1. Children’s Law Institute – 2016 Conrad F. Perea
My Personal Safety as a Safe Exchange & Supervised Visitation Provider and In My Everyday Life
Children’s Law Institute – 2016
Conrad F. Perea

2. Quote:
“Flexibility is a learned mental skill. In today’s dynamic world, your effectiveness as a professional depends on your readiness to adjust quickly to the moments of need or opportunity, adversity, and change.”
Jennifer Touma

3. Instructional Goals
Increase YOUR Personal Safety as a Safe Exchange and Supervised Visitation Provider.
Increase YOUR Personal Safety in YOUR everyday life.
THROUGH
Awareness
Observation
Reporting
Communication

4. Learning Objectives:
Review - N.M. Court Standards for Safe Exchange & Supervised Visitation. (12/15/14).
Know – “Reasonable Suspicion” “Probable Cause”
Define – Critical Thinking.
Recognize – Indicators of drug use.
Prepare - How to think SAFETY!
Recognize - Situational Awareness.
Think - Communication.
Understand - Proxemics.
Awareness of: - Verbal Distraction techniques.

5. Please read the following slide and count the letter f.
TEST!
Please read the following slide and count the letter f.
I will then ask you for the number of f’s that you found!

6. TEST!
FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS OF EXPERTS.

7. N. M. Court Standards for Safe Exchange & Supervised Visitation (Obj
New Mexico Administrative Office of the Courts, December 15, 2014:
Chapter 1 – Purpose
Chapter 2 - Safe Exchange & Supervised Visitation Providers
Chapter 3 - Provider Staff Qualifications and Training
Chapter 4 - Safety and Security Procedures
Chapter 5 - Program Responsibilities
Chapter 6 - Basic Administration
Chapter 7 - Definitions

8. Reasonable Suspicion (Obj. 2)
Reasonable suspicion is a standard established by the Supreme Court in a case in which it ruled that police officers should be allowed stop and briefly detain a person if, based upon the officer’s training and experience, there is reason to believe that the individual is engaging in criminal activity.
(See; Terry v. Ohio, U.S. Supreme Court)

9. Reasonable Suspicion (Obj. 2)
Reasonable suspicion is a particularized suspicion, based on all of the circumstances, that the individual being detained is breaking or has broken the law.
State v. Jason L., 2000-NMSC-018, 129 N.M. 119, 2 P.3d 856.

10. Probable Cause (Obj. 2)
A reasonable ground to suspect that a person has committed or is committing a crime or that a place contains specific items connected with a crime.
Fourth Amendment
Black’s Law Dictionary, 4th Pocket Edition

11. Probable Cause (Obj. 2)
State v. Johnson, 122 N.M. 696, 930 P.2d (1996). Probable cause to arrest exists when, at the moment the arrest is made, the facts and circumstances within the officer’s knowledge are sufficient to warrant a prudent man in believing that the accused had committed or was committing an offense.

12. Critical Thinking: (Obj. 3)
Critical thinking means making reasoned judgments that are logical and well thought out. It is a way of thinking in which you don't simply accept all arguments and conclusions you are exposed to but rather have an attitude involving questioning such arguments and conclusions. It requires wanting to see what evidence is involved to support a particular argument or conclusion. (Study.com)

13. Critical Thinking:
Ask yourself: Who, What, Where, When, Why, and How?? Use this technique when taking notes and for reporting.

