Transcript Document 7126532

Police Response to
Juveniles in Crisis
A *collaborative Approach and
Training
August 2009
*Police/Corrections/Mental health/District attorney/Parents
Goal
This training is designed to give officer’s
information that will help guide them when
responding to calls for Emotionally Disturbed
Persons, both Juveniles and Adults.
Developing a protocol for response, as well as,
working with agencies to provide information
sharing, will help provide the proper treatment
and/or detention for the adult/juvenile.
Working with local agencies to develop a
“Crisis Plan” will help reduce the amount of
repetitive calls an officer receives.
Performance Objectives

The student will be able to do the following
as outlined
1.1 Provide a better response by early identification of at
risk juveniles in crisis by early identification of at risk
juveniles
1.2 Define a behavioral Crisis
1.3 Identify the effects of mental health & disability diagnoses
in youth behavior
1.4 Define a “melt down” and possible triggers
1.5 Define the cycle of a “Melt down”
1.6 Define power struggle
1.7 Recognize juvenile mental health and behavioral issues
Performance Objectives
1.8 Recognize common psychotropic medications
1.9 List 3 interventions for behavioral crisis to help reduce the
amount of repetitive calls an officer receives
1.10 Recognize the importance of collecting information and
collaboration with agencies
1.11 Provide officers with resources for youth committing
crimes that also exhibit a Behavioral Crisis
1.12 Identify and divert youth better served in behavioral
health out of the Juvenile Justice System
1.13 Recognize the nature of a call when dealing with an EDA
1.14 Recognize the options available when dealing with an EDA
A Juvenile in Crisis is
A Juvenile Displaying One or More of the
following Behaviors:
Disruptive
 Destructive
 Violent
 Criminal
 Self-harming
 Threatening
 Assaultive

Difficult Behaviors and Emotional
Disorders
It is important to note that all children
that have difficult behaviors do not have
a mental illness.
Likewise, children that have mental
illnesses do not always have challenging
behaviors.
Children and Mental Illness
Brain disorders and mental illnesses are equal
opportunity conditions and effect children and
adolescents from a broad spectrum of
families
Brain researchers encourage teachers, doctors
and mental health providers to resist blaming
mental illnesses on “poor parenting”
Melt Down
For children with special needs,
physical or emotional, a melt
down is not about using a tactic
or a voluntary behavior; it is a
symptom signaling that
something deeper is happening.
*“The child has moved beyond
coherent and rational thought”
*Dr. Ross Greene
Melt down triggers
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Lack of, or changes in medications
Trauma (current or past)
Change in normal routine (divorce/loss, moving,
changing schools, home disruption)
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Lack of child/parent coping skills
Power struggles
Inability to deal with conflict
Cycle of a Melt Down
Agitation Stage- lack of coping
skills, Many possible triggers
MELT DOWN- may be quiet or very
violent, not in a normal state of mind
Recovery Stage- exhaustion, may
not remember events
Everyone deals with lacking skills differently police usually called on the extreme end
Brenda Smith Myles & Anastasia Hubbard 2005
Primary concerns for officers
responding to Juveniles in Crisis
Public safety (threat to self or others)
Emergency evaluation
2.
Jeopardy (unsafe environment) = DHHS
Parent is unable to control the
child
3. Crime(s) committed = D.A.s’ Office/JCCO
4.
Mental health/behavioral condition
= Refer to crisis
1.
Why Collaboration is Needed
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A juvenile in crisis call involves many
domains/agencies;
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Mental health/hospital/crisis
DHHS
Corrections
District Attorney's Office
Community Support Agencies
Schools
Police
Why Collaboration is Needed
cont.
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Police officers acting in isolation and failing to
communicate with the appropriate support
agency may be increasing the chance for a
repetitive occurrence
Many of these calls are more appropriately
handled by support agencies but they can
only help if they know about the event.
Appropriate intervention and services often
leads to better long term out comes in the
juveniles behavior.
Primary Collaborative Partners
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District Attorney's Office
Juvenile Corrections
DHHS
Crisis/Hospital
Schools
Community Support Groups
Parent and Parent Support Groups
Police Services
Collaboration with partners
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The officer should make every effort to know
and develop a positive working relationship
with professionals from the various support
agencies.
