Grossmont test

Teaching Portfolio

Michael D. Stewart

TABLE OF CONTENTS

1. Philosophy of Teaching 2. Teaching Responsibilities

3. Teaching Strategies and Methods

a. Teaching Community College Students b. Training Working Professionals

4. Selected Student Comments

5. Professional Improvement and The Future

6. Appendices

a. Curriculum Vitae b. Course Syllabi and Materials c. Student Evaluations d. Performance Appraisals e. Sample Lesson Plans

Teaching Philosophy I have spent the first 13 years of my professional life working as a criminal justice professional. During my career, I have taught victims, witnesses and suspects about how our system “works.” Generally speaking, my teaching in this context has been very one-sided. I lecture and they listen. Sadly, most of the time, little learning is involved. During the past five years, I have had the opportunity to teach criminal justice in the community college. Here, my role as a teacher has differed dramatically than in my job as a law enforcement officer. In the community college, I have experienced what it means to teach, and more importantly, I have been able to get a sense of what it is to learn. My emerging philosophy is built on a belief in collaboration, life-long learning, authenticity and individual responsibility for growth. I have dedicated my life to serving others. I enjoy the opportunities I have to teach others and to learn from others, and this experience informs my philosophy of teaching. I use my role as a teacher to empower others to learn. I believe in the importance of collaborative learning, where learning doesn’t just flow from me, but among all of the participants in the classroom. Each time I step into a classroom, I know we will all learn. I strive to ensure that the students will have an opportunity to hear from each other and engage in dialogue that will help them through their daily lives. Unlike many other degree programs, students of criminal justice are preparing themselves for a career of service. The many dynamics required to be our society’s “keepers at the gate” require continued learning and growth. Teaching future protectors to understand the need to be life-long learners is one reason I feel the need to teach at this college. In the classroom, I employ humor to get students to relax, and I inject my humility in order to develop trust. I believe students need to trust their teacher to learn effectively, receive advice willingly, and achieve the subtle affective goals of a program that emphasizes social responsibility. I use two particular techniques in my class in order to encourage learning. I have my students interact through in-class assignments and an assignment I call QTIPs that I developed after reading about a similar approach (Saville, Zinn and Jakobsen, 2012). These two assignments encourage learning by requiring students to interact with their peers and by taking time outside of the classroom to reflect on what is going on around them. My continued growth as a teacher revolves around developing effective measurements of learning. Although I would like to believe my students “get it” I realize learning is ultimately a personal and internal process, so I can never be certain. So, to this end, I continue to develop authentic ways to get the students to engage in their own learning—to take responsibility to extend their learning beyond the walls of the classroom.

An example of this is a class I teach called “Street Gangs for Law Enforcement.” In this class, I put students into the shoes of a law enforcement investigator. During the course, I challenge them to do the work of a trained investigator and learn from each other while accomplishing required tasks. Students work as part of a small team, just as they would in the field; they discuss situations and ask each other questions in order to get the answers they need. They learn from each other in this assignment just as they would as professionals in the community. In closing, I believe teaching is learning. I encourage students to think like professionals, a process that goes beyond content delivery, so the students will be ready to manage their continued growth after the class ends. Although each student’s growth may vary, it is one step in the direction of understanding and taking personal responsibility for a life of professional service. As lofty as these goals are for students, it challenges me to live by these same standards. My learning progresses only with my continued service to our community and to our collective growth.

Teaching Responsibilities In 1998, I was given my first opportunity to teach at the University level. I was a Master’s student at Baylor University working as a graduate teaching assistant. I was directed to teach sections of Political Science 1306, “American State and Local Government.” Currently, I teach two courses in the Administration of Justice Department at San Diego Miramar College. In the Fall Semester, I teach ADJU 161 “Juvenile Procedures” and in the Spring I teach ADJU 182 “Street Gangs for Law Enforcement.” In January 2007, I began to teach at Miramar College. I began teaching ADJU 161, “Juvenile Procedures”. This course was offered in the Fall and Spring semester. It is currently offered only in the Fall semester. My first classes had enrollment of between 15 – 18 students. Today, the course is open to waitlisted students only and enrollment usually exceeds 40 students. After obtaining ownership of the course, I redeveloped the course curriculum to include new discussions, interactive assignments and assessment materials. The course includes in-class assignments that students work on together to provoke dialogue amongst the class. It also includes the use of QTIPs, which I will discuss further under Teaching Methods. The QTIPs require students to look at what is going on around them outside of the class and then be prepared to discuss it in the class. In January 2010, I took on ADJU 182 “Street Gangs and Law Enforcement”. This class is offered in the Spring semester and has been waitlisted during previous offerings. Usually, enrollment is over 40 students. Using the college’s course outline, I completely rewrote this course to create an interactive and dynamic offering drawing on current events. Student involvement is crucial for this course as I put the students into the shoes of a law enforcement investigator and we work to learn about gang-related crime and how to properly investigate. Similar to ADJU 161, I utilize in-class assignments, QTIPs and nightly quizzes as assessment tools for student involvement and learning.

Teaching Strategies and Methods Teaching Community College Students To date, the courses I have taught are one night per week and over three hours per session. I need to stay on my toes to keep the learning fresh. I use standard methodologies for course presentation, to stimulate learning and to assess student-learning outcomes. I also use a human touch. I do what I can to use humor and humility. I take time to laugh at my jokes and my mistakes. My students need to know I am able to roll with the punches and they can trust me. I will help them learn. At the community college, the student-body is diverse. The students come from a wide array of ages, life experiences, educational and professional background as well as cultural and language variances. I keep this in mind when developing course content, assessment strategies and means to keep the student invested in their learning. I come into each class with an organized and prepared topic for class content, based upon course objectives and student learning outcomes. I do what I can to bring the real world into the class. Students of criminal justice can learn the most from what is happening now and then integrating the “now” into the course curriculum. I frequently begin my courses by offering a news clip related to a current event and aligned with course content. This tends to immediately stimulate the students to learn by creating a class wide discussion. I then frame the day’s curricular content into the current event and continue the collaborative learning process through the use of “QTIPs.” I learned about the QTIP concept while reading about how to be a new college instructor (Saville, Zinn and Jakobsen, 2012). QTIPs are 1) Quotes, 2) Thoughts and 3) Interesting Points. Each week, prior to coming to class, students are expected to write down a quote, thought or interesting point related to the reading or discussion scheduled for the week. We use these to facilitate discussion once in class and to ensure each student is doing the assigned work. I do not limit the sources from which students can gather their QTIP. For example, they can include information they learned about on the news, while reading another book or watching a television show or movie. Whatever they are learning, they are permitted to share this information and engage their peers. Usually near the middle of the course, we work in groups to work on a problem related to the lesson of the day. Again, this promotes collaborative learning. We are all working together to understand a concept, learn a process and integrate our knowledge. During the course students complete two “reaction papers.” These are based upon feature length films presented in class to address real life issues in the field. I try to under emphasize the formalities of the writing in order to encourage them to “get” the real world implications of the assignment. I want the students to learn. My last teaching method is the formal testing component. I administer one quiz per course session and a comprehensive final examination. I understand students’ test taking

strengths differ so I format the examinations with their abilities in mind. Although testing is a common technique used to assess comprehension, knowledge acquisition, and student learning outcomes, I feel it does little to test actual learning. It does not prepare a student of criminal justice for the real world and a career of service. I believe, instead, testing causes the student to focus on demonstrating rote skills and abilities. This takes away from their investment into their learning process and preparation for what really matters which is learning and preparation for their future. Training Working Professionals Community colleges are unique in that they offer courses of training preparing students for immediate employment. The Administration of Justice Department offers vocational training programs to include a corrections academy and a modular law enforcement academy designed to prepare students to work as reserve law enforcement officers. Vocational training is different than degree program instruction in many ways. Vocational training is specifically designed to prepare the student to perform a set of defined objectives that can then be used in the work place. Degree program instruction will provide learning opportunities for students to prepare them for a variety of options including immediate employment, continued community college education or transfer to a four-year institution. Additionally, the vocational training provided through these academies needs to be defensible should the student not apply the concepts properly in the field and litigation ensues. In order to maintain accountability, the academy training staff needs to recognize the nexus between these issues and the potential liability. Beginning in 2002, I had the opportunity to work with the State level agency Standard and Training for Corrections, which certifies the course curriculum for corrections academies. I learned the differences between training and teaching and also the potential to incur liability. One tool we utilized to minimize the liability is to have lesson plans completed and available for any instructor to use to provide appropriate and defensible training (Appendix E provides examples of the lesson plans). Additionally, maintaining security of the examinations used during the training insures students are demonstrating the skills required by knowledge of only what they have learned and do not have any unnecessary advantage. I understand the teaching and training dichotomy and intend on separating these roles in order to provide the proper skills sets and learning opportunities to the respective student-body.

Selected Student Comments I initially relied on college-generated evaluations for self-assessment. I realized, however, that I was not learning enough about myself as the evaluations were being completed rather infrequently (once every third offering). Accordingly, I developed a self-assessment model taken from another local community college. I will have students complete my own assessment about three-quarters into the term. I have included some statements from students about good classroom instruction (the full evaluations are included in Appendix C for reference): ADJU 161, Juvenile Procedures, Fall 2012

• “I feel the different ways the material is presented allows for all students the ability to participate...”

• “I am grateful to have an instructor who cares about the success of his students.”

• “Prof. Stewart organizes the class very well…He knows what he is teaching and I

love his examples. He stays on topic and never wastes any of the class time.”

• “You do a good job at engaging the class and sharing real life examples. I looked forward to coming to class each week.”

• “What I like the most about this course is the enthusiasm about the instructor

about the subject he teaches.” ADJU 161, Juvenile Procedures, Fall 2011

• “Enthusiasm about teaching. Tells good stories related to learning. Scheduled good out of class learning.”

• “This instructor explains everything very well. Always willing to help. Class

assignments are really well explained.”

• “He makes the class interesting and a good learning environment is flexible and explains the material well.”

ADJU 161, Juvenile Procedures, Spring 2007

• “Mr. Stewart exudes enthusiasm and is able to not only explain theoretical concepts but more importantly his is able to apply said concepts.”

• “Instructor is well organized enthusiastic and brings his experience to bare on the

instructions.”

ADJU 182, Street Gangs and Law Enforcement, Spring 2012

• “I liked the positive interactions with the instructor. Anyone can ask a question, stupid or not, instructor answered with a response and gave a clear understanding.”

• “I enjoyed the instructors personal experiences that related to the course.

Awesome teacher. Made everyone feel comfortable.”

• “I like the real world experience of the instructor. Overall a great class…I say that truthfully because I already have an MBA and there is no ‘educational incentive’ for me to go to community college other that wanting to learn something new.”

Professional Improvement and The Future Professional Improvement I take students’ evaluations of my performance quite seriously and will always strive to improve the learning process based upon their feedback. This may mean adding an assignment or taking away an assignment. Or, I may have to adapt and change a lecture based upon advice. I will also take time to stay current in our field. I will do this through continual literature review and then integrate new themes, concepts and ideas into course curriculum to provide students with the best tools possible for their growth. I am a life long learner and this requires me to continue to develop my abilities with respect to academia. In the immediate future I intend to refine my abilities to develop and administer curriculum and make sure I am always foster the growth of the students. The Future Immediately upon appointment as a full-time faculty member, I will immerse myself in the Grossmont College culture. This begins at the Department level. I will work with tenured faculty and assist as needed with a focus on working with the students and the on-campus chapter of the American Criminal Justice Association. Following, I will seek out opportunities on campus related to committee work and shared governance. This will provide me with an understanding of campus and district culture. I will foster relationships off campus as well. One measurement of success for the program is based largely on effective community collaborations. This includes inviting guests from off campus to experience Grossmont College programs. Additionally, professional relationships with State level agencies such as the Commission on Peace Officer Standards and Training (POST) and Standards and Training for Corrections (STC) are critical to Grossmont College graduates’ employability. Lastly, I will continue to provide service to the field of criminal justice. Transitioning from a law enforcement first responder to a full time faculty member and academic will provide an opportunity for me to put what I have learned over my career into practical application in the classroom. I plan to begin more intensive research and further publish material about concepts of particular interest. As I foster the growth of students, this campus community will foster my own growth as a faculty member.

