 Lesson 1: Review Initial Information and Pursue Leads / 377 Lesson 2: Gather Information on an Unknown Suspect / 380 Lesson 3: Gather Information on a Known Suspect / 382 Lesson 4: Showup, Photographic Array, and Photo Lineup / 384 Unit 3: Preparing for Court / 389 Lesson 1: Testimony / 389 Chapter 10: Traffic Incidents / 395 Unit 1: Traffic Basics / 397 Lesson 1: Traffic Law and Legal Terms / 397 Lesson 2: The Florida Driver’s License, Registration, and Insurance / 401 Lesson 3: The Uniform Traffic Citation / 409 Unit 2: Resolving Traffic Incidents / 413 Lesson 1: Parking Violations / 413 Lesson 2: Abandoned, Disabled, or Unattended Vehicles / 414 Lesson 3: Search and Inventory of an Impounded Vehicle / 416 Lesson 4: Directing Traffic / 418 Chapter 11: Traffic Stops / 423 Unit 1: Unknown Risk Traffic Stops / 425 Lesson 1: Communication With Drivers / 425 Lesson 2: Initiating the Stop / 428 Lesson 3: Conducting the Stop / 432 Table of Contents / vii Unit 2: High-Risk Traffic Stops / 442 Lesson 1: Initiating the Stop / 442 Lesson 2: Conducting the Stop / 445 Chapter 12: Traffic Crash Investigations / 453 Lesson 1: Introduction to Traffic Crash Management / 455 Lesson 2: Assess a Traffic Crash Scene / 457 Lesson 3: Secure a Traffic Crash Scene / 460 Lesson 4: Injuries at a Traffic Crash Scene / 464 Lesson 5: Gather Traffic Crash Information / 466 Lesson 6: Gather Traffic Crash Evidence / 469 Lesson 7: Driver Information Exchange / 477 Lesson 8: Issue a Traffic Citation / 479 Lesson 9: Clear the Traffic Crash Scene / 481 Lesson 10: Complete a Traffic Crash Report / 482 Lesson 11: Manage Unique Traffic Crashes / 488 Chapter 13: DUI Traffic Stops / 491 Unit 1: DUI Basics / 493 Lesson 1: Effects on Society and Deterrence / 493 Lesson 2: Alcohol and Drug Impairment / 494 Lesson 3: Legal Issues / 498 Lesson 4: DUI Field Notes / 502 Unit 2: Conducting the DUI Investigation / 504 Lesson 1: DUI Detection Process / 504 Lesson 2: Phase One—Vehicle in Motion / 506 Lesson 3: Phase Two—Personal Contact / 510 Lesson 4: Phase Three—Pre-arrest Screening / 513 Unit 3: Standardized Field Sobriety Tests / 514 Lesson 1: Horizontal Gaze Nystagmus (HGN) / 514 Lesson 2: Walk and Turn / 518 Lesson 3: One-Leg Stand / 521 Unit 4: Concluding the DUI Investigation / 523 Lesson 1: Law Enforcement Action / 523 Lesson 2: DUI Report Writing / 527 viii / Table of Contents Chapter 14: Critical Incidents / 529 Unit 1: Critical Incident Response / 531 Lesson 1: Incident Command System (ICS) and Response / 531 Lesson 2: Natural Disasters / 534 Lesson 3: Active Shooter / 536 Unit 2: Chemical and Hazardous Materials / 538 Lesson 1: Hazardous Materials / 538 Lesson 2: Methamphetamine and Chemical Suicide / 545 Unit 3: Explosive Devices / 547 Lesson 1: Types of Explosive Devices / 547 Lesson 2: Responding to a Bomb Threat / 550 Lesson 3: Searching for an Explosive Device / 553 References / 557 Glossary / 561 Court Case Index / 589 Statute and F.A.C. Index / 591 Index / 599 Table of Contents / ix  In Memory This Law Enforcement Basic Recruit Training Program textbook is dedicated to the memory of Linda Wood, Dean of the In- stitute of Public Safety (IPS) at Broward College. Linda served as the Assistant Director for Community Corrections at the Broward County Sheriff’s Office prior to joining Broward Col- lege and working to further develop IPS’ academies and pro- fessional and executive development programs. She cared deeply about the criminal justice profession and remained a friend and mentor to many of the graduates of IPS’ police and corrections academies throughout their careers. “Linda was one of our longest-tenured directors at Broward College and her contributions to this association and to the training in Florida were immeasurable to say the least.” —Chief Jay Romine Chair, Training Center Directors Association Linda Wood 1962–2023  Preface The mission of the Florida Criminal Justice Standards and Training Commission is to ensure that all citizens of Florida are served by criminal justice officers who are ethical, qualified, and well-trained. The Commis- sion certifies officers who complete a Florida Basic Recruit Training Program and gain sworn employment through a Florida criminal justice agency, or who are diversely qualified through experience and training and who meet minimum employment standards. As staff for the Commission, the Florida Department of Law Enforcement (FDLE) Professionalism Division is responsible for establishing and maintaining officer training programs. Criminal justice officer training is conducted at Commission-certified training schools housed in Florida criminal justice agencies, com- munity and state colleges, and vocational technical schools. By statute, entrance into the basic recruit training programs for law enforcement and correctional officers is limited to those who have passed a basic skills examination and assessment instrument, which is based on a job task analysis in accordance with s. 943.17(1)(g), F.S. The same job analysis process is used to develop job-related training and performance standards for basic recruit training. Hundreds of officers, residents, and instructors have participated in the development of the officer job analysis and training curricula. The FDLE Professionalism Division is responsible for ensuring that officer training remains job-related, val- id, and up-to-date. Through an annual review and revision of basic recruit training curricula, the Commis- sion ensures that basic recruit graduates are prepared for sworn employment with state or local criminal justice agencies in Florida.  1 introduction to law enforcement Unit 1: The Law Enforcement Officer Profession Lesson 1: The Roles of a Law Enforcement Officer / 3 Lesson 2: Steps to Becoming a Certified Officer / 6 Lesson 3: The Criminal Justice System / 10 Lesson 4: Chain of Command / 14 Lesson 5: Procedural Justice / 16 Unit 2: Officer Ethics and Conduct Lesson 1: Criminal Justice Ethical Concepts / 19 Lesson 2: Unethical Behavior / 22 Lesson 3: Fair and Unbiased Policing / 26 Unit 3: Officer Well-Being Lesson 1: Stress and Officer Wellness / 29 Lesson 2: Behavioral Health / 32  1 Introduction to Law Enforcement 1 Unit 1: The Law Enforcement Officer Profession Lesson 1: The Roles of a Law Enforcement Officer Lesson Goal At the end of this lesson, you will be able to explain your role and commitment to serving your com- munity as a criminal justice officer. Think About This You respond to a call about a stolen car. The victim is angry, crying, cursing, and visibly upset. They say they don’t have a ride to pick up their children, and the only way you can help them is to get their car back right now. What role (or roles) would you play to calm the situation and help the victim? Law enforcement is a service-oriented profession. Television and film often portray the life of a law en- forcement officer as one of continually responding to burglaries, investigating crimes, or conducting high- speed pursuits. While officers do respond to these calls, most of the job is spent serving the community. An officer’s customer is the public. This means you will likely spend the majority of your time on tasks like assisting a driver with a flat tire on the side of the road, speaking with business owners about crime preven- tion, or presenting information on spring break safety to a class of high school students. Each day, law enforcement officers focus on helping people in the communities they serve, maintaining civil order, and enforcing laws. As a law enforcement officer, you are responsible for protecting the public. This includes maintaining order, enforcing the law, and responding to emergencies. You may be called to a domestic violence situation, a child custody issue, or an active shooter event. ; LE111.1. Describe the services you will provide as a law enforcement officer To accomplish all of these tasks, an officer should be service-oriented, dependable, communicative, a problem-solver, and a multitasker. You need to be able to think on your feet and react to challenging situa- tions appropriately, while taking care of other people and yourself. Constantly strive to improve your skills, assess your abilities, and ask how you can better serve your community. Determining Your Role A law enforcement officer is expected to perform a variety of duties and adapt to multiple roles. You will take on many roles as a law enforcement officer, but there are three main ones to remember. The situation will determine which role you assume. They do not have to occur in this order, and your roles may change as the circumstances change. Chapter 1 Introduction to Law Enforcement / 3  Supporter: This is the role you should adopt automatically when interacting with your commu- nity. As the supporter, you will help people who are grieving, hurt, or experiencing a personal tragedy. For example, you might need to calm a lost child, help a confused person with Alzheim- er’s, or interview someone who has gone through severe trauma. All of these situations require you to be a compassionate and reassuring presence. Another important aspect of this role is learning how you can best support your community. This requires that you take time to learn about the community and the people who live there. Reaching out to community members will give you the tools you need to properly fill the role of the supporter. It will also increase the likelihood that community members will reach out to you with their own support. Stabilizer: When critical incidents occur, you will need to display confidence to calm those around you. Maintaining your composure and displaying confidence in your capabilities are important to this role. As the stabilizer, you will help those who are struggling to remain calm. You will guide them through the confusion and bring order to uncontrolled situations. Examples of situations that might require you to assume the stabilizer role include disaster recovery and responding to the scene of a traffic crash. Enforcer: This role represents duties that are typically associated with a law enforcement officer. Making arrests and maintaining order by giving lawful commands when deemed necessary are just a few examples where the enforcer role is appropriate. This is when you need to be assertive and give orders rather than ask questions. While there will be times when you will play the role of the enforcer, the majority of your time will be spent as the supporter and the stabilizer. ; LE111.2. Explain the main roles of a law enforcement officer Moving between different roles is an important