Unit 1: Interacting With Your Community Lesson 1: Introduction to Responding to Your Community PDF

Unit 1: Interacting With Your Community 6 Lesson 1: Introduction to Responding to Your Community Lesson Goal At the end of this lesson, you will know how to respond to and interact with your community, including vulnerable adults. Think About Thi...

Unit 1: Interacting With Your Community 6 Lesson 1: Introduction to Responding to Your Community Lesson Goal At the end of this lesson, you will know how to respond to and interact with your community, including vulnerable adults. Think About This You receive a call from dispatch regarding a noise complaint due to a graduation party at a local residence. What are some techniques you could use when responding to this call? A community’s relationship with law enforcement can greatly affect how law enforcement officers do their jobs. By strengthening the trust between you and the community you serve, you will create an opportunity for positive change to address the concerns of residents and ensure a safe community. Responding to situations that have the potential to become volatile can cause reactions of inflexibility, aggression, fear, and anger. This can negatively affect the communication between you and your commu- nity and make conflict more likely. Additionally, taking things personally and reacting to perceived insults discourages effective policing. Good communication, critical thinking, and sound judgment are crucial for determining when you should use force and when you should try other methods to resolve conflict. Responding to Vulnerable Adults in Your Community During your duties as a law enforcement officer, you will encounter vulnerable adults, such as the elderly, people with disabilities, and people with mental health disorders. A vulnerable adult is a person 18 or older whose ability to perform the everyday activities of daily living or to provide for their own care or pro- tection is impaired. Often this is due to a mental, emotional, sensory, long-term physical or developmental disability or dysfunction, brain damage, or the infirmities of aging. Be sensitive and aware of people’s differences and demonstrate respect for their limitations. Never dismiss or disregard a person because of their differences. Keep in mind the core communication competencies you learned in Chapter 2 and treat all people you encounter respectfully, accommodating any limitations they may have. Techniques to use when responding to vulnerable adults: Minimize distractions and disperse any crowds. Respect personal space and avoid physical contact. Remember to relax and breathe and to use calming body language. Chapter 6 Serving Your Community / 225  Allow self-stimulating behaviors for individuals with autism to continue if the situation allows, unless there is immediate danger. Once the person has calmed, assist them as needed. ; LE611.1. Describe how to respond to incidents involving vulnerable adults Interacting With Your Community The way you interact with the people in your community can help keep encounters courteous and polite. When interacting with the public, maintain eye contact and speak directly to a person, even if an interpret- er is present. In addition to the core communication competencies, other techniques you may use include: Speak clearly and in a respectful tone of voice. Use short, simple phrases, and avoid slang expressions. Model the behavior you want. Maintain a calm and reassuring tone. Use encouragement throughout your encounter. Any encounter with the public has the opportunity to become tense. To maintain peace and help prevent a situation from escalating, employ these techniques: Practice calming—defuse the intensity of the situation. Treat people with courtesy and speak politely to create a comfortable atmosphere for conversation. Practice active listening skills. Use a calm, low voice and intermittent eye contact, and maintain an appropriate reactionary gap. Assess the situation—be aware of behaviors, statements, and the possible role of substances. Consider the environment—be aware of the environment’s effect and the current circumstances, including the presence of injuries or signs of substance misuse. ; LE611.2. Describe how to interact with people in a courteous and polite manner 226 / Florida Basic Recruit Training Program (LE): Volume 1 6 Unit 1: Interacting With Your Community Lesson 2: Serving Elderly People Lesson Goal At the end of this lesson, you will know how to identify and respond to the unique needs of people who are elderly in your community. Think About This You get a call about an elderly person who cannot find his car in the mall parking lot and fears it may have been stolen. What considerations do you have while interacting with this person? Characteristics of People Who Are Elderly Chances are high that you will frequently interact with older people in a variety of settings. Not all elderly people have the characteristics listed here, but they may struggle from physical or mental weakness to a degree that impacts their ability to care for or protect themselves. An elderly person, according to chapter 825, F.S., is a person 60 years of age or older who is suffering from the infirmities of aging as manifested by advanced age or organic brain damage, or other physical, mental, or emotional dysfunction, to the extent that the ability of the person to provide adequately for the person’s own care or protection is impaired. Common characteristics of an elderly person may include limited mobility, vision, or hearing, lack of strength, bone deterioration, or memory loss. They may live alone, with family members, in nursing homes, or be homeless. You may encounter an elderly person who has wandered away from their home or living facility due to memory loss or declining health. In this situation, you may consider initiating a Silver Alert to aid in their rescue or recovery. You will learn about initiating a Silver Alert in Chapter 7. Two common causes of memory loss in an elderly person include: dementia—an organic, progressive mental disorder characterized by a loss of memory, an im- pairment of judgment and abstract thinking, and changes in personality. Alzheimer’s disease—a progressive brain disorder that gradually destroys a person’s memory and ability to learn, reason, make judgments, communicate, and carry out daily activities. As Alzheimer’s progresses, a person may also experience changes in personality and behavior, such as anxiety, suspicion, or agitation, as well as delusions or hallucinations. ; LE612.1. Identify some of the common characteristics of a person who is elderly Chapter 6 Serving Your Community / 227 Interacting With People Who Are Elderly General guidelines for communicating with an elderly person are the same as with anyone else. Follow these tips: Make sure you understand the problem from their perspective. Explain what you can do to help them. Speak directly to them; establish and maintain eye contact as is appropriate based on cultural customs. Use a conversational tone and only speak loudly if necessary. Use caution when allowing caregivers to speak on behalf of an elderly person to eliminate any third-party agenda. Include them in all discussions concerning their welfare, and adjust your communication based on any disabilities or other limitations. Always treat them with dignity, respect, and patience. If an elderly person becomes a victim of a crime, they may find it very difficult to cope. Depending on the crime and the circumstances, the person may feel embarrassed and ashamed of being a victim. In addition to investigating the incident, you must address and calm their fear by showing empathy and compassion. ; LE612.2. Identify ways to effectively interact with a person who is elderly Resources for People Who Are Elderly Knowing about the special needs of the elderly can help you ensure that older Floridians have the full protection of the law. The Department of Elder Affairs provides direct services to the elderly through its Division of Statewide Community-Based Services. Another important resource is the Florida Elder Help Line at (800) 96-ELDER. The helpline provides information to help older residents obtain specific local social services. The 211 helpline is another resource available to all persons, including the elderly, looking for resources or assistance in a variety of areas, such as crisis counseling and disaster, housing, and food assistance. ; LE612.3. Identify state and local resources that may assist people who are elderly 228 / Florida Basic Recruit Training Program (LE): Volume 1 6 Unit 1: Interacting With Your Community Lesson 3: Serving Juveniles Lesson Goal At the end of this lesson, you will know how to identify and respond to the unique needs of juveniles in your community, including juvenile offenders. Think About This You receive a call about a teenager shoplifting at a local convenience store. When you speak with the teen- ager, she is uncooperative. What techniques would you use while interacting with the teenager? Characteristics of Juveniles Young people generally reflect the values instilled in them by their families, schools, communities, and cultures. Ethnicity, socioeconomic status, expectations, and numerous other factors also affect juveniles’ characteristics and behaviors. Some children are exposed to domestic violence, either as victims or witnesses. They may hear one parent or caregiver threaten the other, observe a parent losing control, see one parent assault the other, or live with the aftermath of a violent assault. Many children are affected by hearing threats made to their care- giver, regardless of whether the threats result in physical injury. These children are susceptible to PTSD, in addition to experiencing physical health issues and demonstrating behavior problems in adolescence, such as juvenile delinquency and alcohol or substance misuse. Florida law defines a person younger than 18 as a juvenile. While the age of legal maturity is 18, the brain is not fully developed until the age of 25. This is a possible explanation for the risky behavior or lack of im- pulse control juveniles and young adults may exhibit. ; LE613.1. Describe factors that can affect the decision-making abilities of juveniles Juvenile Offenders Some juveniles may want to push the boundaries of the rules, both at home and in public, and may show a high degree of irresponsibility, little respect for authority, and unpredictable behavior patterns, such as fighting, bullying, using weapons, and participating in gang-related violence. Without successful interven- tions, they may go on to become juvenile offenders. According to the U.S. Office of Juvenile Justice and Delinquency Prevention, juveniles who start offending when they are younger than 13 are more likely to become serious and violent offenders. Juvenile offenders may display manipulative and defiant behaviors when interacting with anyone, includ- ing law enforcement. The stability of a juvenile’s home environment can determine to what degree that juvenile becomes involved in petty crimes. Chapter 6 Serving Your Community / 229 As an officer, you may have to respond to incidents where a crime was committed against a juvenile. Although physical assault is the primary crime committed against juveniles, bullying via social media is a growing problem. ; LE613.2. Identify some of the common characteristics of juvenile offenders Interacting With Juveniles A high degree of self-control, patience, flexibility, and understanding is required to work effectively with juveniles. You must be able to adapt to whatever situation arises, whether dealing with the home environ- ment, bullying, excessive school absenteeism, rebellion, or dangerous behavior. To build a positive relation- ship, provide