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Protecting Different Learners: Interaction with Law Enforcement

Learn strategies for preparing different learners to interact with law enforcement professionals in a safe and informed manner. Understand the importance of social skills training, communication, and assertiveness skills to promote self-protection and positive relationships. Gain insights into behavioral safeguards in school settings and ways to recognize exploitative situations. Discover the significance of trusted adults and proactive behavior intervention plans for students. Enhance understanding of boundaries, intimacy, and effective communication for risk reduction and safety. Partner with schools and parents to reinforce concepts and promote communication with students. The program aims to empower individuals to establish boundaries, recognize threats, and seek help from trusted sources in challenging situations.

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Protecting Different Learners: Interaction with Law Enforcement

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    1. FRIENDS of DIFFERENT LEARNERS Preparing Your Different Learner for Interaction With Law Enforcement Professionals Susan H. Rogers, LMSW Thursday, April 15, 2010

    2. BEHAVIORAL SAFEGUARDS in SCHOOL Health and Sexuality Training For Students in School a. Currently in the middle schools, high schools and post-secondary program b. Focus is on healthy relationships, risk reduction and decrease of vulnerability

    3. Parent Component a. Communication b. Trust c. Understanding Positive Support Behavior Intervention Plan (Part of CPI/Crisis Prevention Institute, Inc., Nonviolent Crisis Intervention Training Program)

    4. Social Skills Training a. Teaching communication skills b. Friendship and other relationship components c. Reducing isolation d. Conflict resolution e. Increase level of comfort being with people

    5. STATISTICS Information from SESA - Special Education Service Agency: At least 20% of females and 5 to 10% of males are sexually abused every year in the United States. Among adults who are developmentally disabled, 83% of females, and 32% of males are victims of sexual assault. People with disabilities are 70% more likely to be victims of abuse. Only 3% of sexual abuse crimes are reported, involving people with developmental disabilities.

    6. Additional Statistics Women with disabilities are assaulted, raped and abused more than two times greater than non-disabled women (Sobsey, Cusitar, DisAbled Women’s Network) In a study of 100 psychiatric inpatients, it was found that 81% had been physically or sexually assaulted during their lifetime (Jacobson and Richardson) Why are the statistics so high for under reporting?

    7. The Michigan Child Welfare Law Journal Official Publication of the State Bar of Michigan Children’s Law Section Volume XII, Issue II Winter 2009 State Bar of Michigan Children’s Law Section Sex Offender Registration is Not the Answer for Juvenile Sex Offenders with or without Disabilities by Lynn B. D’Orio, Susan Rogers, LMSW, Dr. Roger Kernsmith Ph.D., and Dr. Poco Kernsmith, MSW, Ph.D.

    8. Students Need to Learn: Assertiveness Skills Refusal Skills Self-Protection Self-Advocacy

    9. Ways to Express Affection The Difference Between Private and Public Opportunities for positive social experiences

    10. LEARNING: Boundaries Intimacy Social Rules of Touch Acceptable Means of Touch Age Appropriate Modeling

    11. COMMUNICATION Effective communication = risk reduction AND… SAFETY

    12. The Circle of Relationships Developed as part of the Circles curriculum, James Stanfield Company Purple Private Circle - I am important, and I decide who will touch me. Blue Hug Circle - It is a mutual decision to kiss and be close. If I do not want to, I must say “STOP.” Green Faraway Circle - I may want to give you a “Faraway” hug. You are not in my Blue Hug Circle.

    13. Yellow Handshake Circle - I do not feel as close to people in this circle. Orange Wave Circle - I wave to people who are too faraway for a hug. People in this circle are typically community helpers. Red Stranger Circle - I am not close at all to people in this circle. They may remain strangers or I may get to know them. I do not share personal information with people in the yellow, orange or red circle.

    14. An objective of this program is to: Recognize potentially exploitative situations and relationships Understand more about establishing limits and boundaries Learn about appropriate mutuality Take action for self-protection when necessary Learn how to remove oneself from threatening situations Tell a trusted or safe person

    15. Parent Component Parent and School Partnership Information on the lessons taught are communicated to parents on a regular basis. School and home will work in partnership with each other to reinforce the concepts and promote communication for students.

    16. Trusted Adult / Safe Person A trusted adult is a person that a child/teen or adult may go to for help/assistance. This person is identified as someone who can be trusted to provide safety, or find safety for the child/teen. Make sure the person with a disability has a trusted adult in their life and knows how to access that person.

    17. Positive Support Behavior Intervention Plan (Taken from the Birmingham Schools CPI training and information) Functional Behavior Analysis A – Antecedents B – Behavior C – Consequence Proactive Strategies: Environmental Supports Behaviors to Increase/Skills To Teach

    18. Reactive Strategies Student Behavior Staff Response Anxiety: a noticeable Supportive: an empathic, non- increase or change in judgmental approach used to behavior. calm the student. Defensive: the beginning Directive: staff takes control of verbal stages of a loss of situation by redirecting and rationality. giving choices.

    19. Acting Out Person: total Non-violent Physical Crisis loss of control, which results Intervention: safe, non- in physical acting out. harmful restraint used to control the student until he/ she can control him/herself. Tension Reduction: a decrease Therapeutic Rapport: re- in physical and emotional energy. establishing communication and giving the student the tools he/ she needs to return to his/ her schedule.

    20. COPING MODEL (taken directly from the CPI training manual) Control - Regaining emotional and physical control. Orient - Establish the basic facts. Patterns - Identify patterns of staff responses and client behaviors.

    21. Investigate - Look for alternatives to inappropriate behaviors. Negotiate - Agree to changes that will improve future interactions. Give - support and return responsibility to the student.

    22. A behavior plan that works, teaches the student to appropriately get their needs met. It gives students alternatives to behaviors ( N. Kocsis and R. Kingery).

    23. Everyone communicates Not everyone communicates verbally. Finding the way(s) to communicate with a child will reduce the risk of harm and abuse, and will increase safety.

    24. Law enforcement officers and first responders are extremely important in helping a child with a disability remain safe and prevent victimization of that child.

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