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Communication

Performance Outcome 3.1.

Interview a complainant, witness, victim or subject.

Training Objective Related to 3.1.

Given a written or practical exercise,

1. Identify factors to consider in conducting a subject interview.

2. Interview a complainant, a witness, or a victim.

Criteria: The trainee shall be tested on the following:

For a complainant, a witness, victim or subject:

3.1.1. Professional demeanor

3.1.2. Use of open-ended questions

3.1.3. Recording of information necessary to complete a report

Lesson Plan Guide: The lesson plan shall include the following:

For a complainant, a witness or a victim:

1. Professional demeanor

2. Use of open-ended questions

3. Information necessary to complete a report

4. Complainants and witnesses should be interviewed separately and early in the incident.

5. Statements are made under conditions that provide for no duress, threats, or promises.

6. The focus is on details that bring out the facts of the incident and build on these.

7. Complainants and witnesses are informed that they may be re-interviewed later for information that they may not remember at the moment or about information subsequently developed.

8. Complainants and witnesses are thanked for their information and/or assistance.

9. Identify when/if interview shifts from an interview to an interrogation or becomes accusatory.

Performance Outcome 3.2.

Calm emotionally upset individuals, and communicate an emergency message.

Training Objective Related to 3.2.

1. Given a practical exercise, use techniques of positive verbal skills and body language to talk with people who are emotionally upset in a manner to calm them, or to communicate an emergency message.

Criteria: The trainee shall be tested on the following:

3.2.1. Voice:

3.2.1.1. Volume

3.2.1.2. Tone

3.2.1.3. Control

3.2.2. Body stances

3.2.3. Suggest resources for the subject (pastors, counseling services, mental health, etc.)

3.2.4. Notify supervisor and follow-up if necessary.

3.2.5. Document all proceedings, if necessary and/or as agency policy and procedure require.

Lesson Plan Guide: The lesson plan shall include the following:

1. Facial expressions

2. Body stances

3. Eye contact

4. Voice:

a. Volume

b. Tone

c. Control

5. Language use

6. Suggest resources for the subject (chaplain, counseling services, mental health, etc.)

7. Notify supervisor and follow-up if necessary.

8. Document all proceedings, if necessary and/or as agency policy and procedure require.

Performance Outcome 3.3.

Use crisis communication techniques as appropriate (hostile/confrontational persons). Maintain calm and prevent a situation from becoming worse.

Training Objectives Related to 3.3.

1. Given a written or practical exercise, define negotiation, mediation, and arbitration and identify or demonstrate the steps of each conflict management technique.

Criteria: The trainee shall be tested on the following:

3.3.1. Evaluation of the conflict or crisis scene

3.3.2. Maintaining officer safety precautions

3.3.3. Use of calming language

3.3.3.1. Giving appropriate attention to hostile/confrontational person

3.3.3.2. Transitioning to conflict resolution methods

3.3.4. Definition of negotiation, mediation, and arbitration.

3.3.5. Identifying the steps involved in each type of the above conflict management techniques.

3.3.6. Negotiating, mediating or arbitrating the conflict or crisis situation

Lesson Plan Guide: The lesson plan shall include the following:

1. Evaluation of the conflict or crisis scene

2. Maintaining safety precautions

3. Use of calming language

a. Giving appropriate attention to hostile/confrontational person

b. Transitioning to conflict resolution methods

4. Definition of mediation, negotiation and arbitration.

a. Mediation is the process of using a neutral third party to serve as an intermediary or conciliator between persons or sides in order to bring about an agreement or resolve a dispute. The aim is to help disputants arrive at their own solution.

b. Negotiation is the process of conferring, discussing, or bargaining to reach an agreement.

c. Arbitration is the process of using a third party or parties to hear both sides of a dispute and make a decision regarding settlement of the dispute.

5. The steps involved in each type of the above conflict management techniques.

a. Mediation

1. Each person states his/her position briefly to the neutral third party (deputy). They do not speak to each other directly until the mediator directs them to do so.