information and support through empathy, comfort, and physical assistance, such as buying groceries for a juvenile who is trying to steal food. When interacting with juveniles, you may need to interact with their families as well. Look for ways to pro- vide guidance to juveniles and their families; this will help increase your support within the community and build relationships and networks that will benefit the overall law enforcement effort. When dealing with juvenile offenders, you can take a variety of actions, depending on the seriousness of the problem and the evidence, if any, of misconduct. Your actions may involve issuing commands, inform- ing the parents or guardians, conducting an investigation, arresting the juvenile, or releasing the juvenile. A juvenile younger than seven years of age may not be arrested or charged unless the violation is a forcible felony or a third-degree felony of burglary or trespassing with burglary tools. You and other law enforcement officers can serve as role models and help steer potential juvenile offend- ers toward becoming law-abiding citizens. ; LE613.3. Identify how to effectively interact with juveniles Runaway Children Children who run away are at considerable risk of falling prey to horrible crimes. Presume the runaway child is in danger. You have no arrest authority for a child who is a runaway or an absentee from school. However, if you believe a child is a runaway, take the child into protective custody and contact the parent or legal guardian of the child. If you reasonably believe a child is an absentee, you can take the child into pro- tective custody and deliver them back to the school system. If the parent or guardian is not available for a runaway child, contact the Department of Children and Families. Protective custody is not a criminal arrest. ; LE613.4. Describe how to respond to a runaway child 230 / Florida Basic Recruit Training Program (LE): Volume 1 6 Unit 1: Interacting With Your Community Lesson 4: Serving Veterans Lesson Goal At the end of this lesson, you will know how to identify and respond to the unique needs of military veterans in your community. Think About This While on patrol, you pull over a driver for swerving between lanes. As you speak to the driver, he seems disoriented and irritated. You ask for his license and registration and notice a “Veteran” designation. What considerations do you have when interacting with the driver? Identifying Veterans in Lifestyle Transitions Veterans transitioning from active duty to civilian life possess unique experiences from military culture and combat. Cultivating a knowledge of military principles will help prepare you to make a connection with veterans in your community. You may become a positive role model or potentially refer veterans to beneficial resources. Visible signs of current or prior military experience may include: tattoos with military subject matter, for example, a military branch logo providing a military ID along with a driver’s license Florida driver’s license with “Veteran” (voluntary option for service members); older licenses may have a “V” license plates and bumper stickers with military subject matter body language, for example, a command presence a military-style haircut blended clothing such as a T-shirt with camouflage pants and a cap As with all members in the community, veterans can be victims of crime or potential suspects or perpetra- tors of crime. If you suspect that a veteran committed a crime, be aware that they might have a high level of weapons or defense tactics training due to their prior or current military service, so maintain proper situational awareness. Be prepared to react quickly and appropriately if there is a threat to your safety. ; LE614.1. Identify some of the characteristics of veterans or active-duty military personnel Chapter 6 Serving Your Community / 231 Interacting With Veterans Because of their exposure to traumatic experiences, some veterans may have pronounced stressors caused by musculoskeletal injuries, neurological injuries, or psychological disorders. These disabilities may be sig- nificant but not necessarily immediately noticeable. Some veterans with psychological symptoms may know how to cover or hide their symptoms in society, especially if they were able to hide them while serving in the military. Those serving in the military may be hesitant to get the help that might improve their mental health. ; LE614.2. Identify the physical and psychological stressors that some military veterans experience Some veterans may have PTSD or a traumatic brain injury A traumatic brain injury (TBI) is structural and often occurs as the result of sudden injury that causes damage to the brain, frequently resulting from combat. Some common signs and symptoms of TBI are loss of balance, slurred speech, disorientation, and irritability. As an officer, you need to be aware that symptoms of TBI may mimic behaviors of being under the influence of drugs or alcohol. ; LE614.3. Identify some of the characteristics of a person with a traumatic brain injury (TBI) Law enforcement officers who are combat veterans suggest doing the following when responding to an incident involving a veteran: Gain their trust—gain trust to increase your odds of obtaining the person’s cooperation and achieving your success. Do not corner the person—avoid cornering the person unless it is a dangerous situation where you must forcefully and directly engage with the person. If the situation quickly escalates, im- mediately request backup. Cornering veterans (especially those who might have a TBI or PTSD) is one of the biggest mistakes you can make. Combat veterans faced with this situation will usually choose to battle, because that is their train- ing. All veterans have undergone extensive defensive and offensive training and are familiar with a wide assortment of weapons. This can pose a very real threat to officer safety. A veteran with TBI or PTSD may have issues with substance misuse, mood changes, social judgment, and impulse control that can lead to unpredictable behavior. If you are responding to an incident involving a veteran and you cannot reach an understanding with them, consider asking for backup from another officer with a military background. ; LE614.4. Identify how to interact with a person who is a veteran 232 / Florida Basic Recruit Training Program (LE): Volume 1 Coping Behaviors Exhibited by Veterans Veterans with PTSD may try to gain control over their environment by applying various coping behaviors that mask deeper issues. Some coping behaviors may do more harm than good. Common negative coping behaviors veterans use include: misusing substances—using drugs or alcohol to escape personal problems, to sleep, or to make symptoms go away. Substance misuse may lead to violence or bad decisions. avoiding others or avoiding reminders of the trauma—avoiding situations, people, or things that are reminders of the trauma. This avoidance behavior can lead to isolation and patterns of nega- tive thoughts or feelings, preventing veterans from obtaining the needed social support. always staying on guard—being constantly on guard for danger, causing stress, fear, and exhaustion. feeling anger and resorting to violence—losing their temper easily and doing careless things. engaging in dangerous behavior—doing things that are unsafe or dangerous, such as beginning fights when upset, hurting oneself or others, or driving recklessly. working too much—working to avoid thinking about the trauma. Working can be another form of avoidance. As an officer, recognizing negative coping behavior early in your interactions with veterans may help you avoid potentially dangerous situations and find better ways to serve them. Become familiar with the re- sources available for veterans in your community. ; LE614.5. Identify negative coping behaviors a veteran may use Chapter 6 Serving Your Community / 233 6 Unit 1: Interacting With Your Community Lesson 5: Serving People Who Are Homeless Lesson Goal At the end of this lesson, you will know how to respectfully interact with and provide support to people who are homeless in your community. Think About This You respond to a call from a local business owner who says that a woman has been sleeping in her car in his parking lot for the past two days. When you go to talk with the woman, she tells you that she is currently living in her car and has nowhere else to go. What should you do? Homelessness According to the Florida Statutes, homeless means a person does not have a fixed, regular, and adequate nighttime residence. One type of homelessness is “unsheltered,” which refers to people who live in places not meant for human habitation—on the streets, in cars, in wooded areas, or in abandoned buildings. Others are “sheltered” but are still homeless, because they are staying in homeless shelters or transitional housing until they find stable permanent housing of their own. The experience of homelessness is traumatic, and daily survival is a challenge. People who are homeless are less likely to connect with community health care resources, to engage fully in employment and edu- cation, or to have stable relationships with friends and family. Homelessness worsens preexisting health problems, reduces the speed and likelihood of recovery, and exposes people to more health threats. Many people who are homeless have committed what are considered “imprisonable offenses,” such as thefts, burglaries, or other crimes of opportunity. Without the security of a home, people who are home- less are vulnerable and are easy targets for crime. They are often reluctant to report a crime, because they lack the motivation to file a complaint or because they want to avoid contact with law enforcement. ; LE615.1. Identify some of the characteristics of a person who is homeless Responding to People Who Are Homeless Being homeless is not a crime, and it is almost never a choice. As an officer, you can provide information about services instead of making an arrest when interacting with people who are homeless. As with any interaction in the community, when a person who is homeless requests or needs assistance, treat them with dignity and respect and be aware of the person’s civil rights at all times. Transporting a person who is homeless to an alternate location, such as a faith-based organization with related outreach or shelter services, may eliminate the original concern that required the attention of law enforcement. Many communities have programs and tent cities for people who are homeless to centralize 234 / Florida Basic Recruit Training Program (LE): Volume 1 services and offer safer locations for them. Become familiar with your local resources, including shelters and social programs provided through a crisis intervention team (CIT). Depending on your community, re- sources may be available to veterans, families, and youth who are homeless. ; LE615.2. Describe how to respond to a person who is homeless Chapter 6 Serving Your Community / 235 6 Unit 1: Interacting With Your Community Lesson 6: Americans With Disabilities Act Lesson Goal At the end of this lesson, you will know how to interact with and protect the rights of people who have a disability, as defined by the Americans With Disabilities Act (ADA). Think About This While on patrol, you approach a vehicle and ask the driver to step out of the car. You see the driver reach behind the seat for her crutches. What considerations would you have during your interaction with this per- son? The Americans With Disabilities Act (ADA) is a federal civil rights law that prohibits discrimination against people with disabilities in all areas of public life, such as jobs, schools, and transportation. As a law enforce- ment officer, you must understand the requirements of the ADA to