14. Regarding Learning Objectives 1, 2, and 3
Questions:
Regarding Learning Objectives
1, 2, and 3

15. Indicators of Drug Use: (Obj. 4)
In the home:
On the individual:

16. Indicators of Drug Use:
Alcohol
Marijuana
Cocaine
Stimulants (methamphetamine)
Opiates (Depressants)

17. Indicators of Drug Use:
Psychomotor changes:
Social Interaction changes:
Speech Patterns:
Personality changes:

18. Psychomotor changes: Psychomotor Changes:
• Stimulants speed up the body's motor activity
• Sedatives or narcotics slow down motor functions
• Hallucinogens may produce bizarre motor movements
• Marijuana delays reaction times, impairs eye-hand
coordination, and creates unsteadiness

19. Social Interaction changes:
• Changes in social interaction are not specific to the drug
• Changes in social interaction vary from individual to individual
• Supervisors should be alert to changes in the client's usual patterns of interacting with others

20. Speech Patterns: Speech Patterns:
• Stimulants create rapid, pressured speech patterns
• Narcotics produce slow, thick, slurred speech
• Hallucinogens may produce nonsense, fantasy speech

21. Personality changes: Personality Changes:
•Personality changes are the most difficult to specify
• Supervisor needs to be alert to changes in the client's usual personality traits or expression
• Personality changes due to drug use often are sudden and dramatic

22. How to Think Safety (Obj. 5)
Safety is a state of being protected from potential harm or something that has been designed to protect and prevent harm.

23. How to Think Safety
“Look up, look down, look all around!” Role play! Think critically!

24. Situational Awareness (Obj. 6)
Situational Awareness is the ability to identify, process, and comprehend the critical elements of information about what is happening to the team with regards to the mission.
More simply, it’s
knowing what is going on around you.
(U.S. Coast Guard)
It is: “paying attention to what is going on around you.”

25. Situational Awareness
Effective communications may be the most important factor in achieving and maintaining situational awareness.
This includes effective reporting!

26. Situational Awareness
The following barriers reduce our ability to understand the situation. Recognizing these barriers and taking corrective action is the responsibility of all.
Perception based on faulty information processing.
Excessive motivation.
Complacency.
Overload.
Fatigue.
Poor communications.

27. Situational Awareness
Perception is our mental picture of reality. Our mental picture is affected by:
Past Experiences: We act on information based on our
knowledge. When something looks similar to what we
are familiar with, we may react as if it were the same.
Expectations: We interpret information in such a way
that it affirms the planned action.
Filters: We are provided with information, but we don’t
use it. We don’t pay attention to information that
doesn’t match our mental picture.

28. States of Awareness, the Cooper Color Codes
Condition White
Condition Yellow
Condition Orange
Condition Red

29. States of Awareness, the Cooper Color Codes
Condition White: White is the lowest level on the escalator. In Condition White one is unaware, not alert, oblivious. This state can be characterized as "daydreaming" or "preoccupied". People in White tend to walk around with their heads down, as if watching their own feet. They do not notice the impending danger around them.

30. States of Awareness, the Cooper Color Codes
Condition Yellow: This is a relaxed state of general alertness, with no specific focal point. You are not looking for anything or anyone in particular; you simply have your head up and your eyes open. You are alert and aware of your surroundings. You are difficult to surprise, therefore, you are difficult to harm. You do not expect to be attacked today. You simply recognize the possibility.

31. States of Awareness, the Cooper Color Codes
Condition Orange:
This is a heightened state of alertness, with a specific focal point. The entire difference between Yellow and Orange is this specific target for your attention. Your focal point is the person who is doing whatever drew your attention to him. 

32. States of Awareness, the Cooper Color Codes
Condition Red: In Red, you are ready to fight! You may, or may not, actually be fighting, but you are MENTALLY PREPARED to fight. In many, or perhaps even most, circumstances where you have gone fully to Red, you will not actually physically do anything at all.

33. Regarding Learning Objectives 4, 5 and 6
Questions:
Regarding Learning Objectives
4, 5 and 6

34. Communication (Obj. 7)
Can anyone tell us who you think is a great communicator?
What skills make them great communicators?

36. Communication

37. Communication Master these 6 to become a master of communication:
Facial Expression
Posture or Stance
Gestures and Movements
Eye Contact
Territorial Space (Proxemics)
Touch

38. Communication 6 keys to effective listening: Tune in.
Ask for an overview statement.
Take notes.
Notice the speaker’s delivery style, but don’t take it too seriously.
Repeat the message back to the speaker in your own words.
Take a moment to consider – before responding.

39. Communication Be transparent about procedures.
Communication Techniques for Dealing with Challenging People. (Kelly Tait)
Be transparent about procedures.
Tell them the ground rules early in the process.
Acknowledge emotions first, then use logic.
Use the client’s name a couple of times in a row if necessary. Have direct eye contact while you do this.
Use strong gestures to reinforce your message e.g. palms down gestures, “stop” sign, pointing IF necessary (this is a very strong gesture that is easily overused.).

40. Communication
Continued: (Kelly Tait)
Keep your voice level or take the volume down a notch or two. If you must raise your voice, work to keep the tone firm and confident, not arrogant or angry.
Use a pointed silence.
Remind them of ground rules and consequences.
Give them something constructive to do (paraphrase, take notes, etc.).
Respectfully redirect the rambling client by briefly paraphrasing what he/she said and then telling them what you need now.

41. Communication
Continued: (Kelly Tait)
Let them know what’s in it for them – “We need to stay focused on the issues we’re here for today.”
Do not make it personal, draw on a broader authority (e.g. “The regulations/rules require that …”).
Segment the process in small steps to focus their attention.
At the end, focus on “next steps” and ideally include something positive or constructive. Remember that they are taking how they feel about the process out into the world with them.

42. Proxemics (Obj. 8)
“The study of how human beings communicate through their use of space”
Defined as, “The spatial dimension of non verbal behavior”
E.T.Hall, Anthropologist

43. Proxemics Fundamental areas of Proxemics:
Intimate Distance – ( ft.) intimate friends and family.
Personal Distance – (1.5 ft. – 3 ft.) (the Bubble) people well known to us.
Social Distance – (4 ft. – 11 ft.) general gatherings, general interactions.
Public Distance – (12 ft. 25 ft.) public interactions.

44. Proxemics

45. Verbal Distraction (Obj. 9)
Book – Verbal Judo; Redirecting Behavior with Words, George J. Thompson, Ph.D. (2012).
The Maxims:
Move confrontations away from confrontations back to the reasoning process – When you must guide others to a wiser course of action, help them see new approaches rather than argue about the right answer.
Motivate others by raising their expectations of themselves – When you seek to motivate others, begin by discovering what they do well. Encourage them to develop their special talents by helping them define their own self- worth.

46. Verbal Distraction
Persuade others with their energy, not your own – When you wish to convince others, first learn what is in their best interest. Persuade them with an appeal to that interest, not through the force of your own words.
Direct others rather than control them – When you supervise others’ efforts, recognize their need for independence. Assume responsibility for their doing well, not for doing their job yourself.

47. Verbal Distraction
Give way in order to control – When you negotiate with others who demand that you give in, first seek a middle position that will satisfy their needs and your limits. Insist on discussing principles, not personal preferences.
Embrace frustration with empathy – When you must calm others who are distraught, always harmonize with their pain. Lead them through their distress to reason.

48. Verbal Distraction
Overcome hard with soft – When you must compel others to obey law or regulations, ignore the impact of their insults. Enforce authority of the institution you represent, not the power of your anger.
Be disinterested when you punish – When you must punish others for violating clearly defined rules, always set aside your personal indignation. Respect the authority that empowers you to discipline.

49. Verbal Judo
1st principle of physical judo is to not resist your opponent. Instead, try to move with them and redirect their energy.
Don’t ignore or dismiss a question—that’s the same as resisting it.
Always attempt to answer, not avoid.
Leap into the questions with energy. Turn them into opportunities to explain yourself, tell what you do, justify your views.

50. Verbal Judo
Here’s the chance to educate a person, to win their respect, and provide them with deeper understanding so they won’t go away angry.

51. Regarding Learning Objectives 7, 8 and 9
Questions:
Regarding Learning Objectives
7, 8 and 9

52. Quote:
"Great minds discuss ideas; average minds discuss events; small minds discuss people."
Eleanor Roosevelt