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Police Response to Juveniles in Crisis. A *collaborative Approach and Training August 2009 *Police/Corrections/Mental health/District attorney/Parents. Goal.

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police response to juveniles in crisis

Police Response to Juveniles in Crisis

A *collaborative Approach and Training

August 2009

*Police/Corrections/Mental health/District attorney/Parents


This training is designed to give officer’s information that will help guide them when responding to calls for Emotionally Disturbed Persons, both Juveniles and Adults. Developing a protocol for response, as well as, working with agencies to provide information sharing, will help provide the proper treatment and/or detention for the adult/juvenile. Working with local agencies to develop a “Crisis Plan” will help reduce the amount of repetitive calls an officer receives.

performance objectives
Performance Objectives

The student will be able to do the following as outlined

1.1 Provide a better response by early identification of at risk juveniles in crisis by early identification of at risk juveniles

1.2 Define a behavioral Crisis

1.3 Identify the effects of mental health & disability diagnoses in youth behavior

1.4 Define a “melt down” and possible triggers

1.5 Define the cycle of a “Melt down”

1.6 Define power struggle

1.7 Recognize juvenile mental health and behavioral issues

performance objectives1
Performance Objectives

1.8 Recognize common psychotropic medications

1.9 List 3 interventions for behavioral crisis to help reduce the amount of repetitive calls an officer receives

1.10 Recognize the importance of collecting information and collaboration with agencies

1.11 Provide officers with resources for youth committing crimes that also exhibit a Behavioral Crisis

1.12 Identify and divert youth better served in behavioral health out of the Juvenile Justice System

1.13 Recognize the nature of a call when dealing with an EDA

1.14 Recognize the options available when dealing with an EDA

a juvenile in crisis is a juvenile displaying one or more of the following behaviors
A Juvenile in Crisis is A Juvenile Displaying One or More of the following Behaviors:








difficult behaviors and emotional disorders
Difficult Behaviors and Emotional Disorders

It is important to note that all children that have difficult behaviors do not have a mental illness.

Likewise, children that have mental illnesses do not always have challenging behaviors.

children and mental illness
Children and Mental Illness

Brain disorders and mental illnesses are equal opportunity conditions and effect children and adolescents from a broad spectrum of families

Brain researchers encourage teachers, doctors and mental health providers to resist blaming mental illnesses on “poor parenting”

melt down
Melt Down

For children with special needs, physical or emotional, a melt down is not about using a tactic or a voluntary behavior; it is a symptom signaling that something deeper is happening. *“The child has moved beyond coherent and rational thought”

*Dr. Ross Greene

melt down triggers
Melt down triggers
  • Lack of, or changes in medications
  • Trauma (current or past)
  • Change in normal routine (divorce/loss, moving, changing schools, home disruption)
  • Lack of child/parent coping skills
  • Power struggles
  • Inability to deal with conflict
cycle of a melt down
Cycle of a Melt Down

Agitation Stage- lack of coping skills, Many possible triggers

MELT DOWN- may be quiet or very violent, not in a normal state of mind

Recovery Stage- exhaustion, may not remember events

Everyone deals with lacking skills differently police usually called on the extreme end

Brenda Smith Myles & Anastasia Hubbard 2005

primary concerns for officers responding to juveniles in crisis
Primary concerns for officers responding to Juveniles in Crisis
  • Public safety (threat to self or others)              Emergency evaluation
  • Jeopardy (unsafe environment) = DHHS Parent is unable to control the child

