LE Chapter 2 Communications PDF

2 Communication Unit 1: Fundamentals of Communication Lesson 1: Communication Basics / 37 Lesson 2: Verbal and Non-verbal Communication / 41 Lesson 3: Conflict Resolution and De-escalation / 44 Unit 2: Professional Communication Lesson 1: Knowing You...

2 Communication Unit 1: Fundamentals of Communication Lesson 1: Communication Basics / 37 Lesson 2: Verbal and Non-verbal Communication / 41 Lesson 3: Conflict Resolution and De-escalation / 44 Unit 2: Professional Communication Lesson 1: Knowing Your Community and Interacting with the Public / 47 Lesson 2: Core Communication Competencies / 50  2 Communication  Unit 1: Fundamentals of Communication 2 Lesson 1: Communication Basics Lesson Goal At the end of this lesson, you will be able to communicate effectively using empathy, courtesy, and professionalism while serving your community. Think About This While on patrol a resident approaches you and says they are angry because of an increase of burglaries in their neighborhood. They begin to raise their voice and ask you why the police aren’t doing more to protect their homes. How could you help de-escalate this situation? In this chapter, you will learn several communication skills that will make you safer and more effective in your work as a law enforcement officer. Officers who possess strong interpersonal skills can respond ap- propriately and potentially avoid triggering or escalating a crisis situation. Law enforcement officers interact with people of many backgrounds, cultures, religious beliefs, and eth- nicities. You should be able to adapt your communication style to fit the needs of the people you are interacting with and to fit the situation at hand. Miscommunication may create problems and potential safety issues. Miscommunication happens for different reasons: unclear expression, communication bar- riers, or a failure to understand the other person’s needs. Having good communication skills will help you avoid misunderstandings and escalation of tense situations. This will help keep you and the community you serve safe. Communication involves the exchange of messages, verbally and non-verbally. Communication methods include spoken or written language, gestures, facial expressions, and body movements. For communication to occur, the speaker must send their message in a way that the listener will under- stand. Then, the listener can show that they understand by responding. Refer to the following diagram demonstrating effective communication. ; LE211.1. Describe the components of effective communication Chapter 2 Communication / 37  Communicating Effectively Think First Assess Response Deliver Message Allow Time for Understanding Figure 2-1: Communicating effectively Characteristics of an Effective Communicator Empathy Think of empathy as a tactic you can use to help in the situations you will encounter as a law enforcement officer. Empathy is the ability to understand and care about the emotions of others. Empathy is not the same as sympathy, which is feeling sad for someone. Empathy allows you to connect with someone. When you are empathetic, you think about how that person must be feeling and how you would feel in that same situation. Officers can use empathy in many settings to help keep situations safe for everyone. For example, you respond to a call about a person loitering in front of a store. Use empathy to help navigate the situation. Consider that this person might be fearful of the police and unsure of the situation. Think back to times when you were afraid or felt unsafe and use these experiences to let this person know that you understand how afraid they might be. Using empathy to put yourself in another’s shoes will also help you employ the four pillars of procedural justice. If you were in the same situation, you would want to be listened to, treated with respect and fair- ness, and know what was going on. These behaviors may seem basic, but in a stressful or volatile encounter, empathy can mean the difference between escalating into violence or keeping everyone safe and secure. ; LE211.2. Describe the role of empathy in effective communication 38 / Florida Basic Recruit Training Program (LE): Volume 1 Courtesy Courtesy is how you display professional conduct or show respect for others. The following tips may help you demonstrate courtesy as an officer: Be personal yet professional by introducing yourself by name and using the person’s name to establish rapport. Treat every person you meet with dignity and respect. Avoid words, phrases, and a sarcastic tone that may create barriers. An example is using the word “obviously” when the situation may not be obvious to someone else. Another expression to avoid is the phrase “you people,” which establishes an instant separation between you and the people you are addressing. When a person’s request seems unrealistic, instead of focusing on what cannot be done, redirect the focus to what can be done. Explain what actions you are taking and why. Maintaining a professional, courteous demeanor will help you respond appropriately to situations and can make the public more likely to assist you. ; LE211.3. Practice courtesy throughout your career Professionalism Professionalism is behavior