MARYLAND POLICE AND CORRECTIONAL TRAINING COMMISSIONS

LESSON PLAN

COURSE TITLE: Crisis Intervention Team (CIT)

LESSON TITLE: Trauma-Informed Policing

PREPARED BY: Elizabeth Wexler, LCSW-C DATE: 12/30/20

REVISED: 2/16/21
TIME FRAME PARAMETERS

Hours: 60 minutes Audience: Experienced officers

Day/Time: Day 1, Lesson 2 Number: maximum of 25
Space: Education and Training classroom

PERFORMANCE OBJECTIVES ASSESSMENT TECHNIQUE

1. Given a case study, students will be 1. Case study

able to explain the trauma response in
the brain and body to the satisfaction
of the facilitator.

2. Through facilitated discussion, 2. Facilitated discussion

students will be able to verbalize what
ACEs are and how they impact
behavior in adults to the satisfaction
of the facilitator.

3. Given a real-life scenarios, students 3. Scenario-based training

will be able to demonstrate Trauma-
Informed tactics to the satisfaction of
the facilitator.

4. Through facilitated discussion, 4. Facilitated discussion

students will be able to identify and
articulate the prevalence of trauma in
the Baltimore City community to the
satisfaction of the facilitator.

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 5. Given a Mind mapping activity and 5. Mind mapping and facilitated
facilitated discussion, students will be discussion
able to define different types of
trauma to the satisfaction of the
facilitator.

6. Through facilitated discussion,

students will summarize how self-care 6. Facilitated discussion
benefits them and the community to
the satisfaction of the facilitator.

INSTRUCTOR MATERIALS
BHA training packet

EQUIPMENT/SUPPLIED NEEDED

Flipchart & Stands

Flipchart Markers
Computers
Projector Screen
Speakers
Extension Cords/Powerstrips
STUDENT HANDOUTS

# 25 BHA training packets

METHODS/TECHNIQUES

Didactic presentation, some with accompanying Power Point presentations

Small group exercises
Facilitated discussion
Viewing of case studies

REFERENCES

The following books and other materials are used as a basis for this lesson plan.
The instructor should be familiar with the material in these reference documents
to effectively teach this module.

CIT Training Manual

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Vera.org video of interview with Captain Love-Craighead
Braive video on YouTube: The Fight, Flight, Freeze response
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3621904/
SAMHSA.gov
https://ps.psychiatryonline.org/doi/full/10.1176/appi.ps.201500312

GENERAL COMMENTS

In preparing to teach this material, the instructor should take into consideration the following
comments or suggestions.

This lesson plan is intended to be co-taught by 1) an experienced instructor with a

background in behavioral health(MSW, LCSW, or similar) who have an advanced
understanding of trauma, trauma-informed care, and vicarious trauma and self-care; skilled
in teaching these principles, and deep familiarity with Crisis Intervention Team and
Behavioral Health Awareness training, and 2) a CIT-trained officer, with advanced skills in
applying CIT training in the field.

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LESSON PLAN

TITLE: TRAUMA-INFORMED POLICING

PRESENTATION GUIDE TRAINER NOTES

I. ANTICIPATORY SET
Slide 1
Trauma-informed policing is based on something we’ve
been using in behavioral health for a while, which is
called Trauma-Informed or Trauma-Sensitive practice.
We call this the “universal precaution” for behavioral
health.

Trauma: Definition Slide 2

Let’s start by looking at a definition of trauma:
Individual trauma results from an event, series of
events, or set of circumstances that is experienced by an
individual as physically or emotionally harmful or life
threatening and that has lasting adverse effects on the
individual’s functioning and mental, physical, social,
emotional, or spiritual well-being.

(SAMHSA-Substance Abuse and Mental Health

Services Administration)
Slide 3
Trauma Informed Policing: Law Enforcement
Perspective
As we begin to address trauma in crisis intervention,
particularly in law enforcement, let’s look at this video
from The Vera Institute, which does a lot of work
around trauma-informed policing. This is a Captain in
the Philadelphia Police Department, who has also
survived trauma. Listen to what she has to say.
Desired Response:
ASK: What did you think of the video?  For the officers to share
their experiences of
encountering citizens with
ASK: What are your thoughts on what she said?
trauma, or who are
experiencing trauma that
ASK: What have you seen or experienced on patrol that has resulted in the call the
might relate to what she talked about? officer is on.