References

Saville, Bryan K., Zinn, Tracy E. & Jakobson, Varga Jakobsen, Kristina (2012). Leading Discussions. In William, Buskist & Victor A. Benassi, Effective College and University Teaching: Strategies and Tactics for New Professoriate (107-114). Thousand Oaks, United States: Sage.

MICHAEL D. STEWART P.O. Box 19579 | San Diego, California 92159 | Phone 619-917-2137

Email: [email protected]

EDUCATION BAYLOR UNIVERSITY Master of Public Policy and Administration, 1999 UNIVERSITY OF CALIFORNIA, SANTA BARBARA Bachelor of Arts, Political Science, 1998 EMPLOYMENT HISTORY CITY OF CHULA VISTA, POLICE DEPARTMENT January 21, 2005 to Present

07/2009 to Present - Police Officer/Detective

♦ Jurisdictions United for Drug and Gang Enforcement (J.U.D.G.E.) Unit - South County 07/2005 to 07/2009 - Police Officer/Field Training Officer

♦ Patrol Division 01/2005 to 07/2005 - Police Recruit

♦ San Diego Regional Public Safety Training Institute SAN DIEGO MIRAMAR COLLEGE, ADMINISTRATION OF JUSTICE DEPARTMENT February 5, 2007 to Present

02/2007 to Present - Adjunct Faculty

♦ Administration of Justice 161, Juvenile Procedures ♦ Administration of Justice 182, Street Gangs and Law Enforcement

COUNTY OF SAN DIEGO, PROBATION DEPARTMENT April 07, 2000 to January 12, 2005

11/2004 to 01/2005 - Deputy Probation Officer ♦ Juvenile Investigations

04/2002 to 11/2004 - Deputy Probation Officer/Department Training Coordinator ♦ Staff Development Unit

05/2001 to 04/2002 - Deputy Probation Officer ♦ Juvenile Investigations

04/2000 to 05/2001 - Correctional Deputy Probation Officer ♦ Camp Barrett

COUNTY OF SANTA BARBARA, PROBATION DEPARTMENT February 1997 to August 1998 02/1997 to 08/1998 – Juvenile Institutions Officer/Extra-Help

♦ Juvenile Hall and Los Prietos Boys’ Camp

Michael D. Stewart Page 2

TEACHING EXPERIENCE ♦ Adjunct Faculty, 2007 - Present

o San Diego Miramar College, Administration of Justice 161, Juvenile Procedures o San Diego Miramar College, Administration of Justice 182, Street Gangs and Law

Enforcement ♦ Graduate Teaching Assistant, 1998 - 1999

o Baylor University, Various courses in Political Science Department PRESENTATIONS

♦ “Criminal Street Gangs” (Oral presentation for Southwestern College Criminal Justice Association, Nu Alpha Omega, 2012)

♦ “Gangsta’ Rap and Gangsters Who Rap: Breaking Down the Rhythm on Your Beat” (Oral presentation at American Probation and Parole Association Winter Conference, 2012)

♦ “Criminal Street Gangs” (Oral presentation for United States Probation, San Diego Office, 2010) ♦ “Juvenile Procedures” (Oral presentation for San Diego Law Enforcement Explorers Academy, Phase I,

2009) TRAINING EXPERIENCE

♦ Chula Vista Police Department Patrol Field Training Officer ♦ Chula Vista Police Department Pepper Spray Training ♦ San Diego Probation Advanced Armed Officer Training – Expandable Baton Section ♦ San Diego Probation Criminal Offender Record Information (C.O.R.I.) ♦ San Diego Probation Expandable Baton for Probation Officers ♦ San Diego Probation Intensive Supervision Officer (I.S.O.) Academy ♦ San Diego Probation Juvenile Corrections Officer Basic Core Course

o California Criminal Justice Systems Orientation o Codes, Statutes and Other Documents o Defensive Tactics o Report Writing

♦ San Diego Probation Department, New Employee Orientation ♦ San Diego Probation Department Pepper Spray Training ♦ San Diego Probation Departmental Instructor Orientation ♦ San Diego Probation Defensive Tactics 3 (Armed Officer) ♦ San Diego Probation I.S.O. Defensive Tactics Refresher

BOARDS

♦ Chula Vista Police Officers’ Association, Director and Political Action Committee Chair (2010 – Present)

COMMITTEES

♦ Chula Vista Police Department Six Month Shift Rotation Transition/At-Large Member (2009) COMMUNITY INVOLVEMENT

♦ Benchley-Weinberger Elementary, Classroom Volunteer (2012 – Present) ♦ San Carlos Community Garden, Volunteer (2012 – Present)


AWARDS ♦ Chula Vista Police Department Proactive Narcotics Enforcement Award (2006)

PROFESSIONAL CERTIFICATES

♦ California POST Advanced Certificate - 2009 ♦ California POST Intermediate Certificate - 2007 ♦ California POST Basic Certificate - 2005 ♦ Police Officer Orientation II, PC 832 Firearms – 2004 ♦ Deputy Probation Officer Core - 2001 ♦ Police Officer Orientation I, PC 832 – 2000 ♦ Juvenile Counselor Basic Core - 2000

SPECIALIZED TRAINING CERTIFICATES

♦ PORAC Annual Conference (20 hours) – November 2012 ♦ FBI Case Agent Investigative Review (CAIR) (8 hours) - November 2012 ♦ CNOA Surveillance Techniques (8 hours) - October 2012 ♦ DEA Advanced Hidden Compartments and Traps (16 hours) - August 2012 ♦ CGIA Annual Conference (26 hours) - July 2012 ♦ Desert Snow Phase 1, 2 and 3 Training (32 hours) - July 2012 ♦ SCGC Southern Cal. Gang Conference (24 hours) - May 2012 ♦ PORAC Internal Affairs (16 hours) - December 2012 ♦ CGIA Annual Conference (26 hours) -August 2011 ♦ SCGC Southern Cal. Gang Conference (24 hours) - June 2011 ♦ CDAA Multi-Jurisdictional Narcotics Task Force (8 hours) - May 2011 ♦ CDAA Gang Symposium (16.25 hours) - March 2011 ♦ PORAC Basic Collective Bargaining (24 hours) - March 2011 ♦ PORAC Association Leadership (16 hours) - January 2011 ♦ CNOA Confidential Informants (4 hours) - January 2011 ♦ CNOA Annual Conference (24 hours) - November 2010 ♦ CGIA Annual Conference (26 hours) - July 2010 ♦ PORAC Political Action Committee (16 hours) - June 2010 ♦ CVPD Southern Cal. Gang Conference (16 hours) - May 2010 ♦ TIPS Comprehensive Search/Seizure Review (8 hours) - April 2010 ♦ CNOA Live Cook (8 hours) - March 2010 ♦ Bushido Productions, Convert Lock Defeating (8 hours) - December 2009 ♦ CNOA Annual Conference (24 hours) - November 2009 ♦ L.O.C.T. Associates, Surreptitious and Covert Entry (16 hours) - November 2009 ♦ SDCo.DA Confidential Informants (4 hours) – October 2009 ♦ SDCo.DA 186.22 PC (2 hours) – August 2009 ♦ SDCo.DA Emerging Gangs (2 hours) – August 2009 ♦ CVPD Gang Update/Local Gangs (1 hours) – August 2009 ♦ California Department of Justice, ATC Wiretaps (8 hours) – August 2009 ♦ CGIA Annual Conference (24 hours) – July 2009 ♦ CVPD Leadership Seminar (24 hours) – April 2009 ♦ CNOA Search Warrants (4 hours) – April 2009 ♦ SDRTC/POST ICI/Advanced Gang Investigations (40 hours) – February 2009 ♦ CNOA Prison Gangs (8 hours) – December 2008


SPECIALIZED TRAINING CERTIFICATES CONTINUED ♦ OCSD Basic Gang Awareness (32 hours) - November 2008 ♦ Psychiatric Emergency Response Training (P.E.R.T) Officer (24 hours) - October 2008 ♦ CNOA Surveillance Techniques (8 hours) - April 2008 ♦ CNOA Informant Development and Management (8 hours) - March 2008 ♦ CNOA Prison Gangs (8 hours) – December 2007 ♦ CNOA Undercover Operations and Tactical Responses (8 hours) - July 2007 ♦ SDPD C.D.C. Parole LEADS (2 hours) - July 2007 ♦ SDPD Building Entry and Searches (4 hours) - June 2007 ♦ POST - CNOA Gang Investigations (16 hours) - May 2007 ♦ POST Comprehensive Search and Seizure Review (8 hours) - April 2007 ♦ SDPD Advanced Negotiations for First Responders (4 hours) - April 2007 ♦ POST - CNOA Drug Abuse Recognition (24 hours) - February 2007 ♦ SDPD Emergency Negotiations for First Responders (4 hours) - January 2007 ♦ POST Basic Academy Role Play Scenario Evaluator - November 2006 ♦ Hazardous Materials for First Responders, California O.E.S. (16 hours) - June 2006 ♦ CNOA Street Development (8 Hours) - January 2006 ♦ POST Basic Academy, SDRPSTI (968 hours) - July 2005 ♦ POST Chemical Agents for Instructors, F.B.I. (24 hours) - November 2004 ♦ S.D. County Probation, Narcotic Trends for Probation (8 hours) - June 2004 ♦ Police Officer Orientation II, PC 832 Firearms (24 hours) – April 2004 ♦ CNOA Tactical Decision Making Under Stress (8 hours) – April 2004 ♦ Public Safety Instructor Symposium (24 hours) – April 2004 ♦ Krav Maga Seminar (16 Hours) – November 2003 ♦ POST Chemical Agents for Instructors, Napa Regional Academy (32 Hours) – September 2003 ♦ Krav Maga/Series One Instructor (40 Hours) – February 2003 ♦ California Department of Justice, CORI (16 Hours) – December 2002 ♦ Defensive Systems Expandable Baton Instructor (24 Hours) – November 2002 ♦ San Diego Probation Institutions Defensive Tactics Instructor (16 Hours) – November 2002 ♦ Cal. Board Of Corrections, Mastering the Training Function in Corrections (40 Hours) – November 2002 ♦ S.D. County Probation, Probation Officer CORE Course, Substance Abuse Recognition (4 hours) -

October 2001 ♦ S.D. County Probation, Juv. Corrections Officer CORE Course, Substance Abuse Recognition (2 hours)

- November 2000 PROFESSIONAL MEMBERSHIPS

♦ Academy of Criminal Justice Sciences (A.C.J.S.) ♦ California Gang Investigators Association (C.G.I.A.) ♦ California Narcotics Officer Association (C.N.O.A.)

Miramar College Materials

I teach two courses at San Diego Miramar College: “Juvenile Procedures” and “Street Gangs and Law Enforcement”. Here are course materials for the two classes. Following the respective syllabus, I have included assignments and teaching materials I use for teaching. For the Street Gangs course, I developed a fictitious gang with an associated profile that students use to assist in their learning. I have included this profile as well.

ADJU182, Spring 2013 Page 1 of 4

San Diego Miramar College/Spring 2013 Administration of Justice 182, Street Gangs and Law Enforcement

January 28 – May 20, 2013/Monday, 6:35 PM - 9:45 PM Michael D. Stewart, Instructor

Office hours by appointment (Contact me by email or telephone) Email: [email protected]

Course Description This course presents an overview of street gang issues. It introduces students to the history of gangs, gang dynamics, criminal activities, differences among gangs, narcotics involvement, and gang philosophy. The course emphasizes the law enforcement perspective for involvement, intervention, prosecution, and intelligence gathering. Student Learning Outcomes Upon successful completion of the course the student will be able to:

1. Evaluate past and present legislative responses to gang violence 2. Assess the structure and legal changes that occurred in street gangs around 1995 3. Analyze why young people join gangs including how the media influences youth culture 4. Use established criteria to identify groups as gangs and individuals as gang members 5. Describe law enforcement's role in the intelligence gathering process 6. Describe prosecution issues, including the selective use of laws, vertical prosecution, Three Strikes, probation and

parole conditions 7. Differentiate among gang subcultures

Course Content The student will develop understanding after lecture and discussion on the following:

1. History and evolution of street gang legislation 2. Street gang structure 3. Gang involvement

4. Gang violence 5. Gang sub-cultures 6. Legal issues and prosecution

Course Assignments The following assignments will be required of all students:

1. Completion of quizzes 2. Completion of in-class assignments

3. Completion of two (2) reaction papers 4. Completion of a final examination

Course Attendance Regular course attendance is expected. Contact the instructor is you cannot attend. The final grade in this class will be affected by active participation, including attendance (which includes arriving on-time), as follows:

1. Active participation is engaging in course discussions and being able to discuss assigned readings. 2. More than three (3) unexcused absences will result in either a grade reduction or a class drop.