that demonstrates good character and is marked by pride in yourself and your career. The characteristics of a professional include service, integrity, respect, quality, fairness, honesty, courage, compassion, moral and ethical leadership, trustworthiness, and common sense. Some examples of professionalism include: doing the right thing when no one is looking knowing your job, being competent dressing professionally maintaining a calm presence recognizing and admitting your mistakes being courteous practicing customer service maintaining your training and continuing education Be mindful of your attitude and assume one that supports the professional behavior you should display ev- ery time you go to work. Your attitude shapes your expectations of what will happen in any given situation, and it affects how people perceive you. An officer with a professional and positive attitude is a valuable member of society and of the law enforcement community. Chapter 2 Communication / 39 Another way to maintain professional behavior is to practice the four pillars of procedural justice, and the LEED framework—listen, explain, equity, dignity—in all your interactions. Remembering the LEED frame- work will give you guidelines to follow and make it easier to remain professional in a variety of situations. ; LE211.4. Demonstrate professionalism throughout your career Projecting a Positive Self-Image Command presence, an officer’s most valuable non-verbal tool, is your demeanor and confidence exhibited by personal appearance, erect posture, alertness, and attention to surroundings. You can improve your self-confidence, credibility, and command presence through training, education, and experience. Displaying a positive self-image extends to every role you play as a law enforcement officer, and will vary depending on which role you are serving at the moment—as a supporter, stabilizer, or enforcer. For in- stance, when acting as a supporter, maintain your command presence, but adjust it to fit the situation. An example might be when speaking to a victim, sitting down with them instead of standing over them. In this way, you are still in control of the situation and conveying ability, but also making the victim more comfortable. Being aware of what role you need to take on will help you determine a suitable professional response for that situation. Project a positive self-image in your physical appearance. It is the first non-verbal message you give upon arriving at a scene. Keep your uniform clean and pressed and your shoes shined. Maintain your personal hygiene. This demonstrates respect for your job and the people in the community you serve. ; LE211.5. Recognize the importance of having a positive self-image 40 / Florida Basic Recruit Training Program (LE): Volume 1  Unit 1: Fundamentals of Communication 2 Lesson 2: Verbal and Non-verbal Communication Lesson Goal At the end of this lesson, you will be able to interpret non-verbal and verbal communication, taking into consideration the context of the incident. Think About This You have responded to a domestic disturbance at an apartment complex. When the tenant opens the door, he tells you that everything is fine, but he is sweating, breathing heavily, and has an expression of terror on his face. How can you read his non-verbal communication to help you assess the situation? Verbal and Non-verbal Cues The more you understand verbal and non-verbal cues, the greater your ability to communicate and choose responses appropriately. Constantly evaluating your verbal and non-verbal communication as well as the verbal and non-verbal communication of the people you are interacting with is important to your job and safety. For example, you may observe that a person’s verbal communication (what they say with words) during a traffic stop seems unemotional but their non-verbal communication seems aggressive. Non-verbal communication is any message or signal sent from one person to another without the explicit use of language. Some communication cues include: Voice and tone—verbal communication is not just what we say but how we say it. Pay attention to how loud you speak and your tone and inflection. Ask yourself: What are the tone, volume, and pitch of the person’s voice? Does my tone of voice indicate sarcasm, confidence, compassion, or anger? What words are used, and how are they spoken? General appearance and dress—all of us make judgments based on a person’s appearance. However, it is important to stay objective regarding a person’s way of dressing. Posture—posture refers to the way we sit, walk, stand; it can include our bearing, subtle movements, and general presence. When you ask someone about their timeline on the date of a crime, does the person shift their weight or suddenly cross their arms? Does someone’s non-verbal communication match what they are saying to you? Does the per- son’s posture help validate or contradict what they say? Chapter 2 Communication / 41 Body movement—body movements often offer vital non-verbal cues. We use our body movement to com- municate our attitude or our emotional state by facing or leaning toward a person or through moving away from a person. When you interview someone, what is your body language saying? Do you lean