effectively interact with people who have a disability. According to the ADA, a person with a disability is someone who has a physical or mental impairment that substantially limits a major life activity, has a record of an impairment, or is regarded as having an impair- ment. A substantial limitation is a restriction of the way, condition, or amount of time in which a person can perform major life activities compared to non-impaired people. Major life activities include caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. Other major life activities include sitting, standing, and lifting, and mental and emotional processes such as thinking, concentrating, and interacting with others. Examples of impair- ments include back or spinal injuries, psychiatric or mental disabilities, neurological impairments, extremi- ty impairments, heart impairments, substance misuse, diabetes, hearing impairments, vision impairments, and blood disorders. The most common disabilities that you will encounter are psychiatric or mental dis- abilities, neurological impairments, vision, hearing and speech impairments, and extremity impairments. The ADA prohibits discrimination against a person with a disability in all services, programs, and activities provided to the public by state and local governments. Since a law enforcement agency is a public entity that provides state or local government services, it has an impact on your daily duties and responsibilities. The ADA does not prevent you from enforcing laws, but it does affect how you interact with people who have disabilities. ; LE616.1. Identify who meets the impairment criteria as defined by the Americans With Disabilities Act (ADA) 236 / Florida Basic Recruit Training Program (LE): Volume 1 Protecting the Rights of People With Disabilities Chapter 825, F.S., defines a disabled adult as a person 18 years of age or older who suffers from a condition of physical or mental incapacitation due to a developmental disability, organic brain damage, or mental illness, or who has one or more physical or mental limitations that restrict the person’s ability to perform the normal activities of daily living. The disability substantially affects a person’s life activities and may be present from birth or occur during a person’s lifetime. People with disabilities have the same rights as everyone else, and you must protect these rights. For ex- ample, some people with disabilities may not understand Miranda rights as they are usually explained. This is likely when people are in a stressful situation and have a disability that affects their ability to communi- cate. You should explain the Miranda rights so that the person can understand them. Keep in mind that the person’s vocabulary and understanding of the concept of rights might be limited. Similarly, observations for intoxication, such as failure to walk a straight line, will be ineffective for people whose disabilities cause an unsteady gait. When appropriate, make sure that someone who knows the person, such as a relative, friend, attorney, or agency staff member, is present when interviewing them. Record the interview, if possible. Document the disability in the interview or report and inform the state attorney’s office of the disability, as appropriate. If you arrest a person with a disability, inform correctional personnel of the disability. ; LE616.2. Describe how to ensure the rights of a person with a disability Interacting With People With Disabilities It may not be immediately apparent that someone has a disability, but be aware that anyone can. Treat all people with respect, use a suitable tone of voice, and speak in an age-appropriate manner, even when you suspect a person may have a disability. Be attentive to how the person needs to communicate and interact, and make sure your communication with them is as effective as communication with others. Some people with disabilities use a service animal, such as a dog trained to assist them with daily activi- ties. Under the ADA, a service animal is defined as a dog that has been individually trained to do work or perform tasks for a person with a disability. The task(s) performed by the dog must be directly related to the person’s disability. Examples of such tasks include guiding a person who is blind, alerting a person who is deaf, alerting and protecting a person who is having a seizure, reminding a person with mental illness to take prescribed medications, or calming a person with PTSD during an anxiety attack. A service animal for a person with a vision, hearing, or mobility impairment may or may not wear an iden- tifying harness or vest. The person may have documentation showing that the animal is a service animal. However, no certification is required under the law. If it is apparent that the animal is a service animal, you may not question the animal’s service. Under the ADA, in situations where it is not obvious if the animal is a service animal, you may ask only two specific questions: (1) is the dog a service animal required because of a disability? and (2) what work or task has the dog been trained to perform? A person with a service animal is entitled to freely access public areas. If a person you arrest uses a service animal, you must arrange care for the animal. It is preferable to place the animal with a family member, a friend, or even a kennel rather than calling animal control. Follow agency policies and procedures when dealing with situations involving service animals. ; LE616.3. Describe how to interact with a person who has a disability Chapter 6 Serving Your Community / 237  Unit 1: Interacting With Your Community 6 Lesson 7: Serving People With Physical Impairments Lesson Goal At the end of this lesson, you will know how to interact with and protect the rights of people with physical impairments. Think About This You respond to a dispute between two neighbors. The person reporting the issue is complaining that his neighbor keeps parking on his grass. You approach the neighbor and learn that she is hard of hearing. How would you handle this interaction? Mobility Impairment A physical or mobility impairment is a functional limitation that affects one or more of a person’s limbs. People with mobility impairments may have limited use of one or more of their extremities for walking, grasping, or lifting objects. They may need to use devices such as braces, canes, or wheelchairs to move around. Some people may have conditions such as arthritis or tendonitis that prohibit them from moving, sitting, or reaching. Even if a person does not have formal documentation of a disability, treat them with all the rights afforded to a person who has a disability according to the ADA. There are special considerations to keep in mind when communicating with a person who has a mobility impairment, such as maintaining good eye contact and asking if the person would like assistance. How- ever, not all people who have a mobility impairment need assistance. Some activities may appear to be difficult, but the person may not need or want help. Do not be offended if the person declines your offer of assistance. ; LE617.1. Describe how to interact with an individual who has a mobility impairment Vision Impairment Vision impairment is a loss or partial loss of sight that cannot be corrected by usual means, such as glasses. The types of vision impairments that you will encounter most often are blindness and partial sight. Blind- ness is a functional loss of vision. This definition applies both to people who cannot see at all (are unable to distinguish light from dark) and people who have some vision in one or both eyes. Partial sight is a visual impairment in which, after correction, objects still look dim or out of focus. People with partial sight may not see color well or at all or may lack peripheral vision, but they can still see and even read with magnifiers or other aids. 238 / Florida Basic Recruit Training Program (LE): Volume 1 Tips for speaking to a person who is visually impaired include: Identify yourself and state clearly and completely any directions or instructions. State any information that is posted visually as well. Read out loud in full any documents that the person needs to sign or when available, provide a large-print version. Describe any procedures in advance so the person will know what to expect. For example, before taking photos or fingerprints, explain to the person what you are going to do and what it involves. Provide special accommodations for victims, witnesses, and suspects who are visually impaired. For example, when communicating with a person who is visually impaired, instead of pointing and saying, “Go over there,” you might want to take them to where you are pointing. Assist a visually impaired victim by reassuring them that the assailant is no longer present. ; LE617.2. Explain how to interact with a person who is visually impaired Hearing Impairment A hearing impairment is any degree of hearing loss. The two classifications of hearing loss are hard of hear- ing and deafness. A person who is hard of hearing may have a hearing loss but not to the extent that they must rely primarily on visual communication, such as written notes or sign language. Hearing aids may not improve the per- son’s ability to understand words but may at least increase their ability to hear sound. Deafness is severe hearing loss to the extent that the person must rely primarily on visual tools, such as writing, sign language, and lip reading, to communicate. Some people with hearing impairments may have poor balance or slurred speech and may appear to be intoxicated. However, they are generally attentive to their surroundings, as their eyes must see what their ears cannot hear. They may compensate for the loss of hearing with heightened visual awareness, and of- ten indicate that they cannot hear by pointing to their ears or mouths, shaking their head “no,” or making some other movement to indicate that they do not understand. When interacting with a person with a hearing impairment, attempt to gain the person’s attention first. A light touch on their arm should draw their attention and avoid a startled response. Once you have the per- son’s attention, state the person’s name before beginning a conversation. Face the person, maintain good eye contact, and speak clearly, slowly, and distinctly, using the appropriate volume without shouting. Tips for speaking to a person with a hearing impairment include: Avoid shouting or exaggerating your mouth movements. This will distort your speech, making it more difficult for them to understand you. Avoid using complex sentences and quickly changing topics, which can be confusing. If they do not understand a particular phrase or word, try to find a different way of saying the same thing rather than repeating the same message. Take turns speaking and pay attention to them; a puzzled look may indicate misunderstanding. Chapter 6 Serving Your Community / 239  Assess how much they understand by having them repeat back what they understood. Have them write down specific information such as time, place, phone numbers, and other rel- evant information. Be aware of environmental considerations. Try to minimize extraneous noises and avoid dimly lit rooms. If you have a conversation with a hearing-impaired person and a third person, make sure that they understand everything you’re saying to the third person. For many people who are hearing impaired, sign language and other forms of non-verbal communication are their primary language. A certified sign-language interpreter is a person who can both receive and express information and interpret it effectively, accurately, and impartially. This definition recognizes that some types of communication require more sophisticated interpreting skills than other forms of