skill that you need to develop to be an effective law en- forcement officer. For example, if you are responding to a sexual battery case, you might first need to stabi- lize the situation to preserve evidence and keep the victim and their family or friends calm. While stabilizing the scene is critical, it is also important that you shift into a supporter role when talking to the victim and asking them questions. Putting the victim more at ease will help secure their cooperation during the inves- tigation. However, if circumstances change and the suspect is on scene or the victim’s family wants to take the situation into their own hands, you may need to take on the role of enforcer. The enforcer role is an essential part of the job. However, incorrect or excessive use of this role may de- grade the trust of the community and damage the way people view law enforcement. Improving your emotional intelligence can help you determine when to assume certain roles. Someone who has emotional intelligence has the ability to identify and cope with their own emotions while also doing the same for the people around them. Officers who have greater emotional intelligence more easily recognize when to take on and switch roles. They acknowledge that during chaotic situations, the ability to manage their own emotions helps manage disorder. Emotional intelligence does not mean you suppress your emotions or the emotions of others. It means you know how to recognize them, cope with them, and even view them as assets to your professional life. Emotional intelligence is a skill that can make you a better officer. It can enhance officer safety by helping you keep your emotions in check when tensions are high. To strengthen your emotional intelligence, en- gage with community members and genuinely listen to them. Ask your fellow officers and command staff for honest feedback on how they think you deal with tense situations and how approachable you are to 4 / Florida Basic Recruit Training Program (LE): Volume 1 community members. You might receive a critical response, but learning from this criticism can help you improve your overall emotional intelligence. Strengthening your emotional intelligence and recognizing the roles you assume as an officer will help in your ultimate goal of service. No matter what role the situation calls for, service will be at the center of all that you do. Always treat every person you encounter with respect and dignity. This commitment to service should be at the core of who you are. Even outside of your job, you will be regarded as a public servant. ; LE111.3. Explain the importance of emotional intelligence in the law enforcement profession Each time you put on your uniform, you assume the societal position of a law enforcement officer. This is a position that gives you the authority and power to enforce the law. You should understand that this places you in a unique situation within your community. It gives you a level of power that your community members do not share. Being aware of this power imbalance helps you understand why some people may react to your presence with fear, mistrust, or even anger. Acknowledging this power imbalance, remember- ing that all of your roles are centered on service, and strengthening your emotional intelligence will help improve relations between you and your community. Chapter 1 Introduction to Law Enforcement / 5 1 Unit 1: The Law Enforcement Officer Profession Lesson 2: Steps to Becoming a Certified Officer Lesson Goal At the end of this lesson, you will understand how the Criminal Justice Standards and Training Com- mission regulates the requirements for obtaining and maintaining your certification as a law en- forcement officer. Think About This An officer has made false statements during their employment process. Does the Criminal Justice Standards and Training Commission have the ability to take away this officer’s certification? The Florida Statutes define a law enforcement officer as: any person who is elected, appointed, or employed full time by any municipality or the state or any political subdivision thereof; who is vested with authority to bear arms and make arrests; and whose primary responsibility is the prevention and detection of crime or the enforcement of the penal, criminal, traffic, or highway laws of the state. This definition includes all certified supervisory and command personnel whose duties include, in whole or in part, the supervision, training, guidance, and management respon- sibilities of full-time law enforcement officers, part-time law enforcement officers, or aux- iliary law enforcement officers but does not include support personnel employed by the employing agency. The Criminal Justice Standards and Training Commission The Criminal Justice Standards and Training Commission (CJSTC) oversees the certification, employment, training, maintenance of officer records, and overall conduct of all criminal justice officers in Florida. It seeks to ensure that qualified, competent, and ethical criminal justice officers serve the residents and visi- tors of Florida. In pursuit of these goals, the CJSTC is committed to delivering quality standards and training as well as increasing the professionalism of officers throughout the state. The Florida Statutes appoint the Criminal Justice Professionalism (CJP) Division within the Florida Department of Law Enforcement (FDLE) to support and assist the work of the CJSTC. ; LE112.1. Describe the role of the Criminal Justice Standards and Training Commission Training Requirements To become a law enforcement officer, you must follow a training and certification process outlined by the Florida Statutes and Florida Administrative Code (F.A.C.). 6 / Florida Basic Recruit Training Program (LE): Volume 1 To complete the Basic Recruit Training Program, recruits must: achieve a passing score of 80% on each of the end-of-course examinations demonstrate proficiency in DUI Traffic Stops demonstrate proficiency in the High Liability courses participate in the Physical Fitness Program You are responsible for your own success in this training course. You must adhere to the requirements and follow all rules and regulations of this training program. ; LE112.2. List the requirements for completing the Basic Recruit Training Program State Officer Certification Examination After completing a basic recruit training program, you must pass the State Officer Certification Examination (SOCE) within three attempts. If you do not pass the SOCE within three attempts, you will have to retake the entire basic recruit training. You can find information about the SOCE in the Florida Department of Law Enforcement Candidate Hand- book, available at criminal justice training academies or online at the FDLE website. This website also has information regarding SOCE registration and exam topics. Officer Certification To become certified (sworn) as a law enforcement officer, you must complete the following: meet all the minimum requirements and standards complete the approved basic recruit training pass the SOCE be actively employed with a law enforcement agency in a full-time, part-time, or auxiliary sworn officer position Simply completing the Basic Recruit Training Program and passing the SOCE does not mean that you are certified. You have four years from the starting date of your basic recruit training to complete the certification pro- cess, not from the date when you pass the SOCE. For example, if you begin the basic recruit training on July 1, 2024, you must meet all the minimum re- quirements and standards, complete the basic recruit training, pass the SOCE, and become actively em- ployed with a law enforcement agency as a sworn officer by June 30, 2028. If you do not meet all of these Chapter 1 Introduction to Law Enforcement / 7 requirements by June 30, 2028, you will have to repeat the basic recruit training, and a new four-year period will begin. ; LE112.3. List the requirements for becoming a certified law enforcement officer in Florida Officer Compliance and Discipline Before an agency hires you, they will conduct a thorough background investigation to assess your moral character. Florida Statutes defines good moral character as a history of fairness, honesty, and respect for the rights of others as well as the laws of this state and nation. While in the academy, you are subject to the same moral character requirements as active certified officers. If evidence indicates that you do not comply with these standards, the CJSTC may deny your certification. The CJSTC may also act against an officer’s certification if an officer does any of the following (please note that this is not a definitive list and that it is subject to change): pleads nolo contendere (when a person does not accept or deny responsibility for the charges but agrees to accept punishment) or pleads guilty to, or is found guilty of, any felony pleads nolo contendere or pleads guilty to, or is found guilty of, a misdemeanor involving perjury or false statement fails to maintain good moral character, as defined by the Florida Statutes and described in F.A.C. commits any act constituting a felony offense, regardless of criminal prosecution commits any act constituting any of the serious misdemeanor offenses specified in F.A.C., regard- less of criminal prosecution commits or attempts to commit, as a principal or accessory or through solicitation or conspiracy, an act that, according to the Florida Statutes, would have been a felony offense had the crime been completed or committed commits any act in any jurisdiction other than the state of Florida that, if committed in the state of Florida, would constitute a felony, any of the serious misdemeanors specified in F.A.C., or a violation of the Florida Statutes tests positive for a controlled substance by a urine or blood test, in accordance with the require- ments specified in F.A.C. commits an act of excessive use of force as explained under F.A.C. engages in sexual harassment involving physical contact or misuse of official position misuses the official position, as described in the Florida Statutes engages in sex while on duty has unprofessional relationships with an inmate, detainee, probationer, parolee, or community controlee has written or oral communication that is intended to facilitate conduct prohibited by the CJSTC 8 / Florida Basic Recruit Training Program (LE): Volume 1  engages in any physical contact not required in the performance of official duties that is normally associated with the demonstration of affection or sexual misconduct as