lesson plan-verbal defense and influence practitioner

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Lesson Plan-Verbal Defense and Influence Practitioner Course (16 hours-Day 1 and Day 2)

Introduction: Instructor background, Company history, VDI Program History:

The trainers at Vistelar have been studying how to effectively manage conflict for over 30 years.

The origins of the company date back to the early 1980s when Gary Klugiewicz, a nationally known

defensive tactics trainer and future co-founder of Vistelar, helped originate Wisconsin’s “unified tactical

training” systems (DAAT, P.O.S.C.®).

Since the mid-80s, every police officer, jail/juvenile detention officer and prison probation/parole officer

is trained in these systems. In the mid-90s, he helped developed Professional Communications Skills

(PCS), the communications component of Wisconsin’s training system.

Over the last three decades, Gary has implemented this unified tactical training system in scores of law

enforcement agencies, correctional institutions and healthcare/mental health organizations throughout

the United States. He also has been a national instructor for Calibre Press’s Street Survival Seminar®,

Team One Network, Redman Protective Gear and PoliceOne. Gary retired from the Milwaukee County

Sheriff ’s Department in 2001 after 25 years in service.

In 1992, Gary started working closely with Dave Young, a nationally recognized defensive tactics trainer

of law enforcement, corrections and the military. Gary and Dave worked together for over 18 years

before founding Vistelar in 2009.

During this time, Gary and Dave worked with PoliceOne, CorrectionsOne, ILEETA, and Force Science

Research, and collaborated with many subject matter experts in the field of law enforcement and

healthcare training, such as Robert Lindsey, Daniel Vega, Dr. Kevin Parsons, Charles Remsberg, Bob

Willis, Dr. George Thompson, Col. Dave Grossman, Jack Hoban, Joel Lashley, and Jeff Mehring.

Vistelar was founded to enable Gary and Dave to disseminate their comprehensive training programs —

that address the entire spectrum of human conflict — to a wider range of markets, including law

enforcement, healthcare, loss prevention, security, education, hospitality, business, transit and

corrections.

Since the founding of Vistelar by Gary, Dave and business executive, Allen Oelschlaeger, the company

has extended its reach, published several books and manuals in its Confidence In Conflict series,

introduced several conflict management online training programs, and greatly expanded its team of

employees, trainers, advisors and certified instructors.

Today Vistelar is a world leader in point-of-impact conflict management training — non-escalation and

de-escalation coupled with physical alternatives.

Lead-in Statement: Many law enforcement agencies are being held under the microscope for how their

officers, deputies and agents interact with the public. How valuable would you find a program that

would increase officer safety, reduce costs from injury and litigation, and increase the public’s

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perception in a positive way to promote improved community relations? What if I told you that the VDI

system will do those things, plus encourage your officers to always do the right thing to treat people

with dignity and respect? Law enforcement is a noble profession with honorable people trying to

accomplish difficult and challenging tasks. This program will teach and reinforce skills and tactics that

will improve officer safety, teach and reinforce the principles of dignity and respect, and…those are

always the right things to do.

You are all here to become better practitioners of the VDI skills and tactics. What you learn can be

applied in day-to-day operations, your personal life, and in interactions with other people. The skills and

tactics will keep you safer, avoid conflict, resolve and de-escalate existing conflict, and protect you and

your agency from officer created conflict.

Day 1 (8 hours)

Item # 1-Introduction / Notification (Approx. 10 minutes)

The instructors will introduce themselves and provide their backgrounds. Because group interaction and cohort learning will be utilized, all student practitioners will stand up, introduce themselves and provide a brief background of where they work and years of experience. All students will be verbally warned that they will be exposed to some harsh and profane language during the course as part of lesson objectives of verbal de-escalation training.

The instructors will facilitate the discussion and introductions.

Item # 2. Activity: What is VDI? (Approx. 5 minutes)

The instructors will identify what VDI is and what it is not. Read aloud- “This training is designed to prepare professionals for managing “real world” situations that will contain harsh words, racial slurs, and profanity in potentially violent situations. Therefore, harsh words, and profanity may be shown in videos and used in demonstrations. VDI is a system of conflict management for contact professionals. Vistelar is a global consulting and training institute focused on addressing the entire spectrum of human conflict at the point of impact — from interpersonal discord, verbal abuse and bullying – to crisis communications, assault and physical violence.” ©

Item # 3. Discussion: Plane Crashes – Metaphor Cops Crash Pool Party Video / Bus Hostage Video (Approx. 10 minutes)

The instructor will show the plane landing metaphor slide and ask the significance of a plane landing safely. Read- “No one remembers it and it is not newsworthy until something bad happens-like a plane crash.”

The instructor will then show the bus/hostage video and the pool party video. Read- “Would both videos be in the headlines or broadcast on social media? If so, why?” The instructor will then facilitate a discussion.