com- munication. When communicating with a person who relies on sign language, speak to them, not to the interpreter. If an interpreter is not available, you may need to ask the person to use pen and paper, saving the docu- ment as evidence relating to an incident. You can use aids, such as cell phone applications, a computer, a telecommunications device for the deaf or teletypewriter (TDD/TTY), or an assistive listening device (a sound amplifier with headphones) to help with communication. Also consider recording all exchanges with someone who is hearing impaired. Florida court cases involving defendants who are hearing impaired are sometimes dismissed because of events occurring before Miranda rights are explained. This emphasizes the importance of understanding the communication problems associated with hearing impairments. When advising a person with a hearing impairment of their Miranda rights, provide their rights in a manner understood by them, such as in writing or by using a sign-language interpreter. If a person who has a hearing impairment requests a sign-language interpreter during a Miranda situation, you may not continue to question them until the interpreter ap- pears. People who have a hearing impairment cannot knowingly waive their rights unless the warning is given in a format they understand. A person with a hearing impairment has the right to choose what kind of communication help they need, according to the ADA. The nature of the communication, the needs of the person requesting the assistance, and your agency policies and procedures may determine whether the situation requires a qualified sign- language interpreter or other communication aid, such as a TDD/TTY. If the situation may be confrontational, do not rely on family members, friends, or children to provide sign language interpretation. You may receive biased information. ; LE617.3. Explain how to protect the rights of a person with a hearing impairment when making an arrest Speech Impairment A speech impairment is a physiological condition that causes a person to have difficulty in producing sound or understandable language. Speech impairment can result from hearing loss, a neurological disorder, a brain injury, or physical impairments, such as a cleft lip or palate. Speech impairments have many forms, including voice and sound disorders, stuttering, slurring, lisping, and mumbling. 240 / Florida Basic Recruit Training Program (LE): Volume 1 If you have trouble understanding someone’s speech in a non-confrontational incident, ask if family mem- bers, friends, or neighbors can help. If no one is available, ask the person to repeat what was said or to use a pen and paper or electronic device. Do not use your personal cell phone for communication as it may be used as evidence. If using a pen and paper or electronic device to communicate, make the questions brief and clear, and save the paper as evidence or document the use of the electronic device. ; LE617.4. Explain how to interact with a person who has a speech impairment Chapter 6 Serving Your Community / 241  Unit 1: Interacting With Your Community 6 Lesson 8: Serving People With Developmental Disabilities Lesson Goal At the end of this lesson, you will know how to interact with and protect the rights and dignity of people with developmental disabilities, including intellectual disabilities. Think About This You pull over a driver for failing to use his turn signal. When you approach the driver, he begins to repeat the same phrase over and over again and does not appear to understand you. What considerations do you have when interacting with this person? Developmental Disabilities The Florida Statutes define a developmental disability as a disorder or syndrome that is attributable to cerebral palsy, autism, spina bifida, Down syndrome, Phelan-McDermid syndrome, Prader-Willi syndrome, or an intellectual disability; it is a disability that manifests before the age of 18, constitutes a substantial handicap, and continues indefinitely. A developmental disability may affect a person’s intellectual functioning and can make it harder for them to learn. The symptoms vary for each person, depending on their condition. People with developmental disabilities may have substantial functional limitations in major life activities, such as self-care, learning, mobility, the capacity to live independently, and the ability to be economically self-sufficient. As you per- form your duties as an officer, keep in mind other possible characteristics of development disabilities: limited vocabulary or possible speech impairment, difficulty understanding or answering your questions, or a short attention span. ; LE618.1. Identify the characteristics of a person with a developmental disability Interacting With People With Developmental Disabilities You may respond to a call for service for breach of peace, disturbance, or unusual or disorderly conduct, when you are responding to an incident involving a person with a developmental disorder. Be aware that there may be communication challenges, and try to contact a caregiver or family member who can help with communication. Tips for speaking to a person with a developmental disability include: Allow extra time to exchange information. Speak directly to them, not to their caregiver. 242 / Florida Basic Recruit Training Program (LE): Volume 1  Focus on their abilities rather than disabilities. Respect personal space, as they may be sensitive to physical contact, lights, and sounds. Gather information to identify and eliminate any stimuli that are aggravating to them. Examples of aggravating stimuli can include an agitating caretaker, family member, object, noise, or animal. Interview people at the scene of the incident, and observe the actions of the person with a de- velopmental disability. If you are the responding officer, determine if any threats are present and if the person is a threat to them- selves or to others by following officer safety protocols: Assess the scene to determine if medical assistance is needed. Apply first aid techniques or request EMS, as appropriate. Request assistance from a CIT, if appropriate. Be aware of community resources that can assist, including mental health facilities, the Department of Children and Families, or crisis centers. Explain to the caregiver or family the resources available to suc- cessfully resolve the situation. Determine if the person with a developmental disability meets the criteria for the Baker Act or should be left with their legal guardian or caregiver. The Baker Act is discussed later in this chapter. ; LE618.2. Describe how to interact with a person who has a developmental disability Intellectual Disabilities Intellectual disabilities are types of developmental disabilities that are lifelong conditions characterized by slow intellectual development. A number of things, ranging from genetic conditions to illness and in- jury, can cause an intellectual disability. A psychological evaluation is required to diagnose an intellectual disability early in childhood. Intellectual disabilities cannot be cured, but using appropriate modifications and accommodations can enhance the person’s capabilities and independence. Depending on the person’s level of disability, a person with an intellectual disability may be vulnerable to crimes of opportunity. The majority of people with an intellectual disability function at a mild level of disability, which may not be easily identifiable. People functioning at this level can learn academic and prevocational skills with special training and can work within their community. People with a mild intellectual disability might not under- stand long-range consequences or be able to make appropriate choices, but they do sometimes realize when they have done something wrong. People with a moderate intellectual disability may recognize their own needs and wants, but not immedi- ately identify the needs and wants of others. People with a moderate intellectual disability can achieve a primary academic education and may be able to perform semiskilled work under direct supervision. They can be independent in familiar surroundings, but may be easily frustrated with unfamiliar surroundings and circumstances. They may have trouble describing events in chronological order and may not understand cause and effect. While they may understand that they have done something wrong, they may not grasp the significance of their actions. Chapter 6 Serving Your Community / 243 People with a severe intellectual disability have very slow motor development and communication skills and frequently are under close and constant supervision, such as a group home setting. They are usually encouraged to contribute to their own self-maintenance; however, they may not be fully capable of living independently. People with a profound intellectual disability require constant care and supervision and may or may not have well-developed basic speech. Generally, you will not come into direct contact with them but will deal directly with the caregiver. ; LE618.3. Identify the characteristics of a person with an intellectual disability Interacting With People With Intellectual Disabilities You may respond to situations involving a person who has an intellectual disability. Tips for speaking to a person with an intellectual disability include: Refrain from imposing your label upon their disability and use their preferred terminology. Treat them with dignity. Use simple, short sentences to increase the likelihood they will understand your message. Ask them to repeat what they have heard to show they fully understand the message. Provide additional time to respond to questions. When interacting with a person with an intellectual disability, a caregiver may provide reassurance or have a calming effect on the person, or may take extra precautions with the person’s safety. The person with an intellectual disability may have a personalized piece of technology or some other form of identification that can assist you in contacting the caregiver. People with intellectual disabilities may not be able to distinguish between abstract and concrete thought and might confess to crimes they did not commit. They may be easily intimidated, eager to please, and may generally agree with all authority figures. If there is a need for services, refer a person with intellectual dis- abilities to the Department of Children and Families, The ARC, which is a nationwide organization that pro- vides resources for people with intellectual and developmental disabilities, or another local intake facility. ; LE618.4. Describe how to interact with a person who has an intellectual disability 244 / Florida Basic Recruit Training Program (LE): Volume 1 6 Unit 1: Interacting With Your Community Lesson 9: Serving People With Autism Lesson Goal At the end of this lesson, you will know how to interact with people with an autism spectrum disor- der and how to ensure their safety while in custody. Think About This An office manager calls the police when two customers get into an argument at a local auto shop. As you speak to one of the customers, he avoids eye contact and repeatedly snaps his fingers. How would you handle this interaction? Autism Spectrum Disorder Autism spectrum disorder (ASD) is a type of developmental disorder that is diagnosed in early childhood and continues throughout adulthood. It is characterized by language and social development delay and repetitive behaviors. Every person with autism is unique. Some people can live independently and show no external characteristics of the disorder, while others must be closely and constantly monitored to function in daily life. Autism can be difficult to recognize; it does not always have visual indicators. You will usually need to inter- act with a person to