{"id":300,"date":"2022-02-26T20:57:09","date_gmt":"2022-02-27T01:57:09","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/simulation\/?post_type=chapter&#038;p=300"},"modified":"2022-02-28T17:18:02","modified_gmt":"2022-02-28T22:18:02","slug":"debriefing-extensions-and-resources-4","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/chapter\/debriefing-extensions-and-resources-4\/","title":{"raw":"Debriefing, Extensions, and Resources","rendered":"Debriefing, Extensions, and Resources"},"content":{"raw":"<em>Note: Debriefing is done <strong>in role<\/strong> either in groups or as a whole class<\/em>\r\n<h2>Interpersonal<em>\r\n<\/em><\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Sometimes we enter a situation with a predetermined agenda, or having made assumptions about the other players. How does this support and\/or interfere with resolving an issue?<\/li>\r\n \t<li style=\"font-weight: 400\">As the task force, what possible remediation or training might you recommend to the officers involved in this incident?<\/li>\r\n \t<li style=\"font-weight: 400\">Having considered some of the reasons the officers behaved as they did, and perhaps having role played the aftermath in Scenario #2, how did you feel? What might you consider doing differently in a similar situation?<\/li>\r\n<\/ul>\r\n<h2>Issues<\/h2>\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Power can be used, abused (intentionally) or misused (unintentionally). Carefully review the scenario, examining how each character may be using, abusing or misusing their power.<\/li>\r\n \t<li style=\"font-weight: 400\">Could the standing orders to the officers have contributed to the escalation? How?<\/li>\r\n \t<li style=\"font-weight: 400\">What might the professional relationship between the officers be? Do you think the officers\u2019 working partnership might be impacted by this incident?<\/li>\r\n<\/ul>\r\n<h2 style=\"text-align: center\">Additional Resources<\/h2>\r\n<h3><em>Extensions<\/em><\/h3>\r\n<div class=\"textbox textbox--exercises\">\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Hot Seating: In groups, take on the roles of the various participants and ask questions of each other in character:\r\n<ul>\r\n \t<li style=\"font-weight: 400\">Male officer\u2019s position<\/li>\r\n \t<li style=\"font-weight: 400\">Female officer\u2019s position<\/li>\r\n \t<li style=\"font-weight: 400\">Protester\u2019s position<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li style=\"font-weight: 400\">Consider what you learn about each character, and their motivation for behaving as they did in the video. Does the conversation alter your perspective of the characters? How?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h3><em>Assignments<\/em><\/h3>\r\n<div class=\"textbox textbox--learning-objectives\">\r\n<div class=\"textbox__content\">\r\n\r\nThe following suggestions could be undertaken either as a group or individually. They could be written as reflections, offered for discussion, or submitted as assignments for grading.\r\n<ol>\r\n \t<li style=\"font-weight: 400\">Based on the discussion in Scenario #1, create an outline of ideas to be part of a de-escalation training manual.<\/li>\r\n \t<li style=\"font-weight: 400\">Based on the discussion and notes from Scenario #2, consider how issues of perceived differential power might be added to the de-escalation training manual.<\/li>\r\n \t<li style=\"font-weight: 400\">Research to find various de-escalation techniques. Given the variety of situations officers might encounter (e.g., domestic abuse, mental health crisis, addiction crisis, etc.), consider which techniques might work best in a given situation.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<h3><em>Readings<\/em><\/h3>\r\n<div class=\"textbox textbox--key-takeaways\">\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/13528165.2020.1930783\">Alvarez, N. (2020). Stop. Rewind. Replay.: Performance, police training and mental health crisis response, <em>Performance Research, 25<\/em>(8), 69-75.<\/a><\/li>\r\n \t<li><a href=\"https:\/\/doi.org\/10.3390\/ijerph18105351\" style=\"text-align: initial;font-size: 1em\">Di Nota, P. M., Chan, J. F., Huhta, J. M., &amp; Andersen, J. P. (2021). Considering Objective and Subjective Measures for Police Use of Force Evaluation. <em>International journal of environmental research and public health, 18<\/em>(10), 5351.<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/15614263.2019.1589472\" style=\"text-align: initial;font-size: 1em\">Giacomantonio, C., Goodwin, S. &amp; Carmichael, G. (2020). Learning to de-escalate: evaluating the behavioural impact of Verbal Judo training on police constables, <em>Police Practice and Research, 21<\/em>(4), 401-417.<\/a><\/li>\r\n \t<li><a href=\"http:\/\/www.mdpi.com\/2076-0760\/7\/7\/104\" style=\"text-align: initial;font-size: 1em\">Norris, J., &amp; Saudelli, M. (2018). Heating Up Online Learning: Insights from a Collaboration Employing Arts Based Research\/Pedagogy for an Adult Education, Online, Community Outreach Undergraduate Course. <em>Social Sciences, 7<\/em>(104), 1-23. <\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/15332581003785421\" style=\"text-align: initial;font-size: 1em\">Oliva, J., Morgan, R. &amp; Compton, M. (2010). A Practical Overview of De-Escalation Skills in Law Enforcement: Helping Individuals in Crisis While Reducing Police Liability and Injury, <em>Journal of Police Crisis Negotiations, 10<\/em>(1-2), 15-29.<\/a><\/li>\r\n \t<li><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2021.686576\" style=\"text-align: initial;font-size: 1em\">Staller, M. S., &amp; Koerner, S. (2021). Commentary: Observational Behavior Assessment for Psychological Competencies in Police Officers: A Proposed Methodology for Instrument Development. <em>Frontiers in psychology, 12<\/em>, 686576.\u00a0<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>","rendered":"<p><em>Note: Debriefing is done <strong>in role<\/strong> either in groups or as a whole class<\/em><\/p>\n<h2>Interpersonal<em><br \/>\n<\/em><\/h2>\n<ul>\n<li style=\"font-weight: 400\">Sometimes we enter a situation with a predetermined agenda, or having made assumptions about the other players. How does this support and\/or interfere with resolving an issue?