Drop/Withdrawl

• It is the student’s responsibility to drop all classes in which he/she is no longer attending. • It is the instructor’s discretion to withdraw a student after the add/drop deadline (02/11/2013) due to excessive

absences. • Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule,

will receive an evaluative letter grade in this class. Audio/Video Recording Unless you provide documentation that you are eligible for support services through the DSPS department, there will be no audio or video recording of lectures without prior approval from the instructor.


Student Code of Conduct Students are expected to be honest and ethical at all times and are expected to act in accordance with the Student Code of Conduct, Policy 3100. The Student Code of Conduct disciplinary procedure and student due process (Policy 3100, 3100.1 and 3100.2) can be found in the college catalog or at the office of the Dean of Student Affairs. Charges of misconduct and disciplinary sanctions may be imposed upon students who violate these standards. In addition of these standards, I request the following to help make our classroom a positive learning environment:

1. Promote a courteous learning environment by respecting the views and thoughts of other students; 2. Demonstrate respect for your work, as well as the work of others, by recognizing and acknowledging strengths

of others; 3. Recognize everyone’s opportunity to contribute to course discussions; 4. Do not engage in side-discussions among you and your peers while I am talking or other students are engaged

in a discussion I am facilitating; 5. The use of cell phones, smart phones, or other mobile communication devices is disruptive, and is therefore

prohibited during class. Except in emergencies, those using such devices must leave the classroom for the remainder of the class period; and,

6. Students are permitted to use computers during class for note-taking and other class-related work only. Laptop users should sit in the back row to avoid distracting others. Those using computers during class for work not related to that class must leave the classroom for the remainder of the class period and will not receive credit for the respective class session.

Cheating/Plagiarism Students are expected to be honest and ethical at all times in the pursuit of academic goals. Students who are found to be in violation of Administrative Procedure 3100.3 Honest Academic Conduct, will receive a grade of zero on the assignment, quiz, or exam in question and may be referred for disciplinary action in accordance with Administrative Procedure 3100.2, Student Disciplinary Procedures. Course Materials The following text is required for the course:

1. Tim Delaney 2006. American Street Gangs. Upper Saddle River, New Jersey: Pearson-Prentice Hall. ISBN-10: 0131710796, ISBN-13: 9780131710795

2. One (1) - 100 question Scantron form for final examination Additional readings may be assigned during the course. Methods Of Evaluation The student will be evaluated by quizzes, reaction papers and examinations. Attendance and class participation may be used for grade consideration.

Assignment Value Date Grading Scale Quizzes 25% Weekly 100% to 90.0% A Q.T.I.P.S. 15% Weekly 89.9% to 80.0% B Reaction Paper 1 15% March 11, 2013 79.9% to 70.0% C Reaction Paper 2 15% April 1, 2013 69.9% to 60.0% D Final Examination 30% May 20, 2013 Below 59.9% F

Extra credit assignments will be permitted. Assignments include interviewing a law enforcement professional specializing in gangs or a law enforcement ride-along with a gang officer. Other assignments will be permitted with instructor approval. Students must discuss any extra credit assignment with the instructor prior to completing the assignment. All extra credit must be submitted ten days prior to the final examination.


Assignment Clarification 1. Quizzes - 25% of final grade

a. There will be a weekly quiz. It will consist of five to 10 questions derived from the reading(s) assigned for the current class or items discussed during the course. Quizzes may consist of true/false, multiple choice, fill-in the blank and short answers. Your top eight quiz scores will be used in calculating your final grade. There will be no make-ups of the quizzes.

2. Q.T.I.P.S. (Quotes/Questions, Thoughts and Interesting Points) – 15 % of final grade a. Each week, prior to coming to class, you will write down a quote, thought or interesting point related to the

reading or discussion scheduled for the week. This will be used to facilitate a discussion once in class and to insure you are doing the assigned work.

b. Sources for the Q.T.I.P.S. are not limited to your textbook. For example, you can include information you’ve discovered on the news, while reading another book or watching a television show or movie.

c. When you come to class each week, have this assignment completed. You will turn it in at the beginning of the class. Make sure your name is on the assignment. It can be either handwritten or typed. Most importantly, be ready to discuss what you have turned in. i. To clarify even further:

1. Quotations – This is something taken from your textbook or other reading related to the course that you found particularly interesting or controversial.

2. Questions – Will include any questions you have about the material for the week. 3. Thoughts – You may include any discussion points you are interested as it relates to the course

material that you found outside of class or the reading, such as from movies, music, television, news stories, etc…

4. Interesting Points – Similar to “thoughts” above and also can include points you can use during a discussion in the course about the week’s materials.

3. Reaction Papers (2) - 15% each (30% of final grade) For each day your paper is late, there will be a 5% reduction on the grade. a. You will write two, type written reaction papers on films shown in class. b. The papers will be typed (printed), double-spaced, 1" margins on all sides, 12 point Arial, Courier or Time

New Roman font size. c. The paper will be grammatically sound and free of spelling and punctuation errors and written at the

expected college level. It will be graded according to appropriate grading guidelines for a college-level writer.

d. Additional guidelines will be provided in class for each assignment. 4. Final Exam - 30% of final grade

a. There will be a cumulative final exam administered at the conclusion of the course. The exam may consist of true/false, multiple choice, fill-in the blank and short answers.

Additional Student Resources The Personal Learning Assistance Center (PLACe) is dedicated to helping students succeed in their classes by providing quality academic support services. The PLACe provides many services for students: one-on-one tutoring, online tutoring, open writing labs, on-going study groups and workshops, computers with internet access and Wi-Fi and independent study. Call during their hours of operation to schedule an appointment for tutoring. They cannot schedule appointments through e-mail. I strongly encourage students to use services provided by the PLACe when completing the required Reaction Papers. This is a college class and I expect you to turn in work that is of a college level. This includes the work being grammatically sound and free of spelling and punctuation errors.


Course Calendar (Subject to change) Date Topics

January 28, 2013 Session 1

• Introductions, Syllabus review, Course overview • Assignment Review, Semester Outline

February 4, 2013 Session 2

• History of gangs • Read Delaney, Chapter 2 “History of Gangs” • Quiz (Score ___ / ___)


• Pop culture/Media and Gangs • Handouts • Quiz (Score ___ / ___)

February 18, 2013

• No Class, Washington’s Birthday


• Legislation, Gangs2000, S.T.E.P. Act, Proposition 184 (Three Strikes), Proposition 21 • Read Delaney, Chapter 1 “What is a Gang” • Quiz (Score ___ / ___), Reaction Paper #1 Due

March 4, 2013 Session 5

• “Why” of gang involvement, Gang characteristics • Read Delaney, Chapter 3 “Theoretical Explanations of Gangs” • Read Delaney, Chapter 4, “Socioeconomic Explanations of Gangs”, to page 117 • Quiz (Score ___ / ___)


• Documentation and Criteria (Individual/Gang), Intelligence Files, Field Interviews • Complete reading Delaney, Chapter 4, “Socioeconomic Explanations of Gangs” • Read Delaney, Chapter 5, “Gang Structure and Process” • Quiz (Score ___ / ___)


• Pop culture/Media and Gangs • Handout • Quiz (Score ___ / ___)

March 25, 2013

• No Class, Spring Break

April 1, 2013 Session 8

• “Gang” crimes, “Gang Member” crimes, graffiti • Delaney, Chapter 8 “Criminal Activities of Street Gangs” • Quiz (Score ___ / ___), Reaction Paper #2 Due


• Black, Hispanic, Asian street gangs • Delaney, Chapter 6 “Asian Gangs” pp. 195 - 202 • Quiz (Score ___ / ___)


• Role of females in the gang, taggers, “hybrid-gangs” • Delaney, Chapter 7 “Female Gangs and Gang Member” • Quiz (Score ___ / ___)


• White gangs, Outlaw Motorcycle gangs, Prison gangs and influence on street gangs • Review Delaney, pages 27 - 33 • Quiz (Score ___ / ___)


• Pop culture/Media and Gangs • Handout • Quiz (Score ___ / ___)

May 6, 2013 Session 13

• Combating gang violence, warrants, arrest, prosecution, injunctions • Delaney, Chapter 9 “Gang Prevention, Suppression and Treatment” • Quiz (Score ___ / ___)


• Gang expertise, court room testimony • Delaney, Chapter 10 “Implications for the Future” • Quiz (Score ___ / ___)


• Final Exam (100 question Scantron form required)

San Diego Miramar College ADJU 182, Street Gangs and Law Enforcement

In-Class Assignment # 1

Name: Partner:

San Diego Miramar College

ADJU 182 Instructor Michael Stewart

Remember:

• Do not throw this away once it is graded and returned to you. • To receive full credit, you will turn this graded assignment in at the end of the semester.

Assignment:

• Use your textbook and class note to assist you to answer the following questions • If needed, use the back of this sheet to answer the questions

1. What values (loyalty, integrity, honesty, respect, etc…) do you believe gang members and gangs in

general possess? 2. What values (loyalty, integrity, honesty, respect, etc…) does your partner believe gang members

and gangs in general possess? 3. Do you think these values vary from “socially acceptable” values? Why? Explain your answer.

San Diego Miramar College ADJU 182, Street Gangs and Law Enforcement


Name: Partner:



Remember:


Assignment:

• Use your textbook and class note to assist you to answer the following questions • If needed, use the back of this sheet to answer the questions

1. Working with your partner, develop a definition of a criminal street gang. Explain the logic of your

definition.

2. Do you believe there are certain activities or actions a group must do in order to be classified as a gang? Explain.

Dirty City Police Department “CLEANING UP OUR COMMUNITY”



Criminal Street Gang Profile

“Dirty Bandits” The Dirty Bandits (DBs) are a multi-ethnic criminal street gang with approximately 25 members in Dirty City. They have a common turf within the boundaries of Dirty City. The DBs formed in the early-2000s committing various property crimes, primarily vandalism. As DB grew, it evolved into a gang engaged in narcotics distribution throughout the Westside of Dirty City. To maintain its reputation, the members have engaged in crimes to benefit the gang to include assault, robberies, vehicle thefts and witness intimidation. DB gang members are frequently in possession of dangerous and deadly weapons and have used them on prior occasions. Additionally, DB gang members have been contacted in possession of sales quantities of controlled substances and narcotic drugs. Primary Turf 1000 – 1200 blocks of Gutter Road 500 - 700 blocks of Stench Lane Intersection of Gutter Road and Stench Lane Muddy Waters Park Primary Identifiers Dirty Bandit gang members frequently display clothing, tattoos or hand signs depicting their involvement in the gang. Dirty Bandit gang members with have tattoos or wear clothing with the word “Dirty” or the letters “DB.” The numbers “42” are synonymous with the letters “DB.” They will also wear jewelry, clothing or other accessories with either a “D”, “DB” and/or “42.” Dirty Bandit gang members will wear sports apparel particularly those of the Arizona Diamondbacks (for the “D” or the “DB” of the Diamondback) or Boston Red Sox (“B” for Bandits or socks to represent dirty sock or Dirty City). The gang frequently uses graffiti to identify their turf and territory. The graffiti includes “Dirty Bandits,” “Dirty,” “Bandits,” “DB,” “42” and “IVII.” Their tattoos are similar. In addition to tattooing themselves with content similar to their graffiti, Dirty Bandit gang members use a diamondback rattlesnake or a portrayal of a bandit as tattoos.

Primary Enemies The Dirty Bandits have a fierce and sometimes bloody rivalry with both the Bayside Bombers (BBs) and the Eastside Heavies (EHs).


