Major Exam 1 - Strategic Offender Management Systems PDF

**Strategic Offender Management Systems** (SOMS) SOMS is **an integrated electronic offender management information system** that allows CDCR to realize improved safety of correctional staff, inmates, and the general public. \... SOMS provides benefits to CDCR by improving staff and inmate safety w...

**Strategic Offender Management Systems** (SOMS) SOMS is **an integrated electronic offender management information system** that allows CDCR to realize improved safety of correctional staff, inmates, and the general public. \... SOMS provides benefits to CDCR by improving staff and inmate safety with secure access to accurate and complete offender information. **Control room \| Chow \| AG-SEG \| GP \| Yard Time \| Visiting Area \| Gunners-Towers** **GP** -- General Population **AD-SEG** \| Under CDCR regulations, a prisoner may be placed **in administrative segregation** when the prisoner\'s presence in the general population poses an immediate threat to the safety of the prisoner or others, endangers institution security, or jeopardizes an investigation into serious misconduct or. **SHU** \| Security Housing Unit \| Inmates who are separated from GP for committing violence while incarcerated. Inmates are isolated by themselves with minimal contact of the CO. **CCR** \| California Code of Regulations **DOM** \| Department Operations Manuel **SBI \|** Serious Bodily Injury The loss of consciousness, concussion, bone fracture, protracted loss or impairment of functions of any bodily member of organ, A wound requiring extensive suturing, Severe burns, brain injuries, amputations that does not involve death. **GBI** \| Great Bodily Injury Any bodily injury that creates a substantial risk of death. **Gassing** \| The act of throwing feces or some other bodily fluid such as urine, blood, semen, or saliva at a jail/prison staff member or inmate. **Kite** \| A message or note \| Contraband notes **MAJOR EXAM 1** **Ethics** **Learning Objective 1: You will identify the difference between professional ethics and personal values.** Professional Ethics \| Standards of behaviors associated with a chosen career, often codified into a written documents of principles that distinguish professionalism for correctional peace officers, these professional ethics are embodied in the law enforcement code of ethics. Personal Values \| Learned from family, friends, church, and school. Includes honesty, keeping your word, keeping a secret, loyalty to family, friends, special groups, even your community, and respect for property. These values provide a framework for deciding what behaviors are good or bad. **Learning Objective 2: You will identify CDCR's mission statement.** "To facilitate the successful reintegration of the individuals in our care back to their communities equipped with the tools to be drug-free, healthy, and employable members of society by providing education, treatment, rehabilitative, and restorative justice programs, all in a safe and humane environment." **Learning Objective 3: You will identify the seven values to which CDCR is committed.** **CDCR Values** **Service \|** We serve and are responsible to the public. We value their trust and invite their involvement. **Leadership \|** We serve as positive role models and foster an environment that supports a balance between professional development, professional job performance, and personal wellness. **Integrity \|** We conduct ourselves professionally through fair, honest, and ethical behavior. We have the courage to do what is right, even in the face of adversity. **Accountability** \| We accept responsibility for our actions and decisions as well as their consequences. **Respect \|** We respect each other's differences and treat others with courtesy, dignity, and considerations. **Trust \|** We are people of character. We keep our word and honor our commitments. **Collaborations \|** We work with our stakeholders as partners to support mutual understanding of ideas and open exploration of our differences. **Learning Objective 4: You will identify three of the four components of professionalism in accordance with CDCR.** **Learning Objective 5: You will identify traits that demonstrate professionalism in a correctional peace officer.** 1. A recognized body of knowledge \*Professionalism is closely linked with specialized knowledge. And to be an effective correctional peace officer you need information, especially current information. 2. A code of ethics to regulate the conduct of its members. \*The department expects all of us to adhere to the nine components listed in the values statement. 3. A common set of principles and societal goals. \*We are all expected to understand and support the departments stated vision, mission and values. 4. A spirit of service to the public \*Encourage respect for the law and personally comply with all laws and regulations. \*Adopt a friendly and professional attitude with a courteous and pleasant demeanor. \*Willing to get involved with the community. \*Demonstrate impartial service when enforcing the law, offering service and protection to all members of society without discrimination. **Learning Objective 6: You will identify one of the major factors the public uses to evaluate a correctional peace officer.** \*Demeanor, behavior, and appearance: This is considered by many to be the most critical of all factors. \*High moral standards: You obey the law \*Good Judgement: The way you act affirms this \*Appropriate use of force: It is CDCR's policy to accomplish custodial and correctional functions with minimal reliance on the use of force. Employees may use reasonable force as required in the performance of their duties, but shall not use unnecessary or excessive force. \*Effective conflict resolutions and problem solving skills: You handle situations using skill and knowledge. \*Good communications skills: You are always respectful of all persons. **Learning Objective 7: You will identify the purpose of the ethical decisions making model.** The ethical decisions-making model presented in this section has been adopted by CDCR as a tool that, given a situations, guides you to make an ethical decision. Like most ethical models, it encourages questions and requires you to think objectively about the situations. The six steps in the ethical decision-making model are: 1. Think ahead 2. Gather the facts 3. Consider the consequences 4. Determine fiscal impact 5. Decide 6. Monitor and adjust **Learning Objective 8: Given a set of behaviors, you will match each behaviors with its corresponding stage in the continuum of compromise.