defined in the Florida Statutes makes false statements during the employment process subverts or attempts to subvert the SOCE process, as identified in F.A.C. subverts or attempts to subvert the CJSTC-approved training examination process or an employ- ing agency’s promotional examination process according to, but not limited to, acts described in F.A.C. You can read more about the disciplinary process in F.A.C. Using a set of established penalty guidelines, the CJSTC may discipline an officer who commits any of the above violations. These penalties include: a written reprimand probation of up to two years (with or without mandatory retraining or counseling, if applicable) suspension of up to two years (with or without mandatory retraining or counseling, if applicable) revocation of certification Under Florida law, the CJSTC must revoke your certification if you are convicted of, plead guilty or nolo con- tendere to, or are found guilty of any felony offense, even for a withholding of adjudication or suspension of sentence. When the CJSTC revokes an officer’s certification, the officer can no longer work as a certified officer in the state of Florida. While these guidelines are specific to sworn officers, the CJSTC and the academy will expect you to adhere to the same standards of conduct during basic recruit training. Violating them may result in the denial of your officer certification. ; LE112.4. Outline the statutory conditions and penalties of the officer disciplinary process Chapter 1 Introduction to Law Enforcement / 9 1 Unit 1: The Law Enforcement Officer Profession Lesson 3: The Criminal Justice System Lesson Goal At the end of this lesson, you will understand the basic structures of the U.S. criminal justice system, the levels of criminal involvement, and how these affect your job as an officer. Think About This You are called to the scene of a theft. The person who called dispatch says her purse was stolen. Another person on the scene claims to have seen the crime take place. Additionally, the victim learns from her bank that her credit card was just used out of state for an online purchase. How do you determine the levels of criminal involvement of each individual in this situation? Structure of the Criminal Justice System A law enforcement officer is one small piece of a large and complex structure known as the criminal justice system. Officers play an important role in this structure. Your ability to interact effectively with other parts of the system directly affects your job performance as an officer. The system of criminal justice involves the maintenance and enforcement of criminal laws and includes the structures, functions, and decision-making processes of the agencies that deal with the management and control of crime and criminal offenders. The three main components of the criminal justice system are law enforcement, the courts, and corrections. Law enforcement enforces laws, maintains civil order, and protects the constitutional rights of everyone within the United States. The court system interprets laws. You will learn more about the court system in Chapter 3. Corrections enforces punishment and rehabilitation services as defined by the court system. ; LE113.1. Outline the basic structure of the U.S. criminal justice system Law Enforcement Agencies The United States has four levels of law enforcement agencies: local or municipal, county, state, and fed- eral. Each level is responsible for enforcing the laws within its jurisdiction, the geographical area in which it has authority. Local or municipal law enforcement agencies enforce the ordinances of the municipality, as well as state laws within the jurisdiction of the agency. Examples include police departments and public safety departments. 10 / Florida Basic Recruit Training Program (LE): Volume 1 County law enforcement agencies enforce county ordinances and state laws within the county (including unincorporated areas), oversee the county jail, and handle civil processing. Sheriffs’ offices are county law enforcement agencies. State law enforcement agencies enforce state laws within the state. Examples include the Florida Depart- ment of Law Enforcement and the Florida Highway Patrol. Federal law enforcement agencies enforce federal laws across state lines and within the states. Examples include the Federal Bureau of Investigation and Immigration and Customs Enforcement. ; LE113.2. Describe the role of municipal, county, state, and federal law enforcement agencies Corrections A general overview of the corrections systems in Florida includes these components. County jails: These are facilities where arrestees go through booking procedures, arrestees await trial, and convicted offenders serve a year or less detention. Juvenile assessment/detention centers: The processing and pretrial detention of juvenile arrest- ees occurs in juvenile assessment and detention centers. According to the Florida Statutes, a juvenile (sometimes referred to as a child or youth) means any person younger than 18. Officers should check their agencies’ policies and procedures for the proper detainment center for juve- nile arrestees in their district. Prisons (federal and state): Prisons are correctional institutions maintained by the federal and state governments for confining convicted felons. Probation: Probation is a sentence placing a person under the supervision of a probation officer for a specified length of time instead of confinement. Probationers may have to serve their con- finement sentence if they violate the terms of their probation. Parole: Parole is the release of an inmate from a correctional institution before the conclusion of their court-imposed sentence. Under supervision, the person serves the remainder of the sentence in compliance with the specific terms of the release agreement. The person may have to return to the institution if they violate the release agreement. Probation and parole are alternatives to incarceration. Their purpose is to supervise the enforcement of specific restrictions on people who may have received a suspended sentence after conviction or who may be on parole. ; LE113.3. Describe the primary components of the U.S. corrections system Levels of Criminal Involvement Investigating officers must determine the identity of people involved in a criminal incident, including wit- nesses, victims, and suspected perpetrators of a crime. As a law enforcement officer, you must also deter- mine what each person knows about the incident and whether a person participated in the crime, was a victim, or merely witnessed it. You will be required to make initial determinations by questioning people, observing physical evidence at the scene, and reviewing documentation related to the incident. Chapter 1 Introduction to Law Enforcement / 11 The flow chart below illustrates how people identified in the reporting or commission of a crime may move from one designation to another as the criminal justice process proceeds. Note that not every role is rep- resented and that one role does not necessarily lead to another. Figure 1-1: Levels of criminal involvement ; LE113.4. Distinguish between the people involved in a criminal incident You should become familiar with the following terms: A complainant is a person who reports a crime or alleges that a crime has been committed. A witness is any person who has information about some element of the crime or about evidence or documents related to the crime. A witness may have heard statements or observed events before, during, or after the crime and may have information about a piece of evidence associated with the crime or knowledge of some document related to the crime. A victim is a person or entity that suffers an injury as a result of a crime. The injury may involve physical harm, loss of money, loss of property, or damage to property. Not all crimes have an individual victim. For example, the victim in the crime of unlawful possession of a controlled substance is the state of Florida. 12 / Florida Basic Recruit Training Program (LE): Volume 1  A confidential source is a person who provides information in confidence about a crime, either from a sense of civic duty or in the expectation of some personal benefit or advantage, and whose identity is normally not disclosed unless required by law. A person of interest is someone involved in a criminal investigation who has not been arrested or formally accused of a crime. It commonly refers to someone in whom the police are “interested,” either because they are cooperating with an investigation or may have information that would help the investigation. A subject is a known person accused or suspected of committing a crime. A subject may not have actually committed the crime. A suspect/detainee is the person believed to have committed a crime. You may identify a suspect by:  directly observing that person commit the crime  indirectly through witness observations and statements  the suspect’s own statements  learning of the person’s identity based on evidence collected while investigating the crime An arrestee is a person who is under arrest or who has been arrested. A defendant is a person formally accused of committing a crime or a civil wrong in a court proceeding. An offender is a person convicted of a crime in a court of law. Chapter 1 Introduction to Law Enforcement / 13 1 Unit 1: The Law Enforcement Officer Profession Lesson 4: Chain of Command Lesson Goal At the end of this lesson, you will understand the importance of following chain of command and the delegation of authority to the foundation of an effective organization. Think About This Officer Woods has lost a vital piece of evidence in a murder case. He knows he is required to report this through his chain of command. However, he consults his fellow officer instead of reporting to his supervising officer. What are some possible consequences for Officer Woods’ violation of the chain of command? Most law enforcement agencies have a structure that is practical and hierarchical. Under this system, sub- ordinates report to a single superior. Many agencies have an organizational chart that shows how the vari- ous jobs and positions are related. Law enforcement agencies often assign ranks to the different structural levels of the organization. Chain of Command Chain of command is the order of authority within an organization. It provides the links of authority and responsibility that join one level of an organization to another. A typical rank structure in a law enforcement agency might be: sheriff/chief of police undersheriff