Welcome to Corrections 235-Hostage Negotiation and Crisis
Intervention
| Please print this page and complete the required sections. The recommend text is Crisis Negotiations: Managing Critical Incidents and Hostage Situations in Law Enforcement and Corrections., Michael J. McMains and Wayman C. Mullins, Anderson Publishing Co., Cincinnati Ohio 45201-1576, (513) 421-4142. The text can be ordered by calling the publisher or by going to the Barnes and Noble web page. Course Textbooks (and used books) can be obtained from the Rio Hondo Bookstore by calling (562) 699-8676 or via the web page at http://www.rhc.bkstr.com. There are no CD's/Audios Required! Please complete the discussion question for each unit. When you have completed your assignments, please submit your work to your instructor. The preferred method of submission is email. However, if you are mailing your assignment: |
Mail to:
Rio Hondo College
Department of Public Safety
3600 Workman Mill Road
Whittier, CA 90608
Course Description: This course is an overview of the techniques in managing crisis situations which confront practitioners in Corrections. This is a basic course for students planning to enter or already employed in the Correctional Science field.
Course Assignments
Unit 1- Complete the Minimum Course Requirements. Click here to begin.
Unit 2 - Demands and the affects of Time. Describe and discuss
Unit Overview: Negotiations take time. Without sufficient time, a relationship cannot be built between the negotiator and the hostage taker, intelligence cannot be gathered, emotions cannot be defused, and problems cannot be solved. If either side is unable or unwilling to allow the time, successful negotiation is impossible. For example, if a man wants a million dollars and a car in ten minutes, he is not only unrealistic, but also limiting negotiations.
Every hostage situation has demands of some kind. Without demands, you have nothing to work from. A silent stand-off, will surely result in some type of tactical response. You should not request demands--this gives them the sense of power that can complicate the negotiations that follow. Generally, demands will follow; and these demands start the dialogue which hopefully will lead to some relationship between the hostage taker and the negotiator.
Once demands are made, the negotiator should not immediately refuse, trivialize, or say no to a demand. Initially, the demand must be treated as something reasonable and that could be fulfilled. Demands will come in all shapes and sizes. A demand that can be separated into its components can allow for more time and discussion. For example a demand for a police car, filled with gas, food and a hand held radio, plus one million dollars in small bills. Each element has some "negotiable" issues. Especially why a police car would be a bad choice; and the difficulties of acquiring the money in small denominations.
The nature of demands can vary. Some are of the "either/or" type: "You give me this or I will do that" and similar phrasing. This type is highly volatile --the hostage taker is not leaving much room for discussion--initially. Care in how you respond is critical. Stalling the response by rephrasing what was said: "So, you want a police car and some money." "Did you say what type of bills" may open some dialogue. Remember you need time, and more influence on how the situation is progressing.
Unit 3 - The Stockholm Syndrome; Stress Management. List and discuss
The three components to the Syndrome are: First, hostages develop positive feelings and affection towards the hostage takers. Second, hostages form negative feelings towards the police. Third, following the incident, hostages retain some empathy and compassion for the hostage takers. The theory is that the hostages depend on both the hostage takers and the police for their ultimate survival. There is gratitude that the hostage takers allowed them to live. This can even take place in situations where other hostages were injured or killed. The survivors developed even stronger feelings of gratitude.
The Stockholm Syndrome is further defined as when the hostage taker and the hostages look at each other as being a person. The hostage is not considered a "thing" or "property" to barter. The theory being that one does not readily kill or injure a "person." This is a concept that negotiators should bear in mind and attempt to show to the hostage taker that he or she is dealing with people not objects, in so many words. The negotiator can facilitate this relationship by using the names of the hostages, rather than calling them "hostages", or by asking the hostage taker to ask the hostages if any have any medical problems, or other needs. This will personalize the hostages to the hostage taker.
Negotiators will feel the stress as time passes, and events change. Impatience, frustration, anger can lead the conversations into a dead-end street where retreat is near impossible, or shows weakness or causes a shift of power to the hostage taker. Negotiators are usually police or corrections officers and used to giving orders. This sudden change of events now has the hostage taker making demands and giving orders--not a comfortable position for some officers. In the prison setting, they may know one another from past contacts--now that the shoe is on the other foot, the hostage taker may feel even more power telling the "cop" what to do!
In summary, stress will affect the negotiators, the hostage
taker, and the hostages. Each will cope in his or her own way. The negotiator
needs to be aware of the stress levels of the three groups, and attempt to
create the right atmosphere for negotiating. Reduction of stress for all three
parties is the goal, especially during the initial Crisis Stage--displacing
emotions with reason.