understand that they may have autism. They may use poor eye contact, have difficulty responding to questions or directions, or repeat your words (“echoing”). People with autism may engage in coping skills known as self-stimulating behaviors; engaging in these behaviors may allow an overstimulated person to calm down in a stressful environment or may provide an under-stimulated person with sensory stimulation. Examples include, body rocking, hand flapping, or finger flicking. Some people with autism may also engage in self-injurious behaviors, such as hand biting, self-rubbing, or head banging. People with autism are often the victims of crimes, such as abuse, neglect, sexual battery, and robbery. They are sometimes conspirators in crimes, due to their trusting natures and their inability to understand social norms. You may receive calls for service because the community may see their behavior as abnormal, irrational, or predatory in nature. Being able to recognize the signs of autism and how to deal with the situ- ation can make a significant difference in the outcome of a community contact. ; LE619.1. Describe some of the characteristics of a person with an autism spectrum disorder Chapter 6 Serving Your Community / 245 Interacting With People With Autism Spectrum Disorder The sooner you determine that you are dealing with a person with ASD, the sooner you can modify the way you communicate to help avoid a potential situation or to de-escalate a tense interaction. Often, a person with autism will have difficulty following verbal commands and interpreting body language. Tips for speak- ing to a person with autism include: Do not assume their mental capacity. Watch for unusual movements at stressful moments, and be patient if they become upset. Avoid using sarcasm and figurative language. Allow them extra time to answer your questions. Clarify what you are saying and check for understanding. Minimize distractions, such as lights, sirens, loud crowds, and barking dogs. Use patience and do not take their behavior personally. If you recognize self-injurious behavior, take the appropriate steps to ensure the person’s safety. If you are preparing to interview a person with autism as a victim, suspect, or defendant, Florida law requires that certain requirements be met. See Chapter 4 for more detail. ; LE619.2. Describe how to interact with a person who lives with an autism spectrum disorder People With Autism Spectrum Disorder in Custody Various concerns such as self-injurious behaviors and medical issues such as seizure disorders can occur when taking a person with autism into custody. These techniques may help when taking a person with autism into custody: Evaluate the person with autism for any injuries, since indications of pain may not be apparent. Watch for signs of trouble breathing when restrained. People with autism may have poor muscle tone, so placing them in positions of restraint can pose a risk of suffocation. Alert the detention facility that you have a person with autism so they can take appropriate steps to ensure the person’s safety. If there is a need for services, refer a person with autism to the Department of Children and Families, the local mental health facility, the Center for Autism and Related Disorders (CARD), or the Autism Society of Florida. ; LE619.3. Describe how to take a person with an autism spectrum disorder into custody 246 / Florida Basic Recruit Training Program (LE): Volume 1 6 Unit 1: Interacting With Your Community Lesson 10: Serving People With Mental Illnesses Lesson Goal At the end of this lesson, you will have basic knowledge of common mental illnesses and how to respond to incidents involving people who potentially have a mental illness. Think About This You respond to a residence where a woman is concerned about her mother who is sweating, having difficulty breathing, and saying something bad is going to happen. After speaking to the daughter, you learn that her mother has anxiety. What are your considerations when speaking to the mother? When responding to a call or disturbance involving a person who may have a mental illness, your concerns should be the same as in any other situation. Determine the nature of the environment, the setting, or the context of the situation, what has happened, and who is involved. People with mental illness have the same rights as anyone else. Mental Illnesses As defined by the Florida Statutes, mental illness is an impairment of the mental or emotional processes that exercise the conscious control of one’s actions. Mental illness may hinder a person’s ability to perceive or understand reality. A person with a mental illness may have a thought disorder, mood disorder, anxiety disorder, or personality disorder. It is common for a person to have a combination of disorders. Mental illness is not directly related to intelligence and occurs in people of all intellectual abilities. It does not necessarily interfere with intellectual abilities, but it may require psychiatric evaluation and treatment. Developmental disabilities are different from mental illness. Developmental disabilities deal with below av- erage intellectual functioning and the ability to learn and process information, whereas mental illness refers to disturbances in how people process their thoughts, emotions, and behaviors. Developmental disabilities occur before a person reaches adulthood, while mental illness can occur at any time in a person’s life. As an officer, you are not a mental health professional. You should not try to diagnose a person you suspect might have a mental illness. Simply be aware of the situation and follow your agency policies accordingly. Some medical conditions and the effects of certain substances that people take can mimic mental illness symptoms. People with mental illnesses who stop taking their medications or are overmedicated may also display symptoms. Medications help people with mental illnesses manage their symptoms, much like insu- lin helps a diabetic person manage their diabetes. When taken as prescribed, medications benefit people experiencing symptoms of mental illness. If a person stops taking their medication, they may be at risk for suicide or a crisis. ; LE6110.1. Identify some of the characteristics of a person with a mental illness Chapter 6 Serving Your Community / 247 Thought Disorders A thought disorder is a disturbance in a person’s ability to create a logical sequence of ideas, which can appear as disordered speech or writing. You might be able to recognize thought disorders by observing their symptoms. Listen to what the person is saying and notice whether the person’s thoughts seem disor- ganized and not logically connected. You might also notice that the person reports hearing or seeing things that are not present or are not real. If so, this person is having hallucinations. A hallucination is a sensory experience in which a person can see, hear, smell, taste, or feel something that is not there. If a person is “hearing voices,” you may want to ask them, “What are the voices saying?” rather than, “What do you hear?” to discourage the person from thinking you doubt they are hearing things. A delusion is a false belief that is firmly held despite obvious proof or evidence to the contrary; the delusion is this person’s reality. For example, a delusional person could believe that they are someone famous or are being followed by the CIA. Symptoms of hallucinations and delusions are often present in people with thought disorders, such as schizophrenia. ; LE6110.2. Identify some of the characteristics of a person with a thought disorder Mood Disorders Mood disorders are emotional disturbances with long periods of excessive sadness, excessive joyousness, or both. The excessive sadness is different from the brief, situational depressive episodes that most people commonly experience with the loss of a loved one, job, or finances. A mood disorder is diagnosed when sadness (depression) or joyousness (mania) is overly intense and persistent, and significantly impairs the person’s capacity to function. The person with a mood disorder may have multiple major depressive epi- sodes and may be profoundly sad and suicidal, cry uncontrollably, or be unable to concentrate, eat, or sleep. During a manic episode, the person may be easily distracted or may have an exaggerated sense of self, powers, and abilities. Examples of mood disorders include major depressive disorder (MDD) and bipolar disorder (BD). ; LE6110.3. Identify some of the characteristics of a person with a mood disorder Anxiety Disorders An anxiety disorder is different from the occasional anxiety we all experience. The anxiety episodes of the disorder are more frequent and intense and last longer. The disorder doesn’t go away and can become worse over time. Anxiety becomes a disorder when it affects a person’s daily ability to function. However, anxiety may affect many people you interact with, not just people with a disorder. The disorders can range in intensity, from mild to debilitating. Triggers are varied and not always conscious. A person with an anxiety disorder may experience a panic attack with symptoms of a racing heartbeat, sweating, tension, and a feeling that something terrible is about to happen. The attack could be accompa- nied by chest pain or discomfort, trembling, choking, or a feeling that they are going to die. Anxiety disor- ders, such as obsessive compulsive disorder (OCD), may cause a person to have uncontrollable, reoccurring thoughts (obsessions) and behaviors (compulsions) that they feel the urge to repeat over and over. ; LE6110.4. Identify some of the characteristics of a person with an anxiety disorder 248 / Florida Basic Recruit Training Program (LE): Volume 1 Personality Disorders A personality disorder is a deeply ingrained, nonpsychotic, inflexible pattern of relating, perceiving, and behaving. Personality disorders involve a continuing pattern of inner experience and behavior that differs noticeably from the accepted behavior of a person’s culture. It is serious enough to cause distress to the people around the affected person. Depending on the specific disorder, a person may display anxious, fear- ful, dramatic, emotional, or unpredictable behavior and impaired functioning (such as difficulties with jobs or socializing). A person with a personality disorder may lie and exploit for personal gain and pleasure, lack empathy, have no regard for right or wrong, or be unnecessary risk takers. Examples of personality disor- ders include antisocial personality disorder (ASPD) and narcissistic personality disorder (NPD). ; LE6110.5. Identify characteristics of a person with a personality disorder Responding to People With Mental Illnesses Because some people with a mental illness can be unpredictable, keep everyone’s safety in mind. Assess- ment of the situation and the person affected by mental illness must be ongoing throughout the contact. If the initial contact is made through dispatch, get as much information as possible from the dispatcher. The more you know about the person, such as a diagnosed condition or medications they are taking, the better prepared you can be to make responsive decisions. Speak to other people, such as family members or concerned residents, to seek information on the charac- teristics and specific behavior of the person, relationship of the complainant to the person (if any), whether a crime is involved, the availability of weapons to the person, prior law enforcement contact, and the na- ture of any previous mental health characteristics. Unless a crime of violence has been committed or a dangerous weapon is involved, respond to the incident with a person who is known or believed to have a mental illness in the same basic way you would anyone else. Only use emergency lights and