or chief deputy/deputy chief of police colonel major captain lieutenant sergeant corporal deputy/officer/trooper 14 / Florida Basic Recruit Training Program (LE): Volume 1 Your rank as an officer identifies where you are in the structural level of the organization. In most agencies, officers with ranks such as lieutenant, captain, and higher are regarded as command level. ; LE114.1. Describe the chain of command Most organizations use the chain of command as a means of communicating and making decisions. A chief or sheriff cannot answer every question that subordinates might have on a given day, so most officers go to their immediate supervisor for help. Following a chain of command enhances an agency’s efficiency through coordinating communication channels and reducing confusion. There must be uniform channels for communication within the agen- cy to manage the accomplishment of objectives. These channels must include both vertical and lateral communication. ; LE114.2. Describe the importance of following proper chain of command Vertical communication is a term for information from the agency head that flows down through the su- pervision levels to the lowest levels of the organization. The information that flows from the lowest levels to the highest is equally important. Lateral communication is communication across a level of the organization to employees on the same level within the chain of command. ; LE114.3. Differentiate between vertical and lateral communication All officers should operate within the chain of command and keep their immediate supervisor informed of their activities. Not following the chain of command can lead to the miscommunication of important infor- mation and data. Miscommunication can damage the relationship between you and your immediate super- visor and can result in confusion and a lack of coordination within the unit. In some situations, such as on patrol, your direct supervisor may not be available to answer an important question. This is when academy training comes into play, and you must make decisions to the best of your ability, knowledge, and training. Violating the chain of command may also result in insubordination. Insubordination can be a very serious violation that is often the result of failing to follow orders. However, insubordination is usually determined on an agency basis and may differ depending on the situation. ; LE114.4. Identify the consequences of not following proper chain of command Delegation of Authority Whether it is the chief of police, the sheriff, or the agency director, the consequences of everything that happens within the organization ultimately rest on one person. To effectively manage an organization, the person in command needs to assign decision-making authority to those under their command. When a person with authority grants decision-making authority to another person, it is called the delegation of authority. On each level of the chain of command, there is a distribution of authority and responsibility. Knowing who has the authority to make decisions and who has the responsibility for the follow-through is the foundation of an effective organization. ; LE114.5. Explain the effective delegation of authority Chapter 1 Introduction to Law Enforcement / 15 1 Unit 1: The Law Enforcement Officer Profession Lesson 5: Procedural Justice Lesson Goal At the end of this lesson, you will be able to practice procedural justice by using the LEED framework and understand the importance of police legitimacy for strengthening the bonds between you and the community you serve. Think About This You pull over a driver who is very angry and confused about why he has been stopped by the police. What are some ways you can help stabilize the situation? Procedural Justice Procedural justice is an approach that focuses on carrying out justice in a fair and equitable manner. Re- search shows that when people believe they have been treated justly by law enforcement, they are more likely to comply and generally have a more positive view of law enforcement. Including procedural justice in your duties as a law enforcement officer can help you be more effective in your work. Four main pillars compose the procedural justice approach: 1. Fairness and consistency of rule application—the perception of fairness is not just about out- comes; be consistent in your decision-making, and treat people with respect. 2. Voice and representation in the process—involve groups in the decisions that affect them and listen to their concerns. 3. Transparency and openness of the process—decisions are made without secrets and deception. 4. Impartiality and unbiased decision-making—decisions are based on relevance and data. ; LE115.1. Practice the concept of procedural justice and its four pillars throughout your law enforcement career 16 / Florida Basic Recruit Training Program (LE): Volume 1  Figure 1-2: Four main pillars of procedural justice To practice procedural justice in your daily police work, it helps to remember the LEED framework: Listen—give everyone you interact with a chance to tell you their side of the story. Explain—always explain your actions. Equity—make fair decisions. Dignity—treat people with respect. Practicing procedural justice minimizes tension and potential violence in law enforcement encounters with the public. For example, an officer who uses procedural justice when responding to a noise complaint explains exactly why they are there, gives the person who is accused of the violation a chance to explain the situation, is transparent about what will happen next, and treats the person with respect. The person might still receive a citation for the noise violation. However, because they feel they were treated fairly, they are more likely to have a positive view of the interaction and less likely to commit the same violation in the future. ; LE115.2. Describe the four factors of the LEED Framework Chapter 1 Introduction to Law Enforcement / 17  Every single encounter you have with the public is a chance to shape how the public feels about law enforcement officers. The three main roles discussed earlier in this chapter, supporter, stabilizer, and enforcer, all employ pro- cedural justice. Even when you are acting as an enforcer and administering the law, always remember the four pillars of procedural justice. When arresting a suspect, treat them with dignity, explain your actions, allow them to speak if they want, and be fair in your enforcement of the law. A key component of procedural justice is the concept of police legitimacy. Police legitimacy happens when the community views law enforcement as fair, morally obligated to administer the law, and a legitimate authority of power. A positive perception of law enforcement helps build and maintain the public’s trust. The public’s perception of law enforcement is incredibly important. Research shows that police legitimacy is more effective at stopping crime than traditional deterrence, such as fines or prison sentences. In addition to deterring crime, police legitimacy is also connected to building and maintaining the public’s trust. Mutual respect between the public and law enforcement often results in a much safer situation for law enforcement officers and the communities they serve. When the public does not have confidence in law enforcement there may be many negative consequences. For example, people who do not trust local law enforcement officers are usually less likely to report crimes. This can result in situations where the public believes they must be in charge of their own safety. These conditions can lead to more crime and people feeling unsafe in general. Strengthening the partnership between law enforcement and communities by using procedural justice can help reduce crime and keep your community more secure. ; LE115.3. Demonstrate police legitimacy by building and maintaining public trust 18 / Florida Basic Recruit Training Program (LE): Volume 1 1 Unit 2: Officer Ethics and Conduct Lesson 1: Criminal Justice Ethical Concepts Lesson Goal At the end of this lesson, you will understand the importance of ethical decision-making on and off duty, and the ethical standards that you must practice as a law enforcement officer. Think About This You respond to a domestic disturbance and you realize that the primary aggressor is a member of your com- mand staff. What are your ethical considerations? Ethics Ethics are standards of conduct based on the principles of right and wrong defined by society. Ethics indi- cate how a person should behave. Laws and rules are derived from ethics. Your behavior as an officer should reflect ethical principles. Being a law enforcement officer requires the ability to make ethical decisions. Ethical behavior in law enforcement includes: being honest in your work refusing to accept or offer gratuities preserving evidence giving true and impartial testimony obeying all laws and regulations protecting the civil rights of everyone respecting confidential and privileged communication speaking up if you see your fellow officers acting unethically ; LE121.1. List examples of ethical decision-making while on or off duty You have a duty to intervene if you see another officer(s) committing an offense, treating a community member with disrespect, or engaging in any behavior that would be deemed unethical. Every action that you take as a law enforcement officer should reflect ethical behavior. This includes your actions off duty, when your conduct reflects back onto every other law enforcement officer. Your commu- nity will look to you to advocate for the highest ethical standards at every level and at all times. Chapter 1 Introduction to Law Enforcement / 19 Influences on Ethical Problem-Solving During your career in law enforcement, you might be confronted by situations that challenge your ethical decision-making. Your fellow officers can influence the way you respond to a problem by their attitudes, whether they are positive and upbeat, or cynical and negative. The way you view your role and the roles of your peers can also have a large impact on your actions. Challenges in your personal life, including financial or legal troubles, can push you to consider using your position for personal gain. A law enforcement officer who abandons their ethical principles is no longer ful- filling their duty to serve the public. Be mindful of the fact that while you have great influence as an officer, this influence is tied to a responsibility to the community you serve. ; LE121.2. Determine factors that have an influence on your ethical