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Item # 4. Activity: What are the Four Great American Questions / Answer These Questions (Approx. 10 minutes)

The instructor will allow the class participants to stand and answer the following questions. Because group interaction and cohort learning will be utilized, all student practitioners will stand up, introduce themselves and answer:

1. Who are you? 2. What gives you your authority? 3. Why are we here? 4. What’s in it for me?

Item # 5. Discussion: Who gives us our Authority (Approx. 5 minutes)

The instructors will describe in greater detail what gives them their authority to teach these topics and where real individual authority is derived from. The instructor should ask the audience to describe what authority means to them in the framework of being a law enforcement officer and facilitate a short discussion.

Item # 6. Discussion: Why are we here? 21st Century Policing and P.O.L.E. (Approx. 10 minutes)

The instructor will describe the 21st Century Policing Report and the meaning of a guardian mindset. The instructor will also describe the P.O.L.E. acronym related to safety- Physical, Organizational, Legal, and Emotional (***Equipment/Resource-21st Century Policing Report online***)

Item # 7. Discussion: What’s in it for me? (Approx. 5 minutes)

The instructor will describe and emphasize using effective verbal skills in everyday life, at work and in all interactions to become proficient and habitual in using effective verbal skills instead of “natural language” that may exacerbate a situation.

Item # 8. Discussion: What are some outcomes of poorly managed conflict? (Approx. 5 minutes)

The instructor will facilitate a classroom discussion, asking students “What are some outcomes of poorly managed conflict?”

Responses-injury, complaints, lawsuits, discredit, loss of relationship, termination, workplace tension or violence, etc

Item # 9. Discussion: What do you expect to get out of this class? (Approx. 5 minutes)

The instructor will facilitate a classroom discussion, asking students, “What do you expect to get out of this class?”

Item # 10. Activity: Universal Greeting – Partner (Approx. 5 minutes)

The instructor will demonstrate the Universal Greeting,” Appropriate Greeting, Name & Affiliation, Reason for Contact, and asking the Relevant Question. Students will than partner up and practice using this Universal Greeting with their partner. Item # 11. Discussion: Student Expectations/Guidelines (Approx. 5 minutes)

The instructor will emphasize that by the completion of the class, each student be able to show competency in:

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Not cause/unnecessarily escalate conflict

Effectively de-escalate conflict and deal with crisis situations

Confidently deal with verbal abuse and engage in difficult conversations

Not have you or the person with whom you’re interacting lose face

End the interaction in a better place than where it started

Stay safe and protect the safety of others

Look good on camera

The instructor will also clarify and describe the class requirements for attendance, participation, classroom safety, 80% on all class tests, the use of electronic devices in the classroom, and absence policy

Item # 12-Break – Think about what you think research shows is the most important factor in reducing

conflict? (Approx. 10 minutes)

Just prior to the break, the instructor will ask the students to “Think about what you think research

shows is the most important factor in reducing conflict”. Students will be required to answer that

question when they return from break. The break will allow student practitioner to process what they

have seen, heard and learned. Socializing with other students will allow short and informal discussions

on break for mental application to previous experiences.

Item # 13. Discussion: Google Research (Approx. 5 minutes)

The instructor will revisit the question before break, asking the students what they think research shows as the most important factor in reducing conflict. The instructor will facilitate a short classroom discussion. The result is to have students state and realize that treating people with dignity and respect is the cornerstone of reducing conflict.

Item # 14. Activity: How do you treat someone with Dignity? (Approx. 5 minutes)

The instructor will facilitate a discussion, focusing on empathy. The five main points to be emphasized will focus on: Seeing the world through their eyes, Listening with all your senses; Ask, and explain why, Offer options, Let them choose, Give opportunity to reconsider. Item # 15. Discussion: Respect Leon Whitley Video (Approx. 10 minutes)

The instructor will show the video and ask the question, “What does it mean to get respect versus give respect?”

The instructor will then lead a short discussion on the differences between the two.

(***Equipment requirement-video projector, speakers, screen and audio***)

Item # 16. Discussion: Why do people goof up and fail to treat people with dignity? (Approx. 5 minutes)

The instructor will lead a facilitated discussion on why people don’t treat other with dignity and the three common failures.

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Item # 17. Group Discussion: What is Empathy? Brene Brown Video Empathy (Approx. 10 minutes)

The instructor will ask the question, “What is the difference between sympathy and empathy?” as a rhetorical question. The instructor will then show the Brene Brown video as an explanation. As short explanation of active intelligence gathering, active listening, and the Golden Rule will be provided and discussed.


Item # 18. Discussion: Pete Gavlik – Discovering Empathy Video (Approx. 5 minutes)

The instructor will show the Pete Gavlik video as a testimonial/example of how empathy can strike and stay with an officer, even after years of becoming cynical. The instructor will also explain the empathy triad and provide tips on how to apply the triad.