** What happens when we think we must support our fellow CDCR employees rather than tell the truth? People who let situations rather than core values govern their actions start moving in a negative direction and begin compromising their actions. We call this the continuum of compromise. The continuum of compromise outlines the path of compromise and can be used to help CDCR staff understand and mentally prepare for ethical dilemmas. Stages in the continuum of compromise: 1. Sense of victimization People who assume a victim role (victim mentality) will compromise their ethics by rationalizing actions. Example: When he did not get promoted, John told friends management was out to get him so he might as well call in sick all the time. 2. Acts of omission When people assume the role of a victim, they tend to stop doing what they are responsible for and rationalize their actions. Example \| I know I should report what I saw, but Jane is such a good friend and has helped me out in the past. I owe her. 3. Administrative acts of commission In addition to committing acts of omission, the employee overtly behaves outside their duties and responsibilities, and commits violations of DOM and Title 15. Example \| While at work, supervisor Sue regularly emails inappropriate jokes and personal information to friends and family. 4. Criminal acts of commission Beyond engaging in administrative violations of DOM and Title 15, the employee engages in criminal. Do not turn into a compromised employee. Example \| An officer introduces contraband, such as a controlled substance or cellular phones, into the institutions. **Learning Objective 9: You will define the code of silence.** The code of silence can be associated with any organization, any culture, and any place in the world. In our culture, it begins when we are children and we are taught "silence is golden," and family matter are private. Applies to law enforcement, the code of silence is an unspoken rue where two or more staff lend a blind eye, a deaf ear, and a mute tongue to unethical, immoral, or improper actions. It is a practice by groups in which improper conduct is deliberately concealed to avoid consequences. **Learning Objective 10: You will identify where to find the consequences for not reporting misconduct according to CDCR policy.** The consequences of not reporting misconduct are serious. Consequences are addressed in the following sections of DOM Chapter 3, Article 22: \*33030.16 \| Employee Disciplinary Matrix Penalty Levels \*33030.17 \| Applying the employee Disciplinary Matrix \*33030.19 \| Employee Disciplinary Matrix **Assignment Responsibilities** **Learning Objective 1: You will identify what questions to ask when assigned to a new post.** \*What is the "post" number? \*What time does the shift start? \*Do I relieve someone? \*Where is the post located? **Learning Objective 2: You will identify which items are required for you to bring into the institution.** The following items are required for you to bring into the institution for your assigned shift: \*Proper uniform, belt, leather gear, etc. \*CDCR ID card \*Personal CPR mouth shield \*Whistle \*Weapons qualification card (commonly referred to as a "gold star") \*Protective vest \*Chits (8-10; varies by institution) \*Duty belt, key clip, personal alarm device (PAD) holder, MK9 holder, handcuff case, etc. Keep in mind, some items listed may vary depending on each institution. Additional items may be required (i.e., gas mask). Staff at the assigned worksite should inform officers of any additional requirements. **Learning Objective 3: You will identify which personal items are authorized for you to bring into the institution.** Your institutions will elaborate on authorized items during orientation. The following are authorized personal items that are authorized to bring into an institution: \*Personal keys \*Driver's license \*Lunch Box; igloo type cooler (plastic or soft loaded)\ \*Thermos or water bottle, generally one gallon \*A notebook and pen **Learning Objective 4: You will identify which personal items are not authorized for you to bring into the institution.** The following are personal items not authorized to bring into the institution: \*Briefcases or attaché cases (unauthorized for non-supervisory staff) \*Pocket knives (regardless of blade length) \*Personal electronic devices \*Handbags or purses \*Any extra clothing \*Personal tools (including metal eating utensils) \*Glass Beverage or glass food containers \*Personal restraints equipment; handcuff keys \*Personal weapons \*Newspapers, magazines \*Anything that might jeopardize the safety and security of the institution **Learning Objective 5: You will identify the actions to take when reporting to your assignment.** Actions to take when arriving at the worksite: \*Sign in on the Fair Labor Standards Act (FLSA) sheet \*Receive equipment \*Review logbook entries \*Read post orders \*Conduct security check \*Inventory (If applicable) **Learning Objective 6: You will identify what to look for when conducting a security check.** A security check is a visual and physical check of your area. Things you should look for during your security check are: \*Anyone hurt or injured. This does not only mean inmates who are hurt because of a physical altercation, but may also be an injury they sustained while playing basketball or shaving. \*Any unusual behavior. \*Damaged or altered equipment. \*Status of emergency systems/ \*Fire hazards \*Evidence of potential escape **Key & Tool Control** **Learning Objective 1: You will identify the three ways in which key and tool control contributes to institutional security.** Institutional security requires key and tool control in order to: \*Ensure accountability \*Prevent escapes \*Provide consistency 1. **Accountability** To prevent loss and injury, there must be accountability for keys, tools, and equipment. For example, you have been issued an identification (ID) card to use while at the academy. You are required to carry your ID card on your person at all times and you are accountable for maintaining possession of your ID card. If you lose it, you must notify your company commander immediately. If you lose your ID and do not report it, an inmate could find it and use it to attempt an escape. 2. **Escape Prevention** Escape prevention is another reason for key and tool control. If inmates were allowed unsupervised access to keys, tools, and equipment, it would be easier for them to escape. Inmates can make weapons or escape tools from ordinary objects in just minutes, so it is very important to carefully control and monitor their access to keys and tools. 