officer wellness facilitator’s guide

OFFICER WELLNESS FACILITATOR’S GUIDE

CALIFORNIA COMMISSION ON PEACE OFFICER STANDARDS AND TRAINING 1

ABOUT THIS VIDEO The goal of this training program is to give law enforcement personnel means to greater mental, emotional, and physical health (i.e., wellness) by providing information on the causes and signs of law enforcement-related stress and revealing strategies for dealing with stress-related impairments. It is intended to enhance cultural shifts toward a greater openness about, and the de-stigmatization of, stress-related physical and mental health issues such as depression, anxiety, PTSD, and suicide, which are so pervasive in law enforcement. This video program defines wellness, reviews causes and symptoms of stress, gives examples of how to achieve and maintain a healthy life balance, and provides information on resources available to individual officers, their partners, and departments. Using straightforward testimonials, the program reveals how officers can face-- and overcome-- many of the personal challenges a law enforcement career may create. NOTE: This program addresses serious issues law enforcement professionals face and will include available resources during the presentation and at the end of the program. If you or anyone viewing this course material is in emotional distress or contemplating suicide, call 9-1-1 or the National Suicide Prevention Lifeline now at 1-800-273-8255. Your life is worth the call. ________________________________________________________________ GUIDE CONTENTS The facilitator should preview all video and guide materials in this course and be prepared to provide information on resources available locally to the participants. The conclusion of the facilitated discussions should focus on resources available for affected personnel and any specific agency policies related to the subject. Video Viewing Options and Features Describes how the training video is formatted and organized on screen and provides navigation instructions for facilitators or individual viewers. The video may be viewed in a single training session or broken up into shorter segments. Program Overview Lists the main teaching points and provides general information that is examined in greater detail within each scenario. Scenarios Each scenario features a brief overview and Key Learning Points to assist with quick review of the material during presentation. The Suggested Facilitation Questions and Common Responses are designed for use in a traditional training session where more time is available to explore the subject in depth. Suggested Learning Activities are also included to aid facilitators in providing more meaningful training in small group settings (roll-call or squad training). Participant’s Guide Answer Key A completed version of the Participant’s Guide self-assessment is provided at the end of this guide. This answer key provides the facilitator with necessary information to evaluate the participant’s completed self-assessment, which must be reviewed with the designated training manager or supervisor for the participant to receive training credit.

USING THIS GUIDE This Facilitator’s Guide is intended to assist in the delivery of the video material in an interactive and thought-provoking manner. It provides suggestions to help facilitate most sections of the video. The scenarios do not necessarily depict a correct or incorrect way to handle a situation. The goal is for the participants to engage in discussion of the topic and how it relates to them and to their agency. The guide may be used by facilitators of all experience levels to help the participants get the most out of the material.

VIEW THE VIDEO To access this video online, visit the POST Learning Portal.

https://lp.post.ca.gov/

https://lp.post.ca.gov/



FACILITATED GROUP COURSE

INFORMATIONAL / INDIVIDUAL VIEWING

VIDEO VIEWING OPTIONS AND FEATURES Two different viewing options are offered with this training video: FACILITATED GROUP COURSE or INFORMATIONAL/INDIVIDUAL VIEWING. The Facilitated Group Course option should be selected when the video is being used in a classroom or briefing setting. The material may be delivered in a single session or broken up over several days, such as delivery during briefing or roll call. The material is divided into tabbed sections that the facilitator may play in whatever order they feel best meets the training need (see Navigating the Video section below). Once the material has been covered in its entirety, the instructor, supervisor, or training manager (as designated by the department) may submit a completed training roster via POST EDI for CPT credit for participants. The Informational/Individual Viewing option should be selected when a participant is viewing the video alone or without an instructor or supervisor present to facilitate the delivery of the material. This option should not be used in a group training session. This option is intended for participants who work in a remote location, for a smaller agency that cannot readily access group training, or for an officer who is simply interested in viewing the video for informational purposes. The segment order is preset, and the viewer will be guided through the video without live facilitator interaction. At the discretion of the department-designated training manager or supervisor, participants of the Informational/Individual Viewing mode may receive CPT credit for viewing this video. To receive credit, individual viewers must be provided with the Participant’s Guide (pdf ). The individual watches the video and reviews and completes the Participant’s Guide assessment as they follow along. The training manager or supervisor then facilitates a discussion of the video and assesses the participant’s responses using the Participant Assessment Answer Key provided at the end of this guide. If the facilitator is satisfied that the participant has demonstrated an understanding of the concepts of the video, they may submit a completed POST Course Roster via EDI for CPT credit. ________________________________________________________________ Facilitators should contact POST’s Training Delivery and Compliance Bureau at (916) 227-7748 or their POST Regional Consultant for questions about completing and submitting POST Course Rosters via POST EDI for training video completion.