Unit 4 - Communications. List and discuss
The ability to communicate is a learned skill, developed through practice. Effective communication is basically three principles:
1. The ability to understand (as both sender and receiver)
what the message intends to convey.
2. It must have the desired effect. The communications between the
negotiator and the hostage taker have a goal in mind. Each wants something
from the other. The interaction between the two should be directed towards
some outcome or goal.
3. It must be ethical. Successful negotiating requires trust and to a degree
respect for one another. What is said should be as trustworthy as possible--
to be caught in a lie can be devastating to the overall process.
As stated in the text, communications is a fluid ongoing process that is irreversible, and unrepeatable. As the saying goes "you cannot unring a bell." Once it is said, it's said!
Unit 5 - Team Structure; Intelligence. List and discuss
Unit 6 - Hostage Negotiations in Prisons & the Private Sector. List and describe
A key point in all hostage situations is that the jeopardy to the hostage is continuous and uninterrupted until he or she is released. Although the tension may rise and fall it is only an indicator of temporary safety of the hostage and can not be considered more than that. Because the victim is in constant danger while being held hostage, authorities are legally and morally obligated to secure the hostage's release at the earliest opportunity. A missed opportunity only subjects the victim to continual danger and potential death.
The prevailing philosophy in America is not to allow escape in exchange for hostages. To do so encourages future hostage taking and validates the value of such actions in the corrupted thinking of suspects and terrorists. Thus, hostage situations are among the most agonizing and painful situations a tactical commander is likely to experience.
Unit 7 - Tactical Teams and Operations. Describe and discuss
Reminder: Submit the name, rank, agency, and daytime phone number of the person who will proctor (if you need one) your final examination.
Unit Overview: The tactical team is just as necessary as the negotiating team at a hostage situation. Without the threat of force, the hostage taker can simply walk away. The specialized functions of the tactical team work to insure the safety and security of the hostages, and if well-trained, can perform high-risk operations with minimal danger to police, hostages, and hostage taker. If a situation requires force to be resolved, the tactical team should be able to effectively neutralize the hostage taker before the hostage taker is aware of their presence or before he has time to injure hostages. As a last resort, the tactical team sniper can neutralize the hostage taker to prevent the loss of hostages' lives.This unit will explain the responsibilities of the tactical team, how the
selection of team members should be conducted, the structure of the team, the
types of tactical equipment used, the Intelligence Information needs, the
implementation of situation security, assault operations, sniper operations, and
the liaison and coordination with outside agencies.
Unit 8 - Equipment and Logistics. Describe and discuss
This unit identifies some of the basic equipment that a negotiating team can utilize. The limits are set only by the imagination and/or budget of the department. You may want to have the best and most modern equipment available, yet something as simple as a bullhorn, or a portable chalkboard may be just what you need at the time. The authors of the textbook even say that negotiators who lack the bells and whistles often make the best negotiators because they must work extra hard and be extra creative in resolving a hostage incident.
Procuring the necessary equipment depends on ingenuity and budget. Money is
always tight, and since a negotiating team is not used every day, or even weeks
at a time, the team may not be high on the budget priority list. However, a
creative team member with some "contacts" may just "scrounge
up" the needed items. Equipment can be obtained by donations from the
private sector, un-used office areas in the department, city and county
warehouses, via the Federal Surplus program, and even constructed by the team
members themselves. Seized property such as vehicles and electronic equipment
can be awarded to the department for its use by the court (via a court order).
Unit 9 - Media Relations. Describe and discuss
The role of the media (newspaper, editorial, electronic) is to report the news in a timely manner, in as accurate a rendition as possible. The reporter's job is to find that news-worthy event that will capture the audience's attention. News is big business and it needs readers and listeners, just like any other program. The competition is great and having the initial or exclusive coverage of a situation is very important in this industry. The media uses all of the advertising gimmicks it can to get our attention and nothing catches our eye faster than the words Breaking News flashing across the TV screen, or to see in bold newspaper headlines some sensational storyline.
The media looks for the stories that impact the most people, are currently underway, have important and prominent people involved, are different and out of the ordinary, and that have a potential for violence, danger, or risk.
Hostage situations are made to order for media coverage. They have all of the elements that make for a good story.
In the past, police and corrections officials have had problems with the media. In fact, the media still has the habit of interviewing victims and witnesses, before the investigating officers have had the opportunity. The media is not always complimentary on how the police are conducting an investigation, or responding to a situation. The media can be brash and shove a microphone in the face of the nearest officer and ask questions that perhaps should not be answered at that time. The media has broadcasted false information about an incident, although this is usually by mistake and not a deliberate act. The need to get the news out can exert pressure and force the news prematurely. Last and far from least, the media will intrude on the scene--to get that real good photo.