3.  Crime(s) committed = D.A.s’ Office/JCCO

  • Mental health/behavioral condition =  Refer to crisis
why collaboration is needed
Why Collaboration is Needed
  • A juvenile in crisis call involves many domains/agencies;
    • Mental health/hospital/crisis
    • DHHS
    • Corrections
    • District Attorney's Office
    • Community Support Agencies
    • Schools
    • Police
why collaboration is needed cont
Why Collaboration is Needed cont.
  • Police officers acting in isolation and failing to communicate with the appropriate support agency may be increasing the chance for a repetitive occurrence
  • Many of these calls are more appropriately handled by support agencies but they can only help if they know about the event.
  • Appropriate intervention and services often leads to better long term out comes in the juveniles behavior.
primary collaborative partners
Primary Collaborative Partners
  • District Attorney's Office
  • Juvenile Corrections
  • DHHS
  • Crisis/Hospital
  • Schools
  • Community Support Groups
  • Parent and Parent Support Groups
  • Police Services
collaboration with partners
Collaboration with partners
  • The officer should make every effort to know and develop a positive working relationship with professionals from the various support agencies.
  • Absence any other tactic, personal professional ongoing dialog with support agency personnel helps to foster the best interagency working relationship leading to better coordinated service delivery for the juvenile in crisis.
to effectively respond to a juvenile in crisis call the officer should
To effectively respond to a juvenile in crisis call the officer should
  • Recognize a juvenile in crisis
  • Understand the surrounding/causal factors
  • Document critical information
  • Be familiar with local and state support agencies
  • Be prepared to communicate with support agencies (in accordance with state privacy laws)
  • Possess a working knowledge of each agencies responsibilities and resources
  • Provide appropriate referral information to the parent
when responding to a juvenile in crisis call officers should do the following
When responding to a juvenile in crisis call officers should do the following
  • Determine the nature of the call
    • Public safety
    • Jeopardy
    • Mental health
    • Criminal
    • Combination of the above
when responding to a juvenile in crisis call officers should do the following cont
When responding to a juvenile in crisis call officers should do the following (Cont.)
  • Gather critical and appropriate information
  • Make the scene safe
  • Make a decision which action is most appropriate:
    • Transport for an emergency mental health evaluation
    • Refer to crisis
    • Refer to DHHS
    • Provide support agency information to parent/guardian
    • Charge the juvenile
    • Call the JCCO
    • Combination of the above
Criminality/Behavioral Flow chart


Refer to




to call

JCCO releases or


Call ADA if you








Need for


Make the scene safe


























(if charged)

History of

Mental Illness








criminal behavior vs behavioral crisis
Criminal Behavior VS.Behavioral Crisis
  • Any criminal behavior should be investigated along with any behavioral health concerns
  • Recognizing and addressing mental health and disabilities should result in less officer responses and a better future for the juvenile
why capture information
Why capture information
  • Police observation and information gathering is essential because it gives a realistic unbiased picture of what is happening in the home at the time of the melt down/behavioral crisis
  • This is critical information for support agencies to be able to successfully intervene
why to capture information cont
Why to capture information (cont.)
  • Police officers are in the unique position to identify children at risk at an early stage
  • Police intervention through collaboration/communication with appropriate support agencies can expedite the delivery of critical services to the juvenile and family
  • Early intervention reduces the occurrence of increased disruptive/criminal behavior
responding officers should avoid engaging in power struggles
Responding officers should avoidengaging inpower struggles
  • Power struggles may damage your rapport with the youth or other youth who observe the interaction.
  • There are 4 common types of power struggles:
    • The individual challenges your authority
    • The individual pushes your buttons to shift the attention from their behavior to you.
    • Making threats or giving ultimatums.
    • Bringing up non-pertinent and non-related past history.
de escalation strategies with children adolescents
De-escalation Strategies With Children & Adolescents
  • Don’t get into a power struggle, focus on the 3 S’s
    • Safety
    • Support
    • Stabilization of the biological, cognitive and emotional status of the child
  • Approach slowly, create a calm and a sense of safe adult control
de escalation strategies with children adolescents1
De-escalation Strategies With Children & Adolescents
  • Scan for possible dangerous escape routes or objects
  • Physically position self in the least threatening posture possible, but be prepared to move quickly
  • Simply introduce yourself and let the child know that you are there to help
  • Go slowly and try not to introduce any unnecessary strangers into the situation
de escalation strategies with children adolescents cont d
De-escalation Strategies With Children & Adolescents (cont’d)
  • Keep the child informed of what you are doing so as to reduce any startle response
  • Use redirection if at all possible
  • Use ignoring and work not to be baited or triggered by language, name calling and oppositional behaviors
  • Assess the developmental age of the child. Don’t let chronological age fool you
de escalation strategies with children adolescents2
De-escalation Strategies With Children & Adolescents
  • Assess for any comforting individuals or objects to build a relationship
  • As the child stabilizes, check on the basic needs as appropriate such food, liquids, blanket, comfort from a loved one…….
  • Know your own triggers when dealing with parents, teens and children
officers should possess a thorough understanding maine s juvenile code
Officers should possess a thorough understanding Maine’s juvenile code
  • Recognize the underlying premise of the code is different than the adult code
  • The district attorney's office and JCCO approach juvenile cases with the goal of diverting out of the criminal justice system at the earliest opportunity (in all but the most serious offences)
  • Officers working with a misunderstanding of this process may become frustrated and disillusioned with the system
dangers of detention
Dangers of Detention
  • Can increase recidivism
  • Increases risk of getting to know other at risk youth (peer deviance)
  • Makes mentally ill youth worse
  • Increases risk of self harm
  • Youth with special needs fail to return to school
          • Justice Policy Institute
          •         Barry Holman and Jason Ziedenberg
title 15
Title 15

