BLET: 21G
TITLE: DOMESTIC VIOLENCE RESPONSE
Lesson Purpose: To train officers to safely and effectively respond to domestic calls.
Training Objectives: At the end of this block of instruction the student will be able to achieve the following objectives in accordance with the information received during the instructional period.
1. Demonstrate the ability to safely respond to a domestic violence situation that includes:
a. Obtaining information from the telecommunicator
b. Utilizing proper approach tactics
2. Demonstrate appropriate methods and tactics for making contact with individuals involved in domestic violence.
3. Identify and demonstrate diffusing techniques during a domestic violence intervention.
4. Identify alternatives officers can utilize in safely responding to the following domestic violence situations:
a. Chapter 50B legal issues
b. Communicating threats
c. Domestic criminal trespass
d. Simple assaults
e. Stalking
f. Personal property issues
g. Child custody matters
h. Undisciplined/delinquent juveniles
i. Other relative/family problems
j. Same sex relationships
5. Demonstrate the ability to safely depart from a domestic situation to include:
a. Ensuring the disputants leave b) Officer safely exiting the scene "Cycle of Domestic Violence." [On-line]. 1996. Available: http://www.cybergrrl.com/dv/book/ovewheel.html.
6. Discuss the appropriate steps for conducting a domestic violence follow-up investigation.
Hours: / Twelve (12)Instructional Method: / Lecture/Practical Exercises
Training Aids: / Handouts
Flip Chart
VCR/Monitor
Videos:
Domestic Violence Response, NCJA (2006)
Criminal Justice and Domestic Violence Later
in Life, Intermedia 1-800-553-8336
(Optional)
References: / Albrecht, Steve and John Morrison. "Contact & Cover:
Field Tactics for Effective Suspect Control," Total
Survival. / Powers Lake, WI: Performance Dimensions
Publishing, 1993.
American Medical News, 1985.
"Battered Women, Why Do They Stay?" Psychology Today,
May/June 1992.
Bourlet, Alan. Police Intervention in Marital Violence.
Philadelphia: Open University Press, 1990.
Buzawa, Eve and Carl G. Domestic Violence: The Criminal Justice Approach. Newbury Park, CA: Sage
Publications, Inc., 1990.
Buzawa, Eve. "The Changing Police Response to Domestic
Disputes." Arrest Law Bulletin (Special Supplement),
1993.
Campbell, J. and P. Alford. "The Dark Consequences of Marital Rape." American Journal of Nursing (July 1989).
Clark, Jacob R. "When Brutality Hits Close to Home."
Law Enforcement News, January 31, 1995, 1, 6.
Dobash, R. Emerson and Russell Dobash. Violence Against Wives: A Case Against the Patriarchy. 1979.
"Domestic Violence: A Community Crisis Waiting for an Effective Response." Seattle, WA: Domestic Violence Intervention, 1989.
Ducanto, Joseph N. "Initiating Departmental Training Programs in Domestic Violence." Law and Order, November 1991, 78-80.
Duncan, T. S. "Home Sweet Home." Police Vol. 14, No. 4, April 1990, 28-31, 61, 63.
Gwinn, Casey. "Domestic Violence and Children: Difficult Issues." Presentation for the National College of District Attorneys’ Conference on Domestic Violence, Atlanta, GA, October 16, 1996.
Hart, B.J. (January 1989) "Domestic Violence: A Model Protocol for Police Response." Pennsylvania Attorney General'
s Family Violence Task Force. [On-line]. Available: http://umn.edu/mincava/hart/modelpo.htm.
Hearings on Women and Violence, Committee on the Judiciary, U.S. Senate. Ten Facts About Violence Against Women. August 29 and December 11, 1990.
Hilton, N. Zoe. "Battered Women'
s Concerns About Their Children Witnessing Wife Assault." Journal of Interpersonal Violence 7 (1992).
Hirschel, J.D., C.W. Dean, and R.C. Lumb. "The Relative Contribution of Domestic Violence to Assault and Injury of Police Officers." Justice Quarterly Vol. 11, 1 (March 1994): 99-117.
Hoffman, Jan. "When Men Hit Women." The New York Times Magazine, February 16, 1992, 22-27, 64-66, 72.
Hurt, Harry. "Women Who Kill Men." Self, January 1995, 118-121, 133-138.
Melvin, Eloise. "Prevention of Spouse Abuse." Crime Prevention I Manual. Salemburg, NC: North Carolina Justice Academy, 1991.
North Carolina Department of Justice. Crime in North Carolina 1994. Raleigh: North Carolina Department of Justice, 1995.
O’Dell, Anne. "Effective Investigation: Tips on Corroborating the Circumstantial Domestic Violence Case." Presentation for the National College of District Attorneys= Conference on Domestic Violence, Atlanta, GA, October 15, 1996.
Okun, L. Woman Abuse. Albany: State University of NY
Press, 1986. .
Peled, Einat, ed. Ending the Cycle of Violence:
Community Responses to Children of Battered Women.