decision-making It is important that early in your career you look for positive role models, both from inside your agency and in your personal life. Finding people in your life who model the type of ethical behavior you want to see in yourself can help ensure that you practice and uphold the high ethical standards required for an officer. Law Enforcement Code of Ethics The Law Enforcement Code of Ethics provides specific principles for law enforcement officers to follow. The Law Enforcement Oath of Honor gives officers a shorter version of these ethical values. The shorter version allows you to memorize the oath with ease and to recall it when confronted with an ethical dilemma or stressful situation. Always keep the Code of Ethics and the Oath of Honor at the center of your work. This will help you focus on your responsibilities to the public. Law Enforcement Code of Ethics As a law enforcement officer, my fundamental duty is to serve the community; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimida- tion, and the peaceful against violence or disorder; and to respect the constitutional rights of all to liberty, equality, and justice. I will keep my private life unsullied as an example to all and will behave in a manner that does not bring discredit to me or to my agency. I will maintain courageous calm in the face of danger, scorn, or ridicule; develop self-restraint; and be constantly mindful of the welfare of others. Hon- est in thought and deed both in my personal and official life, I will be exemplary in obeying the law and the regulations of my department. Whatever I see or hear of a confidential nature or that is confided to me in my official capacity will be kept ever secret unless revelation is necessary in the performance of my duty. I will never act officiously or permit personal feelings, prejudices, political beliefs, aspirations, animosities, or friendships to influence my decisions. With no compromise for crime and with relentless prosecution of criminals, I will enforce the law courteously and appropriately without fear or favor, malice or ill will, never employing unnecessary force or violence and never accepting gratuities. 20 / Florida Basic Recruit Training Program (LE): Volume 1  I recognize the badge of my office as a symbol of public faith, and I accept it as a public trust to be held so long as I am true to the ethics of police service. I will never engage in acts of corruption or bribery, nor will I condone such acts by other police officers. I will cooperate with all legally authorized agencies and their representatives in the pursuit of justice. I know that I alone am responsible for my own standard of professional performance and will take every reasonable opportunity to enhance and improve my level of knowledge and competence. I will constantly strive to achieve these objectives and ideals, dedicating myself before God to my chosen profession... law enforcement. Source: International Association of Chiefs of Police ; LE121.3. Identify the approved ethical standards of conduct as provided in the Law Enforcement Code of Ethics Law Enforcement Oath of Honor On my honor, I will never betray my badge, my integrity, my character, or the public trust. I will always have the courage to hold myself and others accountable for our actions. I will always uphold the Constitution, my community, and the agency I serve. Source: International Association of Chiefs of Police Chapter 1 Introduction to Law Enforcement / 21 1 Unit 2: Officer Ethics and Conduct Lesson 2: Unethical Behavior Lesson Goal At the end of this lesson, you will recognize unethical behavior that will damage your relationship with your community and your career as a law enforcement officer. Think About This You are eating at a fast-food restaurant with a fellow officer and you are discussing the details of an arrest you just made. Your fellow officer finds the situation funny and begins to laugh. However, the sister of the woman you arrested is at the table next to you and has heard your conversation. Has an ethical violation occurred? Unethical Behavior Society considers certain types of behavior unethical; laws make some of these behaviors illegal. Unethical behaviors that law enforcement officers should guard against include engaging in criminal offenses, such as bribery, perjury, and misusing their position or authority. Bribery occurs when you accept something for your benefit that influences your professional conduct or decision-making. Perjury is the offense of lying in court after taking an oath. Criminal violations differ depending on the situation in which a person commits perjury. Perjury is a felony in proceedings such as testifying in court or giving a deposition. Officers should never reveal confidential information, engage in situations that present a conflict of interest, or accept inappropriate favors. The Florida Statutes contain certain standards of conduct for officers, and provide specific violations. Some of these violations include: perjury by false written declaration perjury when not in an official proceeding perjury in official proceedings perjury by contradictory statements false reports to law enforcement authorities false official statements bribery unlawful compensation or reward for official behavior refusal to execute criminal process 22 / Florida Basic Recruit Training Program (LE): Volume 1  misuse of confidential information witnesses accepting bribes Misuse of Your Position Never misuse the authority entrusted to you as a law enforcement officer. The Florida Statutes prohibit misuse of your position as a public employee: No public officer, employee of an agency, or local government attorney shall corruptly use or attempt to use his or her official position or any property or resource which may be within his or her trust, or perform his or her official duties, to secure a special privilege, benefit, or exemption for himself, herself, or others. Examples of misusing your position may include having a family member’s traffic ticket dismissed, using your badge to gain unauthorized entry to a concert, or wearing your uniform for the sole purpose of obtain- ing a discount at a local restaurant. ; LE122.1. Recognize unethical behavior for a law enforcement officer Confidential Information You will spend a great deal of time collecting information through interviews with victims and witnesses. It is important to maintain privacy, trust, and loyalty when people volunteer information or act as sources of information. Do not gossip, discuss cases with anyone, or post about cases on social media. Do not share information with friends, relatives, or the public. This obligation applies to both off- and on-duty time. Ex- amples of inappropriate sharing are divulging information from a criminal justice database, sharing crime scene photos, or disclosing information about victims, witnesses, or suspects. These actions may risk on- going investigations and cause serious consequences for you and your agency. If you divulge confidential information for non-law enforcement purposes, you could face agency and CJSTC disciplinary action. ; LE122.2. Explain inappropriate disclosure of confidential information Conflict of Interest A conflict of interest is a situation, on or off duty, in which an officer is in a position to personally benefit from actions or decisions made in their official capacity. In official law enforcement matters, you must not influence the actions of other people with whom you have significant personal, business, or employment relationships. For example, you cannot arrest someone and recommend a specific attorney to represent the arrestee. ; LE122.3. Explain what conflict of interest means for a law enforcement officer Do not engage in any off-duty employment if the position compromises or would reasonably tend to com- promise your ability to impartially perform your duties as a law enforcement officer. For example, you can- not be a private investigator and a certified law enforcement officer at the same time. Accepting a gratuity may also present a conflict of interest. A gratuity is anything of value intended to benefit the giver more than the receiver. Do not take something given to you because of your position or Chapter 1 Introduction to Law Enforcement / 23 authority. This is an ethical issue that law enforcement officers often face. Whenever a situation involving gratuity arises, ask yourself: “Does this person want something from me?” “Would I be offered this if I were not a law enforcement officer?” “What is expected in return?” For the public to maintain its faith in the integrity and impartiality of law enforcement officers and their departments, you must not engage in any situation that would present a conflict of interest. Sexual Misconduct While on Duty Every year, the CJSTC addresses numerous disciplinary cases of sexual misconduct while on duty. This can include anything from asking a driver for a date when conducting a traffic stop, to having sex on duty. There is always an inherent power imbalance between you and the public. For example, if you pull over a driver and ask them out on a date, they might feel they have to say yes because you are a law enforcement officer. Remember that you are viewed as an authority figure and always serve as a representative of your agency as well as of the law enforcement profession. ; LE122.4. Describe sexual misconduct while on duty Harassment in the Workplace Everyone has a right to work in an environment free of harassment and hostile conditions. There are many different types of harassment, but all involve creating a hostile work environment. A hos- tile work environment is a workplace that is difficult or uncomfortable to work in because of a harasser’s behavior. For example, if someone posts explicit photographs and posters in a break room, other employ- ees might be less likely to use that communal space, because they are uncomfortable with the photos. In the work environment, harassment may occur in the form of quid pro quo, a Latin phrase that means “something for something.” An example of quid pro quo harassment is when a supervisor demands sexual favors from an employee in return for allowing that employee to continue to work. The employee believes that any complaint will result in job loss. Sexual harassment is unwelcome sexual advances, requests for sexual favors, and other verbal or physi- cal conduct of a sexual nature. It is also a form of discrimination. Sexual harassment includes verbal and non-verbal behavior as well as physical actions. Verbal actions can include giving sexual compliments, pres- suring someone for dates, or ridiculing someone with a sexual message. Non-verbal actions can include making facial gestures, displaying nude pictures, posting inappropriate messages on social media, or using suggestive body language. Physical actions may include touching and brushing against someone, hugging and patting, or horseplay. ; LE122.5. Describe behaviors that constitute sexual harassment an officer should avoid 24 / Florida Basic Recruit Training Program (LE): Volume 1 A workplace that allows sex-based discussions, humor, banter, or posters, promotes a hostile work environ- ment. For law enforcement employees, it is becoming increasingly difficult to define the workplace. Court cases have created a very wide definition of where people work. As an officer, your workplace may be a police station, patrol car, or training academy; therefore, make sure to be respectful everywhere you go and at all times. Responses to Harassment Many agencies have trained staff members who handle sexual harassment complaints, procedures, and training. A victim should report the behavior to a supervisor or member of management informally or formally, as agency policies dictate. If the conduct becomes criminal, the victim may make a report to the appropriate law enforcement agency. Remember, even if you are not a victim of harassment, if you observe someone being harassed you should report that harassment. The victim may also file a complaint with the Equal Employment Opportunity Commission (EEOC) and con- sult with an attorney. The EEOC is the governmental agency that enforces compliance with the Civil Rights Act (Title VII). Training and communication are key to understanding and preventing sexual harassment. To prevent liabil- ity, follow the law and your agency policies. Avoid engaging in behavior that could be misinterpreted, and act professionally at all times. Address any sexual harassment as soon as it occurs to prevent escalation. ; LE122.6. Identify appropriate responses to sexual harassment Consequences of Sexual Harassment An officer who engages in sexual harassment may face severe consequences. The officer’s agency may impose internal disciplinary action, such as mandatory retraining, leave without pay, loss of rank, and ter- mination. The CJSTC could revoke the officer’s certification. If a lawsuit is filed, a court could impose mon- etary damage. In a criminal case such as stalking, assault, battery, or official misconduct, an officer could face imprisonment. ; LE122.7. Describe the consequences of engaging in sexual harassment Chapter 1 Introduction to Law Enforcement / 25 1 Unit 2: Officer Ethics and Conduct Lesson 3: Fair and Unbiased Policing Lesson Goal At the end of this lesson, you will understand the impact unbiased and biased policing has on your community, the roles that stereotyping, prejudice, and discrimination play in discriminatory polic- ing, and the importance of fair and impartial policing. Unbiased Policing Bias is the unfair treatment and attitude toward a group of people, and it is considered unethical behavior. Unbiased policing (also known as fair and impartial policing) is the equal treatment of any person you stop, question, search, detain, or arrest, regardless of the person’s race, ethnicity, religion, gender presentation, sexual orientation, socioeconomic status, national origin, homeless status, mental or physical disability, age, or other self-defining characteristic. When you practice unbiased policing, you make decisions based on evidence and data rather than emotions and predetermined ideas of a person. Bias can present itself in different ways. Someone with explicit bias is aware of their dislike of certain groups of people and might be openly hateful and biased in their actions. According to the Merriam- Webster Dictionary, implicit bias is a bias or prejudice that is present but not consciously held or recog- nized. To simplify, implicit bias is when someone unconsciously makes judgments about others without be- ing aware that they are making those judgments. Every person has implicit bias of some kind, including but not limited to, someone’s education level, class level, or age. Our brains make these associations without our awareness. People develop implicit bias because of images in the media, a lack of exposure to diverse groups of people, and other societal factors. Because law enforcement officers must often make split-second decisions, it is critical for them to under- stand implicit bias. When you have to make quick decisions based on limited information, implicit bias can influence your actions without your awareness. Implicit bias cannot be eliminated overnight; being aware of it is only the first step in countering its consequences. Taking the time to slow down and think through your actions can also help. Another part of confronting bias-based policing is acknowledging the complex history of policing in the United States. Being aware of this history can help you understand why some people might be afraid when they encounter a law enforcement officer. If you understand this and practice procedural justice, you can help strengthen the ties between you and the community you serve. ; LE123.1. Compare explicit and implicit bias and how it impacts a law enforcement officer Discriminatory Practices Avoiding bias is just one step in fair and unbiased policing. You must also avoid stereotyping, prejudices, and discrimination. 26 / Florida Basic Recruit Training Program (LE): Volume 1  Stereotype Prejudice (Idea) (Feeling) “People with blue eyes are “I don’t like people with blue bad people.” eyes.” Discrimination (Action) “I don’t want to be friends with anyone who has blue eyes.” Figure 1-3: Discriminatory practices Stereotyping is judging a group of people who are different from you based on your own or others’ opin- ions or encounters. Both positive and negative stereotypes hurt because they categorize people unfairly. Additionally, judging a person based on stereotypes will cause you to miss valuable information and clues that could help save a life or solve a crime. Law enforcement officers should also avoid prejudice and discrimination. Prejudice is an unjustified and baseless attitude toward a person only because of their membership in a social group. Prejudices may grow from learned behavior and attitudes. Discrimination occurs when people choose to act on their prejudices. This type of behavior can break down the relationship between law enforcement and the communities they serve and can also lead to liability. Stereotypes, prejudices, and discrimination can cause you to misunderstand information or exclude vital information in an investigation. False assumptions may lead you to act on emotions rather than a planned response. Always avoid these unethical practices in your career as a law enforcement officer. ; LE123.2. Describe the relationship between stereotyping, prejudice, and discrimination Understanding Discriminatory or Biased-Based Policing Discriminatory or bias-based policing is the unequal treatment of any person, including stopping, question- ing, searching, detaining, or arresting a person solely or primarily because of the person’s race, ethnicity, religion, gender presentation, sexual orientation, socioeconomic status, national origin, homeless status, mental or physical disability, age, or other self-defining characteristic. Discriminatory or bias-based polic- ing includes any law enforcement action that targets a person based on a variety of group characteristics, including occupational status or ability to speak English. This behavior is illegal and can bring criminal or civil penalties against you. ; LE123.3. Describe the impact of biased and unbiased policing Chapter 1 Introduction to Law Enforcement / 27 The Fourteenth Amendment guarantees every person within the United States equal protection under the law. In Mapp v. Ohio, the U.S. Supreme Court declared that no state can limit this constitutional right; every person is entitled to be treated the same under similar circumstances. It is illegal and unethical to use race, ethnicity, religion, gender presentation, or sexual orientation as the sole basis for stopping a person. Some law enforcement agencies require officers to report demographic data, including race and gender, on some calls for service. This data assists agencies in investigating possible allegations of bias-based policing. Various laws and court rulings require this information to detect and eliminate unfair policing. It is your responsibility to treat everyone within the community equally. 28 / Florida Basic Recruit Training Program (LE): Volume 1 1 Unit 3: Officer Well-Being Lesson 1: Stress and Officer Wellness Lesson Goal At the end of this lesson, you will be able to recognize how the different types of stress impact your mind, body, job performance, and quality of life. Think About This Officer Jones was called to help respond to a residential fire over three weeks ago. The fire resulted in mul- tiple fatalities, including some children. Though the incident happened over three weeks ago, he is having difficulty sleeping, is often irritated at work, and is beginning to frequent the bar close to his house on a regular basis. What might be causing this change in Officer Jones? What Is Stress? Stress includes the physical or emotional reactions to an event or situation. Stress may come from a per- ceived or real threat. It can also be a physical or mental response to a demanding situation or change. Nega- tive stress can slow reaction time, make you question your decisions, or cloud your judgment. Not all stress, however, is negative. Stress can make you aware of a potentially dangerous situation and prepare you to react, such as in the case of the fight-flight-freeze response. The fight-flight-freeze response consists of: fight—the body prepares to face the danger head-on. flight—the body prepares to get away from a dangerous situation. freeze—the body fails to react. ; LE131.1. Describe the three primary responses to stress As a law enforcement officer, you will respond to high-stake situations such as domestic disputes, child abuse, traffic accidents, and homicides. For victims, these situations may occur only once in a lifetime, but as a law enforcement officer, you may find yourself regularly in dangerous situations. It is vital that you be able to recognize and manage the stress that goes with these difficult situations. Categories of Stress The level of stress you feel in a given situation depends