https://post.ca.gov/portals/0/post_docs/training/TrainingVideoCourseRosters_Instructions.pdf



https://post.ca.gov/training-delivery--compliance

https://post.ca.gov/regional-training-map



SCENARIO

TASK DISCUSSION INTERVIEW MENU

NAVIGATING THE VIDEO In the Facilitated/Group Viewing mode, on-screen tabs appear across the bottom of each section of the video and allow the facilitator to select the order the participants will view the information. By default, the information will flow logically when the tabs are selected in order from left to right (automatically flows in this order in the Informational/Individual Viewing mode). Once a facilitator is familiar with the content, they may find it more comfortable to deliver the material in an order of their own choosing. ________________________________________________________________ Scenario tabs appear at the start of each section and indicate a video scenario that is used for that section. Task tabs appear after scenarios or discussion tabs and are simply on-screen questions or statements available to use for group discussion. Discussion tabs appear after each scenario. They show a sample agency facilitation of the scenario in a briefing setting. They are optional. If the facilitator feels comfortable delivering and facilitating discussion of the Key Learning Points of the material, they may do so on their own. If they are not certain about the learning points or their own facilitation skills, they may either view the sample facilitation in advance to become familiar with the material or show the Discussion to the class to help spur further discussion. Interview tabs appear after Task questions. These are interviews with the Subject Matter Experts who provide additional discussion on the material. This commentary contains more information than what is delivered in the scenarios. Selecting the Menu tab at the bottom right of the screen will take the viewer from the specific section they are in and return them to the Main Menu of the video where all sections are listed.



PROGRAM OVERVIEW

The concept of “Wellness” Its general meaning Negative connotations As defined within this program

The impact of stress on one’s:

Personal life Mind Body Soul Relationships

Professional life Service ability Service quality

Common internal and external stressors facing law enforcement

• The law enforcement culture’s influence on stress mitigation

Rationalization Recognition Proactive efforts

Common life areas that show symptoms indicative of unmitigated or cumulative stress include:

Physical Emotional Mental Interpersonal Professional

Common behaviors indicative of unmitigated stress include:

Isolation / withdrawing Discontinuing outside activities/relationships

Wellness-related concepts include:

Thriving vs. surviving Pain vs. suffering Self-awareness Vulnerability Self-care

Confidentiality and privacy

Common ineffective coping mechanisms

Reliance on sleeping aids without seeking alternatives Alcohol to assist medication’s efficacy Ignoring other’s (e.g., spouse’s) observations and comments Continuing to hide problems Isolation

The importance of relationships

Avenue for dialogue Provides alternate views of situations Allows for additional information

Continued



PROGRAM OVERVIEW CONTINUED

Others meeting the individual’s need for outside involvement include: Peer Supervisor Agency “Outside” (i.e., non-law enforcement) relationships Professional: including medical and psychological practitioners

Indicators warranting professional services include:

Degrading relationships Substance use/abuse Workplace incidents Changes in routine behaviors Depressive/suicidal thoughts

Available resources for the individual and those wanting to help others

Peers and peer programs Chaplaincy Department-based services Medical intervention Therapy Web-based and outside resources

Methods of early intervention include:

Inquire Information Support Encouragement

Compassion and resiliency’s part in dealing with stress

Compassion fatigue and chronic stress

The need for, and benefits of, intentionally engaging in personal/family life

Mind/body relationships including:

Breathing techniques Mindfulness Meditation Compassion training Physical health’s relationship to overall performance and wellness

Diet Exercise Cortisol Sleep

The concept of “R to the Third Power” and its overarching benefits

Respect everyone you contact Respect the profession Respect yourself

The value of enjoying life rather than just enduring life

Continued



PROGRAM OVERVIEW CONTINUED

Changing trends in the law enforcement culture Past resistance to problem recognition Unwarranted stigmas associated with mental health, professional services, and medication Resistance to authenticity, perception of weakness, and seeking help