Item # 19. Discussion: Biker Story Joel Lashley Video (Approx. 10 minutes)

The instructor will show the Biker Story video. The instructor will lead a facilitated discussion on how inconsistency is the “enemy” of peace.


Item # 20. Discussion: Explain Gateway Behaviors – Duluth Psycho Cop Video (Approx. 10 minutes)

The instructor will explain “gateway behaviors” that can be a catalyst for conflict. The instructor will also discuss developing a “social contract” at work and how to implement one. The video will be shown and then a short question & answer will follow on what contributed to the conflict. The instructor will then summarize the first learning sessions prior to break.


Item # 21. Break Two – Think about your first day on the job (Approx. 10 minutes)

Just prior to the break, the instructor will ask the students to, “Think about their first day on the job? Did you know what to expect? Did you have the skills that you needed to do the job?”. Students will be required to answer that question(s) when they return from break. The break will allow student practitioner to process what they have seen, heard and learned. Socializing with other students will allow short and informal discussions on break for mental application to previous experiences.

Item # 22. Discussion: What Causes Conflict (Approx. 10 minutes)

The instructor will lead a short, facilitated discussion and have a few student practitioners relate their first day experiences in law enforcement for the class.

Item # 23. Discussion: Conflict Triggers -Societal, Universal, and Personal / Good Speak and Bad Speak (Approx. 10 minutes)

The instructor will discuss conflict triggers and provide examples of good speak versus bad speak in the context of societal, universal and personal triggers.

Item # 24. Activity: Review the Anger Management Video (Approx. 10 minutes)

The instructor will show the Anger Management video clip. The instructor will lead a facilitated discussion/debrief on the spoken language, non-verbal’s, and responses as potential triggers to escalation.


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Item # 25. Activity: Practice & Present Partner Introduction (Approx. 10 minutes)

Each student practitioner will partner up with another student and develop a short universal greeting to prevent the conflict that took place in the previous video. Each two-officer team will apply and present their Universal Greeting for the class.

Item # 26. Break 3 (Approx. 10 minutes)

Just prior to the break, the instructor will ask the students to, “Think about the differences between good speak and bad speak. When we return from break, give some examples of both?” Students will be required to answer that question(s) when they return from break. The break will allow student practitioner to process what they have seen, heard and learned. Socializing with other students will allow short and informal discussions on break for mental application to previous experiences.

Item # 27. Discussion: Anti-Peace Phrases / Peace Phrases along with Good Speak / Bad Speak, Rewind Button – POP Index Video Gary Klugiewicz (Approx. 5 minutes)

The instructor will provide examples of anti-peace phrases (bad speak) and peace phrases (good speak) to the class. Voice inflection must match what is being said and the instructor should show examples of conflict in content and voice inflection and how that conflict can cause confusion and interpersonal conflict with the target audience. The video will also be shown to provide context in application of how to POP (piss off people). **Profane words/racial slurs will be used in the training video to provide context**


Item # 28. Discussion: Spontaneous Utterance Explanation – Trooper Coats Aftermath Video Good Speak vs Bad Speak Derrick Washington Video (Approx. 5 minutes)

The instructor will show the Coates video. The instructor will lead a facilitated discussion on how bad speak caused the responding trooper to lose focus and objectivity under stress. The Washington video will also be shown as an example of how bad speak can make a stable situation worse.


Item # 29. Discussion: Addressing Triggers, Emotional Equilibrium (Approx. 5 minutes)

The instructor will discuss triggers and emotional equilibrium. Emotional danger, tactical danger and legal dangers will also be applied to the dangers of using natural language.

Item # 30. Activity: Who Do You Represent (Approx. 5 minutes)

The instructor will lead a discussion on who each of the students truly represents (self, partner, agency, authority, city, right versus wrong, etc).

Item # 31. Discussion: Emotionally Safe Performance Based Instruction Overview (Approx. 5 minutes)

The instructor will describe and apply the principles of performance based instruction when interacting with others. The instructor will provide context to the importance of KSA’s (Knowledge, Skills and Abilities) when interacting with other people. The instructor will also explain and describe how KSA’ have been applied to the VDI class for all the students to apply their previous knowledge, skills and abilities to VDI principles, skills, and tactics.

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Item # 32. Activity: Universal Greeting Video Submission (Approx. 5 minutes)

The instructor will have student partners pair up and develop a short universal greeting to apply in the classroom setting. Each pair will record their example and Airdrop their submission to the instructor.

(***Equipment-Cell phone video and Airdrop or Bluetooth capability***)

Item # 33. Lunch (Approx. 60 minutes)

The lunch break will allow student instructors to process what they have seen, heard and learned.

Socializing with other students will allow short and informal discussions on break for mental application

to previous experiences.

