Wat kun je leren van dit artikel? Ik noem 4 leermomenten en heb 3 vragen.
1. Perceptie van geweld:
“In many Western countries including Canada, encounters that result in any Use Of Force (i.e., lethal or non-lethal) constitute less than 1% of overall police-public encounters (Baldwin et al., 2018; Kolehmainen, 2020).
2. Perceptie van politie skills:
“Use Of Force is often operationalized and limited to shoot/no-shoot decision-making. In reality, police UOF involves a broad range of physical, verbal, mental and cognitive skills (Koedijk et al., forthcoming; Suss and Ward, 2018)”.
3. Universele skills in conflict management en geweldbeheersing:
Er wordt een mooie lijst van essentiele vaardigheden besproken waaronder SA, DM, Coms enz.
“The following is a list of essential UOF behaviours and skills that can be universally trained and evaluated by police agencies around the world, and which are informed by recent advances in police research (see Andersen et al., 2017; 2018; Bertilsson et al., 2019; Di Nota and Huhta, 2019)”.
- De-Escalation: defined by police practitioners as an overarching process (not a finite skill or technique) that can be integrated into training all of the UOF skills defined below to ensure that 74 Evidence-Based Instruction of Police Use of Force de-escalation skills are practiced and incorporated into all police actions (Andersen et al., 2017; 2018). Includes verbal and non-verbal communication (e.g., tone of voice, posture, demeanour, placement of hands to signal openness and listening rather than aggression), as well as using physical and tactical skills and force equipment as needed to preserve and protect life.
- Verbal and Non-Verbal Communication Skills: using articulate, purposeful, specific, clear, and explicit language (e.g., “keep both hands empty and visible, and slowly move towards me”) instead of ambiguous terms (e.g., “come here”); tailor communication to conversations, advice, instructions, and orders; controlling body language and tone of voice to meet situational demands (i.e., being calm and firm at the same time).
- Physical Skills and Competencies: hands-on physical control skills including leading, holding, seizure, arrest, and self-defence.
- Standard Force Equipment: depending on agency resources, can include baton, oleoresin capsicum (OC) spray, canine, non-lethal weapons (e.g., electrical conductive weapon or Taser), and firearms.
- Situational Awareness: perceiving the situation, understanding the relationships between the officer, suspect, and surrounding environment, and predicting possible outcomes based on prior experience and training (Endsley, 1995; Klein, 1993).
- Decision-Making: distinct from the application or performance of any given UOF skill included here, decision-making is a complex cognitive process that utilizes available information (i.e., provided by dispatch, witnesses) in combination with the officer’s own situational awareness to choose the most appropriate behaviour or force option to resolve every encounter as safely as possible – which is the goal of all police-public encounters.
- Tactics: can include elements of the skills defined above, such as 360-degree awareness and decision-making. Specific tactical skills include consideration of timing, approach (i.e., by foot or car), position, movement, distance within an environment (e.g., door tactics, corner tactics) to promote containment of a threat; and officer roles (i.e., primary, secondary).
- Internal Monitoring: includes awareness and regulation of health, stress, emotions, and accompanying physiological effects. A growing body of research indicates the need to educate officers about how work-related stress impacts their health (Violanti et al., 2017), perception, cognition, emotion, and behaviour (Garfinkel et al., 2014). Stress modulation and emotion regulation are typically offered as part of ‘additional’ or ‘optional’ resilience training, but we recommend that internal monitoring is integrated into both basic and advanced UOF training to help promote short- and long-term gains to physical and mental health (i.e., how to cope with trauma and occupational stress) and performance (Andersen et al., 2018a)
4. De verschillende vormen van training design en hun voordelen en beperkingen.
Van observationeel leren tot ‘component training’ tot VR en video leren.
Over VR toepassing en beperkingen wordt geschreven: “ Despite widespread investment and use, research evidence is lacking supporting the fidelity and effectiveness of video or virtual simulation training for police UOF relative to other approaches”.
Als voordeel wordt onder meer genoemd: “Efficient training of many officers without the need for many instructors or exhausting them through multiple repetitions, resulting in consistent scenario exposure”.
Vragen die ik heb.
Over component skill trainining.
Component skills training (works by breaking down long complex sequences of action into smaller, discrete, ordered, and meaningful components or “chunks”.
Is dat wel de beste manier gezien de opkomst van ecologische motor learning modellen?
Mario Staller zei ooit al: “Concerning this assumption of a linear and modular approach to training (Moy et al., 2015), we raise two issues informed by the ecological dynamics perspective on skill development”.
Over Transfer:
Ik mis het gesprek over transfer. Uit onderzoek blijkt dat dit niet vanzelf gebeurt en dat er proactief stappen moeten worden genomen in alle fasen van het training ontwerp. Ook al zou inhoud en vorm van de training goed zijn dan nog is dat geen garantie voor transfer.
Over Evidence based trainen
Evidence based trainen is ook je baseren op data waaruit blijkt aan welke kennis en vaardigheden agenten behoefte hebben. Als input voor de training. Dit was een mooie toevoeging geweest denk ik.
Bron
- Evidence-Based Instruction of Police Use of Force: Practical Methods and Pedagogical Principles. Paula M. Di Nota (University of Toronto, Canada), Judith P. Andersen (University of Toronto, Canada), Juha-Matti Huhta (Police University College of Finland, Finland) and Harri Gustafsberg (Police University College of Finland, Finland)