3. **Consistency** All staff must follow the same key and tool control procedures all of the following time. Consistency, accountability, and efficiency are imperative in following the key and tool control plan and will prevent escapes and promote safety in the institution. **Learning Objective 2: You will match the five key color codes used in institutions to the appropriate classification.** It is your responsibility to become familiar with the method used in your facility and work setting. There are five color codes used: 1. Red \| HOT \| or Emergency Keys Red keys are stored on a red board in areas such as the armory and the control room. They are issued to gain access to sensitive areas such as records and administrators offices. In emergencies, red keys can be used to lock/unlock vital areas such as the control rooms or booths and Barbox locks. Normally, staff must obtain permission from the watch commander to get red keys; however, staff who are assigned to red keys posts do not need daily approval from the watch commander. During non-business hours, other color keys may be on the red board and even regular post red keys may require watch commander approval to use. The "log entry" indicates when a hot key is issued and returned with the permission of the watch commander. 2. Yellow/Brass \| Specific Positions Most keys assigned to correctional peace officers are yellow and are for specific positions. Your regularly assigned keys do not need daily approval for use from the watch commander; simply go to the control room and exchange a chit for your keys. 3. Green \| Personal Keys Take home or personal keys are issued on a 24 hour basis. Examples include In-Service Training (IST) or most administrative offices. 4. Blue \| Specific Persons These must not be taken home at the end of shift. Unlike yellow keys, these are for specific persons and unlock specific doors only (Captain's office, the canteen, religious areas, or hobby crafts) 5. White/Silver/Aluminum \| Inmate Keys These keys will have special markings. At some institutions, some inmates may have keys to their cells. The housing unit officer also has master keys, approved padlocks, or some other locking device for these cells (Generally, these locks are used only during the day while the inmate is at work or school) White keys may also be issued to inmates for specific work assignments. Always do an inventory at the beginning and end of shifts and sometimes before taking breaks! **Learning Objective 3: You will identify the item used to check out keys, tools, or equipment in order to maintain accountability.** Chits are used to check out keys, tools, and other equipment. This process is referred to as the chit exchange system. Each time an item is checked out, a chit must be placed on that item's hook. This allows the person in charge of the key or shadow board to quickly account for all items. Always make sure to put one chit o every hook that you issue equipment from. For Example if one person's checks out five items **do not** put a keyring containing five chits on one hook and leave the other four hooks empty! There are two types of chits: Staff and inmate. 1. Staff chits \*These are round tags which are bronze or brass in color. \*They have the first initial and last name of the staff member whom they are issued to. Staff attempt to use paper tags with their name on them. These are referred to as paper chits. **These tags are not authorized.** \*When you lose, misplace, or forget your chits, notify your supervisor immediately. Loaner chits are available. 2. Inmate Chits Inmates use aluminum, white, or silver colored chits to check out keys. \*These chits usually bear a number or the inmates name. \*In vocational areas, inmates are assigned identifying numbers. This way if the inmate paroles or is assigned to another job, the same chits can be used for the next inmate. \*Each chit represents a piece of equipment. For each set of keys an inmate needs, they must give an additional chit. \*This process is followed for each piece of equipment the inmate needs. Chit Exchange There are two types of chit exchanges: 1. You can request and receive equipment from control, or you can exchange chit for chit from control or another officer. 2. If you are relieving an officer already in a building, report to the building and exchange a chit for equipment with that person. **Learning Objective 4: You will be able to identify examples of "critical" tools** The first classification is critical tools and it is divided into two subcategories: escape priority and dangerous. \*Escape priority tools are items that may be utilized to escape or cut through a security area. Examples include, but are not limited to: Ladders and scaffolds \| can be used to climb on roofs or over fences. If a ladder over six-feet long is found unsecured, secure it and notify your supervisor and / or watch commander, when in use, must be under direct and constant supervision and must be stored in a secured area by chain and padlock. Ropes \| can be used to lower an inmate from a window or to go over a fence. They should be under 50 feet and must be replaced if they have been altered. Hoses \| Can be used like ropes Bolt Cutters \| Can cut through security fences, locks, or heating ducts Mop handles and bed sheets \| can be made into ladders Wire cutters \| Can be used to cut through fences, locks, or any type of metal. Hacksaws \| Can be used to saw through bards, fences, locks, or any type of metal. **Learning Objective 5: Given pictures of tools found in an institution, you will match the pictures with their classification.** 1. **Dangerous Tools** are tools that can be used to cause injury. These tools may or may not be used without direct supervision. Examples include, but are not limited to: Knives, hammers, scissors, axes, pliers, and ladles. 2. **Non-Critical Tools** Some examples are lawn mowers, rakes, broom handles, mop heads, small open and closed wrenches, long-handled gardening tools, and electrical testing equipment. 3. **Power Tools** These are typically found in a vocational program or with a work crew. Examples include, but are limited to: \*Upholstery staplers \*Paint sprayers \*Roto-hammers \*Electric power snakes \*Drills \*Routers \*Sanders Bench grinders shall have locking devices installed, covering the grinding wheel as well as the switch or control, so that they cannot be operated except under direct supervision. An inmate could cut metal, make weapons, or sharpen weapons using a bench grinder. 4. **Emergency Tools** These are tools which may be needed by inmate electricians, plumbers, or other tradespersons at night or at other times when shops are closed. Emergency tools are kept in designated locations by the chief of plant ops and only the inmates assigned to those specific jobs are allowed to use these tools. The watch commander approves inmates using these tools after hours. 