National Use of Force Continuum

A little departure from my original method of teaching. Since there has been a change in how my class is being held, vis a vis online this video link seems apropos.

This deconstruction of the Use of Force Continuum was done to help you understand how a situation where the Police are called is assessed, how the police go about developing their plan of action and subsequently act. This is all based on a subject’s responses and the situation as it develops before them. It is interesting to note this is the same Use of Force Model that is used in training Security Guards under the PSISA. The Private Security and Investigative Security Act in the Province of Ontario.

The Framework was developed through a collaborative effort. It was championed and monitored by the Canadian Association of Chiefs of Police, the partners in this endeavour also included the Canadian Police College, the Ontario Police College, and 64 of the country’s top use of force specialists and educators representing the different jurisdictions of Canada including police officers such as Cst. Jon P. Gould from the Saint John City Police Force who I had the pleasure of serving with. If anyone has a link for the Saint John Police website I would love to have it to include in this post.

It will only take 4 minutes to watch.

It can be seen on Youtube and here is the link:

https://youtu.be/Ya2OkfGSKJ0

An explanation, for teaching.

“I got it” was how the cellphone call I just received started. A recent graduate from my program, Police Foundations / Law Enforcement had just called me. Pilar had just been offered a job with the Toronto Police Service.

The closest way I can attempt to describe this feeling, is… have you ever had an occasion where your body tingled from head to toe? Maybe it’s how a pin cushion feels or the joy someone might feel when they hear they just won the lottery. Every time I get a call like this one it reminds me why I am a teacher. After twenty-five years in a law enforcement career, patrolling the streets, in-service training for police officers, an instructor in public colleges and now in a private career college I continue to be inspired by those I am trying to help.

Even though Pilar had lots of experience, like working in a group home for troubled youth, being a foster parent, to serving our country as a reservist in the Canadian Armed Forces, police services, still, turned her down. She had the coveted OACP certificate of results (Ontario Association of Chiefs of Police) required to be hired, and still got rejected.

Her drive, tenacity and willingness to follow and meet the learning objectives in each of the courses. Beginning with the end in mind, to get the job done. Pilar’s story should inspire anyone. Rejection was not part of her vocabulary. She did not give up. Her call not only gave her a new career it validated my career. I was doing what I was called to do. Prepare students so they could pursue their life’s dream. I ask myself: Am I helping them or are they helping me?

Tunnel Vision

I teach on this topic in one of my Police Foundation classes.

Experts define tunnel vision as a “single-minded and overly narrow focus on a particular investigative or prosecutorial theory, so as to unreasonably colour the evaluation of information received and one’s conduct in response to that information.”

Police officers and Crown counsel affected by tunnel vision can become so convinced that the correct suspect has been identified and that the theory of the case is correct, that they see only the evidence that supports that theory and ignore facts and information that do not support it.

Crown counsel must not only watch for signs of tunnel vision among the police officers involved in the investigation of the case, but they must also constantly guard against developing it themselves. One of the greatest safeguards for Crown counsel is to bear in mind the key principles regarding the role of the Crown so clearly articulated in the classic case of Boucher v The Queen.  In their review of the evidence in a given case, Crown counsel must remain cognizant of their duty to be fair and impartial, and to ensure they review the evidence in an objective, rigorous and thorough manner. Crown counsel fulfil a gatekeeper function by virtue of the Crown’s duty to critically and independently assess the evidence presented by the police.

While Crown counsel should, where appropriate, encourage co-operation and early consultation with the police during police investigations, it is crucial that Crown counsel understand the distinct and independent role of the Crown vis-à-vis the police.

Although the police are responsible for directing the investigation, during the file review, Crown counsel should not hesitate to question aspects and perceived shortcomings of the police investigation that relate to the sufficiency of the evidence and impact the prospect of conviction. A fair, independent and impartial review of the file by Crown counsel also means remaining open to alternative theories of the case, which may be different from the theory advanced by the police. Public Prosecution Service of Canada (PPSC) managers and Crown counsel should also strive to create a workplace atmosphere that encourages questions, consultations and frank discussion and debate among Crown counsel and that is receptive to the expression of alternative views regarding a case.

During file review and trial preparation, checks and balances through supervision and second opinions should be encouraged. Crown counsel with carriage of the file may consider consulting a fellow Crown counsel who can play the role of a contrarian or devil’s advocate. This can be a very useful technique, particularly in the most serious cases. Mentoring should be encouraged regarding various aspects of Crown counsel’s role, such as the importance of the independent role of Crown counsel vis-à-vis the police, and the appropriate limits of Crown advocacy.

Downloaded on November 29, 2020 from https://www.ppsc-sppc.gc.ca/eng/pub/fpsd-sfpg/fps-sfp/tpd/d-g-eng.pdf

Mental Health and Police Encounters

Police officers are often called to situations where people are experiencing a mental health issue or are in a mental health crisis. I teach many provincial statutes in the Police Foundations and Law Enforcement Diploma Program at Anderson College of Health, Business and Technology. One of those is the statute in Ontario, the Mental Health Act.

Each province is responsible for the legislation pertaining to the apprehension and psychological examination of persons without their consent. Individual provinces across Canada have similar acts and powers.