Item # 34. Methodologies: Vistelar Chart Overview, Framework and 6C’s of Conflict Management Chart 2(Approx. 15 minutes) The instructor will explain the Vistelar Chart overview, the foundational framework and the 6C’s of conflict management as described on the PowerPoint slides. The intention is to gather context to prepare for the interaction, interact while preventing conflict, and then bring the situation to closure. In the event of conflict, practitioners should utilize de-escalation, recover from crisis or as a slat resort, utilize physical security techniques. Item # 35. First Day on the Job Video (Approx. 5 minutes)

The instructor will show the First Day video as an example of the application of framework and 6C’s.


Item # 36. Discussion: How to Treat with Dignity – Active Listening (Approx. 5 minutes)

The instructor will facilitate a discussion on how to apply active listening skills to assist in maintaining dignity by people the student practitioners will interact with.

Item # 37. Discussion: Difference between Non-Escalation and De-Escalation? (Approx. 5 minutes)

The instructor will ask students to describe their understanding of both de-escalation and non-escalation. One of the foundational tenets of the VDI system relies on the practitioner not being the catalyst for a conflict. In the event of conflict, de-escalation is what is applied to bring a situation back down to a “contact” and not escalate into a “crisis”.

Item # 38. Activity: Dignity and Respect Recording (Approx. 20 minutes)

Student practitioners will partner with another student and the pair will be provided a conflict scenario card. The pair will use cell phone audio and record the interaction and Airdrop the audio file to the instructor.


Item # 39. Break Four (Approx. 10 minutes)

The break will allow student practitioner to process what they have seen, heard and learned. Socializing with other students will allow short and informal discussions on break for mental application to previous experiences.

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Item # 40. Discussion: Be Alert & Decisive / Respond, Don’t React (Approx. 5 minutes)

The instructor will explain and provide examples of being alert and decisive. The instructor will also describe and explain the importance of mental role playing.

Item # 41. Activity: Color Codes / Distance / Positioning / Intervention Options – Officer Assaulted Video / Verbal Intensity Video / Justification / Theory Reality BSL (Approx. 15 minutes)

The instructor will explain and provide context to the levels of awareness (indicated by color). The instructor will then show the officer assaulted video and conduct a short discussion/debrief. The video will then be shown in slow motion so student practitioners can easily identify pre-attack indicators. The instructor will then show the indicators in real time video as an example of projection and pre-attack indicators and how provocation can be a catalyst to conflict.


Item # 42. Discussion: Five Indicators of a Threat (Approx. 5 minutes)

The instructor will lead a facilitated discussion on the five indicators of a threat.

Item # 43. Discussion: Control Your Tone (Approx. 10 minutes)

The instructor will lead a facilitated discussion on the importance of tone. The slide represents the importance of tone and how voice inflection, non-verbals and volume are equally important as message content. Student practitioners will be encouraged to relate a real-life example of how volume, inflection and content have instigated conflict.

Item # 44. Discussion: SHOWTIME Concept (Approx. 10 minutes)

The instructor will lead a facilitated discussion on the Showtime concept. The learning point is to emphasize the importance of being in the right mind and knowing that your every word, motion (body language), and how a student practitioner comports themselves can set the tone of any interaction. The instructor will provide some tactics to prepare for a Showtime mindset.

Item # 45. Discussion: Be Their Equal / Verbal and Non-Verbal Presence / Communication Alignment (Approx. 10 minutes)

The instructor will lead a facilitated discussion on treating people as equals and not taking a superior attitude during interactions or while in the public eye. The instructor will discuss congruence of words, non-verbals and tone and what can happen when they are not aligned. The video stacking your blocks will be shown to provide deeper context for future application of the Showtime concepts.

Item # 46. Activity: SHOWTIME – Stacking Your Blocks Video / Amy Cuddy Power Pose Video (Approx. 10 minutes)

The instructor will lead a facilitated discussion on the pros and cons of using the “power pose”. The Amy Cuddy video will demonstrate the benefits of the pose. The students will then be asked to provide examples of when the power pose would not be appropriate.


Item # 47. Discussion: Proxemics Defined / 10-5-2 Rule / Develop Exit Strategies / Relative Positioning - News Clip of Racine Jail Video / Gas Station Slap Video (Approx. 10 minutes)

The instructor will lead a facilitated discussion on the safety importance of proxemics. The 10-5-2 rule will be explained as different distances that should be used based on assessment, communication and

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operation. The instructor will demonstrate the distances and utilizing the stacking blocks concept while understanding the tactical stances of relative positioning. The Racine jail video will be shown as an example of establishing distance and the dangers of getting too close. The gas station video will also be shown as an example. Both video should invoke further group discussion.