5. **Hobby Shop Tools** Per DOM section 52040.4.5, these are tools which must be approved and can be owned by the inmates, marked with inmates name, and number. They may be used in a hobby craft area and there are very strict criteria for their use. Inmates may also use approved tools in their cells. A CDCR Form 128 (B) General Chrono or memo signed by the hobby shop supervisor and facility captain must be posted with the tools in the inmate's cell. **Learning Objective 6: You will identify the two methods that institutions use to keep control of keys and tools** Shadow boards and key boards are the two methods institutions use to maintain control of keys and tools. \*These boards store all keys and equipment. \*Each piece of equipment is shadowed and has a hook with an identification number so that it can be easily recognized. Color coding varies from institution to institution. Always check with your supervisor if you need clarification on the policy or the way in which identification is done. **Learning Objective 7: You will identify the four steps to take when equipment is missing and inmates have access to the area.** If any equipment is missing and inmates have access to the area, take the following steps in this order:: \*Notify your supervisor immediately \*Stop everything you are doing \*If inmates have any access to the area, freeze all movements to stop the missing item from moving farther away. \*Always document the missing items on your inventory sheet and log it in your log book. \*Your supervisor will want to know exactly what is missing and conduct a thorough search of the area and all inmates. \*You must know the missing item and search your immediate area to ensure the item did not fall on the ground, or get placed in the wrong area of the shadow board. \*When searching: Identify what your board has on it. Ensure there are no discrepancies with the inventory sheet. 3. Inspection Once the inventory is completed, you will begin an inspection to ensure everything is on the shadow board and in working condition. 4. After you have ensured all equipment is accounted for and operable, then sign or initial the inventory sheet. By signing, you are taking full responsibility for that board until you are properly relieved at the end of your shift. **Learning Objective 8: You will identify the behaviors that correctional peace officers must exercise in order to safeguard keys and equipment.** **Ground rules and Awareness** \*Maintain possession of your issued keys at all times. \*Never allow inmates access to your keys. \*Never leave keys lying around. \* Personally hand keys from one person to the other. For example, if someone is busy on the phone, do not set keys down on the table. Hand them directly to the person. \*Never accept paper tags \*Do not duplicate Keys \*Do not say key numbers out loud. Inmates will listen to you. If they know what keys go to what door, they are half way to their escape plan. All they need now is an imprint of that key. This is a serious security breach. \*If a key breaks in a door, contact your supervisor immediately. Do not leave the key unattended even if you are unable to remove the broken piece. Inmates can and will retrieve it. \*Never leave anything unlocked or unsecured. **Safety Issues** Get into the habit of thinking about "what if" scenarios and how you might respond to maintain everyone's safety. **Learning objective 9: You will identify the safety rules that you need to follow to remain safe in the correctional setting.** There are ten safety rules you need to follow to remain safe in correctional setting. 1. Be safe while opening doors. \*Open doors slowly: sometimes doors open into hallways where people are walking. 2. Observe the area around the door or door opening as you do not want to walk into a dangerous situation. 3. Place a foot in front of the door prior to unlocking it in order to prevent someone from coming through that door while you are trying to open it. 4. Be familiar with your key ring. \*If you do not know where a key goes, ask the staff regularly assigned to the area. Do not be that person fumbling with your keys during an emergency! 5. If you take the keys home accidentally, you must notify the institution immediately and bring the keys back to your institution. 6. If youre negligent in handling keys, you may be held financially responsible and face disciplinary action. 7. Never loan your chits to anyone 8. Always inspect all equipment 9. Always report any discrepancies immediately 10. Whether you are responding to an alarm or just doing a cell inspection, always check your equipment and your partners equipment to ensure that you still have all of the following equipment that you showed up with. **Use of Force** **Learning Objective 1: You will identify CDCR'S Use of Force policy.** DOM Section 51020.1 States: "It is the policy of the California Departments of Corrections and Rehabilitation's (CDCR), Division of adult institutions, to accomplish custodial and correctional functions with minimal reliance on the use of force. Employees may use reasonable force as required in the performance of their duties, but shall not use unnecessary or excessive force. **Learning Objective 2: You will identify the definitions of force according to CDCR policy.** **Reasonable Force** Reasonable force is the force that an objective, trained, and competent correctional employee faced with similar facts and circumstances, would consider necessary and reasonable to: Gain compliance with a lawful order \| Overcome resistance \| Effective arrest and custody \| Subdue an attacker \| Prevent escape **Unnecessary Force** Defines unnecessary force as the use of force when none is required or appropriate. **Excessive Force** Excessive force as the use of more force than is objectively reasonable to accomplish a lawful purpose. **Controlled Force** A controlled use of force is the force used in an institution/facility setting, when an inmate's presence or conduct poses a threat to safety or security and the inmate is located in an area that can be controlled or isolated. These situations do not normally involve the immediate threat to loss of life or immediate threat to institution security. **Potential Threat** A potential threat is any situation or circumstance that could jeopardize the safety of persons or compromises the security of the institutions, but does not require immediate actions to stop the threat. It is something that could happen, but has not happened yet. **Imminent Threat** Any situations or circumstance that jeopardizes the safety of persons or compromises the security of the institutions, requiring immediate action to stop the threat. **Immediate Force** Force used to respond without delay