It is important to understand the distinction of an arrest versus an apprehension. An arrest is the taking of physical control with the intent to detain; charges may or may not be pursued. The Canadian Charter of Rights dictate whereby an individual’s rights to counsel, section 10 are provided to a detained person. An apprehension is the taking of physical control with the intent to detain. There are no charges being pursued, rather, apprehension is being made for the purpose of one’s safety. An individuals’ rights to counsel are not always required.

The Act identifies that patients fall under three distinct categories: voluntary, informal and involuntary patients.

A voluntary patient is a person who is being admitted on the recommendation of a physician. They are not being detained or restrained. They choose to be admitted and can leave the facility at any time.

An informal patient is a person who is a patient in a psychiatric facility under consent of another person who is entitled to give or refuse consent to treatment on his/her behalf. They can choose to be admitted and can leave at any time.

An involuntary patient is a person who is detained in a psychiatric facility under a certificate of involuntary admission or a certificate of renewal.

There are times when, due to the safety of the victim or others that it is too dangerous to wait. Section 17 of the Mental Health Act provides the power needed to affect an apprehension. The police officer requires reasonable and probable grounds to believe the person is acting or has acted in a disorderly manner and has reasonable cause to believe the person,

has threatened or attempted or is threatening or attempting to cause bodily harm to himself or herself;

has behaved or is behaving violently towards another person or has caused or is causing another person to fear bodily harm from him or her; or

has shown or is showing a lack of competence to care for himself or herself,

And in addition, the police officer is of the opinion that the person is apparently suffering from a mental disorder of a nature or quality that likely will result in, serious bodily harm to the person, serious bodily harm to another person or, serious physical impairment of the person, and that it would be dangerous to proceed under section 16, the police officer may take the person into custody to an appropriate place for examination by a physician.

The ability to take someone into custody without a court hearing is a power not to be taken lightly. It requires a police officer to treat this power with the seriousness of the powers of arrest.

To summarize the grounds and beliefs a police officer must have to meet section 17 refer to this chart:

Chart

The Police officer has a duty to remain with the person and at the facility until the facility takes custody under section 33 of the Mental Health Act. Depending upon how busy a facility might be it can be a short period of time or run into hours.

Other involuntary admissions that may require a police officers involvement pertain to sections 15, 16, 21, 22 and 33.3.

Section 15

Application for Psychiatric Assessment, a Form 1.

A person is to be examined within 7 days by a physician whether there is a history of mental illness or history of previous treatment or not. The physician has reasonable cause to believe a person is danger to self or others or they have the inability to care for themselves. The form must be signed by the physician within 7 days of examination. After it has been signed the application is valid for 7 days. It authorizes any person to take the person to a facility. It authorizes detention in a psychiatric facility for observation and examination for up to 72 hours.

Section 16

Justice of the Peace Order a Form 2.

Any person including the police can lay an information before a justice outlining grounds. This method of getting help is typically initiated by family members. The Justice of the Peace must be convinced that the subject is a danger. The form is directed to the police to act on and is valid for 7 days.

Section 21 and 22

Judges Order

A judge’s order for examination section 21 is the result of a person being before the court under a charge or conviction and the Judge believes person suffers mental disorder.

A Judge’s order for admission section 22 is the result of a person being in custody before the court charged with an offence and the Judge believes the person suffers a mental disorder. There is a limitation of a 2-month maximum.

Section 33.3

Physician’s Order, a Form 47.

A physician’s order is the result of a person who is suffering from a mental disorder and who is living in the community under a Community Treatment Order and they fail to comply with the order for treatment. The physician may terminate the Community Treatment Order and make an order for examination. This is directed to the Police and is valid for 30 days.

Other circumstances where Police Officers become involved is when a patient is Absent Without Leave (AWOL). This unauthorized absence comes under section 28(1).

Section 28(1)

Unauthorized Absence

Absent Without Leave (AWOL), a Form 9.

Where an involuntary patient is absent without leave the Officer in Charge of the hospital or facility the patient is being treated issues an Order for Return Form 9. The order directs the police officer or other persons to make reasonable attempts to return the patient to the same facility or facility nearest the place where they were apprehended. Once the absence has become know to the Officer in Charge there is a one-month window where the return must happen. If the one-month elapses the patient is then deemed to be discharged.

A guide I found particularly helpful is: A Practical Guide to Mental Health and the Law in Ontario from the Ontario Hospital Association. This Toolkit is intended to provide health care providers with a general understanding of mental health law issues and with an overview of the legislation that governs the provision of mental health care in Ontario.

A lack of adequate education for police officers around mental illness is a reality that impacts their ability to carry out their work with this vulnerable population. Police require customized training regarding how to identify situations involving mental illness. Learning how to communicate and intervene without requiring or to minimize the use of force for police officers is important. The goal is to help individuals with a mental illness access the services they need. I would like to improve my teaching ability. The Mental Health Commission of Canada offers Police Officer’s the opportunity to become an instructor of Mental Health First Aid. I hope to be able to raise the $2400. and get accepted to the 4-day course.

We can be two types of people when it comes to those who are experiencing a mental crisis. There are bystanders and outstanders. Bystanders, just like the word suggests, are those people who just stand by and do nothing else. Outstanders are those people who are outstanding, they are the ones who do something to help ease the load of others. I want to be an outstander. I want to recognize that someone may be experiencing a problem, I want to know what to do to help ease that problem, and, be caring enough to help.