Absence any other tactic, personal
professional ongoing dialog with support
agency personnel helps to foster the best
interagency working relationship leading to
better coordinated service delivery for the
juvenile in crisis.
To effectively respond to a
juvenile in crisis call the officer
should
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Recognize a juvenile in crisis
Understand the surrounding/causal factors
Document critical information
Be familiar with local and state support
agencies
Be prepared to communicate with support
agencies (in accordance with state privacy
laws)
Possess a working knowledge of each
agencies responsibilities and resources
Provide appropriate referral information to
the parent
When responding to a juvenile in crisis
call officers should do the following
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Determine the nature of the call
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Public safety
Jeopardy
Mental health
Criminal
Combination of the above
When responding to a juvenile in crisis
call officers should do the following
(Cont.)
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Gather critical and appropriate information
Make the scene safe
Make a decision which action is most appropriate:
 Transport for an emergency mental health evaluation
 Refer to crisis
 Refer to DHHS
 Provide support agency information to parent/guardian
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Charge the juvenile
 Call the JCCO
 Combination of the above
Criminality/Behavioral Flow chart
Summons
Refer to
JCCO
Officer
responds
to call
Make
the
scene
safe
Criminal
And/or
Behavioral
activity
Contact
JCCO
Need for
Detention
History of
Mental Illness
Or
Developmental
Disability
JCCO releases or
Detains
Call ADA if you
Disagree
D
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T
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C
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N
Family
Crisis
Plan
Crisis
Eval
Family
Supports
Possible
Outcomes
Home
Family
Friends
Crisis
Hospital
Detention
(if charged)
Criminal Behavior VS.
Behavioral Crisis
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Any criminal behavior should be
investigated along with any
behavioral health concerns
Recognizing and addressing mental
health and disabilities should result
in less officer responses and a
better future for the juvenile
Why capture information
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Police observation and information
gathering is essential because it gives a
realistic unbiased picture of what is
happening in the home at the time of
the melt down/behavioral crisis
This is critical information for support
agencies to be able to successfully
intervene
Why to capture information
(cont.)
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Police officers are in the unique position to
identify children at risk at an early stage
Police intervention through
collaboration/communication with appropriate
support agencies can expedite the delivery of
critical services to the juvenile and family
Early intervention reduces the occurrence of
increased disruptive/criminal behavior
Responding officers should avoid engaging in
power struggles
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Power struggles may damage your rapport with the youth or
other youth who observe the interaction.
There are 4 common types of power struggles:
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The individual challenges your authority
The individual pushes your buttons to shift the
attention from their behavior to you.
Making threats or giving ultimatums.
Bringing up non-pertinent and non-related past
history.
De-escalation Strategies With
Children & Adolescents
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Don’t get into a power struggle, focus on
the 3 S’s
1. Safety
2. Support
3. Stabilization of the biological, cognitive
and emotional status of the child
Approach slowly, create a calm and a sense
of safe adult control
De-escalation Strategies With
Children & Adolescents
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Scan for possible dangerous escape routes or
objects
Physically position self in the least
threatening posture possible, but be prepared
to move quickly
Simply introduce yourself and let the child
know that you are there to help
Go slowly and try not to introduce any
unnecessary strangers into the situation
De-escalation Strategies With
Children & Adolescents (cont’d)
• Keep the child informed of what you are doing
so as to reduce any startle response
• Use redirection if at all possible
• Use ignoring and work not to be baited or
triggered by language, name calling and
oppositional behaviors
• Assess the developmental age of the child. Don’t
let chronological age fool you
De-escalation Strategies With
Children & Adolescents
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Assess for any comforting individuals or
objects to build a relationship
As the child stabilizes, check on the
basic needs as appropriate such food,
liquids, blanket, comfort from a loved
one…….
