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  • Most TDC training courses have resumed being held in person (check course page for updates)

police behind police car
  • De-escalation Through Procedural Justice

Overview

Students will learn to employ the core concepts of procedural justice and to apply those concepts within an effective de-escalation model in an effort to build trust and legitimacy within the communities they serve.  Students will learn the history of Policing, including injustices, the tradition of “policing by consent” and its relevance to the changes outlined in AB392 (835a PC) and SB230.  Students will explore Implicit Bias and the impact it has on policing and communicating with diverse communities. Students will understand the core concepts of PERF’s ICAC model of using effective communication for verbal de-escalation along with a critical incident decision making model to reduce instances of forced encounters.

POST Plan I Reimbursement:

Travel and Per Diem, Tuition, Backfill Reimbursement

Seminar Highlights

  1. Review 835a PC and community expectations for police performance
  2. Legitimacy and increasing police legitimacy
  3. How implicit bias influences perception, behavior and decisions
  4. How fair and impartial policing supports Procedural Justice
  5. Benefits of Procedural Justice
  6. Historical examples of police losing legitimacy with community
  7. De-escalation and AB392, 835a PC and SB230
  8. Tactical conduct, reducing situational intensity and increasing voluntary compliance
  9. Urgency and the necessity of immediate action
  10. Threat analysis and legal considerations
  11. Reactionary gap and effective communication strategies
  12. Reducing the effect of implicit bias

Course Outline

Two Day Outline

Introductions /”Pre-test” /Overview of Course Objectives

  • Students will complete roster sheets.
  • Review Course Objectives
  • Take Pre-test on Peelian Principles

Review of 835a PC and Community expectations for Police performance.

  • Show contemporary video demonstrating force application not compatible with AB392/835a PC.
  • Discuss how community morals and values help form policy and law
  • Discuss implementation of 835a relevant to Procedural Justice and De-escalation

Fair and Impartial Policing/Implicit Bias

  • Definition of implicit bias
  • Source of implicit bias
  • Scientific studies of implicit biases
  • Combating implicit bias

Procedural Justice

  • Define procedural justice
  • Define police legitimacy
  • Four Principals of procedure justice
  • Benefits of procedural justice for law enforcement
  • Goals of policing- Break out groups learning activity
  • Define Cynicism as it relates to the profession of policing
  • Stressors
  • Impact of cynicism
  • Process maters-Research
  • Historical and generational effects of policing

Procedural Justice

  • Define procedural justice
  • Define police legitimacy
  • Four Principals of procedure justice
  • Benefits of procedural justice for law enforcement
  • Goals of policing- Break out groups learning activity
  • Define Cynicism as it relates to the profession of policing
  • Stressors
  • Impact of cynicism
  • Process maters-Research
  • Historical and generational effects of policing

Review and Closing

 

  • Instructional style is engaging and highly effective.

    —George Laing, Fire Prevention Captain, Investigator
  • This training provided the useful tools necessary for assessing the veracity of a suspected child abuser, which goes a long way in helping to protect children.

    —Sunny Burgan, MSSW, LCSW, Social Work Supervisor, Santa Clara County DFCS
  • I highly recommend this training for any Probation staff who have the necessity to interview/interrogate individuals for investigation purposes.

    —R. Bret Fidler, Santa Clara County Probation Department
  • I will continue to use and pass on this information because I really believe in the instructors and their approach.

    —Kimberly Meyer, Washoe County Sheriff's Department
  • The information presented was highly relevant to my job and was presented in a manner that was organized and very easy to digest.

    —Michael McGarvey, California State Prison, San Quentin
  • This was, by far, one of the most useful training classes I've attended since becoming an investigator.

    —Steven Aiello, Antioch Police Department
  • Your training has made the greatest and most direct impact on my assignment of any training class that I've taken.

    —Ken Gelskey, National City Police Department
  • Effective teaching teams! The presentation of the material was consistently interesting, and intelligent without being too intellectualized.

    —Michele Keller, Deputy Probation Officer, County of Alameda
  • Your training gave me the confidence and tools to interview the suspect for over 5 hours and to bring a closure to the case.

    —Daniel Phelan, San Jose Police Department

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