2. The deputy elicits suggestions from the disputants as to how the problem may be solved. "There must be some way to solve this problem. Make a reasonable suggestion.”

3. The deputy checks each proposed solution with the other disputant until there is acceptance or compromise.

4. The deputy should avoid criticizing offered solutions, even if he/she doesn't agree.

5. The deputy summarizes the agreement that is reached.

6. The deputy encourages the disputants to act on the solution and leaves.

b. Negotiation – defined as parties involved in exchanging information to gain a benefit or resolve a dispute, crisis, etc. Should be used when mediation fails.

1. Each person states his/her position briefly.

2. Negotiator (deputy) offers possible compromises to the disputants in a neutral, non-defensive way.

3. When compromise is reached, the deputy summarizes the agreement for the parties involved and leaves.

c. Arbitration – defined as a third party who determines the solution to a dispute and imposes that solution on all parties involved.

1. This is a last resort technique.

2. Here the deputy imposes a solution on the disputants based on knowledge of the subject matter and policies of the sheriff’s office related to the type of dispute they are having.

a. The deputy identifies the solution that will resolve the dispute at hand.

b. The deputy presents the options and consequences for not agreeing to resolve the dispute as directed.

c. The deputy communicates his/her responsibility as a deputy if the disputants do not follow directions.

d. The deputy relates any applicable laws and/or policies and consequences of continued acts that break either of these.

e. The deputy explains clearly that the parties must comply with the law or polices or suffer the consequences.

d. Referral - this can be combined with any of the other techniques. The deputy identifies services that may be able to help the disputants (counseling, chaplain, etc.).

6. Negotiating, mediating, or arbitrating the conflict or crisis situation

a. Identify that no physical violence has taken place. If physical violence has taken place, follow policy and procedures for the type of crime committed.

b. Maintain all safety precautions. Back up arriving on scene must not disrupt efforts of first deputy, but should take direction and support the first deputy. Primary goal is to keep the peace and not let parties become physically violent.

c. Diffuse the situation by separating the parties and explaining that you need to know the facts relating to the dispute. Each person will have a chance to speak, but you will set the rules for talking. (This is part of mediation.) They will be stating their positions but doing it through you. You will follow the steps outlined for mediation.

d. If you perceive the parties are too agitated, take each to a different area (the first deputy and a backup officer need to work together to do this). This will be a negotiation.

e. Each officer must listen carefully to the explanation by each party separately to identify what their common interest is. Ask them to identify some alternatives to which both might agree. Deputies should confer before reuniting the parties.

f. Bring the parties back together to discuss alternatives that may resolve the dispute. They must come to an agreement on the alternative for resolving their dispute. You will summarize this and tell them they will be observed for complying with this choice.

g. Recognize when mediation or negotiation conflict management techniques will not produce the desired result. Serve as an arbitrator in this case and make the decision for the parties following agency policy for uncooperative subjects.

h. If conflict management techniques are producing the desired result, advise the parties they can return to their normal routine.

Performance Outcome 3.4.

Write reports.

Training Objective Related to 3.4.

1. Given a practical exercise depicting an incident, write a report.

Criteria: The trainee shall be tested on the following:

3.4.1. Type of offense (What)

3.4.2. Subject(s) information and description (Who)

3.4.3. Victim(s) information and description (Who)

3.4.4. Date/time of incident/ location (When and where)

3.4.5. Circumstances surrounding the incident (What and How)

3.4.6. Complainant/reporting party information (What and Why)

3.4.7. Witness(es) information (What and Why)

3.4.8. Action taken.

Lesson Plan Guide: The lesson plan shall include the following:

1. Types of reports used by a sheriff’s office:

a. Logs

b. Forms

c. Incident reports

d. Memoranda

e. Letters

2. Write an incident report to include the following:

a. Basic data:

1. Name(s)

2. Complete address

3. Date/time of day

b. Proper use of grammar

c. Accurate statements of facts to include quotes.

d. Complete and detailed representation of facts

e. Impartial, clear and concise language

3. Review the report to verify that answers to the questions who, what, where, when, why and how are included in the report.