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Review the objectives with the students: Slide 4
PERFORMANCE OBJECTIVES

1. Given a case study, students will be able to

explain the trauma response in the brain and
body.

2. Through facilitated discussion, students will be

able to verbalize what ACEs are and how they
impact behavior in adults.

3. Given a real-life scenario, students will be able

to demonstrate Trauma-Informed tactics.

4. Through facilitated discussion, students will be

able to identify and articulate the prevalence of
trauma in the Baltimore City community

5. Given a Mind mapping activity and facilitated

discussion, students will be able to define
different types of trauma. vicarious trauma, and
delineate what it poses to officers to the
satisfaction of the facilitator.

6. Through facilitated discussion, students will

summarize how self-care benefits them and the
community to the satisfaction of the facilitator.
II. INSTRUCTIONAL INPUT (CONTENT) Time

Trauma-Informed Care Slide 5

Trauma-Informed practices are based on a different
basic premise than most of us are used to: the premise is
that instead of wondering “what is wrong” with
someone, we wonder “what has happened” to someone.
That is, we look at people’s behavior, especially people
in crisis, through a lens of them possibly reacting to
trauma than wanting to be in crisis on purpose, or by
choice.

We view their behavior through a lens of their

experience, rather than a flaw.
note that this does NOT mean we are asking you not to
enforce the laws. We are asking you to not assume all

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behavior has a criminal intent behind it.

Universal Precaution of Behavioral Health Slide 6

We call Trauma-Informed Practice the “universal
precaution” of behavioral health.

Ask: What is “universal precaution” in the health care Desired Response:

field? What does it mean?
 things like wearing gloves
and masks
 preventing body fluids from
mixing.
(give response if it does not arise)

Ask: Why do we have these? Why don’t we want body Desired Response:
fluids to mix?  So that in case one of the
people has a blood-borne
illness, it won’t get
transmitted.
Ask: Do we KNOW for sure if people have blood-borne (give response if it does not arise)
illnesses?
Desired Response: NO
Ask: Does it hurt the people that do NOT have blood-
borne illnesses to use these precautions?
Desired Response: NO

Trauma-Informed Model Slide 7

That is what the TRAUMA-INFORMED model is like;
we treat everyone as if they MIGHT have a trauma
history and are affected by it. So, if they do, we hope to
avoid triggering the trauma, re-traumatizing, or adding
more trauma. And if they DON’T, it doesn’t hurt them.
that’s why we call it the *universal precaution* of
Behavioral Health.

Ask: Are there any questions about this model? Instructor Notes: answers
questions that are asked

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Let’s back up for a bit and talk about how we categorize
trauma.
 ACUTE TRAUMA refers to a single traumatic
event.
 CHRONIC TRAUMA describes an ongoing
trauma, or multiple traumatic events.
 COMPLEX TRAUMA exposure to
multiple traumatic events—often of an
invasive, interpersonal nature—and the wide-
ranging, long-term effects of this exposure.
These events are severe and pervasive, such as
abuse or profound neglect.
 SYSTEM-INDUCED TRAUMA are traumas
created by organized systems,
including those designed to mitigate trauma.
Examples can include foster care, removal of
child from home, incarceration, and immigration
enforcement.
 VICARIOUS TRAUMA is the indirect trauma
that can occur when we are exposed to difficult
or disturbing images and stories second-hand.

SMALL GROUP EXERCISE Slide 8

We are going to break up into FIVE groups-please
count off 1, 2,3,4,5.

All of the people with the same number should form a

group.