to a situations or circumstance that constitutes an imminent threat to security of the safety of persons. Staff may use immediate force without prior authorization from a higher official. **Non-Conventional Force** Techniques or instruments that are not specifically authorized in policy, procedures, or training. Depending on the circumstances, non-conventional force can be necessary and reasonable; it can also be unnecessary or excessive. **Non-Deadly Force** Any force that is not likely to result in death. Non-deadly force will only be used when reasonably necessary to: Gain compliance with a lawful order \| Overcome resistance \| Effect arrest and custody \| Subdue an attacker \| Prevent escape **Deadly Force** Any use of force that created a substantial risk of causing death or great bodily injury, including, but not limited to, the discharge of a firearm, is likely to result in death. Any discharge of a firearm, by a peace officer, other than the lawful discharge during weapons qualifications, firearms training, or other legal recreational use of a firearm. The objective for the use of force in any situations is to ultimately gain or maintain control of an individuals and the situations. **Learning Objective 3: You will identify the difference between verbal orders and verbal persuasion.** What is an Order? Order \| A statement made by a person with authority that tells someone to do something: an instruction or direction that must be obeyed. What is Persuasion? Persuasion \| The act of persuading or trying to do so; the addressing of arguments to someone with the intention of changing their mind or convincing them of a certain point of view, course of action. Verbal persuasion should be an attempt in an effort to mitigate the need for use of force. Advantages of having a good verbal persuasion. De-escalate violate situations \| Decrease the need for the use of force \| Improve staff/inmate safety and institutional safety **Learning Objective 4: You will identify CDCR's authorized use of force options.** Force options are tools available to the correctional peace officer. Use of force options include, but are not limited to: Chemical agents \| Hand-held batons \| Physical strength and holds \| Less-lethal weapons \| Lethal weapons Less-Lethal Weapons While less-lethal force options (chemical agents, 40mm, etc.) are not designed to be lethal, it must be understood that they can cause serious injury or even death. In all cases, an officer must use good judgement, know, and be in compliance with CDCR policy and institution procedures. Per policy and procedure, the following are departmentally approved security equipment: \*40mm Single Launchers \*40mm Multi-launchers Lethal Weapons \*Ruger Mini 14 \*Glock 22,.40 caliber A firearm is a lethal weapons because it is used to fire lethal projectiles. A lethal weapon is any weapon that is likely to result in death when used. You may also consider the totality of circumstances before determining if using a firearm is necessary. **Learning Objective 5: Using the critical thinking method outlined in OODA, you will develop the ability to process information and take appropriate action.** O \| Observe \| Observe and analyze the circumstances O \| Orient \| Identify Your Options \| Additional staff, equipment, medical staff, What do you know about the inmate bizarre behavior ETC. D \| Decide \| Make a decision \| Evaluating the totality of circumstances will help you make the best decision based on the facts and circumstances you are faced with. Decided a appropriate option for correcting the inmates behavior. A \| Act \| Act and take action with the appropriate reasoning. **Learning Objective 6: You will identify the four situations in which deadly force may be used according to CDCR's Use of Force policy.** CDCR recognizes the sanctity of human life. Therefore, deadly force shall only be used when it is objectively reasonable and necessary to: 1. Defend the employee or other persons from an immediate threat of death or GBI. 2. To apprehend a fleeing person for any felony that threatened or resulted in death or great bodily injury, if the officer reasonably believes that the person will cause death or great bodily injury to another unless immediately apprehended. Where feasible, a peace officer shall, prior to the use of force, make reasonable efforts to identify themselves as a peace officer and to warn that deadly force may be used, unless the officer has objectively reasonable grounds to believe the person is aware of those facts. The key points are: \*Must be fleeing person. \*A reasonable belief that the person will cause death or great bodily injury to another unless immediately apprehended. \*Must make reasonable efforts to identify themselves as a peace officer. \*Must warn that deadly force may be used, unless the officer believes the person is aware of those facts. 3. Dispose of seriously injured or dangerous animals when no other disposition is practical. There may be situations where you have to use deadly force to kill a seriously injured or dangerous animal when no other disposition is practical. Most of the time, you will be able to call animal control, but in the event that an animal is seriously injured or presents a danger to you or others, then you have no other recourse available. 4. In a secure facility, warning shots may be fired pursuant to subsection 3268 (d) (1) or (2). Secure facility means a departmental institutions or correctional facility with a secure perimeter as defined in section 3000 that is designed to confine inmates on facility property and prevent escapes. Examples of Departmental Secure Facilities as defined in section 3000 and facilities designated with security levels of II, III, or IV pursuant to subsections 3377 (B), (C), and (D) **Learning Objective 7: You will identify CDCR's policy for reporting use of force incidents and allegations of unnecessary or excessive force.** Per CCR Title 15 Section 3268.1 (a) (1), "Any employee who uses force or observes a staff use of force shall report it to a supervisor as soon as practical and follow up with appropriate documentation, prior to being relieved from duty." \*You will clearly, concisely, and objectively report each and every action in writing, in complete detail. \*You must clearly articulate why force was used and describe the threat that was present. \*If chemical agents were used, identify the type of projector used, and from what distance. Example OC from an MK-9, from 6 feet. \*Description of observations of decontamination of chemical agents or medical attention given. \*Utilize the language in the policy to help explain your use of force. **Learning Objective 8: You will identify the actions to take when you observe and/or become aware of an allegation of unnecessary or excessive use of force.