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HomeMy WebLinkAboutFinal Scenarios (2) SCENARIO #1 Severe Intellectual Disability Information read to the student officers: “You are dispatched to a family fight at a business.” (Do not read the following to the student officers. This is for actor/evaluator eyes only.) Scenario: Officers are dispatched to a family fight. A male is pounding on a locked office door in a business and states that his brother is locked inside of the room and won’t come out. The older brother does custodial work and has to bring his younger brother to work with him because he cannot be left home alone. The younger brother is a twenty-five year old male who is developmentally disabled and acts at the mental capacity of a six year old. The older brother is annoyed with his younger brother. He will inform the student officers of his brother’s age and that he is “mentally retarded” if asked any questions concerning him. The parents are deceased and the older brother has been the sole caregiver for the last 18 months. The younger brother will not open the door until the student officers talk with him at his cognitive level and entice him to come out. Actors: Younger Brother: 25 year old, severe developmental disabilities, cognitive level of a 6 year old Notes: You may be mildly agitated but not overly aggressive. Think 6 year old. Triggers may include brother, working, brooms, etc. Hooks to help bring you down include singing, coloring, and talking about heroes/cartoons. Triggers: Being talked to like an adult Not being validated Brother is a trigger when he is trying to force him out of the closet Hooks: Stickers, when asked to color, when asked about seeing cop car When officers use cognitive appropriate behavior for a 6 year old Older Brother: he is annoyed with having to take care of his brother Notes: You may agitate your brother with some of the triggers, but remember that you want a solution to this as well. When asked, give officers information regarding what makes your brother happy or sad. Goals: 1) Identifies, by questioning the older brother or by other means, that the younger brother is an adult with severe developmental disabilities. 2) Deals effectively with the older brother. 3) Speaks with the younger brother in the office on his cognitive level. 4) Maintains officer safety. 5) Articulates appropriate conclusion and disposition. ACTOR (Younger Brother/Sister): ____________________________________________________________ ACTOR (Older Brother/Sister): ____________________________________________________________ LE Evaluator: ____________________________________________________________ MH Evaluator: ____________________________________________________________ SCENARIO #2 Substance Abuse Psychosis/Depression/Suicidal Information read to the student officers: “You are dispatched to a suicidal male. Gateway building security personnel stated that a male subject is yelling at an employee that he wants to die. This was reported to the security office by another employee on their way out of the building. Security observed the person walk past a security camera leading out a door to the parking lot, but lost visual.” (Do not read the following to the student officers. This is for actor/evaluator eyes only.) Scenario: Officers are dispatched to a suicidal person call. Actors: Suicidal Person: The actor will have a knife when confronted by officers. This is the actor who has HIV but keeps saying its AIDS. The actor feels like there is no reason to live and that they would be a disappointment to the children. The subject is also high on cocaine and has a history of substance abuse and depression. The depression comes with his substance abuse behaviors. This actor will respond to the information provided by the spouse. (Note: You are not to purposely approach officers in a charging manner, but if officers do not maintain cover and leave themselves in the open the subject may slowly approach closer to officers.) Triggers: Spouse (when yelling) AIDS and medical treatment Commands and directions from multiple officers When not listened to Hooks: Activity with children Future and positive options for future Spouse: This is the spouse to the above actor. They are highly emotional not wanting their spouse to kill themselves. Is scared of losing spouse and the effects on the kids. Will answer officer’s questions when they ask questions pertaining to situation. (Have 3 kids in common, 3 year old boy, 5 year old boy, and 10 year old girl. Get with other actor and line up story. Triggers: Seeing spouse with knife When ignored and left alone Hooks: When officer asks questions about the situation When officer validates When reassured officers want to help Goals: 1) Maintains officer safety. 2) Utilizes cover as well as maximum distance including artificial distance. 3) Understands the concept of tactical extrication of wife. 4) Understands the theory of “DO NOT CAUSE WHAT YOU ARE TRYING TO PREVENT” in regards to the use of less lethal. 5) Deals effectively with both subjects. 