Annual Gang Activity Report, Page 1 of 2 San Diego Miramar College


ANNUAL GANG ACTIVITY REPORT DCPD Case #1286: PC 664/187 On the above date at approximately 2342 hours, two male suspects were leaning inside of the victim, Bobby Butta’s vehicle. Butta confronted the suspects. One of the suspects began hitting Butta with a “Club” anti-theft device while yelling, “This is for the Dirty Bandits.” After hitting Butta, the suspects fled the scene in a waiting car, leaving the “Club” behind. Butta did not want to cooperate for fear of retaliation. He was treated and released from the hospital. I reviewed footage from a surveillance video in the area. I saw a vehicle leaving the area at a high rate of speed at the same time Butta indicated the crime occurred. The registered owner of the vehicle has a son, John Ash (DOB 06-15-89). Ash is a known “Dirty Bandit” gang member with the moniker “Tiny.” Fingerprints were lifted from the interior and exterior of Butta’s vehicle and from the “Club.” An AFIS return on fingerprints recovered from the vehicle’s interior belonged to Tall Tail (DOB 01-23-88). Fingerprints taken from the “Club” belonged to Dave Diggs (DOB 02-23-88). DCPD Case #1499: PC 594(a)(b)(1) Patrol Officer Goodeye (ID # 222) notices graffiti on a wall on the east-side of Muddy Waters park. The graffiti read “Dirty Bandits X13” and lists the names “Booger,” “Smokey,” “Chump,” “Loco” and “Goober.” Officer Goodeye photographs the graffiti and logs the pictures into evidence. DCPD Case #2324: PC 12031(a)(1) While on patrol, Officers made contact with Frank Smearnoff (DOB 2-14-87) in the 1100 block of Gutter Lane. Smearnoff is known to be on Probation and a Dirty Bandit gang member with the moniker “Gumby.” During a Probation compliance search of Smearnoff, Officers located a loaded .38-caliber pistol inside of his waistband. A records check of the pistol revealed it had been reported stolen during a residential burglary two-weeks prior. Smearnoff was arrested for

carrying the loaded gun and being in possession of stolen property. DCPD Case #5494: PC 246 On the above date at approximately 0032 hours, Officers responded a call of a drive-by shooting at 234 Easy Street. This is the residence of known Eastside Heavy gang member George McKracken (Payaso). George was not at home. His mother, Sally Smithers, reported she was in her bedroom when shots were fired at her residence. She said after the gunshots were fired, she heard an unidentified male yell, “Dirty Bandits por vida” and then what sounded like a vehicle crash. Three 9mm bullet slugs were recovered from Smithers’ television. At the corner of Easy Street and Happy Lane, Officers located a Toyota Tercel had collided into a a telephone pole. An unconscious male was found in the driver’s seat and three 9mm shell casings were located in the vehicle’s back seat. The unconscious male was transported the hospital. Once sober, he told Officers he was “Slappy” from the Dirty Bandits and he didn’t, “…know nothing about no shooting dawg.” He was booked for 246 PC and 23152(a) VC. DCPD Case #6357: PC 664/187 Two suspects in a truck drive through a known Bayside Bombers neighborhood. As they drive pass a group of Bayside Bomber gang members, the passenger opens fire with a shotgun. Two BB gang members are seriously wounded. As the suspects flee, they are heard yelling, “This is the Dirty’s hood.” The vehicle they were driving was stolen from a car lot earlier in the day. The suspects were identified as Zeke Dufus (DOB 3-10-1988) and Joey Numbskull (DOB 5-5-1989).


Annual Gang Activity Report, Page 2 of 2 San Diego Miramar College


DCPD Case #0009: VC 10851(a) While on patrol, Officers observed a 1996 Honda Civic with three male occupants driving southbound in the 700 block of Sunnyside Lane. Officers noticed a screwdriver lodged in the ignition. A computer records check revealed the car was stolen. After a short pursuit, the three occupants fled the car. The driver was bit by a police canine and taken into custody. The two passenger’s surrendered to police after an approximate 50-yard foot pursuit. The driver was identified as Tommy Torres (DOB 3-17-88). Torres has “DB” tattoos and uses the moniker “Lucky.” The other two vehicle occupants are known Dirty Bandit gang members with the monikers “Gordo” and “Chunky.” All three were booked into jail for auto theft. During an interview, Torres admitted to stealing a car to do a beer run to get beer for a Dirty Bandits party later in the evening. DCPD Case #8764: PC 459 A Dirty City resident returned to their house after work to discover their house been burglarized. In addition to having their electronics and numerous firearms stolen, graffiti was sprayed throughout the house. The graffiti written includes, “Pistol,” “Lil Flaco,” “Monster,” “Boxer,” “Chuey” and “DBs.” Police units on the perimeter contacted three known Dirty Bandit gang members in the area. They are in possession of some of the victim’s electronics and one of the firearms. DCPD Case #7683: PC 243(d) On the above date at approximately 1543 hours, a fight occurred at Dirt Pile Park, Dirty City. Suspect Steve Smalley (DOB 4-1-1986), a Dirty Bandits gang member, attacked Jorge Grande, a Bayside Bomber gang member. During the fight, Smalley, broke victim Grande’s jaw and nose. Smalley was arrested for assault with serious injury. Under Miranda, Smalley told me he claimed Dirty Bandits for two-years, with the moniker “Boxer.” He said his homeboys are “Smokey,” “Booger,” and “Chump.” Smalley said the Dirty Bandits and Bayside

Bombers are at war and he felt the victim has disrespected him at the park. He confronted the victim with the intent to hurt him for disrespecting his “…‘hood.” After the interview, he was booked into county jail. DCPD Confidential Officer’s Report Officer Gettem (ID #610) had a consensual encounter with Billy B. Nogood (DOB 1-28-1988), with the moniker “Stinks.” Nogood claimed to be the founding member of the Dirty Bandits criminal street gang of Dirty City. During their encounter, Nogood stated the Dirty Bandits have been in existence since 2006 and has approximately 30 members. Among the members of the Dirty Bandits are subjects with the following monikers:

• “Loner” (possible last name of Good)

• “Smiley” (female with first name Sally)

• “Slim” (possible first name of Bobby)

• “Spliff” (Tommy Toker)

• “Diamond” (female with last name Jones)

• “Gumby” (last name is Smearnoff)

• “Lucky” (first name is Tommy)

Nogood stated the Dirty Bandits claim the 1000 – 1200 blocks of Gutter Road; the 500 - 700 blocks of Stench Lane; the intersection of Gutter Road and Stench Lane; and, Muddy Waters Park. He said they are fierce rivals with the Bayside Bombers and Eastside Heavies. Nogood indicated the Dirty Bandits predominantly wear the color blue and will also wear Arizona Diamondback clothing to claim Dirty Bandits. He stated the Dirty Bandits were named because of being in Dirty City and he wanted them to be outlaws or bandits. He also always wanted a bandito tattoo and thought this would be a good opportunity to get the tattoo as a symbol of the Dirty Bandits. * Reports adapted from O’Deane, Matthew. 2010. Gangs: Theory Practice and Research. San Clemente: LawTech.

San Diego Miramar College/Fall 2012 Administration of Justice 161, Juvenile Procedures

August 21, 2012 – December 11, 2012/Tuesday, 6:35 PM - 9:45 PM Michael D. Stewart, Instructor

Office hours by appointment (Please call or email) Email: [email protected]

Course Description This course covers the organization, functions and jurisdiction of juvenile agencies, the processing and detention of juveniles, juvenile cases disposition, juvenile statutes and court procedures. Student Learning Outcomes Upon successful completion of the course the student will be able to:

1. Examine the development of America's juvenile justice system from its inception to the present 2. Categorize current juvenile problems and explain the juvenile justice system response to each 3. Compare and contrast the organization and jurisdiction of local, state, and federal juvenile justice system

entities 4. Explain how juvenile offenders are processed through the juvenile justice system 5. Explain how specific laws regulate the investigation, arrest, detention, and disposition of juvenile offenders and

victims

Course Content The student will develop understanding after lecture and discussion on the following:

1. History of juvenile justice 2. Application of juvenile justice

3. Laws regarding juveniles 4. Contemporary issues in juvenile justice

Course Assignments The following assignments will be required of all students:

1. Completion of quizzes 2. Completion of in-class assignments. 3. Completion of two reaction papers. 4. Completion of final examination.

Course Attendance Regular course attendance is expected. Contact the instructor is you cannot attend. The final grade in this class will be affected by active participation, including attendance (which includes arriving on-time), as follows:

1. Active participation is engaging in course discussions and being able to discuss assigned readings. 2. More than three (3) unexcused absences will result in either a grade reduction or a class drop.

Drop/Withdrawl • It is the student’s responsibility to drop all classes in which he/she is no longer attending. • It is the instructor’s discretion to withdraw a student after the add/drop deadline (09/04/2012) due to excessive

absences. Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule, will receive an evaluative letter grade in this class. Audio/Video Recording • Unless you provide documentation that you are eligible for support services through the DSPS department, there

will be no audio or video recording of lectures without prior approval from the instructor.

Student Code of Conduct

• Students are expected to be honest and ethical at all times and are expected to act in accordance with the Student Code of Conduct, Policy 3100. The Student Code of Conduct disciplinary procedure and student due process (Policy 3100, 3100.1 and 3100.2) can be found in the college catalog or at the office of the Dean of Student Affairs. Charges of misconduct and disciplinary sanctions may be imposed upon students who violate these standards.

In addition of these standards, I request the following to help make our classroom a positive learning environment:

1. Promote a courteous learning environment by respecting the views and thoughts of other students; 2. Demonstrate respect for your work, as well as the work of others, by recognizing and acknowledging strengths

of others; 3. Recognize everyone’s opportunity to contribute to course discussions; 4. Do not engage in side-discussions among you and your peers while I am talking or other students are engaged

in a discussion I am facilitating; 5. The use of cell phones, smart phones, or other mobile communication devices is disruptive, and is therefore

prohibited during class. Except in emergencies, those using such devices must leave the classroom for the remainder of the class period; and,

6. Students are permitted to use computers during class for note-taking and other class-related work only. Laptop users should sit in the back row to avoid distracting others. Those using computers during class for work not related to that class must leave the classroom for the remainder of the class period and will not receive credit for the respective class session.

Cheating/Plagiarism Students are expected to be honest and ethical at all times in the pursuit of academic goals. Students that are found to be in violation of Administrative Procedure 3100.3 Honest Academic Conduct will receive a grade of zero on the assignment, quiz, or exam in question and may be referred for disciplinary action in accordance with Administrative Procedure 3100.2, Student Disciplinary Procedures. Methods of Evaluation The student will be evaluated by quizzes, an oral presentation, two reaction papers and three examinations. Attendance and class participation may be used for grade consideration.

Assignment Value Tentative Date Grading Scale Quizzes 25% Weekly 100% to 90.0% A Q.T.I.P.S. 15% Weekly 89.9% to 80.0% B Reaction Paper 1 15% September 25, 2012 79.9% to 70.0% C Reaction Paper 2 15% October 23, 2012 69.9% to 60.0% D Final Examination 30% December 11, 2012 Below 59.9% F

Extra credit assignments will be permitted. Assignments include interviewing a law enforcement professional specializing in juvenile justice, a law enforcement ride-along with a juvenile officer or attending a juvenile hall tour or open house. Other assignments will be permitted with instructor approval. Interested students must discuss any extra credit assignment with the instructor prior to completing the assignment. Office Hours

• Office hours are by appointment. Contact me via email or telephone to make an appointment Course Text The following text is required for the course:

1. Rolando V. del Carmen and Chad R. Trulson. 2006. Juvenile Justice: The System, Process and Law, 1st Edition. Belmont, California: Thomson-Wadsworth Publishing. ISBN 0534521584

2. One (1) – 100 question Scantron form for final examination Additional readings may be assigned during the course.

ADJU 161, Spring 2012 Syllabus, Page 3 of 4

Assignment Clarification 1. Quizzes - 25% of final grade

a. These will be a weekly quiz. It will consist of five to 10 questions derived from the reading(s) assigned for the current class or items discussed during the course. Quizzes may consist of true/false, multiple choice, fill-in the blank and short answers. Your top eight quiz scores will be used in calculating your final grade. There will be no make-ups of the quizzes.

2. Q.T.I.P.S. (Quotes/Questions, Thoughts and Interesting Points) – 15 % of final grade a. Each week, prior to coming to class, you will write down a quote, thought or interesting point related

to the reading or discussion scheduled for the week. This will be used to facilitate a discussion once in class and to insure you are doing the assigned work.

b. Sources for the Q.T.I.P.S. are not limited to your textbook. For example, you can include information you’ve discovered on the news, while reading another book or watching a television show or movie.

c. When you come to class each week, have this assignment completed. You will turn it in at the beginning of the class. Make sure your name is on the assignment. It can be either handwritten or typed. Most importantly, be ready to discuss what you have turned in.

i. To clarify even further: 1. Quotations – This is something taken from your textbook or other reading related to

the course that you found particularly interesting or controversial. 2. Questions – Will include any questions you have about the material for the week. 3. Thoughts – You may include any discussion points you are interested as it relates to

the course material that you found outside of class or the reading, such as from movies, music, television, news stories, etc…

4. Interesting Points – Similar to “thoughts” above and also can include points you can use during a discussion in the course about the week’s materials.