** Per DOM Section 51020.18 "Any employee who observes a use of force that is unnecessary or excessive shall attempt to stop the violation. Any employee who becomes aware of an allegation of unnecessary or excessive force, whether it occurs during a reportable incident or not, shall verbally report the allegation to a custody supervisor as soon as possible, followed with appropriate documentation." **Prevention of Infectious Diseases** **Learning Objective 1: You will identify three types of exposure to bloodborne pathogens and other potentially infectious diseases.** 1. Parenteral -- needle stick, injections, cut 2. Mucous membranes -- eyes, mouth, nose, ETC 3. Non-intact skin-wounds, dermatitis **Learning Objective 2: You will identify three types of diseases transmitted by bloodborne exposure.** HIV \| A virus that can lead to acquired immunodeficiency syndrome (AIDS) HBV \| A virus that attacks the liver 50-100 times mire contagious and more concentrated in the blood than HIV, the prevention is a vaccine. Hepatitis C Virus (HCV) \| A virus that attacks the liver, 80 percent may become chronically ill. **Learning Objective 3: You will identify the primary areas of the body most vulnerable to disease invasion.** CAMP is an easy way to remember these areas. C \| Cuts (Skin, tears) A \| Abrasions (sores, bruises) M \| Mucous membrane ( eyes, mouth, nose) P \| Punctures (Finger pricks) **Learning Objective 4: You will identify the primary methods of preventing occupational exposure to contact diseases.** The primary methods of prevention of occupational exposure to BBP, ATD, or contact diseases are: **Correctional awareness** \*Awareness of your surroundings \*Consistent daily safety practices **Vaccination** \*HBV can be prevented by receiving pre-exposure vaccine \*The vaccine produces immunity in most individuals who receive the three-dose regimen **Frequent hand washing** \*Water and soap \*Antibacterial wipes \*Antibacterial cleanser \*Hand sanitizer **Personal protective equipment (PPE)** \*Bandages on cuts, abrasions \*Protective gloves (latex or vinyl) \*Eye and ear protection \*Face mask (high-risk areas) \*Body Suit (Used in high-risk areas, cell extractions) \*Mirrors, flashlights, other searching aids to minimize hand contact **Routine Personal Practices** \*Change clothes before and after work \*Shower immediately or when practical \*Clean uniform everyday **Learning Objective 5: You will identify the four steps to rendering first aid to yourself or a person exposed to possible infectious material.** 1. Remove contaminated clothing and equipment. 2. Clean wounds and obtain emergency first aid: \*Cuts and needle punctures, wash with soap and water \*Splashes to nose, mouth, or skin, flush with water \*Splashes into eyes, irrigate with clean water 3. Classify level of exposure by on-site medical staff, however, transportation of injured to a local hospital may be required for further evaluation. 4. Learn preventative treatment, such as first aid training. Staff with skin, eye, nose, or mouth exposure to inmate blood or OPIM, including exposure from "gassing," should immediately rinse it from the eyes and mouth, and wash exposed skin with soap and water. Contaminated clothing should be removed and bagged to prevent further exposure. Always notify a supervisor of the exposure. Staff can request an inmate's Hepatitis B, C, and HIV status to assist in their own medical evaluation of risk for developing these diseases (Health and Safety Code Section 121060). If information status is unknown Chief Medical Executive (CME) should explain to the inmate the need for testing. **Learning Objective 6: You will demonstrate how to remove contaminated gloves.** Physically did this in class. **Learning Objective 7: You will demonstrate how to use a personal protective equipment kit.** 1. Unzip the front of the jumpsuit 2. Insert feet and raise the suit level with the waist 3. Zip the suit to waist level 4. Put arms into sleeves and finish zipping the jumpsuit 5. Put on eye goggles. 6. Put on a mask to cover nose and mouth 7. Put on the hood 8. Put on latex gloves. Always carry an extra pair. Depending on the task being performed, put on a heavier pair of gloves over the latex gloves. **Learning Objective 8: You will demonstrate the bloodborne pathogens (BBP) and other potentially infections and materials (OPIM) spill cleanup procedure.** 1. Put on a pair of latex gloves 2. Sprinkle the spilled material with simulated infectious liquid spill control (ILSC) or other absorbent powder. 3. Use the plastic scoop to pick up material absorbed in the simulated ILSC powder, and place it in the simulated red biohazard bag. Do not touch the spilled material. 4. Secure the disposable contaminated material in the simulated red biohazardous waste bag before transporting or disposal. 5. After the contaminated material have been removed, clean the area of the spill with the simulated bleach and water solution and paper towels. Place cleanup material in the simulated red biohazards bag. 6. Remove gloves last and place in the simulated red biohazard bag. (Simulate) Wash hands with soap and water after removing gloves. Place paper towels used for drying your hands in the bag and seal the bag. **Learning Objective 9: You will demonstrate how to remove a contaminated personal protective equipment kit.** The steps to remove a contaminated PPE kit 1. If gloves are heavily contaminated, remove them and wash hands with soap and water. Put on a clean pair of latex gloves. 2. Remove the jumpsuit. 3. Replace gloves again if contaminated. Then remove goggles and mask. 4. Dispose of contaminated PPE and paper towels used to dry hands in a trash (Simulated red biohazardous) bag and seal. 5. (Simulate) Wash hands and any contaminated skin with soap and water. 6. (Simulate) Rinse eyes, nose, and mouth (if necessary) **Inmate Staff Interaction** **Learning Objective 1: You will recognize the importance of positive and professional conduct.** Good communication skills are the foundation for successful professional interaction. As correctional officers, you will make decisions based on the California Department of Corrections and Rehabilitation (CDCR) policies and local operational procedures; how you communicate this information will be instrumental and beneficial to your career. It is important to remember that you will always walk a fine line between being humane and being skeptic. Positive and professional conduct foster a better understanding of the roles correctional officers and inmates are responsible for inside the institution. In addition, positive and professional conduct leads to the development of mutual respect of both staff and inmates, and is an important tool to aid in maintaining an orderly institution. **Learning objective 2: You will define professionalism as it relates to correctional officers.