Defensive Tactics PDF - Florida Basic Recruit Training

4 Unit 1: Introduction Lesson 1: Overview of Defensive Tactics Program Lesson Goal At the end of this lesson, you will understand the structure and goals of the defensive tactics train- ing program. The public often focuses attention on the decisions and met...

4 Unit 1: Introduction Lesson 1: Overview of Defensive Tactics Program Lesson Goal At the end of this lesson, you will understand the structure and goals of the defensive tactics train- ing program. The public often focuses attention on the decisions and methods that criminal justice officers practice in use of force situations. Whether meeting resistance on the street or in a correctional facility, officers must be prepared to respond appropriately to control a situation where the officers and the public are in danger. The defensive tactics curriculum offers criminal justice basic recruits effective, tactically sound, and legally defensible training in defensive tactics and control techniques. This course teaches recruits to select and properly execute techniques that are reasonable and necessary, given the circumstances and factors of a situation. Defensive tactics is a system of controlled defensive and offensive body movements that criminal justice officers use to respond to a subject’s aggression or resistance. These techniques are based on a combina- tion of martial arts, wrestling, and boxing. The physical skills in defensive tactics require practice and rep- etition. Fitness, strength, agility, balance, and flexibility are vital to developing these skills. ; HL411.1. Define defensive tactics The role of defensive tactics is to assist the officer in restraining or arresting a person. Depending on the situation, officers will use various levels of force in applying defensive tactics techniques. Any defensive weapon or technique has the potential to cause injury, great bodily harm, or death which is why it is so important to understand when and how to use appropriate techniques. This course provides basic recruits with training in the physical skills necessary for the use of force in con- trolling subjects and for self-defense. Although there is some classroom instruction, most of this course is physical training. Some instructions for techniques indicate using a specific side (for example, left hand or right foot). These are used for the sake of clarity. Any of these techniques can be reversed by switching left to right or vice versa. Chapter 4 Criminal Justice Defensive Tactics / 193  Unit 1: Introduction 4 Lesson 2: Preparation for Defensive Tactics Training Lesson Goal At the end of this lesson, you will be prepared to participate in the defensive tactics training program and demonstrate stretching exercises, falling techniques, and recovery techniques. Because defensive tactics training is a physical endeavor, prepare for the activities required in this course by looking at your daily habits. Eat healthy food, get enough rest, and drink plenty of fluids to get the most out of this training. Making these changes will enhance physical performance and minimize the risk of injury. Defensive tactics skills require physical fitness, strength, agility, balance, and flexibility. Because flexibility reduces the risk of injuries, do stretching exercises every day. ; HL412.1. Apply strategies for optimal physical performance during a defensive tactics training program Warm-Up and Cooldown Exercises Begin and end each session with stretching exercises. A warm-up session raises the heart rate and in- creases blood circulation to the muscles, saturating them with oxygen. This helps your body prepare itself for physical activity. A cooldown after exercise redistributes blood flow, causing the metabolic rate to de- crease. This process helps the muscles relax and prevents the tightening of muscles, which is vital for the body to recover. Stretching usually begins with a warm-up, such as running in place, jumping jacks, push-ups, or any calis- thenics exercises that last for 15–30 minutes to warm up the muscles, and increase heart rate, respiration, and perspiration. The following examples of stretching exercises and techniques are suitable to prepare for defensive tactics training. Incorporating the techniques listed below into your warm-up session can be beneficial since it readies you for training while also letting you practice fundamental techniques. Recommended Warm-up Stretches Lunge and Twist Stand with feet about shoulder-width apart. Hold both arms in front of you with elbows bent at 90° hori- zontally. Step forward with your left foot into a lunge position. Be sure to keep your knee over your left foot; don’t twist at the knee. From your torso, twist your upper body to the left, then to the right. Maintain a slow and controlled movement throughout the exercise. Slowly move your arms to center and step for- ward with the opposite foot and twist to the other side. Perform 10 repetitions per side. 194 / Florida Basic Recruit Training Program (HL): Volume 2 Falling Techniques Falling techniques are useful if a subject attacks, pushes, or hits you with enough force to send you to the ground, or if you trip over an obstacle. Falling properly reduces the potential for injury and minimizes the stunning effect associated with falling, so you can assume an effective defensive position. Returning to a defensive stance puts you in a position to defend against further attack or control the subject. Front Fall 1. Use loud, clear verbal commands throughout the application of the technique. 2. Extend your bent arms slightly in front of your chest as in a natural bracing position. 3. Fall forward to a prone position (lying on the stomach, face down) contacting the ground with the palms, forearms, and feet, turning your head to the side, and exhaling on impact. If falling with an unholstered weapon, make contact with the ground with just one palm. 4. Follow up with appropriate action(s). (See Figure 4-1) Figure 4-1: Front fall 196 / Florida Basic Recruit Training Program (HL): Volume 2 Rear Fall 1. Use loud, clear verbal commands throughout the application of the technique. 2. Tuck your chin to your chest. 3. Squat and roll backward. 4. As your back makes contact with the ground, pull your arms in tightly, or you may swing both of your arms out at a 45° angle and strike the ground with the palms of both hands while exhaling. 5. Follow up with appropriate action(s). (See Figure 4-2) Figure 4-2: Rear fall Chapter 4 Criminal Justice Defensive Tactics / 197 Side Fall 1. Use loud, clear verbal commands throughout the application of the technique. 2. Tuck your chin to your chest. 3. Squat and roll to the rear quarter and to one side. 4. Relax your body as you fall. 5. Don’t land flat. Reduce the shock by rolling after hitting the ground. 6. As your body makes contact with the ground, you may swing the same side arm and strike the ground with the palm to minimize impact. 7. Exhale to relax your body and to prevent having the wind knocked out of you. 8. Follow up with appropriate action(s). (See Figure 4-3) ; HL412.2. Demonstrate falling techniques Figure 4-3: Side fall 198 / Florida Basic Recruit Training Program (HL): Volume 2 Foundation This position allows you to be ready to engage the subject on the ground or to recover to a standing position. From lying on the back: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Using an extended arm, prop the upper body off the ground (posting). Posting is supporting the balance of the body using a limb. 3. Bend the knees with feet on the ground. 4. Keep your free hand up in a defensive position to protect vital areas. 5. Follow up with appropriate action(s). (See Figure 4-4) Figure 4-4: Foundation Recover to the Standing Position Your ability to get up safely from a ground encounter is critical. This technique prepares you to get back on your feet while protecting your face, head, body, and weapon from an aggressive subject. Use this technique to gain time and distance between you and the aggressive subject. If you do not gain distance, the subject may get on top of you or strike you while trying to get up and get away. From the foundation position: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Stand up from the ground establishing a strong base. 3. Use an appropriate technique to gain distance and protect your vital areas. 4. Maintain an appropriate stance. 5. Follow up with appropriate action(s). (See Figure 4-5) ; HL412.3. Demonstrate recovery techniques Chapter 4 Criminal Justice Defensive Tactics / 199 Figure 4-5: Recover to the standing position 200 / Florida Basic Recruit Training Program (HL): Volume 2 Hip Escapes Hip escapes allow you to move from side to side to avoid or defend against an attack. The movement in a hip escape is also known as shrimping. You can use shrimping to escape from certain ground positions, such as side control and full mount, which are discussed later in the lesson on ground control. 1. Use loud, clear verbal commands throughout the application of the technique. 2. From the foundation, tuck the chin to the chest to protect your neck and back of your head. 3. Push off with one foot, force your hips up, and push out toward the opposite side. Your hands will imitate a pushing motion, as if pushing the subject away. 4. Follow up with appropriate action(s). (See Figure 4-6) Figure 4-6: Hip escape Chapter 4 Criminal Justice Defensive Tactics / 201 Sprawl A sprawl is usually used to defend against a subject who shoots in for a takedown. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Shoot legs backwards, driving one hip down, which stops the subject’s forward momentum. 3. Your chest will make contact with the subject’s shoulder blades and drive the subject down. (See Figure 4-7) Figure 4-7: Sprawl 202 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-8: Pummeling drill Chapter 4 Criminal Justice Defensive Tactics / 205 Arm Drag Drill The arm drag is a technique where you pull the subject’s arm across your body to gain a dominant position. You can use the arm drag to set up a variety of grappling and takedown techniques (for example, escort position or rear takedown, discussed later in this chapter). 1. While facing the subject block and grab the subject’s right arm with your left arm and bring the subject’s arm across your centerline. 2. Use your right hand to reach across the subject’s body and grasp the back of their right arm just above the elbow. 