3. Reaction Papers (2) - 15% each (30% of final grade) For each day your paper is late, there will be a 5% reduction on the grade.

a. You will write two, type written reaction papers on films shown in class. b. The papers will be typed (printed), double-spaced, 1" margins on all sides, 12 point Arial, Courier or

Time New Roman font size. c. The paper will be grammatically sound and free of spelling and punctuation errors and written at the

expected college level. It will be graded according to appropriate grading guidelines for a college-level writer.

d. Additional guidelines will be provided in class for each assignment. 4. Final Exam - 30% of final grade

a. There will be a cumulative final exam administered at the conclusion of the course. The exam may consist of true/false, multiple choice, fill-in the blank and short answers

Tentative Course Calendar (Subject to change at Instructor’s discretion)

Date Topics August 21, 2012 Session 1

• Introductions, Syllabus review, Course overview • Assignment Review, Semester Outline • Discussion of Juvenile Justice and Delinquency/Crime paradigm, five myths

August 28, 2012 Session 2

• History, who is a Juvenile, the juvenile justice process • DelCarmen, Chp. 1, Overview of Juvenile Justice • Quiz (Score ___ / ___ )

September 4, 2012 Session 3

• What cause delinquency, statistics and crime reporting • DelCarmen, Chp. 2, Theories of Juvenile Delinquency • Quiz (Score ___ / ___ )


• In-Class Assignment

ADJU 161, Spring 2012 Syllabus, Page 4 of 4

Tentative Course Calendar (Subject to change at Instructor’s discretion) Date Topics


• Custody, arrest, rights during police contacts, interview and interrogation • DelCarmen, Chp. 3, Juveniles and the Police • Quiz (Score ___ / ___ )


• Intake, diversion, double-jeopardy, bias in diversion • DelCarmen, Chp. 4, Intake and Diversion • Quiz (Score ___ / ___ ), Reaction Paper #1 Due (Score ___ / ___ )

October 2, 2012 Session 7

• Non-delinquents, JJDPA, status offenders, abuse, neglect • DelCarmen, Chp. 5, Non-Delinquency, Victimization, and Juvenile Justice • Quiz (Score ___ / ___ )


• In-Class Assignment


• Detention, transfer, courts, court-type and structure • DelCarmen, Chp. 6, Detention and Transfer to Adult Court • DelCarmen, Chp. 7, National Court System and Juvenile Courts • Quiz (Score ___ / ___ )


• Adjudication procedures and rights, adult-court comparison • DelCarmen, Chp. 8, Adjudication of Juveniles • Quiz (Score ___ / ___ ), Reaction Paper #2 Due (Score ___ / ___ )


• Disposition types and appeals • DelCarmen, Chp. 9, Disposition and Appeal • Quiz (Score ___ / ___ )

November 6, 2012 Session 12

• Probation and parole history, supervision, legal issues, revocation • DelCarmen, Chp. 10, Juvenile Probation and Parole • Quiz (Score ___ / ___ )


• History of correctional facilities, placement types, rights in facilities • DelCarmen, Chp. 11, Juvenile Correctional Institutions • Quiz (Score ___ / ___ )

November 22, 2012 • No Class


• Overview of death penalty, juvenile-specific and critical court cases • DelCarmen, Chp. 12, Death Penalty for Juveniles: Past, Present, and Future • Quiz (Score ___ / ___ )

December 4, 2012 Session 15

• Schools and the law, school crime and safety, future • DelCarmen, Chp. 13, Schools, School Crime and Rights of Students • DelCarmen, Chp. 14, Juvenile Justice: Past, Present, and Future • Quiz (Score ___ / ___ )

December 11, 2012 Session 16

• Final Exam (100 question Scantron form required)

San Diego Miramar College Juvenile Procedures – ADJU 161, Fall 2012


Name: Partner:



Remember:


Assignment:

• Use Chapter 1 of your textbook and answer the following questions • If needed, use the back of this sheet to answer the questions

1. Define mens rea 2. At what age does your partner believe a child knows what he or she is doing is wrong and should be

held criminally responsible for their actions? Why? 3. At what age do you believe a child knows what he or she is doing is wrong and should be held

criminally responsible for their actions? Why?

San Diego Miramar College/Fall 2012 Administration of Justice 161, Juvenile Procedures

Reaction Paper # 1

You will write an approximate 500 word type written reaction paper on “Little Criminals.” I. Your paper will be graded using the following guidelines:

o Your paper will be free of plagiarism. o Your paper will be typed (printed), double-spaced, 1" margins on all sides, 12 point

Arial, Courier or Time New Roman font size. o Your paper will be grammatically sound and free of spelling and punctuation errors.

II. Your paper must include the following:

o A brief overview of key events, issues and circumstances of the video o A response to the video and how it relates to this course o What stood out to you as memorable, controversial or interesting in some way? o What solutions or other outcomes would you recommend or have preferred? Use your textbook to assist you in discussing the following:

o Discuss mens rea (Chapter 1, “An Overview of Juvenile Justice”) as it relates to the film.

o What theory (or theories) of delinquency might explain behaviors (Chapter 2, “Theories of Juvenile Offending”)?

o Do you believe there could have been earlier school or law enforcement intervention to prevent behaviors and actions observed in the film (Chapter 3, “Juvenile and the Police”)?

III. Your paper should include the following:

o Briefly describe the video you viewed o Identify key figures within the video

As a reminder, plagiarism (cheating) is not permitted and will not be tolerated. Discovery of any form of cheating will result in a zero on the assignment and possible dismissal from the course. As defined by District policy and procedures, plagiarism is, “the act of incorporating ideas, words, or specific substance of another, whether purchased, borrowed, or otherwise obtained, and submitting the same as one's own work to fulfill academic requirements without giving credit to the appropriate source.” If you need assistance on this assignment, please visit The Personal Learning Assistance Center (PLACe), located in room L-101, at the southwest corner of the Library/LRC building.

Course Evaluations


ADJU 161 - Juvenile Procedures, Spring 2007

Course Evaluations


ADJU 161 - Juvenile Procedures, Fall 2011

Course Evaluations


ADJU 182 - Street Gangs and Law Enforcement, Spring 2012

Course Evaluations


ADJU 161 - Juvenile Procedures, Fall 2012

Lesson Plans

These are two completed lesson plans I developed while working at the San Diego County Probation Department. These were used for training Correctional and Deputy Probation Officers in the use of mechanical restraints (handcuffs) and expandable baton. Both courses were “certified” by the State of California, Board of Corrections, Standards for Training and Corrections (STC). Both of these formats can be adapted and then utilized for any training course. I developed others and currently use the format to teach the use of pepper spray to personnel at the Chula Vista Police Department.

COUNTY OF SAN DIEGO PROBATION DEPARTMENT COURSE LESSON PLAN

Mechanical Restraint Update 1 of 23

COUNTY OF SAN DIEGO, PROBATION DEPARTMENT LESSON PLAN FACE SHEET

Course Title: Institutional Services Mechanical Restraint Update Course Instructor(s): Course Date(s): Course Time: Course Duration: 2 hours Course Location: Course Classroom Set – Up: Mats on floor Equipment for Course: Handcuffs, Flex Cuffs, Waist restraints, Leg restraints, Bolt-cutters Wire Cutters, Accident reports Handouts and Reference Material Required: Mechanical Restraint Outline Additional Notes:



Course Title: Institutional Services Mechanical Restraint Update Performance Objectives:

TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES I. INTRODUCTION

A. Housekeeping B. Injuries

1. Pre-Existing • Return at a later date

II. POLICIES AND PROCEDURES REVIEW A. Administrative Manual Section 1418 – Physical Contact

1. Document all incidents of physical contact B. Use of Force Discussion

1. Continuum 2. Wheel 3. Considerations 4. R.A.P. – Reasonable/Necessary, Articulate, Policy,

Procedure and Law • Reasonable Officer Doctrine (Graham v. Connor)

∗ Use only force that is reasonable and necessary C. Facility Specific Policy and Procedures D. In – Custody Death

Lecture Lecture/Discussion



TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES 1. Restraint Asphyxiation

• Restraint asphyxiation occurs when the position of the body interferes with respiration, resulting in asphyxia (Reay, et al, 1992).

• Three main factors are involved in restraint asphyxia ∗ The subject must be in a restrictive position that interferes with

pulmonary gas exchange ∗ The subject cannot escape the position ∗ Other causes of death (both natural and unnatural) must be

excluded with a reasonable degree of certainty by a thorough autopsy. > Placing a subject in a confining position which restricts the

natural respiration process, combined with muscular fatigue, stress on the heart, alcohol/drugs, a psychotic state, can be a lethal mixture • Do not leave handcuffed suspects on stomach – Call

for medical whenever necessary

III. STRETCH A. Neck B. Arms

1. Triceps C. Shoulders D. Wrists E. Lower Back F. Legs G. Ankles

IV. NOMENCLATURE A. Handcuffs/Leg Restraints

1. Double Strand 2. Single Strand 3. Key Hole 4. Double Lock Hole

Lecture/Discussion Lecture Student Demonstration Lecture Student Demonstration



TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES 5. Ratchet Area 6. Chain

B. Waist Chains 1. Ring (for Lock) 2. Chain

C. Position in Holster V. HANDCUFFS

Officer always giving verbal commands and communicating with suspect

A. Standing 1. Cooperative Application

• Officer directs, “Turnaround. Put your hands behind your back with the back of your hands touching each other.”

• Officer removes handcuffs from holster • Handcuffs are held by chain with single strands facing downward

in strong hand • Officer approaches from officer’s weak side using a field

interview stance ∗ Officer remains in F.I. stance throughout cuffing

• Officer directs, “Do not move unless I ask you to do so.” • Officer extends non-handcuff holding hand to suspect’s opposite

hand (Usually officer’s left to suspect’s right) ∗ Officer’s thumb is pointing upwards, similar to handshaking

• Officer places their thumb onto suspect’s palm • Officer’s remaining fingers reach across suspect’s knuckle line

∗ Officer hand is now a “C” facing towards ground and is gripping suspect’s opposite hand

• Single strand of cuff closest to officer’s pinkie finger makes contact with suspect’s ulna

• Officer presses (not hits) single strand down to incorporate ratcheting of handcuff around suspect’s wrist ∗ Not concerned about fitting at this point – Will adjust after

second cuff is on • Officer maintains control of handcuff with strong hand

Lecture Instructor demonstration Student participation



TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • With non-cuff holding hand, officer grips suspect’s non-cuffed

hand placing thumb onto suspect’s palm (usually officer’s left to suspect’s left)

• Officer’s remaining fingers reach across suspect’s knuckle line ∗ Officer hand is now a “C” facing towards ground and is gripping

suspect’s opposite hand • Single strand of cuff makes contact with suspect’s ulna • Officer presses (not hits) single strand down to incorporate

ratcheting of handcuff around suspect’s wrist • Officer adjusts tightness of second handcuff by making thumb to

pointer finger contact through handcuff at the suspect’s bone • Officer adjusts tightness of first handcuff by making thumb to

pointer finger contact through handcuff at the suspect’s bone • Officer double-locks both handcuffs • Officer maintains control of suspect while moving them

2. Uncooperative Application • Demonstrate use of control hold on suspect • Two Point Contact • What Ifs?

3. Removal o Wait until suspect has calmed before attempting removal o Removing opposite of applying. Start with cuff on officer’s

weak side. • Officer directs, “Turnaround.” • Officer approaches from officer’s weak side using a field

interview stance ∗ Officer remains in F.I. stance throughout uncuffing

• Officer directs, “Do not move unless I ask you to do so.” • Officer locates key hole on handcuff

∗ If key hole is facing downward, Officer directs, “Bend over at waist.”