Thousand Oaks, CA: Sage Publications, 1995.
Quigley, Kathryn. "Out of Control." Fayetteville News and Observer, July 3, 1994.
Rees, Thomas. "Officer Down -The Second Time Around." Police Marksman, July/August, 1994, 6-9.
Remsberg, Charles. The Tactical Edge. Northbrook, IL: Calibre Press, 1986.
Rosenberg, M. and M.A. Fenley. Violence in America: A Public Health Approach. New York: Oxford University Press, 1991.
Roy, Maria. "Four Thousand Partners in Violence: A Trend Analysis." The Abusive Partner. New York: Van Nostrand Reinhold Company, Inc., 1982.
Rutledge, Devallis. The Officer Survival Manual. Placerville, CA: Custom Publishing Company, 1988.
Salafia, Phil and Nick Irons. "Changing Times: The Dispatcher's Role in Domestic Violence." Law and Order, February 1995, 61-63.
Schecter and Gray, "A Framework for Understanding and Empowering Battered Woman," Abuse and Victimization Across the Lifespan, 242, Martha Straus Edition, 1988.
Sharp, Deborah. "Battered Women Who Killed Mates Fight for Freedom." USA Today, December 7, 1992.
Shupe, Anson, et. al. Violent Men, Violent Couples. Lexington, MA: D. C. Heath and Company, 1987.
Sinclair, Deborah. Understanding Wife Assault: A Training Manual for Counselors and Advocates. Ontario: Ontario Government Book Store, 1985.
Stark, E., et al. "Wife Abuse in the Medical Setting: An Introduction for Health Personnel," Monograph Series No. 7, National Clearinghouse on Domestic Violence, Washington, D.C.: U.S. Government Printing Office, April, 1981.
"Statistics from the National Coalition Against Domestic Violence." [On-line]. March 1996. Available: http://www.silcom.com/paladin/madv/stats.html.
Straus, M.A. and R.J. Gelles eds. Physical Violence in American Families. New Brunswick, NJ: Transaction Publishers, 1990.
Straus, M.A.; R.J. Gelles; and S.K. Steinmets. Behind Closed Doors: Violence in the American Family. Garden City, NY: Anchor/Doubleday, 1980.
United States Department of Justice. Family Violence: Intervention for the Justice System. Washington, D.C.: United States Department of Justice, 1993.
United States Department of Justice. Law Enforcement Officers Killed and Assaulted 1994. Washington, D.C.: United States Department of Justice, 1995.
United States Department of Justice. Sourcebook of Criminal Justice Statistics 1992. Washington, D.C.: United States Department of Justice Statistics, 1993.
United States Department of Justice. Violence AgainstWomen. Washington, D.C.: United States Department of
Justice Statistics, January 1994.
"What Is Mediation?" The Conflict Resolution & Mediation
Center of Monterey County. [On-line]. December 1995.
Available: http://www.adventur.com/mcenter/mcenter.htm
"When Looks Kill: Profiling the Domestic Assaulter."
Video: AIMS Media, 1992.
Prepared By: / Peggy M. Schaefer
Instructor/Coordinator
North Carolina Justice Academy
Kevin Maurer
Wake Technical Community College
Annette Shephard
Director of Community Response
Orange/Durham Coalition for Battered Women, Inc.
Ada Gregory
Victims’ Issues Specialist
N.C. Governor’s Crime Commission
Date Prepared: / August 1997
Reviewed By: / Kathy Moore
Agency Legal Specialist
North Carolina Justice Academy
Date Reviewed: / December 1998
November 2000
Revised By: / Kathy Moore
Date Revised: / January 2000
Revised By: / Sgt. J. F. Schutz
Marion Police Department
Kathy Moore
Date Revised: / November 2001
May 2002
Revised By: / Kathy Moore
Date Revised: / February 2003
Revised By: / Ed Zigmund
Agency Legal Specialist
North Carolina Justice Academy
Date Revised: / August 2003
Revised By: / Domestic Violence Curriculum Committee
Date Revised: / January 2005
Revised By: / Robert Yow
BLET Curriculum Coordinator
North Carolina Justice Academy
Date Revised: / January 2006
Revised By: / Coy Poole
Instructor/Coordinator
North Carolina Justice Academy
Date Revised: / July 2006
TITLE: DOMESTIC VIOLENCE RESPONSE -INSTRUCTOR NOTES
I. This is a twelve (12) hour block of instruction separated as follows:
Eight hours -Classroom lecture
Four hours -Practical exercises
II. The instructor delivering this block of instruction should be experienced in responding to and investigating domestic violence incidents. The instructor must have a basic knowledge and clear understanding of some of the safety issues that officers are faced with while on the scene of a domestic dispute. In addition, the instructor must also possess a clear understanding of the methods used to determine the primary aggressor. The instructor must impress upon students that dual arrests need to be limited to those situations that are clearly mutual in nature and do not involve acts of self-defense.
III. The instructor should use the following guidelines when conducting the practical exercise segment.
A. Purpose
During each practical exercise the responding officer’s safety awareness should be challenged but not taken to extremes. Students should first be coached and then allowed an opportunity to exercise individual decision making skills in regards to arresting the individual determined to be the primary aggressor.
B. Exercise Conditions
1. Exercises should be conducted after the lecture has been completed.
2. Exercises require four (4) hours to administer.
3. Exercises should take place utilizing an actual house structure or living room/kitchen environment.
4. These exercises are designed for a class of 20 students or less.
5. Each exercise involves a student and instructor/coach response.
6. These exercises require some spontaneous reactions from the role players, but they should not try to escalate the violence or emotions in all of them. The officers should have the opportunity to discuss alternatives to arrest and to help the role players problem solve.
C. Personnel and Equipment
1. The instructor will coach, providing guidance as a supervisor who is on the scene with the responding officer. During the first scenario the instructor should provide the most coaching, less coaching during the second scenario, and almost none by the third scenario. The instructor will critique each scenario.
2. At least two additional role players (one male, one female).
3. Duty belt, inert spray, walkie-talkies, red guns, handcuffs, safety glasses, and patrol vehicles for responding officers.
4. Red guns, safety glasses, keys, cell phone, and props (to include torn clothing, make-up, fake blood, beer cans and bottles, rubber knives, glass ashtrays, clothing in a bag) for role players.
D. Procedures for Conducting the Exercises
1. Brief the role players on the appropriate safety procedures concerning the use of the weapons and safety glasses. The instructor should refer students to form, "Safety Instructions for Practical Exercises."
2. Explain to students that they will have an opportunity to respond to at least two of the four scenarios: assault on female, simple assault, mutual assault, or no arrest.
3. Explain to students that during the first scenario the instructor will act as the contact officer and students will act as a cover officer. This will provide an opportunity to coach the students by allowing them to see how the instructor would respond. The students should be allowed to interact and ask questions of the instructor as if he/she were an FTO.
a) Tell the role players what their actions will be.
b) During the first scenario the instructor will be the arresting officer. Prior to making the arrest the instructor should briefly discuss the circumstances with the student and ask him/her who they would arrest. The instructor should then explain why they have made the decision they have made and ensure understanding. During the second scenario the roles change and the student must make the decisions but may confer with the instructor.
4. After each scenario
a) Collect walkies, weapons, and glasses and give to next students.
b) Critique and evaluate. .
5. Evaluate the students using at least two of the four scenarios:
a) Assault on a female
A woman calls 9-1-1 and states that she needs the police because her husband is beating her. The phone is disconnected before any further information can be obtained. The CAD system reflects the address as being: (specific to your training site).
Upon arrival the officers don’t hear anything from inside. The male answers the door and is irritated and wants to know what the officers want. The male is hesitant to allow anyone in and states that he didn’t call the police.
The officers should be very persistent about speaking with the person who called. Once entry is made, the officers discover a female who is shaken and visibly distraught. The female has a small amount of blood on her shirt from a busted lip and faint red bruising about her neck. The female states that the male has been accusing her of having an affair with one of his friends and that during an argument he slapped her across the mouth and started “choking” her, while on top of her, on the floor.
The male who is still very irritated states that his wife is a habitual liar and states that she came after him. The male who is starting to calm down shows the officers where he has been scratched across the face and has a bite mark on the inside of his forearm.
The couple has been married for 1 year and has a history of domestic violence. History of the incident includes the male being arrested during one past incident for pushing and slapping the victim. A protective order was also taken out during a past incident; both the order and charges were dropped in court.
Expected outcome:
The officer should realize that the male’s resistance to allowing them to enter the residence is a clue that he may have something to hide. The next clue is that the victim is visibly shaken while the male is very irritated. The assault was the result of the husband’s belief that his wife had been having an affair and this helps to support a motive. The female’s injuries should appear to be offensive in nature (attacked the face/mouth and marks on the neck). The male’s injuries should clearly represent that the victim was defending herself at the time of the assault. The history of violence could help support the officer’s decision to arrest the male as the primary aggressor.
a) Simple assault
A neighbor calls the police to report loud yelling and screaming at the next door residence. When the police arrive they hear a male and female arguing over a set of car keys and a cell phone. The male answers the door and states that he didn’t call the police but allows them to come in anyway. The female immediately walks into another room, sits down, and starts tapping her foot. The female, though not hostile, is somewhat belligerent to questioning and says several times, “just ask him.” The female does not cooperate with questioning any further.
After questioning the male, the contact officer discovers that the female struck the male by slapping him in the face and would not allow him to leave the residence. The male has faint redness about the left side of his jaw. The male tells the officers that his girlfriend is upset over an issue regarding money and his child. The male states that his girlfriend hid his cell phone, car keys, and prevented him from leaving by blocking the doorways. The male states that his girlfriend gets irrational sometimes and he thought it was best to leave but she kept preventing him from leaving.