sirens when urgent response is critical, and turn off these devices as soon as possible upon arrival. Emergency equipment can have a disturbing and negative impact on a per- son affected by mental illness, may potentially heighten the person’s anxiety, and hinder your efforts to calm the situation. Slow down your contact with the person and establish yourself as a helper, rather than an enforcer. ; LE6110.6. Describe how to respond to a person with a mental illness Interacting With People With Mental Illnesses While you are not in a position to solve the problems of a person with a mental illness, the person you encounter may come into contact with law enforcement again in the future, and your actions may have a long-term impact on the person’s perceptions toward law enforcement officers. When speaking with the person, exhibit a caring attitude without becoming authoritarian, overbearing, condescending, or intimidating. Chapter 6 Serving Your Community / 249 Tips for speaking with a person with a mental illness include: Avoid basing your interaction on previous contacts with them. Speak at an appropriate level to their age and development. Keep in mind that mental illness has nothing to do with a person’s intelligence. Be empathetic and engage in reflective listening. Ask if they are taking any medications, prescribed or illicit, and whether they are taking the ap- propriate dosage. Ask them what they are hearing or seeing only if they are experiencing auditory or visual hallucinations. Always maintain situational awareness and consider your safety. ; LE6110.7. Identify how to interact with a person with a mental illness 250 / Florida Basic Recruit Training Program (LE): Volume 1 6 Unit 2: Responding to a Person in Crisis Lesson 1: Crisis Situations Lesson Goal At the end of this lesson, you will know how to recognize and respond to a person in crisis while remaining respectful and impartial. Think About This You respond to a call from a convenience store about a person in the parking lot who is pacing back and forth. He is sweating, with clenched fists, and appears to be very angry. The store clerk asked if he was OK, and he didn’t respond. What could this person’s behavior indicate? Crisis intervention is one of your most important duties as a law enforcement officer. During a crisis, you have the duty to recognize, respond, and intervene safely, professionally, and effectively. A person in crisis might not have any help other than what you can provide. Each intervention is important to the person in crisis, their family, and the community. You may encounter a crisis situation in various ways. You may receive a call for service from dispatch, or you may observe a situation while on patrol. Crisis calls can also develop out of another call. Social service agencies are not qualified to enter extreme crisis situations; you must respond to these inci- dents and are often the first on the scene. You may need to interact with community agencies to manage and resolve conflicts and make referrals to the appropriate agencies. Your goals during a crisis situation are to ensure the safety of all people involved, provide assistance to the person or people in distress, restore or maintain peace, act on any law violations, and document the incident as appropriate. ; LE621.1. Describe your role during a crisis situation Characteristics of a Crisis Situation Crisis intervention is a potentially hazardous part of your duties as a law enforcement officer. The correct response to a crisis might require timely intervention, effective management of the incident, and referral to appropriate services. If unmanaged, a conflict can quickly evolve into a crisis. A crisis is a time of intense difficulty, trouble, or danger especially when the affected person feels unprepared and pressured to take action or to make a decision. However, a crisis is also defined by the person’s perception of and response to the event. If the person sees the event as significant and threatening, has used all of their coping strategies without success, and is unaware of or unable to pursue other alternatives, then a state of crisis exists. Chapter 6 Serving Your Community / 251 A crisis can add stress to a person’s life or to an entire community. There are significant crises that people may experience at some point in time: death of a loved one separation from family and friends a serious health issue natural disasters financial loss house fires job loss vehicle accidents Do not minimize or judge a person’s reaction to a situation. You may not perceive the situation as a crisis; however, the person experiencing the crisis may see it as a traumatic event. For example, a traffic stop is a normal everyday occurrence for an officer, but may be a crisis situation for the person who is stopped. ; LE621.2. Identify the characteristics of a crisis situation Economic, personal, and social dynamics, psychological elements, and physical considerations are factors that may influence how a person responds to a crisis. If a crisis affects a person’s self-image and community standing, it can significantly influence how they respond to the crisis. For example, a person who recently lost their job may have a more severe reaction to that occurrence if they have additional stressors in their life, such as little money held in savings, poor prospects of finding another job before the next mortgage payment is due, or their sense of self-worth is tied to their job. When these factors are present, the person might be more susceptible to crisis than a person who has a support network and the financial stability to go without income while searching for a new job. ; LE621.3. Identify factors that influence how a person responds to a crisis Behavioral Characteristics of a Person in Crisis The behavioral characteristics that a person in crisis may display include anger, cursing, making threats, and shouting. There may be additional physical signs, such as: a flushed face tightening the lips heavy or rapid breathing clenching the teeth clenching and unclenching of fists sweating pacing an unreal calmness pointing fingers The effect of the crisis and stress on a person may cause a diminished capacity for thinking and decision- making. ; LE621.4. Describe common reactions of a person in crisis 252 / Florida Basic Recruit Training Program (LE): Volume 1 Interacting With People in Crisis You may need to call for a CIT. Realize that not every instance requires legal action on your part; some crises can be resolved through effective communication. Tips for speaking with a person in crisis include: Summarize their thoughts and feelings to help them feel validated. Use an empathetic, non-judgmental tone. Avoid minimizing their problems or giving advice. Avoid placing blame or criticizing their situation. Ask how you can help. Understanding different phases of a crisis will help you when interacting with people in crisis. During the different phases the person may: realize they are unable to cope with the situation. Life may be out of control, emotions high, and reasoning ability low. Emotions may range from anger to rage, or from fear to panic, all leading to confusion. struggle to resolve the situation using methods that worked previously in a similar situation, but do not in this instance. The person’s failure to resolve the problem may lead to emotional blockage. be unable to solve the crisis and be overwhelmed by emotions. The person may not be able to cope with the situation rationally. The inability to cope combined with the loss of problem- solving skills may lead to diminished self-esteem. A downward cycle may begin, interfering with the ability to cope. be open to suggestions and willing to try new options. They may begin to explain what the situa- tion personally means and may begin to find answers. ; LE621.5. Describe how to interact with a person in crisis Intervening and Referring the Person in Crisis You should be familiar with the different types of crisis intervention. Examples include: relocating the person to a safe environment taking the person into custody if they have committed a crime initiating an involuntary treatment referral via the Baker Act or Marchman Act making a referral for services arranging for or providing transportation, as necessary Chapter 6 Serving Your Community / 253 When dealing with a person in crisis, you must answer these questions: Can the person care for themselves? Are they a threat to themselves or others? Decide if a person involved in a crisis must be removed from the situation for their safety. Refer to Chap- ter 7 for more information regarding responding to crimes of abuse. ; LE621.6. Determine the appropriate intervention for a person in crisis 254 / Florida Basic Recruit Training Program (LE): Volume 1 6 Unit 2: Responding to a Person in Crisis Lesson 2: The Baker Act Lesson Goal At the end of this lesson, you will know how to identify the criteria and action to take when interact- ing with a person who qualifies for services under the Baker Act. Think About This You respond to a residence where a mother and daughter are present. The mother indicates that her 15-year-old daughter’s boyfriend has just broken up with her and she found a note where her daughter discusses suicide. What actions would you take to prevent the risk of harm? Voluntary and Involuntary Psychiatric Examination You may respond to a call for service involving a person demonstrating that they are a danger to them- selves or others. The Florida Mental Health Act of 1971, also referred to as the Florida Baker Act—or simply the Baker Act—provides people who have a mental illness, or who may harm or neglect themselves or others, with an emergency service and temporary detention for psychiatric evaluation and voluntary or involuntary short-term inpatient treatment. ; LE622.1. Describe the role of the Baker Act A voluntary examination is the decision by a person to willingly seek a psychiatric evaluation for symptoms that may be due to mental illness. If a person is willing to seek treatment, ask them to submit to a voluntary examination. The person must be competent to make the decision and be at least 18. If the person has been found to be incapacitated or incompetent to consent for admission or treatment, or if the person is younger than 18, ask the person’s guardian for consent. Avoid using the Baker Act to deal with difficult people; instead, use it for people who you have determined are a danger to themselves or to others. If you have determined the Baker Act is necessary, do not delay in implementing it; recognize that you are attempting to prevent self-harm, suicide, or another violent act. The law requires that a person be extended the same rights whether under voluntary or involuntary sta- tus. All personal identifying information (name, date of birth, home or email address, phone number, and government-issued ID number) of a person who is voluntarily or involuntarily admitted for mental health treatment must be kept confidential and exempt from disclosure. Chapter 6 Serving Your Community / 255 Criteria for the Baker Act The Florida Statutes state that a person may be taken to a receiving facility for involuntary examination under the Baker Act if there is reason to believe that the person has a mental illness and, because of their mental illness: 1. The person has refused voluntary examination after receiving a thorough explanation and dis- closure of the purpose of the examination, or is unable to determine for themselves whether the examination is necessary; and 2. Without care or treatment, the person is likely to either:  cause serious bodily harm to themselves or others in the near future, as evidenced by re- cent behavior  suffer from neglect or refuse to care for themselves; such neglect or refusal poses a real and