1. ACTIVE LISTENING for School-Based LAW ENFORCEMENT

2. PRESENTER Name: Current status/position (Background)
Duty Assignments/Experience
Law Enforcement Training
Education

3. LEARNING OBJECTIVES What is communication? How do we communicate?
What is active Listening?
What are systemic problems in communication (Listening)?
How can we improve our Listening skills?
How can we become better active listeners?

4. Foreword
Master active listening and build a rapport with your students and there is absolutely nothing that will happen on your campus that you do not know about!

5. What is communication? 1.0 1.1 exchange of information: 1.2 message:
Com·mu·ni·ca·tion - [ kə myni káysh'n ]
1.1 exchange of information:
1.2 message:
1.3 act of communicating
1.4 Synonyms:
Com·mu·ni·ca·tion - [ kə myni káysh'n ]
1.1 exchange of information: the exchange of information between people, e.g. by means of speaking, writing, or using a common system of signs or behavior
1.2 message: a spoken or written message
1.3 act of communicating: the communicating of information
1.4 Synonyms: contact, interaction, transfer, consultation, exchange, transmission

6. How do we communicate? 2.0 THREE TYPES OF COMMUNICATION
2.1 Oral (Auditory)
2.2 Non-Verbal (Visual) – Body Language
2.3 Written (Kinesthetic - doing)
2.3 Kinesthetic (Doing)
A. Kinesthetic, or tactile, communicators or perpetrators prefer a hands-on approach and will learn best by doing the activity or lesson.
B. Kinesthetic communicators or perpetrators may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
C. Kinesthetic communicators or perpetrators need to be active and take frequent breaks.
D. Kinesthetic communicators or perpetrators speak with their hands and gestures and enjoy and feel comfortable in acting out through gestures their communication or tasks that involve manipulating materials.

7. Oral (Auditory) 2-1 Auditory (Hearing) 2.1 Auditory (Hearing)
A. Auditory communicators or perpetrators learn best by hearing the lesson or instruction.
B. Auditory communicators or perpetrators interpret the message by listening to the tone of voice, pitch, speed and other nuances.
1.) Auditory communicators or perpetrators may read aloud and use a tape recorder.
2. Auditory communicators or perpetrators may sit where they can hear but need not pay attention to what is happening in front of them.
3.) Auditory communicators or perpetrators may not coordinate colors or clothes but can explain why they are wearing what they were wearing. They may hum or talk to themselves or others when bored.

8. Non-Verbal (Visual) – Body Language 2.2
Visual (Seeing)
2.2 Visual (Seeing)
A. Visual communicators or perpetrators need to see what is being said and will usually look you in the eyes (direct eye contact). Visual communicators will also watch your body language and facial expression;
therefore you should pay close attention to the body language of your perpetrator.
B. As the perpetrator speaks they are (may be) building pictures in their mind. They learn best be able to communicate with you through visual displays (diagrams or illustrations and/or through projections).
C. When interviewing your perpetrator (while maintaining your active listening) take detailed notes from your interview to absorb the information clearly. Some perpetrators are attracted to written or spoken language
rich in imagery and prefer stimuli to be isolated from auditory and watch for kinesthetic distraction.

9. Non-Verbal (Visual) Example
Insert dueling banjo video

11. Written (Kinesthetic - doing) 2.3
Kinesthetic (Doing) - “Hand-On”
2.3 Kinesthetic (Doing)
A. Kinesthetic, or tactile, communicators or perpetrators prefer a hands-on approach and will learn best by doing the activity or lesson.
B. Kinesthetic communicators or perpetrators may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
C. Kinesthetic communicators or perpetrators need to be active and take frequent breaks.
D. Kinesthetic communicators or perpetrators speak with their hands and gestures and enjoy and feel comfortable in acting out through gestures their communication or tasks that involve manipulating materials.

12. What is active Listening?
Right to “REMAIN SILENT” but when the penetrator is on a roll “LISTEN” and take copious notes.

13. What are systemic problems in communication (Listening)? 4.0
Perpetrator(s) want to “TALK” get it off their chest (conscience). 4.1
Perpetrator(s) will be misleading – give misinformation. 4.2
Perpetrator(s) will be deliberately deceptive to try and get you to refocus off of them to something (or someone) else. 4.3

14. How can we improve our Listening skills? 5.0
KNOW THE BARRIERS to effective Communication.
5.1 Physical barriers:
5.2 System design:
5.3 Attitudinal barriers:
5.4 Ambiguity of Words/Phrases:
5.5 Individual linguistic ability
5.6 Physiological barriers:
5.7 Presentation of information:
51. Physical barriers: Physical barriers are often due to the nature of the environment. Thus, for example, the natural barrier which exists, if staff are located in different buildings or on different sites. Likewise, poor or outdated equipment, particularly the failure of management to introduce new technology, may also cause problems. Staff shortages are another factor which frequently causes communication difficulties for an organization. Whilst distractions like background noise, poor lighting or an environment which is too hot or cold can all affect people's morale and concentration, which in turn interfere with effective communication.
5.2 System design: System design faults refer to problems with the structures or systems in place in an organization. Examples might include an organizational structure which is unclear and therefore makes it confusing to know who to communicate with. Other examples could be inefficient or inappropriate information systems, a lack of supervision or training, and a lack of clarity in roles and responsibilities which can lead to staff being uncertain about what is expected of them.
5.3 Attitudinal barriers: Attitudinal barriers come about as a result of problems with staff in an organization. These may be brought about, for example, by such factors as poor management, lack of consultation with employees, personality conflicts which can result in people delaying or refusing to communicate, the personal attitudes of individual employees which may be due to lack of motivation or dissatisfaction at work, brought about by insufficient training to enable them to carry out particular tasks, or just resistance to change due to entrenched attitudes and ideas.
5.4 Ambiguity of Words/Phrases: Words sounding the same but having different meaning can convey a different meaning altogether. Hence the communicator must ensure that the receiver receives the same meaning. It would be better if such words can be avoided by using alternatives.
5.5 Individual linguistic ability is also important. The use of difficult or inappropriate words in communication can prevent people from understanding the message. Poorly explained or misunderstood messages can also result in confusion. Interestingly, however, research in communication has shown that confusion can lend legitimacy to research when persuasion fails.[5][6]
5.6 Physiological barriers: may result from individuals' personal discomfort, caused—for example—by ill health, poor eyesight or hearing difficulties.
Presentation of information: is also important to aid understanding. Simply put, the communicator must consider the audience before making the presentation itself and in cases where it is not possible the presenter can at least try to simplify his/her vocabulary so that majority can understand

15. Physical Barriers 5.1 Nature of environment Lack of new technology
Staff Shortages
Background noises – poor lighting
51. Physical barriers: Physical barriers are often due to the nature of the environment. Thus, for example, the natural barrier which exists, if staff are located in different buildings or on different sites. Likewise, poor or outdated equipment, particularly the failure of management to introduce new technology, may also cause problems. Staff shortages are another factor which frequently causes communication difficulties for an organization. Whilst distractions like background noise, poor lighting or an environment which is too hot or cold can all affect people's morale and concentration, which in turn interfere with effective communication.

16. System Design 5.2 Unclear organizational structure
Inefficient or inappropriate information systems
Lack of supervision or TRAINING
5.2 System design: System design faults refer to problems with the structures or systems in place in an organization. Examples might include an organizational structure which is unclear and therefore makes it confusing to know who to communicate with. Other examples could be inefficient or inappropriate information systems, a lack of supervision or training, and a lack of clarity in roles and responsibilities which can lead to staff being uncertain about what is expected of them.

17. Attitudinal Barriers 5.3 Problem with staff (Individuals)
Personality conflicts
Lack of motivation or distraction
Resistance to “Change” - Entrenched
5.3 Attitudinal barriers: Attitudinal barriers come about as a result of problems with staff in an organization. These may be brought about, for example, by such factors as poor management, lack of consultation with employees, personality conflicts which can result in people delaying or refusing to communicate, the personal attitudes of individual employees which may be due to lack of motivation or dissatisfaction at work, brought about by insufficient training to enable them to carry out particular tasks, or just resistance to change due to entrenched attitudes and ideas.

18. Ambiguity of Words/Phrases 5.4
Words with myriad of different meanings
Words that sound same but have different meaning.
“GO” – walk a-way or leave
“You GO Girl” going in right direction
5.4 Ambiguity of Words/Phrases: Words sounding the same but having different meaning can convey a different meaning altogether. Hence the communicator must ensure that the receiver receives the same meaning. It would be better if such words can be avoided by using alternatives.

19. Individual linguistic ability 5.5
5th grader talking to a Ph.D. verses a Ph.D. talking to a 5th grader.
Drill Sergeant talking with brand new troops.
Veteran quarterback telling new offensive end to run a new play,
5.5 Individual linguistic ability is also important. The use of difficult or inappropriate words in communication can prevent people from understaning the message. Poorly explained or misunderstood messages can also result in confusion. Interestingly, however, research in communication has shown that confusion can lend legitimacy to research when persuasion fails.[

20. Physiological Barriers 5.6
Pain level of sender and receiver
Man telling woman “I know how you feel”, just after she gave birth (RIGHT)
Poor eye sight or hearing (WHAT?)
5.6 Physiological barriers: may result from individuals' personal discomfort, caused—for example—by ill health, poor eyesight or hearing difficulties.

21. Presentation of Information 5.7
Speak to level of your audience.
Keep communication simple and easy to understand.
Be careful of using example where you kids will look at you and say (WHAT?)
5.7 Presentation of information: is also important to aid understanding. Simply put, the communicator must consider the audience before making the presentation itself and in cases where it is not possible the presenter can at least try to simplify his/her vocabulary so that majority can understand
Example: It is like a record player going over and over….student says “What is a record Player” because they use MP3 players or musical DVD’s.

22. Scenario #1
Listen and remember what Sergeant Joe Friday says in this next video.

23. How can become effective – active listeners? 6.0

24. DEFINE & PROCESS Scenario #1 (Practical Application)
What did the interviewee say?
How did Sgt. Friday verify what interview was saying?
Who was perpetrator?
What did perpetrator do?
Group Discussion:

25. Scenario #2 Woman HOLDING SMOKING GUN over man laying on the ground.
DIRECTIONS: I am going to whisper something to first person and then each person will whisper it to the next.
Scenario: The woman said I do not know how this happened as she was standing over the man on the ground with a smoking gun in her hand. I believe it was a Marlboro red regular from a flip top box she said was in barrel of the gun; she then said “Cigarette Smoking” is one of the leading causes of strokes, lung cancer and death. Another girl walks up and says I think she was trying to show smoking kills but the man hit the ground and has nothing in his mouth. The third witness said I never saw cigarette smoke coming from the man before or after he hit the ground? Then what could have happened to the man? A man appear and said I spoke with the suspect just yesterday and she was reading a book second hand smoke can kill. I do not think she killed the man on the ground. It did not look as if he was breathing! He did not move however he game me a dime to call the police and you showed up – what happened? (Last person stands-up and repeats what he/she was told by the last person. Then re-read scenario and answer questions above; Brace yourself on what you will hear,

26. DEFINE & PROCESS What did you see? What did you hear?
What did witness say?
Was the man on the ground shot?
Was the man on the ground dead?
DIRECTIONS: I am going to whisper something to first person and then each person will whisper it to the next.
Scenario: The woman said I do not know how this happened as she was standing over the man on the ground with a smoking gun in her hand. I believe it was a Marlboro red regular from a flip top box she said was in barrel of the gun; she then said “Cigarette Smoking” is one of the leading causes of strokes, lung cancer and death. Another girl walks up and says I think she was trying to show smoking kills but the man hit the ground and has nothing in his mouth. The third witness said I never saw cigarette smoke coming from the man before or after he hit the ground? Then what could have happened to the man? A man appear and said I spoke with the suspect just yesterday and she was reading a book second hand smoke can kill. I do not think she killed the man on the ground. It did not look as if he was breathing! He did not move however he game me a dime to call the police and you showed up – what happened? (Last person stands-up and repeats what he/she was told by the last person. Then re-read scenario and answer questions above; Brace yourself on what you will hear,

27. Scenario #3 How would “YOU” handle this?
You see Mary looking like she does in this picture?
Jane tells you that Mary was not herself and very depressed?
Carol tells you she heard Mary say she did not want to live any more?
NOW: How would you handle this?
Facilitate discussion. (Potential Suicide)
What is (Will be) Your Plan?
How would “YOU” handle this?

28. DEFINE & PROCESS How did Mary look?
What did Jane tell you? (Is this important if so WHY?)
What did Carol tell you she heard Mary say? (Is this important if so WHY?)
NOW: How would you handle this? (Analysis & Plan)

29. SUMMARY (Review) Listen to what your students tell you.
Stay focused and do not get distracted.
Make notes if you have to but do not break eye contact.
Ask student to repeat anything you do not understand.
Ask them to draw you a picture (Literally)

30. THANK YOU FOR LISTENING
AUDITORY?
VISUAL?
Kinesthetic?

31. QUESTIONS

32. SOURCES - RESOURCES

33. Presenter George D. Little, C.C.P.S.
Masters Criminology & Counter-Terrorism,
BS & BA Criminal Justice, Social Work Services
and Human Resources AS & AA
Licensed Master, Advanced, Intermediate, Basic Peace Officer License and Instructor Certifications with the Texas Commission on Law Enforcement Officer Standards in Education (TCLEOSE)
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