6) Articulates appropriate conclusion and disposition. ACTOR (Suicidal Person): ____________________________________________________________ ACTOR (Spouse of above): ____________________________________________________________ LE Evaluator: ____________________________________________________________ MH Evaluator: ____________________________________________________________ SCENARIO #3 Dementia/Alzheimer’s Disorder/Mild Cognitive Decline Information read to the student officers: “You are dispatched to a person needing help. The complainant is a relative concerned about their ELDERLY relative’s behavior. They say the individual is older and is trying to exit a moving vehicle. The caller has pulled the vehicle to the side of the roadway.” (Do not read the following to the student officers. This is for actor/evaluator eyes only.) Scenario: This scenario involves an elderly subject who has dementia. Both the driver and subject were on their way to dinner when the actor with dementia got upset and tried to jump out of a moving vehicle. This is when the driver pulls to the side of the road and calls for assistance. Actors: Elderly Person: This is the elderly person with dementia and early alzheimer’s. Subject shows signs of memory loss, confusion, and has bouts of anger. Triggers: When officers try to dismiss subject’s reality When officers try to correct person’s reality Hooks: When officer validates Talks slowly Shows empathy Relative (caller): This is the driver of the vehicle. He/she is related to the subject and is the primary caregiver. The driver is distraught, emotional, burnt out, and displays frustration. Triggers: When officer does not listen too Honks horn when officer leaves alone Upset when not asked about frustrations of situation Hooks: When officer talks to them and asks questions When officer gives resources for alzheimer’s. Goals: 1) Identifies signs of dementia and early alzheimer’s. 2) Deals effectively with the relative. 3) Ensures safety of subjects in a high-traffic area. 4) Maintains officer safety. 5) Makes appropriate referral to Adult Protection Services. 6) Articulates appropriate conclusion and disposition. ACTOR (Elderly Person): ____________________________________________________________ ACTOR (Relative): ____________________________________________________________ LE Evaluator: ____________________________________________________________ MH Evaluator: ____________________________________________________________ SCENARIO #4 Delusional Disorder Information read to the student officers: “You are dispatched to a suspicious circumstance call. The complainant lives in this apartment and called to report a pornography ring. While getting out of your car, a tenant who lives above the complainant, approaches and tells you that the complainant is weird and is always spying on everyone in the apartment complex. A records check of prior history of this address reveals several suspicious circumstance calls and a few disturbance calls. There are no reports concerning the property address and no further details.” (Do not read the following to the student officers. This is for actor/evaluator eyes only.) Scenario: The subject lives in this apartment and has a delusional disorder. The subject called police to report a pornography ring. He/she believes that the tenants of the upstairs apartment are able to photograph him/her through the ceiling with an infrared camera. He/she will go so far as to dress under the covers of the bed so not to be photographed. He/she believes that the tenants sell the photographs and are part of a very large pornography ring including members of government, law enforcement, churches, etc. He/she has been compiling a report to turn over to the FBI and gives a copy to the officer. The subject will answer all questions regarding mental health, but only when asked and will attempt to change the conversation back to the pornography issue after answering each question. Also if asked, the subject will let the officer know that he/she is prescribed Zyprexa, but is not compliant. He/she will tell the officer, “The doctor thinks I’m crazy and just gives me pills.” As the officer continues to investigate, the subject’s answers, not actions, should lead the officer to believe that he/she is delusional. The officer should not be lead to believe that he/she is a substantial danger. The true danger is the constant spying on others and becoming involved in an altercation by an upset tenant. The subject should speak matter-of-factly in regards to the photographs being taken; however, the photographs are not being taken while the officer is present. The subject should become angry and tell the officer to leave if the officer blatantly disputes that the photographs are being taken. The officer will need to regain rapport with the subject if this occurs. Actors: Adult Male/Female: Delusional Disorder Triggers: Not validating Dismissing the complaint Disagreeing about the cameras or porn ring Hooks: Validating (“I believe that you believe…” statements) Listening Goals: 1) Identifies delusional disorder. 