present threat of substantial harm to their well-being; and it is not apparent that such harm may be avoided through the help of willing family members or friends or the provi- sion of other services. For example, an elderly person isn’t caring for themselves by bathing or eating. When a law enforcement agency receives notification that a person has communicated a specific threat to cause serious bodily injury or death to an identified person, appropriate action must be taken to prevent the risk of harm. This includes notifying the intended victim of the threat or initiating an RPO. ; LE622.2. Identify the criteria to refer a person for a psychiatric evaluation under the Baker Act Initiating a Mental Health Evaluation The Baker Act provides several options for initiating a mental health evaluation, including: the person volunteers to receive treatment, the court is petitioned for an ex parte order (a court order issued and signed by a judge that is initiated by one person in the absence of and without representation or notification of other parties), the officer takes the person into custody, initiating an involuntary admission, and transports the person to the nearest receiving facility for a mental health evaluation, or a physician, clinical psychologist, psychiatric nurse, mental health counselor, marriage and family therapist, or clinical social worker executes a certificate stating that the person meets the criteria for examination under the Baker Act. ; LE622.3. Describe your options for initiating a psychiatric evaluation under the Baker Act 256 / Florida Basic Recruit Training Program (LE): Volume 1 Implementing the Baker Act Determining if a person should be referred or taken into custody for a voluntary or involuntary psychiatric evaluation during a crisis depends on the specific situation. How the person interacts with you and with other people on the scene will help you decide if taking the person into custody is the appropriate course of action. Ask yourself these questions: Has a crime occurred? If so, what was the nature of the offense and what does the law say about it? Does the person have a residence or stable housing? Does the person have an established support system within the community? Situations involving the Baker Act have the potential to be volatile, and backup is highly recommended. Interview the person, the complainant, and any witnesses to gather information. Use the information to determine if you should take the person into custody under the Baker Act. When making contact with the person, use effective interpersonal skills to establish rapport. Assess the person’s mental status by evaluat- ing the following factors: the person’s environment the behavior of and statements made by the person any self-inflicted injury of the person the complainant’s or witness’ statements If needed, provide first aid and request EMS. After taking the person into custody, deliver them or have them delivered to a designated receiving facility. You must complete documentation, provide it to the re- ceiving facility, and include it in your report. ; LE622.4. Describe how to assess a person for a psychiatric evaluation referral Chapter 6 Serving Your Community / 257 6 Unit 2: Responding to a Person in Crisis Lesson 3: Suicide Risk Lesson Goal At the end of this lesson, you will know how to safely intervene in a potential suicide situation. Think About This You receive a call from the girlfriend of a person who has just been fired from their job. She indicates that they fought over the lost job, and he has headed to a local bridge. You arrive on scene and see a person sitting on a bench next to the bridge. Upon initiating a conversation, you learn that he is unable to pay his bills and support his family. He says, “I just can’t do this anymore.” What considerations do you have as you interact with this person? Responding to a situation where a person is suicidal will require you to remain aware of officer safety is- sues, while providing intervention. Be aware that an existing suicidal situation may be aggravated through inappropriate handling of a distraught person. Suicide threat calls are life-threatening situations for every- one involved. People with suicidal intentions have a diminished perceived value of life and may be more inclined to harm others. There are a variety of indicators and observations you can use to assess a person’s risk for suicide. A person with suicidal intentions may talk about committing suicide, attempt intentional self-injury, write suicide notes, or sketch death-related drawings. Indicators of Suicide Risk Many factors can lead someone to consider suicide. A person despairing over the loss of a loved one might contemplate suicide. Someone depressed by life stressors or who feels that their future is hopeless might consider suicide. Take a person seriously if they talk about committing suicide, attempt self-injury, or have formulated or in- dicated a suicide plan. Not all people at risk for suicide show violence or anger; some can seem eerily calm. Most initial attempts do not result in death and are often a cry for help; however, always take an attempt seriously and use appropriate caution. Behavioral changes that may indicate a person is contemplating suicide include giving away personal belongings, losing appetite, and engaging in self-destructive behaviors, such as drinking, using drugs, or self-cutting. Other indicators include depression, obsessive talk about death, or intentional self-injury. ; LE623.1. Identify characteristics of a person at risk for suicide 258 / Florida Basic Recruit Training Program (LE): Volume 1 Interacting With People at Risk for Suicide Communicating with a person at risk for suicide is a vital part of the intervention process. Tips include: Try to establish rapport and keep the person talking. Listen carefully to what they are saying and how they are saying it. Show support, empathy, and interest by talking directly to them without being judgmental. Convey patience, reassurance, and hope. Listen carefully to them so you can learn how serious and immediate the suicide threat is, and possibly what method the person plans to use. Observe their body language so you may become aware of their motivation for suicide and will- ingness to accept intervention. Consider asking the person whether they are thinking of killing themselves, and if so, how they would do it. ; LE623.2. Describe how to interact with a person at risk for suicide Intervening With People at Risk for Suicide Before arriving at a scene with a person at risk for suicide, you should: request assistance, such as additional officers, EMS, or a CIT coordinate responsibilities and tactics with other responding officers and EMS request dispatch information about:  weapons on scene  the person’s intended method of suicide  the person’s location and call history Once on scene, immediately determine if the person has access to weapons. Be aware that the person could initiate a sudden attack on you or others. If there is no immediate threat to yourself or others, at- tempt to talk to the person. Clear the scene of bystanders and any weapons or potential weapons. Perform first aid and request EMS, as necessary. Avoid intentionally exposing yourself to unnecessary danger to disarm a suicidal person. If attempts to speak to the person do not de-escalate the situation, use appropriate tactics, equipment, and verbal com- mands. You can use less lethal weapons, such as pepper spray, as the situation dictates. These situations can be volatile, and you may have to resort to deadly force. Some people may attempt to end their lives by intentionally provoking officers to use deadly force. This is commonly referred to as suicide by cop. Chapter 6 Serving Your Community / 259 Depending upon the circumstances of the scene, it might be necessary for you to remove the person from danger to a place of safety and remove any aggravating stimuli and onlookers. Do not leave the person alone. A suicidal person needs evaluation from a medical or mental health service provider as soon as possible. If the person appears to meet the criteria for involuntary examination under the Baker Act, take them into custody and deliver them to the nearest facility. Notify the receiving facility of the possible suicide risk. ; LE623.3. Describe appropriate intervention and referral for a person at risk for suicide Available Resources The National Suicide Prevention Lifeline (now known as the 988 Suicide and Crisis Lifeline) is a service avail- able to anyone and may be contacted at any time by calling 988 or the previous phone number 1-800-273- TALK (8255). Other community resources, friends, religious leaders, and relatives may also be available to assist a person contemplating suicide. 260 / Florida Basic Recruit Training Program (LE): Volume 1 6 Unit 2: Responding to a Person in Crisis Lesson 4: Substance Misuse Lesson Goal At the end of this lesson, you will know how to recognize illnesses that mimic substance misuse and the stages of substance misuse and treatment. Think About This While on patrol in the early morning, you pull over a vehicle for running a red light. When speaking to the driver, you notice his speech is slurred and he appears confused. How would you handle this situation? The nation’s opioid epidemic is changing the way law enforcement does its job. Many law enforcement agencies are initiating programs aimed at putting people who misuse substances into treatment rather than jail. There will be times when you will be the first on the scene to a substance misuse situation. You will play a critical role in responding to these situations by administering first aid, reversing the lethal effects of substance misuse using naloxone, targeting high-risk groups with prevention information, and forming collaborations with public health and drug treatment agencies. Substance Use Versus Substance Misuse Substance use is the intake of a substance that can lead to substance misuse. It can be a legal therapeutic prescription or an illegal recreational use of the substance. Substance use can include having a casual drink with friends, taking a prescribed drug according to label directions, or taking aspirin daily to prevent heart disease. Substance misuse (also known as substance abuse) is the inappropriate use of a substance that negatively affects the mind and body, adversely impacting an individual’s social or occupational life and psychologi- cal or physical health. Some examples of substance misuse include misusing prescribed medication, binge drinking, sniffing or inhaling glue, or using cocaine. Substance misuse can quickly lead to substance dependence or addiction. Substance dependence is the physical and psychological loss of control due to a disruption of chemicals in the brain. Substance addiction is using a substance consistently in excess despite negative consequences. Substance misuse can also lead to overdose, which is the accidental or intentional use of a dangerously large amount of a substance that can lead to death. Drug overdose is often underreported out of fear of arrest. Friends and relatives of someone who misuses substances may feel protective or ashamed of the person or they may not want to get involved. However, when the person is overdosing, friends or family may contact law enforcement in an attempt to save their life. Keep in mind that you cannot charge, pros- ecute, or penalize a person for possession of a controlled substance when someone acting in good faith seeks assistance for the person experiencing a drug-related overdose. ; LE624.1. Differentiate between substance use and substance misuse Chapter 6 Serving Your Community / 261 Illnesses That Mimic Substance Misuse Some illnesses and medical conditions have symptoms that mimic characteristics of