Seeking and maintaining a healthy life balance

Outside interests Self-care Valuing relationships Setting priorities Managing work Identify as more than just a peace officer Repurposing; expanding life’s purpose beyond just law enforcement service



KEY LEARNING POINTS

SCENARIO 1 – WHAT IS WELLNESS? Two younger officers provide parallel but seemingly contrasting stories of the changes all officers face in their interpersonal relationships and personal wellness. Although presented in a condensed timeline, the scenario reveals how the job may begin quickly changing people without them even realizing it. ________________________________________________________________ The concept of “Wellness”

Its general meaning Negative connotations Holistic view Personal definitions vary

________________________________________________________________ Common behaviors indicative of unmitigated stress include:

Isolation or withdrawing Discontinuance of outside activities/relationships Rationalization

________________________________________________________________ Common life areas that show symptoms indicative of unmitigated or cumulative stress include:

Physical Emotional Mental Interpersonal

________________________________________________________________ Indicators warranting professional services include:

Degrading relationships Workplace incidents Changes in routine behaviors (e.g. diet, exercise)

________________________________________________________________ Resources for the individual and those wanting to help others

Peers and peer program Chaplaincy Department-based services and training Resiliency skill-building and training Medical intervention Therapy Web-based and outside resources

________________________________________________________________ Confidentiality and privacy ________________________________________________________________ Wellness-related concepts include:

Thriving vs. surviving Self-awareness Self-care

________________________________________________________________



SUGGESTED FACILITATION QUESTIONS AND COMMON RESPONSES

SCENARIO 1 – WHAT IS WELLNESS? ________________________________________________________________ How do you define personal wellness?

Balance of home and work Wholeness Well-being of the emotional, physical, and spiritual aspects of life Mindful of life’s changes and proactively addressing them

________________________________________________________________ Identify major factors affecting overall wellness.

Routine and stressful calls Vicarious trauma Critical incidents Normal occurrences in life

________________________________________________________________ What are common reasons officers may hesitate to involve themselves in another’s issues?

Fear of: Vulnerability Appearing weak Not being able to “fix” the problem

Unaware of one’s own changes Resources do not appear readily available Clinical (e.g., undiagnosed depression) Department or professional culture

________________________________________________________________



SUGGESTED LEARNING ACTIVITIES

SCENARIO 1 – WHAT IS WELLNESS? ________________________________________________________________ Give the group five minutes (either working independently or in groups of two or three) to describe how fitness, diet, and sleep patterns often change after being hired. Have the individuals or group discuss their lists and then answer the following questions:

What aspects of daily life are affected by these changes?

What long-term effects may occur if these patterns are unchanged or unaddressed?

How can individual officers proactively and continually address these issues?

________________________________________________________________ Give the group five to ten minutes (either working independently or in groups of two or three) to identify what the following individuals/groups may do to assist an officer being negatively affected by stress:

Affected officers themselves

A peer of an affected officer

The department ________________________________________________________________ Before training, the facilitator should be aware of both agency and area resources available to individual officers. During the facilitated discussions of the group’s findings, encourage dialogue of different perspectives and experience while allowing for individual experiences to guide each officer. Ensure employee confidentiality requirements are maintained during the discussions.



KEY LEARNING POINTS

SCENARIO 2 – THE ISSUES OF STRESS AND STRESSORS Common stressors and resulting symptoms are revealed at the conclusion of an officer’s shift and with her being delayed in going home. Possible effects of peers and supervisors on another’s wellness are also shown. ________________________________________________________________ Common internal and external stressors facing law enforcement include:

Organizational/administrative Schedules Field performance demands Traumatic incidents/vicarious trauma Societal pressures

________________________________________________________________ Traits of self-care

Make yourself a priority Develop healthy relationships Involve others Reset priorities when warranted

________________________________________________________________ Intervention strategies include:

Peers’ involvement Self-disclosure (i.e., “tell” when something is not right) Inquire (i.e., “ask” when concerned) Support

________________________________________________________________ Cumulative stress

Without being addressed, occurs over time with: Major and minor incidents Changes in personal life habits (e.g., missing workouts) Routine items (e.g., simple radio calls)

________________________________________________________________ Causes of isolationism and self-removal from personal life endeavors

Shift schedules Specialty assignments/promotions requiring more attention Misinterpreting family/loved ones’ inquiries Depression/mental health decline




SCENARIO 2 – THE ISSUES OF STRESS AND STRESSORS ________________________________________________________________ What can co-workers and supervisors do to promote wellness?