Exercise:
Using the chart paper and markers in front of you, I’d Desired Responses:
for you each group to brainstorm examples of each of Acute Trauma: shooting, accident,
these types of trauma and create a MindMap that loss of job, loss of loved one,
illustrates your understanding of these types of trauma: natural disaster, physical/sexual
Group 1: acute trauma assault
Group 2: chronic trauma Chronic Trauma: ongoing abuse
Group 3: complex trauma (physical, sexual, emotional),
Group 4: systemic trauma ongoing neglect, combat
Group 5: vicarious trauma Complex Trauma: uprooting,
homelessness, human trafficking,
(when finished) being a refugee
I’m going to ask each group to share what they came up Systemic Trauma: foster care,

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with, one at a time. Then we will give the rest of the
class an opportunity to add to what the group shared.
ASK: Does anyone have anything they want to add to
the list?
ASK: Are there any questions or thoughts about the
different categories of trauma?
sibling separation, having to testify
against family, extreme poverty
Vicarious Trauma: witnessing
trauma/its aftermath (ex:
homicide), receiving raw trauma
responses of victims
Instructor Notes: Answer questions
as able; facilitate discussion. Ask
each group one by one what they
came up with. The instructor can
write them on the board/flip chart.

ASK: Who can identify issues you encounter on patrol Desired Responses:
that relate to these categories of trauma?  sharing experiences and
relating them back to the
categories:
 ACUTE: a shooting
 CHRONIC: report of abuse
 COMPLEX: interacting
with persons experiencing
homelessness
 SYSTEMIC: the high level
of poverty in the city that
leads to street crime
 VICARIOUS: officer
experiencing distress
having witnessed or
received the afteraffects of
a trauma on a call
The Brain Science of Trauma Slide 9
We are going to look at another video titled, The Brain
science of Fight, Flight, or Freeze. As you view this
video, think about a time that you experienced the fight,
flight or freeze response and compare the similarities
and differences. Be ready to share your thoughts
afterwards.

Here is a brief video that explains this response.

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ASK: What was similar or different about your own Instructor Notes: Call on
experiences with trauma based on what you saw in the volunteers to share their personal
case study. experiences

ASK: Are there questions, comments, thoughts about Instructor Notes: Answer questions
the video? as able; facilitate discussion

EXPLAIN: This is true for every one of us, we all have

the FFF response when our amygdala is activated. Of
course, this includes people with behavioral health
conditions; and if they are having a FFF response, it
may not be related at all to their BH condition, but an
outside stressor. It also may be triggered by some
aspect of their BH condition.

When someone has a trauma history, and their trauma is

triggered, the amygdala is activated. There may or may
not be an actual threat-but THE BRAIN DOES NOT
KNOW THE DIFFERENCE.

So, when you encounter someone whose trauma is

being triggered, the threat IS real to them. Their brain is
trying to protect them.

Trauma in Early Life Slide 10

When someone experiences trauma early in life, and
especially if it is not detected, or treated, it can affect
development-especially around emotional regulation
and learning from their behavior. They may have
trouble soothing themselves, calming down, or making
decisions in their own best interest. These are not
excuses, but explanations for behavior.

Now we are going to talk about research in the area of

the long-term effects of trauma in childhood.

Ask: Has anyone ever heard of ACEs, in relation to Desired Response:

trauma?
 Yes
Instructor Notes: If there are
students who have heard of this,
ask them to share what they know

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ACES about it; if not, explanation follows
ACE stands for Adverse Childhood Experience. A study Slide 11
was created in the late 1990’s to study the impact of
ACEs on people through their lifespan.

Slide 12
Early Adversity has Lasting Impacts
The study is still going on. There have been many
problems in adulthood correlated with a high ACE
score. Things like you see on this slide: unintended
pregnancy, health issues like cancer and diabetes, and
mental health issues such as depression and PTSD.