2) Does not support the delusions, nor blatantly disputes the delusions. 3) Attempts to gather as much information as possible in regards to mental health care. 4) Realizes the main goal of getting help for the mental aspects of the situation. 5) Articulates appropriate conclusion and disposition. ACTOR (Male/Female): ____________________________________________________________ LE Evaluator: ____________________________________________________________ MH Evaluator: ____________________________________________________________ SCENARIO #5 PTSD with Alcohol/Intoxication **THIS IS A TWO-PART SCENARIO…PLEASE SEE PAGE TWO** Information read to the student officers: “You are dispatched to a welfare check. On arrival, you are able to make contact with a friend who is concerned.” (Do not read the following to the student officers. This is for actor/evaluator eyes only.) Base Info: Officers are dispatched to a welfare check. The reporting party lives in the apartment will tell the officer that his friend was over to relax and hangout, but when he became intoxicated, he got upset and is refusing to leave the apartment. The reporting party just wants the friend to leave and to cool off. Actors: Returned Iraq/Afghanistan Veteran: You are a returned Iraq/Afghanistan veteran who saw combat. You have been home for two months from a six-month deployment and just got word that your unit is going back in two months. During your first tour, your unit came under heavy fire and several good friends were killed. You sustained non-life threatening injuries, but have had difficulty with flashbacks. You have been drinking daily since your return, though you have been able to attend and keep up with your college classes. Triggers: When officer orders you to do things (this is exacerbated because you are in a flashback and have trouble with stress) Hooks: When officer uses sensory input to help bring you back to your surroundings (i.e. feel the carpet, see and touch the table, what year is it, see my badge, etc.) Note: While you may be volatile, do not become aggressive in a manner that forces the officers to go hands on, unless the scenario dictates that you act in a way designed to provoke specific reactions from responding officers. Friend (caller): You want your friend gone but you do not want to file any criminal complaint. In the first scenario do not react to the officers’ actions. In the second scenario, you become upset if officers start to use what you deem as excessive force when dealing with your friend. Even when becoming upset, obey officer commands. Your primary role is to provide information to the officers as they respond, not to overwhelm the officer. Goals: 1) Identifies that the subject is a returned veteran who is experiencing PTSD flashback. 2) Deals effectively with the veteran. 3) Speaks to the friend about any information they have on the situation. 4) Maintains officer safety. 5) Articulates appropriate conclusion and disposition. ACTOR (Veteran): ____________________________________________________________ ACTOR (Friend): ____________________________________________________________ LE Evaluator: ____________________________________________________________ MH Evaluator: ____________________________________________________________ NOTES: The scenario is done twice in quick succession. The first time through should take around one minute. Information provided the second time will be that the scenario is the same as the first one. SCENARIO 1: The PTSD actor in the apartment will look disheveled. The actor will be pacing back and forth, possibly looking out a window. The actor will initially keep his hands concealed. The actor will have a blue gun in their hand. When the officer makes contact, the subject may turn and present the weapon in a non-threatening manner. As the officer addresses the subject further he will become upset and treat them as a possible enemy, stating things like “you won’t take me alive” or “if you’re not with me you’re against me.” If officers do not immediately retreat and secure the perimeter the actor will advance on them with the weapon pointed at them and eventually simulate shooting the officer. The scenario ends if the officers shoot the actor or if the officers retreat into the home immediately and take cover. Goal: Help officers realize that even though the person may be experiencing a flashback officer safety is still a priority. SCENARIO 2: The PTSD actor in the apartment will look disheveled. The actor will be pacing back and forth. When officers present themselves, the second actor inside the home will make a loud noise (i.e. slam a door). This will send the subject into a flashback. The actor believes they are back in battle similar to where they were previously injured. The responding officers must use their training to help ground the actor through engaging the actor’s senses. Once this is accomplished the scenario is complete. Goal: Get officers to realize the actor is having a flashback and utilize sensory engagement to bring them back.