Display, “I have your back” Take some of the workload/reports Ask when concerned (i.e., “break the silence”) Determine if there is something they can do to help

Encourage self-care (i.e., make yourself a priority) Promote healthy interpersonal relationships Encourage seeking the appropriate assistance or change

Medical/psychological exam Request assignment or partner change

________________________________________________________________ Describe various healthy responses to the effects of stress and demands of work and life.

Have healthy habits Exercise Diet Mental focus and rest Time off and vacations Hobbies

Keep priorities in place Deal with interpersonal conflicts (e.g., with the individual or by

supervisory involvement, as needed) ________________________________________________________________ Differentiate between “Burnout” and “Compassion Fatigue.”

Burnout Tired Caring; still wants to help people Resolved by change or temporary absence (e.g., vacation)

Compassion Fatigue No longer caring A feeling of being completely “spent” Not resolved by brief absence Likely requires outside assistance

________________________________________________________________




SCENARIO 2 – THE ISSUES OF STRESS AND STRESSORS ________________________________________________________________ Either by direct questioning, or by providing the group five minutes (working independently or in groups of two or three), have the participants develop a list of stressors specific to law enforcement. Once the lists are completed, facilitate a group review of the lists and discuss answers to the following questions:

How do these stressors differ from those dealt with by the general public?

What areas of an officer’s life may be affected by each stressor?

What, if anything, can individual officers, local departments, and the profession do to minimize the effects of these stressors?

________________________________________________________________ During the facilitated discussions of the group’s findings, encourage dialogue of individual experiences and preferences while maintaining confidentiality requirements.



KEY LEARNING POINTS

SCENARIO 3 – WHAT TO LOOK FOR An on-duty officer meets with a recently retired officer for coffee and discovers his former partner has been showing previously unknown symptoms of stress for some time. By discovering some of their common needs, they plan positive actions and show how important the support and involvement of others can be to promoting positive, and sometimes lifesaving, change. ________________________________________________________________ The individual’s need for involvement by:

Peers Supervisor Agency “Outside” relationships Professionals; including medical and psychological practitioners

________________________________________________________________ Indicators warranting outside or professional services include:

Degrading relationships Substance use/abuse Changes in routine behaviors Depressive/suicidal thoughts

________________________________________________________________ Common coping mechanisms and their effectiveness

Reliance on sleeping meds without seeking alternatives Alcohol to assist medication’s efficacy Ignoring other’s (e.g., spouse’s) observations and comments Continuing to hide problems Isolation

________________________________________________________________ Methods of early intervention include:

Inquire (i.e., “ask” when concerned) Self-disclosure (i.e., “tell” when something is not right) Seeking/providing information Support by individuals or groups Simple encouragement to take the next step

________________________________________________________________ The importance of relationships

Avenue for dialogue Provide alternate views of situations Allow for additional information

________________________________________________________________




SCENARIO 3 – WHAT TO LOOK FOR ________________________________________________________________ How can we be a “good partner?”

Show you care by listening and/or asking Provide commonality Offer help, resources, or follow-up

Peer support Personal follow-up Referrals to outside resources

Have a willingness to be vulnerable _____________________________________________________________ Describe the value of an officer’s admission regarding their own need for “self-care.”

Encourages others to take care of themselves Recognizes underlying truths of the profession:

Personal lives are affected by the job Nearly everyone is affected Seeking help shows courage

Provides a healthier environment for the profession. Expressing vulnerability increases relational value.

________________________________________________________________ Describe the retiree’s current/past coping methods and their effectiveness.

Reliance on sleeping meds without seeking alternatives Alcohol to assist medication’s efficacy Ignoring other’s (i.e., wife’s) observations and comments Continuing to hide/ignore problems

________________________________________________________________ What cultural shifts in law enforcement are providing better long-term strategies to mitigate stress and increase enjoyment of a healthier career and retirement?

