Academy Training (6 hours)

Like any program, this presentation can be condensed to as little as one to four hours, focusing on the most salient points (particularly self care and the “Mental Health Prescription”).  We recognize in a real world that departments may wish to test the concept and its reception, or may be absolutely forced to limit it for reasons beyond their control.  It’s far better than depriving cadets of these tools altogether. We hope, as these new concepts of self care prove successful, departments may choose to expand them further.

For those departments with a suicide prevention plan already, this is not designed to “change” or “replace” anything.  Our plan is a supplement, a complement to what you are already doing.  It takes you beyond the initial, emergency realm of identifying officers in crisis and finding them help to an expanded approach of PREVENTIVE MENTAL HEALTH CARE.  More importantly, we are putting it into the hands of the officers themselves through our carefully thought-out presentation.

Remember—it’s not just about suicide.  It’s about mental health for all your officers.

I.  INTRODUCTION BY ACADEMY STAFF, PEER SUPPORT OFFICERS  AND RETIRED OFFICER(S)  (One Hour)

In this one-hour introduction, cadets will be addressed by retired officers who, themselves, have been victims of post-traumatic stress disorder.  Clearly, the scope of the suicide problem must be explained—quickly and graphically (but without the “Red Asphalt Overkill” that many academies still use to overwhelm cadets) so as to be remembered.

Groups will be assigned and, on the first day, cadets will report to their assigned location with their designated retiree/coach.

II. GROUP DISCUSSION (RETIREES AND CADETS – (Two one-hour sessions over two days), first day included)

In this module, whenever possible, discussion groups will be arranged in a ratio of one retiree for every group of cadets, ideally not more than 15.  In this setting, cadets will grow comfortable drawing on the experience of the retiree as a non-threatening, non-departmental figure and become less inhibited in speaking of fears and concerns about the future.

This is the crucial role of the retiree and bears out the need for careful preparation, including prior training/consultation with instructors, peers and therapists.  The Badge of Life Program is designed to have a structured goal—it is not to be a “war story” session, and IS designed to elicit a free exchange between cadets and the retiree.  It’s at this point that cadets are in a “formative” period, unsure of what awaits them, and therefore open and malleable.

Retirees will guide cadets through the sessions by drawing out their perceptions of what the stressors and potential traumas will be, both on worksheets and then in writing.  Such perceptions will be received and discussed positively, whether based on fact or “NYPD Blue” fantasies and, after all have had an opportunity to contribute, the retired officer will draw them together to drive home the areas with which officers should be concerned in their careers:

a.  Stress.

b.  Catastrophic trauma

c.  Cumulative trauma

Retirees will also bring in an added element, an unexpected one—how to deal with mistakes, with the fears one doesn’t want to admit in the locker room, the great and small shames that eat at an officer.  The retiree will be willing to say that there will be times all officers question their own courage, their right to wear the badge.  THIS, we have found, is when you truly have everyone’s attention.  And it’s at this visceral level, this level of vulnerability, that you draw the cadets' attention and stand to be remembered.  We’ve done it.

As with all modules in this course of instruction, it is important that cadets be left with a final, important message—that the information is not being presented to intimidate or frighten, but that the goal is going to be giving them the TOOLS with which to deal with the above and lead healthy careers.

Retirees will be free to begin introducing "Pre-Trauma Management," i.e., discussing cadets' understanding of therapy and what its about, past experiences (family, friends, etc) and talking about the value of "being ahead of the game."  This is all leading to the "Annual Mental Health Checkup."

III.  GROUP REPORTS AND DISCUSSION (One Hour)

In this one-hour module, a representative of each group will present a group       summary to the class, outlining any misperceptions that may have been      brought into the academy, what primary stressors/trauma sources were identified by cadets, and other items of interest from the group discussion.

Key to this discussion will be how cadets envision themselves being "ready" for trauma--what concerns were expressed in groups, how they can be important to one another, and how therapy can be of value in discovering problems and preventing their escalation.

VI.  MENTAL HEALTH PRESCRIPTION (One Hour)

Without a doubt, this is the most exciting part of the presentation, for it is with this tool that we “enable” the cadet to enter the field fully armed, not with guns and a belt full of weapons, but with the means to care for herself emotionally as trauma occurs and, even more importantly, be laying a solid groundwork—EVERY YEAR—for when it does occur.    

The cadets are left with what we call a "PRESCRIPTION," the ANNUAL MENTAL HEALTH PRESCRIPTION to use to ensure their mental health for an entire career.  These are, simply put,

VOLUNTARY "ANNUAL MENTAL HEALTH CHECKS"

This is the heart of the program.  Officers are bluntly, directly encouraged to seek out and visit a mental health specialist (therapist) once a year (around their anniversary date) and simply do a “check-in.” 

The point will be made that there need not be “something wrong” in order to

do this—but that there will undoubtedly be things the officer will be able to learn from the year’s experience that will be helpful.  Deviations from the healthy path can be caught and worked on with subsequent visits—it’s by the inclusion of this academy that you have opened their minds to doing this!

Officers should also be encouraged, in this module, to look around the room at the faces of their fellow cadets.  Challenge them to remember at least a few in the years ahead and to find them and ask them “How they are doing,” not merely “How they are doing.”  When I’ve said that, cadets immediately got the drift!

Working the group together, this can be one of the most positive experiences a cadet will remember from their academy.

IV. THERAPIST PRESENTATION (One Hour)

This module is critical information for the cadet. The presenter must present a positive, receptive image in the cadet’s mind, one that lasts and will remain to “tip the balance” when the early warning signs occur.

THE THERAPIST IS THERE TO REPRESENT THE PERSON THEY WILL SEE WHEN THE OFFICER “FILLS” THE MENTAL HEALTH PRESCRIPTION.”

It is important that the therapist have as much familiarity as can be found with both police officers and cases of post traumatic stress disorder.

a.  The therapist is there to answer the questions that inevitably come:

          How do I pick a therapist?

          Does the therapist need to know all about law enforcement?

          What do I say when I go in?

          What if I’m nervous?

          What if I don’t know what to talk about?

b.  The therapist will destigmatize the idea of seeking consultation as a sign of weakness or vulnerability, instead emphasizing it as an indicator of education and wisdom.

d.  Recognition should and will be given Employee Assistance Programs.  In the real world, however, officers often build fears that these are a “conduit to management.”  It’s an irrational but common belief. There’s no reason to let this be a “sticking point.”  Officers will be encouraged to seek outside therapists, at their own expense (on health plans) if they so desire.

VII.  PEER OFFICER WRAP-UP (One-two Hours)

This is the important point at which peer officers now insert themselves as part of what has been established as a caring team and a new kind of law enforcement family.   The instructor should drive home the immediate points to be remembered, above all:

a.  The importance of self-care and the Mental Health Prescription.

b.  The role of the Peer Support Officer.

A NOTE ABOUT TODAY’S CADET CLASSES

One of the things we already have seen as an advantage is that today’s cadets are far ahead of the more senior officers when it comes to recognizing the validity and value of therapy.

They have seen family members attend.

They have attended themselves, perhaps during school or with family.

They know people who have suffered a variety of mental illnesses, such as depression, and they attach no stigma to it.

They are, in other words, far more receptive to it.

A NOTE ON SELECTING RETIRED OFFICERS

It is important that retirees be selected for their adherence to the principals and purposes of the Badge of Life Program in all respects.  Retirees have a tremendous advantage in a program of this type because, as one sergeant pointed out to me, active duty personnel tend to withhold their most vulnerable thoughts—realizing the cadet may be working with or for them one day.  Retirees have no such reservations.  Some of the most difficult and embarrassing stories they are willing to reveal are the ones that will reach most deeply for the cadet and open their minds to the tools we give them.

Retirees must undergo training by Badge of Life personnel so as to learn/enhance:

1.  Presentation skills.

2.  Their role of facilitating discussion with cadets, as opposed to “reminiscing,” impressing, or otherwise dominating the discussion.

3.  The art of generating subjects of interest (of value) to the cadets and encouraging interchange.

4.  A full mindfulness of their role as a humble mentor, respected warrior, survivor, and human being.