CU Expo Corner Brook Newfoundland June 14, 2013

1. USING SIMULATIONS TO ENGAGE POLICE IN LEARNING ABOUT MENTAL ILLNESSa community-university collaborative project CU Expo Corner Brook Newfoundland June 14, 2013

2. Which one of the following categories best describes your area of work? • Social services • Police services • Health care • Education • Emergency services • Student • Hotel and food services • Government services • Legal services • Business and information services

3. How many youth in Canada are living with mental illness? • 560,000 • 750,000 • 250, 000 • 1,000,000

4. For every 5 people with mental illness, how many have been arrested? • 1 in 5 people • 2 in 5 people • 4 in 5 people • 5 in 5 people

5. How frequently are police dispatched to a call involving a mentally ill person in the community? • 1 in 20 calls • 3 in 100 calls • 10 in 1000 calls • 20 in 1000 calls

6. Our Partnership • 2006 initiated by DRPS • Ontario Shores Centre for Mental Health Sciences • Educational sessions provided • 2007 grant to develop simulations • 2008 Canadian Council on Learning funding for evaluation • 2010 York Regional Police join • 2011 OPP join – elder abuse simulation • Simulations part of mandatory training • Other police services accessing simulations Goal • To better serve individuals living with mental illness in our communities

7. Police Education • DRPS officers received training - 870 sworn members • Annual education building on simulation training • Based on real encounters • Community Input • Interactive • Knowledge + context

8. Other Police Education • 200 officers from York Regional Police have attended the education over the last 3 years • UOIT and Ontario Shores partner to provide the education • The officers tour the Centre and meet with a forensic patient to hear their story about their police encounter • The education is tailored to address specific aspects of mental health that they have encountered or have a knowledge deficit with. • Video of Christina – Benefits for YRPS

9. Research Questions • To what extent can simulations be used as a tool to educate police officers about mental illness and how to respond effectively in interactions with mentally ill persons? • To what extent do simulations enhance police officers’ confidence in their ability to interact effectively with mentally ill persons? • To what extent do police officers find simulations a) easy to use; and b) reflective of reality?

10. Research Sample and Methodology • 51 officers in the study • Fairly equal distribution of officers in the control group 18 (no education), placebo group 16 (face to face) and the treatment group 17 (simulations) • Quantitative: Pre-post tests: mental illness knowledge, Opinions about Mental Illness • Qualitative: Focus groups with themes related to learning preference, experience and confidence with a mentally ill person and feedback regarding simulations versus face to face education

11. Research Questions • To what extent can simulations (SM) be used as a tool to educate police officers about mental illness and how to respond effectively in interactions with mentally ill persons? • Both FTF & SM are effective (based on pre/post tests) • Both FTF & SM are more effective than no training (compared with Control group) • SM is as effective as FTF • Participants reported they felt engaged (highly interactive; immediate feedback) • Policing is based on a strong oral culture (learn by sharing experiences)

12. Research Findings • To what extent do simulations enhance police officers’ confidence in their ability to interact effectively with mentally ill persons? • Confident by nature of the job • Use of Force policy is clear • Unpredictability is a concern; recognition of the importance of building rapport • Experience is key; learn from each other • Increased knowledge has a positive effect • Public scrutiny and liabilities are factors • Younger officers – be seen as “solid” officers

13. Research Findings • To what extent do police officers find simulations a) easy to use b) reflective of reality? • Very easy to use – content appropriate, good mix of reading & videos; appreciated Library resources; definitions • Realistic – common incidents; “real” police in the video clips; realistic response choices • Suggestions – more response options, larger video screen; access to Help Box prior to making a decision; ability to ask questions of Dispatcher

14. Additional Partners Region of Durham Social Services Ontario Provincial Police

15. Benefits of Collaboration • Unique set of educational simulations • Greater interest in learning about mental illness • More effective interactions with mentally ill persons • Greater awareness of community resources • Fewer police apprehensions & trips to emergency • Greater respect for each other’s roles • Opportunities for relationship building • Celebrating success “stories” • Promoting awareness (local, provincial, national, international) • Contribution to simulation and education literature

16. Thank You! Questions, Comments…

17. Contact Information University of Ontario Institute of Technology • Wendy Stanyon, Associate Professor, Faculty Health Sciences wendy.stanyon@uoit.ca Durham Regional Police Service • Eva Reti, Inspector; ereti@drps.ca • Phil Lillie, Detective Sergeant; plillie@drps.ca Ontario Shores Centre for Mental Health Sciences • Marjory Whitehouse, Risk Manager whitehousem@ontarioshores.ca