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CIT - 2023 LIVE CIT International Conference (General Attendance)
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How would you like your name to appear on your certificate?



What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
Please rate the following:
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV/technology.
Quality of facilities and facility accommodations.
If you rated any of the above questions with 'fair,' 'poor,' 'disagree,' or 'strongly disagree' please explain in detail (e.g. session title, speaker name, situtation):
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
The instructor was knowledgeable about the content
Objective 1: Explain the importance of collaboration with the key partners in law enforcement, mental health and advocacy for developing, growing and sustaining CIT Programs
By meeting the above objective my professional competence and performance will improve because I should be able to implement new strategies.
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
The instructor presented the subject matter clearly
Objective 2: Describe value added initiatives to help develop or enhance a CIT program
By meeting the above objective my professional competence and performance will improve because I should be able to implement new strategies.
By meeting the above objective my professional competence and performance will improve because I should be able to implement new strategies.
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
The instructor was responsive to participants
Did this program improve your Skill or Strategy in your role or contribution as a member of the CIT Program?
If no, why not?
Do you believe your participation in this activity will positively impact your CIT work?
If yes, how?
If no, why not?
The instructor used technology effectively
Participants will be able identify the mental, emotional, and physical effects of stress and trauma.
Participants will be able define & identify secondary trauma and its risk factors,
Participants will be able to complete a variety of assessment tools and will develop several coping skills to build resiliency.
The instructor used technology effectively
The instructor used technology effectively
Participants will be able to explain the importance of engaging advocates in CIT work
Participants will be able to explain the long standing partnership with NAMI National and its contributions to the advancement of CIT.
Participants will be able to identify strategies to cultivate these relationship
The instructor used technology effectively
Participants will be able to explain the U.S. Department of Veteran's Affairs directive for CIT training.
Participants will be able to identify strategies to engage their local VA for working together on CIT implmentation.
Participants will be able to list best practices for implementing VA CIT programs
The instructor used technology effectively
Participants will be able to identify the critical roles and benefits by the infusion of Peers in the journey of substance use recovery.
Participants will be able to describe the necessary aspects of meaningful community collaboration and shared problem solving.
Participants will be able to list a least three challenges that people often experience in trying to connect to ongoing post-crisis care.
The instructor used technology effectively
Participants will be able to list three primary components of Michigan's crisis services system and the development status of each.
Participants will be able to cite the importance of funding crisis services as a public service.
Participants will be able to list three ways that people with lived experience are involved with in the development of Michigan's Crisis System.
The instructor used technology effectively
Participants will be able to list five skills that crisis responders need to have to provided effective crisis response
Participants will be able to discuss three characteristics of effective crisis responders.
Participants will be able to discus two areas in which stakeholders disagree on for developing the crisis response workforce.
The instructor used technology effectively
Participants will be able to describe Hoarding Disorder, what causes it and what triggers the behaviors.
Participants will be able to explain how a person with Hoarding Disorder thinks differently than your average person and how to use that to help them succeed in decluttering.
Participants will be able to describe what dangers are posed by a hoarded environment, both for the resident and for the officials entering the home.
The instructor used technology effectively
Participants will be able to identify the key components necessary to begin building a successful co-response program within their community.
Participants will be able to explain how co-response and CIT work together as a Crisis Outreach Team to assess and respond to community mental health needs.
Participants will be able to describe how data-collection and analysis can help sustain and move a Crisis Outreach Team forward.
The instructor used technology effectively
Participants will be able to describe the need for creating, modifying and/or updating their CIT post-training outcomes evaluations.
Participants will be able to establish and define metrics that add value to their CIT post-training outcomes evaluations.
Participants will be able to develop effective and visually stimulating materials to share outcomes with a variety of stakeholders.
The instructor used technology effectively
Participants will be able to identify the components of a steering committee and the process of developing one.
Participants will be able to describe the benefits of having a steering committee.
Participants will be able to describe real world examples of how a steering committee can effect change in a community.
The instructor used technology effectively
Participants will be able to identify different alternatives to traditional crisis interventions by incorporating technology to meet the needs of metropolitan and rural areas.
Participants will be able to list the benefits of using technology by triaging mental health 9-1-1 calls with the presence of a crisis interventionist in the Communications Center
Participants will be able to identify outcome measures with the use of alternative technology
The instructor used technology effectively
Participants will be able to identify funding sources available to state, local, tribal, and territorial law enforcement relating to crisis response from the Department of Justice's COPS Office
Participants will be able to identify strategies for successfully locating and applying for grant funding under the COPS Office crisis response program
Participants will be able to identify resources, including a community of practice, available to COPS Office crisis response grantees
The instructor used technology effectively
Participants will be able to list 3 of their own responses to stress, and explain how to manage their own response to stress to strengthen their self-regulation and adaptation to hyper vigilance.
Participants will be able to demonstrate 2 breathing exercises and be equipped with the necessary knowledge & skills of breathing exercises and gentle movements to positively increase resilience.