3. Continue the drill in the same manner and alternate the target arm. (See Figure 4-9) Figure 4-9: Arm drag 206 / Florida Basic Recruit Training Program (HL): Volume 2 Cardiovascular Conditioning Cardiovascular training is any exercise that elevates the heart rate to a range of 60% to 85% of the maxi- mum rate. When the heart rate is in that range, you are training in a cardiovascular or aerobic state. Car- diovascular training has many health benefits. In addition to burning calories and eliminating body fat, it strengthens the heart and lungs. Having a healthy heart can protect you from heart disease, which is the leading cause of premature death. Examples of cardiovascular exercises include walking, jogging, running, jumping rope, bicycling, swimming, and step aerobics. Rest Make sure you get enough rest and sleep to get the most out of your physical training. Nutrition A healthy diet and drinking enough water will also help you get the most out of your defensive tactics training. Essential Nutrients in Food Nutrient Function Sources protein provides energy; builds and repairs meat, poultry, eggs, legumes (such body cells; is part of various enzymes, as lentils), milk and milk products, hormones, and antibodies vegetables, nuts, seeds, seafood, and grains carbohydrate provides energy needed by the brain, breads, cereal grains, pasta, rice, fruit, nervous system, red blood cells, and other vegetables, milk, and sugar cells fat provides energy and essential fatty meat, poultry, fish, milk and milk acids; carries other fat-soluble nutrients products, nuts and seeds, oils, butter, (vitamins); is part of cell membranes, margarine, and salad dressing membranes around nerves, hormones, and bile (for fat digestion) Chapter 4 Criminal Justice Defensive Tactics / 207 4 Unit 2: Use of Force Lesson 1: Force Guidelines Lesson Goal At the end of this lesson, you will understand using reasonable and necessary force when taking a suspect into custody, when working in a correctional environment, or when defending yourself or others. Chapter 776, F.S., governs all use of force by criminal justice officers. Even though the statutes refer to law enforcement officers, the legal guidelines regarding use of force apply equally to corrections and correc- tional probation officers. The statutes identify two general areas where an officer’s use of force is justified: to apprehend and arrest a subject, or to defend self or others. Section 776.05, F.S., addresses the issue of an officer using force to make an arrest: A law enforcement officer, or any person whom the officer has summoned or directed to assist him or her, need not retreat or desist from efforts to make a lawful arrest because of resistance or threatened resistance to the arrest. The officer is justified in the use of any force: (1) Which he or she reasonably believes to be necessary to defend himself or herself or another from bodily harm while making the arrest; (2) When necessarily committed in retaking felons who have escaped; or (3) When necessarily committed in arresting felons fleeing from justice. However, this subsection does not constitute a defense in any civil action for damages brought for the wrongful use of deadly force unless the use of deadly force was necessary to pre- vent the arrest from being defeated by such flight and, when feasible, some warning had been given, and: (a) The officer reasonably believes that the fleeing felon poses a threat of death or serious physical harm to the officer or others; or (b) The officer reasonably believes that the fleeing felon has committed a crime involving the infliction or threatened infliction of serious physical harm to anoth- er person. ; HL421.1. Identify elements of the Florida Statutes related to the use of force by criminal justice officers While chapter 776, F.S., applies in general to all criminal justice officers, chapter 944, F.S., addresses the use of force specifically by state correctional and correctional probation officers. Chapter 945, F.S., establishes that the Department of Corrections has jurisdiction over the supervisory and protective care, custody, and control of inmates and offenders. 208 / Florida Basic Recruit Training Program (HL): Volume 2 Section 944.35, F.S., provides that: (1)(a) An employee of the department is authorized to apply physical force upon an inmate only when and to the extent that it reasonably appears necessary: 1. To defend himself or herself or another against such other imminent use of unlawful force; 2. To prevent a person from escaping from a state correctional institution when the officer reasonably believes that person is lawfully detained in such institution; 3. To prevent damage to property; 4. To quell a disturbance; 5. To overcome physical resistance to a lawful command; or 6. To administer medical treatment only by or under the supervision of a physician or his or her designee and only: a. When treatment is necessary to protect the health of other persons, as in the case of contagious or venereal diseases; or b. When treatment is offered in satisfaction of a duty to protect the inmate against self-inflicted injury or death. ; HL421.2. Explain the provisions of chapters 944 and 945, F.S., related to the use of force by state correctional and correctional probation officers Objective Reasonableness The courts use objective reasonableness to decide whether an officer’s use of force is an appropriate re- sponse to a subject’s resistance. Appropriate force is the amount of force reasonably necessary to make an arrest. The U.S. Supreme Court said in Graham v. Connor, 490 U.S. 386 (1989), that the reasonableness of a particular use of force must be judged from the perspective of how a reasonable officer on the scene would respond, rather than from the 20/20 perspective of hindsight. To determine if an officer’s actions were objectively reasonable, the courts look at the facts and circumstances the officer knew when the incident occurred. ; HL421.3. Explain the concept of objective reasonableness Courts recognize that criminal justice officers must make split-second judgments about the amount of force needed in a particular situation under circumstances that are tense, uncertain, and quickly changing. ; HL421.4. Explain that subject resistance and officer response may change rapidly The officer’s reasons for using force must be consistent with constitutional and statutory law, as well as agency policies and training guidelines. The Supreme Court has made clear that use of force is a seizure under the Fourth Amendment. Correctional officers must also consider that use of force may violate the Eighth Amendment’s prohibition against cruel and unusual punishment. Chapter 4 Criminal Justice Defensive Tactics / 209 An officer’s agency may establish the specific techniques, tactics, and applications that an officer may use in an encounter with a resistant subject. Authority to Use Force Much litigation against criminal justice officers is not about the amount of force used, but whether the use of force was permitted at all. Though the law grants criminal justice officers the right to use force, this right is conditioned on their official authority. Correctional officers have full-time authority over inmates due to the inmates’ sentence and loss of certain rights. A law enforcement officer is authorized to use only the force reasonably necessary to accomplish lawful objectives. This may be established by the officer’s reasonable belief, or reasonable suspicion, that a crime has been, is being, or is about to be committed. ; HL421.5. Apply the legal authority for an officer’s response to a subject’s resistance Escalation, De-escalation, and Disengagement Force decisions may escalate and de-escalate rapidly in relation to the perceived threat. An officer’s goal is to achieve subject compliance. Compliance is the verbal or physical yielding to an officer’s authority with- out apparent threat of resistance or violence. Escalation, de-escalation, and disengagement are important concepts in making legally and tactically sound, reasonable responses to resistance. Escalation is increasing the use of force or resistance. De- escalation is decreasing the use of force or resistance. Disengagement is discontinuing a command or physical use of force, for example, by breaking away from a subject. Officers are legally permitted to esca- late their use of force as the subject escalates their level of resistance. ; HL421.6. Explain escalation, de-escalation, and disengagement The officer’s choices are determined by the subject’s actions and the risk of physical harm posed to the officer or others. Once the officer gets control or compliance, they must de-escalate the use of force. Under certain circumstances, disengagement may be the best tactical option, for example, when the of- ficer is waiting for backup, when the officer is injured or outnumbered, or when the suspect has superior firepower. ; HL421.7. Explain how the injury potential to an officer may affect their response If you place a subject in a prone position to apply restraints, remove them from the prone position, and place them into a position of comfort as soon as practical. Assess the subject to make sure they are respon- sive and not in distress. In all of the defensive tactics you employ, remember that the subject’s safety is your responsibility. 210 / Florida Basic Recruit Training Program (HL): Volume 2 Structure of the Force Guidelines The Force Guidelines provide a framework for making decisions involving the reasonable use of force by criminal justice officers. The structure of the Force Guidelines is based on constitutional considerations and case law and describes appropriate decision-making in a fluid and dynamic situation. The Guidelines consider the relationship between subject resistance and various situational factors in determining the of- ficer’s response options. Subject Resistance Levels Passive resistance is a subject’s verbal or physical refusal to comply with an officer’s lawful direction, caus- ing the officer to use physical techniques to establish control. Some examples of passive resistance include: The subject refuses to move at the officer’s direction. The subject refuses to leave the vehicle when arrested during a traffic stop. The subject refuses to take their hands out of their pockets or from behind their back. ; HL421.8. Define passive resistance Active resistance is a subject’s use of physically evasive movements directed toward the officer, such as bracing, tensing, pushing, or pulling to prevent the officer from establishing control over the subject. Some examples of active resistance include: The subject physically hangs on to a person or object to keep from being removed. The subject braces or pulls away from the officer when the officer grips their arm. The subject tries to run when the officer touches or tries to grab the subject’s arm or shoulder. ; HL421.9. Define active resistance Aggressive resistance is hostile, attacking movements that may cause injury but are not likely to cause death or great bodily harm to the officer or others. Some examples of aggressive resistance include: The subject balls up their fist and approaches the officer. The subject pushes the officer back as the officer tries to take them into custody. The subject grabs any part of the officer’s body. ; HL421.10. Define aggressive resistance Deadly force resistance is hostile, attacking movements with or without a weapon that create a reasonable perception by the officer that the subject intends to cause and has the capability of causing death or great bodily harm to the officer or others. Chapter 4 Criminal Justice Defensive Tactics / 211 Some examples of deadly force resistance include: The subject refuses to drop a knife when ordered to by the officer and moves toward the officer. The subject shoots or points a gun at an officer or other person. The subject uses a vehicle to try to run down an officer. ; HL421.11. Define deadly force resistance Officer Response Options Try to resolve a situation with the least amount of force necessary. Command presence and verbal commu- nication often will defuse many volatile situations. Sometimes, though, these are not enough, or you may not have a chance to use them. You may have to use physical force to gain control. Physical force includes physical control, using less lethal weapons, and deadly force. You need not apply force in gradually increas- ing steps to justify physical control or even deadly force. Instead, you should respond with force that is reasonably necessary for the circumstances in each situation. Officer presence is your ability to convey to subjects and onlookers that you are able and ready to take con- trol. Subjects’ and onlookers’ reactions to you depend on their perceptions of how you present yourself. Be aware of and interpret non-verbal communication. Some movements and gestures can be clues to escalating aggression, such as clenched fists, shifting feet, or hidden hands. Subjects also observe your ac- tions to determine your attitudes and intentions. Officer presence is your first response to any situation. By simply arriving on the scene, an officer affects a subject or situation. ; HL421.12. Demonstrate officer presence Command presence is your demeanor and the way you exhibit confidence through erect posture, alert- ness, and attention to surroundings. It is how you carry yourself. Your presence can determine whether a subject’s resistance escalates or de-escalates. A good command presence projects an image of confidence in your skills and abilities to perform the task at hand. Command presence includes personal appearance (your uniform and personal grooming). Physical control is achieving compliance or custody through the use of empty-hand or leverage-enhanced techniques, such as pain compliance, transporters, restraint devices, takedowns, and striking techniques. These techniques will be discussed later in this chapter. ; HL421.13. Define physical control A less lethal weapon is not fundamentally designed to cause death or great bodily harm. Some examples include electronic control devices (ECD), conducted electrical weapons (CEW), expandable batons, flash- lights, and chemical agent sprays. ; HL421.14. Define less lethal weapon Recall from Chapter 3, Firearms, that deadly force is likely to cause death or great bodily harm. Some ex- amples include using a firearm, eye gouges, empty-hand strikes to the throat, and impact-weapon strikes to the side of the neck. 212 / Florida Basic Recruit Training Program (HL): Volume 2 Section 776.06, F.S., states: (1) The term “deadly force” means force that is likely to cause death or great bodily harm and includes, but is not limited to: (a) The firing of a firearm in the direction of the person to be arrested, even though no intent exists to kill or inflict great bodily harm; and (b) The firing of a firearm at a vehicle in which the person to be arrested is riding. Section 776.07, F.S., states: (2) A correctional officer or other law enforcement officer is justified in the use of force, including deadly force, which he or she reasonably believes to be necessary to prevent the escape from a penal institution of a person whom the officer reasonably believes to be lawfully detained in such institution under sentence for an offense or awaiting trial or commitment for an offense. Using deadly force may be an officer’s first and only appropriate response to a perceived threat. Deadly force does not necessarily mean that someone died from the force used. It can cause great bodily harm or no harm at all. For example, striking the throat is deadly force even if the officer misses the target. ; HL421.15. Discuss deadly force in relation to defensive tactics The decision to use deadly force is a serious one. Base your decision to use deadly force as a defensive tactic on a clear, reasonable belief that you, a fellow officer, or another person faces imminent danger of death or great bodily harm. ; HL421.16. Identify what is needed to justify using deadly force Officers have a legal responsibility to prevent excessive use of force, or intervene during an excessive use of force encounter by other officers. Section 943.1735, F.S., defines excessive use of force as force that exceeds the degree of force permitted by law, policy, or the observing officer’s employing agency. To inter- vene, an on-duty officer must: observe another officer engaging, or attempting to engage, in excessive use of force choose an intervention that is reasonable based on the totality of the circumstances not jeopardize their own health or safety ; HL421.17. Identify the circumstances when an officer has the duty to intervene Factors for Deciding to Use Deadly Force Officers use three criteria for making deadly force decisions: ability, opportunity, and intent. Ability refers to the subject’s having the means to carry out their intent to cause death or great bodily harm. An officer must determine whether the subject has the necessary means to cause death or great bodily harm to the officer or others. A weapon is not required; a subject must have only the apparent ability to carry out the intent. If the subject seems physically able to cause death or great bodily harm, then they have the ability. For example, a 6’4”, 250-pound muscular man threatening to do bodily harm to an officer Chapter 4 Criminal Justice Defensive Tactics / 213 does not necessarily need a weapon. By virtue of their size and physical condition, they have the apparent ability. Opportunity means the subject is capable of acting on a plan to cause death or great bodily harm to the officer or others. The subject’s weapon often determines opportunity. For example, a suspect armed with a knife is perhaps not an immediate threat to an officer standing far away. However, the same person stand- ing closer or carrying a firearm certainly has the opportunity to carry out the intent to cause death or great bodily harm. Intent is a subject’s intention to voluntarily make the bodily movement that becomes the act to commit a criminal offense. This can be viewed as a reasonably perceived, imminent threat to an officer or others based on a person’s actions, behaviors, words, or other indicators. It is a perception derived from the total- ity of the circumstances. ; HL421.18. Identify the subject’s ability, opportunity, and intent as they relate to the officer’s response to resistance Officers should use the amount of force necessary and reasonable for the situation. If ability, opportunity, and intent are present and you cannot control the threat using lesser means, then deadly force is justified. When resistance de-escalates, so must your response. Totality of Circumstances The totality of circumstances test considers the overall facts of a situation to determine if you had the authority to detain someone for committing a crime or to perform a legal search. In reference to defensive tactics, this also is a term the court uses to refer to all facts and circumstances known to the officer at the time, or reasonably perceived by the officer at the time, as the basis for a use of force decision. The courts will look at the totality of circumstances in determining whether the decision was objectively reasonable and, therefore, legally justified. The totality of circumstances includes consideration of the subject’s form of resistance, all reasonably perceived situational factors that may have had an effect on the situation, and the response options available to the officer. ; HL421.19. Explain what totality of circumstances means Some situational factors may include: severity of the crime subject as an immediate threat subject’s mental or psychiatric history, if known to the officer subject’s violent history, if known to the officer subject’s combative skills, if known to the officer 214 / Florida Basic Recruit Training Program (HL): Volume 2  subject’s access to weapons, if known to the officer innocent bystanders who could be harmed number of subjects versus number of officers duration of confrontation subject’s size, age, weight, and physical condition officer’s size, age, weight, physical condition, and defensive tactics expertise environmental factors, such as physical terrain and weather conditions ; HL421.20. Identify various situational factors that may influence the use of force The Force Guidelines recognize that officers make use of force decisions based on the totality of circum- stances at the time of an incident. Circumstances are fluid and dynamic. Responding properly requires constant assessment as the situation changes. ; HL421.21. Apply reasonable and necessary force to given situations Force Guidelines—The Decision-Making Process Subject Resistance Situational Factors Is the subject verbally or physically resisting my What subject factors influence this situation? lawful authority? Weapon? Physical size? Demeanor? Others? Is the subject making attacking movements that What officer factors influence this situation? are not likely to cause death or great bodily harm? Training? Experience? Physical size? Others? Is the subject making attacking movements that What environmental factors influence this are likely to cause death or great bodily harm? situation? Weather? Location? Presence of others? Justification Officer’s Response Were my actions reasonable based on the Can I physically control the subject? subject’s resistance and the totality of the circumstances? Could I use a less lethal weapon not meant to cause death or great bodily harm? Am I able to articulate the reasons for my actions? Is deadly force the appropriate option to prevent Was I in compliance with constitutional and state death or great bodily harm to myself or others? laws, agency policies, and training? Chapter 4 Criminal Justice Defensive Tactics / 215 Use of Force Reporting Many agencies require an additional report any time an officer uses force to control a subject. To properly defend a use of force decision, you need to clearly articulate, or put into words, the basis for your decision to use force. You should include the factors that establish your perspective from the totality of circumstances at the time you decided to use force. For example, if you used deadly force, state exactly what you saw and felt, what actions and behaviors the subject exhibited, and any other relevant information that created your perception that the ability, opportunity, and intent to cause great bodily harm or death existed. Simply stat- ing in a report, “The suspect threatened me,” is not a sufficient basis for justification. Remember that the contents of a use of force incident report will be seen by supervisors, prosecutors, defense attorneys, judges, and the public. You should be thorough and include the factors used in any use of force decisions since information added later could be viewed with skepticism and could be inaccurate. 216 / Florida Basic Recruit Training Program (HL): Volume 2 4 Unit 2: Use of Force Lesson 2: Survival Stress Reaction Lesson Goal At the end of this lesson, you will recognize the effects of survival stress on the body and mind during a critical incident. A person’s coping mechanisms govern their ability to manage stress. Generally, a person’s perception of self-harm determines if they view a situation as a challenge or a threat. For example, one officer engaged in a verbal confrontation with a subject might consider this interaction a challenge. However, when the sub- ject suddenly lunges at the officer with balled fists, the officer might consider this a threat. Another officer may view the initial verbal confrontation as a threat instead of a challenge. Survival Stress Survival stress is sometimes called fear-induced stress or combat stress. Survival stress is the body and mind’s response to a perceived threat. The stronger you perceive the threat, the stronger your body and mind will react. This will increase your anxiety level. Anxiety levels vary depending on the situation and your experience and training. As anxiety increases or decreases, it creates a psychological imbalance. Depending on how you assess the threat, your physiological response may vary. This may cause many mind-body responses, including an elevated heart rate, increase in respiration, and the pausing of diges- tion. These effects may lead to intense changes in your physical ability and decision-making. ; HL422.1. Explain how survival stress affects confrontation between a subject and an officer You can react to survival stress in four ways: fight, flight, posture, or submit. During an encounter, survival stress may occur in the subject, the officer, or both. ; HL422.2. Describe the four instinctual reactions when experiencing survival stress Some subjects may fight or flee while others, given the same set of circumstances, may decide to submit. To submit is to completely relinquish control to another. Subjects might also become verbally and physi- cally threatening, indicating they may resist by assuming a threatening posture. Conversely, the officer might posture by displaying a show of force without actually using force. The of- ficer might choose to disengage from an overwhelming threat or decide to engage and take control of the subject. Consider this example: An officer gives a man a command. The man postures by expanding his chest and begins to speak loudly, shouting, “You’re not taking me!” He strikes his chest with his open hands while stepping back and forth, side to side as he yells the same words over and over. Chapter 4 Criminal Justice Defensive Tactics / 217 The officer can choose to display a higher level of force by elevating voice commands and drawing an in- termediate weapon, such as a baton (posturing). The man may back down (submit) and follow the officer’s verbal directions with no force used. However, if the man does not submit to the officer’s authority, his posturing may indicate that he is about to fight or is preparing to run (flee). When in a threatening situation, your body and mind adapt to help you react to threats by releasing stress hormones. Understanding these psychological and physiological changes will help you better manage them before, during, and after an encounter. ; HL422.3. Describe the psychological changes that may occur while experiencing survival stress Physiological Changes Under Stress When facing extreme anxiety, you may experience physical changes within your body. One or more of the following symptoms of survival stress may occur: increased heart rate and respiration diminished or amplified hearing distorted vision (for example, tunnel vision, inability to see close objects with detail, or fixating on one location and not seeing other details of the event) loss of bladder and bowel control increased reaction time motor performance changes loss of fine motor skills (the muscle control required to make small, precise movements, such as unlocking handcuffs with a key) heavier reliance on gross motor skills (movements of the large or major muscles of the body to do things like run, punch, or kick) loss of complex motor skills (tasks that require a combination of fine and gross motor skills using hand-eye coordination timed to a single event, such as driving a vehicle) complete breakdown of motor skills (freezing or submitting) occurrences seeming faster or slower than they are objects appearing closer or farther than they are ; HL422.4. Describe the physiological changes that may occur while experiencing survival stress Decision-Making Under Stress Decision-making becomes more difficult in stressful situations. Instead of using a deliberate thoughtful analysis, you may rely on short, concise mental shortcuts. These mental shortcuts allow people to solve problems and make judgments quickly and efficiently. They shorten decision-making time and allow you to function without constantly stopping to think about the next decision or course of action. 218 / Florida Basic Recruit Training Program (HL): Volume 2 These types of “short-cut decisions” are based on training and experience. The less time you have to make a decision, the more likely you are to make a mistake in judgment. You can offset this issue by increasing your training. ; HL422.5. Describe the impact that survival stress may have on an officer’s decision-making Speech Patterns Under Stress Signs of stress often show up in vocal quality and speech pattern. High-stress situations can cause vocal cords to constrict and lead to a higher pitch in the voice and sometimes cracking or garbled sounds result. This can affect the clarity of radio communications. An officer might speak emotionally or without thinking on the scene and after an incident. The officer may curse, brag, or boast. This is due to being in a high state of stress both during and directly after an incident. At times, officers in this situation don’t remember or may even regret what they have said. This phenomenon might be called “exhilaration speech,” statements brought on by a euphoric feeling of accomplishment after prevailing in a critical incident. Officers may speak without stopping while in an anxious state. During an internal investigation, they may say things that are not helpful to the investigation and may make their account seem unreliable. In the pres- ence of a suspect, this speech pattern can erode an officer’s command presence and give the appearance of not being in control. ; HL422.6. Describe the changes that may occur in speech patterns while experiencing survival stress Threat Awareness The Threat Awareness Spectrum is an illustration of how survival stress may affect your reaction to a per- ceived challenge or threat. Your desired state of awareness while on routine duty is Condition Yellow. This is the optimum state of mind to remain focused while scanning for potential problems. From Condition Yel- low, you can quickly move to Condition Orange or Condition Red, based on the situation. Condition White and Condition Black are not optimum states of readiness while on duty. ; HL422.7. Identify the desired state of awareness or readiness an officer should maintain while on routine duty Chapter 4 Criminal Justice Defensive Tactics / 219  Threat Awareness Spectrum Condition White Condition Yellow Condition Orange Condition Red Condition Black Unaware that a General awareness Recognition that a Specific threat Threat threat exists of possible threats threat exists identified and mismanaged due appropriate to panicked stress actions taken response Attention is Attention is Awareness of a The threat is Survival stress unfocused or focused, and the specific threat assessed and functions break preoccupied, officer scans the encourages managed through down. Submission and the officer environment for preplanning and intensified or freezing may is oblivious to potential threats. more intense cognitive and occur. An officer potential danger in focus. Physical physical reactions. may overreact, their environment. indicators of stress Survival stress underreact, or may become functions become not react to a evident. optimum. situation. Example: Example: Example: Example: Example: A person drives While on the job, A patrol officer The patrol officer The patrol officer to work and does an officer is in a sees a vehicle initiates the plan panics and may not remember the state of relaxed backed into a to engage the not respond drive (automatic awareness and parking space at a suspects as they effectively. pilot). notices what is convenience store exit the store. going on. with the engine running, considers the possibility of a robbery in progress, and begins tactical planning. A correctional The correctional The correctional officer sees officer initiates the officer panics and an inmate plan to engage the may not respond with possible inmate. effectively. contraband and begins forming a plan of action. Source: Jeff Cooper, Principles of Personal Defense 220 / Florida Basic Recruit Training Program (HL): Volume 2 Coping With the Effects of Survival Stress Survival stress is a mind-body reaction to fear. You can increase your coping skills and better prepare for the effects of stress by doing the following: preplan stay physically fit get enough rest keep a nutritious diet use controlled breathing techniques rely on techniques that involve gross motor movements rather than fine motor skills train under realistic environmental conditions designed to mirror high-stress scenarios anticipate the possibility of resistance with every subject encounter stay proficient in physical and mental skills stay proficient with firearms and other issued equipment Be aware that officers who have experienced an extremely stressful situation, such as an officer-involved shooting, may later show signs of post-traumatic stress disorder. ; HL422.8. List techniques that may assist an officer in managing the effects of survival stress Chapter 4 Criminal Justice Defensive Tactics / 221  Unit 3: Defensive Tactics Techniques 4 Lesson 1: Fundamental Principles of Defensive Tactics Lesson Goal At the end of this lesson, you will understand the fundamental principles used in defensive tactics techniques. Fundamental Principles of Defensive Tactics To properly and effectively perform defensive tactics techniques, you must be able to apply certain funda- mental principles. Balance: Maintaining a balanced posture is essential in performing any technique. To achieve balance, your head and hips must be aligned and your weight distributed evenly between your feet. If any one of these points is misaligned, you are not in balance. Balance displacement is a controlling technique used to break the subject’s balance through the use of leverage principles. Leverage: Leverage is using