forward to indi- cate interest? Does the person you’re talking to exhibit physical indicators, including rocking back and forth, twitching their eyes, or shaking their legs? These behaviors could indicate that the person is ner- vous and is trying to soothe themselves or could be indicators of fight or flight. Facial expressions—we are able to express many emotions through our facial expressions, without saying a word. The good thing is that most facial expressions are universal. For example, the facial expressions for sorrow, joy, surprise, rage, disgust, and terror are the same across most cultures. When communicating with others, listen attentively and ask yourself questions like, “What facial expression is this person making, and does it provide additional information?” Does the person’s facial expression match the verbal message they are sending? A person may tell you that they are fine, but their facial expression may be one of rage. Touch—non-verbal behavior regarding touch also depends on the person. You may find yourself having to touch people to perform your duties. For example, when consoling a victim, you may give a reassuring pat on the shoulder to show empathy, or you may have to physically redirect someone to a particular loca- tion. Think about what messages you are giving to others when you touch them, and make sure to always respect someone’s boundaries if they seem uncomfortable or don’t want to be touched. Smell—smell can sometimes be a barrier to communication. For example, some people may not share your expectations of personal hygiene, may have certain medical conditions, or may have dietary restrictions, that cause them to smell differently. Avoid making false judgments about people with whom you interact. Personal space—personal space varies greatly from one person to another. While it may be acceptable in some cultures to move into close proximity to communicate, it may not be in others. Be mindful when you move within someone’s personal space; you may make them uncomfortable, limiting your ability to com- municate with them. Eye contact—your ability to establish, maintain, and understand eye contact will enhance your ability to communicate effectively. Factors such as personality, cultural background, nervous tension, medical condi- tion, and emotional state can influence eye contact. Use your knowledge of eye contact to help determine someone’s emotional state. Two concepts that you should be aware of are mutual gaze and break of gaze. ; LE212.1. Describe the elements of verbal and non-verbal communication Mutual gaze is the common level of eye-to-eye contact that two people have when conversing. Mutual gaze usually starts when someone is trying to get someone else’s attention. For example, as an officer, while interviewing a subject who appears hesitant to reveal information, you might establish mutual gaze by nodding your head and maintaining eye contact to encourage the subject to continue to talk. A break of gaze usually occurs when a person unintentionally or intentionally drops their gaze from the person looking at them. This could be caused by: personality emotional state 42 / Florida Basic Recruit Training Program (LE): Volume 1  traumatic event cultural norms recalling information If a person breaks their gaze, it may indicate any number of emotions or non-verbal messages. Don’t be too quick to assume that you understand their response if they are not making eye contact with you. Effectively evaluating your verbal and non-verbal communication will prove useful when you have to con- duct criminal investigations, interviews, traffic stops, and interrogations. As a general rule, evaluate verbal and non-verbal behaviors within the entire context of what is going on, taking into consideration cultural factors. All communication is subject to misinterpretation because people may react differently in stressful situations. Chapter 2 Communication / 43  Unit 1: Fundamentals of Communication 2 Lesson 3: Conflict Resolution and De-escalation Lesson Goal At the end of this lesson, you will understand the barriers to communication and how to use conflict resolution and de-escalation skills to resolve incidents with equity and dignity. Think About This You are responding to a conflict between a homeowner and his plumber. The plumber is upset because he says the homeowner has not paid him for any of his services. The homeowner is cursing and claiming the plumber did not do his job so he refuses to pay. How could you help manage this conflict? Anticipating potential conflict will help you prepare for any law enforcement duty. There are many ver- bal and non-verbal cues to be mindful of as situations unfold. This lesson discusses strategies for conflict management that can be tailored to your duties. Each situation is unique and should be approached with patience and empathy. Challenges to Effective Communication There are some common barriers, verbal and non-verbal, that you should try to avoid when communicating: failing to explain your actions failing to listen to what the person has to say using dialect, slang, words that have multiple meanings, or different languages using curse words or slurs phrasing your message in a disrespectful way having prejudices