Written and Verbal Communications 28 hrs

1
Written and Verbal Communications (28 hrs)

• TCLEOSE LEARNING OBJECTIVES
• 07/29/04

2
Objectives

• Unit Goal 15.1. The student will understand
  the principles, uses, and the application of
  taking proper field notes.
• 15.1.1. Discuss the definition and use of a
  field note.
• 15.1.2. Organize types of information that
  should be entered into officers field notebook.
• 15.1.3. Compile questions to be answered in
  field notes to complete a report.
• 15.1.4. Describe the two systems and mechanics
  of field note-taking.
• 15.1.5. List the advantage of proper field
  notes.
• 15.1.6. List the rules for complete note-taking
• Unit Goal 15.2. The student will develop
  effective interpersonal communication skills.
• 15.2.1. Identify the basic models and principles
  of communications
• 15,2,2 Employ tactical communications
  appropriate to the situation.
• 15.2.3. List four elements the officer must
  recognize and control in an encounter.
• 15.2.4. Define passive, assertive, and
  aggressive behavior/communications.
• Unit Goal 15.3. The student will improve the
  skills of written communication as it applies to
  report writing and communicating ideas.
• 15.3.1. Identify the process in writing complete
  sentences.
• 15.3.2. Recognize sentence clarity problems and
  correct them.
• 15.3.3. Demonstrate observation and descriptive
  skills
• Unit Goal 15.4. The student will understand the
  uses, essential characteristics, and types of
  police reports.
• 15.4.1 List the significant uses of the police
  report.
• 15.4.2. List the eight essential characteristics
  of the police report.

3
Unit Goal 15.1. The student will understand
the principles, uses, and the application of
taking proper field notes.
4
15.1.1. Discuss the definition and use of a
field note.
5
DefinitionBrief notations concerning specific
events and circumstances that are recorded while
fresh in the officer's mind and used to prepare a
report.
6
Uses
7
Report writing

• Provides basis for report
• Reduces need to re-contact parties involved
• Provides greater accuracy relative to time,
  statements, and events than memory alone

8
Court

• Notes used in court are subject to scrutiny of
  the court
• May produce impeachable inconsistencies between
  notes and reports
• Notes used in court kept for future use
• Non-police information should not be written in
  notebook, i.e., no personal comments or other
  unrelated information

9
Note to the instructor Use this information in
every scenario/role-play possible to give
students practice in note-takingProvide students
opportunity to practice field note-taking
exercise.
10
15.1.2. Organize types of information that
should be entered into officers field notebook.
11
Persons

• Suspect(s)
• Victim(s)
• Witness(es)

12
Describe from head to toe

• Race and sex
• Hair - color, style, curly, straight, etc.
• Hat - color, style
• Face complexion
• Eyes - color, shape
• Nose - mouth area and any distinguishing marks
• Shirt - color, style
• Pants - color, style
• Shoes - color, style
• Other distinguishing marks, e.g., tattoos, scars,
  limp, missing teeth, etc.

13
Vehicles

• Describe top to bottom
• Color - top to bottom Year/model
• Manufacturer
• License plate year of expiration, state
  registered
• Value
• Distinguishing mark/damage
• Insured
• Financed

14
Other property - description will differ by the
type of property, but should include

• Manufacturer
• Model name/number
• Serial Number
• Cost/value
• Size
• Color
• Style
• Use (if not obvious)

15
Date(s) and time(s)
16
Exact location of occurrence
17
Persons involved
18
Other important information

• Case number
• Assisting officer activity
• Location and chain of evidence/custody
• Type of incident

19
15.1.3. Compile questions to be answered in
field notes to complete a report.
20
Who? (Persons involved should be identified by
role as suspect, victim, or witness)

• Complete name, address, telephone number, work
  address and work telephone numbers
• Correct spelling
• Any aliases used
• Sex and race
• Occupation (if employed)
• Student/school
• Age and date of birth

21
What?

• Type of offense committed
• Type of property involved
• Means of transportation used, if any, or by foot
• Statements made
• Speech impediments
• Unusual words or phrases

22
When? (Date and Time)

• Offense occurred
• Reported
• Discovered
• Evidence located
• Witness(es) and victim(s) contacted
• Arrest(s) made

23
Where?

• Exact location that offense occurred
• Reference points map used
• Type area - residential, business, open field
• Location of victims, witnesses or suspects in
  relation to crime.