Know your own triggers when dealing
with parents, teens and children
Officers should possess a
thorough understanding Maine’s
juvenile code
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Recognize the underlying premise of the code
is different than the adult code
The district attorney's office and JCCO
approach juvenile cases with the goal of
diverting out of the criminal justice system at
the earliest opportunity (in all but the most
serious offences)
Officers working with a misunderstanding of
this process may become frustrated and
disillusioned with the system
Dangers of Detention
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Can increase recidivism
Increases risk of getting to know other
at risk youth (peer deviance)
Makes mentally ill youth worse
Increases risk of self harm
Youth with special needs fail to return
to school
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Justice Policy Institute
Barry Holman and Jason Ziedenberg
Title 15
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1. Purposes. The purposes of this Part are:
A. To secure for each juvenile subject to
these provisions such care and guidance,
preferably in the juvenile's own home, as will
best serve the juvenile's welfare and the
interests of society; [1997, c. 645, §1 (AMD).]
B. To preserve and strengthen family ties
whenever possible, including improvement of
home environment; [1977, c. 520, §1 (NEW).]
Title 15 cont.
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C. To remove a juvenile from the custody of
the juvenile's parents only when the juvenile's
welfare and safety or the protection of the
public would otherwise be endangered or,
when necessary, to punish a child
adjudicated, pursuant to chapter 507, as
having committed a juvenile crime; [1997, c.
645, §1 (AMD).]
D. To secure for any juvenile removed from
the custody of the juvenile's parents the
necessary treatment, care, guidance and
discipline to assist that juvenile in becoming a
responsible and productive member of
society; [1997, c. 645, §1 (AMD).]
Title 15 cont.
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E. To provide procedures through which the
provisions of the law are executed and enforced and
that ensure that the parties receive fair hearings at
which their rights as citizens are recognized and
protected; and [1997, c. 645, §1 (AMD).]
F. To provide consequences, which may include
those of a punitive nature, for repeated serious
criminal behavior or repeated violations of
probation conditions. [1997, c. 645, §1 (NEW).]
Differences between Juvenile and
Adult criminal code
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Adult code is punitive
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Fine
Imprisonment
Juvenile code is rehabilitative
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Assessments
Referrals
Treatment
Punishment is last consideration
How Police Intervention can Help
Improve Outcomes through
diversion from Juvenile Justice
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Police can help by:
Recognizing difference between
criminality and behavioral crisis
Identify possible need for services
How Police Intervention can
Help Improve Outcomes
through diversion from Juvenile
Justice
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Supporting/Empowering parents in
engaging services
Gather appropriate information for
purposes of documentation and
referral
Mental health
Information
Did you know ……
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Nationally 1 in 5 children and adolescents
have a mental health disorder. (SAMHSA
2009)
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1 in 10 have a serious emotional
disturbance * (SAMHSA 2009) * Serious
Emotional Disorder means that the disorder
disrupts daily functioning in home, school or
community.
Did you know….
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Mental Illness strikes individuals often during adolescence and young
adulthood.
Metal illnesses are treatable.
50%-70% of youth in the juvenile justice system have at least one
diagnosable Mental/Behavioral Health issue
25% to 33% of these youth had Anxiety and Mood Disorders
Nearly half of incarcerated girls meet criteria for PTSD
13.7% of youths aged 14-17 considered suicide in the past year
Only 36% of those at-risk children received mental health treatment
or counseling
Youth who used alcohol or illicit drugs in the past year were more
likely to consider taking their own lives
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MHA 2002; SAMHSA 2002
High Risk Populations for Violence
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Previous history of violence
Under influence or withdrawing from a substance
that has the potential to impair the brain.
Has impaired executive functions
Is exhibiting symptoms of psychosis, increases if
command hallucinations present
Male gender
Has a neurological impairment
Is exhibiting symptoms of dementia
High Risk Populations for
Violence
(continued)
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Has symptoms of antisocial or borderline personality
disorder
Weapon availability and preoccupation with violent
thoughts
Adolescent and early twenties (high risk for suicide)
Previous history of an attempted suicide that had
potential to be lethal
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More planning than impulsive
Not allow chance of discovery
No prefaced signal for help
Self Injurious Behavior
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Direct – deliberate, immediate self harm
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Indirect/passive
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Cutting, burning, hitting
Refusing medical treatment
Not taking medication
Smoking/alcohol
Putting self in harms way
Not suicidal or sexual in nature
Self Injurious Behavior (cont.)
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“Para-suicidal” behavior
Wanting to feel better versus wanting to
feel nothing
Self define between self injurious
behavior and suicidal behavior
SIB is alternative to suicidal behavior
Mental Illness Requires Treatment
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Due to the many influences on children,
the neurochemistry of the brain can
change and their best efforts at
sustaining balance are not enough.