Seeking and maintaining healthy life balance Outside interests Self-care Valuing relationships Setting priorities Managing work

Identify as more than just a peace officer Repurposing; expanding life’s purpose beyond law enforcement

service ________________________________________________________________




SCENARIO 3 – WHAT TO LOOK FOR ________________________________________________________________ Either by direct questioning or by providing the group five minutes (working independently or in groups of two or three) have the participants respond to any of the following:

• Describe changes you have witnessed in the profession that aid or hinder an individual’s optimal life balance.

• Identify the personal and professional areas of an officer’s life that are at risk due to the demands of the job.

What methods and resources are available to lessen the risks’ impact, both short and long-term?

• How can law enforcement “get away from normalizing the stress of

this profession and allowing it to be part of who we are?” ________________________________________________________________ During the facilitated discussions of the group’s findings, encourage dialogue of different perspectives and approaches while allowing for individual experiences and preferences to guide each officer.



KEY LEARNING POINTS

SCENARIO 4 – LIFE BALANCE Several officers and one family member provide an unapologetic, yet intimate, glimpse into their family and professional lives. Their candor and openness reveal often-hidden issues facing law enforcement professionals while also showing how they recognized their own needs and found the courage to seek the means to recover their own lives and wellness. ________________________________________________________________ The impact of stress on one’s

Personal life Mind Body Soul Relationships

Professional life Service ability Service quality

________________________________________________________________ Common internal and external stressors facing law enforcement

Day-to-day requirements of the job Significant events

Traumatic injuries Officer deaths Child-related incidents

________________________________________________________________ Compassion fatigue and chronic stress ________________________________________________________________ Compassion and resiliency’s part in dealing with stress ________________________________________________________________ Common life areas that show symptoms indicative of unmitigated or cumulative stress include:

Physical Emotional Mental Interpersonal

________________________________________________________________ Stress and the autonomic nervous system

Autonomic nervous system (fight or flight; “gas pedal”) Parasympathetic nervous system (“brake pedal”)

Engaging counteracts cumulative stress ________________________________________________________ Indicators warranting professional services include:


Continued



SCENARIO 4 – LIFE BALANCE ________________________________________________________________ Resources possibly available to the individual and those wanting to help others

Peers and peer programs Chaplaincy and faith-based assistance Department-based services and training Medical intervention Therapy Web-based and outside resources Simple communication

As noted by the officers, one might be able to say that “talking to someone was one of the best things I could have done.”

________________________________________________________________ Seeking and maintaining healthy life balance

Outside interests Self-care Valuing relationships Setting priorities Managing work Identify as more than just a peace officer Repurposing; expanding life’s purpose beyond law enforcement

service ________________________________________________________________ The concept of “R to the Third Power” and its overarching benefits

Respect everyone you contact Respect the profession Respect yourself

________________________________________________________________ The value of enjoying life rather than just enduring life ________________________________________________________________

KEY LEARNING POINTS CONTINUED




SCENARIO 4 – LIFE BALANCE ________________________________________________________________ How might common negative coping methods affect family or loved ones?

Reduced communication Lessens intimacy Cascades into other areas of life

An officer’s continuing vigilance can be translated as not being “in the moment,” present, or caring

Compartmentalization without mitigation may delay the effects of stress, but underlying issues will eventually need addressing

Yielding to the attractiveness of “career seduction” will demand more attention at work while creating a counterproductive perspective toward personal relationships

________________________________________________________________ Describe how an officer’s asking when concerned, telling when in need, and being “silent no more” can benefit individuals, families, and the profession.

Asking Others are often the first to recognize issues Others often have a clearer view of how an individual is

behaving/performing Can convey concern and show you “have their back” Opens the door to communication and other resources

Telling another Provides opportunity for

Outside involvement and viewpoints Additional resources Relieving some internal stress Establishing healthy lines of communication Stating, as did the officers in the video, “talking to

someone was one of the best things I could have done”

Being “Silent No More” Provides for a healthier profession and work environment Corrects the false perception of weakness and stigmas

toward individuals who are dealing properly with the effects of law enforcement

Aids officers in enjoying life rather than enduring it Recognizes the effects of daily and significant incidents and

permits their mitigation ________________________________________________________________




SCENARIO 4 – LIFE BALANCE ________________________________________________________________ Either by direct questioning, or by providing the group at least five minutes per item (working independently or in groups of two or three), have the participants address one or more of the following:

• During the interviews one officer said, “We are ordinary people doing an extraordinary job.” Given that truth, describe methods, tactics, and ways law enforcement can be extraordinary in their job while still being focused and benefitted in their personal life and well-being.