• Officer hold handcuffs via handcuff chain • Officer directs, “I am going to remove [left or right hand] from

handcuff. Once I do so, place your hand on your head and do not move it.” ∗ Officer removes cuff from suspect on officer’s weak side

(usually officer’s left side and suspect’s left hand)

Lecture Instructor demonstration Student participation Lecture Instructor demonstration Student participation



TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • Officer inserts key into key hole and unlocks handcuff

maintaining control of handcuff via chain • Officer removes handcuff from wrist and ratchets handcuff closed

maintaining control of handcuff via chain • Officer moves to their strong side, extending handcuffed arm of

suspect into a straight line ∗ Officer should end in position looking down suspect’s straight

handcuffed arm • Officer is holding handcuff via chain and loose handcuff is above

suspect’s wrist • Officer directs, “I am going to remove [left or right hand] from

handcuff. Once I do so, place your hand on your head and do not move it.”

• Officer inserts key into key hole and unlocks handcuff maintaining control of handcuff via chain

• Officer removes handcuff from wrist and ratchets handcuff closed maintaining control of handcuff via chain

• Officer directs suspect as officer shuffle steps backwards away from suspect maintaining visual contact at all times.

B. Cover Process is the same as standing, however, suspect is

now in “cover” position Officer should never straddle suspect or go onto their

knee while applying handcuffs 1. Cooperative Application

• Officer directs, “Remain in cover until I direct you to move. Put your hands behind your back with the back of your hands touching each other.”


in strong hand • Officer approaches suspect starting at suspect’s head with

officer’s strong side closest to suspect using a field interview stance ∗ Officer remains in F.I. stance throughout cuffing

• Officer directs, “Do not move unless I ask you to do so.” • Officer takes a modified F.I. stance with front leg adjacent to




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES suspect’s closest hip ∗ Officer should maintain strong base with legs, avoiding bending

too much at waist – maintain control at all times • Officer maintains control of suspect while moving them • Officer assists suspect to feet

∗ Place hand at suspect’s elbow or under their arm pit to assist them

∗ Be aware of suspect’s head and prevent “head-butts” by placing your hand on their head as necessary.

∗ Do not pick-up by chains of handcuffs 2. Uncooperative Application

• Demonstrate use of control hold on suspect • Two Point Contact • What Ifs?

3. Removal Wait until suspect has calmed before attempting removal Rarely done in cover position – suspect will be standing

or laying on belly at removal Removing opposite of applying. Start with cuff on officer’s

weak side. • Use process as outlined with “Standing Removal” • Officer directs suspect as officer shuffle steps backwards away

from suspect maintaining visual contact at all times. C. Prone/Belly Process is the same as standing, however, suspect is now

in belly or prone position Officer should never straddle suspect 1. Cooperative Application

• Officer directs, “Remain on your stomach until I direct you to move. Put your hands behind your back with the back of your hands touching each other.”


in strong hand • Officer approaches suspect starting at suspect’s head with

officer’s strong side closest to suspect using a field interview

Lecture Instructor demonstration Student participation Lecture Instructor demonstration Student participation Lecture Instructor demonstration Student participation



TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES stance ∗ Officer remains in F.I. stance throughout cuffing

• Officer directs, “Do not move unless I ask you to do so.” • Officer takes a knelling stance with bent leg adjacent to suspect’s

closest hip ∗ Officer should maintain strong with legs

• Officer maintains control of suspect while moving them • Officer assists suspect to feet

∗ Move to either left or right side of suspect. ∗ Place hand closest to suspect’s head on their head ∗ Place empty hand onto suspect’s bicep furthest from officer ∗ Direct suspect “Roll onto your side with your back towards me

and sit down” ∗ Assist suspect to roll over to back and then onto backside ∗ Maintain control of head and arm and move to behind suspect ∗ Direct suspect “Bend (Left or Right) knee and place your foot

under your other leg” ∗ Direct suspect to lean towards bent knee and move to their

knees ∗ Assist suspect to their knees by gently pushing them towards

their bent knee ∗ Once suspect is on their knees, direct them to stand-up ∗ Assist suspect to stand-up by standing behind them with one

hand around their upper arm and opposite hand behind their head


3. Removal Wait until suspect has calmed before attempting removal Removing opposite of applying. Start with cuff further

away from officer • Officer assists and directs, “Turnaround and go to your stomach” • Officer approaches using a field interview stance

∗ Officer remains in F.I. stance throughout uncuffing • Officer directs, “Do not move unless I ask you to do so.”




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • Officer locates key hole on handcuff furthest from officer (Usually

cuff closest to wall in facility) • Officer hold handcuffs via handcuff chain • Officer directs, “I am going to remove [left or right hand] from

handcuff. Once I do so, place your hand underneath your stomach so I can see your hand on this side of your body and do not move it.”



• Officer moves to their strong side, extending handcuffed arm of suspect into a straight line ∗ Officer should end in position looking down suspect’s straight

handcuffed arm • Officer is holding handcuff via chain and loose handcuff is above

suspect’s wrist • Officer directs, “I am going to remove [left or right hand] from

handcuff. Once I do so, place your hand on your head and do not move it.”



• Officer directs suspect as officer shuffle steps backwards away from suspect maintaining visual contact at all times.

D. Double - Chicken Wing to Rear Wrist Lock Critical to success of this is communication between officers

involved The officer who begins (officer who originally has minor in

control hold) should not let go of minor until both handcuffs are on minor and officers have agreed to release

Possible Applications: Officer uncomfortable using chicken-wing take down, suspect uncooperative 1. Application (First Method)

• Officer has minor in control hold and officer partner approaches from rear or rear – oblique




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • 2nd Officer asks 1st Officer, “Move to left [or right].” • 2nd Officer approaches side of minor opposite direction they have

directed 1st Officer to move • “Communicating” Officer directs, “Do not move unless you are

directed to do so.” • 2nd Officer initiates Rear Arm Lock onto designated arm • Once 2nd Officer has control of minor, 1st Officer releases Double

Chicken Wing and initiates handcuffing process ∗ Process from here almost duplicates standing application of

handcuffs • 1st Officer’s non-handcuff holding hand grabs onto suspect’s

opposite hand (Usually officer’s left to suspect’s right) ∗ Officer’s thumb is pointing upwards, similar to handshaking


in strong hand • 1st Officer places their thumb onto back of suspect’s hand • 1st Officer’s remaining fingers reach over suspect’s thumb

∗ 1st Officer hand is now a “C” facing towards ground and is gripping suspect’s opposite hand

• Single strand of cuff closest to 1st officer’s pinkie finger makes contact with suspects ulna

• 1st Officer presses (not hits) single strand down to incorporate ratcheting of handcuff around suspect’s wrist ∗ Not concerned about fitting at this point – Will adjust after

second cuff is on • 1st Officer maintains control of handcuff with strong hand • With non-cuff holding hand, 1st officer grips suspect’s non-cuffed

hand placing thumb onto back of suspect’s hand (usually officer’s left to suspect’s left) ∗ At this point, 2nd Officer may need to adjust their position (but

not letting go) to facilitate cuff application • 1st Officer’s remaining fingers reach over suspect’s thumb

∗ 1st Officer hand is now a “C” facing towards ground and is gripping suspect’s opposite hand

• Single strand of cuff makes contact with suspects ulna • 1st Officer presses (not hits) single strand down to incorporate

ratcheting of handcuff around suspect’s wrist



TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • 2nd Officer, once communicated to 1st officer can not release

suspect’s arm and stand-by for safety and security • 1st Officer adjusts tightness of second handcuff by making thumb

to pointer finger contact through handcuff at the suspect’s bone • 1st Officer adjusts tightness of first handcuff by making thumb to

pointer finger contact through handcuff at the suspect’s bone • 1st Officer double-locks both handcuffs • 1st Officer maintains control of suspect while moving them

2. Removal • Wait until suspect has calmed before attempting

removal • Direct minor to standing, cover or prone position for

removal and follow steps as required

E. (Wall – Kneeling) 1. Application

• 2. Removal

• Wait until suspect has calmed before attempting removal

VI. FULL RESTRAINTS Communication between officers is crucial Communication between only single officer and minor Pre-Planning is critical

A. Administrative Removal (AR) Minimum three officers to participate in process Chainer – Applies restraint gear Left – Maintains control of suspect’s left side Right – Maintains control of suspect’s right side Any additional officers involved will remain on

periphery for use during an emergency 1. Pre Planning

• Officers discuss components of restraining process • Designate chainer, left and right • Designate officer to communicate with minor during process




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • Designate who will perform arm bar take down

∗ Chainer > Insure restraint gear is in working order > Double Locks Out wards on Restraints (Cooperative) > Pad lock unlocked and placed onto belt

2. Officers’ Roles During Application of Restraints • Chainer

∗ Applies mechanical restraints onto suspect ∗ During uncooperative restraining, or restraining that goes to

ground, will apply handcuffs to minor and complete restraint process as appropriate

• Left or Right ∗ Maintains control of minor’s left or right side ∗ During an uncooperative restraining process, may perform arm

bar take down as designated during pre planning ∗ During an uncooperative restraining process, officer not

performing arm bar take down will assist to control arms or legs– Will also summons additional assistance if no additional officers are present

• Additional Officers ∗ Observe process for safety and security ∗ Maintains control of any loose appendages/legs during an

uncooperative restraining process ∗ Will summons additional assistance as needed

3. Officers’ Positions During Application of Restraints • Chainer

∗ Maintaining FI stance ∗ To rear of minor

• Left or Right ∗ Left

> Left hand on suspect’s left wrist with C-clamp grip (thumb downwards on outside of wrist)

> Right hand on suspect’s closest shoulder blade area > Maintain strong stance > Left foot forward > Right foot chalked against rear of suspect’s left foot

Once wrist restraints and waist chain is on: > Left hand onto suspect’s left elbow




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES > Right hand on suspect’s left wrist > Maintain strong stance > Left foot forward > Right foot chalked against rear of suspect’s left foot

∗ Right > Right hand on suspect’s left wrist with C-clamp grip (thumb

downwards on outside of wrist) > Left hand on suspect’s closest shoulder blade area > Maintain strong stance > Right foot forward > Left foot chalked against rear of suspect’s left foot

Once wrist restraints and waist chain is on: > Right hand onto suspect’s left elbow > Left hand on suspect’s left wrist > Maintain strong stance > Right foot forward > Left foot chalked against rear of suspect’s left foot

• Additional Officers ∗ Allow officers conducting process space to perform ∗ On the ready to assist

4. Cooperative Application • Either left or right officer escorts suspect to chaining area • “Communicating” Officer directs, “Put both hands high onto the

wall, your forehead against the wall and feet spread out behind you.”

• Left and right officer assume control of suspect with proper hand and foot positions ∗ Chainer does not begin process until suspect in under

complete control • Chainer initiates waist chaining process maintaining a strong FI

stance behind minor ∗ Waist chain is applied ∗ Waist chain should fit snug directly above suspect’s hips ∗ Once onto hips, officer inserts and locks padlock ∗ Chainer prepares to accept hand into waist chain restraint

• “Communicating” Officer directs, “Place only your (left or right) hand into the handcuff.”