or implicit biases that lead to false assumptions or stereotyping suddenly changing body language or tone non-verbal communication not matching your spoken word using derogatory hand gestures or body movements ; LE213.1. Recognize potential barriers to effective communication 44 / Florida Basic Recruit Training Program (LE): Volume 1 In particular, you should try to minimize barriers to communication when: people have physical or psychological disabilities or conditions; for example, you will need to speak louder for someone who may be hard of hearing a person has a language difference or accent environmental and situational distractions are present, such as background noise in a person’s home with a child crying or the radio on full-blast To prevent common barriers to communication: Maintain appropriate eye contact so that you can read non-verbal cues. Keep sentences brief and to the point. Short sentences minimize distractions, especially in stress- ful, confusing, or noisy situations. Give clear, specific directions; for example, “Stand next to the trunk of your car,” is better than “Move over where I can see you.” Use open-ended questions (not yes-or-no questions) to promote communication without limit- ing the other person’s responses to short or one-word answers. Allow the person to give their side of the story. Treat everyone with respect. The more you get to know your community and they get to know you, the better you can prevent and resolve communication obstacles. Understand that there will be times when communication barriers will be beyond your control; however, using the above communication strategies may help reduce the frequency of these occurrences. ; LE213.2. Describe how to overcome communication barriers Managing Conflict Officers frequently mediate conflicts. Conflict resolution is a part of managing a conflict and either tempo- rarily or permanently resolving a situation before it escalates. Properly managing conflict can increase the awareness and understanding of the people involved and help them accept a decision or outcome. To manage conflicts effectively, you should employ active listening, understand human and cultural diver- sity, and practice self-control. You will learn about active listening later in this chapter. It is also important to be well-informed of the law and your authority, and how to appropriately apply both to a situation. You should remain unbiased and calm when helping people resolve conflicts. Many situations could poten- tially escalate to violence if not properly managed. Some examples are domestic disputes, child custody exchanges, landlord-tenant disagreements, and civil disputes. Chapter 2 Communication / 45 Conflicts between juveniles and their parent(s) or caregiver(s) are common calls for service. You may have to respond to a call in which your skills as a neutral third party will provide conflict resolution between a juvenile and their parent(s) or caregiver(s). As with adults, many of the following strategies can be used with juveniles by tailoring your approach to each individual situation. Strategies for conflict resolution include: 1. Separate the people involved, making sure they are in a safe location and they cannot communi- cate with one another. 2. Render first aid, if needed. 3. Gather information from all sides. Allow people to give their side of the story. 4. When appropriate, explain what you’re doing and what the people involved can do. 5. Provide options and available resources. 6. If possible, help mediate a compromise. 7. Tell the people involved why you’re taking action (or not taking action). 8. Act with dignity and leave people with their dignity. Determine if the conflict can be resolved or only managed. Know the resources available to manage the conflict and bring it to an appropriate conclusion. Establishing order by guiding the people involved in the dispute toward a peaceful end should be the main goal; however, everyone may not agree with the solution. There are times you will be required to respond to situations that have escalated into violence or have the potential to do so. Sometimes managing conflict requires actions the officer must take to establish control, such as, calling additional personnel, re-deploying resources, issuing strong verbal commands, or using physical force or the threat of force. These actions along with others are commonly referred to as de- escalation techniques and are designed to bring a volatile situation under control so that other techniques, such as mediation and arbitration can take place. Remember, you can’t successfully manage situations that are not under control, but through the use of de- escalation techniques you may regain or establish control of the situation so that dialogue and mediation can occur. Unfortunately, not all conflicts can be managed to a peaceful conclusion. Sometimes, you may need to take enforcement action, such as make an arrest. Know the limits of your skills, the law, and your authority, and how to appropriately apply these to a situation. ; LE213.3. Describe how to diffuse a situation through conflict management 46 / Florida Basic Recruit Training Program (LE): Volume 1  Unit 2: Professional Communication 2 Lesson 1: Knowing Your Community