8/24/2020 “NOTHING ABOUT US WITHOUT US” - INCLUDING SELF- ADVOCATES IN TRAININGS FOR LAW ENFORCEMENT AND OTHER EMERGENCY PERSONNEL LISA SCHOENBRODT, ED.D., CCC-SLP LEAH SAAL, PH.D. & PATRICK CHANEY KATE FARINHOLT, LATESHA HIGGS & PHILLIP KAPLAN JENNIFER EASTMAN, MBA 1 OBJECTIVES Outline the training requirements for law enforcement on how to interact • with people with mental illness and people with intellectual and developmental disabilities. • Describe the various ways in which self-advocates are included in these trainings and other learning opportunities and the benefits and drawbacks of each. • Articulate the valuable role people with mental illness and people with intellectual and developmental disabilities serve within law enforcement and other emergency personnel trainings (including preliminary data and survey results). • Discuss the benefits to the self-advocates for their participation in training and outreach. 2 “NOTHING ABOUT US WITHOUT US” • Slogan used to communicate the idea that no policy should be decided by any representative without the full and direct participation of members of the group(s) affected by that policy • Utilized as a battle cry for the independent living movement of the 60s and 70s • Acknowledges that people with disabilities are best positioned to communicate to others who they are as well as what their needs and preferences are • Model is utilized in trainings of emergency personnel as a best practice to reduce stigma and foster community relationships • Can be adopted in various ways: role-playing, testimonies, panels, Q&A, etc. 3 1
8/24/2020 MD POLICE TRAINING REQUIREMENTS: PER THE PUBLIC SAFETY ARTICLE §3 – 207 • The Police Training and Standards Commission establishes the curriculum, minimum courses of study regarding: • …individuals with physical, intellectual, developmental, and psychiatric disabilities* • and • …special training, attention to, and study of the application of antidiscrimination and use of force de – escalation training * Entry-level training for people with IDD is a recommended 8 hr. training; entry-level training for people with psychiatric disabilities is also an 8 hr. recommended training, but emphasizes de-escalation and crisis intervention principles 4 MD POLICE TRAINING REQUIREMENTS: PER COMAR 06 COMMUNICATIONS • 06.01 Identify techniques that promote positive interaction with the public to establish rapport while on patrol • 06.02.02 Identify personal factors which affect an individual's perception i.e., past experiences, maturity, mental condition, physical condition. • 06.02.03 Identify non-verbal factors which affect an individual's perception, i.e., body language, gestures, environment, emotions, attitude. • 06.04 Demonstrate effective communication skills in dealing with various types of persons, i.e., hostile, angry, hysterical, intoxicated, mentally ill, young, elderly, racist, individuals with developmental disabilities. 5 MD POLICE TRAINING REQUIREMENTS: PER COMAR 09 CRISIS INTERVENTION • 09.15 Identify the procedures that an officer should/may employ when encountering an individual with an intellectual/developmental disability. • 09.16 Identify the indicators that a person may have an intellectual/developmental disability. • 09.17 Identify the procedures an officer should follow to ensure the safety and calmness of an individual that has an intellectual/developmental disability. • 09.18 Demonstrate communication techniques required to effectively interact with a person who has an intellectual/developmental disability. • 09.19 Explain the resources available to assist an officer encountering a person with an intellectual/developmental disability. 6 2
8/24/2020 MD POLICE TRAINING REQUIREMENTS: PER COMAR 09 CRISIS INTERVENTION (CONT.) • 09.20 Describe the procedures an officer uses to ensure compliance with the Americans with Disabilities Act when encountering a person with an Intellectual, Developmental, or Physical disability. • 09.21 Demonstrate the procedures that an officer should/may employ when encountering an individual with a physical disability. • 09.22 Describe the procedures that an officer should/may employ when encountering an individual with a mental illness. • 09.23 Describe the process to initiate an Emergency Petition. 7 LEARNING TO LEAD 8 LEAD MODEL Law Enforcement Department Self-Advocate Educators for Law Enforcement Community Academic Based Advocacy Institution Organization LEAD Model = L aw E nforcement, A cademics, and A D vocates working together to locally support Self-Advocate Educators 9 3
