1. USING SIMULATIONS TO ENGAGE POLICE IN LEARNING ABOUT MENTAL ILLNESS a community-university collaborative project CU Expo Corner Brook Newfoundland June 14, 2013

2. Which one of the following categories best describes your area of work? 1.Social services 2.Police services 3.Health care 4.Education 5.Emergency services 6.Student 7.Hotel and food services 8.Government services 9.Legal services 10.Business and information services 1.Social services 2.Police services 3.Health care 4.Education 5.Emergency services 6.Student 7.Hotel and food services 8.Government services 9.Legal services 10.Business and information services

3. How many youth in Canada are living with mental illness? A.560,000 B.750,000 C.250, 000 D.1,000,000 A.560,000 B.750,000 C.250, 000 D.1,000,000

4. For every 5 people with mental illness, how many have been arrested? A.1 in 5 people B.2 in 5 people C.4 in 5 people D.5 in 5 people A.1 in 5 people B.2 in 5 people C.4 in 5 people D.5 in 5 people

5. How frequently are police dispatched to a call involving a mentally ill person in the community? A.1 in 20 calls B.3 in 100 calls C.10 in 1000 calls D.20 in 1000 calls A.1 in 20 calls B.3 in 100 calls C.10 in 1000 calls D.20 in 1000 calls

6. Our Partnership 2006 initiated by DRPS Ontario Shores Centre for Mental Health Sciences Educational sessions provided 2007 grant to develop simulations 2008 Canadian Council on Learning funding for evaluation 2010 York Regional Police join 2011 OPP join – elder abuse simulation Simulations part of mandatory training Other police services accessing simulations Goal To better serve individuals living with mental illness in our communities 2006 initiated by DRPS Ontario Shores Centre for Mental Health Sciences Educational sessions provided 2007 grant to develop simulations 2008 Canadian Council on Learning funding for evaluation 2010 York Regional Police join 2011 OPP join – elder abuse simulation Simulations part of mandatory training Other police services accessing simulations Goal To better serve individuals living with mental illness in our communities

7. Police Education DRPS officers received training - 870 sworn members Annual education building on simulation training Based on real encounters Community Input Interactive Knowledge + context DRPS officers received training - 870 sworn members Annual education building on simulation training Based on real encounters Community Input Interactive Knowledge + context

8. Other Police Education 200 officers from York Regional Police have attended the education over the last 3 years UOIT and Ontario Shores partner to provide the education The officers tour the Centre and meet with a forensic patient to hear their story about their police encounter The education is tailored to address specific aspects of mental health that they have encountered or have a knowledge deficit with. Video of Christina – Benefits for YRPS 200 officers from York Regional Police have attended the education over the last 3 years UOIT and Ontario Shores partner to provide the education The officers tour the Centre and meet with a forensic patient to hear their story about their police encounter The education is tailored to address specific aspects of mental health that they have encountered or have a knowledge deficit with. Video of Christina – Benefits for YRPS

9. Research Questions To what extent can simulations be used as a tool to educate police officers about mental illness and how to respond effectively in interactions with mentally ill persons? To what extent do simulations enhance police officers’ confidence in their ability to interact effectively with mentally ill persons? To what extent do police officers find simulations a) easy to use; and b) reflective of reality? To what extent can simulations be used as a tool to educate police officers about mental illness and how to respond effectively in interactions with mentally ill persons? To what extent do simulations enhance police officers’ confidence in their ability to interact effectively with mentally ill persons? To what extent do police officers find simulations a) easy to use; and b) reflective of reality?

10. Research Sample and Methodology 51 officers in the study Fairly equal distribution of officers in the control group 18 (no education), placebo group 16 (face to face) and the treatment group 17 (simulations) Quantitative: Pre-post tests: mental illness knowledge, Opinions about Mental Illness Qualitative: Focus groups with themes related to learning preference, experience and confidence with a mentally ill person and feedback regarding simulations versus face to face education 51 officers in the study Fairly equal distribution of officers in the control group 18 (no education), placebo group 16 (face to face) and the treatment group 17 (simulations) Quantitative: Pre-post tests: mental illness knowledge, Opinions about Mental Illness Qualitative: Focus groups with themes related to learning preference, experience and confidence with a mentally ill person and feedback regarding simulations versus face to face education

11. Research Questions 1.To what extent can simulations (SM) be used as a tool to educate police officers about mental illness and how to respond effectively in interactions with mentally ill persons? Both FTF & SM are effective (based on pre/post tests) Both FTF & SM are more effective than no training (compared with Control group) SM is as effective as FTF Participants reported they felt engaged (highly interactive; immediate feedback) Policing is based on a strong oral culture (learn by sharing experiences)

12. Research Findings 2.To what extent do simulations enhance police officers’ confidence in their ability to interact effectively with mentally ill persons? Confident by nature of the job Use of Force policy is clear Unpredictability is a concern; recognition of the importance of building rapport Experience is key; learn from each other Increased knowledge has a positive effect Public scrutiny and liabilities are factors Younger officers – be seen as “solid” officers 2.To what extent do simulations enhance police officers’ confidence in their ability to interact effectively with mentally ill persons? Confident by nature of the job Use of Force policy is clear Unpredictability is a concern; recognition of the importance of building rapport Experience is key; learn from each other Increased knowledge has a positive effect Public scrutiny and liabilities are factors Younger officers – be seen as “solid” officers

13. Research Findings 3.To what extent do police officers find simulations a) easy to use b) reflective of reality? Very easy to use – content appropriate, good mix of reading & videos; appreciated Library resources; definitions Realistic – common incidents; “real” police in the video clips; realistic response choices Suggestions – more response options, larger video screen; access to Help Box prior to making a decision; ability to ask questions of Dispatcher 3.To what extent do police officers find simulations a) easy to use b) reflective of reality? Very easy to use – content appropriate, good mix of reading & videos; appreciated Library resources; definitions Realistic – common incidents; “real” police in the video clips; realistic response choices Suggestions – more response options, larger video screen; access to Help Box prior to making a decision; ability to ask questions of Dispatcher

14. Additional Partners Region of Durham Social Services Ontario Provincial Police Region of Durham Social Services Ontario Provincial Police

15. Benefits of Collaboration Unique set of educational simulations Greater interest in learning about mental illness More effective interactions with mentally ill persons Greater awareness of community resources Fewer police apprehensions & trips to emergency Greater respect for each other’s roles Opportunities for relationship building Celebrating success “stories” Promoting awareness (local, provincial, national, international) Contribution to simulation and education literature Unique set of educational simulations Greater interest in learning about mental illness More effective interactions with mentally ill persons Greater awareness of community resources Fewer police apprehensions & trips to emergency Greater respect for each other’s roles Opportunities for relationship building Celebrating success “stories” Promoting awareness (local, provincial, national, international) Contribution to simulation and education literature

16. Thank You! Questions, Comments… Questions, Comments…

17. Contact Information University of Ontario Institute of Technology Wendy Stanyon, Associate Professor, Faculty Health Sciences wendy.stanyon@uoit.ca Durham Regional Police Service Eva Reti, Inspector; ereti@drps.caereti@drps.ca Phil Lillie, Detective Sergeant; plillie@drps.ca Ontario Shores Centre for Mental Health Sciences Marjory Whitehouse, Risk Manager whitehousem@ontarioshores.ca University of Ontario Institute of Technology Wendy Stanyon, Associate Professor, Faculty Health Sciences wendy.stanyon@uoit.ca Durham Regional Police Service Eva Reti, Inspector; ereti@drps.caereti@drps.ca Phil Lillie, Detective Sergeant; plillie@drps.ca Ontario Shores Centre for Mental Health Sciences Marjory Whitehouse, Risk Manager whitehousem@ontarioshores.ca