Training Program Components
Description
Laws, Statues and Principles
All security professionals require training with respect to relative laws, statutes and principles governing their operational duties and responsibilities. The training material should consist of and not be limited to:
Relevant legislation respecting security licensing and provision
Trespass to Property Legislation and the principles of eviction
The Criminal Code of Canada with emphasis on a citizen’s power of arrest and the lawful application of force
Human Rights Legislation
Occupational Health and Safety Legislation
Principles associated with documentation and the retention of documentation Crisis
Management Training
Training on principles of crisis management is to improve their communications and crisis resolution skills, tactical knowledge and physical skills.
Crisis management training is designed to provide security professionals the necessary information and skills to recognize when a subject is in crisis and to respond proactively and professionally to a displayed crisis stage. Four Stages of Crisis Management are:
o Anxiety Stage
o Defensive Stage
o Acting-Out Stage
o Tension Reduction Stage
Each of the four “stages of crisis” has a specific and recommended response option that is geared to “de-escalate” crisis, not “escalate” it.
Effective Communication
The use of effective or appropriate communications is the vital link to reducing a person’s crisis level and establishing a basis for mitigating adversity. This training material centers on the skills required to respond to a crisis situation utilizing verbal strategies that are designed, intended and applied to calm a person down.
Security professionals are instructed to use words that maintain professionalism, create subject accountability and permits justification of actions. Effective communications material outlines the need to utilize:
o The First Contact Approach – A standard approach to commencing communications with persons that includes; a personal greeting and the reason behind the interaction.
o The importance of sending appropriate verbal and non-verbal messages.
o The need to utilize “active listening skills” – This includes the need and the ability to listen to subjects and the recognition of “barriers to
communications”.
o The relevance of “Paraverbal communications” – Not what was said, but how it was said. This includes; tone of one’s voice, the volume of one’s speech, the cadence of speech, etc.
o The relevance of displaying appropriate “body language” – The messages one may send with the use of facial gestures, hand gestures, etc.
o The need to utilize verbal strategies that include; feedback, providing messages to persons at reasonable rates, use of simple language, the use of empathy, etc.
These programs are intended to enable a reasonable and prudent person to effectively communicate with “persons in crisis” and in a manner deemed to display a “standard of care”.
Page 39 of 49 Training Program Components Description Application of Force
The Ontario Use of Force Model (2004) represents the process by which a security professional assesses plans and responds to situations that threaten public and officer safety. The assessment process begins in the center of the model with the SITUATION confronting the security professional. From there, the assessment process moves outward and addresses the subject’s behavior and the officer’s Perceptions and Tactical Considerations.
Based on the security professional’s assessment of the conditions represented by these inner circles, the security professional selects from the use of force options contained within the model’s outer circle. After the security professional chooses a response option, the security professional must continue to Assess, Plan and Act to determine if his or her actions are appropriate and/or effective or if a new strategy should be selected. The whole process should be seen as dynamic and constantly evolving until the SITUATION is brought under control.
The Ontario Use of Force Model is not intended to serve as a justification for security professional use of force nor does it prescribe specific response options(s) appropriate to a situation. The Model does provide a framework for understanding and articulating the events associated with an incident involving security professional use of force.
Six basic principles underlie the Ontario Use of Force Model (2004).
1) The primary responsibility of a security professional is to preserve and protect life. 2) The primary objective of any use of force is to ensure public safety.
3) Security professional safety is essential to public safety.
4) The Ontario Use of Force Model (2004) does not replace or augment the law; the law speaks for itself.
5) The Ontario Use of Force Model (2004) was constructed in consideration of (federal) statute law and current case law.
Page 40 of 49 Training Program Components Description Subject Restraint/Pinel Restraint Systems
Security professionals require training with respect to subject control and the principles associated to safe restraint and/or detention.
The training material should consist of and not be limited to:
o Methods of restraint
o Types of restraints
o Preparation of restraints
o Infection Control Considerations
o Applications of restraints
o Safety considerations for restraint
o Positional asphyxia
o Excited delirium
o Documentation Process
o Principles associated to “reactionary gap” respecting a subject
o Components representing a lawful arrest
o Non-threatening (interview) stance
o Visual search of a subjects high risk areas
o Utilizing effective communications skills to request a compliant subject to a compliant handcuffing position
o Effective removal of restraints
o Grounding principles
o Duty of care respecting subject’s safety/welfare Intermediate
Weapon (Batons)
Security professionals require training with respect to subject control and the principles associated to the use of an intermediate weapon (baton). Security professionals may use an intermediate weapon as a force option:
To prevent themselves from being overpowered when violently attacked.
To disarm an apparently dangerous person armed with an offensive weapon.
To control a potentially violent situation when other force options are not viable for any other lawful and justifiable purpose.
The training material should consist of and not be limited to:
o Baton nomenclature
o Drawing of the baton
o Effective “defensive stance”
o Effective “weapon and reactionary side high strikes”
o Effective “weapon and reactionary side low strikes”
o Identify and perform an effective “two handed straight strike”
o Effective “two handed weapon circular (hook) strike”
o Effective “two handed reactionary side strike (slash)”
o Dynamic simulation
Page 41 of 49 Training Program Components Description Sharp Edge Weapon Training
Security professionals require training with respect to sharp edge weapons and to provide them responses to spontaneous attacks that are initiated suddenly and unexpectedly.
The training material should consist of and not be limited to:
o Case studies respecting sharp edge weapon encounters
o Identify and perform common grips associated to sharp edge weapon assault
o Identify and perform common strikes associated to sharp edge weapon assault
o Identify and perform common lines of movement associated to sharp edge weapon assault
o Review the concept of the “21 foot rule” with respect to sharp edge weapon threat
o Identify and perform effective response options to sharp edge weapon assault
o Identify and perform drills to enhance personal reactionary time
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