a great force against a weaker resistance. It is used in conjunction with joint manipulation or pain and mechanical compliance to gain control. Pain compliance: Pain compliance is a subject’s response to a combination of pain and verbal commands to stop resisting. ; HL431.1. Describe the fundamental principles of applying defensive tactics Mechanical compliance: An officer may gain control over a subject by applying pressure or leverage on a joint by locking it up so that no movement of the joint is possible, causing the subject to comply with verbal direction. Joint manipulation: An officer may gain control over a subject by bending or twisting a joint in a direction that will cause pain or discomfort to the joint. Motor dysfunction: An officer may gain control over a subject by using an incapacitation technique that causes temporary impairment of muscular control. ; HL431.2. Describe how to gain control over a subject when applying defensive tactics 222 / Florida Basic Recruit Training Program (HL): Volume 2 Penetrating strike: When delivering a strike, an officer strikes a muscle so that the striking object pen- etrates the muscle and nerves of the target area. This is a full transfer of kinetic energy that increases the power of the strike. For maximum effectiveness, most strikes are delivered using penetration so that the striking object stays on or indented in the target for an instant, allowing for energy transfer. Clinch: A technique that involves holding a person tightly in a close position. You can use the clinch with striking techniques, to transition to a takedown, or as a stalling technique. (See Figure 4-10) Figure 4-10: Clinch Chapter 4 Criminal Justice Defensive Tactics / 223 4 Unit 3: Defensive Tactics Techniques Lesson 2: Communication and Commands Lesson Goal At the end of this lesson, you will understand the components of verbal direction. Communication is crucial at all levels of a use of force exchange. Unlike a category of force, communication is a part of all officer-subject interactions. Effective communication on your part can help de-escalate a situation. You are encouraged to use communication before, during, and after a confrontation. Commu- nication is necessary to continually gauge compliance. In a use of force situation, resistance begins when a subject fails to comply with an officer’s lawful commands. When an officer gives a verbal command, an evaluation will determine if escalation may become necessary. Communication is exchanging information through verbal and non-verbal methods. Communication pro- vides valuable insight into the likelihood of cooperation and compliance of a subject. Dialogue is a controlled, unemotional communication between an officer and a subject aimed at problem- solving and communication. Used as a strategy, dialogue is intentionally designed to gain rapport and exchange information. Verbal direction is the use of proper, clear, and concise commands to let a person know what you need or expect them to do. The ability to give verbal direction is usually the first step in controlling the subject’s actions. Establish yourself as a criminal justice officer. Give clear and concise commands. Make sure that your commands are loud enough for the subject to hear. ; HL432.1. Describe the components of appropriate verbal direction Touch is a non-threatening, non-custodial physical contact and can be used to support or emphasize a verbal command. It can be effective to enhance your communication; however, before applying touch, consider its use carefully to avoid escalating a person’s resistance. 224 / Florida Basic Recruit Training Program (HL): Volume 2 4 Unit 3: Defensive Tactics Techniques Lesson 3: Threat Assessment and Response Lesson Goal At the end of this lesson, you will understand the process of assessing a threat and be able to dem- onstrate appropriate responses. Though it may be difficult to determine factors that constitute a specific threat, there are certain facts, circumstances, and conditions that, when taken together, may be perceived as threatening. How you assess a situation and the level of threat you perceive will influence how you respond. The more information you have, the better prepared you will be to effectively assess the situation. You should con- sider all factors, whether obvious or not, when assessing threats. ; HL433.1. Identify the need for conducting a threat assessment Recognize that threats may be fluid and constantly changing. Continuously analyze situations for their threat potential. Subject Behavior Certain verbal and nonverbal cues indicate the possibility of the subject’s aggression or posturing. Verbal cues may include abnormal stuttering, serious and explicit swearing, and specific verbal threats. Non-verbal cues may include: increased breathing stopping of all movement clenched fists and quivering hands refusal to show palms of hands reddened or flushed face prominent expanding veins on face and forearms shifting of shoulders or change of stance glancing at a target area (target glance) Chapter 4 Criminal Justice Defensive Tactics / 225  ignoring the officer rapid, angry movements ; HL433.2. Identify verbal and non-verbal cues in assessing threats Be aware of unusual symptoms that a subject may exhibit upon initial contact or that may develop or in- tensify during the course of a confrontation. These symptoms may indicate serious issues, such as physical illness, mental illness, drug reaction or overdose, or post-traumatic stress disorder. When confronting a subject with unusual symptoms, immediately request medical assistance. Be careful of the position in which the subject is restrained. Take care to maintain an open airway, and ensure continuous breathing and proper circulation until medical help arrives. Environmental Factors Some potential environmental factors to consider in threat assessment include weather, traffic conditions, terrain, and the presence of animals, bystanders, and potential weapons. Stances When you interact with a subject or encounter a situation that you believe poses a potential threat, as- sume one of the following stances, as appropriate. Stances refer to how you stand when you interact with a subject or when they approach you. Interview Stance 1. Stand with head, hips, and feet aligned. 2. Plant your feet shoulder-width apart with the knees slightly bent. 3. Angle your body to the subject with the strong side away. 4. Place your hands above waist level. ; HL433.3. Demonstrate the interview stance 226 / Florida Basic Recruit Training Program (HL): Volume 2 Offensive Ready Stance 1. Stand with your head, hips, and feet aligned and your chin tucked. 2. Plant your feet slightly wider than shoulder-width apart with the knees slightly bent. 3. Angle your body so that your strong side is away from the subject. Place your hands just below eye level and toward your center. (See Figure 4-11) ; HL433.4. Demonstrate the offensive ready stance Figure 4-11: Interview and offensive ready stance Relative Positioning When preparing to approach a subject, place yourself in the safest possible position. Relative positioning describes where you stand or position yourself in relation to the subject. (See Figures 4-12 and 4-13) ; HL433.5. Identify relative positioning Chapter 4 Criminal Justice Defensive Tactics / 227 Figure 4-12: Relative positioning diagram 228 / Florida Basic Recruit Training Program (HL): Volume 2  Figure 4-13: Relative positioning Body movement refers to how you approach a subject or enter a scene. The manner and direction from which you approach a subject and the distance you maintain from them throughout the interaction are based on your assessment of the threat and potential harm present. The reactionary gap is the distance you must keep between you and the subject to react effectively against a sudden threat (see Figure 4-14). This distance is generally 6–9 feet if you have visual control of the sub- ject’s hands, or 25 feet when you cannot see their hands. ; HL433.6. Demonstrate how to maintain a minimum reactionary gap The area within the reactionary gap is the danger zone. Any time you are in the danger zone, the potential for physical harm increases. If you need to close the reactionary gap, do so as quickly as possible while maintaining good balance. ; HL433.7. Identify the danger zone Visual control of the hands is the ability to see both of the subject’s hands and to know that they are not holding any weapons. Chapter 4 Criminal Justice Defensive Tactics / 229 When approaching a subject, you may use the following hand-clearing technique: 1. Maintain an appropriate reactionary gap. 2. Visually scan the area for potential threats. 3. Assume an appropriate stance. 4. Identify yourself as an officer, if appropriate. 5. Use clear, concise verbal commands. 6. Tell the subject to expose both palms. (See Figure 4-14) ; HL433.8. Demonstrate hand clearing Figure 4-14: Reactionary gap and hand clearing 230 / Florida Basic Recruit Training Program (HL): Volume 2 Reaction time principle is the amount of time it takes for the brain to process a physical threat and the body to respond. This process involves perceiving and analyzing the threat, forming a strategy, and initi- ating motor action(s). In other words, the officer sees the threat, figures out what to do, and then takes action. ; HL433.9. Define reaction time principle The person who effectively manages the distance in a use of force encounter has a better chance of suc- cess. This applies during grappling and striking. Managing distance doesn’t only mean moving away from a threat; it can also mean closing distance between you and the subject. Managing the distance helps you control the encounter. Always consider environmental factors, such as being surrounded by a crowd or being in a confined area. Evasion and Redirection Use evasion and redirection movements to avoid or redirect an attack. Evasion is simply shifting your body or sidestepping to avoid the attack. Redirection is using empty-hand techniques to move the subject away. Using evasive and redirecting tactics may allow time to disengage, escape, or use other force options (such as blocks or strikes). (See Figures 4-15 and 4-16) ; HL433.10. Demonstrate evasion and redirection techniques Figure 4-15: Evasion Chapter 4 Criminal Justice Defensive Tactics / 231 Figure 4-16: Redirection 232 / Florida Basic Recruit Training Program (HL): Volume 2 4 Unit 3: Defensive Tactics Techniques Lesson 4: Pressure Points Lesson Goal At the end of this lesson, you will understand the concept of pain compliance and its use in control- ling resistant subjects and be able to demonstrate how to apply a pressure point technique. Pressure points are techniques used to control resistant behavior by using pain compliance. Pressure or leverage is applied using a fingertip or thumb tip to target a nerve, joint, or sensitive area, causing pain and compliance to verbal direction. These techniques do not work on every person or in all situations, but they are generally effective. The two main components of pressure point techniques are: touch pressure—touching the location of a nerve or sensitive area and applying continual, unin- terrupted pressure with the tip of the finger(s) or thumb until the subject complies stabilization—immobilizing the subject’s head so the subject cannot move or escape; be careful not to apply too much pressure or torque on the neck or spine when stabilizing the head As soon as the subject complies by obeying your commands, release pressure to stop the pain. On all pres- sure point techniques, applying pressure longer than three to five seconds without a response may result in an adrenaline surge. This may cause the subject to exhibit symptoms similar to survival responses, an inability to feel pain, extraordinary strength, or selective hearing. Use caution when applying a pressure point technique. The subject’s hands are free and you must move inside the danger zone. Also, be aware of the possibility of being bitten by the subject. Pressure point techniques covered in this lesson include: under the jaw hollow behind the ear hollow behind the collarbone elbow under the shoulder blade ; HL434.1. Demonstrate pressure point techniques Chapter 4 Criminal Justice Defensive Tactics / 233 Under the Jaw Use this technique when you want a seated, kneeling, or prone subject to stand up. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject’s head. Locate the pressure point(s) under the jawbone. 4. Apply pressure until the subject is compliant. 5. Decrease the pressure when the subject complies. Do not release control, just the pressure. If the subject begins to resist again, reapply the pressure. 6. Follow up with appropriate action(s). (See Figure 4-17) Figure 4-17: Pressure points– under the jaw A and B 234 / Florida Basic Recruit Training Program (HL): Volume 2 Hollow Behind the Ear Use this technique on a seated or prone subject or on a subject who is holding onto a fixed object. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject’s head. Locate the pressure point in the hollow behind the ear. 4. Apply pressure inward and toward the nose until the subject complies. 5. Decrease the pressure when the subject complies. Do not release control, just the pressure. If the subject begins to resist again, reapply the pressure. 6. Follow up with appropriate action(s). (See Figure 4-18) Figure 4-18: Pressure points–hollow behind the ear A, B, and C Chapter 4 Criminal Justice Defensive Tactics / 235 Hollow Behind the Collarbone Use this technique when you want a standing subject to sit, lie down, or move to another location. You can employ this technique from either the front or the side of the subject. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject. 4. Locate the pressure point behind the collarbone. 5. Apply pressure toward the feet until the subject is compliant. 6. Decrease the pressure when the subject complies. Do not release control, just the pressure. If the subject begins to resist again, reapply the pressure. 7. Follow up with appropriate action(s). (See Figure 4-19) Figure 4-19: Pressure points–hollow behind the collarbone 236 / Florida Basic Recruit Training Program (HL): Volume 2 Elbow Under the Shoulder Blade Use this technique to reach the arms or wrists (for example, for handcuffing) of a subject who is on their stomach with their hands tucked under them. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject where they are face down, on their stomach. 4. Bend your elbow and place it on the subject’s back along the spine at the shoulder blade. 5. Apply downward pressure with the elbow until the subject is compliant. 6. Decrease the pressure when the subject complies. If the subject begins to resist again, reapply the pressure. 7. Follow up with appropriate action(s). (See Figure 4-20) Figure 4-20: Pressure points– elbow under the shoulder blade A and B Chapter 4 Criminal Justice Defensive Tactics / 237 4 Unit 3: Defensive Tactics Techniques Lesson 5: Escorts and Transporters Lesson Goal At the end of this lesson, you will be able to demonstrate proper escort and transporter techniques. Officers may encounter subjects who refuse to obey their commands but demonstrate no physical resis- tance. You can use pain compliance, mechanical compliance, or joint manipulation techniques to move the unwilling subject from one location to another. These techniques are called escorts and transporters. These escort and transporter techniques are the basis for some takedowns. When using an escort or trans- porter technique, you enter the danger zone and should always be aware of your weapon’s proximity to the subject. Escorts The escort position is a technique used to move a subject from one point to another without using pain compliance. It provides minimal control of the subject through leverage. If a subject resists, you may move to a transporter technique. Escort Position An escort may be your first physical contact with a subject. You apply pressure or leverage on a joint to lock it, and the subject complies. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Maintain an appropriate stance. 3. Make contact with the subject’s arm by grasping simultaneously the wrist and the upper arm just above the elbow. 4. Turn the subject’s palm so that it is facing you. 5. Move the subject, or follow up with appropriate action(s). (See Figure 4-21) 238 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-21: Escort positions A, B, and C Transporters Transporters, sometimes called come-along holds, are techniques used to move a subject from one point to another with pain compliance or mechanical compliance. The following transporter techniques are included in this lesson: hammer lock shoulder lock Hammer Lock Transporter The hammer lock is a useful technique applied when a subject tries to pull away from the escort position. This technique uses pain compliance and mechanical compliance by moving the subject’s arm behind their back. It can also be applied on a handcuffed subject. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Begin from the escort position. 3. A strike or diversion may be necessary to complete the technique. 4. Mirror the controlled hand and rotate the subject’s controlled hand while sweeping the subject’s hand behind their back. 5. Maintain control by bending the wrist. 6. Control or move the subject, or follow up with appropriate action(s). (See Figure 4-22) Chapter 4 Criminal Justice Defensive Tactics / 239 Figure 4-22: Hammer lock transporter 240 / Florida Basic Recruit Training Program (HL): Volume 2 Shoulder Lock Transporter The shoulder lock transporter is a good controlling technique because of the position in which you put the subject’s arm. This technique incorporates pain compliance, joint manipulation, and balance displacement. It can also be applied on a handcuffed subject. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Begin from the escort position. 3. A strike or diversion may be necessary to complete the technique. 4. Raise the subject’s elbow upward, then roll the subject’s shoulder forward. 5. Push the controlled arm behind the subject’s back, over your forearm, placing your hand on the subject’s triceps. 6. Reach across the subject’s back and control the subject’s head with your right hand (for example, by grabbing behind the subject’s neck or the opposite shoulder). 7. Maintain control, or follow up with appropriate action(s). (See Figure 4-23) ; HL435.1. Demonstrate escort and transporter techniques Chapter 4 Criminal Justice Defensive Tactics / 241 Figure 4-23: Shoulder lock transporter 242 / Florida Basic Recruit Training Program (HL): Volume 2 4 Unit 3: Defensive Tactics Techniques Lesson 6: Restraint Devices Lesson Goal At the end of this lesson, you will be able to demonstrate the proper application and removal of restraint devices. Restraint devices are tools, such as handcuffs, which are designed to temporarily restrain a subject’s move- ments. There are other types of restraint devices, including waist chains (with black box), leg restraints (leg irons), and flexible leg restraints, that you may use in different circumstances. Handcuffs Handcuffs are temporary restraint devices frequently used to control a subject. Because handcuffing does not render a subject harmless, subjects should be continuously monitored to ensure officer safety. Apply- ing handcuffs places the officer inside the reactionary gap or the danger zone. The subject may try to resist after the first handcuff is applied. Prepare to respond with an appropriate action. The handcuffing procedure must be done in a controlled manner, to minimize potential harm to both of- ficer and subject. Using the nomenclature illustration, identify the parts of handcuffs. (See Figure 4-24) Figure 4-24: Handcuff nomenclature Handcuffs or any other restraint device must be kept in working order. Properly holster or load the handcuffs consistent with your cuffing technique. Chapter 4 Criminal Justice Defensive Tactics / 243 Three-Point Pin Usually, a three-point pin is used to control the subject for handcuffing. The three-point pin can effectively control the subject through mechanical and/or pain compliance by using the subject’s shoulder and wrist. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Once a subject has been taken to the ground, maintain control of the subject’s right arm. 3. Maintain the bent wrist on the subject’s right arm to gain compliance. 4. Place your right knee across the subject’s right shoulder blade. Avoid pressure to the spinal cord and neck when placing your knee or shin on the subject’s shoulder. 5. Place your left knee on the ground close to the subject’s rib area with the subject’s upper arm on the front of your thigh. 6. Remain on the balls of your feet throughout the pin to allow quick recovery to a standing posi- tion. (See Figure 4-2.) Figure 4-25: Three-point pin 244 / Florida Basic Recruit Training Program (HL): Volume 2 Handcuffing Technique Handcuffing techniques may vary depending on the compliance level of the subject, but the basic steps for applying handcuffs are as follows: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Visually inspect and direct the subject into a position that prepares for handcuffing. 3. Approach the subject. Note: If a weapon has been drawn, safely manage the weapon before ap- proaching the subject. 4. Draw the handcuffs from the holster. 5. Place one handcuff on one wrist. 6. Place the other handcuff on the other wrist. 7. Check for proper fit. 8. Double lock the handcuffs. 9. Search the subject. This technique can be used from a variety of positions, including kneeling (see Figure 4-26), standing from a rear or front approach (see Figure 4-27), or prone (see Figure 4-28). With non-compliant subjects, use controlling techniques to apply the handcuffs. Figure 4-26: Handcuffing–kneeling position Chapter 4 Criminal Justice Defensive Tactics / 245 Figure 4-27: Handcuffing–standing position 246 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-28: Handcuffing– prone position Chapter 4 Criminal Justice Defensive Tactics / 247 Removing Handcuffs To remove handcuffs, follow these steps: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Visually inspect and direct the subject into a position that prepares for removing handcuffs. 