Participants will be able to list 5 self care activities to create a plan to decompress and transition into off duty tasks and 5 activities they can complete to manage their hypervigilance and resilience while on duty.
The instructor used technology effectively
Participants will be able to describe how an integrated centralized platform serves as a mechanism for better delivery of alternative crisis response and care coordination.
Participants will be able to explain how alternative crisis response has been implemented to eliminate an automatic response by law enforcement, fire, or EMS, when an individual contacts 911 in a mental health crisis.
Participants will be able to identify at least three key areas in which Rainbow Health enhanced multisectoral collaboration and improved service delivery for a mental health crisis response program.
The instructor used technology effectively
Participants will be able to Identify the benefits to the community of Police Departments creating and providing a safety presentation for their community.
Participants will be able to Identify the basic steps for creating and implementing a safety presentation for their community.
Participants will be able to Identify the benefits to the Police Departments of creating and providing a safety presentation for their community.
The instructor used technology effectively
Participants will be able to explain why time, distance and shielding are important
Participants will be able to list 2 pertinent case laws relating to crisis contact use of force
Participants will be able to list common de-escalation tactics used during crisis contacts
The instructor used technology effectively
Participants will be able to explain the unique pathways women become involved in the criminal justice system.
Participants will be able to Identify the necessity of collaboration with community resources in providing CIT and key areas to cover.
Participants will be able to discuss the impacts of gender-responsive and trauma-informed CIT on the culture of correctional settings.
The instructor used technology effectively
Participants will be able to identify the 3 main countries where the highest number of unaccompanied minors arrive from and the primary reasons for immigration to the U.S.
Participants will be able to identify the 4 types of acculturation that immigrants encounter when coming to the U.S.
Participants will be able to identify the 3 most common mental health diagnoses found within the Latino community.
The instructor used technology effectively
Participants will be able to explain the concept of disconnection and of missing infrastructure to identify weaknesses in their CIT programs.
Participants will be able to evaluate new ideas as beneficial or harmful to improving health care infrastructure.
Participants will be able to name important stakeholders in their community that must be included in their CIT programs.
The instructor used technology effectively
Participants will be able to identify ways to incorporate mindfulness into CIT and other Emergency Service Training.
Participants will be able to define the construct and demonstrate an understanding of mindfulness
Participants will be able to practice mindfulness techniques that can be integrated into their daily routine.
The instructor used technology effectively
Participants will be able to explain how trauma may impact the development of youth.
Participants will be able to identify ways to assist youth coping with past trauma and determine specific triggers.
Participants will be able to identify the 4 R's of trauma informed care.
The instructor used technology effectively
Participants will be able to identify how exposure to trauma every day as part of the job begins to affect their own thoughts, emotions, and behaviors.
Participants will be able to explain tools to apply and begin the process of rewiring their thoughts in order to change their perspective and maintain a healthy emotional balance both at work and home.
Participants will be able to develop a protocol and apply several tools such as: breathwork, yoga, meditation, nutrition, sleep, exercise, and relationships. Also, an in depth discussion will talk about seeking counseling/therapy and the stigma that surrounds it.
The instructor used technology effectively
Participants will be able to explain why EQ is critical to policing, CIT, or victims of family violence through recognizing, understanding, and managing emotions.
Participants will be able to apply the 4 core skills of EQ (self-awareness, self-management, social awareness, relationship management) and 8 specific EQ Strategies to address crisis intervention.
Participants will be able to create an EQ Development Plan that focuses on self-care of the provider, law enforcement officer, or CIT member.
The instructor used technology effectively
Participants will be able to describe the VJI program in North Carolina under the "No Veteran Left Behind Act.".
Participants will be able to explain how the use of community based care for veterans can be used to assist veterans in the court system.
Participants will be able to describe the limitations of the Veterans Administration and how to better work through VA limits and guidelines for veterans benefits.
The instructor used technology effectively
Participants will be able to identify at least 2 ways to adapt existing CIT programs into more specific focused programs to provide crisis knowledge for other disciplines.
Participants will be able to explain the impact of Emergency Department Workplace Violence and the need for Crisis Team collaboration.
Participants will be able to explain the necessary steps for developing a Modified Healthcare CIT Program.
The instructor used technology effectively
Participants will be able to list and discuss the most prevalent health and mental health concerns for BIPOC women today. Cultural specific information will be described and discussed.
Participants will be able to describe how dysregulated nervous systems lead to prevalent health and mental health concerns. We will discuss cultural differences and the impact on various cultures.
Participants will be able to demonstrate The 5 anchors of regulating the nervous system to assist in enhanced coping skills and selfcare, in crisis and in daily life.
The instructor used technology effectively
Participants will be able to explain the benefits from helping employees with recovery.
Participants will be able to describe how both officers moved up in the department after they received help in their recoveries.
Participants will be able to explain the importance of encouraging all officers to watch for the early signs of problems with their fellow officers and get them the help they need to recover before it's too late!
The instructor used technology effectively
Participants will be able to explain the benefits of an integrated system between law enforcement, mental health services, local agencies and organizations.
Participants will be able to explain how to enhance access to services though communication and collaboration.
Participants will be able to describe how the program reduces the frequency of hospitalizations.
The instructor used technology effectively
Participants will be able to identify how to properly develop/implement a Crisis Canine Response Team(CCRT), establish Canine Community Resiliency Programs(CCRP) through collaboration with their CIT programs, utilizing certified canines trained to participate in traumatic situations, and cope with physical and emotional stress of critical incidents.
Participants will be able to identify performance objectives and handler requirements needed to be consistent with CIT, CCRT, and CCRP training.
Participants will be able to identify 4 core requirements to meet National Standards for CCRT handlers an K-9's and utilize data collected from the CIT-NJ program to identify areas that could benefit from a Canine Community Resiliency Program.
The instructor used technology effectively
Participants will be able to list the 8 skills of active listening, and know how to best implement them.
Participants will be able to describe the 5 components of delivery that can be adjusted for maximum impact.
Participants will be able to demonstrate the 4 drivers of human behavior that can cause friction when trying to achieve change.
The instructor used technology effectively
Participants will be able to explain how local police entities, school resource officers and school counselors can serve as part of a student's academic journey and social emotional learning through sharing their knowledge and skills, assisting in mental health care coordination, and growing student autonomy.
Participants will be able to create a template for mental health responses through intentional conversations, and connections to community resources.
Participants will be able to create a partnership with school communities to assist in parent education, campus based events and mentor programs.
The instructor used technology effectively
Participants will be able to list common traumas for law enforcement personnel.
Participants will be able to identify specific questions regarding past experiences and understand limitations of law enforcement personnel.
Participants will be able to list priorities of law enforcement when arriving on scene.
The instructor used technology effectively
Participants will be able to identify the appropriate definition of suicide postvention.
Participants will be able to list three suicide postvention interventions Crisis Intervention Teams/CIT Trained First Responders can do to positively impact those impacted by suicide loss.
Participants will be able to explain how and why suicide postvention is also suicide prevention.
The instructor used technology effectively
Participants will be able to explain howknowing the appropriate stakeholders and ensuring that their concerns are heard is the primary objective to any successful pilot start-up.
Participants will be able to explain how Building the "RIST" team involved having all partners have collaborative input into the advancement of the team as a whole.
Participants will be able to describe how the roles of all stakeholders are identified to ensure clarity and responsibility and that the team is driven by the community partners, not just police.
The instructor used technology effectively
Participants will be able to discuss the importance of quality measures in the development, delivery, and oversight of crisis services
Participants will be able to describe key elements of the theory and methods used to create meaningful quality measures
Participants will be able to explain how crisis metrics can be used in real-world settings like a police department or crisis provider
The instructor used technology effectively
Participants will be able to describe specific mental health concerns of interest to Indigenous communities.
Participants will be able to describe practical and effective techniques for growing CIT in Native American and other communities including the conversational cycle and the community innovation team model.
Participants will be able to describe the relationship between CIT and Native American cultural ways.
The instructor used technology effectively
Participants will be able to explain how 988 calls are routed in Michigan and which Michigan centers cover which counties.
Participants will be able to explain the relationships being built with PSAPs across Michigan.
Participants will be able to describe 988 centers assess imminent risk for suicide and homicide callers.
The instructor used technology effectively
Participants will be able to explain the Wisconsin Crisis Intervention Partners (CIP) program model and how it can be utilized.
Participants will be able to describe the positive impact of crisis intervention training for community members outside of those working in law enforcement.
Participants will be able to explain why establishing a standard of community relationships is so important to positive trauma informed crisis intervention community initiatives.
The instructor used technology effectively
Participants will be able to explain the neurobiological components of trauma-related illness and the concept of Trauma-Informed Care.
Participants will be able to describe how to effectively communicate with individuals who have experienced trauma.
Participants will be able to identify and respond to potential symptoms of trauma-related illness in themselves and their peers.
The instructor used technology effectively
Participants will be able to identify 3 challenges to collecting quality and usable CIT-related data.
Participants will be able to describe 2 major benefits of quality data collection related to the CIT Program as a whole.
Participants will be able to explain how quality data can be applied to benefit officers, subjects, and community members.
The instructor used technology effectively
Participants will be able to identify if a parent/caretaker is "burned out" and how to support them in a crisis situation.
Participants will be able to explain how the literal part of the Autism brain works and how to commuicate more effectively with the individual as well as the parent/caregiver.
Participants will be able to idenify general services and defintions if a parent/caregiver discusses it with them. (Outpatint Therapy, ABA- Applied Behavior Analysis, Medication Managment, Case Management etc.)
The instructor used technology effectively
Participants will be able to explain the difference between empathy and sympathy and why it's important to use them appropriately.
Participants will be able to define the three types of empathy.
Participants will be able to list the benefits and pitfalls associated with an empathic response.
The instructor used technology effectively
Participants will be able to list and describe the 5 phases of the Nevada Caring Contacts program: Referral; Initial Contact; Outbound Contacts; Progress Monitoring; Transition to Inbound Contacts.
Participants will be able to identify sustainable funding streams to implement the Nevada Caring Contacts program, including the Mental Health Block Grant, general fund dollars, foundations, sponsorships, and donors.
Participants will be able to explain how Nevada Caring Contacts as a peer support program is an important part of the deflection and diversion from hospitalization, the criminal justice system, making a suicide attempt, and dying by suicide.
The instructor used technology effectively
Participants will be able to explain the need for CIT in corrections
Participants will be able to identify CIT program components to modify for corrections
Participants will be able to identify data markers to track effectiveness of CIT program in corrections setting
The instructor used technology effectively
Participants will be able to recognize what the behavioral and verbal manifestaions of serious mental illness look and sound like.
Participants will be able to explain how these behavioral and verbal manifestions are indicative of an underlying serious Mental Illness and not intentional, rational behaviors or verbalizations.
Participants will be able to explain how to empathically respond with Active Listening techniques to assist perysons experiencing a Mental Health crisis to agree to access professional Mental Health evaluations (and, hopefully, ongoing treatment).
The instructor used technology effectively
Participants will be able to describe the importance of role play planning, preparation and execution to the overall training experience of their students.
Participants will be able to explain that properly selecting role play exercises, students, and trainers will give each student the best opportunity to grow their skill's and confidence as they move through each iteration of training.
Participants will be able to describe critical performance measures and lessons learned for each trainer assigned to the various role play positions I.E. Coach, Role Player(s), Panel Members, Dispatch etc.
The instructor used technology effectively
Participants will be able to list communication and de-escalation techniques taught during CIT training
Participants will be able to explain how communication and de-escalation techniques taught during CIT training can be effectively and safely used during 'high risk' encounters.
Participants will be able to demonstrate how to incorporate scenarios of potentially dangerous situations into CIT and related trainings - that reinforce the use of communication techniques taught in CIT training.
The instructor used technology effectively
Participants will be able to identify ways to replicate modifications and implement portions or all this program in any jurisdiction.
Participants will be able to identify tools and the decision tree criteria used to determine appropriate mental health calls for MCOT-RR.
Participants will be able to explain a fourth response when community members contact 911 and request emergency services.
The instructor used technology effectively
Participants will be able to describe factors that impact a responder’s ability to correctly identify an individual experiencing a mental health crisis and work to ensure that the person becomes a “patient” and not a “prisoner” in the criminal justice system.
Participants will be able to explain during a crisis how a CIT member’s presence can help alleviate or exacerbate audio, visual, and tactile hallucinations, as well as paranoia, delusions and other symptoms associated with psychosis.
Participants will be able to describe presenter's personal history living with bipolar disorder to examine key features that have led to six involuntary hospitalizations.
The instructor used technology effectively
Participants will be able to explain the importance of partnerships in statewide CIT coordination.
Participants will be able to describe how CIT best practices can guide statewide CIT programs.
Participants will be able to list 4 resources that a statewide CIT program can develop and provide to support local CIT programs.
The instructor used technology effectively
Participants will be able to explain the benefits of Jared’s Keepers Foundation's programs in their community.
Participants will be able to identify how to utilize teens to strengthen their EMS services within their community.
Participants will be able to identify how to utilize teens to change the community’s outlook on mental health.
The instructor used technology effectively
Participants will be able to describe how to conduct a line-of-duty death notification.
Participants will be able to explain the personal cost of empathy when assisting with those affected by a line-of-duty death.
Participants will be able to identify at least 3 issues and special circumstances that arise during these events.
The instructor used technology effectively
Participants will be able to describe the impact of body worn cameras on mental health services provided by police officers.
Participants will be able to discuss the effectiveness of current mental health service delivery practices by police officers, and identify gaps in the service.
Participants will be able to describe the benefits and concerns associated with the use of body worn cameras by police officers while engaging with mental health consumers.
The instructor used technology effectively
Participants will be able to explain results from a study about specific misdemeanor charges that may be most over-represented among individuals with serious mental illnesses.
Participants will be able to discuss misdemeanor charges that they have witnessed and how those charges may have impacted individuals with serious mental illnesses.
Participants will be able to describe strategies that attempt to reduce arrest and incarceration among individuals with serious mental illnesses for minor misdemeanors.
The instructor used technology effectively
Participants will be able to explain the purpose of a service plan
Participants will be able to identify three rural community challenges
Participants will be able to identify the purpose of the Intake sheet
The instructor used technology effectively
Participants will be able to recognize and explain the differences between CIT and “routine and customary” law enforcement training.
Participants will be able to examine and discuss strategies of understanding and explaining the role of CIT and contemporary criminal justice training.
Participants will be able to identify and evaluate specific litigation challenges for criminal justice agencies surrounding CIT.
The instructor used technology effectively
Participants will be able to define the term “Justice-Involved Veteran.”
Participants will be able to describe the mission and main functions of the Veterans Justice Outreach Program.
Participants will be able to describe how to collaborate with and refer justice-involved veterans to VJO programs available in their localities, enabling both programs to achieve their missions with this population.
The instructor used technology effectively
Participants will be able to identify 5 practical activities to use in their CIT courses
Participants will be able to identify 5 different videos to use in their CIT programs to promote learning and understanding.
Participants will be able to identify risk factors in suicide
The instructor used technology effectively
Participants will be able to identify the areas of the brain that have the most effect on human behavior.
Participants will be able to demonstrate how to leverage Neuroscience for maximum De-Escalation and Communication results.
Participants will be able to demonstrate new communication skills to rapidly calm angry people and build trust.
The instructor used technology effectively
Participants will be able to explain what trauma is and learning to navigate through it
Participants will be able to identify ways to process trauma with a better understanding and ways to recognize trauma with in yourself.
Participants will be able to identify strategies of moving forward after a traumatic event and finding support around you
The instructor used technology effectively
Participants will be able to identify who behavioral health and community partners are.
Participants will be able to recognize the importance of Crisis Intervention Training for behavioral health and community partners.
Participants will be able to discuss the differences between Crisis Intervention Training and Crisis Intervention Team (CIT).
The instructor used technology effectively
Participants will be able to describe the history of police-social work collaborations in the United States, and provide examples of successful partnerships across the nation.
Participants will be able to identify ways to integrate social workers into their agencies to enhance their ability to manage calls with a behavioral health component and better serve their communities.
Participants will be able to describe how social workers can be utilized in conjunction with CIT-trained officers to more effectively respond to behavioral health crises.
The instructor used technology effectively
Participants will be able to describe the three primary models of crisis response programs (i.e., mobile crisis model, coordinated response model, and community response model), and explain similarities and differences between them.
Participants will be able to list specific data-supported differences between outcomes of crisis response teams and traditional law enforcement responses to behavioral health crises.
Participants will be able to identify and describe data-driven recommendations for improving crisis response programs in their communities.
The instructor used technology effectively
Participants will be able to explain the building blocks of a problem solving court.
Participants will be able to describe the coordination of services within an multi-disciplinary team involving the court and community mental health services.
Participants will be able to list ways law enforcement can play a role in helping children and families achieve success in managing mental illness.
The instructor used technology effectively
Participants will be able to identify 3 benefits and 3 limitations of mobile crisis respoonse.
Participants will be able to identify 2 tools for triage for crisis call.
Participants will be able to name 3 strategies to promote safety for mobile crisis team members.
The instructor used technology effectively
Participants will be able to Identify three causes and symptoms of Moral Injury.
Participants will be able to Identify three therapeutic modalities that are used to treat Moral Injury.
Participants will be able to describe three to five ways to become more resilient.
The instructor used technology effectively
Participants will be able to explain how appropriate responses to dementia differ from responses to mental illnesses.
Participants will be able to identify which intervention techniques are appropriate for both populations.
Participants will be able to identify at least 3 available resources to assist the person with dementia, their care partner, public safety and behavioral health personnel.
The instructor used technology effectively
Participants will be able to explain the importance of incorporating individuals with lived experience into their programming.
Participants will be able explain how to better support individuals in recovery and the unique nature of it for each individual.
Participants will be able to identify at least 3 new and innovative approaches for first responders that that are firmly rooted in care, compassion, and recovery principals, ultimately leading to better outcomes.
The instructor used technology effectively
Participants will be able to explain what is Affective Neuroscience.
Participants will be able to explain the difference between soft and hard empathy
Participants will be able to explain why hard empathy is best for first r esponders
The instructor used technology effectively
Participants will be able to identify supplemental CIT courses that may be offered within their existing programs.
Participants will be able to idenity strategies to introduce CIT concepts to recruit officers in a way that fosters interest and understanding without conflicting with other fundamental trainings and acknowledging their level of experience and street interactions.
Participants will be able to describe how to increase CIT support by hosting events that allow stakeholders to interact, learn from their experiences, and grow from each other - while also allowing others from the community to learn the benefits of CIT and witness its effects within a supportive setting.
The instructor used technology effectively
Participants will be able to provide definition of the service modalities and articulate benchmarks present with the SAMHSA Roadmap for crisis services.
Participants will be able to explain the role of law enforcement within the SAMHSA vision for crisis services including the desired connection between 911 and 988 call takers.
Participants will be able to list and explain avenues for influencing how state leaders implements SAMHSA roadmap within state-level policy and funding decision. This will including avenues for ensuring crisis workers have skills in being culturally responsive in working with families and peers.
The instructor used technology effectively
Participants will beable to identify the disabilities most prevalent to law enforcement and how individuals with disabilities (IWDs) are discriminated against.
Participants will be able to describe the Recognition-Identification-Approach-Interaction-Response (RIAIR) model and how best to interact and respond to people with disabilities in a proactive, appropriate manner.
Participants will be able to identify resources and how to utilize them.
The instructor used technology effectively
Participants will be able to develop curriculum for and provide a 40-hour CIT school to rural communities.
Participants will be able to describe how to build relationships and engage in collaboration with their behavioral health community to enhance easy access to their behavioral health crisis system and mutual training.
Participants will be able to explain the importance of building relationships with the greater community and specifically those who utilize the behavioral health system while engaging their advocates, and how to conduct that outreach.
The instructor used technology effectively
Participants will be able to list at least 3 reasons why it is vital to include 91-1 call takers / dispatchers in CIT training
Participants will be able to identify 5 necessary components to CIT training for 9-1-1 personnel.
Participants will be able to list at least 10 types of 9-1-1 calls in which the call taker can utilize their CIT training and skills.
The instructor used technology effectively
Participants will be able to explain who CIT International is and how to be involved with the organization beyond the conference.
Participants will be able to identify strategies to make connections and network with board members and conference participants.
Participants will be able to describe how to navigate through the CIT International Conference and give information about CIT Connects.
The instructor used technology effectively
Participants will be able to discuss at least 3 benefits of developing a CIT program within their community.
Participants will be able to recite at least 2 advantages of having a multidisciplinary response during School-Based CIT encounters.
Participants will be able to identify at least 3 major differences in de-escalation approach and interventions in Autism and IDD population in the schools.
The instructor used technology effectively
Participants will be able to describe at least 3 techniques that can improve citizen performance and reduce recidivism
Participants will be able to describe how and why to read a hoard
Participants will be able to describe the appropriate language and learning styles to employ or avoid when working with someone who hoards
The instructor used technology effectively
Participants will be able to identify strategies to train their volunteers to effectively support their local CIT program.
Participants will be able to describe how to keep a sustainable CIT program by maintaining volunteers interested in continuing their support of the CIT program.
Participants will be able to identify at least 2 effective ways to keep data collection by using an excel worksheet. T
The instructor used technology effectively
Participants will be able to identify the unique needs of law enforcement and how to incorporate these into the design and operations of crisis services
Participants will be able to identify the critical roles and benefits by the infusion of Peers in crisis services
Participants will be able to explain how seamless access to crisis services, is critical when law enforcement encounters individuals who may be experiencing a mental illness or substance-induced crisis
The instructor used technology effectively
Participants will be able to identify innovative and cost-effective ways to support agency members and their families.
Participants will be able to explain how agencies can educate, empower and engage first responder families.
Participants will be able todescribe avenues to increase access to first responder resources while reducing stigma around seeking help.
The instructor used technology effectively
Participants will be able to identify examples of law enforcement/community provider data-centric partnerships
Participants will be able to identify the CQI process with CIT data
Participants will be able to identify best analytical practices in identifying repeat CIT utilizers
The instructor used technology effectively
Participants will be able to identify how someone making threats or demonstrating threatening behavior is identified and if the threat is transient or substantive
Participants will be able to describe how the CIT Unit and HSI homeland security/intelligence Unit work together to determine appropriate intervention based on the threat assessment.
Participants will be able to describe how a behavioral health follow-up response is utilized to assist the person making threats or demonstrating threatening behavior to keep them and the community safe
The instructor used technology effectively
Participants will be able to explain the foundations of a strong 911 Diversion program, and how to take those programs to a higher level of effectiveness
Participants will be able to explain the different types of high utilizers of 911, and how to help find ways to reduce call volume from those individuals
Participants will be able to identidy methods to measure the effectiveness of a diversion program
The instructor used technology effectively
Participants will be able to explain the evolution of generalist training models in Michigan.
Participants will be able to identify training design strategies utilized to develop the BHEP training.
Participants will be able to describe how BHEP is intentionally designed to support CIT, prospective CIT, and non-CIT communities.
The instructor used technology effectively
Participants will be able to explain the importance of CIT in a corrections setting.
Participants will be able to identify hooks and triggers in prisoner populations
Participants will be able to describe the importance of working closely with mental health staff in their facility.
The instructor used technology effectively
Participants will be able to explain the difference between consulting community members and actively collaborating with them as part of the planning process.
Participants will be able to describe examples of how local governments and community stakeholders have collaborated for more equitable and inclusive planning processes.
Participants will be able to identify promising practices in program implementation with the potential to promote more equitable responses.
The instructor used technology effectively
Participants will be able to identify three communication barriers that can arise between CIT officers and behavioral health professionals during crisis situations.
Participants will be able to describe at least two practical tools or strategies for improving communication and collaboration between CIT officers and behavioral health professionals.
Participants will be able to describe the importance of collaboration in creating safer outcomes for those in crisis and responding to a crisis.
The instructor used technology effectively
Participants will be able to explain the process of implementing a comunity responder model through the various phases, from exploring and planning, to early implementation and piloting, and ultimately a fully operational program.
Participants will be given tangible expamples on how community responder models fit in as an additonal first response in the current emergency response landscape, and the various staffing models and call types based on their specific communty needs.
Participants will be provided examples of how to host listening and learning sessions to hear what the community is saying and connecting names, faces, and lived experiences behind the data.
The instructor used technology effectively
Participants will be able to list several causes of what leads to mental health illness.
Participants will be able to list how mental health illness can effect you life and your career.
Participants will be able to list options to continue your career and personal life with mental health issues.
The instructor used technology effectively
Participants will be able to sign 10 ASL phrases for law enforcement.
Participants will be able to explain why it is important for law enforcement to learn to interact and communicate with the deaf community.
Participants will be able to list as least 2 methods of communicating with individuals who are deaf or hard of hearing.
The instructor used technology effectively
Participants will be able to list types of calls that are appropriate for civilian responders.
Participants will be able to identify key areas of training on civilians responders for 9-1-1 call takers and dispatchers.
Participants will be able to explain how civilian response teams are a valuable tool in crisis response.
The instructor used technology effectively
Participants will be able to identify and explain most recent recent research on addition as a disease.
Participants will be able to identify evidenced based practices for treating substance use disorders
Participants will be able to explain how the opioid crisis came to be in USA and why the problem became so insidious.
The instructor used technology effectively
Participants will be able to explain the importance of implementing a Veteran CIT program and list three advantages to utilizing peer-to-peer for Veteran CIT.
Participants will be able to identify three ways to utilize peer-to-peer to develop and implement a Veteran CIT program.
Participants will be able to identify common pitfalls to effective VCIT programming and possible solutions.
The instructor used technology effectively
Participants will be able to explain relevant case law, emerging trends, and expert considerations as they apply to the national discussion surrounding high-risk encounters with persons in crisis.
Participants will be able to identify leveraging strategies such as a Collaborative Mental Health Unit, available legal process, and Risk Protection Safeguards.
Participants will be able to list agencies with existing policy in place and address common barriers to the effective implementation of disengagement as a de-escalation strategy.
The instructor used technology effectively
Participants will be able to identify the benefits of third party evaluation.
Participants will be to describe the goals of community policing programs in diverse communities.
Participants will be able to explain ways independent research helps enhance services to meet the needs of the community they serve.
The instructor used technology effectively
Participants will be able to explain what CIT certification means, the various pros and cons of certifying officers in CIT, and the distinction between graduation and certification.
Participants will be able to list various stakeholders' perspectives on certification in a state and be able to work on a collaborative basis to develop CIT certification for officers.
Participants will be able to explain how to develop testing tools for CIT certification for officers.
The instructor used technology effectively
Participants will be able to recognize symptoms of Huntington's disease, and the possible dangers to first responders, themselves, and the general public.
Participants will be able to identify strategies to de-escalate the situation when brought into a call with an HD family.
Participants will be able to explain the Impact on the family when first responders are called into a situation and ways to support the family as a whole in the middle of a crisis.
The instructor used technology effectively
Participants will be able to identify tools and information regarding starting up a Corrections based CIT.
Participants will be able to develop strategies to make connections with other CIT programs that integrate Corrections into their local CIT models.
Participants will be able to explain the basic differences and similarities between a Corrections Based and Community based CIT.
The instructor used technology effectively
Participants will be able to describe specific healing activities for Black, Indigenous and immigrant young people at risk from trauma.
Participants will be able to describe practical and effective activities useful for bringing young people and officers together to work jointly on improving public safety in the community.
Participants will be able to describe the relationship between CIT and working with young people impacted by trauma.
The instructor used technology effectively
Participants will be able to list five cognitive biases and explain how each of them can compromise conventional crisis intervention approaches, and inadvertently escalate the emotional intensity of persons experiencing crisis/mental illness.
Participants will be able to utilize a minimum of five strategies to mitigate the negative impact of these cognitive biases.
Participants will be able to identify several implementation recommendations for these five strategies in education, training, policy, and practice in the field.
The instructor used technology effectively
Participants will be able to describe the different skills and techniques implemented by El Paso, CIT mental health specialists and law enforcement officers when 8/3 took place, and how the community was served.
Participants will be able to discuss the response and possible outcomes if a CIT approach was utilized when responding to different crises events.
Participants will be able to discuss the benefits of implementing a CIT co-deployment model.
The instructor used technology effectively
Participants will be able to discuss the development process and structure of alternative response teams.
Participants will be able to explain the benefits of having all in field responders complete the 40-hour CIT certification course.
Participants will be able to examine data related to safety, call types, and the projected cost savings of alternative response programs.
The instructor used technology effectively
Participants will be able to identify the role of a peer in a safe station project.
Participants will be able to identify at least 3 community partners for the safe station project.
Participants will be able to identify key steps in setting up a safe station in a rural area.
The instructor used technology effectively
Participants will be able to identify the impact of traumatic events on First Responders.
Participants will be able to demonstrate the benefits of Trauma Therapy.
Participants will be able to describe how to mitigate the effects of Trauma on First Responders.
The instructor used technology effectively
Participants will be able to identify what the Maslach Burnout Inventory measures and how the instrument is calculated.
Participants will be able to identify which components of CIT aides in lowering burnout.
Participants will be able to discuss how CIT can impact officer burnout.
The instructor used technology effectively
Participants will be able to identify how a first responder can change someone's life
Participants will be able to explain the resiliency of the human spirit
Participants will be able to identify strategies to convert failure into assets
The instructor used technology effectively
Participants will be able to identify at least 3 strategies to develop interagency rapport.
Participants will be able to explain how to introduce a clinical, trauma informed approach to CIT trainings
Participants will be able to describe how to engage media outlets to disseminate pertinent information to both LEOs and civilians
The instructor used technology effectively
Participants will be able to identify what personal and unique attributes they bring to a crisis situation as a crisis responder.
Participants will be able to identify how their personal and unique attributes may impact their response to a person in crisis and can conflict with the person in crisis, trauma response.
Participants will be able to explain and us an evidence-based framework that can be used in a crisis encounter that will increase the potential for a positive outcome.
The instructor used technology effectively
Participants will be able to describe their knowledge of successful efforts in engaging with unhoused members of the community
Participants will be able to evaluate the potential impact of effective outreach efforts in the unhoused community on police involvement, arrest rates, and resource utilization
Participants will be able to identify how the COPS Office's crisis response program can help enhance your agency's unhoused outreach efforts
The instructor used technology effectively
Participants will be able to identify and increase awareness related to Deaf, Hard of Hearing, and DeafBlind in crisis as it pertains to Mental Health and Substance Use topics.
Participants will be able to engage and experience basic interactions during crisis situations with Deaf, Hard of Hearing and DeafBlind community through the use of observation on role playing.
Participants will be able to practice basic American Sign Language and Gesturing.
The instructor used technology effectively
Participants will be able to identify opportunities to enhance your current Diversity/Cultural Awareness Model.
Participants will be able to describe the process of creation and implementation of student focused Cultural Awareness.
Participants will be able to Identify amd build model topics that will speak to the population and community that their team serves.
The instructor used technology effectively
Participants will be able to identify at least 3 characteristics of those living with Intellectual and Developmental Disabilities, including sensory needs that can lead to crisis.
Participants will be able to explain why families may feel the need to call police for help, their expectations and how first responders can help by knowing what resources can be available
Participants will identify resources that they can access and possible funding opportunities within Councils on Developmental Disabilities
The instructor used technology effectively
Participants will be able to develop strategies to speak with and about LGBTQIA+ individuals and communities in a way that improves communication and enhances public and officer safety.
Participants will be able to exploain the civil rights-related and other key moments or issues that impact the LGBTQIA+ communities.
Participants will be able to identify microaggressions commonly used against the LGBTQIA+ individuals and identify misconceptions that impact the prevention of, and response to, hate crimes against LGBTQIA+ communities.
The instructor used technology effectively
Participants will be able to define trauma.
Participants will be able to identify 3 elements of PTSD.
Participants will be able to describe the effect of EMDR treatment.
The instructor used technology effectively
Participants will be able to identify two barriers within traditional approaches to mental health crisis response with youth and describe two potential solutions to improve crisis response for this population.
Participants will be able to identify three helpful skills for/means of collaboration between law enforcement and mental health providers in the youth service community.
Participants will be able to identify at least 2 ways for CIT officers to provide crisis de-escalation education to families in the field, and will receive a template for an adaptable handout.
The instructor used technology effectively
Participants will be able to identify four stages of High Utiliser Diversion under a full system-based approach.
Participants will be able to examine and discuss their current practice against key points of research to evaluate possibilities of change.
Participants will be able to explain how to establish effective proactive Behavioural Health Crisis models.
The instructor used technology effectively
Participants will be able to explain ways adults, youth and family members can share their experiences with law enforcement as a peer affected by mental illness.
Participants will be able to describe the barriers they or their family member faced in accessing treatment, help and services.
Participants will be able to identify at least 3 ways to effectively speak to – and answer questions from – a law enforcement audience.
The instructor used technology effectively
Participants will be able to identify the 5 legs of a solid CIT program and identify which may be missing from their program.
Participants will be able to describe the model presented to build a training that can address the missing pieces of their programs.
Participants will be able to identify costs associated when a leg of the stool is missing as well as benefits to their program when the stool is complete.
Please tell us about any sessions you found particularly good or bad.
Please tell us about any presenters you found particularly good or bad.
What specifically did you learn during this activity that you intend to integrate into your work?

How can this training (the overall meeting) be improved to better meet your needs?

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