What Does an ACES Score Mean? Slide 13

Higher numbers of ACEs a person has experienced has
been associated with both high-risk health behaviors,
such as smoking, alcohol and drug abuse, obesity-and
also with health issues, including depression, heart
disease, cancer, chronic lung disease, and earlier death.
The more ACEs someone reports from their childhood,
the more likely they are to have one of these issues.
Slide 14
Categories of ACES
ACEs are divided into three different categories:

1. Abuse
- emotional abuse
- physical abuse
- sexual abuse
2. Neglect Desired Responses:
- emotional neglect
 Lingering trauma
- physical neglect  Substance use disorder
3. Household Dysfunction  medical problems
- violence
- mental illness
- substance abuse
- separation/divorce

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 - caregiver incarcerated
ASK: What do you think might be potential effects on Desired Responses:
people who experience ACEs?  chronic stress on the system
becomes toxic and leads to
illness
 unchecked and untreated
trauma can lead to physical,
mental, and substance use
illnesses
 victimization in early life
makes continued
victimization far more
likely
 chronic stress and untreated
trauma can make people
more vulnerable to and less
able to cope with stressors
that many experience (i.e.,
loss, financial stress,
interpersonal stress)

ACES Can Have Lasting Effects Slide 15

Take a look at these statistics:

They are from comparisons of those with no ACEs to

those with having FOUR.
 The people with four ACEs are seven times
more likely to have alcoholism.
 They are also twice as likely to be diagnosed
with cancer.
 They are four times more likely to be diagnosed
with emphysema.
 And for people with more than SIX ACEs have
been found to have a 30-fold increase in
attempted suicide.

ASK: Why do you think having multiple ACEs puts

people at risk later in life for mental illness, substance
use disorder and health issues?

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Prevalence of ACES Slide 16
Let’s take a look at the data there is on how prevalent
ACEs are.

It’s important to note that abuse and neglect-especially

emotional, the effects of which cannot be seen easily by
others-is presumed to be very under-reported. It’s also
presumed that we could never gather complete data on
this.

This is just to give you an idea of how prevalent the

REPORTED experience of trauma is.

We will be referring back to ACEs throughout this

training.

Take a look at these numbers.

Desired Response:
ASK: How do you think they would play out for
They would all be higher
Baltimore City?

Poverty Data: Baltimore City Slide 17

Here is the most recent data for Baltimore City:
 The poverty rate is 22.4%; the average poverty
rate state-wide is 9/7%.
 Children are especially impacted, as 33% of
children in Baltimore City live below the
poverty line.
 Black people make up 60.7% of the Baltimore
City population and 26.5% of them live under
the poverty line.
 White people make up 26.4% of the Baltimore
City population 10.3% of them live below the
poverty line.

So, we see that there are great racial disparities in

poverty, as well as a disproportionately higher poverty
rate in the city.

Economically poor adults tend to have high ACE

scores. Traumatized as children, many were further
traumatized by the approaches taken by education,
faith-based, healthcare, social service and juvenile

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justice systems that suspended, expelled, blamed,
shamed, misdiagnosed, drugged, or further punished
them to try to change their behavior.
So with the high rate of poverty in Baltimore City, we
can expect that a significant proportion of the
population will have experienced trauma in childhood.
And it is a vicious cycle; we can attribute many ACEs
to living in poor socioeconomic conditions.

ASK: What does that mean from a trauma-informed

Desired Response:
perspective? What does this mean for our interactions
with citizens?  Many people in the city we
encounter live in trauma, as
well as having a likelihood
of a high ACE score.

Slide 18
CASE STUDY: Children in Poverty
Here is a case study of some kids who share their
experience of living in poverty. There are two
questions I want you to think about and take notes on as
you view it.

Here are the questions I’d like you to consider; take a

minute to jot them down and be ready to answer them
after the case study: Instructor Notes: Give students a
minute to copy down the questions
1) What struck you about this video?
2) What themes did you hear the kids express?

(after the video)

So, let’s look back at those questions.