on your perspective and personality, as well as the type of threat. There are three general categories of stress. Routine stress usually happens on a daily basis and is a normal part of life. Some examples in- clude the ordinary stresses of being an officer, balancing home and work, and taking care of day- to-day tasks. Chapter 1 Introduction to Law Enforcement / 29  Acute stress is often short-lived and occurs when you experience unexpected changes in your life, such as the end of a relationship, the death of a family member, or sudden unemployment. Traumatic stress occurs during major events like war, disasters, incidents of assault, or other events when you feel your personal safety or the safety of others is in danger. Most people who experience traumatic stress are able to recover. However, some people might be at risk of devel- oping post-traumatic stress disorder. Your career in law enforcement is likely to expose you to more traumatic stress than many other people ever face. Be aware of this, and make sure you learn how to manage your stress appropriately. Post-traumatic Stress Disorder in Law Enforcement Due to the high levels of stress law enforcement officers face, some may go on to develop post-traumatic stress disorder (PTSD). PTSD is a severe anxiety disorder that develops after experiencing an extremely stressful event such as war, physical violence, or a natural disaster. It can also develop over time due to repeated exposure to stress. Sometimes the sufferer is not the person threatened by the situation but someone who witnessed it. Hypervigilance is one of the symptoms of PTSD. Hypervigilance, a sense of always being on guard, can keep you from disengaging from a stressful situation. Officers experiencing hypervigilance are always expecting danger or threats. Since officers who experience hypervigilance are unable to let go of the sense of being on duty, they may lose connections with family and friends. Other symptoms of PTSD include: irritable or aggressive behavior reckless or self-destructive behavior problems with concentration difficulty falling asleep, staying asleep, or experiencing restless sleep An officer with PTSD may also display symptoms such as depression, anxiety, flashbacks, and recurring nightmares. The officer may become emotionally unresponsive or have an unpredictable outburst of anger due to intrusive thoughts of re-experiencing the event. Avoidance of reminders or anything associated with the event may be a coping mechanism to relieve stress. ; LE131.2. Recognize the symptoms and effects of post-traumatic stress disorder that a law enforcement officer may experience Traumatic stress has medical consequences. When you are frightened and nervous, your brain releases stress hormones, which help you survive during life and death situations by allowing you to react quickly. Even though stress hormones play an important role in keeping you safe during dangerous incidents, they can be harmful if experienced on a long-term basis. Repeated exposure to traumatic stress keeps the brain flooded with stress hormones even when you are not in a stressful situation. High levels of stress hormones have been linked to illness, anxiety, and increased risk of drug and alcohol addiction. ; LE131.3. Explain how trauma impacts the brain 30 / Florida Basic Recruit Training Program (LE): Volume 1 As a law enforcement officer, traumatic stress is a normal part of your job. Feeling distressed by traumatic situations is not a failing on your part. It is your body’s biological response to trauma. Understanding this will help you realize that when you are impacted by traumatic stress, it is a good idea to reach out to a professional for help. Effects of Stress While acute and routine stress may not initially appear to be as dangerous as traumatic stress, both can have negative effects on your life if not managed properly. Routine and acute stress responses include tem- porary increases in anxiety, tension, and irritability. Health-related stress responses include headaches, blood pressure changes, and loss of sleep. Job performance-related stress responses include inconsistent work habits and decreased productivity. All categories of stress also can affect your personal relationships and damage your connections with loved ones. Long-term stress responses may include depression or suicidal thoughts. Failure to address stress may also result in chronic health problems, including disease, high blood pressure, ulcers, and coronary heart disease. Due to the nature of their duties, law enforcement officers are at greater risk for many of these conditions. Additionally, officers have a higher risk of suicide and substance misuse. Monitor yourself as well as other officers for warning signs of stress. Some of the most common indicators are sudden behavioral changes, inconsistent work habits, accidents or injuries, frequent tiredness, sleep- ing and eating disorders, anxiety, alcohol misuse, drug use, and complaints from other officers or members of the community. Reach out for help if you or a fellow officer is struggling with physical or mental health. ; LE131.4. Describe how to recognize indicators of stress Chapter 1 Introduction to Law Enforcement / 31 1 Unit 3: Officer Well-Being Lesson 2: Behavioral Health Lesson Goal At the end of this lesson, you will understand how to cope with the stress that accompanies your job as a law enforcement officer and how to build resilience for career longevity. Think About This Officer Hernandez has begun to regularly attend therapy in an effort to combat his stress. When a few fel- low officers learn about this, they tell Officer Hernandez that he might not be cut out for law enforcement because they don’t go to therapy and they are fine. What is causing Officer Hernandez’s colleagues to react in this way? Reducing Stress Due to the challenges you will face as a law enforcement officer, you should prioritize your health from day one. Failing to care for your emotional and physical well-being can affect both your personal and pro- fessional life. Remember, while you will be tasked with protecting members of your community, it will be impossible to do this successfully without first taking care of yourself. Managing your physical health is an important part of reducing stress. Ways to maintain a healthy lifestyle include: regular physical exercise, such as running, swimming, and bicycling sufficient sleep each day a diet low in fat, sugar, caffeine, alcohol, and smoking a diet rich in vegetables, fruit, and water Staying active outside of law enforcement with community organizations, religious groups, or sports teams can significantly reduce your stress. It is essential that you establish a life for yourself outside of your job. Balancing work and home life give perspective and time to decompress from the stresses of law enforcement. Having a support system in place is another good way to manage stress. Your support system can be pro- fessional, personal, or a combination of the two. An understanding support system can guide you through tough times during your career. Making your mental and physical health a priority will help you build resilience. Resilience is the capacity to effectively cope with stress, trauma, and other serious problems. You can strengthen resilience by making your health a priority, seeking help from licensed mental health professionals, and connecting with people 32 / Florida Basic Recruit Training Program (LE): Volume 1 in your support group. Building your resilience will not happen overnight, and you do not have to do it on your own. Having resilience does not mean that you are unaffected by difficult situations. It means that when you experience them you have healthy coping strategies and know when to reach out for help. ; LE132.1. Practice strategies for coping with stress and building resilience Assistance Resources Every agency has resources available to its officers. Many will have an Employee Assistance Program (EAP). The EAP at your agency can be a good first step to access a number of resources. EAPs are often designed to help employees address issues such as mental and physical health, family care-giving, and financial planning. Many agencies also have peer-to-peer support assistance. Individuals who provide peer-to-peer support will often be fellow officers who have been trained to give support and listen to their colleagues. There are also many outside resources available. A few options include: Alcoholics Anonymous Crisis Text Line Narcotics Anonymous 988 Suicide and Crisis Lifeline (National Suicide Prevention Lifeline) Substance Abuse and Mental Health Services Administration (SAMHSA) The National Alliance on Mental Illness Many organizations and resources exist solely to help law enforcement officers. A few examples include: Badge of Life Blue HELP Center for Officer Safety and Wellness, International Association of Chiefs of Police Concerns of Police Survivors First Responder Support Network HEART (Healing Emergency and Response Team) 9/11 Police Officers Providing Peer Assistance (POPPA) Safe Call Now The Vicarious Trauma Toolkit – Office for Victims of Crime ; LE132.2. List available resources for managing mental health Chapter 1 Introduction to Law Enforcement / 33 Career Longevity Sustaining a career in law enforcement means being aware of the challenges you will face and knowing how to cope with them. Many people who work in careers that regularly place them in traumatic situations are at risk of developing secondary trauma and compassion fatigue. Secondary trauma (sometimes known as vicarious trauma) occurs when a person is exposed to the trauma of others and develops physical or mental impacts. Experiencing secondary trauma may result in absences at work, inability to focus on tasks, and a shortened career. Compassion fatigue is the emotional exhaustion that comes from helping others on a long-term basis. Symptoms of compassion fatigue include irritation, withdrawal from social situations, and feeling emotionally drained. Awareness of these possible complications is important because officers who neglect their mental health may not have the career longevity they hope for. In the past, it was commonly believed that people should deal with trauma and stress on their own. This was due to the stigma associated with mental health issues. Stigma is the belittling and disapproval of people because of certain characteristics they have. In law enforcement this can consist of officers making jokes or perpetuating stereotypes that can prevent people from