<\/li>\n<li style=\"font-weight: 400\">As the task force, what possible remediation or training might you recommend to the officers involved in this incident?<\/li>\n<li style=\"font-weight: 400\">Having considered some of the reasons the officers behaved as they did, and perhaps having role played the aftermath in Scenario #2, how did you feel? What might you consider doing differently in a similar situation?<\/li>\n<\/ul>\n<h2>Issues<\/h2>\n<ul>\n<li style=\"font-weight: 400\">Power can be used, abused (intentionally) or misused (unintentionally). Carefully review the scenario, examining how each character may be using, abusing or misusing their power.<\/li>\n<li style=\"font-weight: 400\">Could the standing orders to the officers have contributed to the escalation? How?<\/li>\n<li style=\"font-weight: 400\">What might the professional relationship between the officers be? Do you think the officers\u2019 working partnership might be impacted by this incident?<\/li>\n<\/ul>\n<h2 style=\"text-align: center\">Additional Resources<\/h2>\n<h3><em>Extensions<\/em><\/h3>\n<div class=\"textbox textbox--exercises\">\n<div class=\"textbox__content\">\n<ul>\n<li style=\"font-weight: 400\">Hot Seating: In groups, take on the roles of the various participants and ask questions of each other in character:\n<ul>\n<li style=\"font-weight: 400\">Male officer\u2019s position<\/li>\n<li style=\"font-weight: 400\">Female officer\u2019s position<\/li>\n<li style=\"font-weight: 400\">Protester\u2019s position<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\">Consider what you learn about each character, and their motivation for behaving as they did in the video. Does the conversation alter your perspective of the characters? How?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h3><em>Assignments<\/em><\/h3>\n<div class=\"textbox textbox--learning-objectives\">\n<div class=\"textbox__content\">\n<p>The following suggestions could be undertaken either as a group or individually. They could be written as reflections, offered for discussion, or submitted as assignments for grading.<\/p>\n<ol>\n<li style=\"font-weight: 400\">Based on the discussion in Scenario #1, create an outline of ideas to be part of a de-escalation training manual.<\/li>\n<li style=\"font-weight: 400\">Based on the discussion and notes from Scenario #2, consider how issues of perceived differential power might be added to the de-escalation training manual.<\/li>\n<li style=\"font-weight: 400\">Research to find various de-escalation techniques. Given the variety of situations officers might encounter (e.g., domestic abuse, mental health crisis, addiction crisis, etc.), consider which techniques might work best in a given situation.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<h3><em>Readings<\/em><\/h3>\n<div class=\"textbox textbox--key-takeaways\">\n<div class=\"textbox__content\">\n<ul>\n<li><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/13528165.2020.1930783\">Alvarez, N. (2020). Stop. Rewind. Replay.: Performance, police training and mental health crisis response, <em>Performance Research, 25<\/em>(8), 69-75.<\/a><\/li>\n<li><a href=\"https:\/\/doi.org\/10.3390\/ijerph18105351\" style=\"text-align: initial;font-size: 1em\">Di Nota, P. M., Chan, J. F., Huhta, J. M., &amp; Andersen, J. P. (2021). Considering Objective and Subjective Measures for Police Use of Force Evaluation. <em>International journal of environmental research and public health, 18<\/em>(10), 5351.<\/a><\/li>\n<li><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/15614263.2019.1589472\" style=\"text-align: initial;font-size: 1em\">Giacomantonio, C., Goodwin, S. &amp; Carmichael, G. (2020). Learning to de-escalate: evaluating the behavioural impact of Verbal Judo training on police constables, <em>Police Practice and Research, 21<\/em>(4), 401-417.<\/a><\/li>\n<li><a href=\"http:\/\/www.mdpi.com\/2076-0760\/7\/7\/104\" style=\"text-align: initial;font-size: 1em\">Norris, J., &amp; Saudelli, M. (2018). Heating Up Online Learning: Insights from a Collaboration Employing Arts Based Research\/Pedagogy for an Adult Education, Online, Community Outreach Undergraduate Course. <em>Social Sciences, 7<\/em>(104), 1-23. <\/a><\/li>\n<li><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/15332581003785421\" style=\"text-align: initial;font-size: 1em\">Oliva, J., Morgan, R. &amp; Compton, M. (2010). A Practical Overview of De-Escalation Skills in Law Enforcement: Helping Individuals in Crisis While Reducing Police Liability and Injury, <em>Journal of Police Crisis Negotiations, 10<\/em>(1-2), 15-29.<\/a><\/li>\n<li><a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2021.686576\" style=\"text-align: initial;font-size: 1em\">Staller, M. S., &amp; Koerner, S. (2021). Commentary: Observational Behavior Assessment for Psychological Competencies in Police Officers: A Proposed Methodology for Instrument Development. <em>Frontiers in psychology, 12<\/em>, 686576.\u00a0<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n","protected":false},"author":411,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-300","chapter","type-chapter","status-publish","hentry"],"part":74,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/pressbooks\/v2\/chapters\/300","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/wp\/v2\/users\/411"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/pressbooks\/v2\/chapters\/300\/revisions"}],"predecessor-version":[{"id":379,"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/pressbooks\/v2\/chapters\/300\/revisions\/379"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/pressbooks\/v2\/parts\/74"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/pressbooks\/v2\/chapters\/300\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/wp\/v2\/media?parent=300"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/pressbooks\/v2\/chapter-type?post=300"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/wp\/v2\/contributor?post=300"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/simulation\/wp-json\/wp\/v2\/license?post=300"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}