Instructor Note: Emphasize to class that all written reports may be subpoenaed to court. It is critical to document in writing all factors related to an incident and present these in a professional manner that anyone may read and understand.

Performance Outcome 3. 5.

Prepare for court testimony and testify in court; in a legal and an administrative proceeding; before grand juries; in criminal trials; in evidence suppression hearings; and at probable cause hearings.

Training Objective Related to 3.5.

1. Given a written exercise, identify basic steps an officer should take to prepare for court testimony.

2. Given a practical exercise, prepare for and demonstrate courtroom testimony.

Criteria: The trainee shall be tested on the following:

3.5.1. Preparation for court testimony in general:

3.5.1.1. Review notes and reports

3.5.1.2. Consult Commonwealth or City Attorney if necessary

3.5.1.3. Review physical evidence and lab results

3.5.1.4. Ensure professional appearance

3.5.1.5. Formulate and articulate the facts of an assault court case

3.5.2. Preparation for testimony at a probable cause hearing:

3.5.2.1. Officer appears before a judge, magistrate or clerk of the court

3.5.2.2. Officer identifies suspect

3.5.2.3. Officer describes facts and circumstances that lead one to believe that a crime has been committed and the person named is the perpetrator and provides this information on an accurately completed affidavit

3.5.2.4. Officer swears or affirms to the accuracy of the statement before the judge, magistrate, or clerk of the court

3.5.3. Demonstrate courtroom testimony.

Lesson Plan Guide: The lesson plan shall include the following:

Related to general court testimony:

1. Knowledge of law relating to testimony, probable cause and arrest.

2. Knowledge of facts of the case (confer with prosecutor as needed)

3. Review written notes and reports

a. Deputy may not read notes into court testimony, but only refer to them

b. Time between an incident/offense and court reduces the accuracy of memory

c. Accurate presentation of evidence in court is critical for convictions

4. Review physical evidence and lab results

5. Prepare mentally (present facts not make judgments)

6. Prepare to use calm and professional demeanor

7. Prepare to use good English skills

8. Be aware of body language

9. Use clear and calm voice tone in speech

10. Be truthful, accurate and objective in testimony

Related to probable cause hearings:

1. Knowledge of law relating to probable cause

a. Definition

b. Who can issue a warrant:

1. Magistrate

2. Judge

3. Clerk of the court

c. Elements of probable cause:

1. Physical evidence

2. Witness testimony

3. Close proximity

4. Possession of a stolen item

5. Time between event and apprehension or recovery of property

6. Admission/confession/incriminating statements

2. Knowledge of Virginia Code §19.2-72

3. Knowledge of facts of the case:

a. Date and time of the incident

b. Articulate facts supporting probable cause that an offense was committed

4. Written notes (reference only)

5. Prepare mentally (testify to the probable cause, do not demand a warrant)

6. Prepare to use calm and professional demeanor

7. Prepare to use good English skills

8. Be aware of body language

9. Use clear and calm voice tone in speech

10. Be truthful, accurate and objective in testimony

11. Provide accurate and complete affidavit to conclude testimony

Performance Outcome 3.6.

Verbally communicate with people with different levels of understanding.

Training Objective Related to 3.6.