• Identify those persons, groups, or professions who can benefit

individual officers, and to whom officers should be open and candid in response to their expressions of concern and offers of assistance.

Describe how the families and partners of the officers shown in the

video possibly felt during these officers’ noted experiences.

Describe common “breaking points” that cause officers to seek assistance and what individuals and/or others can do to address the issues before they get to that ‘point.’

________________________________________________________________ Before training, the facilitator should be aware of both agency and area resources available to individual officers. During the facilitated discussions of the group’s findings, encourage dialogue of different perspectives and experience while allowing for individual experiences to guide each officer. Ensure employee confidentiality requirements are maintained during the discussions.



SCENARIO 5 – RESOURCES AND COPING A veteran officer begins realizing some of his behaviors, which are being identified by friends and loved ones, are not what he would prefer. He seeks assistance through readily available avenues. ________________________________________________________________ The impact of stress on one’s

Personal life Professional life

________________________________________________________________ Common life areas that show symptoms indicative of unmitigated or cumulative stress include:

Interpersonal Internal (self-view) Behavioral

________________________________________________________________ Common behaviors indicative of unmitigated stress include:

Isolation/withdrawing Discontinuance of outside activities/relationships Rationalization

_____________________________________________________________ Others who may meet the individual’s need for outside involvement include:

Peers “Outside” relationships Professionals, including medical and psychological practitioners

________________________________________________________________ The importance of relationships

Avenue for dialogue Provides alternate views of situations Allows for additional information

________________________________________________________________ Indicators warranting professional services include:


________________________________________________________________ Available resources for the individual and those wanting to help others

Peers and peer program Chaplaincy Therapy

________________________________________________________________ Confidentiality and privacy ________________________________________________________________ Changing trends in the law enforcement culture

Past resistance to problem recognition Unwarranted stigmas associated with mental health, professional

services, and medication Resistance to authenticity, perception of weakness, and seeking help

________________________________________________________________

KEY LEARNING POINTS




SCENARIO 5 – RESOURCES AND COPING ________________________________________________________________ What role do peers, friends, and family have in one’s self-care?

Often the first to notice behavior/attitude changes Provide sounding board for determining next steps Offer support and goal-focused encouragement Often want to help, if allowed

________________________________________________________________ What concerning behaviors did this officer minimize, normalize, or deflect that warrant additional attention?

Radio traffic with dispatcher Not willing to discuss with dispatcher (a friend) when asked Minimized:

Increased drinking Reduction in social activities Increased isolation Deteriorating relationship with girlfriend Positive aspects of his life

Deflection: Felt he might just be “whining” Initial resistance to professional services

________________________________________________________________ Identify simple strategies officers may incorporate into their daily life to promote better life balance.

Set aside limited time for self Schedule outside events with others Intentionally be “in the moment” with family and friends Be willing to:

Listen to others’ observations Seek assistance Value one’s own life satisfaction

________________________________________________________________ How does this video depict positive views within the law enforcement culture toward officer wellness, mental health, and an officer’s right to enjoy life?

Reinforces the need for proper diet, sleep, and exercise Reveals the increasing recognition that officer wellness is invaluable

to the individual, community, and profession Reflects the commonality of the issues facing officers and the ways

through which fellow officers are dealing with them Offers a stark reminder that officers are human and affected by

trauma, while also providing openness and acceptance of the idea that competent officers seek help at times




SCENARIO 5 – RESOURCES AND COPING ________________________________________________________________ Either by direct questioning, or by providing the group five minutes (working independently or in groups of two or three), have the participants answer one or both of the following questions and then discuss their findings with the group:

What specific physiological tactics are available to officers to mitigate cumulative stress and increase their performance, personal physical and mental health, and longevity?

What specific psychological tactics are available to officers to mitigate

cumulative stress and increase their performance, personal physical and mental health, and longevity?