and Interacting With the Public Lesson Goal At the end of this lesson, you will know how to interact fairly and professionally with your diverse community. Think About This You are interviewing witnesses at the scene of a traffic crash. One witness is with her grandmother who, upon seeing you, begins crying and steps behind her granddaughter in an effort to hide from you. Her grand- daughter apologizes and explains that her grandmother is just afraid of law enforcement officers. What might have happened to this woman to hurt her trust in law enforcement? Community Expectations and Officer Response Community refers to the people and locations that make up the neighborhoods, institutions, and busi- nesses in the area where you work. Partnerships between law enforcement officers and communities can make the community more secure and protected from criminal elements. The community expects officers to behave in a courteous, efficient, and accessible manner, treating all people fairly with consideration and compassion. Displaying professional behavior when dealing with the community is just as important as demonstrating proficiency with firearms or defensive tactics. Behaving unprofessionally can have an adverse effect on how your community views you. For example, a slur or disparaging comment made by an officer can inflict emotional harm on anyone who hears it. It can also undermine the officer’s reputation and the law enforce- ment profession as a whole. ; LE221.1. Describe community expectations for law enforcement Community Demographics and Officer Response As a law enforcement officer, you will meet people from different countries and cultural groups, and you will communicate with people from and with various socioeconomic backgrounds, ages, physical abilities, religious beliefs, living situations, sexual orientations, political beliefs, and ideologies. People from these groups may feel fear or distrust or be uncomfortable when interacting with you. They may not understand how the criminal justice system works, or they may have had negative experiences with law enforcement in the past. People sometimes form negative opinions of law enforcement based on how law enforcement previously responded to calls for service in their communities. An officer’s unprofessional reaction to a situation can destroy the goodwill that took years to build within a community. Surveys show that people will most likely complain about your behavior if you show disrespect or arrogance, humiliate people, or rush to judge Chapter 2 Communication / 47 situations before gathering all the facts. Communities also complain about officers who make assumptions and then respond in inappropriate and biased manners. You need the public’s respect, support, and cooperation to provide effective law enforcement services. To improve your communication with diverse communities, learn the demographics and social characteristics of your community. Demonstrate a sincere willingness to learn about those you serve. Learn about the belief systems of different cultures and make an earnest effort to connect with community members. Recognize differences that may block your communication as well as similarities that may sup- port your effectiveness. Ask yourself questions such as: Does my gender affect this situation? Is there a family or cultural hierarchy that I should be aware of? Is there a language barrier? How can I work to communicate effectively if this is the case? Recall the tips regarding non-verbal cues presented earlier in this chapter. Be aware of how eye contact, gestures, personal space, and facial expressions can affect your communication with diverse communities. Building rapport, respecting others, and taking time to explain your actions can help you gain cooperation and lessen negative consequences. As the people you serve become used to how you police the commu- nity, they will begin to understand how local law enforcement agencies can partner with the community in crime prevention. ; LE221.2. Explain how professionalism helps you communicate effectively Intercultural Communication Culture is one of many factors affecting communication. Culture may be identified as the customary be- liefs, social norms, and significant traits prevalent among a group of people or in a particular place. It is important to understand the concept of intercultural communication and how it can affect your job as an officer. Intercultural communication takes place when people from different cultures communicate. “Intercultural” can mean interethnic, interreligious, interregional, as well as between genders. When intercultural communication is done poorly, this can result in miscommunication and division be- tween you and your community. For example, some cultures prefer to establish rapport or an informal re- lationship before conducting business. If you attempt to question someone from a culture like this without establishing rapport first, the person might be less inclined to share information with you. ; LE221.3. Describe cultural influences that can affect interpersonal communications You can improve your intercultural communication by being culturally responsive. When you are culturally responsive, you are open to learning about new cultures, respectful of cultural differences, and recognize the important role culture plays in people’s lives. 