3. Approach the subject. 4. Draw the handcuff key. 5. Remove the handcuff from one wrist and close the cuff. 6. Control the subject’s uncuffed hand. 7. Remove the other handcuff and close it. 8. Move away from the subject. (See Figure 4-29) Figure 4-29: Removing handcuffs 248 / Florida Basic Recruit Training Program (HL): Volume 2 Waist Chains Waist chains are another type of restraint device, typically used by correctional officers to secure a subject when moving an inmate from one location to another. To apply waist chains, you will need verbal control of the subject. 1. Use loud, clear verbal commands throughout the process. 2. Position the subject facing you with their hands in front and palms facing each other. The sub- ject’s hands should be about 6 inches away from their body. 3. Facing the subject, place the handcuffs on their wrists, check for proper fit, and then double lock the cuffs. 4. Attach the black box to the handcuffs from the bottom up. Insert the elongated end of the chain to the backside of the black box. 5. Direct the subject to turn around, wrapping the chain around their waist, ensuring proper fit. 6. Have the subject pull their hands toward their body to take the slack out of the chain. Use a pad- lock to go through both lengths of the chain and secure on the subject’s side. (See Figure 4-30) Figure 4-30: Waist chains Chapter 4 Criminal Justice Defensive Tactics / 249 Leg Restraints Leg restraints, also called leg irons, are generally used along with waist chains to limit the movement of a subject. To apply leg restraints: 1. Use loud, clear verbal commands throughout the process. 2. Hold the leg restraints with the double bar facing the subject’s legs. This will ensure that the key holes are facing down. 3. Have the subject lean against a wall or kneel on a chair to maintain a balanced stance. 4. Apply the leg restraints to each ankle, check for proper fit, and then double lock them. (See Fig- ure 4-31) Figure 4-31: Leg restraints 250 / Florida Basic Recruit Training Program (HL): Volume 2 Flexible Restraints Flexible cuffs and flexible leg restraints are two common types of flexible restraints. Flexible cuffs are a useful tool for restraining single or multiple subjects. These types of restraints are most commonly associ- ated with multiple arrests or transports. They are lightweight plastic or nylon and easy to carry but have a high tensile strength. Flexible leg restraints, “hobbles,” are a useful tool for restraining a subject who is kicking, trying to run away, or posing a safety threat. Applying flexible leg restraints is best performed by more than one officer. Flexible Cuffs Using a single flexible cuff or a double flexible cuff, place the cuff around the subject’s wrists. Before tight- ening them, place an index finger against the subject’s wrist and tighten the flexible cuff to your index finger and the wrist. Remove your index finger and ensure the flexible cuffs are not cutting off blood circula- tion. Repeat this process with the second flexible cuff. Removing Flexible Cuffs Use care when removing flexible cuffs. Make certain the cutting instrument used to remove the cuffs does not have sharp pointed ends or an exposed blade. For example, do not use a pocket knife or a box cutter. Place the cutting instrument between the flexible cuff and the subject’s wrist. Using the appropriate pres- sure, carefully cut through the flexible cuffs. Remove and dispose of flexible cuffs properly. Flexible Leg Restraints When applying flexible leg restraints use loud, clear verbal commands throughout the process. 1. Control the subject by handcuffing them and placing them in the prone position. Your partner will control the subject’s upper body, either with a three-point pin or a wrist compression. 2. Move close to the subject, and kneel or squat near the subject’s legs. Control the subject’s legs by grabbing and wrapping your hands around them, working your way to the subject’s feet. 3. While holding the subject’s feet together, slide the restraints over the lower half of the subject’s legs. Keep the restraints above the subject’s ankles. 4. Tighten the restraint device by pulling the excess portion. The restraint should be tight enough to restrict leg movement while allowing normal blood flow. 5. To further restrict the subject’s movement, clip the excess to the handcuff chain by bending the subject’s legs at the knees to a 90° angle behind the subject. Place the subject in a sitting position or lying on their side. ; HL436.1. Demonstrate using restraint devices Chapter 4 Criminal Justice Defensive Tactics / 251 4 Unit 3: Defensive Tactics Techniques Lesson 7: Frisks and Searches Lesson Goal At the end of this lesson, you will be able to demonstrate pat down, custodial, and inmate clothed searches and articulate the process for conducting a strip/unclothed search. A search is a government intrusion into a place in which a person has a reasonable expectation of privacy. Because inmates and probationers have a significantly reduced expectation of privacy, searches by correc- tions and probation officers are much less limited by Fourth Amendment concerns. Three search techniques are typically used in the defensive tactics context: pat down, custodial, and inmate. Pat-Down Technique A pat down is a physical frisk of a subject conducted in a predetermined pattern to locate weapons. Before a law enforcement officer may conduct a pat down, they must have reasonable suspicion that the subject is armed. (See s. 901.151, F.S., Stop and Frisk Law.) Reasonable suspicion means that facts or circumstances exist that reasonably indicate that the person has committed, is committing, or is about to commit a viola- tion of the law. “The purpose of a pat down is not to discover evidence of a crime but to allow the officer to pursue his or her investigation without fear of violence.” See Adams v. Williams, 407 U.S. 143 (1972). Under the plain touch/feel doctrine, the officer may seize any object “whose contour or mass” the officer identifies as apparent contraband. See Minnesota v. Dickerson, 508 U.S. 366 (1993). A law enforcement of- ficer may pat down only the outside of the clothing for weapons. When conducting a pat down: 1. Use loud, clear verbal commands throughout the process. 2. Be aware of verbal and non-verbal cues that indicate the probability of aggressive behavior. Re- member that you are in the danger zone. 3. Visually scan the subject while assuming the interview stance. 4. Have the subject lift their arms to tighten clothing so you can visually search potential conceal- ment areas, such as the waistline. 5. Have the subject move their hands away from their body. 6. Have the subject place their hands in a way so they can be controlled. 7. Physically control the subject’s hands. 252 / Florida Basic Recruit Training Program (HL): Volume 2  8. Keep the subject off balance. 9. Conduct the pat down in a predetermined pattern. 10. Follow up with appropriate action(s). If you find a weapon, take it and place it beyond the subject’s reach in a safe location. If handcuffing is not tactically sound, follow up with appropriate action(s). (See Figure 4-32) Figure 4-32: Pat down Chapter 4 Criminal Justice Defensive Tactics / 253 Custodial Search Technique A custodial search technique is used when a subject is taken into custody in an unsecured environment. Unlike the pat down, this is a complete search of the subject. Perform a custodial search of a subject in a systematic and predetermined pattern using the quadrant search approach; this divides the body into four sections horizontally and vertically. During this close con- tact inside the danger zone, you are most vulnerable to a subject’s physical assault. For this reason, hand- cuff first and then search. The primary purpose of a custodial search is to detect potential weapons or contraband. By searching the subject’s body, you should be able to detect items hidden in their clothing or on their body. You may search inside the waistband and pockets; however, you must be careful to avoid being injured by sharp objects, for example, needles and razor blades. Follow agency policies regarding searching a subject of the opposite sex. You may modify the hand posi- tion to avoid the appearance of inappropriate contact. If possible, there should be a witness to the search. When searching a handcuffed subject, do the following: 1. Use loud, clear verbal commands throughout the process. 2. Keep the subject off balance. 3. Physically control the subject’s hands. 4. Conduct the search in a predetermined pattern. The groin is one of the most commonly over- looked areas. Remain professional and focus on conducting a proper, thorough search. 5. Follow up with appropriate action(s). (See Figure 4-33) Figure 4-33: Custodial search 254 / Florida Basic Recruit Training Program (HL): Volume 2 Inmate Search Techniques Searches of inmates are primarily designed to uncover contraband, prevent escapes, maintain sanitary standards, and eliminate safety hazards. There are three types of inmate searches: clothed, strip/unclothed, and body cavity. Clothed Search Clothed searches of inmates can be conducted at random by officers during the course of their daily rou- tine. A female officer may conduct a search of a clothed male inmate. A male officer will conduct a clothed search of a female inmate only during an emergency situation as determined by the shift supervisor. The only exception to this provision is an instance when time and circumstances do not permit the presence of a female officer or consultation with the shift supervisor. If there is an imminent threat of physical violence, a search may be needed to secure the inmate to prevent injury to staff or other inmates. Like a custodial search, a clothed search follows the quadrant search approach. In an institutional set- ting, however, handcuffing is not required because there is little risk of escape. Officers should be aware, though, of their vulnerability to a physical assault. To conduct a clothed search: 1. Use loud, clear verbal commands throughout the process. 2. Remove or have the inmate remove the contents of their pockets and take off their shoes and hat. 3. Inspect the shoes, hat, and personal effects before proceeding. 4. Keep the inmate off balance. 5. Maintain visual contact with the inmate’s hands (for example, have the inmate face the wall with hands on the wall). 6. Conduct the search in a predetermined pattern. 