1. Given a practical exercise, verbally communicate with people with awareness of different levels of understanding.

Criteria: The trainee shall be tested on the following:

3.6.1. Identify audiences that may need the officer to adjust manner of communication.

3.6.2. Identify adjustments that may be needed when communicating with various audiences.

3.6.2.1. Persons under the influence of alcohol or drugs

3.6.2.2. Culturally diverse people

3.6.2.3. Persons with mental disabilities

3.6.2.4. Person’s suffering from dementia including Alzheimer’s Disease

Lesson Plan Guide: The lesson plan shall include the following:

1. Identify reasons to consistently use professional language and plain speaking.

2. Identify audiences that may need the officer to adjust manner of communication:

a. Juveniles of various ages

1. Ways to respond to questions with age appropriate answers:

a. Be honest but use language the juvenile is most likely to comprehend

b. Emphasize the positive in whatever the juvenile is discussing, if possible

b. Generational differences (person in a generation different from the deputy)

c. Culturally diverse people

1. Determine language person speaks, if not English (if possible); obtain services of an interpreter, if possible.

2. Choose a quiet environment or setting to speak, if possible.

3. Use a variety of terms to determine what the recipient may understand, then choose the terms most easily understood; do NOT use derogatory terms or language.

4. Choose a rate of speech helpful to the recipient.

5. Use body language or gestures that enhance verbal communication.

6. Pronounce words clearly and accurately.

7. Encourage recipient to ask questions for clarification.

d. Educated people

e. Uneducated people

f. Mentally disabled people

g. Emotionally upset people

h. Physically disabled or elderly person with mobility problem

1. Ask if you may be of assistance

2. Ask the person the best way to assist them (if appropriate)

3. Be aware of hearing impairments

i. Homeless people

3. Identify adjustments that may be needed when communicating with various audiences.

a. Voice tone

b. Language use/simplification

c. Body stances/gestures

d. Cultural awareness:

1. Identify the variety of cultures living in jurisdiction.

2. Identify particular considerations of these cultures with which to be familiar that may be helpful in conducting an interview of a citizen.

3. Identify resources to assist with language translation for the variety of cultures in the jurisdiction.

e. Facial expressions

f. Eye contact

g. Local customs

4. Identify conversation that helps to promote the positive services of the sheriff’s office.

5. Specific audiences that may require a deputy to adjust manner of communication.

a. Persons who are intellectually challenged

b. Persons with mental illness or other mental disability

c. Persons suffering from dementia including Alzheimer’s Disease (AD).

1. Identify physical, mental, behavioral symptoms and consequences of AD.

2. Identify situations where a person with AD may be encountered.

3. Identify specific intervention techniques for managing the person with AD.

4. Identify potential resources that assist in responding to persons with AD or dementia: Alzheimer’s Association, Safe Return Program, Project Lifesaver.

6. Cultural awareness knowledge that may assist in adjusting communication with audiences.

a. Define culture and cultural groupings.

b. Define ethnicity and ethnic groups.

c. Identify the variety of cultures living in jurisdiction.

d. Identify the variety of cultures whose members may visit or travel through the jurisdiction.

e. Define ethnocentrism.

f. Define stereotype.

g. Identify the particular considerations of the cultures with which it will help a deputy to be familiar in order to conduct an interview.

h. Identify resources to assist with language translation for the variety of cultures in the jurisdiction.

Performance Outcome 3.7.

Manage stress professionally.

Training Objective Related to 3.7.

1. Given a written or practical exercise, identify or demonstrate the necessary skills and techniques to respond to stressful situations professionally.

Criteria: The trainee shall be tested on the following:

3.7.1. Define crisis, victim and stress.

3.7.2. Identify three stages of stress reactions.

3.7.3. Identify common characteristics of stress.

3.7.4. Identify methods of handling stress.

Lesson Plan Guide: The lesson plan shall include the following:

1. Define crisis, victim and stress.

a. Crisis – a crisis is a decisive or crucial time, stage or event that represents a turning point in the course of anything.

b. Victim – a person who is harmed by or suffers a loss through some act, condition or circumstance.

c. Stress is the body’s non-specific response to any demand placed on it. (Hans Seyle, M.D.)

Individuals should learn as much as possible about their individual reactions to stress as this will provide the basis for enhancing their ability to manage their stress. What are some non-specific responses that your body gives in reaction to demands you place on it?