48 / Florida Basic Recruit Training Program (LE): Volume 1 You can work on being culturally responsive by: Learning about your community, including:  diverse populations in your city or county  faith organizations  languages spoken  cultural organizations  small businesses Demonstrating respect for the cultures of your community members:  Culture is an important part of everyone’s lives and identities. Showing respect for some- one’s culture can help make community members feel valued.  Showing respect for the others’ culture also leads to a better relationship between law enforcement and the communities they serve. Being open to learning and fixing mistakes when they happen:  If a community member corrects an error you have made regarding their culture, listen, accept responsibility, and try not to be defensive.  Recognize that making mistakes is part of the learning process. What is important is that you are willing to learn and grow.  If you are not sure, ask. If you ask a question about someone’s culture in a respectful man- ner, you open up a dialogue that can result in a relationship built on a foundation of respect. Remembering that not everyone has the same experiences as you:  Everyone sees the world in a different way because each person’s experiences are unique.  Take the time to talk to your community members and learn their perspectives. Being culturally responsive is something to which you will need to dedicate time to build awareness and learn how to respond, but it will make you more effective as an officer. Chapter 2 Communication / 49  Unit 2: Professional Communication 2 Lesson 2: Core Communication Competencies Lesson Goal At the end of this lesson, you will understand the importance of self-talk and self-awareness in preparation for using the core communication competencies when serving your community. Think About This You are on your way to respond to a call about possible child abuse. You realize this might be a difficult situa- tion and you need to keep your emotions in check. What are some ways you can prepare so that you remain professional while handling this incident? Preparing for an Interaction While on your way to a call or before a conversation, mentally prepare for the possible interactions you may have. There are several techniques that can help you prepare. Self-talk is the practice of talking to yourself as you anticipate, encounter, or evaluate an event. Self-talk strategies for a law enforcement professional include recalling skills and information learned during train- ing, applying agency policies and procedures, and visualizing a professional response. Visualizing the con- versation can help you remain objective in a difficult situation by keeping your thoughts, verbal and non- verbal communications, and emotional responses in check while you assess a situation and complete tasks. Use self-awareness and empathy to remind yourself that the individual you are interacting with is a person too, and likely has similar needs and wants as you. Focusing on things you have in common will help you resist thinking about the other person in stereotypical or derogatory terms. ; LE222.1. Identify how self-talk and self-awareness can help with communication While being aware of your own perceptions, assumptions, and limitations, you must also be aware that others have perceptions and assumptions of you. To communicate effectively, you must control your emo- tions and not allow them to dictate your words or actions. Remain open-minded and sincerely listen to the speaker without imposing cultural biases and values on the speaker. Be the calming presence, and do not allow your anger to escalate a situation. Hostility and rudeness have no place in an officer’s relationship with the community. When on the receiving end of profanity or name calling, remind yourself that those individuals are attacking the profession, not you personally. Focus on their behavior rather than their language. If, for example, you’ve told a person to stop smoking in a public park, the person may become disgruntled and use profanity toward you. However, if they do as you’ve asked and put out their cigarette, that behavior matters more than what they are saying to you. 50 / Florida Basic Recruit Training Program (LE): Volume 1 Core Competencies Every officer should demonstrate the following 10 core communication competencies while performing their duties. These competencies will help you communicate and may also help you avoid volatile situations. 1. Introduction As noted earlier, the simple act of introducing yourself to a person and explaining the reason for your inter- action may make the person feel more at ease. 2. Appropriate Questions Asking the right questions can also make the communication process smoother. In Chapter 4, you’ll learn more about the best questions to ask depending on the situation. 