** Professionalism is defined as adhering to the rules, regulations, and ethical standards of CDCR and being a competent, reasonable, dependable, and well-trained employee. A correctional officer exhibits a courteous, objective, conscientious, and business-like demeanor. **Learning Objective 3: You will identify habits that a correctional officer will follow to promote positive and professional interactions with staff and inmates.** Attaining many of the following habits will assist you in promoting positive interactions with inmates as well as other staff: \*Think before you speak or act \*Be alert and pay attention \*Be knowledgeable and objective \*Grant reasonable request \*Be firm, fair, and consistent with inmates \*Be impartial and do not show favoritism \*Be patient and flexible \*Be a role model and have pride in yourself \*Be courteous and professional \*Lead by example \*Do not lose your temper or make idle threats \*Acknowledge and reinforce good or improved behavior \*Discipline in private and praise in public without over doing it \*Respect the rights and dignity of others \*Be empathetic without forming an emotional connection \*Follow the chain of command **Learning Objective 4: You will identify techniques used to communicate with an inmate.** Below are some ways to help alleviate barriers and establish open lines of communication: \*Speak clearly using appropriate language \*Give clear expectations and follow up \*Listen to what is being said \*Repeat back what you think they said and wait for their response \*Ask open ended questions \*Portray an empathetic attitude \*Keep your word \*Learn to say "no" in a tactful manner \*Set limits and know when to be firm \*Project an attitude of self-confidence and professionalism \*Adopt a calm, natural stance (position of interview), and be mindful of a tactical advantage; speak in a clear tone \*Never use inappropriate gestures **Learning Objective 5: You will identify methods used to develop rapport with inmates.** The following methods will assist you in developing a rapport with inmates: \*If you recognized a change in behavior, attempt to find out what is causing the change. \*Assist the inmates in resolving any problems by referring them to the chaplain, counselor, or medical department. \*When appropriate, resolve the problem at the lowest level (informal, verbal counseling) \*Be fair, firm, consistent, and objective \*Complete appropriate documentation \*Be consistent in the treatment of all inmates, but take into consideration inmates are individuals who act and react differently \*Clearly state expectations, repeat if necessary, and always follow-up \*Do not make a promise you cannot deliver \*Lead by example; be aware of your role as an authority figure. \*Do not make small issues into large ones or large issues into small ones \*If you do not know something, admit it and make an effort to find the answer \*Keeping the lines of communication open to build a good rapport does not mean you become a member of the group \*Always maintain your professional demeanor \*Inmates will respect you when you are professional and fair in the performance of your duties **Learning Objective 6: You will identify possible communication barriers with inmates.** Possible communications barriers include: \*Mental health issues \*Developmental disabilities \*Physical disabilities (hearing, vision, and speech) \*Language barriers, Learning disabilities, Religion, values, cultural diversity, close minded Most barriers can be overcome by patience and understanding of the inmates' behaviors. Allow yourself time to process these barriers and why they may be occurring. Most of the time it will be a minor correction requiring small adjustments in communications; however, when dealing with barriers such as mental illness. It is important to remember that inmates with mental illness may act unpredictably at any time. Knowing possible communication barriers prior to an interaction may be helpful. Using the Strategic Offender Management System (SOMS) to review an inmates header and synopsis can provide a quick and informative review of possible risk factors or communication barriers, if it is timely and safe to make this review. As you can see, there is information on an inmates mental health status, developmental status, TABE score, and other risk factors. If you this knowledge and information prior to an encounter, it may allow for you to develop a plan in overcoming these barriers. **Learning Objective 7: You will identify consequences that arise if inmate rights are violated.** Consequences of violating inmates rights include: \*Unsafe and unstable work environment \*Increase tension between staff and inmates \*Loss of life and property \*Increase inmates appeals and lawsuits **Learning Objective 8. You will identify staff actions that inmates observe and use to manipulate staff.** Below are examples of staff actions inmates observe and used to manipulate staff: \*Quiet, timid, and avoids conflict \*Not willing to ask peers for assistance \*Negative interactions with other staff \*Not making eye contact when talking with inmates \*Not adhering to uniform and grooming standards \*Being over familiar with inmates **Learning Objective 9: You will recognize ways that inmates gather information about staff.** Inmates have been known to use a tactic referred to as the "Long Con" where they will test staff boundaries in all areas to see if there is a "bite." The bite could be as small as a compliment, or a simple question by the inmate to gather information. In these situations, use your gut feelings -- if it feels wrong, it probably is. Do not be afraid to confront and correct the behavior in a professional manner because then they will know that you cannot be manipulated. **Learning Objective 10: You will identify examples of overly familiar behavior between staff and inmates.** Being overly familiar with an inmate is going beyond professional interactions with an inmate and moving into a personal relationship with the inmate. Being overly familiar includes: \*Committing a felony or misdemeanor, such as intentionally bringing in narcotics or cell phones for inmates \*Intentionally and knowingly allowing an inmate access to place, privileges, and items they are not entitled to, such as access to the telephone during another inmate's allotted time frame. \*Providing inmates assistance beyond your scope of authority, such as checking the inmates visiting card to verify addresses for an inmates in your housing unit. \*Giving an inmate something from your lunch \*Calling an inmate by their first name, fist bumping, shaking hand **Learning Objective 11: You will identify consequences of being overly familiar with inmates** Consequences include: \*Disciplinary action, which may include reprimand, loss of pay, rank, employment, or criminal prosecution \*Tension between staff and inmates \*Loss of respect by staff and inmates \*A climate of favoritism \*Erosion of the safety and security of the institution **Learning Objective 12: You will identify warnings signs of developing inappropriate relationships or sexual misconduct with inmates.