substance misuse. Diabetic shock may cause a person to stagger and appear drunk; a diabetic coma may cause a person’s breath to smell sweet, like a fruity alcoholic drink. An epileptic episode may cause a person to appear as if they are in a drunken stupor or confused state; during a severe episode, the person can become violent for brief periods of time. High blood pressure can sometimes cause people to become temporarily irrational. A head injury may cause people to be confused and aggressive. A stroke may cause a person to appear dizzy and confused and may cause them to vomit or lose consciousness. Parkinson’s disease may cause a person to shake, slur their speech, or appear intoxicated. Cerebral palsy and Wernicke syndrome may cause a person to appear confused and have faulty muscular coordination or paralysis of the eye muscles. Degenerative diseases such as Alzheimer’s and dementia may cause a person to stagger, act inap- propriately, be forgetful, or wander aimlessly. Some mental health issues can cause people to behave unpredictably and experience sensory hallucina- tions, such as sounds, physical sensations, or visions that can mimic the symptoms of substance misuse. Using illegal drugs, such as phencyclidine hydrochloride (commonly called PCP) and methamphetamine (commonly called meth), can cause mental illness symptoms such as hallucinations. Also, taking several prescriptions at one time can sometimes cause negative drug interactions that lead to symptoms imitating schizophrenia. The elderly may take many prescribed medicines throughout the day and may accidentally misuse medication, potentially causing an overdose. ; LE624.2. Identify symptoms of illnesses that can resemble substance misuse Drug Treatment Some jurisdictions offer drug treatment court programs as a choice for people whose criminal charges are the result of substance misuse. Drug treatment court programs offer an opportunity for people who mis- use substances to participate in an intensive, supervised program. Detoxification is often the first step in a drug treatment program. It is the process of allowing the body to rid itself of a drug while managing the symptoms of withdrawal. Withdrawal refers to the physical and mental symptoms that occur after chronic use of a drug is reduced or stopped. Symptoms vary depending on the drug, but can include agitation, confusion, cramps, sweating, and convulsions. In extreme cases, withdrawal symptoms, if not managed appropriately, can lead to death. ; LE624.3. Describe stages of a drug treatment program 262 / Florida Basic Recruit Training Program (LE): Volume 1 Resources You should become familiar with the local resources available to people struggling with substance misuse in your community. Many communities host self-help groups such as Alcoholics Anonymous, Narcotics Anonymous, or SMART Recovery. Chapter 6 Serving Your Community / 263 6 Unit 2: Responding to a Person in Crisis Lesson 5: The Marchman Act Lesson Goal At the end of this lesson, you will know how to identify the criteria and action to take when interact- ing with a person who qualifies for services under the Marchman Act. Think About This You respond to a call from a 60-year-old woman. She says her 40-year-old son was fired from his job three months ago for attendance problems. Since that time, he has not been motivated to find a new job. He sometimes sleeps all day and night, and sometimes stays awake for days. He often goes days without bath- ing. She is concerned there is a problem because of his behavior and that he is spending all his money on drugs. She wants to get him help but is not sure what to do. What are your possible interventions? You may respond to a call for service involving a person who is significantly impaired by drugs or alcohol and potentially harmful to themselves or to others. In these circumstances, you may place the person in protective custody under the Marchman Act. The Hal S. Marchman Alcohol and Other Drug Services Act of 1993, commonly known as the Marchman Act, provides people in need of substance misuse services (also referred to as substance abuse services) access to emergency services and temporary protected custody on either a voluntary or involuntary basis. In a voluntary admission, a person decides to enter a treatment facility for substance misuse and seeks services directly from the provider. ; LE625.1. Describe the role of the Marchman Act Criteria for the Marchman Act The Florida Statutes state the criteria for referring a person for involuntary admission into a facility under the Marchman Act. A person may be referred or taken to a receiving facility for involuntary admission for substance abuse if there is good faith reason to believe that the person is substance abuse impaired or has a co-occurring mental health disorder and, because of such impairment or disorder, the person: 1. Has lost the power of self-control because of substance abuse. 2. Is either: a) in need of substance abuse services, and their judgment has been so impaired that they are incapable of appreciating the need for services and of making a rational decision re- garding the need for services. 264 / Florida Basic Recruit Training Program (LE): Volume 1  b) likely to suffer from neglect or to refuse to take care of themselves; or the person has in- flicted, has attempted or threatened to inflict, or, unless admitted, is likely to inflict physi- cal harm on themselves, or another. The Marchman Act also specifies other situations where you would take a person into protective custody or deliver them to a treatment facility. These situations may include: the person volunteers to receive treatment the court is petitioned for an ex parte order A person’s refusal to receive services does not mean that they lack judgment for the need of services. The decision to arrest someone referred for voluntary or involuntary substance misuse services during an incident depends on the alleged crime and the person’s state of being. As an officer, you will have to make your decisions on a case-by-case basis. ; LE625.2. Identify the criteria to refer a person for substance misuse services under the Marchman Act Implementing the Marchman Act Situations involving the Marchman Act can be unpredictable, and backup is highly recommended. These calls may be initiated by the person, a family or household member, a member of the public, or by an officer who is at the scene with the person-at-risk. Interview the complainant or any witnesses who may be able to provide assistance in identifying the impaired person and the background and extent of their substance misuse. When making contact with the person, use effective interpersonal skills in an attempt to establish a dia- logue. Assess the person’s physical condition through observation and their vital signs. If the impaired person is injured, incoherent, or nonresponsive, request assistance from EMS. Information from the initial assessment can assist you in determining if the impaired person is an immediate threat to themselves or others. After taking the impaired person into protective custody, deliver them to the appropriate or nearest des- ignated receiving facility. Complete the Department of Children and Families form for the receiving facility and detail the circumstances under which the person was taken into custody in your report. According to Florida law, in the case of an adult, you are authorized to take the person to a detention facility within the jurisdiction. ; LE625.3. Describe how to assess a person for a substance misuse evaluation referral Chapter 6 Serving Your Community / 265 6 Unit 2: Responding to a Person in Crisis Lesson 6: Transportation and Documentation Lesson Goal At the end of this lesson, you will know how to transport a person in crisis as well as document the incident on the proper form. Think About This You receive a call from the wife of a person who just lost his brother in a car accident. She indicates that he and his brother were best friends and her husband has said he wants to kill himself. Upon initiating a conver- sation with the husband, you learn that he has access to a firearm and he says, “I want to end everything.” You have determined to initiate a Baker Act. What procedures do you need take? Transporting a Person in Crisis In addition to making a referral for services, you may have to transport a person suspected of having a mental illness or misusing substances to another location. Your agency will have a memorandum of under- standing with receiving facilities that reflects a single set of protocols for the safe and secure transporta- tion of the person and transfer of custody to a responsible person. If a person is in need of psychiatric or substance misuse evaluation and treatment, you may arrange or provide for special transport to any of the following locations: a mental health facility a hospital a substance misuse treatment facility a jail facility a shelter or safe house If the person is being assessed for the Baker Act or Marchman Act, follow your agency policies and proce- dures regarding non-custodial transport and escort the person to the appropriate receiving facility. ; LE626.1. Explain how to transport a person in crisis to a medical or treatment facility 266 / Florida Basic Recruit Training Program (LE): Volume 1 Documenting a Crisis Situation Documenting the incident might include the following forms: Baker Act Report of Law Enforcement Officer Initiating Involuntary Examination CF-MH 3052a Baker Act Ex Parte Order for Involuntary Examination CF-MH 3100 agency-specific Marchman Act form(s) Your agency reports should be as detailed as possible and include the person’s and any victim’s actions, reactions, physical condition, and appearance. Additional information should include witness statements, known medications, weapons involved, and the disposition of the incident. Documenting these incidents provides historical data and warns future responding officers of special hazards. ; LE626.2. Document an incident involving a Baker or Marchman Act Chapter 6 Serving Your Community / 267  Unit 3: Identifying and Responding to 6 High-Risk Groups Lesson 1: Criminal Gangs Lesson Goal At the end of this lesson, you will know how to recognize indicators of gang activity and the impor- tance of documenting observable identifiers. Gangs One of the most dangerous population groups that you may encounter is a criminal gang. The expansion of these groups and their violence and criminal activity have made them a national problem. The Florida Statutes define a criminal gang as follows: “Criminal gang” means a formal or informal ongoing organization, association, or group that has as one of its primary activities the commission of criminal or delinquent acts, and that consists of three or more persons who have a common name or common identifying signs, colors, or symbols, including, but not limited to, terrorist organizations and hate groups. Criminal gang activity is any act committed with the intent to benefit or further the interest of a crimi- nal gang. These activities may include theft, burglary, fraud, narcotics manufacturing and distribution, as- sault and battery, racketeering, witness intimidation, extortion, vandalism, arson, weapons and explosives, counterfeiting, and homicide. Typically, violent crime associated with gangs is attributed to hostility be- tween rival gangs. As a result of this rival violence, members of the public are often caught in the middle and become victims. ; LE631.1. Describe common characteristics of criminal gangs Why People Join Gangs Florida gangs are overwhelmingly comprised of young males between the ages of 13 and 23. Gang mem- bers may have experienced child abuse or neglect and can come from a disadvantaged socioeconomic background. Often, gang members are school dro