This article is certainly not conclusive.  A lot more can be discussed about the Act. Officer safety is certainly a concern for police officers. Family members of persons who are suffering a crisis are rightly concerned about their loved one’s safety as well.  There are too many interactions that have ended poorly.

A few Do’s and Don’ts that may help us:

DO’S:

• Isolate and contain
• Eliminate/reduce distractions
• Firm but gentle voice
• MAPS
  • Major Mental Disorder
  • Active Psychotic Indicators (Hallucination, delusions)
  • Previous history of violence/weapons
  • Substance abuse
• Explain you want to help
• “Help me understand what is happening to you”
• Develop a sense of working together
• Assess before engaging

DONT’S:

• Invade personal space
• Underestimate your uniform (as a police officer)
• As a general rule, do not use humour or attempt to deceive

Additional web resources from the Canadian Mental Health Association that have numerous links if you want additional information:

https://ontario.cmha.ca/provincial-policy/criminal-justice/mental-health-and-addictions-legislation/

https://ontario.cmha.ca/document-category/criminal-justice/

 

An explanation of the Youth Criminal Justice Act.

Teaching Youth Criminal Justice

One of the courses I teach to help prepare students who are enrolled in Anderson College’s Police Foundations / Law Enforcement Diploma program is Youth Criminal Justice.

The  Youth Criminal Justice Act (YCJA) came into force April 2003. Youth in Canada have always been given special consideration by the courts and correctional systems because of their vulnerability and need for protection.  This was preceded by the Young Offenders Act and the Juvenile Delinquents Act where court procedures were characteristically very formal.

Under the Youth Criminal Justice Act, a youth who is charged with a crime will generally receive special protections, such as suppression of his or her identity, an increased right to counsel, and particular entitlement to cautions before making statements to police. The YCJA continues to restrict publication of the identity of most young persons accused of criminal offences. Jury trials can also take place in youth justice courts under the YCJA.

Protections afforded by the Charter of Rights and Freedoms apply to adolescents. The youthful accused, under the YCJA, has a right to counsel. Young persons must be held separate and apart from adults in detention after an arrest unless this is absolutely impractical.

The declaration of principles for the YCJA state that extra-judicial measures (EJM) are often the most appropriate and effective means to address youth crime, through allowing effective and timely intervention to correct the behavior of the youth. The measures are adequate to hold a young person, committing a non-violent office, accountable for their behavior where the youth has not previously been found guilty of an offence.

The principles behind the YCJA are to: prevent crime, rehabilitate and reintegrate the youth back into society after having experienced meaningful consequences for their action after timely interventions, with the intent to promote the long term protection of society.

Section 6(1) of the YCJA allows extra-judicial measures to be used when the young persons has committed an offence that has been non-violent or non-serious and they have not previously been found guilty of an offence. The police officer initiates the EJM in lieu of charging the youth.

The objectives of EJM are to occur in an effective and timely manner. It should encourage the youth to acknowledge and repair the harm to the victim and the community. It is important the family and the community be involved and is encouraged. The victim plays a role by participating in decisions. Another consideration is respecting the rights of the youth and the measures should be in proportion to the offence.

So what options are available to the police to consider? The first is to take no further action. The second measure would be to deliver a warning to the youth, (the police will record this warning). Third cautions and fourth referrals to community programs.

Whether the police fail to consider extra-judicial measures or not it does not invalidate a subsequent charge against the young person for the offence. Further, if the police do not use the EJM a charge is laid.

When a young person is charged with an offence, the police do not always provide the record to the RCMP but they may provide the record. Once they are found guilty the police shall provide the record to the RCMP to place it on the Canadian Police Information Centre.

When a young person is unable to obtain counsel, the court is required to direct counsel be provided. They are unable to waive counsel. They have a right to counsel at any stage of their proceedings.

The YCJA outlines forms that requires statements regarding the right to counsel be printed on them. Forms 9, 6, warrant to arrest form 10, undertakings form 11.1, recognizance form 11 and any notice to young person, notice of review if a youth sentence is given to a young person and the notice to a parent or guardian.

The Notice to Parent as per section 26 of the YCJA the Officer in Charge must upon arrest or detention give or cause to be given a notice as soon as possible in writing or orally the reason for arrest and where the youth is being detained.

If the youth is being charged and have been issued a Summons or Appearance Notice the officer will give Notice in writing to parents. If the youth has been issued a Promise to Appear or Recognizance, the Officer In Charge will give notice in writing.

EXTRA-JUDICIAL SANCTIONS s. 10 YCJA

Extrajudicial sanctions are a more formal type of extrajudicial measure and provide another way of dealing with a young person who is alleged to have committed a more serious offence or who has a history of offending behaviour. The Youth Criminal Justice Act says that extrajudicial sanctions may only be used if a young person cannot be adequately dealt with by less formal extrajudicial measures such as a warning, caution or community referral, because of the seriousness of the alleged offence or the nature and number previous offences committed by the young person.

While the acceptance of responsibility is not a condition of being dealt with using the least stringent extrajudicial measures, it is a condition of being subjected to an extrajudicial sanction.