24
Why? (Motive or cause)

• Revenge
• Drug addiction
• Monetary gain
• Accidental

25
How? (Occurred)

• Property obtained
• Suspect approached
• Suspect gained access/entry
• Exit/leave scene

26
15.1.4. Describe the two systems and mechanics
of field note-taking.
27
Permanent field notes recorded in notebook

• Record officer name and badge number (or ID
  number) on notebook
• Be neat when recording
• Keep pages intact and in proper sequence
• Record day/date in sequence
• Record daily call(s) in sequence
• Record note at scene follow-up in sequence
• Keep permanently

28
Temporary field notes

• Discard following the completion of report
• Be neat
• Record notes in order of events (field vs.
  follow-up)

29
15.1.5. List the advantage of proper field
notes.
30
Provides for recall at a later time/date

• Enables officer to separate details of the
  offense
• Not totally dependent on memory
• Provides detail when preparing report and
  testifying in court.

31
15.1.6. List the rules for complete note-taking
32
Restrict notes only to important facts, and
information

• Witness, suspect, victims
• Property
• Vehicles used
• Details of how offense occurred.

33
Unit Goal 15.2. The student will develop
effective interpersonal communication skills.
34
15.2.1. Identify the basic models and principles
of communications
35
A failure to communicate could result in dire
consequences.
36
Communication is the transfer of meaning.
37
For communication to be successful, the meaning
must not only be sent, but also comprehended.
38
Models of Communication
39
Linear Communication

• Sender - Mental images - Nonverbal feelings,
  intentions, or mental pictures
• Encoding - Method of communication (nonverbal,
  verbal, or written)
• Message - The actual transmission
• Decoding - Action process of changing the message
  back into feelings, intentions or mental pictures
  
• Receiver - Recipient of the message

40
Linear communication is not a complete
representation of the type of communication we
want, which is the interpersonal variety.
41
In order for the sender to know if the message
was received, the sender must obtain feedback.
42
Interactive Communication

• The receiver using the same methods previously
  used by the sender achieves feedback.
• This type of communication is called interactive
  communication.
• The model of interactive communication suggests
  that after a period of time the mental images of
  both sender and receiver ought to match.
• If this happens then successful communication
  has occurred. This often does not occur.
• The meaning of your message is mistaken.

43
Examples

• Your constructive suggestion is taken as
  criticism.
• Your carefully phrased question is
  misunderstood.
• Your friendly joke is taken as an insult.
• Why does this occur? There are obstacles that
  must be overcome before effective communication
  can occur.

44
Environmental Communication

• A persons environment influences how that person
  decodes the message that was sent.
• The term environment means a persons history or
  background.
• Each individual has different experiences to
  relate to for a certain situation.

45
Different types of environments (for example)

• Rich/Poor
• Sick/Healthy
• Old/Young
• Concern/Indifference

46
External Physiological and Psychological Noise

• Noise can be external, physiological, or
  psychological.
• External Noise-physical noises in the
  environment, e.g., heavy equipment, sirens,
  people talking, etc.
• Physiological Noise involves biological factors
  such as a hearing loss, illness and so on.
• Psychological Noise refers to forces within a
  communicator that interfere with the ability to
  express or understand a message accurately.

47
Transactional Communication

• Not simply a sender then receiver, sender then
  receiver type of communication, but rather both
  individuals sending and receiving at the same
  time.
• One person may be talking, i.e., sending
  communication, while receiving communications
  from another party that may be nonverbal.