Desired Response to Question 1:
ASK: Who would like to share their answer to question
one? (call on volunteers and facilitate a discussion) (responses will vary)
 kids are aware of their
parent’s struggle
 kids thinking it was normal
to not have food or be
hungry
 kids feeling sad about their
living situation

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ASK: What about question two? (call on volunteers and Desired Response to Question 2:
facilitate a discussion)  kids living without one of
their parents
 lack of food/hunger
 not having a sense of
security (moving from
house to house)

ASK: What has been your experience on patrol, in the Instructor Notes: Call on
more poverty-stricken areas of the city-and how might volunteers to share their personal
you see their behavior differently through this lens? experiences

Signs of Trauma
Slide 19
Let’s take a look at some of the signs that someone has
experienced trauma and may be re-experiencing it:
They can be shaking, have nausea, have gaps in their
memory, or be fearful, or angry. Or any combination of
the above.

This may very well appear that someone is being

aggressive or not cooperating.

One feature that is very commonly associated with

trauma is hypervigilance or being in a constant state of
alertness waiting for danger (arousal of the nervous
system). This is the fight-or-flight getting activated.

ASK: So, what does that mean, in the brain? Which part Desired Response:
is running things?  The AMYGDALA
EXPLAIN: Yes, the amygdala. That means that the
person perceives threat, but also that they are not able to
calm down, think rationally. This may appear as the
person acting aggressively, because-they are in fight-or-
flight.

The third category of signs of trauma can be the most

challenging, for law enforcement, and also for
behavioral health professionals.

It’s disengaging. This is shutting down or tuning out, a

way to protect against the system being overwhelmed.

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The person themselves will not be aware of it, because
they have disengaged and shut down.

They will likely appear to be calm, showing no outward

signs of distress. You may interpret this to mean trauma
is not present, but it may be. That is why it can present
such a challenge to anyone trying to assess the situation
or assist the person-it doesn’t seem like anything is
wrong.

In your responses to people experiencing a behavioral

health crisis, it is also important to recognize the strong
link between mental illness and trauma. Studies have
shown that almost half (47%) of people with a serious
mental illness have experienced physical abuse and
more than a third have experienced sexual abuse, much
higher rates than the general population.

In addition, research has indicated that about 30% of

people who are chronically homeless have mental
health conditions and about 50% have co-occurring
substance use problems.

Approximately a quarter of people with mental

disorders have been arrested at some point in their
lifetime and may have had other previous negative
encounters with law enforcement.

As a result, how you approach someone in crisis can

activate any of the trauma responses we reviewed
earlier. An approach may escalate someone’s emotions
or FFF response, or it may activate the shut-down
mechanism that leads to disengagement. Using trauma-
informed tactics when approaching someone in crisis is
a CHOICE, just like any other tactic. When you use
trauma-informed tactics, you minimize the chance that
someone is going to have a trauma-trigger response.

ASK: Any questions about how trauma affects the

brain, and what the signs may be?

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Remember…Maslow’s Hierarchy of Needs Instructor Notes: Answer questions
In ICAT, you were taught that the higher someone’s as able
emotions are, the less rational thinking they can do-and
now you know why. Psychological and safety needs Slide 20
must be met, otherwise a person will not be able to
reach self-fulfillment.

So, a reminder that it is vital to address the person’s

sense of safety before you can get any further.

ASK: How might you do this?

Desired Response:
 use The Four Plays
 ask what is happening,
allow them to vent feelings
 reflect back what you see
 reflect back what you
understand to make sure
you do

Slide 21

SCENARIO
Now we will do a brief scenario of encountering
someone with symptoms of trauma.
ASK: Can I have a volunteer?
(instructor should have someone read the scenario
(Appendix A), assign a role player for the role of officer
and then assign the role of the young person.
The instructor playing the young
person should de-escalate if they
feel the officer is calm, listening,
asking what is going on, telling
them they are there to help.

If the officer’s behavior escalates,

their voice gets louder, they ask
questions repeatedly with no
answer, or get too close to the
young person, the instructor should
escalate their behavior, by moving,
crying, and/or yelling out.