• Chainer ratchets cuff ∗ Assure proper fit and double lock at end of process




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • “Communicating” Officer directs left or right officer, “Place

minor’s (left or right) hand into the handcuff.” • Chainer ratchets cuff

∗ Assure proper fit at end of process and double lock at end of process

• As left and right officers maintain control of minor, “Communicating” Officer directs, “Walk to the wall putting your toes against the wall and your feet together” ∗ Left and right officer maintain control of minor, adjusting hand

positions ∗ Left and right officers must insure their feet are in control of

suspect’s feet • Chainer initiates leg restraint process

∗ Kneeling to lower legs ∗ Using their shoulders to apply pressure to rear of suspect’s

legs • Chainer places one leg cuff under their foot to maintain control • Chainer takes control of loose leg cuff and positions cuff in hand

so single strand faces suspect’s ankle • Chainer opens ankle restraint and places onto minor’ s ankle at

the achilles’ heel ∗ Not concerned about fitting at this point – Will adjust after

second cuff is on • Chainer takes control of loose leg cuff and positions cuff in hand

so single strand faces suspect’s uncuffed ankle • Chainer opens ankle restraint and places onto minor’ s ankle at


second cuff is on • Chainer adjusts tightness of second leg cuff by making thumb to

pointer finger contact through handcuff at the suspect’s Achilles’ heel

• Chainer double-locks leg cuff • Chainer adjusts tightness of first leg cuff by making thumb to


• Chainer double-locks leg cuff • Chainer adjusts tightness of second handcuff by making thumb



TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES to pointer finger contact through handcuff at the suspect’s bone

• Chainer double-locks handcuff • Chainer adjusts tightness of first handcuff by making thumb to

pointer finger contact through handcuff at the suspect’s bone • Chainer double-locks handcuff • Chainer conducts comprehensive pat-down search of minor • Officers maintain control of suspect while moving them

5. Removal Wait until suspect has calmed before attempting removal Process is the opposite of application Minimum of three officers present

• Either left or right officer escorts suspect to unchaining area • “Communicating” Officer directs, “Stand facing the wall so your

forehead and toes are touching the wall.” • Left and right officer assume control of suspect with proper hand

and foot positions ∗ Chainer does not begin process until suspect in under

complete control ∗ Left and right officers must insure their feet are in control of

suspect’s feet • Chainer initiates unchaining process maintaining a strong FI

stance behind minor ∗ Chainer unlocks one leg cuff, ratchets closed and places under

shoe ∗ Chainer unlocks second leg cuff, ratchets closed and places

set of restraints away from scene • As left and right officers maintain control of minor,

“Communicating” Officer directs, “Keeping your forehead on the wall, move your feet back and spread them apart” ∗ Left and right officer maintain control of minor, adjusting hand

positions • Communicating” Officer directs, “When your (left or right) hand is

removed from the handcuff, place it high on the wall” • Chainer unlocks respective handcuff while left or right officer

assists suspect to place hand high on the wall ∗ Chainer ratchets handcuff closed ∗ Left or right officer readjusts their hand and foot position

• Communicating” Officer directs, “When your (left or right) hand is




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES removed from the handcuff, place it high on the wall”

• Chainer unlocks respective handcuff while left or right officer assists suspect to place hand high on the wall ∗ Chainer ratchets handcuff closed ∗ Left or right officer readjusts their hand and foot position

• Chainer unlocks padlock on chain and removes chain from hips of suspect

• Chainer moves waist chains away from scene • Left and right officer assist suspect to an upright position


B. Administrative Segregation (AS) /UC Communication between officer is crucial Communication between only single officer and minor Pre-Planning is critical Minimum three officers to participate in process

Chainer – Applies restraint gear Left – Maintains control of suspect’s left side Right – Maintains control of suspect’s right side Any additional officers involved will remain on

periphery for use during an emergency 1. Pre Planning 2. Officers’ Roles During Application of Restraints

• Chainer • Left or Right • Additional Officers

3. Officers’ Positions During Application of Restraints • Chainer • Left or Right

∗ Left ∗ Right

• Additional Officers




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES 4. Cooperative Application

• “Communicating” Officer directs minor out of room • “Communicating” Officer directs, “Put both hands high onto the

wall, your forehead against the wall and feet spread out behind you.”

• Left and right officer assume control of suspect with proper hand and foot positions ∗ Chainer does not begin process until suspect in under

complete control • Continue process as outline by Administrative Removal

5. Removal Wait until suspect has calmed before attempting removal Process is the opposite of application Minimum of three officers present

• Process is same as Administrative Removal 6. Uncooperative Application

• Demonstrate use of control hold on suspect • Two Point Contact • What Ifs?

C. R.Y.S.E. to Court Communication between officer is crucial Communication between only single officer and minor Pre-Planning is critical Minimum three officers to participate in process

Chainer – Applies restraint gear Left – Maintains control of suspect’s left side Right – Maintains control of suspect’s right side Any additional officers involved will remain on

periphery for use during an emergency 1. Pre Planning 2. Officers’ Roles During Application of Restraints

• Chainer • Left or Right • Additional Officers

Lecture Instructor demonstration Student participation Lecture Instructor demonstration Student participation Lecture Instructor demonstration Student participation Lecture Instructor demonstration Student participation



TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES 3. Officers’ Positions During Application of Restraints

• Chainer • Left or Right

∗ Left ∗ Right

• Additional Officers 4. Cooperative Application

• Follow process outlined for Administrative Segregation as outline above

5. Removal Wait until suspect has calmed before

attempting removal Process is the opposite of application Minimum of three officers present

Follow process outlined for Administrative Segregation as outline above


D. Out of Building (OB) Leaving building in full restraints One officer involved with assistance when appropriate Same process as any other full restraint application –

Exception is one officer 1. Application

• Escort suspect to chaining area • Officer directs, “Put both hands high onto the wall, your forehead

against the wall and feet spread out behind you.” • Officer initiates waist chaining process maintaining a strong FI

stance behind minor ∗ Waist chain is applied ∗ Waist chain should fit snug directly above suspect’s hips ∗ Once onto hips, officer inserts and locks padlock ∗ Chainer prepares to accept hand into waist chain restraint




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • Officer directs, “Place only your (left or right) hand into the

handcuff.” • Officer ratchets cuff

∗ Assure proper fit and double lock at end of process • Officer directs, “Place only your (left or right) hand into the

handcuff.” • Officer ratchets cuff

∗ Assure proper fit at end of process and double lock at end of process

• Officer directs, “Walk to the wall putting your toes against the wall and your feet together” and assists suspect into this position

• Officer initiates leg restraint process ∗ Kneeling to lower legs ∗ Using their shoulders to apply pressure to rear of suspect’s

legs • Officer places one leg cuff under their foot to maintain control • Officer takes control of loose leg cuff and positions cuff in hand

so single strand faces suspect’s ankle • Officer opens ankle restraint and places onto minor’ s ankle at


second cuff is on • Officer takes control of loose leg cuff and positions cuff in hand

so single strand faces suspect’s uncuffed ankle • Officer opens ankle restraint and places onto minor’ s ankle at


second cuff is on • Officer adjusts tightness of second leg cuff by making thumb to


• Officer double-locks leg cuff • Officer adjusts tightness of first leg cuff by making thumb to


• Officer double-locks leg cuff • Officer adjusts tightness of second handcuff by making thumb to

pointer finger contact through handcuff at the suspect’s bone



TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • Chainer double-locks handcuff • Officer adjusts tightness of first handcuff by making thumb to

pointer finger contact through handcuff at the suspect’s bone • Officer double-locks handcuff • Officer conducts comprehensive pat-down search of minor • Officer maintain control of suspect while moving them

2. Removal Wait until suspect has calmed before attempting removal Process is the opposite of application

• Officer escorts suspect to unchaining area • Officer directs, “Stand facing the wall so your forehead and toes

are touching the wall.” • Officer initiates unchaining process maintaining a strong FI

stance behind minor ∗ Officer unlocks one leg cuff, ratchets closed and places under

shoe ∗ Officer unlocks second leg cuff, ratchets closed and places set

of restraints away from scene • Officer directs, “Keeping your forehead on the wall, move your

feet back and spread them apart” and assists minor into this position

• Officer directs, “When your (left or right) hand is removed from the handcuff, place it high on the wall”

• Officer unlocks respective handcuff while left or right officer assists suspect to place hand high on the wall ∗ Officer ratchets handcuff closed

• Officer directs, “When your (left or right) hand is removed from the handcuff, place it high on the wall”

• Officer unlocks respective handcuff while left or right officer assists suspect to place hand high on the wall ∗ Officer ratchets handcuff closed

• Officer unlocks padlock on chain and removes chain from hips of suspect

• Officer moves waist chains away from scene • Officer assists suspect to an upright position

3. Uncooperative Application • Demonstrate use of control hold on suspect




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES • Two Point Contact • What Ifs?

VII. SPECIAL CONSIDERATIONS A. Disciplinary Removal (DR)

• The decision to DR a minor is left to the supervisor 1. Up-Right

• Process: ∗ Once the minor has securely been cuffed, staff will assist the

minor to his feet ∗ Supporting the minor on each shoulder and by using each of

the minor’s upper arms and directed that he will first be assisted to his knees and then to his feet. (Specifically, the minor should be supported by the shoulder/upper chest area with the palm of the left hand, if supporting/lifting the minor by his left side, and the right hand should be supporting/lifting the minor by his upper left arm)

∗ While the minor is being assisted to his feet, he should also be using his legs to help himself up.

∗ Staff should advise the Detainee to "look down and remain quiet."

∗ Once the minor is on his feet, he is escorted in the upright/standing position.

∗ This means that staff should have a secure grip, if on the left side, of the minor’s upper left arm with his (staff’s) left hand and having his (staff’s) right hand on the minor’s left hand in a wrist-lock control hold position using no pressure.

∗ The wrist-lock is applied in the event the minor acts out in such a way that the control hold would then be applied either for the safety of staff or the minor.

∗ The staff escorting on the right side does the same in the opposite manner.

2. Bent Over • Process:

∗ Should be an explanation, as an example, only at the discretion of SPO/Watch Commander when a Detainee is uncooperative, threatening Staff. This position must be




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES justified when report is written. Not for pain compliance, as an example, to quiet a Detainee.

∗ Once the minor has securely been cuffed, staff will assist the minor to his feet. This is performed in the same manner as mentioned above for the up-right position.

∗ Once the minor is on his feet, he is escorted in the bent-over position. > This means that staff ultimately bends the minor forward from

the waist area so that he is now looking at the ground. > Staff performs this by, if on the left side, slipping their (staff’s)

right hand between the minor’s forearm and back and sliding their (staff’s) right hand and forearm up to his (minor’s) shoulder area. Staff then supports the minor by placing his (staff’s) palm on the upper back/shoulder area while his fingers extend over the minor’s shoulders to the upper chest area to firmly support the minor. The officer’s left hand is used to apply a wrist-lock control hold, using no pressure, to the cuffed hand (left hand). Once again, the wrist-lock is applied in the event the minor acts out in such a way that the control hold would then be applied either for the safety of staff or the minor.

> The staff on the right does the same in the opposite manner.

B. Flex Cuffs 1. Use: Riots, Large Amount of Cuffing 2. Types: Pre Made or Two Distinct 3. Application

• Officer slides as many prepared flex cuffs onto their strong arm as is safe and comfortable

• Officer uses verbal commands and approaches as with other cuffing scenarios

• Officer gains control of suspect’s hand and and then slides one cuff off of their arm onto suspect’s wrist

• Officer tightens first cuff • Officer then gains control of second hand and applies cuff then

tightens 4. Removal

• Process is similar to other, but using tin snips or wire cutters, officer safely cuts one cable at a time

C. PROstraint Chair




TIME OUTLINE INSTRUCTIONAL METHOD CUES/NOTES

VIII. EVALUATIONS

Lecture Student participation

COUNTY OF SAN DIEGO, PROBATION DEPARTMENT EXPANDABLE BATON UPDATE FOR PROBATION OFFICERS

INSTRUCTOR LESSON PLAN

PAGE 1 OF 8

COURSE OUTLINE Cues/Points OBJECTIVES: At the conclusion of the Expandable Baton Update for Probation Officers course, the participant will be able to: 1. Define, consistent with Departmental policy and procedure, when the baton can be

utilized 2. List primary and alternate impact points for use with the baton 3. Demonstrate three long-range and three close range baton strikes 4. Recall the necessity for using verbal commands while using the baton 5. Demonstrate proper baton deployment with a live subject (F.I.S.T.) 6. Demonstrate an arm bar takedown using the baton as a lever INSTRUCTORS: • Michael Stewart, Deputy Probation Officer – Staff Development

TRAINING METHODS: • Lecture • Discussion • Instructor demonstration • Student practice and demonstration I. INTRODUCTION TO EXPANDABLE BATON

A. Familiarization 1. Purpose

a. Authorizations • Court Cases

o Graham v. Connor 490 US 386 (1989) - Objectively Reasonable Officer - Evaluate all facts surrounding officer for

particular case at particular time - Reasonable Officer at scene, not 20/20

hindsight • State Law

o PC 835a • Department Policy

o Special Operations Section XVII • Force Wheel/Continuum

o b. Limitations

• Court Cases/Federal Law o Title (Civil Rights)

• State Law o PC 147

• Department Policy o

2. Factors When Considering Use a. Suspect’s Age b. Suspect’s Size c. Strength/Endurance d. Skill e. Multiple Subjects/Officers f. Special Knowledge/Imminent Danger

Use “Preparatory Commands” and “Commands of Execution” When appropriate, demonstrate technique dynamically first, then go step-by-step Standing in FI Stance during course Do not look at holster

Introduction Introduction: Good time, but no inappropriate language while using baton Lefties in class to one side to avoid striking each other Documenting all incidents of force, per Dept Admin Policy



PAGE 2 OF 8

COURSE OUTLINE Cues/Points g. Proximity to Weapons h. Ground Fighting i. Availability of Other Options j. Influence of Drugs and/or Alcohol