After the police charge the youth then the crown prosecutor reviews the file and makes the decision about whether an extrajudicial sanction would be appropriate, or whether the young person should go to court to face charges. When making this decision, the crown prosecutor considers the nature and number of any previous offences committed by the young person.

The EJS should not be used if a warning, caution or referral would be enough.

Criteria for Sanctions

There are conditions that must be met for EJS to be used. The youth must admit responsibility for their actions. This admission cannot be used as evidence against the youth in the future however EJS can be used as evidence of prior offending behaviors. The youth will have the opportunity to consult with a lawyer. Sanctions require that there be enough evidence to prosecute the youth.

The crown prosecutor will put the file on hold for three months and will send it to a probation officer. The youth will then either work directly with the probation officer to decide what actions the youth must take to complete the program, or the file will be referred to a Youth Justice Committee. The Committee will meet with the youth, talk about the situation, and decide what the consequences for the behavior will be and what you must do to fix the harm caused.

EJS are the most formal type of extrajudicial measures and are part of a program authorized by the Attorney General. In Ontario for instance, formal EJS programs are funded by both the Ministry of Attorney General (MAG) and the Ministry of Children and Youth Services (MCYS) and Youth Justice Committees (YJC).

The YJC program is funded by MAG and is based on a restorative justice approach. Sanctions can be called at any time in the Youth Justice Process

The youth can be referred either pre-charge by police (via EJM) or post-charge by the Crown (via EJS).  Post-charge sanctions are referred by the Crown where a young person cannot adequately be dealt with by police caution or warning (extrajudicial measures). EJS are community-based and can include apology to victim, community service work, restitution, cognitive / behavior skills, anger management, life skills. EJS are the most formal type of extrajudicial measures and are part of a program authorized by the Attorney General, s.10(2)(a).

In Ontario, formal EJS programs are funded by both the Ministry of Attorney General (MAG) and the Ministry of Children and Youth Services (MCYS): • Youth Justice Committees (YJC) – The YJC program funded by MAG is based on a restorative justice approach. Young persons can be referred either precharge by police (via EJM) or post-charge by the Crown (via EJS).

CONFERENCES s. 19 YCJA

Trained community volunteers set meetings with the youth, their parent or parents and the victim if the victim chooses to participate to negotiate appropriate ways by which the youth can make amends and be held accountable for their actions. Each YJC has a Steering Committee chaired by the local Crown Prosecutor. The committee provides oversight to the YJC and includes representation from Police, Probation, Legal Aid, defense counsel and victim services. The Youth’s worker may be called to give advice on EJM, conditions for release, sentences, reintegration plans and other matters.

Any sanction that is decided upon must be consistent with the principles of the Act.

PRE-TRIAL DETENTION s. 29(2) YCJA

The police must release a YP unless detention is necessary under provisions of the C.C. It is prohibited to be used as a substitute for child welfare or social measure. A youth justice court judge or justice may order that a YP be detained in custody only if the young person has been charged with a serious offence or an offence other than a serious offence, if they have a history that indicated a pattern of either outstanding charges or findings of guilt.

If the judge or justice is satisfied the YP will not appear in court or the detention is necessary for the protection or the safety of the public or there are exceptional circumstances that warrant detention and that detention is necessary to maintain the confidence in the administration of justice.

Serious violent offences can be remembered with the aide-mémoire MAMAS.

Murder (1^st or 2^nd Degree)

Attempt Murder

Manslaughter

Aggravated Sex Assault

Serious violent offence

Sentencing Principles from section 28 (1) of the YCJA dictated they need to be a fair and proportionate response to the offence. The sentence needs to hold the YP accountable through meaningful consequences and promote rehabilitation and reintegration while considering the long term protection of the public.

There are restrictions on custody vis a vis section 39 (1) of the YCJA. The court shall not commit a YP to custody unless there was a violent offence, the youth failed to comply with a non-custodial sentences or the young person committed and indictable offence for which an adult would receive 2 years or more and there was history or pattern of EJS or there were findings of guilt or both.

ACTION THE POLICE MAY TAKE UPON A VIOLATION:

No offence for violation

Police report violation to Provincial Director (PD)

Required a warrant issued by PD

Deferred custody

Not an offence

Require warrant issued by PD

SENTENCING OPTIONS AVAILABLE:

Custody and supervision order

Non-custodial sentencing options

Intensive support and supervision program

Intensive rehabilitation custody/supervision order

Reprimand

Fine up to $1000

Restitution

Deferred Custody

CONCLUSION

There you have it. Almost everything you need to know about Youth Criminal Justice. Are you thinking of getting hired by a police service in Ontario? I teach the same content in the Police Foundations Program as cadets learn in the Ontario Police College. You can improve the possibility of being hired by first taking my Police Foundations Program. I have former students who are now employed as full-time police officers and will vouch for  being in my class. Get in touch if you are interested in a police career.

The Principles of Policing

Sir Robert Peel was supposedly the architect of modern day policing. In 1855 he proposed a Bill in the British Parliament that was supposed to improve the level of Policing the residents of London were receiving. Some historians might argue that he was never the author of these principles. I don’t think there is any argument they were revised by Sir Robert Mayne in 1829.

Take a moment to read the nine principles and ask yourself the question: “How well are we living up to them”?