1.Purposes.  The purposes of this Part are:

A. To secure for each juvenile subject to these provisions such care and guidance, preferably in the juvenile's own home, as will best serve the juvenile's welfare and the interests of society; [1997, c. 645, §1 (AMD).]

B. To preserve and strengthen family ties whenever possible, including improvement of home environment; [1977, c. 520, §1 (NEW).]

title 15 cont
Title 15 cont.
  • C. To remove a juvenile from the custody of the juvenile's parents only when the juvenile's welfare and safety or the protection of the public would otherwise be endangered or, when necessary, to punish a child adjudicated, pursuant to chapter 507, as having committed a juvenile crime; [1997, c. 645, §1 (AMD).]
  • D. To secure for any juvenile removed from the custody of the juvenile's parents the necessary treatment, care, guidance and discipline to assist that juvenile in becoming a responsible and productive member of society; [1997, c. 645, §1 (AMD).]
title 15 cont1
Title 15 cont.

E. To provide procedures through which the provisions of the law are executed and enforced and that ensure that the parties receive fair hearings at which their rights as citizens are recognized and protected; and [1997, c. 645, §1 (AMD).]

F. To provide consequences, which may include those of a punitive nature, for repeated serious criminal behavior or repeated violations of probation conditions. [1997, c. 645, §1 (NEW).]

differences between juvenile and adult criminal code
Differences between Juvenile and Adult criminal code
  • Adult code is punitive
    • Fine
    • Imprisonment
  • Juvenile code is rehabilitative
    • Assessments
    • Referrals
    • Treatment
    • Punishment is last consideration
how police intervention can help improve outcomes through diversion from juvenile justice
How Police Intervention can Help Improve Outcomes through diversion from Juvenile Justice
  • Police can help by:
  • Recognizing difference between criminality and behavioral crisis
  • Identify possible need for services
how police intervention can help improve outcomes through diversion from juvenile justice1
How Police Intervention can Help Improve Outcomes through diversion from Juvenile Justice
  • Supporting/Empowering parents in engaging services
  • Gather appropriate information for purposes of documentation and referral
Did you know ……

Nationally 1 in 5 children and adolescents have a mental health disorder. (SAMHSA 2009)

1 in 10 have a serious emotional disturbance * (SAMHSA 2009) * Serious Emotional Disorder means that the disorder disrupts daily functioning in home, school or community.