8/24/2020 DEVELOPMENT OF THE SCENARIOS & CORRESPONDING CURRICULUM • In collaboration with Police Academy Trainers, 5 scenarios were developed in consultation with PGCC’s Training Director and staff and approved by the Steering Committee. • Of these 5, three were determined by the PI’s to be used for initial training purposes. • These include: • 1) Bystander/Witness/Victim in a Public Space • 2) Request for Assistance from a Family Member • 3) Missing Person. 10 SCENARIO 1: BYSTANDER/WITNESS/VICTIM IN A PUBLIC SPACE A group of adults with I/DD are at the mall in the food court. They have their food and other items on the table including their wallets. A teenage male approaches the group and engages in conversation with two people at the end of the table. While talking, he takes a wallet off the table. The two individuals at the end of the table shout to him to stop, but he runs away. The police are called. 11 • The format for these trainings includes the following: • SAEs sit amongst police officers as equal partners in the educational setting. Pre Pre-COVI VID-19 19 • The approved curriculum is presented by the trainer. Law Enf nforcem emen ent t SAEs answer questions along with police officers/trainees. Tra rain ining Sessi essions s • At a scheduled break, SAEs and police officers socialize. On On-Site • Finally, the role-play scenarios are enacted. • Following each scenario, a debrief is conducted with both the SAEs and the trainees. This debrief includes officer critique and reflection. 12 4
8/24/2020 • The format for these trainings includes the following: Post-COVID ID 19 • SAEs, trainers, cadets are all synchronous via video conference software. Law Enforcement • The approved curriculum is presented by the trainer. SAEs answer questions along with police Training Sess ssions officers/trainees. • Finally, the role-play scenarios are enacted. Via Video • Following each scenario, a debrief is conducted with Conference both the SAEs and the trainees. This debrief includes officer critique and reflection. 13 RESULTS OF LEAD MODEL PILOT Officers and recruits who received the LEAD training as part of their MPCTC ID/DD required curriculum reported statistically higher levels* of comfort in social interactions with people with disabilities post training compared to the training group who did not receive the LEAD training as part of their MPCTC ID/DD required curriculum. 14 WHAT THE TRAINEES ARE SAYING ABOUT LEAD... This training taught me: • “[to] know and understand how those with I/DD can act and respond to situations involving LEOs” • “how to communicate, specifically, how to give examples to demonstrate what I am talking/asking about” • “[to] speak slowly, develop a rapport with the individual before asking questions. Give the individual time to speak.” • “that all people with I/DD don’t always look like it. How to connect with people with disabilities better, and I became aware of the different jobs and hobbies they do.” • “I learned more interpersonal skills for communication with individuals with disabilities and how to de- escalate a situation.” • “that use of force techniques to do not apply to people with disabilities the same way.” • “that more officers should be trained by practicing with people in this way.” 15 5
8/24/2020 SELF-ADVOCATE EDUCATOR PERSPECTIVE • Overall, why is the role of an SAE important? • Why does he like to be an SAE in the LEAD Program? 16 THE POWER OF LIVED EXPERIENCE IN TRAINING 17 NAMI IS… the National Alliance on Mental Illness , the nation’s largest grass -roots stakeholder oriented organization dedicated to: • Empowering individuals, entire families and others to improve the lives of people with mental illness • Eradicating the stigma that surrounds mental illness. Through 4 cornerstones: Support, Education, Advocacy and Supporting Research. 18 6
8/24/2020 SUPPORT, EDUCATION AND ADVOCACY • Support: Awareness and a Pathway to Recovery for individuals with mental illness and their families. • Education : the Face and Voice of Mental Illness • Advocacy : A Respected Force 19 NAMI VALUES WE ARE ALL ABOUT: THE EMPOWERMENT OF FAMILY MEMBERS & INDIVIDUALS LIVING WITH MENTAL ILLNESS THEY (WE) ARE OUR CORE STAKEHOLDERS AND OUR LEADERS 20 … AND PEERS HELPING PEERS Peer based programs and services • Families helping families • Individuals with mental illness helping their peers • Families and individuals helping and learning from each other 21 7
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