The facilitator must ensure privacy rights and department policies are maintained throughout the session and be prepared to both generally and specifically provide information on resources available locally to the participants. ________________________________________________________________



CONCLUSION

________________________________________________________________ This facilitation guide provides information needed to assist the instructor in delivering an interactive and goal-oriented training session. After completing this course, participants should better understand:

Causes and effects of stressors innate to law enforcement

How to recognize unhealthy behaviors and actions in self and others

Available resources and strategies for dealing with their own symptoms of stress and those of others

The need to have courage to address one’s own life challenges and take appropriate step toward better health and overall wellness

Why officers need to be better prepared and willing to ASK when they see someone is not right, TELL when they find themselves in need, and BE SILENT NO MORE about the critical effects of stress in the law enforcement profession



ABOUT THE ASSESSMENT The Participant’s Guide Assessment is a separate document for individual viewers who wish to view the video outside a group or classroom setting and later work with the agency designated trainer or supervisor for POST CPT credit. This is not a formal testing tool. Although sample answers are listed with each question, there are sometimes additional correct answers that may be provided by the participant. All answers should be evaluated by the trainer. The answers match the video content and are listed for general guidance.

ANSWER KEY TO PARTICIPANT ASSESSMENT ________________________________________________________________ Which of the following is not likely to assist with maintaining an overall fitness for duty? (circle one)

A. Exercise B. Training for the job C. Having regular blood tests D. Addressing pain E. None of the above

________________________________________________________________ Which of the following does not indicate professional services may be warranted? (circle one)

A. Depressive/suicidal thoughts B. Degrading relationships C. Outburst over a performance evaluation D. Substance use/abuse E. Changes in routine behaviors

________________________________________________________________ Low-intensity exercises can be used to reduce cortisol levels, which affect sleep and are often high both in the morning and after high-intensity exercises. (circle one)

A. True B. False

________________________________________________________________ Based on the information in the program, which of the following is not usually directly affected by stress? (circle one)

A. Intimate relationships B. Professional relationships C. Mental acuity D. Family acceptance of profession’s demands E. Goal setting

________________________________________________________________ Describe the actions and attitudes shown by individuals whose lives reveal that they are not “losing self” and are “all in” with friends, family, and loved ones when away from work. They often focus on enjoying family relationships, take time off from work, go on vacations, have hobbies, laugh, maintain outside friendships, are involved with spiritual growth, and keep the job in perspective (e.g., identity is not in the job alone; work to live, not live to work, etc.).

Continued



ASSESS WHAT YOU LEARNED CONTINUED

________________________________________________________________ Ineffective coping mechanisms include: (circle one)

A. Peer support/counseling B. Medical intervention/Professional therapy C. Concealment of problems D. Disclosure to family E. Both C and D

________________________________________________________________ Which of the following actions by an officer may warrant a peer’s concern and intervention? (circle one)

A. Comments or jokes about suicide B. Occasional loss of temper C. Frustration with work conditions D. New/unexplained risk-taking on calls E. Both A and D

________________________________________________________________ List four resources readily available in your area to aid officers with mitigating stress. Answers will be regionally specific but may include:

1. Peer/department programs 2. Chaplaincy/spiritual assistance 3. Medical and psychological professionals 4. Non-profit organizations, retreats, etc.

________________________________________________________________ Which of the following is not necessarily an indicator that stress is negatively affecting an officer? (circle one)

A. Changes in behavior B. Routines and approaches to calls changing C. Increased reactiveness D. Loudness during some encounters E. None of the above

________________________________________________________________ Describe the idea of “career seduction” and how it negatively affects relationships, family, and one’s personal wellness over time. Career seduction occurs over time as an individual officer continues to increasingly commit energy, time, and efforts toward work while diminishing the same with family and relationships. The seduction often appears as praise for a job well done, promotions, the ability to handle serious matters, and professional esteem while simultaneously and erroneously viewing family requests to recover lost time and attention as nagging and non-appreciativeness.

Continued



ASSESS WHAT YOU LEARNED CONTINUED

________________________________________________________________ Early intervention techniques include all but which of the following? (circle one)

A. Inquire B. Delayed response C. Information D. Support E. None of the above

________________________________________________________________ Which of the following does not impact the mind/body relationship and personal well-being? (circle one)

A. Breathing techniques B. Yoga C. Mindfulness D. Compassion training E. None of the above

________________________________________________________________ Internal and external stressors faced by law enforcement officers include all of the following except: (circle one)

A. Work schedules B. Field performance demands C. Traumatic incidents/vicarious trauma D. Societal/media-based pressures E. None of the above



NOTES AND COMMENTS

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officer wellness facilitator’s guide

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