1. To prevent crime and disorder, as an alternative to their repression by military force and severity of legal punishment.
2. To recognise always that the power of the police to fulfil their functions and duties is dependent on public approval of their existence, actions and behaviour and on their ability to secure and maintain public respect.
3. To recognise always that to secure and maintain the respect and approval of the public means also the securing of the willing co-operation of the public in the task of securing observance of laws.
4. To recognise always that the extent to which the co-operation of the public can be secured diminishes proportionately the necessity of the use of physical force and compulsion for achieving police objectives.
5. To seek and preserve public favour, not by pandering to public opinion; but by constantly demonstrating absolutely impartial service to law, in complete independence of policy, and without regard to the justice or injustice of the substance of individual laws, by ready offering of individual service and friendship to all members of the public without regard to their wealth or social standing, by ready exercise of courtesy and friendly good humour; and by ready offering of individual sacrifice in protecting and preserving life.
6. To use physical force only when the exercise of persuasion, advice and warning is found to be insufficient to obtain public co-operation to an extent necessary to secure observance of law or to restore order, and to use only the minimum degree of physical force which is necessary on any particular occasion for achieving a police objective.
7. To maintain at all times a relationship with the public that gives reality to the historic tradition that the police are the public and that the public are the police, the police being only members of the public who are paid to give full time attention to duties which are incumbent on every citizen in the interests of community welfare and existence.
8. To recognise always the need for strict adherence to police-executive functions, and to refrain from even seeming to usurp the powers of the judiciary of avenging individuals or the State, and of authoritatively judging guilt and punishing the guilty.
9. To recognise always that the test of police efficiency is the absence of crime and disorder, and not the visible evidence of police action in dealing with them.

Learning to teach in the Police Foundations / Law Enforcement Program at The National Academy of Health and Business I have had to revisit my career many times. Reviewing the 25 years I served with the Saint John Police Force and The Department of the Solicitor General on secondment has had me deconstructing my experiences. I am trying to bring an unbiased approach to the recent and not so recent events that have occurred. When you look back at events as they transpired, the Los Angles riots, Newark and others up to today and the perception of heavy handedness by police will we ever be able to turn this thing around?

I hope we can for the sake of the Police Profession, for those affected and the students I teach. My purpose is to instil in my students that we receive the right to Police the community from the community. When we have the support of the public we will be safer than without it.

Police Foundations and Law Enforcement Program of Study

I started my law enforcement career right out of Holland College’s Atlantic Police Academy by going to work in Saint John, New Brunswick. During my early years I attended many in-service training programs. The prevailing opinion at the time regarding careers was that it will be normal for our generation to have three or four careers.

When I was presented with this idea I began planning what mine would look like. After some careful consideration I thought, ten years in policing, ten years in law, then I would teach at either a police academy or in law school for another ten years to round out my career.

I never made it to law school because both times I wrote the LSAT’s and applied to law school I was never in the upper percentile and got overlooked.

There was a role in policing I began to look more closely at and that was the work of a Public Information Officer. I took the steps to pursue this Public Relations training and assume that role. I graduated from Seneca Colleges Corporate Communications Management Program with High Honors and recognized for my commitment to professionalism with the Doris Whiteside Award from the Canadian Public Relations Society. A few years later while completing a Master’s of Science degree in Public Relations at Stirling University in Scotland, an opportunity to teach the Research Program at Seneca College in Toronto presented itself. I was thrilled!

This brings me to the point of this particular installment on my Learning to Teach blog. I have completed what many would say is a complete circle. I am now teaching, not in public relations, as I have for a number of years, but in a police foundations / law enforcement program at the National Academy of Health and Business and it has surpassed my expectations and interest. I liked teaching public relations but this is even better because I am teaching students about my first love… policing! It is not work, it is a calling or something higher… a purpose!

Here are some of the subjects I cover over a 43 week period to introduce students to law enforcement and the criminal justice system. In the coming blogs I will deconstruct some of these topics. Please check back one in a while or follow for updates.

Introduction to Police Foundations

This section will introduce the student to law enforcement and the criminal justice system. They will also understand the duties and responsibilities of police administrations, services and agencies. Subjects include:

• Police terminology
• The history, role and function of policing in Canada
• Corrections
• Contemporary issues
• Police administrations, services and agencies

Criminology

This section will introduce the student to the study of criminology and the role of law enforcement. The student will be able to define and understand the concepts of burden of proof and standard of proof. Subjects include:

• Criminology
• Criminal justice
• Law enforcement
• Community Based Policing

Hierarchy of Laws and the Canadian Constitution

This section will introduce the student to the structure and content of the Canadian Constitution in order to understand how laws are made. The relationship of the hierarchical structure that relates to specific offenses holds practical applications for law enforcement. Subjects include:

• The Canadian Constitution – An Overview
• How laws are made
• Structure, function and powers of the federal, provincial and municipal governments

Canadian Charter of Rights and Freedoms/Law and The Criminal Code

This section will examine the Canadian Charter of Rights and Freedoms with specific focus on the protection of human rights as they relate to law enforcement. Subjects include:

• Study of the Canadian Charter of Rights and Freedoms
• Case Study
• Law and the Criminal Code
• Interpretation of the Criminal Code
• Criminal and Civil Law