The U.S. Supreme Court has stated that the media has no more "constitutional rights" for accessing information than any other citizen. Most of the privileges enjoyed by the media come from the cooperation of the governmental agencies that provide the information.
The freedoms enjoyed by the press, as protected by the First Amendment to the Constitution, is concerned with the media's right to present the information to the public. Most departments allow them access to areas that other citizens are excluded from. This is usually referring to areas of evacuation, fire, flood, etc.. Once the reporters have been warned of the potential dangers, they may enter a dangerous area at their own risk. This is not to say that they may intrude on a "crime scene" or in a manner that interferes with police activities. The courts have also said that the media has no specific right to enter areas of a Correctional facility which are not open to the general public.
Even when you believe that the media has overstepped its bounds, do not make the mistake of "confiscating" their cameras and film. The courts interpret the First Amendment as protecting against such acts. One consideration is that officials need only deal with reporters who bear a "press pass." Without the pass, a person would not be given access to restricted areas or information. The courts have stated that law enforcement officials in the field may rely upon the press pass, and do not have to go to any other means to identify a person as being a "media representative."
Corrections and Law Enforcement officials can benefit by cooperating with the media. The media has far more channels to the public than any policing or corrections agency. Television, newspapers, and radio reach millions of people every day. Wanted suspects, crime reports, community activities, budget requests, traffic information, and areas to avoid during critical incidents are only a few of the subjects that the media can broadcast to the public. This is much better than the old methods of bull-horn announcements and door-to-door notifications.
The text summarizes it best, saying the media has always had a controversial part in hostage dramas. They have proven to be a help and a hindrance. The degree to which they are one or the other depends in large part on how the police work with the media before, during, and after a hostage incident. Police Administrators should work with media executives at the local level to develop guidelines for both agencies. Departments should assign media liaisons to develop relationships with reporters before hostage incidents, so that during incidents an atmosphere of mutual trust and respect will prevail. Through cooperative efforts, the police and the media can work toward their shared responsibility to preserve public safety while also meeting the media's need to keep the public informed.
Unit 10 - Post-Incident
Debriefing.
The assignment is in the form of an open-book quiz, accessed via the link (below).
All mailed items should be addressed to
Rio Hondo College
Department of Public Service
3600 Workman Mill Road
Whittier, CA 90608
Attn: Online Course Paper
Unit Summary
: As the text summarizes: When an incident "goes bad," somebody dies. Both the police and the hostages need to be able to manage the after-effects of such a trauma. Even when nobody dies, hostages are frequently traumatized by the experience of losing control of their lives. They need to deal with the emotional impact of the incident. Both the negotiators and the hostages need to start the process of dealing with the after-effects by debriefing. Negotiators will debrief both the operations (to gain a better understanding about what can be improved) and the impact (the emotional effects) of the incident. Both can minimize the long-term consequences of a life-changing event by starting immediately to understand that everybody did the best they could with what they had. Success has to be measured by the quality of the effort, not by the results.The Operational Debriefing is to dissect the incident from a factual
point of view. INTERPOL outlined a systematic way of gathering all of the
relevant data of the overall operation:
It is suggested that before the hostages leave the scene, negotiators who are in a position to minimize to trauma of the incident should begin the emotional debriefing (the complete debriefing may be conducted in separate sessions in the future). The important issue is that aspects of the debriefing should begin at once. A simple interview in comfortable surrounding can begin the process of lessening the emotional trauma. Reassurance and caring words to calm and bring the person back to "a normal life." Allowing the person to vent (even if it against the negotiators) is an outlet of emotions. These are normal people who have gone through an abnormal situation.
The officers involved in the incident will need an opportunity to unwind and deal with their traumatic experience as well. The text calls this group process as a Critical Incident Debriefing. The officers need to talk about what they did and how they reacted to their actions during the incident. This may be the first opportunity the officer can actually show some emotion. The "professional" behavior which took "care of business" is relaxed and some of the emotional feelings can surface. Tears and laughter are OK now.
Final Examination: Your grade for the course will be weighted as follows: Written Assignments = 50%, Final Exam = 50%. In order to successfully complete the course you MUST complete the written assignments and, take the final examination. If you live within 50 miles of the campus, you MUST take the final examination on campus. You may contact the Learning Assistance Center at (562) 692-0921 x 4016 or 3169 to schedule taking the final exam. The Learning Assistance Center is located at the Police Academy which is on the main campus on Canyon Drive. If you live over 50 miles from the college the exam may be proctored at your location. Contact your instructor for details.
If you experience any difficulty or need any further clarification, contact the Online Coordinator, Carley Mitchell at mitchellcarley@hotmail.com or in an emergency call him at (801) 953-6173.