did you know
Did you know….
  • Mental Illness strikes individuals often during adolescence and young adulthood.
  • Metal illnesses are treatable.
  • 50%-70% of youth in the juvenile justice system have at least one diagnosable Mental/Behavioral Health issue
  • 25% to 33% of these youth had Anxiety and Mood Disorders
  • Nearly half of incarcerated girls meet criteria for PTSD
  • 13.7% of youths aged 14-17 considered suicide in the past year
  • Only 36% of those at-risk children received mental health treatment or counseling
  • Youth who used alcohol or illicit drugs in the past year were more likely to consider taking their own lives
          • MHA 2002; SAMHSA 2002
high risk populations for violence
High Risk Populations for Violence
  • Previous history of violence
  • Under influence or withdrawing from a substance that has the potential to impair the brain.
  • Has impaired executive functions
  • Is exhibiting symptoms of psychosis, increases if command hallucinations present
  • Male gender
  • Has a neurological impairment
  • Is exhibiting symptoms of dementia
high risk populations for violence continued
High Risk Populations for Violence(continued)
  • Has symptoms of antisocial or borderline personality disorder
  • Weapon availability and preoccupation with violent thoughts
  • Adolescent and early twenties (high risk for suicide)
  • Previous history of an attempted suicide that had potential to be lethal
    • More planning than impulsive
    • Not allow chance of discovery
    • No prefaced signal for help
self injurious behavior
Self Injurious Behavior
  • Direct – deliberate, immediate self harm
    • Cutting, burning, hitting
  • Indirect/passive
    • Refusing medical treatment
    • Not taking medication
    • Smoking/alcohol
    • Putting self in harms way
  • Not suicidal or sexual in nature
self injurious behavior cont
Self Injurious Behavior (cont.)
  • “Para-suicidal” behavior
  • Wanting to feel better versus wanting to feel nothing
  • Self define between self injurious behavior and suicidal behavior
  • SIB is alternative to suicidal behavior
mental illness requires treatment
Mental Illness Requires Treatment
  • Due to the many influences on children, the neurochemistry of the brain can change and their best efforts at sustaining balance are not enough.
    • Medication or other therapeutic processes may be required to restore balance.
    • Punishments alone do not restore the brain chemistry or improve behaviors in a child needing therapeutic interventions
overview of child diagnoses
Overview of Child Diagnoses

Disruptive Disorders

Mood Disorders

Anxiety Disorders

attention deficit hyperactivity disorder adhd
Attention Deficit Hyperactivity Disorder (ADHD)


Careless mistakes

Difficulty paying attention

Not listening

Failure to complete tasks

Easily distracted


Losing things



Excessive movement


Blurts out answers


Interrupting others

Intrudes upon others

Cannot stay seated

conduct disorder

Conduct Disorder

Pattern of behavior in which the basic rights of others and societal norms or rules are violated (according to age)

Symptoms include:

Aggression to people and animals

Destruction of property


Truancy, run away, violate curfew

interventions for disruptive disorders
Interventions for Disruptive Disorders

Interventions should address immediacy; instant gratification; distraction as an intervention

mood disorders in children

Mood Disorders in Children


Bipolar Disorder

Substance Induced Mood Disorder

depression in children
Depression in Children

Separation Anxiety

Behavior problems

Family history of mood disorder or substance abuse

Unrealistic fears/anxieties/phobias

Drug and/or alcohol use


Aggressiveness or overactive behavior

bipolar disorder in children
Bipolar Disorder in Children

Sleep disturbance and irritability dating from infancy

Separation anxiety

Night terrors

Phobias and/or school phobia

Raging and tantrums

bipolar disorder in children cont d
Bipolar Disorder in Children (Cont’d)

Oppositional behavior

Rapid cycling of mood

Sensitivity to stimuli

Distractibility and hyperactivity

Impulsivity and risk taking

Grandiosity and aggressiveness

interventions for mood disorders
Interventions for Mood Disorders

Interventions support self regulation; de-escalation; identify triggers; using language to convey feelings

anxiety disorders1
Anxiety Disorders

Generalized Anxiety Disorder

Panic Disorder

Phobic Disorder

Post Traumatic Stress Disorder

Obsessive-compulsive Disorder

generalized anxiety disorder
Generalized Anxiety Disorder

Overwhelming feelings of anxiety that impair functioning

panic disorder
Panic Disorder

Panic attacks - significant physical symptoms to include pulse racing, hyperventilating, chest pain, dizzy, etc... Develop abruptly and reach peak within 10 minutes.

phobic disorder
Phobic Disorder

Intense anxiety when faced with specific stressor (i.e. closed spaces, heights, insects, social situations).