Item # 48. Activity: Proxemics Tactics: Thinker / Stop Sign / Double Stop Sign / Guiding Hands – Sitting Officer Assaulted Video (Approx. 10 minutes)

The instructor will lead a facilitated discussion on the safety importance of proxemics and some hand and body position that provide a tactical advantage without being threating. The instructor should physically demonstrate the positions while going through the slides. The students will stand and practice them with the instructor in a group participation exercise. The instructor will also demonstrate tactical sitting and the students will then sit and practice that position. The officer assaulted video will then be shown as an example for group discussion. Learning point- the officer in the video was saved by other inmates because he was previously perceived as fair and respectful by them.


Item # 49. Break Five (Approx. 10 minutes)

Prior to the break, students will be asked, “What are some examples of when you believe you need to be “on stage.” What advice would you give someone in your shoes during those moments?” The break will allow student practitioners to process what they have seen, heard and learned. Socializing with other students will allow short and informal discussions on break for mental application to previous experiences.

Item # 50. Universal Greeting – Appropriate Greeting, Name and Affiliation, Reason for Contact and Relevant Question. (Approx. 10 minutes)

The instructor will lead a facilitated discussion and revisit the Universal Greeting process/tactic. The instructor should stress the importance of being respectful and staying in script.

Item # 51. Discussion: Benefits of a great Universal Greeting – Good Car Stop Video (Approx. 10 minutes)

The instructor will show the good cop video. The questions on the slide notes should be asked, stressing the importance of being respectful and on script.


Item # 52. Discussion: Universal Greeting – Applicability - Traffic Stop / Open Doors / Customer Service / Cell Inspection / Lost Person / Time Off / Teacher Meeting – Just One Thing Video (Approx. 10 minutes)

The instructor will describe circumstances when the Universal greeting can and should be used. The instructor will then show the just one thing video. The learning point is that sometimes we are doing things that may cause conflict and we don’t realize or no one told us.


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Item # 53. Activity: Universal Audio Recording – Personal / Professional / Organizational (Approx. 15 minutes)

In this activity, each student will write up a universal greeting for a personal, professional, and organizational interaction. Each student will then audio record each universal greeting (3 per student) to be e-mailed to the instructor.


Item # 54. Jack Hoban Universal Encounter Video (Approx. 10 minutes)

The instructor will explain the value of initiating a universal encounter (consensual encounter/public relations/being friendly interaction) by using the universal greeting tactic. The instructor will then show the Jack Hoban video to provide context for a short group discussion.


Item # 55. Break 6 – Discussion: Three Takeaways from Today’s Class (Approx. 5 minutes)

Prior to break, students will be asked to think of three takeaways from the class. The break will allow student practitioner to process what they have seen, heard and learned. Socializing with other students will allow short and informal discussions on break for mental application to previous experiences.

Item # 56. Discussion: Initial Contact Sequence (Approx. 10 minutes)

Students will be allowed time to develop and finish their 3 universal greeting scripts and audio recordings.

Item # 57. Activity: Practice Initial Contact Script (Approx. 10 minutes) Students will practice their universal greeting with a partner. The partner can assist with recording for submission.

DAY 2 (8 hours)

Item # 1. Show Peace Stories: Melissa Van Winkler Peace Story (Approx. 10 minutes)

The instructor will show the Melissa Van Winkle video to set the tone for the day’s learning

environment.


Item # 2. Review & Preview (Approx. 10 minutes) The instructor will review the previous days lessons. The instructor will also provide an overview of the next blocks of training/learning. Item # 3. Check Assignments: 3 Universal Greetings / Lost Customer Script (Approx. 10 minutes) The instructor will review the universal greeting assignments from the previous day. The instructor will playback some examples to start a group discussion. Item # 4. Activity: Needs Assessment – Robyn Foster Incident Video Role Reversal (Approx. 10 minutes)

The instructor will show the Robyn Foster role reversal video as an example of how important facial expressions can influence an interaction.


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Item # 5. Discussion: Special Needs Strategies/Perspectives (Approx. 10 minutes)

The instructor will lead a facilitated discussion about working with people with special needs. Students will be asked to related previous experiences with special needs contacts and how thy resolved the situation to promote group learning. The instructor will also introduce the idea of perspectives (individual perspectives and contact perspectives and how they may differ based on experiences. The classes will then divide into two large groups and list their perspectives of the other group and share them with the class. After these perspectives are discusses we review a lessons learned through the approach of “What was done well and what could we do better.

Item # 6- Break (Approx. 10 minutes)

Prior to the break, the instructor should ask the class, “What does it mean to listen with all your senses?”

The break will allow student practitioners to process what they have seen, heard and learned. Socializing

with other students will allow short and informal discussions on break for mental application to previous

experiences.

Item # 7. Review: Empathy Triad (Approx. 5 minutes)

The instructor will review the empathy triad from previous days learning.