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Medication or other therapeutic processes
may be required to restore balance.
Punishments alone do not restore the brain
chemistry or improve behaviors in a child
needing therapeutic interventions
Overview of Child Diagnoses
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Disruptive Disorders
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Mood Disorders
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Anxiety Disorders
Disruptive Disorders
Attention Deficit Hyperactivity
Disorder (ADHD)
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Inattention
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Careless mistakes
Difficulty paying
attention
Not listening
Failure to complete
tasks
Easily distracted
Forgetting
Losing things
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Hyperactivity
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Fidgeting
Excessive movement
Talkative
Blurts out answers
Impulsivity
Interrupting others
Intrudes upon others
Cannot stay seated
Oppositional Defiant Disorder (ODD)
Pattern of negative, hostile and defiant behavior
Symptoms include:
Deliberately annoying
Often angry
Resentful
Defies rules
Argumentative
Conduct Disorder
Pattern of behavior in which the basic rights of others and
societal norms or rules are violated (according to age)
Symptoms include:
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Aggression to people and animals
Destruction of property
Theft
Truancy, run away, violate curfew
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Interventions for Disruptive
Disorders
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Interventions should address
immediacy; instant gratification;
distraction as an intervention
Mood Disorders
Mood Disorders in Children
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Depression
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Bipolar Disorder
Substance Induced Mood Disorder
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Depression in Children
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Separation Anxiety
Behavior problems
Family history of mood disorder or substance
abuse
Unrealistic fears/anxieties/phobias
Drug and/or alcohol use
Negativity/irritability
Aggressiveness or overactive behavior
Bipolar Disorder in Children
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Sleep disturbance and irritability dating from
infancy
Separation anxiety
Night terrors
Phobias and/or school phobia
Raging and tantrums
Bipolar Disorder in Children
(Cont’d)
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Oppositional behavior
Rapid cycling of mood
Sensitivity to stimuli
Distractibility and hyperactivity
Impulsivity and risk taking
Grandiosity and aggressiveness
Interventions for Mood
Disorders
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Interventions support self regulation;
de-escalation; identify triggers; using
language to convey feelings
Anxiety Disorders
Anxiety Disorders
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Generalized Anxiety Disorder
Panic Disorder
Phobic Disorder
Post Traumatic Stress Disorder
Obsessive-compulsive Disorder
Generalized Anxiety Disorder
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Overwhelming feelings of anxiety that impair
functioning
Panic Disorder
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Panic attacks - significant physical symptoms
to include pulse racing, hyperventilating,
chest pain, dizzy, etc... Develop abruptly and
reach peak within 10 minutes.
Phobic Disorder
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Intense anxiety when faced with specific
stressor (i.e. closed spaces, heights, insects,
social situations).
In children, anxiety may be expressed by
crying, tantrums, freezing, clinging.
Post Traumatic Stress Disorder
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Nightmares, hyper vigilance, feeling and reacting
as if in the traumatic event, psychological distress
at exposure to cues that resemble an aspect of
the traumatic event.
Obsessive Compulsive
Disorder
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Obsessions are thoughts, impulses or images that
are experienced as intrusive and inappropriate
and cause marked anxiety/distress.
Compulsions are repetitive behaviors/mental acts
the person feels driven to perform (i.e. hand
washing, ordering, checking, counting, repeating
phrases silently).
Interventions for Anxiety
Disorders
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Interventions address fears and
increase comfort level; increase mastery
over fear.
Types of Interventions for
Mental Illness
To improve behavior, thinking, and
brain biology problems, children and
adults need several kinds of
interventions:
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Biological (medications)
Social (behavior plans)
and educational (accommodations and
support)
Substance abuse counseling
Barriers to Treatment
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Suicide is the 2nd leading cause of death among 15 to 24
year olds. Over 90% of children who die from suicide
have a mental disorder
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Among youth in juvenile justice facilities, 50% to 75%
have mental illness
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25% to 33% of these youth had Anxiety Disorders or
Mood Disorders
Barriers to Treatment (Cont’d)
• Frequently have more than one Co-occurring mental and
substance use disorder
• Up to 80% of children suffering from mental illness fail
to receive critically needed treatment
• Children receiving special education and designated with
“emotional disturbance” fail more courses, earn lower
grade point averages, miss more days of school and are
retained at grade more than students in any other
disability category.