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Now, let’s process this scenario.
ASK: What do you think the officer did well?
ASK: What do you think the officer could have done
better?
ASK: How did you know the person was having a
trauma response?
ASK: What should be the next step?
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If the officer is able to make a
connection with the young person,
the young person should calm
down and begin to tell the officer
that they just witnessed a violent
crime against a loved one.
Instructor’s Note: Main Youth
Interactions Policy is being
drafted, an officer cannot proceed
to interview a kid without an adult
present. The questioning in the
scenario should stop when the
officer determines that the youth is
a witness.
Desired Responses, if true:
 Stayed calm
 Introduced self
 stated they were there to
help
 reflected back the emotions
that they observed
 took their time
Desired Responses:
 whatever of the above the
officer did NOT do
Desired Responses:
 unable to communicate,
crying, pacing, screaming
Desired Responses:
 To connect the young
person to a crisis service for
evaluation and crisis
intervention.
Even a Moment Makes All the Difference Slide 22
As we talked about in The Four Plays, a moment or two
of listening and reflecting back has the potential to help
the person get from high emotions closer to rational
thinking.

Allowing the person to vent about their feelings and

reflecting back without judgment makes this the most
likely. Not everyone will be able to respond to it, but
many will and the only way to know is to try these
techniques. I’m going to talk about one more.
Slide 23
Minimizing Uncertainty
One of the most significant ways as first responders you
can be trauma-sensitive is to enable the person you are
interacting with to predict what you are about to do.
This means to explain what is happening, or what
you’re about to do, or what is going to happen next.
This is because when someone is affected by trauma,
that means that they were necessarily out of control as a
function of normal human biology, and may still often
feel that way. Giving them the information of what is
going to happen will lower your chance of adding more
trauma trigger, or even a new traumatic experience.

ASK: How do you think trauma-informed policing Desired Responses:

makes your work EASIER?  less likely to escalate
 more likely to gain
cooperation
 less likely to add trauma,
and therefore makes next
LE interaction easier

How Does Trauma Informed Practice Help Make Slide 24

Police Work Easier?
• You are more likely to get cooperation from
citizen.
• You are less likely to escalate the citizen.
• You are less likely to add trauma to someone
who may already have experienced it, leading to
better future outcomes with the same citizen. Instructor Notes: Show slide after
groups share answers

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Vicarious Trauma Slide 25
Effects of vicarious traumatization on an individual
resemble those of traumatic experiences:
 significant disruptions in one’s affect tolerance
 psychological needs
 beliefs about self and others
 interpersonal relationships, and sensory memory
including imagery

GROUP ACTIVTY: Many Factors Can Lead to Slide 26

Vicarious Trauma
So now, let’s talk about you all. You go into fight-
flight-freeze all the time for your job. And you also see
a lot of trauma and receive a lot of people’s responses to
traumas that just happened.

That means you are vulnerable to VICARIOUS

TRAUMA.
There are a lot of things built into your job that cause
vicarious trauma. Using the chart paper at your table
group, I’d like for you to talk amongst yourselves and
create a list of things you experience, as officers, that
can cause vicarious trauma. You will have 3 minutes.
As groups are working together,
the instructor should utilize the
Management by Walking Around
Strategy to ensure groups are on-
task.

I’d like for you to discuss this question with your table
group for a minute or two, and jot down your thoughts.
Be ready to share out your responses to the rest of the
group.

(After groups are finished working)

Ok, let’s hear your thoughts.

ASK: How did your groups answer the question? Desired Response:
What did you come up with?  witnessing crimes, violence,
accidents
 receiving the emotions of
someone just traumatized
responding to particularly
vulnerable victims
 witnessing other LE
experience trauma

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 threats to LE in general

Instructor Notes: After students

have shared their answers, use the
mouse to click and reveal the
answers

CASE STUDY: Vicarious Trauma & Self Care Slide 27

Here is a case study of a police officer sharing about his
experience of trauma and its after-affects. As you listen
to his story, think about how you may relate to what he
says.

ASK: What are your thoughts about this case study?

Your reactions? Desired Response:
 They can relate, that
EXPLAIN: We are going to explore where trauma perhaps they have had
plays a role in people’s behavior, and how you can best difficulty asking for help or
use trauma-informed policing, throughout this training. admitting the need for
support, that it is important
for LE to be able to talk
about this.
Instructor Notes: regardless of
response, offer safe space for
officers to share, without
correction or judgment.
(this also models the trauma-
informed method)

What Can Be Done… Slide 28

Ask: So what can you do about it?