Item # 8. Discussion: See the World through their Eyes (Approx. 5 minutes)

The instructor will provide instruction and guidance on students using all their senses in the Context phase of the 6C’s. The instructor should stress the importance of seeing the contact’s perspective while assess potential threat cues, displaying a level of confidence and trust, assessing the contact’s emotional state, and their comfort needs.

Item # 9. Discussion: Active Intelligence Gathering (Approx. 5 minutes)

The instructor will lead a review of the first step of the 6C’s of Context. This will lead into the next slide and activity of reviewing the Joe Potterton video.

Item # 10. Activity: Joe Potterton Video - Beyond Active Listening Exercise (Approx. 5 minutes)

The instructor will inform students to note certain learning points from the Joe Potterton video according to the slide. The Joe Potterton video will be shown and the instructor will conduct a short debrief.


Item # 11. Discussion: Beyond Active Listening – Listen with all your Senses / Clarify / Paraphrase / Reflect / Mirror / Advocate / Summarize Joel Lashley Mother Throwing Plate Video (Approx. 10 minutes)

The instructor will review the steps of going beyond active listening and break down the six steps as noted on the slides. Students will partner and practice using the paraphrase, reflection, mirror, advocate, and summarize techniques according to the learning points noted in the slides. The instructor will also show the throwing plates video to emphasize the learning points.


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Item # 12. Summary: Non-Escalation (Approx. 5 minutes)

The instructor will review what “non-escalation” means by asking the students to reflect and provide their own interpretation of the non-escalation concepts through a discussion.

Item # 13. Discussion: Redirections – Acknowledge / Redirection – Barking Dog Example Video

Item # 14. Break Two (Approx. 10 minutes)

Prior to the break, the instructor will ask students to reflect on the question, “What are situations you

face at work that require de-escalation?” The break will allow student practitioners to process what they

have seen, heard and learned. Socializing with other students will allow short and informal discussions

on break for mental application to previous experiences.

Item #15. Redirection Examples: Public Safety / Correctional / Social Services / Healthcare / Military Video – Other Examples (Approx. 10 minutes)

The instructor will allow students to provide short verbal examples to the rest of the class when they have had to de-escalation skills at work. The instructor will then introduce the redirection concept to the class. The barking dog video will be shown to set the tone of the redirection concept. The instructor will go through the slides to provide context to using redirection in different environments.


Item # 15. Activity – Redirection Script / Audio Recordings (Approx. 15 minutes)

Students will partner and develop a redirection script and record their script in a mini-role play exercise. All recording will be submitted to the instructor via e-mail.


Item # 16. Discussion: Persuasion Sequence / Persuasion Sequence Application – Tony Pinelle Peace Story (Approx. 10 minutes)

The instructor will show the Tony Pinelle video to provide context on the “Persuasion sequence”. The instructor will then lead a group discussion on the application of the persuasion sequence.


Item # 18. Discussion: Examples of when to use the Persuasion Sequence / Verbal Intensity – Search Talk / Persuasion / Light Control Talk / Heavy Control Talk (Approx. 10 minutes)

The instructor will ask the class, “What are some examples of when redirections or the persuasion sequence could be used?” to initiate a group discussion. The instructor will then review the slides and discuss the different levels of verbalization such as intensity, search-talk, light control talk, and heavy control talk.

Item # 19. Discussion: Persuasion Sequence Components / Set Context / Present Options / Give a Second Chance (Approx. 10 minutes)

The instructor will review the slides and provide context on the proper application of the different levels of verbalization. Students will participate in a group discussion on the proper application of the different levels of verbalization through a facilitated discussion. The instructor will then show the asking rather than telling, the asking and telling, and the they will fill in the blanks videos to provide contextual application.


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Item # 20. Discussion on Importance of Asking - Video: Sprite Asking Commercial Video / Flight Attendant Peace Story / Pete Pellegrino Family Peace Story Video (Approx. 10 minutes)

The instructor will review the persuasion sequence and demonstrate the importance of asking and explaining why to help reduce misunderstanding and improve communications


Item # 21. Discussion: Tactical Empathy (Approx. 10 minutes)

The instructor will review the importance of “Tactical Empathy” reinforcing the Treat People Right Card and discussing the “Empathy Triad”. Students will participate in a group discussion on the proper application the empathy triad and different levels of verbalization strategies through a facilitated discussion.

Item # 22. Presenting Options: Dennis O’Keefe Peace Story Video (Approx. 10 minutes)

The instructor will review the Dennis OKeefe video reinforcing the importance of explaining why and setting context, giving them an opportunity to reconsider Treat People Right Card and discussing the “Empathy Triad”. Students will participate in a group discussion on the empathy triad and different levels of verbalization strategies through a facilitated discussion.


Item # 23. Activity: Persuasion Sequence Script writing and Audio Recording (Approx. 10 minutes)

The instructor will ask the class, “What is a situation you know of that you have experienced where you have asked someone do to something and they simply refused, resisted or said no? The instructor will then have student complete the workbook on page 23 a persuasion sequence to create an audio exercises.