2. Coping with crisis (stress reactions)

a. Five general coping behaviors:

1. Cognitive strategies (thinking ahead, or pre-planning how you would act if faced with a certain situation)

2. Verbal strategies (talking your way out of a situation)

3. Physical strategies (fight or flight)

4. Psychological defense (fight or flight)

5. Physiological reaction (numerous possibilities – crying, red face, clenched teeth or fists, etc.)

b. Six observable coping strategies exhibited by victims:

1. High anxiety (emotional state at crisis impact)

2. Denial (can’t believe it’s happening)

3. Anger (upset because they did not deserve this)

4. Remorse (feeling of guilt. . .could have possibly prevented it “if only I had not. . .”)

5. Grief (abject sadness, helplessness, and hopelessness felt by victim)

6. Reconciliation – After working through grief the desire to “put it behind” and go on with life.

3. Identify three stages of stress reactions.

a. The alarm stage: This occurs when the body reacts to the stressor with a physical reaction. These include the following:

1. Increased breathing rate

2. Increased heart rate

3. Increased metabolism rate

4. Increased oxygen in the blood

5. Increased sugar in the blood

6. Increased serum lipids

7. Increased serum cholesterol

8. Increased blood flow to the muscles

9. Increased clotting mechanism of the blood

10. Decreased digestion

11. Decreased inflammatory response

12. Decreased immune response

b. The resistance stage: This occurs after the stressor is gone and the body works to repair the damage caused by stress.

c. The exhaustion stage: This occurs when stressors are prolonged and the body remains in an alarm stage condition with no time to repair itself exhaustion sets in.

4. Identify common characteristics of stress.

a. Mental or physical tension

b. Sense of pressure or urgency

5. Identify methods of handling stress.

a. Physical activity helps to manage stress. Keeping your body in good shape as a general rule gives you confidence in your physical skills and assists with mental alertness. Simple exercises to relieve muscles that may tense up from working long periods in certain positions are also helpful. Shoulder rolls, head rolls, standing, stretching, arm circles, etc., can be done periodically throughout the day to help provide some physical relief. This, in turn, helps to manage stress.

b. Communicate with co-workers or loved ones about the stress of a work day. Just be sure not to break confidentiality of information when doing so. Giving and receiving support through sharing stressful feelings helps in managing stress.

c. Recognize limits. If a situation at work is beyond your control and cannot be changed, learn to accept this.

d. Take care of yourself. Eat and sleep properly. Good nutrition and proper rest are important factors for everyone in managing stress. Lack of proper nutrition affects mental capability. Lack of proper rest may quickly make a person less tolerant of situations that otherwise would be manageable.

e. Have fun. Time for things you enjoy doing is important for relaxation and helping to keep a balanced outlook. Without this, you may react much more negatively to calls for service than is appropriate.

f. Breathe. Taking slow, deep breaths periodically can both help you relax and help keep you calm in a crisis situation. Use this breathing technique to aid your mental focus.

g. Cry. When a situation has deeply affected you, tears provide a good release for anxiety. When you have shed these, you will be better able to cope.

h. Use mental imagery. You can create a special, quiet place in your mind that will help you manage stress. You can go there even when you are working and use that imagery to help you get through a difficult caller or situation.

i. Avoid self-medication. Avoid drugs in general, but if you are taking any prescription drugs, follow the directions and do not take extras. Drugs, even non-prescription ones, can be habit forming and create more stress than they relieve.

j. Be positive. Focus on the good things about the world, life, and people.  Negative thinking may result in negative talking and negative feelings that simply are not healthy for you, your co-workers, and your workplace. When there are differences, work in a proactive manner to resolve these.

k. Use positive self-talk. Think good thoughts about yourself. Give yourself a pat on the back when you’ve done something good. Positive thinking is one of the best tools you can use that will ultimately help you manage stress productively.

6. Identify resources that may be available to staff to help manage stress:

a. Doctors

b. Faith base services

c. Community Services Board

d. Support services