In children, anxiety may be expressed by crying, tantrums, freezing, clinging.

post traumatic stress disorder
Post Traumatic Stress Disorder

Nightmares, hyper vigilance, feeling and reacting as if in the traumatic event, psychological distress at exposure to cues that resemble an aspect of the traumatic event.

obsessive compulsive disorder
Obsessive Compulsive Disorder

Obsessions are thoughts, impulses or images that are experienced as intrusive and inappropriate and cause marked anxiety/distress.

Compulsions are repetitive behaviors/mental acts the person feels driven to perform (i.e. hand washing, ordering, checking, counting, repeating phrases silently).

interventions for anxiety disorders
Interventions for Anxiety Disorders

Interventions address fears and increase comfort level; increase mastery over fear.

types of interventions for mental illness
Types of Interventions for Mental Illness

To improve behavior, thinking, and brain biology problems, children and adults need several kinds of interventions:

Biological (medications)

Social (behavior plans)

and educational (accommodations and support)

Substance abuse counseling

barriers to treatment
Barriers to Treatment

Suicide is the 2nd leading cause of death among 15 to 24 year olds. Over 90% of children who die from suicide have a mental disorder

Among youth in juvenile justice facilities, 50% to 75% have mental illness

25% to 33% of these youth had Anxiety Disorders or Mood Disorders

barriers to treatment cont d
Barriers to Treatment (Cont’d)
  • Frequently have more than one Co-occurring mental and substance use disorder
  • Up to 80% of children suffering from mental illness fail to receive critically needed treatment
  • Children receiving special education and designated with “emotional disturbance” fail more courses, earn lower grade point averages, miss more days of school and are retained at grade more than students in any other disability category.
additional considerations for law enforcement
Additional considerations for law enforcement

Suicide prevention

Access to treatment

Homelessness in Youth

Substance Abuse

Issues of Independence/development and needing to feel accepted by peers

Connection with community vs. alienation

the developmental physical disability spectrum
The Developmental & Physical Disability Spectrum

What are Developmental Disabilities?Developmental disabilities are a diverse group of severe chronic conditions that are due to mental and/or physical impairments. People with developmental disabilities have problems with major life activities such as language, mobility, learning, self-help, and independent living. Developmental disabilities begin anytime during development up to 22 years of age and usually last throughout a person’s lifetime.

the developmental physical disability spectrum1
The Developmental & Physical Disability Spectrum

Autism Spectrum Disorder

Mental Retardation

Hearing Loss

Cerebral Palsy

Vision Impairment

Brain Injury

what is autism
What Is Autism?

A Pervasive Developmental Disorder (PDD)

On set by 36 months with serious to profound disturbances in language, social interactions, interest, and motor behaviors. Disturbance are highly repetitive, stereotypical and resistant to change.

what is asperger s
What Is Asperger’s ?

Also a Pervasive Developmental Disorder

Intact language and intellectual development, but highly restricted capacity social and emotional interactions.

mental retardation
Mental Retardation

Limitation in functioning related to limited intelligence

IQ below 70 (90% mild MR)

Issues relating to: communicating, social skills and self care

Affects 3 out of every 100 persons

Important to consider developmental age vs. chronological age when dealing with a youth with mental retardation.

cerebral palsy
Cerebral Palsy

Cerebral palsy refers to a group of disorders that affect a person's ability to move and to maintain balance and posture. It is due to a nonprogressive brain abnormality, which means that it does not get worse over time, though the exact symptoms can change over a person's lifetime. 

People with cerebral palsy have damage to the part of the brain that controls muscle tone. Muscle tone is the amount of resistance to movement in a muscle. It is what lets you keep your body in a certain posture or position.

hearing loss
Hearing Loss

Impairments in hearing can happen in either frequency or intensity, or both. Hearing loss severity is based on how well a person can hear the frequencies or intensities most often associated with speech. Severity can be described as mild, moderate, severe, or profound. The term “deaf” is sometimes used to describe someone who has an approximately 90 dB or greater hearing loss or who cannot use hearing to process speech and language information, even with the use of hearing aids. The term “hard of hearing” is sometimes used to describe people who have a less severe hearing loss than deafness.