Item # 24. Lunch (Approx. 60 minutes)

The lunch break will allow student instructors to process what they have seen, heard and learned.

Socializing with other students will allow short and informal discussions on break for mental application

to previous experiences.

The instructor will review the video on Debbie Davis and conduct a guided discussion on the importance of asking to clarify, explaining why and setting content. Students will participate in a group discussion on the proper application of the different levels of verbalization strategies through a facilitated discussion. The instructor will then show the asking rather than telling, the asking and telling, and the they will fill in the blanks videos to provide contextual application.


Item # 25. Discussion: Crisis Intervention – Goals of Crisis Intervention / Individuals in Crisis – Matt Tinny Peace Story Video (Approx. 10 minutes)

The instructor will discuss the goals of crisis intervention (safety and recovery) and provide possible triggers to cause crisis. The instructor will go through the slides to provide contextual learning points. The Matt Tinney video will also be shown for context.


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Item # 26. Discussion: Primary Goal – Safety / Assessment / Crisis Management Strategies / Secondary Goal – Recovery – Officer Joffrion Peace Story (Approx. 10 minutes)

The instructor will provide a number of crisis management strategies to be applied in crisis intervention situations. The Joffrion video and the Cop Slaps video will also be shown to provide examples.


Item # 27. Activity: Real World Contact Video Submission (Approx. 10 minutes)

Students will work with their table and develop a crisis intervention script for the following scenario, “Work with your team to develop a response to the person arriving at your duty location in a bunny suit with an airhorn.” The students will record their table’s script and act out the scenario and video the scenario for submission. Each table will submit their video to the instructor via Airdrop.


Item # 28. Break Four (Approx. 10 minutes)

Prior to the break, the instructor will ask students to reflect on the question, “What do you do when the

Persuasion Sequence doesn’t work or you have an articulable safety issue?” The break will allow student

practitioners to process what they have seen, heard and learned. Socializing with other students will

allow short and informal discussions on break for mental application to previous experiences.

Item # 29. Discussion: Take Appropriate Action – Know Your Options / Action Criteria (Approx. 10 minutes)

The instructor will ask the question, “ What are some examples of when you know Words Alone will not resolve a conflict situation?” The question is rhetorical and will allow students to reflect on applying that question to the next segment of learning. The instructor should emphasize the importance of taking action when words fail or a safety situation overrides just talking.

Item # 30. Video – Tennis Player Takedown / Mike Delvaux It Always Works Video(Approx. 10 minutes)

The instructor will show the Mike Delvaux video and the Tennis player video to provide context of what can happen when words fail.


Item # 31. Discussion: What does your policies and procedures say about taking Appropriate Action (Approx. 10 minutes)

The instructor will review agency policy and procedure regarding use of force and taking action. Students will be encouraged to discuss their policy and procedures regarding use of force, de-escalation, and taking appropriate action.

Item # 32. Video: NYPD Partner Conflict Video (Approx. 10 minutes)

The instructor will show the NYPD video to show an example of taking action. The instructor will ask,” Was the action appropriate? If you were the partner, would you intervene? If so, how would you intervene?”


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Item # 33. Discussion: Bystander Mobilization (Approx. 10 minutes)

The instructor will introduce the “bystander mobilization” concept of taking action to intervene when inappropriate action is taking place. This should allow students to discuss as a class, situations where they have had to intervene on a fellow officer that may have used excessive force or engaged in conflict provoking behavior or language. Ethical intervention will also be introduced as a balance of when to intervene.

Item # 34. Video: Rodney King Incident Video (Approx. 10 minutes)

The instructor will show the Rodney King video. The instructor will debrief the class and review the portions of when another officer could have intervened.


Item # 35. Discussion: Ethical Intervention – Assist / Fix / Stop / Write (Approx. 10 minutes)

The instructor will introduce the concepts of “assist, fix, stop, write” as a plan for future application in an ethical intervention situation. After this strategy is discussed, students will again be asked, “What are some examples of when you should exercise ethical intervention?” and provide examples of how they may have previously applied this strategy.

Item # 36. Discussion: When you should exercise Ethical Intervention – Jack Hoban Ethics are moral values in action Video / Rob Shiller Promise to my Partner Video (Approx. 10 minutes) The instructor will show both videos to provide context and application of the ethical intervention strategies for discussion. (***Equipment requirement-video projector, speakers, screen and audio***)

Item # 37. Break Five – (Approx. 10 minutes) Discussion: How would you prevent your partner from doing something they will regret?

Prior to the break, the instructor will ask the class, “How would you prevent your partner from doing

something they will regret?” The break will allow student practitioners to process what they have seen,

heard and learned. Socializing with other students will allow short and informal discussions on break for

mental application to previous experiences.