** \*Sharing any personal information regarding self, family, or other staff members with an inmate \*Inappropriate physical contact \*Conducting personal transactions for inmates outside the scope of job responsibility \*Meeting inmates out of view of professional peers and other inmates **Learning Objective 13: You will identify strategies that protect you from inmate manipulation** Specific things staff can do to protect themselves from manipulation are: \*Be professional! Maintaining your professional behavior is your greatest protection \*Make your expectations of conduct clear \*Remain fair, firm, and consistent; when you stop being consistent and provide special considerations for specific inmates, you leave yourself open to manipulation \*Immediately confront conduct that is inappropriate and is considered overly familiar \*Know the rules and regulations of your institutions about staff professional conduct \*Know your surrounding and observe inmates \*Keep your personal life at home \*Confront rule violations, even minor ones \*If you make a mistake, admit it and do not allow an inmate to use the mistake against you **Learning Objective 14: You will identify the process to follow when a relative or friend is committed or transferred to the jurisdiction of the department** California Code of Regulations (CCR) Title 15, Section 3406, Committed Relatives and Friends of Employees, states:\ "If an employee becomes aware that any relative or person with whom the employee has or has had either a personal or business relationship, has been committed to or transferred to the jurisdiction of the department, the employee shall notifying writing, the employee's institution head or appropriate director/assistant secretary of the fact." To notify the Department in writing, the employee must complete CDCR Form 2189, Incarcerated Relative/Associate Notification, which is found on the forms portal, and submit the form to their institution head or appropriate director or assistant secretary. **Legal Issues** **Learning Objective 1: You will identify how being incarcerated affects an inmate's right to freedom of speech and freedom of religion.** The first amendment gives them rights. Prison also provide reasonable accommodations for inmates to practice their own faiths, such as providing kosher meals for Jewish, and scheduling inmate work and education assignments for Muslim inmates so they can attend Jumu'ah (Friday noontime) religious services. The free press clause protects the right to express oneself through publishing or disseminating information, ideas, and opinions without governmental interference or constraint. **Learning Objective 2: You will identify how the fourth amendment relates to inmates and their visitors.** The fourth amendment ensures: \*Protection against unreasonable search and seizure Courts have ruled that correctional officers can search inmates and the contents of their cells at any time and for any reason, as long as it is done without abuse or harassment. All visitors to CDCR institutions and facilities must remove their outer clothing (jackets, hats, etc.) and submit that clothing and any other effect (purses, watches, etc.) to a contraband inspection. All visitors must then pass a metal detection scan. A more thorough search of a visitor will only be allowed if either (1) a warrant has been obtained, (2) staff has reason to believe that the visitor is attempting to bring a prohibited item into the facility, or (3) if the visitor is arrested for a crime which endangers the security of the facility. **Learning Objective 3: You will identify two examples of cruel and unusual punishment of inmates, which are prohibited under the Eight Amendment.** Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. \*Substandard conditions of confinement \*Denying the basic necessities of life \*Excessive force used on inmates \*Failure to protect inmates from harm **Learning Objective 4: You will identify how due process under the fourteenth amendment relates to inmates classification in CDCR.** The fourteenth amendment forbids state from denying: \*Due process **Inmates Classification** Due process becomes an issue when \*An institution decided during classification where to place an inmate within the facility, including what custody level the inmate will be assigned to and what privileges they will have in prison. \*An inmate is put in administrative segregation, temporary detention, or protective custody. \*Subjecting an inmate to involuntary medication \*An inmate is the subject of the disciplinary process \*Determining an inmate's parole eligibility The prison cannot act to classify an inmate unless it first affords sufficient due process to that inmate. This includes holding a hearing when a classification decision could be adverse to the inmates interest. The inmate must be given advance written notice of the hearing, as well as an opportunity to participate. **Learning Objective 5: You will recognize that inmates may take court action if they believe CDCR violated their constitutional rights.** If an inmate believes CDCR violated their constitutional rights, and the inmate was unable to resolve the grievance internally within CDCR, the inmate can take court action in one of two ways: \*A lawsuit filed under Title 42 of the United States Code, Section 1983 A federal statutory law which permits an inmate to vindicate their rights by seeking a court order to halt an illegal practice, plus attempt to receive monetary damages and attorney fees. \*A petition for a writ of habeas corpus. A legal action in which requires a person not only can challenge the person's conviction, but also challenge the conditions of confinement. **Learning Objective 6: You will identify when the Department may refuse your request for representation if lawsuits.** The department may refuse your request for representation if: \*It determines the case is the result of performance outside the scope of your duties \*It determines the case is the result of fraud, malice, or corruption \*It would be a conflict of interest between CDCR and its own policies