vision impairment
Vision Impairment

Vision impairment means that a person's eyesight cannot be corrected to a "normal" level.  Vision impairment may be caused by a loss of visual acuity, where the eye does not see objects as clearly as usual.  It may also be caused by a loss of visual field, where the eye cannot see as wide an area as usual without moving the eyes or turning the head.

brain injury
Brain Injury
  • Traumatic Brain Injury is a result of a direct blow to the head.
  • About 50-70 % of all TBI are the result of car accidents. Other causes include:
    • Slips and falls
    • Violence
    • Sports related injuries
  • There are two types of brain injury:
    • Traumatic brain injury and
    • Acquired brain injury.
brain injury cont d
Brain Injury (Cont’d)
  • Airway obstruction
  • Near drowning
  • Electrical shock
  • Lightening strike
  • Blood loss
  • Heart attack
  • Stroke
  • Aneurysm

An acquired brain injury is one that has occurred after birth, and is not hereditary, congenital, or degenerative. Common causes of acquired brain injury include;

common medications used for youth
Common Medications Used for Youth

If you hear a youth is on medications

it should be treated as a

major indicator that there may be something

else going on for this youth

commonly used psychotropic medications
Commonly Used Psychotropic Medications

Antidepressants- Prozac, Zoloft, Lexapro, Celexa, Luvox Wellbutrin, Cymbalta, Effexor

Mood Stabilizers/Antipsychotics- Abilify, Seroquel, Geodon, Zyprexa, Risperdal, Depakote, Lithium, Lamictal, Thorazine

Stimulants- Ritalin, Concerta, Ritalin LA, Focalin, Daytrana, Adderall, Vyvanse, Strattera

commonly used psychotropic medications1
Commonly Used Psychotropic Medications
  • Antianxiety- Buspar, Vistaril, Ativan, klonopin, Valium, Xanax, Doxepin
  • Other- Clonidine, Tenex, Propranolol, Trazodone, Remeron, Melatonin, Benadryl.
  • This list is a simple compilation of the most common medications used at LCYDC (Kim Foster, NP, psychiatric provider at Long Creek
gathering information
Gathering Information

It is important to start identifying and collecting information for those youth in the realm of behavioral Crisis

information sharing
Information Sharing

Share information between (no consent needed unless indicated)

Law enforcement



Crisis Services

Non-emergency crisis (with consent*)

Community Providers (with Consent)

Schools (only with imminent threat)

*contact your regional crisis provider and discuss parameters of receiving information re. with or without consent..

  • When an officer transports a juvenile to the hospital for an emergency mental health evaluation information sharing is critical
    • Either a *written or verbal report of incident should be provided for the hospitals review to assure evaluators fully understand the crisis
      • Self harming/threatening and violent behavior/statements should be noted
      • The child may be released prematurely if accurate information is not provided to the hospital
          • *written report with critical information is preferred
red flag behaviors
Red Flag Behaviors




Used a weapon

Physically cruel to people

Physically cruel to animals

Stolen property

Destroyed property

Broken into someone home/car

Lies (cons)

Stays out past curfew

Runs away

Truant from school

Plays with fire

Acts out sexually


Date, time, location, case number of incident.

Juvenile biographical information. Name, DOB, height, address, weight, eyes color, hair color

Juveniles general health/injuries.

Parent/guardian-(denote relationship) biographical information. Contacted yes/no.

Describe behavior that generated the police response.

List possible criminal behavior committed. (Felonies to be highlighted)*

*JCCO/DA take special note of JV felony charges

basic information to capture
Basic information to capture

What specific behavior generated the call

Parents concerns (juveniles behavior)

Include 911 call information and excited utterances about behavior and juvenile history

911 call information cont
911 call information (cont.)
  • The exited utterance on the 911 tape are critical because the information gained is important to the support agencies to intervene appropriately and gain an accurate understanding of the event.
911 call information cont1
911 call information cont.
  • Statements made about behavior
  • Statements made about medication
  • Statements made about mental health conditions
  • Statements made about fear of the child
  • Statements made about assaults/threatening
  • Statements made about parents inability to control the child (out of control Juvenile)
juvenile history
Juvenile History

Number of times the police were called because of the child’s behavior? The last time/date?

Very important to demonstrate the need for additional services

Would you consider the juvenile a threat to self or others?

Is the juvenile on probation/who is his/her P.O.? Contacted yes/no.



Current community services

Case manager

Educational information

Other concerns in the family

Voluntary Information

voluntary information
Voluntary Information

Is the child receiving services (counseling) currently?

From what agencies?

Who is the case manager(s)*?

What medications is the child taking?

What diagnosis does the child have?

* Often a child with have several case managers.

voluntary information cont
Voluntary Information cont
  • What medications is the child taking?
  • Last time medication was taken
  • What diagnosis does the child have?
  • How many times has your child had a crisis evaluation?
  • Does the child use drugs/alcohol?
  • Where does the child attend school/grade?
  • Are juveniles associates/friends in trouble with the law/school?
voluntary parent questions
Voluntary Parent Questions

Do you have concerns for your child?

Please explain What additional services do you feel would help you/ juvenile/family?

crisis plan
Crisis Plan
  • Many families who are receiving support services may have a crisis plan
    • The officer should ask to review the plan
    • The officer should determine if the plan appropriately identifies a crisis and the appropriate time to call the police (911)
    • The officer should work with the parent/agency to improve the plan if necessary
crisis plan cont
Crisis Plan (cont.)
  • Many parents and social service agencies have a fundamental misunderstanding of the role and abilities of the police
  • Crisis plans developed without input from police or an understanding of the police’s role often call for police intervention for misguided reasons
  • Parents may incorrectly call the police to discipline their child, take their child out of the home or frighten their child
  • Police officers should educate the parents about what the police can and cannot do
officer action
Officer Action

Officer action

Explain why action taken or not taken

Charged Yes/No


Emergency evaluation_____________________________________


i have it now what do i do
I have it, Now what do I do?

Agencies you can release to:


D.A.’s office




family support and engagement
Family Support and Engagement
  • When parents feel like they are part of the problem-solving team rather than “the problem” they are more likely to seek out treatment and skill building
  • (results in less 911 calls)
  • Support
  • Communicate
  • Empower
  • Knowledge and Education

Criticism and Blame = Recidivism

Encouragement and Education = Reduced Recidivism and Family Investment

response to emotionally disturbed adult
Response to Emotionally Disturbed Adult
  • Is the subject a threat to self or others
  • Has the subject committed a crime
  • Is the subject in a jeopardy situation
  • Is the call a combination of the above
  • None of the above conditions apply
protective custody
Protective Custody
  • T 34-B 3862 Protective Custody
  • If a subject is a threat to self or others, they may be taken into protective custody and transported for an emergency mental health evaluation based upon this Maine Statute.
  • REFER to your handout
officer can voluntary transport
Officer can Voluntary transport
  • A voluntary transport precludes the Protective Custody Statute
  • Often assistance from family or friends is useful under this action
if a crime is committed
If a Crime is Committed
  • Arrest and/or Summons the Subject
  • Transport to Correctional Facility
  • Transport to a hospital for an evaluation
  • Once under arrest the officer must either maintain custody until cleared by the mental health facility or bail the subject through either a bail bondsman or personal recognizance
jeopardy situation unable to care of themselves
Jeopardy Situation = unable to care of themselves
  • Call your local Crisis Service for evaluation
  • Crisis will coordinate with other agencies to provide needed care
  • Crisis services state wide number


combination of conditions
Combination of Conditions
  • Which condition require immediate action and act accordingly. Life safety and/or the magnitude of the criminal act.
multiple actions can be taken
Multiple actions can be taken
  • Arrest or Summons and Protective Custody
  • Summons and call Crisis
  • Call crisis and disengage from the subject if not imminent threat
no threat no jeopardy no crime
No Threat, No Jeopardy, No Crime
  • Disengage
  • Call Crisis Services for Support if appropriate
  • Collaborate with family or friends to assist
  • Collaborate with community
  • Review Goal
  • Review Objectives
  • Answer Questions