Item # 38. Discussion: Stages of Partner Intervention – Pre-Incident Prevention / Direct-Contact Override / Delayed Post-Incident Remedies (Approx. 10 minutes)

The instructor will introduce the stages of partner intervention strategies according to the slides. The three concepts of pre-incident prevention, direct-contact override, and delayed post-incident remedies will be discussed.

Item # 39. Discussion: Pre-Incident Ethical Intervention – Low Level Ethical Intervention Tap Out Video / Middle Level Ethical Intervention / High Level Ethical Intervention (Approx. 10 minutes)

The instructor will show the videos and debrief them while providing context of applying the partner intervention strategies.


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Item # 40. Activity: Direct Contact Override – Verbal / Positioning / Physical (Approx. 10 minutes)



Item # 41. Discussion: Closure – Officer Grabs Dreadlocks Video (Approx. 10 minutes)



Item # 42. Activity: Write it Down – Change the Ending (Approx. 10 minutes)

The write it down concept will be analyzed and discussed by the instructor. The instructor should emphasize the importance of using documentation as an override and remaining as a factual gatherer of evidence to document every interaction. Students will be required to write a short documentation of one of the previously viewed videos to practice the write it down concept.

Item # 43. Discussion: Post Incident Closure Questions – Emotional Stability / Mental Level of Alertness / Physical Injuries (Approx. 10 minutes)

The instructor will discuss post-incident closure and emphasize the assessment of the emotional stability of the contact, along with their alertness and any physical injuries prior to leaving an interaction. Students will develop a closure script with a partner and capture a audio recording of their closure statement for submission via e-mail to the instructor.


Item # 44. Video: Wyllie Coyote Cartoon (Approx. 10 minutes)

The instructor will show the Wyllie coyote video to set the context of for debriefing.


Item # 45. Discussion: Types of Debriefing – Immediate Scene / Immediate Team / Formal Debriefing Process (Approx. 10 minutes)

The instructor will discuss debriefing and the different types of situational debriefing (immediate scene, immediate team, and formal debriefing). The instructor should emphasize the importance of debriefing in all three situations as a mechanism for reflection and improved future performance.

Item # 46. Discussion: Justifiable Techniques – Trained / Dynamic Application / Not Trained but Justified (Approx. 10 minutes)

The instructor will provide a debrief strategy and format for reviewing and reflecting on previous interactions as noted in the slide. The instructor will provide a mini role-play with a student as an example of applying previously learned lessons to a debriefing. The instructor will explain the three levels of taking action-trained (as the classroom model), dynamic application (a mode similar to trained but dynamically applied), and not trained but justified (based on totality of the circumstances). The instructor should ask students for examples of each technique to give the class a contextual framework for future application.

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Item # 47. Review: 6C’s Framework / 6C’s of Conflict Management – Law of Primacy Video (Approx. 10 minutes)

The instructor will review the 6C’s according to the slide and the card. Each student will be provided a 6C framework pocket card for future use. The instructor will show the law of primacy video to provide emphasis on the importance of closure.


Item # 48. Break Six (Approx. 10 minutes)

Prior to the break, students will be asked to reflect on “three takeaways” that they have from the

previous two days of learning. The break will allow student practitioners to process what they have

seen, heard and learned. Socializing with other students will allow short and informal discussions on

break for mental application to previous experiences.

Item # 49. Activity: Lost Customer Script Activity (Approx. 40 minutes)

Students will be afforded time to write a script that describes a conflict scenario they have experienced that they wished had ended differently, in a more positive or productive manner for a future phone audio submission.

The instructor will be available to provide guidance on the script design. Students will work together using the lost customer slide for a framework. Students will assist each other and audio record their lost customer script for submission via e-mail to the instructor.


Item # 50. Discussion: Methodologies/ 6C’s Framework / Conflict Management Chart (Approx. 10 minutes)

The instructor will review and ask students to provide in their own words, an explanation of Methodologies, the 6C’s, and Conflict Management. The instructor will assess comprehension and understanding based on responses.

Item # 51. Discussion: Takeaways (Approx. 10 minutes)

Students will write down their individual takeaways on the VDI evaluation form. The instructor will assess comprehension and understanding based on responses.

Item # 52. Assignments: Day Three – VDI Feedback Form / Review Section2 Course Objectives / Review Section 7 Terms and Quotes / Begin Planning for Real World Conflict / Begin Planning for 6C’s of Conflict Management Video (Approx. 10 minutes) If the student is continuing into the Day 3 and Day instructor level portion of the VDI class, the instructor

will assign homework based on the slide for completion for the next module of training. Day 3 and Day 4

Instructor level training will assess the student’s knowledge, comprehension, application, analysis,

synthesis, and judgment of the VDI systems and strategies.

lesson plan-verbal defense and influence practitioner

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