48
Some principles of communication

• Communication can be both intentional and
  unintentional.
• It is impossible not to communicate through body
  language, dress, distance, etc.

49
Communication is based on

• 7-10 content
• 33-40 tone
• 60 nonverbal

50
Barriers to effective communication

• Filtering - Intentionally manipulating
  information.
• Selective perception - Selectively seeing and
  hearing based on one's needs, motivation,
  experience, background, and other personal
  characteristics
• Emotions - How the receiver feels at the time
• Words - Words mean different things to different
  people (age, education, and cultural background)
• Information overload - Too much information into
  the brain at one time (Crime scenes-cannot
  remember what happened)
• Nonverbal signs - When nonverbal cues are
  inconsistent with the oral message, i.e.,
  conflicting signals
• Time pressures - Trying to communicate in a short
  amount of time which results in messages that are
  abbreviated and the meaning of the message is not
  fully sent.

51
Helping Techniques
52
Non-Verbal Techniques

• Eye contact
• Body posture
• Distance
• Touching
• Vocalization
• Refer to Instructor Resource Guide Mandatory
  Handout - Helping Techniques

53
Verbal Techniques

• Active listening
• Clarification
• Summarization
• Allowing Silence
• Stating the Obvious
• Personalized Statements
• "Mind-Reading" (i.e., insight)
• Sharing Feelings

54
Refer to IRG VideoRefer to IRG Role- plays
C-1 to C-4 with a feedback checklist for
evaluation.
55
15.2.2 Employ tactical communications appropriate
to the situation.
56
Peace Officers As Crisis Interveners
57
Positioning

• Distancing far enough to be safe, close enough to
  see and hear.
• Facing squarely the person, persons, or
  situation.
• Looking directly at persons and situation making
  eye contact.

58
Posturing

• Standing erect to show strength and confidence.
• Eliminating distracting behaviors, e.g., biting
  nails, foot tapping, etc.
• Inclining forward to show that you are focused,
  interested, and concerned.

59
Observing

• Looking carefully at behavior appearance, and
  environment.
• Drawing inferences (initial conclusions subject
  to change as information becomes available) about
  feelings, relationships, energy levels, and
  values.
• Determining if things are normal or abnormal.
• Deciding whether it is a trouble or no
  trouble situation.

60
Listening

• Suspend judgment temporarily so you can hear
  what's being said.
• Pick out key words and phrases.
• Determine the intensity considering both volume
  and emotion. High intensity with an offender is
  a sign of danger.
• Reflect on the mood as positive, negative, or
  neutral, and whether this mood is normal or
  abnormal.

61
Responding

• Responding to content
• Reflecting on what was seen and heard
• Use respond format Youre saying _____.

62
Responding to feeling

• Reflect on feeling and intensity
• Respond to feeling You feel ____.

63
Responding to feeling and meaning

• Reflect on feeling and reason
• Respond to feeling and meaning You feel ____
  because ____.

64
Asking questions

• Using the 5W-H method (where, who, what, when,
  why, how)
• Thinking about what was said or not said in
  answering your question
• Responding to the answer by reflecting back
  content, feeling, and meaning.

65
Note to the instructor You may develop
exercises, scenarios, role- plays.

• Information in this section taken from
  Interpersonal Communications in the Correctional
  Setting Instructor's Guide. National Institute
  of Corrections, May 1983.
• Also see IPC Interpersonal Communication Skills
  for Correctional Management by Blakeman, Pierce,
  Keeling and Carkhuff and The Art of Helping by
  Carkhuff.

