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Confrontation Management in a Pandemic and Post Pandemic World

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Event description
Confrontation occurs in any environment both virtual and in-person - learn tips and tricks for managing conflict in your work.

About this Event

As law enforcement professionals, conflict is a natural component of your role. In this session you will learn practical strategies for managing conflict with stakeholders.

NEW for 2021 - the course content has been modified to support on-line delivery and will also cover managing conflict in virtual engagements with stakeholders.

Mr. Doug Ashton Principal of The Control Institute is a qualified court expert in the field of confrontation management, de-escalation of confrontational situations and use of force. Mr. Ashton has an extensive background in Martial Arts and control tactics spanning over 20 years. He has worked the last 18 years full time in a training capacity responsible for the research, design, development, delivery and evaluation of hundreds of training programs. He currently works as a consultant and has contracts with the Ontario Police College, Department of Public Safety, Citizenship and Immigration Canada (CBSA), Provincial Government, local police services, and continues to certify instructor level trainers.

0830 – 0850        Introductions and course overview

 F  Climate setting

 F  Instructor and student introductions

 F  Course overview.

 F  Development of objectives through a video experience

 F  Relationship between tactical communications and use of force

 F  Personal benefits to having skills and knowledge.

 

 0850 – 0940 – The Communications Process

 

Objective: Given classroom instruction, an interactive group exercise, and large group discussion, the learner with be able to;

 F  Describe the Osgood Model in relation to the sender and receiver

 F  State 10 communications obstacles

 F  List the four proxemic zones and their impact on conflict

 F  State the three forms of Communications and how they relate to an officer’s job function to the extent that the information is correct and consistent with program content established by The Control Institute, as evaluated by the instructor.

 

Required Training Aids:

 F  Participant resource guide

 F  Power Point presentation

 F  Lap top and DVP

 F  Whiteboard and markers

 F  Communications exercise diagrams

 

Content:

 F  Tactical Communications defined

 F  Exercise to develop the communications concepts

 F  Communications defined

 F  The Osgood Model of communications

 F  Common obstacles in communications

 F  Personal Experience Exercise

 

 0940 – 1020 – - Controlling Anxiety

 

Objective: Given classroom instruction, a video interactive group exercise, large group discussion, and a small group exercise, the learner with be able to;

 F  Define and offer examples of anxiety.

 F  State the six steps to the “First Contact Approach”.

 F  Describe how active listening skill effect anxiety

 F  List eight active listening skills

 F  Identify at least 5 verbal and non-verbal precipitators to the extent that the information is correct and consistent with program content established by The Control Institute, as evaluated by the instructor.

 

Required Training Aids:

 F  Participant resource guide

 F  Power Point presentation

 F  Lap top and DVP

 F  Whiteboard and markers

 F  Flipchart paper

 

 Content:

 F  Identifying anxiety and common indicators

 F  First contact approach

 F  Precipitating factors

 F  Verbal and Non-verbal escalators exercise

 F  Video Debriefing

 

1020 – 1035 – BREAK

 

1040 - 1200 - De-escalation Techniques

 

Objective: Given classroom instruction, a role play demonstration, a video presentation, and large group discussion, the learner with be able to;

 F  Differentiate between information seeking questions and challenging comments.

 F  Give three examples of a deflection phrase.

 F  State the purpose of the ignore technique.

 F  Describe what a block technique is used for.

 F  Describe the venting continuum and how it effects a conflict situation.

 F  State the five steps to the refusal approach and describe each to the extent that the information is correct and consistent with program content established by The Control Institute, as evaluated by the instructor.

 

Required Training Aids:

 F  Participant resource guide

 F  Power Point presentation

 F  Lap top and DVP

 F  Whiteboard and markers

 

Content:

 F  Role-play demonstration to develop the concepts of the defensive stage

 F  Information seeking and challenging comments

 F  Deflection phrases

 F  Ignoring

 F  Blocking

 F  Venting – Video Analysis

 F  Overcoming refusals

 

1200 – 1300 – LUNCH

 

1300 – 1330 – Application Group Exercise

 

Objective: Given a group activity exercise, small group discussion, and instructor feedback, the learner with be able to apply the conflict avoidance techniques previously instructed, to the extent that the response and technique diffuse the conflict and ensure the highest degree of officer safety,  as evaluated by the instructor.

 

Required Training Aids:

 F  Participant resource guide

 F  Group activity exercise

 

Content:

 F  Small group exercise using the resource guide exercise sheets and the verbal response strategies sheet.

 F  Group presentations and facilitator top up

  

1330 – 1400 – Physically Acting Out

 

Objective: Given a video presentation, and large group discussion, instructor demonstrations, and classroom instruction, the learner with be able to;

 F  State nine pre-assault indicators.

 F  Give five factors impacting disengagement.

 F  Describe how officer safety can be increased using distance and position

 

to the extent that the information is correct and consistent with program content established by The Control Institute, as evaluated by the instructor.

 

Required Training Aids:

F  Participant resource guide

 F  Power Point presentation

 F  Lap top and DVP

 F  Whiteboard and markers

 

 Content:

 F  Video presentation and large group discussion

 F  Assessing kinesics in predicting pre-assault behaviour.

 F  Factors to consider for disengagement.

 F  Officer safety principles

 

     1400 – 1420 – BREAK

 

1420 – 1620 – Reality Based Dynamic Simulation Training

 

Objective: Given a dynamic simulation assignment, an opportunity to work in a realistic environment, and instructor feedback, the learner will be able to demonstrate the effective use of the conflict avoidance techniques and officer safety principles contained in the Conflict Management Course, to the extent that the demonstrated skills diffuse the conflict and ensure the highest degree of officer safety, as evaluated by the instructor.

 

Required Training Aids:

 F  Flipchart and markers

 F  Identified props from simulation descriptions

 F  Suitable area to conduct simulations

 This is the final phase of training.  Staff will be assigned roles in realistic job related conflicts and be required to demonstrate appropriate application of the skills learned throughout the course.  This will be managed using suitable environments and professional actors.

 

 1620 – 1630 – Course Wrap up and Evaluation

CANCELLATIONS & REFUND POLICY The RCEC will not issue a refund or partial credit for any cancellations received less than 30 days prior to an event. In the event an attendee must cancel substitution of another individual will be permitted provided that notification is provided to the RCEC no less than 48 hours in advance of the scheduled start of the event.

Date and Time

Location

Online Event

Refund Policy

Refunds up to 30 days before event

Eventbrite's fee is nonrefundable.

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