7. Follow up with appropriate action(s). Strip/Unclothed Search A strip/unclothed search is done visually. The officer does not touch the inmate during the search. Strip/unclothed searches of an inmate may be conducted only by correctional officers who are of the same sex as the inmate, except in emergency circumstances. Inmates will generally be unclothed and searched upon their arrival at the correctional institution after returning from court, other institutions, any place where they may have come in contact with the public, or after an escape or attempted escape. There may be other occasions for a strip/unclothed search based on agency policies, or if there is reason to believe an inmate possesses contraband. Before you can conduct a strip/unclothed search, you must move the inmate out of view of the inmate population. Only the inmate and staff involved will be present during the search. Chapter 4 Criminal Justice Defensive Tactics / 255 To conduct a strip/unclothed search: 1. Use loud, clear verbal commands throughout the process. 2. Have the inmate remove all clothing. 3. Search the inmate’s hair, ears, and mouth (dentures must be removed). 4. Visually check the entire body including armpits, hands, pubic region, between the toes, soles of the feet, inner portions of the legs, and groove between the buttocks. Any bandages or casts should be thoroughly examined by medical staff. 5. Search every article of clothing and personal property, including collars, cuffs, lapels, seams, and linings. Examine shoes for split soles, false linings, and removable insoles or heels. 6. Follow up per agency policies based on the results of the search. Body Cavity Search Body cavity searches of inmates may be done only by appropriate health services staff members according to agency policies. ; HL437.1. Demonstrate conducting physical frisks and searches 256 / Florida Basic Recruit Training Program (HL): Volume 2 4 Unit 3: Defensive Tactics Techniques Lesson 8: Blocks and Strikes Lesson Goal At the end of this lesson, you will be able to demonstrate blocking techniques and properly executed and effective strikes to distract, incapacitate, or gain control of a subject. Blocks Blocks are reaction techniques using the arms, legs, or body to deflect or redirect an impending strike from a subject to areas of the body. This lesson covers blocks to defend the upper and mid areas of the body. Upper Area Block In the upper area, use the arms to protect from the neckline to the top of the head. The officer can transi- tion to another action, such as counterstrikes. (See Figure 4-34) Figure 4-34: Upper area block Chapter 4 Criminal Justice Defensive Tactics / 257 Mid Area Block In the mid area, use the arms to protect the torso and the face. The officer can transition to another action, such as counterstrikes. (See Figure 4-35) ; HL438.1. Demonstrate blocking techniques Figure 4-35: Mid area block Strikes An empty-hand striking technique is any impact technique using hands, arms, elbows, feet, legs, knees, or head to strike a subject in an offensive or defensive situation. The entire body can be used as a weapon. This could include punching, hitting, kicking, or slapping. Striking techniques have specific target areas. Some target areas involve nerve motor points in muscles. When struck, the impact may cause disruption of nerve tissue leading to incapacitation or motor dys- function. Temporary motor dysfunction is a type of incapacitation that causes temporary impairment of muscle control, such as a cramp. Strikes to the skeletal structure are also effective. 258 / Florida Basic Recruit Training Program (HL): Volume 2  Target Areas—Empty-Hand Strikes DF means deadly force, and NDF means non-deadly force. (See Figure 4-44) The expected effect of NDF strikes is to disable or cause temporary motor dysfunction. Front of Shoulder (NDF)—Strike with an empty hand. Top of Forearm (NDF)—Strike with an empty hand. Inside of Forearm (NDF)—Strike with an empty hand. Outside of Thigh (NDF)—Strike with an empty hand, leg, or knee. Inside of Thigh (NDF)—Strike with an empty hand, leg, or knee. Center of Abdomen (NDF)—Strike with an empty hand. Top of Calf (NDF)—Strike with an empty hand, foot, knee, or leg. Chest (NDF)—Strike with an empty hand. Side of Neck (NDF)—Strike with an empty hand. Head (NDF)—Strike with an empty hand. Strikes to certain areas of the head have the potential for injury depending on the amount of force used. Throat (DF)—Strike with an empty hand. Striking the throat is considered deadly force. Eyes (NDF)—Strike with an empty hand. Striking the eyes is considered non-deadly force, but gouging the eyes is considered deadly force. Groin (NDF)—Strike with an empty hand, knee, or leg. Striking a subject in the groin may be an effective escape from a close-quarter body hold. ; HL438.2. Identify target areas for empty-hand strikes Chapter 4 Criminal Justice Defensive Tactics / 259 Figure 4-36: Empty hand target areas There are two methods of delivering strikes: penetration and snap-back. A penetrating strike is typically used to strike a muscle. The penetration of the muscle and nerves in the target area results in a full transfer of kinetic energy that increases the power of the strike. All targets are struck with the intention of preventing or stopping aggressive action. A snap-back strike is delivered and then retracted very quickly, thus enabling multiple strikes, creating distance, setting up the next techniques, and causing distraction to the subject. A snap-back may be deliv- ered with any body part used for striking, kicking, punching, and so on. A boxer’s jab is one example of a snap-back. 260 / Florida Basic Recruit Training Program (HL): Volume 2 Swinging and thrusting are two types of strikes. A swinging strike generates less power on impact due to the greater amount of surface area of the target. A thrusting strike magnifies the delivered power due to the smaller surface area making contact with the target area. Two variables account for the amount of power generated in a strike; the amount of mass delivered with the striking weapon (that is, fist, foot, baton) and the velocity (speed) at which it is delivered. To generate maximum power effectively, you need a wide stable stance. Twist your upper torso and hips into the strike to allow the maximum amount of mass to complement the striking weapon. The faster the strike, the more power you will generate. ; HL438.3. Demonstrate striking techniques Some strikes may be used as a diversion technique. Diversion is a technique that interrupts the subject’s concentration so that energy is redirected from the current focus. Diversion techniques can be used to gain space when you are held in a close-quarter body hold and can assist in applying other defensive tactics, such as takedowns and transporters. In certain situations, any strike can be used as a diversion. ; HL438.4. Demonstrate diversion techniques This section covers several types of striking and kicking techniques: palm heel strike punches hammer fist strike backfist strike elbow strike knee strike front kick angle kick Chapter 4 Criminal Justice Defensive Tactics / 261 Palm Heel Strike You can use the palm heel strike to defuse a situation and gain control of a subject. This strike may be delivered to the center of the subject’s chest primarily as a diversion technique or to the face as an inca- pacitating technique. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Thrust the hand forward, striking the target area with the palm heel of the hand. 5. Rotate your shoulders and hips to deliver the strike. 6. Follow up with appropriate action(s). (See Figure 4-37) Figure 4-37: Palm heel strike 262 / Florida Basic Recruit Training Program (HL): Volume 2 Punches You can punch to gain control of a situation by stunning the subject before using other techniques, such as a takedown followed by handcuffing. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Make a fist. To make a proper fist, roll the fingers, tuck, and lock into the palm of the hand with thumb pressure. 5. Use the knuckles to strike the specific target area. 6. Follow up with appropriate action(s). (See Figure 4-38) You can use punches from multiple angles and deliver punches to different areas of the body. Examples include jabs, crosses, hooks, upper cuts, overhands, and strikes with the back of the hand, forearm, or knuckles, or a variety of combinations. Figure 4-38: Punches Chapter 4 Criminal Justice Defensive Tactics / 263 Hammer Fist Strike The hammer fist strike is one of the most powerful strikes you can use. A properly delivered strike usually causes the subject to release their grip in a situation where the subject suddenly grabs your wrist, equip- ment, or part of your clothing. Using a hammer fist temporarily disables the subject and lets you escalate, de-escalate, or disengage. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Make a fist. 5. Use the bottom of the fist to strike the target area. 6. Follow up with appropriate action(s). (See Figure 4-39) Figure 4-39: Hammer fist strike 264 / Florida Basic Recruit Training Program (HL): Volume 2 Backfist Strike When attacking from the rear, a properly delivered backfist strike can often give you a tactical advantage and may incapacitate or break the concentration of the attacker. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Make a fist. 5. Use the back of the fist to strike the target area. 6. Follow up with appropriate action(s). (See Figure 4-40) Figure 4-40: Backfist strike Chapter 4 Criminal Justice Defensive Tactics / 265 Elbow Strike You can use the elbow strike as an initial or follow-up strike to incapacitate the subject and create distance when you are close to the subject. This strike is not executed with the tip of the elbow but with the area of the arm about 1 inch below or above the elbow. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Make a proper fist. 5. Bend your elbow to a 90° angle. 6. Rotate your shoulders and hips to deliver the strike. 7. Follow up with appropriate action(s). (See Figure 4-41) Figure 4-41: Elbow strike 266 / Florida Basic Recruit Training Program (HL): Volume 2 Knee Strike You can use the knee strike when you are near a resistant or combative subject. Use it to gain control or distance. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Assume an appropriate position. 3. Identify the target area. 4. Drive your knee forward into the target area. 5. Follow up with appropriate action(s). (See Figure 4-42) Figure 4-42: Knee strike Chapter 4 Criminal Justice Defensive Tactics / 267 Front Kick When an aggressive subject advances toward you, use the front kick to stop the subject’s forward momentum. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Transfer your balance to the support leg. 3. Lifting the knee, snap the foot forward. 4. Strike the target with either the ball or bridge of the foot. 5. Follow up with appropriate action(s). (See Figure 4-43) Figure 4-43: Front kick 268 / Florida Basic Recruit Training Program (HL): Volume 2 Angle Kick The angle kick can disable a subject who begins to attack you. For maximum effectiveness, use a penetrat- ing strike. This kick can be delivered without getting close to the subject. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Transfer your balance to the support leg. 3. Lift the knee of the kicking leg and rotate the hip. 4. Either snap or thrust the leg toward the targ