EXPLAIN: Someone who is affected by vicarious

trauma will benefit from some sort of professional
support, such as counseling. Vicarious trauma is more
than just feeling burnt out or fatigued; it is emotional
residue of the trauma that was witnessed or described. Desired Responses:
The symptoms can be very similar to PTSD, such as  self-care
problems with sleep and appetite, agitation, low mood,  work/life balance
social withdrawal. A professional assessment is needed
to distinguish between burnout, vicarious trauma, or  informal supports, formal

20
PTSD, and to determine if treatment would be services (like counseling)
beneficial. Whatever is shared, accept without
judgment or correction.
Good news: There is much that can be done to build up
inner resources and outer supports that are necessary to
have resilience in the face of vicarious trauma.

The main tactic for this is the broad term “self care”.

Self-Care Slide 29
I know-it sounds hokey. But it works!
And it is defined by YOU. Whatever it is that reduces
your stress that restores your energy.

Slide 30
Your Self-Care Call on volunteers to share their
ASK: What are some of your self-care activities? answers; after answers and
discussions take place

Click to reveal the hidden answers.

Instructor Notes: whatever is

shared, accept without judgment or
correction
III. EVALUATION/CLOSURE TIME: 5 minutes
Sworn Co-Facilitator should lead
ASK: Now that we’ve discussed trauma-informed this discussion, sharing some of
policing, how do you see this framework impacting how their experience as well.
you respond to crisis and other calls for service? Desired Responses: (answers will
How will these tactics change your responses, vary, but may include…)
especially on CIT calls?
 Trauma-Informed Policing can
(call on volunteers to share their answers; after make an officer’s job much
answers and discussions take place, click the mouse to

21
review the hidden answers)
If people with BH disorders have had previous
encounters with law enforcement, and they were
traumatic, that becomes a part of their trauma history.
In addition, police encounters with folks in crisis can
reinforce stigma, as often people are witnessed in public
being taken into custody, and also seen entering
facilities in handcuffs.
So, it is important to remember that you may be part of
a larger, ongoing experience that people with BH
conditions have with the police. And that how you are
perceived by the person can be from previous
experiences with other officers, AND how you handle
the call, can contribute positively or negatively to that
ongoing experience.
To Summarize…
• Trauma-Informed Policing can make an
officer’s job much easier.
• Assuming there MAY be trauma present can
prevent triggering or re-traumatizing a victim.
• Simple tools help to gain cooperation and
prevent escalation.
• Trauma effects everyone, even law enforcement
(in fact, LE can be more susceptible, due to high
exposure to trauma).
• Self-care is vital!
easier, as a trauma response can
be misinterpreted as non-
cooperation. using trauma-
informed tactics respects the
civil rights of people with any
disability stemming from having
experienced trauma. It is also
more effective in crisis
intervention and is better for
both community and officer
safety.
 Assuming there MAY be trauma
present can prevent triggering or
re-traumatizing a victim
 Simple tools help to gain
cooperation and prevent
escalation
 Trauma effects everyone, even
law enforcement (in fact, LE
can be more susceptible, due to
high exposure to trauma)
 Self-care is vital
Slide 31

Questions?
Slide 32

22
 APPENDIX A

Scenario

A call goes out for a young person who is in a drug store and they will not leave
the store. They are in the back. It is reported that they are pacing one aisle and
crying intermittently. Occasionally, they let out a scream. They will not respond to
any of the staff of the store, no eye contact, won’t respond to questions.

When you arrive, the manager has gathered all of the customers in the front of the
store and is trying to get them checked out as quickly as possible. The security
guard is at the front door, stopping new customers from coming in, simply saying
there is something going on in the store, that it’s being resolved, and that they
cannot go in right now.

The young person is are sitting on the floor of the aisle. They are looking at the
floor and quiet, providing the officer with the opportunity to determine what is
happening.