Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Police Academy > Chapter 6 - Serving your community > Flashcards

Chapter 6 - Serving your community Flashcards

1
Q

Vulnerable adult

A

a person 18 or older whose ability to perform the everyday activities of daily living or to provide for their own care or protection is impaired

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

How to respond to incidents involving vulnerable adults

A

minimize distractions, respect personal space, slow things down, allow self-stimulating behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Some of the common characteristics of a person who is elderly

A

physical weakness, limited mobility, vision, or hearing, dementia, alzheimer’s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Ways to effectively interact with a person who is elderly

A

-understand the problem from their perspective
-explain what you can do to help
-speak directly to them
-conversational tone and only speak loud if necessary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

State and local resources that may assist people who are elderly

A

-the department of elder affairs
-florida elder help line at 1(800)96-ELDER
-2-1-1 hotline

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Describe the decision making abilities of juveniles

A

the brain isn’t fully developed until the age of 25, possible explaination for the risky behavior or lack of impulse control juveniles and young adults may exhibit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Identify some of the common characteristics of juvenile offenders

A

-push boundaries of the rules
-irresponsible
-little respect for authority
-unpredictable behavior patterns

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Identify how to effectively interact with juveniles

A

high degree of self-control, patience, flexibility, and understanding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What age is more likely to become serious and violent offenders?

A

younger than 13

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Identify some of the characteristics of veterans or active duty military personnel

A

tattoos with military subject matter, military ID with DL, veteran or V on DL, hair cut, camo hat, shit or pants, body language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Traumatic brain injury (TBI)

A

structural injury sustained by the brain, frequently resulting from combat

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

How to interact with a person whose a veteran

A

-gain their trust
-do not corner the person

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Negative coping behaviors a veteran may use

A

abusing substances, avoiding others or reminder of trauma, always on guard, anger or violence, engaging in dangerous behavior, working too much

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Two types of homeless people

A

unsheltered and sheltered

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

How to interact with a person who is homeless

A

treat them with dignity and respect and be aware of the person’s civil rights at all time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Americans with disabilities act (ADA)

A

a federal civil rights law that prohibits discrimination against people with disabilities in all areas of public life, such as job, schools, and transportation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What 2 questions can you ask a person about their service animal?

A

-is the dog a service animal required because of a disability?
-what work or task has the dog been trained to perform?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Who meets the impairment criteria as defined by the americans with disability act (ADA)

A

someone who has a physical or mental impairment that substantially limits a major life activity, has a record of an impairment, or is regarded as having an impairment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

How to ensure the rights of a person who a disability

A

make sure that someone who knows the person, such as a relative, friend, attorney, or agency staff member, is present when interviewing them. record the interview if possible, document the disability in the interview or report and inform the state attorney’s office of the disability, as appropriate. inform the correctial personnel of the disability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

How to interact with a person who has a disability

A

be respectful, use a suitable tone of voice, and speak in a age appropriate manner, be attentive, communicate affectively

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Physical or mobility impairment

A

a fuctional limitation that affects one or more of a person’s limbs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

How to interact with a person who has a mobility impairment

A

maintain good eye contact and ask if they would like assistance, treat them with the rights afforded to them in the ADA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Vision impairment

A

a loss or partial loss of sight that cannot be corrected by usual means, such as glasses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Hearing impairment