66
15.2.3. List four elements the officer must
recognize and control in an encounter.
67
Four elements of confrontation (use the acronym
PACE)

• problem
• audience
• constraints
• ethical presence

68
Problem

• Analyze and identify the problem
• Enables an officer to plan an approach
• Problems often change as confrontation progresses

69
Audience

• Everyone encountered is part of the audience
• How is the audience reacting?
• Examples receptive, hostile, critical
• Read audience and adapt tactics appropriately
• If person has a friend in the audience you may
  try to enlist their help. Ask the friend to help
  reason with and persuade the person to follow the
  officers orders

70
Constraints

• Determine if there are any obstacles to effective
  communication and try to eliminate them if
  possible
• Example time of day, weather, location, external
  noise, officers own mood, persons values and
  beliefs

71
Ethical Presence

• An expression of self-control
• Use words to state purpose, not to express
  personal feelings
• Maintain professional attitude
• Anything perceived as hasty, irrational, or
  unfair, makes an officer seem unethical
• There can be serious long-term consequences for
  unethical behavior.

72
Note to the instructor Exercises, scenarios,
role-plays may be developed to practice these
skills.
73
15.2.4. Define passive, assertive, and
aggressive behavior/communications.
74
Definition and characteristics of passive,
assertive, and aggressive behavior
75
Communications and behavior can be seen as
existing along a continuum that ranges from
passive or non assertive on one end to aggressive
at the other extreme.
76
Somewhere in the middle of these two extremes is
assertive behavior.
77
Behavior near the extremes does not usually
achieve the legitimate goals of professional
policing.
78
Aggressive behavior may become necessary in an
arrest situation when use of force becomes
necessary.
79
Passive behavior may become necessary to retain
one's composure when dealing with verbally
hostile individuals.
80
Note to the instructor You may want to
encourage discussion, giving examples of each
behavior.
81
I am the inferior of any man whose rights I
trample underfoot - Horace Greeley
82
An appeaser is one who feeds a crocodile -
hoping it will eat him last- Sir Winston
Churchill
83
Unit Goal 15.3. The student will improve the
skills of written communication as it applies to
report writing and communicating ideas.
84
15.3.1. Identify the process in writing complete
sentences.
85
Characteristics Of A Sentence

• A sentence is a group of words that expresses a
  complete thought.
• A sentence is a group of words that contains a
  subject, a predicate, and, if required by the
  predicate's verb, a word or words following the
  verb that complete its meaning.

86
Characteristics Of A Sentence

• The subject of the sentence is the person, place,
  thing, or idea about which something is said.
• The predicate tells something or asks something
  about the subject of the sentence. The simple
  predicate of a sentence is the verb.

87
Importance Of Complete Sentences In Written
Communication Of The Peace Officer

• Written communication is an integral part of
  every day for each peace officer.
• Without clear, complete sentences in reports,
  peace officers thoughts cannot be understood by
  any number of people who rely upon the report
  and/or notes.

88
Importance Of Complete Sentences In Written
Communication Of The Peace Officer

• An understandable and well-written report can
  help make a case.
• Clear notes and reports can help jog a peace
  officer's memory when needed.

89
Note to the instructor It is recommended that
this unit should be taught as multiple segments
over multiple days. This delayed time
arrangement is necessary for writing skills to
develop.Refer to Instructor Resource Guide for
exercise
90
Serious Sentence Errors
91
We typically speak using groups of words that are
not complete sentences.
92
If the person listening cannot understand what is
said, s/he can ask the speaker about the meaning.

93
When written, however, the groups of words must
state complete thoughts to help the reader to
understand.
94
Two serious sentence errors occur in written
communication as results of our trying to write
in the same way as we talk

• sentence fragments and
• run-on sentences.

95
Sentence Fragments
96
A sentence fragment is a group of words that is
only a piece, or fragment, of a complete
sentence. Pieces of important information are
left out of the "sentence."
97
The reader may have difficulty following what is
meant and is left to try to figure out who did
what, when, and where. This can lead to
dangerous assumptions in some cases.
98
Sentence fragments often occur through the simple
omission of words

• i.e., the mind racing ahead of the hand.

99
A sentence fragment can also occur as a result of
incorrect punctuation,

• i.e. a period in the middle of the idea rather
  than at the end.

100
Run-on Sentences
101
A run-on sentence is created when the period or
other end mark is not placed at the end of a
sentence.
102
Two or more sentences written as one are a run-on
sentence.Closely related sentences are
frequently but mistakenly combined as one,
especially if the second begins with a personal
pronoun referring to a noun in the first
sentence.
103
Joining two sentences together with a comma is
called a comma splice.
104
Run-on sentences cause similar confusion for the
reader and can lead to incorrect conclusions
about the intent of the writing.
105
15.3.2. Recognize sentence clarity problems and
correct them.
106
To achieve sentence clarity, the writer must
avoid and/or eliminate errors such as

• misplaced modifiers,
• sudden shifts in tense,
• double negatives,
• passive voice,
• misuse of quotation marks, slang/jargon, and
• non-standard abbreviations.

107
The Placement of Modifiers

• A misplaced modifier is one that attaches itself
  to the wrong word in the sentence.
• This error causes the reader to try to figure out
  the meaning of the sentence.
• Place every modifier as close as possible to the
  word it modifies.
• WRONG We saw many swimming pools flying over
  California.

108
Double negatives

• When two negative words are used in the same
  clause, the result is a double negative.
• The following negative words should be used one
  at a time, not in pairs no, not, never, none,
  no one, nobody, nothing, nowhere, neither.
• WRONG There isn't no time left.

109
Double negatives

• The following words are negative in meaning and
  should not be used in the same clause with any of
  the negative words above barely, scarcely,
  hardly.
• WRONG I can't hardly see the road in this
  fog.

110
Passive voice

• When the verb is in the active voice, the subject
  performs the action. When the verb is in the
  passive voice, the subject receives the action.
• Generally, use the active voice -- the sentence
  is clearer and stronger. If the actor is not
  known, however, the passive voice may be
  necessary.
• Passive The bystander was hit by a stray
  bullet.
• Active A stray bullet hit a bystander.

111
Quotation marks

• Quotation marks help the reader by setting off
  the words of the speaker.
• When quoting someone's exact words, set off their
  words, such as Carl yawned and said, Lets
  go.
• If not quoting verbatim, do not use quotation
  marks Carl yawned and said that we should go.

112
Slang/Jargon and Non-Standard Abbreviations

• Avoid the use of slang and jargon in police
  reports, so that the police can be understood by
  all who read it
• If slang or jargon is used in a police report, it
  should set apart by quotation marks

113

• Slang As I got out of my patrol car, Jones
  split northbound on King Street.
• Corrected As I got out of my patrol car, Jones
  ran northbound on King Street.
• Jargon I responded to a 10-50.
• Corrected I responded to a car accident.
• Jargon Deputy Brown arrested Crain for deuce.
  Corrected Deputy Brown arrested Crain for
  Driving While Intoxicated.

114
Slang/Jargon and Non-Standard Abbreviations

• Avoid the use of non-standard abbreviations. The
  first time the abbreviated word appears in the
  report, the word should be written out fully so
  that the meaning is not misunderstood.
• Abbreviations We IDd the S from the APB.
• Corrected We identified the suspect from the
  all-points-bulletin broadcast.

115
Note to the instructor Use Instructors Resource
Guide for exercises.
116
15.3.3. Demonstrate observation and descriptive
skills
117
Observing

• The better an officer observes things the better
  the officer can then describe them.
• We experience the world through our five senses
  sight, hearing, touch, taste, and smell.
• Concentrate on a different sense at various times
  to awaken and sharpen those less used.

118
All senses must be sharp for the peace officer
to effectively and safely do his/her job.
119
Note to the instructor The important point in
all of this descriptive writing practice is that
the officers must and will use these skills
daily. Narrative reports addressing who, what,
when, where, and why, cannot be written well
without good observation, description, and
communication skills. Therefore, the activities,
or some variation thereof, in this section are
mandatory.
120
Describing
121
In the daily routine the peace officer must
quickly describe

• things,
• places, and
• people,
• using clear and vivid language.
• This takes practice.

122
When describing things,

• Look for every possible distinguishing mark and
  for anything that might be compared or related to
  a commonly known thing or idea.
• Look for
• color,
• size,
• shape,
• texture,
• location,
• and type.

123
Places should also be described spatially,

• beginning at one point then
• proceeding top to bottom,
• left to right, or
• the opposite
• as long as it is thorough and systematic.
• The goal is to paint a picture of the place with
  words.

124
Describing people is the most difficult.

• Use all of the above tips but,
• if possible,
• include other descriptive characteristics of
  persons,
• such as manner of speaking or
• walking,
• movements,
• things they are carrying, etc.

125
Refer to Instructor Resource GuideSee handouts
for five Descriptive Writing Activities.Additiona
l eight (8) hours in various application
126
Unit Goal 15.4. The student will understand the
uses, essential characteristics, and types of
police reports.
127
15.4.1 List the significant uses of the police
report.
128
Significant Uses of the Police Report

• Permanent record of facts
• Coordination of follow-up
• Basis for prosecution and defense
• Performance evaluations of officer
• Statistical data
• Reference material

129
Note to the instructor In addition to the above
activity, practical application of this segment
should occur during the Criminal Investigation
block of instruction.
130
15.4.2. List the eight essential characteristics
of the police report.
131
The Eight Essential Characteristics of the Police
Report

• Accuracy
• Conciseness
• Completeness
• Clarity
• Legibility
• Objectivity
• Grammatically correct
• Correct spelling

132
Note to the instructor The use of first or
third person writing will depend on agency.
133
15.4.3. List four common types of police
reports.
134
Four common types of police reports

• Arrest reports
• Incident reports
• Offense reports
• Supplemental reports

135
15.4.4. Define chronological or categorical
ordering related to report writing.
136
Definitions

• Chronological - arrangement of information in
  order of occurrence.
• Categorical - arrangement of information by
  category, i.e., witnesses, suspects, crime
  elements, etc.

137
Note to the instructor May be governed by
agency policy.
138
15.4.5. List the three basic elements necessary
in police reports.
139
Three basic elements necessary in police reports

• Verification that an offense or incident has
  actually occurred, identification of the victim,
  suspects, witnesses, the place of the crime or
  incident, and when the crime occurred.
• Identification of solvability factors or leads.
• Communication of the circumstances of the crime
  or incident, identification of completed
  investigative tasks and those tasks yet to be
  done.

140
Local Government Police Management, 2d ed, ICMA,
1982.
141
15.4.6. Identify the importance of separating
fact from opinion in police reports.
142
Anything other than facts must be labeled as such
to avoid any possible confusion.
143
15.4.7. Identify the statutory authority
relating to confidentiality of sex offense
victims.
144
A victim may choose a pseudonym to be used
instead of the victim's name to designate the
victim

• in all public files and records concerning the
  offense,
• including
• police summary reports,
• press releases, and
• records of judicial proceedings. (see CCP Chap.
  57)

145
References

• Marshals Office Crash Course in Spanish
  Pronunciation, Dallas City Marshals Office,
  complied by Dick Belke, March, 1998
• Survival Spanish for Police Officers, Texas City
  Law Enforcement Training Academy.
• United States 1990 Census 1990 Census Summary
  Tape File 3A, Texas State Data Center, prepared
  by North Central Texas Council of Governments,
  Regional Data Center.
• Benmaman, Virginia Bilingual (1994) Handbook for
  Public Safety Professionals, Gould Publications
• Dent, Robert (1996) The Complete Spanish Field
  Reference Manual for Public Safety Professionals,
  Constable Group, Inc.
• Harvey, William (1996) Spanish for Law
  Enforcement Personnel Barrons
• Speedy Spanish for Police Personnel Baja Books,
  Santa Barbara CA Web page www.speedylanguage.com
  
• California Police Network. Street Spanish for Law
  Enforcement
• Course 3939 online version, Texas Commission on
  Law Enforcement
• Courses 2109 and 2110, Texas Commission on Law
  Enforcement