Laws of Evidence

This section will introduce the student to the laws of evidence required to prove an offense. The student will be able to distinguish various types of evidence and examine the admissibility of each. At the end of this session the student will be able to explain the role of evidence law and the roles of the judge, jury and counsel with respect to the evidence. Subjects include:

• Laws of Evidence
• Disclosure Obligation
• Corroborative Evidence
• Admissibility of Evidence
• Physical and Documentary Evidence
• Oral evidence and witnesses

Elements of Offences

This section will introduce the student to specific elements of offenses and the role of case law. The student will study the differences in offenses to persons, property and the public. Subjects include:

• Elements
• Offenses against persons, property, public order
• Proving the offense
• Criminal offenses
• Domestic violence
• Facts in Issue
• Hate Crimes/Ethnic Diversity

The Criminal Code, Federal and Provincial Statutes

This session will introduce the student to the Canadian Criminal Code and Federal and Provincial Statutes. At the end of this session the student will be able to interpret the Criminal Code and understand the theories of civil law, prosecution and defense as they relate to properly obtained evidence. Subjects include:

• The Criminal Code
• Federal and Provincial Statutes
• Theory of Civil Law
• Examination vs. Cross Examination Theory of Prosecution Theory of Defense

Prejudice Hearsay and Privilege

This section will examine how prejudice, hearsay and privilege affect the outcome of law enforcement and the probative value of evidence. Subjects include:

• Prejudice
• Hearsay, privilege
• Improperly obtained evidence
• Probative value of evidence
• Case study

Young Offenders

At the end of this session the student will be able to demonstrate an understanding of the Young Offenders Act and Child and Family Services Act in order to discuss and analyze current relevant issues as they relate to law enforcement. Subjects include:

• The Young Offenders Act Historical Overview
• Child and Family Services Act Sentencing and Corrections
• Alternative Measures

Written and Verbal Communications

At the end of this session the student will be able to communicate accurately, persuasively and credibly with individuals, groups and multi-disciplinary teams. The student will also be able to demonstrate the ability to apply and practice professional business and legal writing skills. Subjects include:

• Theories of communication
• Effective English and listening skills
• Making effective presentations
• Interviewing for investigation
• Written communications
• Business and legal writing skills
• Maintaining an accurate diary

Psychology

At the end of this session the student will be able to demonstrate an understanding of psychology and how it affects behavior, implement team-building methods and develop a practical approach to dealing with difficult behavior. Subjects include:

• Psychology
• Factors affecting human behavior
• Cognition, perception and motivation
• Team building
• Interpersonal relationships
• Theories of criminal and deviant behavior

Sociology and Ethics

At the end of this session the student will be able to demonstrate and practice occupational and professional ethics and understand social issues by demonstrating sensitivity to cultural differences.

• Theory of social behavior
• Types of functions of social services
• Community programs
• Issues in diversity
• History of race, ethnic relations in Canada concepts of culture, ethnicity and race
• Crisis Intervention
• Ontario Human Rights Code

Principles of Ethical Reasoning

At the end of this session the student will be able to apply ethical reasoning ability to their personal and professional decision-making process. Subjects include:

• Principles of ethical reasoning
• Basis of moral reasoning and ethical behavior
• Occupational and professional ethics

Criminal statistics and trends

At the end of this session the students will understand how to read and analyze criminal statistics and trends. The student will demonstrate the ability to collect evidence while respecting the rights of the witness. Subjects include:

• Criminal statistics and trends
• Psychological and social impact of crime and violence
• Legal rights of the witnesses and of the accused
• Respecting Rights in the Collection of Evidence
• Search warrants and wire taps

Public Administration

At the end of this session the student will be able to demonstrate the ability to understand and apply theories of public administration and public sector management. Subjects include:

• Theory of public administration
• Theory of public sector management
• Public administration and the political process

Acts and Regulations – Offenses

At the end of this session the student will be able to demonstrate a working knowledge of the acts and regulations that create offenses and how they relate to law enforcement. Subjects include:

• Controlled Drug and Substance Act Young offenders Act
• Provincial Offences Act Highway Traffic Act
• Compulsory Automobile Insurance Act
• Trespass to Property Act
• Liquor License Act & Regulations

Acts and Regulations Administrative

At the end of this session the student will be able to demonstrate a working knowledge of the acts and regulations that are administrative in nature and the role of law enforcement. Subjects include:

• Police Services Act
• Mental Health Act
• Tenant Protection Act
• Coroners Act
• Child and Family Services Act

First Nations People

At the end of this session the student will be able to understand social issues related to First Nations People and demonstrate sensitivity to cultural differences and laws. Subjects include:

• Laws, demographics, culture and current issues
• Ethnic composition and the history of race relations in Canada
• Culture and sensitivity training
• Racially motivated conflict
• First nations policing, use of force, law and legal issues
• History, sovereignty, land titles, cultural history, current issues

Police Procedures

This section has been designed to introduce the student to basic police procedures and prepare them to be able to promote and facilitate partnerships within the community. At the end of this session the student will be able to demonstrate the ability to exercise officer safety in use of force training. The student will also demonstrate the ability to manage traffic and understand traffic law and issues, affect an arrest, issue a warrant, interview witnesses, obtain evidence, maintain a diary, conduct an investigation and maintain a personal fitness program. Subjects include:

• Basic police procedures
• Officer safety and use of force training
• Community Based Policing
• Fitness
• Powers of arrest, arrest authorities
• Search and seizure authorities
• Warrants
• Interviews, statements and confessions
• Police discretion – implications
• Police governance and accountability
• Disclosure obligations to the public
• Police management and labour relations
• Police Services Board
• Police complaints
• Interviewing and investigation
• Legal issues in investigation
• Observation and listening skills
• Maintaining a diary

Community Policing

At the end of this session the student will be able to demonstrate a working knowledge of community based policing and facilitate partnerships within the community. Subjects include:

• Theory of community policing
• Models of community policing
• Public relations
• Alternative dispute resolution strategies
• Community involvement in dispute resolution
• Crime prevention strategies
• Volunteerism

Conducting an Investigation

At the end of this session the student will be able to collect and preserve evidence and demonstrate a working knowledge of rules and evidence. Subjects include:

• The preservation, collection and continuity of physical evidence
• Evidentiary value
• Investigation of death
• Forensic evidence

Lifestyle and Stress Management

At the end of this session the student will be able to maintain a personal fitness program, demonstrate problem solving and conflict management skills, understand and follow standards of occupational health and safety issues, and demonstrate team building skills in group dynamics. Subjects include:

• Stress management
• Lifestyle management
• Substance abuse
• Nutrition

Occupational Health and Safety/Tactical Communication

• Occupational health and safety
• WHMIS
• Team building
• Dealing with aggression
• Conflict management
• Theory of tactical communication
• Mediation
• Conflict resolution
• Interpersonal and group dynamics

Traffic Control

At the end of this session the student will be able to demonstrate the ability to manage traffic and understand traffic law and issues. Subjects include:

• Highway Traffic Act and Accident Investigation Traffic law enforcement
• Public relations
• Crowd control
• Traffic management
• Traffic law and issues

Job Preparation and Preparation for the Standardized Police Examination

At the end of this session the student will be prepared to write the Standardized Police examination as approved by the Police Learning System Advisory Committee. The candidate will be prepared with a professional resume and interviewing skills. Subjects include:

• Preparing a Resume
• Interviewing techniques

Practical Placement

During the on-the-job practical work placement, the student will be required to participate in a volunteer community based project focusing on one or more of the above modules.

Inductive Observation

A lot of wisdom here.

One of the things that makes the security field so interesting is that it’s mostly about people. Security efforts (even if assisted by security systems) are usually directed at people, and largely executed by people for the protection of people. The most important assets are usually people, most of the highest risks we try to mitigate have to do with people and most screening and assessment efforts are attempts to distinguish between people who pose a security risk and those who do not.

If you can’t understand people, you can’t fully understand security.

View original post 2,736 more words

The Clowater Crisis Program

Guest Post by one of my students – Tushar Bharadia @tusharbharadia

Imagine you walk into your college, you’re sitting in your class, and all of a sudden you hear the fire alarm and everyone starts to panic. What do you do? Well by taking The Clowater Crisis Program you, yes you fellow PR friend, can learn how to handle and control a crisis situation! Whether it be your college burning down or a campaign that you’re working on spiral out of control on Twitter, The Clowater Crisis Program will prepare you for the worst case scenario and properly help you send out your messages.

Clowater is his name and crisis communications is his game. In The Clowater Crisis Program, you will be placed in a classroom setting where you have to create a communications team of five people. Your group’s task will be to create a communication plan during a live crisis simulation.

The crisis: Fire! Fire! Fire!
There is a huge fire at your school and it’s spreading fast throughout the area. People are in disarray as there is no communication between handled with students, media, and the community.

There will be live updates on the fire from Clowater throughout the hour.

Your task: Communicate Crisis
Your task is to create a crisis communication strategy to properly communicate with stakeholers, media, and the general public.

The first thing you will want to do is research who needs to be communicated – the audience.
1. Stakeholders
2. Media
3. Public (community)

After you find out your audience, then come up with key messages. As a communicator you have to remember how you want the situation to be perceived.

• when writing key messages, target each of your messages towards the specific audience.

So for stateholders they need to know how much damage there is (all about the money and give details).

Media they need to know if everyone is safe and that the crisis is being handled quickly. I suggest writing to-the-point and keep it very brief. Everybody listens to the news, especially breaking news like a fire at a school. No lies, so know what you give them is real. Ensure that you will give up-to-dates information as it develops.

Lastly, the general public needs to know about safety and how much impact it will make in the community. Again, you want to tell them the truth and give details (but not too much). You want to give the surrounding community updates on the fire and trust that the crisis is being taken care of. After that, determine what platforms your team are going to use and who will be in charge of writing what; News releases, social media, emails, etc.

Now I could tell you everything about The Clowater Crisis Program, but where’s the fun in that! This is just one example of what you can expect from The Clowater Crisis Program. Don’t wait until your next campaign has a crisis, take control of the situation fast, smooth, and strategically TODAY!

My Personal Teaching Statement

Teaching students the practice of public relations is rewarding. Using the curriculum I developed also feeds my passion. My background in policing, community relations, public information officer, outdoor leadership, and as public relations counsel helps. Combined they make a perfect mix to teach introductory public relations, corporate communication courses, research, communications management and social media.