3. Active Listening Active listening skills are critical for law enforcement officers. Active listening involves: paraphrasing or restating the information the person provides, based on your understanding of what they said so that the person may want to continue to give you information. For example, “Okay, so far I understood you to say... ” summarizing or repeating several of the major points to check understanding. For example, “Let me sum up what you said to make sure I understood everything correctly.” clarifying or asking the person to explain or to repeat a part of the discussion that seemed un- clear or that you did not hear. For example, “Would you mind repeating that last statement, please?” reflecting by stating the information in a way that allows the person speaking to know that you not only understand what they said, but you also recognize their feelings and emotions. When using reflection during a non-confrontational conversation, you should try to match the person’s tone and body language to encourage the person to continue speaking. It does not mean that you agree with what they have said, but you have given them the courtesy of listening to them and you have tried to understand how they feel. ensuring that you allow adequate time for the person to both comprehend what you have said and be able to respond to you. Show them that you heard and understood their response. Active listening involves focusing more on listening than talking. Listen so that you can gather important information, such as who, what, when, where, why, and how. Listening will help you communicate better when you need to speak. 4. Self-De-Escalation If you find yourself becoming angry or emotional, take some time to pause and reset your response. This may include withdrawing from the conversation or having a fellow officer relieve you. As a law enforce- ment officer, you may meet people who react negatively to your authority. This is not an attack on you as a Chapter 2 Communication / 51 person but their reaction to law enforcement in general. Self-control will help you stay emotionally strong, even under considerable stress. Self-control also includes your ability to detach from your personal feelings regarding a stressful situation or encounter. You should understand what triggers your emotions and learn ways to manage them. If you cannot manage your emotional triggers, you may put your safety and health at risk. Knowing and overcoming your weaknesses will help you gain self-control. When presented with a stressful situation: breathe smoothly, deeply, and evenly to maintain your composure be aware of things that irritate you exercise self-control over your reactions keep a professional attitude maintain an impartial outlook precisely execute your duties to help retain your self-control When an officer loses self-control, a situation can quickly worsen and can have a negative result. Your goal is to have a positive result. 5. Non-verbal Communication Understanding the subtle differences between a person’s spoken words and their non-verbal communica- tion will improve your ability to communicate effectively. One of the things that makes communication so powerful is not only what is expressed but how it is expressed. Ways you can use non-verbal communica- tion effectively include: to indicate direction in a situation where it is too loud for verbal communication alone to emphasize commands, such as pointing in different directions to separate arguing parties to complement a verbal message, such as nodding to confirm the direction you’ve pointed a mo- torist to go to confirm an action, such as nodding your head to indicate to the other person that you’re listening to substitute for the verbal message, for example, by extending your arm and holding your hand out to indicate that the person needs to stop 6. Environment and Audience Consideration Although you will treat everyone with dignity and respect, be mindful with whom, and where, you are speaking. Be empathetic and culturally sensitive. For example, if somebody does not speak your language, or is hearing impaired, be patient and attempt to provide that person with an interpreter. 52 / Florida Basic Recruit Training Program (LE): Volume 1 7. Implicit Bias Always take a moment to assess what implicit biases might influence a given situation. 8. Self-Awareness Being aware of your own thoughts and behaviors can help you control yourself in a difficult situation. Self-awareness ties into your overall emotional intelligence, discussed in Chapter 1. As you improve your emotional intelligence, you become aware of how you might react in a variety of situations. Having this awareness contributes to your overall safety because you will know how to prepare for the different situ- ations you will encounter. 9. Procedural Justice Procedural justice can be helpful in fostering relationships with your community members. Including pro- cedural justice in your communications with the public means: explaining your actions giving the other person a chance to speak treating people with respect remaining transparent in your actions 10. Appropriate Conclusion At the end of any interaction with a person, whether law enforcement action is taken or not, conclude by explaining what action will be taken (or not taken) and why. As explained earlier, leave the person with their dignity and treat them with respect. ; LE222.2. Describe the core communication competencies and how to use them when communicating Chapter 2 Communication / 53