3. Communication a. Tell subject what you want them to do

• “Get Back!”, “Get Down!”, “Quit Resisting!” 4. Strike Points

a. Policy Considerations (Elbow, Knee, Abdomen, Rib) b. Primary

• Muscle Mass o Legs/Arms

c. Alternate • Joints and Bones • Likely to cause breaking, serious injury

d. Generally Not Recommended • Neck, Throat, Spine • Likely to be Lethal

5. Sensitivity to Baton II. REVIEW Stance Footwork Draws Close Range Long Range Six Count Drill

A. Field Interview Stance 1. Rear Heel Up

B. Front Ready Position (Arms Ready) 1. From FI Stance 2. Both Hands on Baton 3. Grip with Strong Hand – Elbow close to body 4. Underhand Grip with weak hand supporting Long End 5. Positioned Across Torso

C. Strike Ready Position 1. From FI Stance 2. One Hand on Baton 3. Strong Hand Gripping Baton – Elbow Down 4. Weak hand protecting face 5. Strong Arm close to body forming 90◦ with hand extended

forward 6. Baton resting along forearm with tip towards rear

D. Vertical Carry (Clandestine) 1. One Hand on Baton 2. Strong Hand Gripping Baton 3. Baton positioned vertical along strong leg “hiding” 4. Tip down

Primary: Thigh, Calf, Bicep, Forearm, Midsection (Close Range); Motor Nerve Points: Common Peroneal (4” above Knee Joint), Tibial (Back-top of Calf), Radial (Forearm Top Outer Muscle), Median (Forearm Inner Muscle); Brachial Plexus Tie-In (Deltoid/pectoral muscle junction) Lack of access, In field – carry where you desire; however for training, carry on weak side Carrying Positions



PAGE 3 OF 8

COURSE OUTLINE Cues/Points E. Closed Ready

1. Similar to Vertical Carry 2. Baton closed 3. Baton positioned vertical along strong leg “hiding”

III. DRAWS

• Not looking at baton as reholstering A. Weak Side Draw

1. Using Hand on Same Side as Baton Holster 2. Once Out of Holster, Switch to Strong Hand 3. Expand to either Front or Strike Ready

B. Weak Side Draw to Impact 1. Using Hand on Same Side as Baton Holster 2. While in “weak” hand, thrusting grip end into suspect’s

abdomen/midsection 3. Once Impact, Switch to Strong Hand 4. Expand to either Front or Strike Ready

C. Weak Side Draw to Baton Carrying Positions 1. Weak Side Draw to Front Ready

a. Hand Movement • Pull Open • Snap Open

2. Weak Side Draw to Strike Ready D. Strong Side Draw

1. “Strong” hand crosses body to grab baton from holster 2. Grip: Upside down, thumb down, pinkie up 3. Once Out of Holster, Expand to either Front or Strike Ready

E. Strong Side Draw to Impact 1. “Strong” hand crosses body to grab baton from holster 2. Grip: Upside down, thumb down, pinkie up 3. Quickly bring baton across

a. Reverse Swing, causing baton to expand, while impacting target

b. Front or Strike Ready IV. FOOTWORK

• Generally, foot closest to direction of travel moves first • Never cross feet, know balance points

A. Shuffle Step 1. Forward

a. Hands up - protecting face b. Forward leg moving first, rear leg following c. Do not over extend d. Heel – Toe not connecting e. Maintain balance, recheck stance

Draws Not looking at baton as reholstering Drill: Weak Side Draw to Front Ready or Strike Ready Baton being opened is deterrent

Footwork Batons Holstered to Start Footwork



PAGE 4 OF 8

COURSE OUTLINE Cues/Points f. “Shuffle Step Forward” – “Move”

2. Backward a. Hands up – protecting face b. Rear leg moving first, forward leg following c. Do not over extend d. Heel – Toe not connecting e. Maintain balance, recheck stance f. “Shuffle Step Backwards” – “Move”

3. Left (Reminding this will get officer out of line of attack) a. Hands up - protecting face b. Left leg moving first, right leg following c. Do not over extend d. Heel – Toe not connecting e. Maintain balance, recheck stance f. “Shuffle Step Left” – “Move”

4. Right (Reminding this will get officer out of line of attack) a. Hands up- protecting face b. Right leg moving first, left leg following c. Do not over extend d. Heel – Toe not connecting e. Maintain balance, recheck stance f. “Shuffle Step Right” – “Move”

B. Step Through 1. Forward

a. Hands up- protecting face b. Back leg moving forward past front leg into unnatural FI stance c. “Step Through Forward” – “Move”

2. Backward a. Hands up- protecting face b. Front leg moving backward past rear leg into unnatural FI

stance c. “Step Through Back” – “Move”

C. Movement Drill 1. Forward, Back, Left, Right, Step Through and Step Back

a. “Shuffle Step Forward” – “Move” b. “Shuffle Step Backwards” – “Move” c. “Shuffle Step Left” – “Move” d. “Shuffle Step Right” – “Move” e. “Step Through Forward” – “Move” f. “Step Through Back” – “Move”

V. CLOSE RANGE STRIKING TECHNIQUES

• From Front Ready Position • Close proximity to suspect • Creating distance while striking

A. Thrust 1. Target on Suspect: Front Mid-Section/Abdomen 2. Baton Position at Impact: Long end at 30-degree angle above

grip pushing tip through suspect 3. Arm Position: Strong elbow close to body 4. Body Movement: “Lunging” into suspect while thrusting with

Deploy batons for movement drill – One drill with front ready and one drill with strike ready

Close Range Demonstrate technique dynamically first, then go step-by-step



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COURSE OUTLINE Cues/Points baton

B. Rake (Butt End Stroke) 1. Target on Suspect: Front Mid-Section/Abdomen 2. Baton Position at Impact: Strong hand/Grip-end moves past

Weak hand/Long-end 3. Arm Position: Weak elbow close to body/Closer to ground 4. Body Movement: Pivoting rear foot

C. Diagonal Chop 1. Target on Suspect: Front Mid-Section/Abdomen 2. Baton Position at Impact: Slicing baton across suspect 3. Arm Position: Elbows close to body – Pushing weak shoulder 4. Body Movement: Pivoting front foot 5. Moving into Strike Ready Position

D. Three Strike Combination (Three Count Drill) 1. Static (No Movement) – FI Stance, with Baton at Front Ready

Position a. “Thrust” – “Move” b. “Butt End Stroke” –”Move” c. “Diagonal Chop” – “Move”

• Reassessing while in Strike Ready Position 2. Dynamic (Movement) – FI Stance

• Using Shuffle Step and Step Through • Incorporate Weak Side Draw to Impact a. From Front Ready - “Shuffle Step Forward with a Thrust” –

“Move” b. “Step Through with Butt End Stroke” – ”Move” c. “Step Back with Diagonal Chop” – “Move” OR d. “Weak Side Draw to Impact ” – “Move” e. “Shuffle Step Forward with a Thrust” – “Move” f. “Step Through with Butt End Stroke” –”Move” g. “Step Back with Diagonal Chop” – “Move”

• Reassessing while in Strike Ready Position VI. LONG RANGE STRIKING TECHNIQUES

A. Free Hand Position 1. Protecting face

B. Pinkie/Blade Side of Hand Leads Strike C. No Horizontal Strikes D. Lower Level Diagonal Swings (Sweeping)

1. Solitary a. Forward Swing

• Pivoting on rear foot • Baton follow through under non-weapon arm

o “Forward Swing” – “Move” b. Reverse Swing

• Pivoting on rear foot • Baton follow through into Strike Ready

o “Reverse Swing” – “Move” 2. Moving

a. Forward Swing

Reassessing after Three Strike combinations – Do you need to reengage? Reassessing after two hand swing

Long Range Always working on diagonal plane – Not horizontal or vertical Not “aiming” for head, neck or spine



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COURSE OUTLINE Cues/Points • Using Step Through

o “Step Through with a Forward Swing” – “Move” b. Reverse Swing

• Using Step Back o “Step Back with a Reverse Swing” – “Move”

E. Power - (Two Hand Swing) 1. Solitary

a. Both hand on grip b. Similar to Baseball Bat c. Pivoting on rear foot

• “Power Swing” – “Move” o Returning to Strike Ready Position – Reassessing

2. Moving a. Forward

• “Shuffle Step with a Power Swing” – “Move” F. Draw to Impact

1. Solitary a. “Strong” hand crosses body to grab baton from holster b. Grip: Upside down, thumb down, pinkie up c. Quickly bring baton across

• Reverse Swing, causing baton to expand, while impacting target

2. Moving a. Drawing and simultaneously Shuffle Step Backward

G. Three Strike Combination (Three Count Drill) – FI Stance • Using Shuffle Step and Step Through 1. Dynamic (Movement)

a. “Step Through with a Forward Swing” – “Move” b. “Step Back with a Reverse Swing” – “Move” c. “Shuffle Step Forward with a Power Swing” – “Move” d. Student in Strike Ready Position – Reassessing

VII. FOUR COUNT DRILL

A. From Holder/Holster 1. “Strong Side Draw to Impact” – “Move”

a. Note: Baton expanding out of holder 2. “Step Through with a Forward Swing” – “Move” 3. “Step Back with a Reverse Swing” – “Move” 4. “Shuffle Step Forward with a Power Swing” – “Move”

• Reassessing VIII. SIX COUNT DRILL

A. From Front Ready 1. Thrust

a. “Shuffle Step Forward with a Thrust” –“Move” 2. Butt End Rake

a. “Step Through with Butt End Stroke” – “Move” 3. Chop

a. “Step Back with Diagonal Chop” – “Move” • Baton to Strike Ready Position

Reassessing after two hand swing Demonstrate Dynamically Use Flash Cards Remind to reassess after each three strike combo

Four Count - Long

Six Count

Verbal Commands



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COURSE OUTLINE Cues/Points 4. Forward Swing

a. “Step Through with a Forward Swing” – “Move” 5. Reverse Swing

a. “Step Back with a Reverse Swing” – “Move” 6. Power (Two Hand)

a. “Shuffle Step Forward with a Power Swing” – “Move” • Baton to Strike Ready Position - Reassessing

B. From Holder/Holster 1. Thrust

a. “Weak Side Draw to Impact with a Thrust” – “Move” • Baton to Front Ready Position

2. Butt End Rake a. “Step Through with Butt End Stroke” – “Move”

3. Chop a. “Step Back with Diagonal Chop” – “Move”

• Baton to Strike Ready Position 4. Forward Swing

a. “Step Through with a Forward Swing” – “Move” 5. Reverse Swing

a. “Step Back with a Reverse Swing” – “Move” 6. Power (Two Hand)

a. “Shuffle Step Forward with a Power Swing” – “Move” • Baton to Strike Ready Position - Reassessing

IX. HEAVY BAG DRILL

A. Long Range Strikes 1. Emphasis

a. Striking Low on Bag (Downward Sweeping Strikes) • Working on Appropriate Target Acquisition

b. Three Strike Combinations • Forward, Reverse, Two-Handed

c. Reassessing • Shuffle Step Back from bag to assess

d. Verbal Commands e. Moving Around Target

2. Duration a. 45 seconds

X. ARM BAR TAKE DOWN

A. Static B. Dynamic C. Officer Intervention

XI. PASSIVE SUSPECT REMOVAL XII. SHIN INTERVENTION XIII. LIVE DRILL XIV. DISCUSSION AND CONCLUSION

Heavy Bag Drill Allow entire group to complete one group of strikes before going to next exercise Whistle to stop drill and Stop Watch to time – 45 seconds Use wooden straight baton Stop drill if student is missing emphasis points Verbal Commands Reassessing Pair Group Up Introduce Training Batons – Do drill short range and long range Baton Holders on one line Verbal Commands Reassessing after third strike Verbal Commands Include scenarios (Knife wielding, no knife, hands-up, surrendering) – One



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COURSE OUTLINE Cues/Points A. Questions1

1. When is it proper to employ impact weapon? 2. What offenders’ behavior and actions should an officer perceive

prior to striking various targets with a baton? 3. What level of imminent danger must the officer perceive prior to

using a baton as deadly force? 4. What type and degree of injury can an officer expect from this type

of tool and duration of force during typical employment scenarios?

suspect/officer at a time allowing group to observe and discuss scenario Verbal Commands Discuss Officer Intervention – Duty to do so

Discussion

1 Williams, George T. “Force Continuums: A Liability to Law Enforcement?” FBI Bulletin, June 2002