Since pursuing a formal public relations education over the last decade, I’ve dedicated my time to coaching, mentoring, teaching, and developing courses and educational materials.

Teaching Experience

My first teaching experience was at the postgraduate level at Seneca College. In 2009, I taught the “Introduction to Research” course and the “Research Project” course in the School of English Studies, Corporate Communication Management Program. It was a baptism by fire as I was responsible for every aspect of running a course, including creating a syllabus, choosing textbooks, developing assignments, supplementary materials, presenting lectures and participating in the promotions board.

In 2010, I taught “Writing for Public Relations I” course at Seneca College.

In 2011, I designed and developed the course syllabi for the “Foundations of Corporate Communications and Public Relations” course as part of the Bachelor of Public Relations degree for Centennial College.

In 2012, The Centre for Creative Communications, Centennial College hired me to teach the “Communication Management” course for the winter term. I particularly enjoyed this foundational course because of the breadth and variety of skills development. September 2012, I taught the “Business for Corporate Communicators” and the “Professional Practice” course. In 2013 I taught the “Communication Management” course a second time with many great elements coming together for very rewarding outcomes for both of sides.

Over the last 12 years in my practice I created teaching materials to develop clients as spokespersons, focus group leaders and to conduct strategic planning and communications audits. In the law enforcement field I developed and delivered the “Covert Video Surveillance” course for the Atlantic Police Academy (1995); I instructed fellow students attending the Institute of Police Technology and Management at the University of Florida in Jacksonville (1995) “The Gentle Art of Persuasion – Verbal Judo Train the Trainer” course as a student presenter. I facilitated this same course with adult learners working in the Commercial Vehicle Enforcement Office for the New Brunswick Department of the Solicitor General. I delivered in-service lectures at the Canadian Police College as a student presenter in the “Multicultural Education Trainers” course (1995).

Teaching is like public relations, it is more than a one-way transmission of information and knowledge, it is a two-way symmetrical interactive process that, engages both the student and teacher in shared discovery and application.

Teaching Philosophy

The most important thing that we can teach public relations students is the ability to think critically and strategically. My experience has been that public relation students tend to be in the course because of their interest in the subject and they are easy to teach. However not all students arrive in the classroom in this state of mind. I take the responsibility to present the material in an interesting and engaging manner to nurture each student’s latent desire to learn. Illustrating to students how the Public Relations process works and its applicability in solving concrete and real-world problems.

It is important to teach students how to approach the subject. This is especially true for the introductory level courses. Public Relations and Corporate Communications courses build on Bloom’s taxonomy where they don’t just have the ability to remember facts, but take them through understanding to where they can apply it to communications, and to analyze the problems critically so they can evaluate and create a plan that meets the needs of the situation or problem.

Teaching Style

My personal style of teaching is based on the following principles:

Engage the students. Students must be active participants in the learning process, rather than passive observers.

Establish fair and clear grading policies. Despite our best efforts to inspire students to learn simply for the joy of learning, there will always be many students who focus primarily on whatever aspects of the material they believe will result in their receiving a good grade. However, this is not always a bad thing, the proper grading and assessment policies can guide these students to focus their attention on the essential points.

It is also important that grading policies be fair and relevant to the objectives of the course; few things are more discouraging to students than receiving a low grade for work that they believe is good. Grading standards must also be flexible.

Set clear and realistic goals. Students respond best to goals that are both challenging and achievable. For example, extremely easy assignments are boring, allow students to become careless, and do not give the students any sense of accomplishment. In contrast, excessively difficult assignments are frustrating and intimidating.

Identify and fix misconceptions early. Once a misconception takes root, it is difficult to remove. Waiting until the next assignment or test has been graded to discover that students are confused is a grave mistake.

Let the students make mistakes. Learning what doesn’t work is just as important as learning what does. Students learn more from understanding why an incorrect answer is wrong than from simply memorizing the correct answer. Experimentation is essential to education; students must be encouraged to learn from their mistakes.

Always respect the students. A teacher must respect the goals, needs, and individuality of each student and help each student do his or her best to achieve these goals. Not all students respond to the same methods, come from the same background, or have the same level of preparation.

Teachers must also respect that students have other interests and engage in time-consuming activities outside of the classroom; there are limits to how much time students can reasonably be expected to spend on one course.

My role in teaching is that of a guide, facilitating the learning experience….directing. Through case studies and the use of best practices gleaned from cases that have won awards from our professional organizations like CPRS, IABC and PRSA.

Course Development

Creating new assignments is important and challenging but it is also the most interesting and rewarding part of course development. Good assignments must be interesting and relevant in order to engage the students, and they must match the ability and background of the students. Assignments must also be written in a manner that explains clearly, concisely, completely and coherently what the students are expected to do and how their answers will be evaluated. In most cases, assignments must also provide some amount of guidance about how the concepts the students have been learning can help them complete the assignment.

The best way to organize and structure my lectures is to begin by asking myself what questions I want to enable the students to answer. I usually work back from where I want students to be upon conclusion of the course, then, develop the stepping stones, or the bridge that will get them there. So we are not only building bridges in the classroom but building a bridge to their chosen career.