A

any degree of hearing loss

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
2 categories of hearing impairment
hard of hearing and deafness
26
Explain how to interact with a person who has a hearing impairment
-avoid shouting or exaggerating your mouth movements -avoid using complex sentences and quickly changing topics -take turns speaking and paying attention to them
27
Explain how to protect the rights of a person with a hearing impairment when making an arrest
interpreter, cellphone, a computer, telecommunication device for the deaf or tele typewriter, or an assistive living device
28
Speech impairment
a physiological condition that causes difficulty in producing sound or understandable language
29
Developmental disabilities
Cerebral palsy, autism, down syndrome, or an intellectual disability ( manifests before 18, indefinitely)
30
How to interact with a person who has a developmental disability
-allow extra time to exchange information -speak directly to them not their care giver -focus on their abilities -respect personal space
31
Intellectual disabilities
Lifelong conditions characterized by slow intellectual development
32
Mild intellectual disability
might not understand long-range consequences or be able to make appropriate choices, but they do sometimes realize when they have done something wrong
33
Severe intellectual disability
very slow motor development and communication skills
34
Profound intellectual disability
requires constant care and supervision and may or may not have well developed basic speech
35
How to interact with a person who has an intellectual disability
-refrain from using your label upon their disability and use their preferred terminology -treat them with dignity
36
Autism spectrum disorder (ASD)
a type of pervasive developmental disorder that is diagnosed in early childhood and continues throughout adulthood
37
What are some characteristics of a person with ASD
may use poor eye contact, have difficulty responding to questions or directions, or repeat your words (echoing)
38
Self-stimulating behaviors
coping skills, that may allow an over stimulated person to calm down (body rocking, hand flapping, or fingerflicking)
39
How to interact with a person who lives with an autism spectrum disorder
-do not assume their mental capacity -avoid using sarcasm and figurative language -allow them extra time to answer your questions -use patience and do not take their behavior personally
40
How to take a person with an autism spectrum disorder into custody
-evaluate the person with autism for any injuries, since indications of pain may not be apparant -alert the detention facility that you have a person with autism so they can take appropriate steps to ensure the person safety
41
Identify some of the characteristics of a person with a mental illness
thought disorder, mood disorder, anxiety disorder, or peronality disorder
42
Hallucination
a sensory experience in which a person can see, hear, smell, taste, or feel something that is not there
43
Delusion
a false belief that is firmly held despite obvious proof of evidence to the contrary; the delusion is a persons reality
44
Some of the characteristics of a person with a mood disorder
-when sadness (depression) or joyeous (mania) is overly intense and persistent, and significanty impairs the persons capacity to function
45
Identify some of the characteristics of a person with an anxiety disorder
a panic attack with symptoms of a raciing heartbeat, sweating, tension, and feeling that something terrible is about to happen. (chest pains or discomfort, trembling, choking, or a feeling that they are going to die
46
Identify characteristics of a person with a personality disorder
anxious, fearful, dramatic, emotional, or unpredictable behavior and impaired functioning
47
Thought disorder
a disturbance in a person's ability to create a logical sequence of ideas, which can appear as disordered speech or writing
48
Mood disorder
emotional disturbance with long periods of excessive sadness, excessive joyous, or both
49
Personality disorder
a deeply ingrained, non-phychotic, inflexible pattern of relating, perceiving, and behaving (antisocial PD, narcissistic PD)
50
Describe how to respond to a person with a mental illness
seek information, only use lights and sirens when responding to critical emergency, slow down your contact, establish yourself as a helper rather than enforcer
51
Identify how to interact with a person with a mental illness
-avoid basing your actions on previous contact with them -speak at an age-appropriate level to their age and development -be empathic and engage in reflective listening -ask about medication
52
Describe your role during a crisis situation
ensure the safety of all people involve, provide assistance to the person or people in distress, restore or maintain peace, act on any law violations, and document the incident as appropriate
53
Crisis
a time of intense difficulty, trouble, or danger
54
Common reactions of a person in crisis
flushed face, heavy rapid breathing, pacing, pointing fingers, sweating, unreal calmness, clenching teeth or fist, tightening lips
55
How to interact with a person in crisis
-summarize their thoughs and feelings to help them feel validated -use an empathic, non-judgmental tone -ask how you can help -don't minimize their problems
56
Determine the appropriate intervention for a person in crisis
-relocating the person to a safe environment -taking the person into custody if they have committed a crime -initiating baker or marchman act -making a referral for services
57
When dealing with a person in crisis, you must answer these questions
-can the person care for themselves? -are they a threat to themselves or others?
58
Baker act
provides people who have a mental illness, or who may harm or neglect themselves or others, with emergency service and temporary detention for psychiatric evaluation and voluntary or involuntary short-term inpatient treatment
59
Identify the criteria to refer a person for a psychiatric evaluation under the Baker Act
-The person has refused voluntary examination after receiving a thorough explanation and disclosure of the purpose of the examination, or is unable to determine for him or herself whether the examination is necessary -Without care or treatment the person is likely to cause serious bodily harm to their self or others neglect to refuse to care for themselves
60
Describe your options for initializing a psychiatric evaluation under the baker act
-The person volunteers to receive treatment -The court is petitioned for an ex parte order -The officer takes a person into custody -Medical Professional executes a certificate stating that the person meets the criteria for examination Under The Baker Act
61
Identify characteristics of a person at risk for suicide
Giving away personal belongings, losing appetite, and engaging in self-destructive behaviors, drinking, using drugs, or self-cutting
62
How to interact with a person at risk for suicide
-Establish Rapport and keep them talking -Listen carefully (what they say how they say it) -Show support, empathy, and interest -Patience, reassurance, and Hope
63
Whats the first thing you should do when you arrive on the scene of a suicidal person?
determine if the person has access to weapons
64
Substance use
The legal, or illegal, therapeutic or recreational intake of a substance that can lead to substance abuse
65
Substance abuse
The Continuous misuse of substances, which negatively affects the body and mind
66
Overdose
The accidental or intentional use of a dangerously large amount of a substance that can lead to death
67
Identify symptoms of illnesses that can resemble substance abuse
-diabetic shock may cause a person to stagger and appear drunk - an epileptic episode may cause a person to appear as if they are in a drunken stupor or confused state
68
Detoxification
The process of allowing the body to rid itself of a drug while managing the symptoms of withdrawal
69
Withdrawal
The physical and mental symptoms that occur after chronic use of a drug is reduced or stopped. symptoms can include agitation, confusion, cramps, sweating and in extreme cases death
70
Marchman Act
Provides substance abusers access to emergency services and temporary protected custody on either a voluntary or involuntary basis
71
The criteria to refer a person for substance abuse Services Under the Marchman Act
-The person has lost the power of self-control because of the substance abuse -The person is likely to suffer from neglect or to refuse to take care of themselves -The person is in need of substance abuse services
72
Document incident involving the baker for Marchman Act
-baker act report of LEO initiation involuntary exam CF-MH 3052A -baker act ex parte order for involuntary exam CF-MH-3100 -agency- specific marchman act act form(s)
73
Reasons why some people join gangs
-psychological needs- structure -social acceptance -self-esteem -fame
74
Officer safety issues when interacting with criminal gangs
-little respect for authority -some have LE, paramilitary, military experience (combat and weapon knowledge) -home field advantage
75
why is it important to document known or suspected criminal gang activity
documentation can be used in prosecution to enhance penalties
76
Characteristics of an extremist group
advocate violence and the illegal disruption of the lawful activities of others
77
Characteristics of domestic terrorism
intimidate the civilian population or coercion. they may also seek to affect the conduct of a government by mass destruction, assassination, or kidnapping
78
Soverign citizen
a subculture of society that holds antigovernment beliefs and does not recognize federal, state, or local laws, regulations, or policies (constitutionalist, freemen)
79
How to recognize a sovereign citizen
-anti government bumper sticker on vehicles -homemade vehicle registration license plate on vehicles -homemade ID from a non-recognizable territory
80
Identify ideology and characteristics of militias
-2nd amendment -only well armed people can enforce their own rights -gun regulation= bad -the 16th alowing federal income, was authorized through fraud

Police Academy (73 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions