Learning Outcomes
The following outcomes will be addressed in the course:
Demonstrate techniques of de-escalation when faced with stressful situations.
Demonstrate critical thinking skills while involved in various calls for service.
Identify aspects of possible biased style thinking when placed into various situations.
Identify different barriers to clear communication involving both verbal and nonverbal behavior
Articulate the four pillars of Procedural Justice
Minnesota POST Board Learning Objectives:
1. 1.1.1 Describe how perception, sympathy, empathy, compassion and respect affect peace officer communication.
2. 1.1.2 Discuss barriers to clear communication, e.g. language, stress, bias, lack of common cultural understanding.
3. 1.1.3 Use and interpret verbal and non-verbal cues to enhance interpersonal communications.
4. 1.2.5. Discuss discretion and how it differs from selective enforcement.
5. 1.3.1. Define and describe models of the conscious processes of critical thinking, logical reasoning and problem solving.
6. 1.3.2. Use structured problem-solving methods to develop creative and innovative solutions to a variety of problems.
7. 1.4.1. Describe decision-making processes and models.
8. 1.4.5. Based on scenarios of peace officer situations, practice making decisions in real time
9. 1.5.2. Explain philosophies and concepts of community policing.
10. 1.5.7. Explain how collaboration with each of the following groups may reduce crime: local citizens, community businesses, and service agencies, i.e. crisis intervention teams, social services, school personnel, and community youth groups.
11. 1.6.1. Explain how conscious and implicit bias impact human behavior.
12. 1.6.2. Discuss how bias, prejudice, stereotyping, intolerance, insensitivity, partiality, and marginalizing can affect just application of the law and influence officer and community safety
13. 1.6.3. Explain the concept of Procedural Justice as it relates to law enforcement including how fair processes, impartial decision making, providing respectful opportunity for a voice, and transparency in actions, bolsters positive community relations and enhances officer and community safety.
14. 1.6.4. Discuss how recognizing and valuing diversity, cultural differences and varied perspectives, promotes community unity, facilitates information gathering, and contributes to officer safety.
15. 1.6.5. Discuss ways officers can promote positive relationships with community members of varying races, ethnicities, national origins, immigration statuses, genders, ages, economic classes, disabilities and/or sexual orientations.(Minn. Stat. 626.8455)
16. 1.6.6. Discuss how family dynamics and communication method, both verbal and non-verbal, vary between cultures and how recognition of these variances can benefit officers and communities.
17. 1.6.7. Discuss culturally responsive approaches to dealing with victims and perpetrators of violence (Minn. Stat. 626.8451., Sub p. 1.a. (4))
18. 1.6.8. Research and discuss the difference between equity and equality and the relationship between crime and being underprivileged.
19. 1.6.9. Discuss the diverse groups that make-up Minnesota’s communities and some of the traits unique to communities that could impact law enforcement response.
20. 3.2.3. Discuss how and why interviewing techniques must vary depending on the interviewee and the circumstances, i.e., when interviewing children, traumatized victims.
21. 3.2.4. Conduct interviews using procedures that: - are appropriate to the situation,- ensure the protection of individual rights, - effectively gather information, - encourage cooperation, and - enhance memory.
22. 3.2.5. Conduct interrogations of suspects using appropriate techniques to gather information, detect deception, and gain an admission or confession depending on the circumstances.
23. 3.2.6. Explain and participate in evidence-based procedures for identifying suspects, i.e., lineup, photo lineup, and field identification, including blind/blinded administration of the lineup, instructions to the eye witness that the perpetrator may or may not be present, use of non-suspect “fillers” that match the eyewitness’s description of the perpetrator and do not make the suspect noticeably stand out and asking a witness to state his or her level of certainty, in his or her own words, as soon as an identification is made.
24. 3.4.1. Discuss how conflict management strategies depend on the situation and various strategies that may be useful in resolving situations involving individuals dealing with mental illness, substance use, or developmental disabilities such as autism.
25. 3.4.2. Model reasonable and effective conflict management strategies and skills intended to de-escalate volatile situations including:-assessing and interpreting body language that is indicative of escalation or de-escalation of volatile situations, and – using of situationally appropriate communication strategies.
26. 3.4.3. Model reasonable and effective dispute mediation strategies and techniques.
27. 4.3.1. Evaluate situations that may require the use of force, determine when force is authorized and necessary, and discuss options for the reasonable use of reasonable force.
28. 4.3.4. In real-time scenario exercises, make decisions about reasonable use of force.