getting professional help. Statements such as, “Just deal with it,” or “You need to be tougher,” foster this stigma. Recognize that mental health is as important as physical health, and similarly, it sometimes requires the help of a professional. Law enforcement officers may not seek help because they fear that this will negatively impact their careers. However, getting help from a licensed mental health professional is strictly confidential. The only exception to this is when the mental health professional has reason to believe their patient is an immediate danger to themselves or others or there is a case of child or elder abuse. Focusing on building your personal resilience and taking care of yourself can help you cope with second- ary trauma and compassion fatigue. Reaching out for help before you are experiencing stress will help you with career longevity. It is recommended that on top of your annual physical exam at your general medical practitioner, you also schedule an annual mental health checkup with a licensed therapist or psychiatrist. By doing this, you make it a habit to prioritize your mental health. You do not have to wait until you experi- ence a crisis to seek help. ; LE132.3. Describe how to foster personal resilience against trauma, compassion fatigue, and stigma for career longevity 34 / Florida Basic Recruit Training Program (LE): Volume 1  2 Communication Unit 1: Fundamentals of Communication Lesson 1: Communication Basics / 37 Lesson 2: Verbal and Non-verbal Communication / 41 Lesson 3: Conflict Resolution and De-escalation / 44 Unit 2: Professional Communication Lesson 1: Knowing Your Community and Interacting with the Public / 47 Lesson 2: Core Communication Competencies / 50  2 Communication  Unit 1: Fundamentals of Communication 2 Lesson 1: Communication Basics Lesson Goal At the end of this lesson, you will be able to communicate effectively using empathy, courtesy, and professionalism while serving your community. Think About This While on patrol a resident approaches you and says they are angry because of an increase of burglaries in their neighborhood. They begin to raise their voice and ask you why the police aren’t doing more to protect their homes. How could you help de-escalate this situation? In this chapter, you will learn several communication skills that will make you safer and more effective in your work as a law enforcement officer. Officers who possess strong interpersonal skills can respond ap- propriately and potentially avoid triggering or escalating a crisis situation. Law enforcement officers interact with people of many backgrounds, cultures, religious beliefs, and eth- nicities. You should be able to adapt your communication style to fit the needs of the people you are interacting with and to fit the situation at hand. Miscommunication may create problems and potential safety issues. Miscommunication happens for different reasons: unclear expression, communication bar- riers, or a failure to understand the other person’s needs. Having good communication skills will help you avoid misunderstandings and escalation of tense situations. This will help keep you and the community you serve safe. Communication involves the exchange of messages, verbally and non-verbally. Communication methods include spoken or written language, gestures, facial expressions, and body movements. For communication to occur, the speaker must send their message in a way that the listener will under- stand. Then, the listener can show that they understand by responding. Refer to the following diagram demonstrating effective communication. ; LE211.1. Describe the components of effective communication Chapter 2 Communication / 37  Communicating Effectively Think First Assess Response Deliver Message Allow Time for Understanding Figure 2-1: Communicating effectively Characteristics of an Effective Communicator Empathy Think of empathy as a tactic you can use to help in the situations you will encounter as a law enforcement officer. Empathy is the ability to understand and care about the emotions of others. Empathy is not the same as sympathy, which is feeling sad for someone. Empathy allows you to connect with someone. When you are empathetic, you think about how that person must be feeling and how you would feel in that same situation. Officers can use empathy in many settings to help keep situations safe for everyone. For example, you respond to a call about a person loitering in front of a store. Use empathy to help navigate the situation. Consider that this person might be fearful of the police and unsure of the situation. Think back to times when you were afraid or felt unsafe and use these experiences to let this person know that you understand how afraid they might be. Using empathy to put yourself in another’s shoes will also help you employ the four pillars of procedural justice. If you were in the same situation, you would want to be listened to, treated with respect and fair- ness, and know what was going on. These behaviors may seem basic, but in a stressful or volatile encounter, empathy can mean the difference between escalating into violence or keeping everyone safe and secure. ; LE211.2. Describe the role of empathy in effective communication 38 / Florida Basic Recruit Training Program (LE): Volume 1 Courtesy Courtesy is how you display professional conduct or show respect for others. The following tips may help you demonstrate courtesy as an officer: Be personal yet professional by introducing yourself by name and using the person’s name to establish rapport. Treat every person you meet with dignity and respect. Avoid words, phrases, and a sarcastic tone that may create barriers. An example is using the word “obviously” when the situation may not be obvious to someone else. Another expression to avoid is the phrase “you people,” which establishes an instant separation between you and the people you are addressing. When a person’s request seems unrealistic, instead of focusing on what cannot be done, redirect the focus to what can be done. Explain what actions you are taking and why. Maintaining a professional, courteous demeanor will help you respond appropriately to situations and can make the public more likely to assist you. ; LE211.3. Practice courtesy throughout your career Professionalism Professionalism is behavior that demonstrates good character and is marked by pride in yourself and your career. The characteristics of a professional include service, integrity, respect, quality, fairness, honesty, courage, compassion, moral and ethical leadership, trustworthiness, and common sense. Some examples of professionalism include: doing the right thing when no one is looking knowing your job, being competent dressing professionally maintaining a calm presence recognizing and admitting your mistakes being courteous practicing customer service maintaining your training and continuing education Be mindful of your attitude and assume one that supports the professional behavior you should display ev- ery time you go to work. Your attitude shapes your expectations of what will happen in any given situation, and it affects how people perceive you. An officer with a professional and positive attitude is a valuable member of society and of the law enforcement community. Chapter 2 Communication / 39 Another way to maintain professional behavior is to practice the four pillars of procedural justice, and the LEED framework—listen, explain, equity, dignity—in all your interactions. Remembering the LEED frame- work will give you guidelines to follow and make it easier to remain professional in a variety of situations. ; LE211.4. Demonstrate professionalism throughout your career Projecting a Positive Self-Image Command presence, an officer’s most valuable non-verbal tool, is your demeanor and confidence exhibited by personal appearance, erect posture, alertness, and attention to surroundings. You can improve your self-confidence, credibility, and command presence through training, education, and experience. Displaying a positive self-image extends to every role you play as a law enforcement officer, and will vary depending on which role you are serving at the moment—as a supporter, stabilizer, or enforcer. For in- stance, when acting as a supporter, maintain your command presence, but adjust it to fit the situation. An example might be when speaking to a victim, sitting down with them instead of standing over them. In this way, you are still in control of the situation and conveying ability, but also making the victim more comfortable. Being aware of what role you need to take on will help you determine a suitable professional response for that situation. Project a positive self-image in your physical appearance. It is the first non-verbal message you give upon arriving at a scene. Keep your uniform clean and pressed and your shoes shined. Maintain your personal hygiene. This demonstrates respect for your job and the people in the community you serve. ; LE211.5. Recognize the importance of having a positive self-image 40 / Florida Basic Recruit Training Program (LE): Volume 1  Unit 1: Fundamentals of Communication 2 Lesson 2: Verbal and Non-verbal Communication Lesson Goal At the end of this lesson, you will be able to interpret non-verbal and verbal communication, taking into consideration the context of the incident. Think About This You have responded to a domestic disturbance at an apartment complex. When the tenant opens the door, he tells you that everything is fine, but he is sweating, breathing heavily, and has an expression of terror on his face. How can you read his non-verbal communication to help you assess the situation? Verbal and Non-verbal Cues The more you understand verbal and non-verbal cues, the greater your ability to communicate and choose responses appropriately. Constantly evaluating your verbal and non-verbal communication as well as the verbal and non-verbal communication of the people you are interacting with is important to your job and safety. For example, you may observe that a person’s verbal communication (what they say with words) during a traffic stop seems unemotional but their non-verbal communication seems aggressive. Non-verbal communication is any message or signal sent from one person to another without the explicit use of language. Some communication cues include: Voice and tone—verbal communication is not just what we say but how we say it. Pay attention to how loud you speak and your tone and inflection. Ask yourself: What are the tone, volume, and pitch of the person’s voice? Doe