Additional considerations for
law enforcement
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Suicide prevention
Access to treatment
Homelessness in Youth
Substance Abuse
Issues of Independence/development and
needing to feel accepted by peers
Connection with community vs. alienation
The Developmental & Physical
Disability Spectrum
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What are Developmental
Disabilities?
Developmental disabilities are a diverse group of
severe chronic conditions that are due to mental
and/or physical impairments. People with
developmental disabilities have problems with major
life activities such as language, mobility, learning,
self-help, and independent living. Developmental
disabilities begin anytime during development up to
22 years of age and usually last throughout a
person’s lifetime.
The Developmental & Physical
Disability Spectrum
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Autism Spectrum Disorder
Mental Retardation
Hearing Loss
Cerebral Palsy
Vision Impairment
Brain Injury
What Is Autism?
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A Pervasive Developmental Disorder (PDD)
On set by 36 months with serious to
profound disturbances in language, social
interactions, interest, and motor behaviors.
Disturbance are highly repetitive,
stereotypical and resistant to change.
What Is Asperger’s ?
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Also a Pervasive Developmental Disorder
Intact language and intellectual
development, but highly restricted capacity
social and emotional interactions.
Mental Retardation
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Limitation in functioning related to limited
intelligence
IQ below 70 (90% mild MR)
Issues relating to: communicating, social
skills and self care
Affects 3 out of every 100 persons
Important to consider developmental age
vs. chronological age when dealing with a
youth with mental retardation.
Cerebral Palsy
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Cerebral palsy refers to a group of disorders that
affect a person's ability to move and to maintain
balance and posture. It is due to a nonprogressive
brain abnormality, which means that it does not get
worse over time, though the exact symptoms can
change over a person's lifetime.
People with cerebral palsy have damage to the part
of the brain that controls muscle tone. Muscle tone is
the amount of resistance to movement in a muscle. It
is what lets you keep your body in a certain posture
or position.
Hearing Loss
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Impairments in hearing can happen in either
frequency or intensity, or both. Hearing loss severity
is based on how well a person can hear the
frequencies or intensities most often associated with
speech. Severity can be described as mild, moderate,
severe, or profound. The term “deaf” is sometimes
used to describe someone who has an approximately
90 dB or greater hearing loss or who cannot use
hearing to process speech and language information,
even with the use of hearing aids. The term “hard of
hearing” is sometimes used to describe people who
have a less severe hearing loss than deafness.
Vision Impairment
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Vision impairment means that a person's eyesight
cannot be corrected to a "normal" level. Vision
impairment may be caused by a loss of visual acuity,
where the eye does not see objects as clearly as
usual. It may also be caused by a loss of visual field,
where the eye cannot see as wide an area as usual
without moving the eyes or turning the head.
Brain Injury
There are two types of brain injury:
 Traumatic brain injury and
 Acquired brain injury.
• Traumatic Brain Injury is a result of a direct blow to the
head.
• About 50-70 % of all TBI are the result of car accidents.
Other causes include:
• Slips and falls
• Violence
• Sports related injuries
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Brain Injury (Cont’d)
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An acquired brain injury is one that has occurred after
birth, and is not hereditary, congenital, or degenerative.
Common causes of acquired brain injury include;
• Airway obstruction
• Near drowning
• Electrical shock
• Lightening strike
• Blood loss
• Heart attack
• Stroke
• Aneurysm
Common Medications Used
for Youth
If you hear a youth is on medications
it should be treated as a
major indicator that there may be something
else going on for this youth
Commonly Used Psychotropic
Medications
Antidepressants- Prozac, Zoloft, Lexapro,
Celexa, Luvox Wellbutrin, Cymbalta, Effexor
Mood Stabilizers/Antipsychotics- Abilify,
Seroquel, Geodon, Zyprexa, Risperdal,
Depakote, Lithium, Lamictal, Thorazine
Stimulants- Ritalin, Concerta, Ritalin LA,
Focalin, Daytrana, Adderall, Vyvanse,
Strattera
Commonly Used Psychotropic
Medications
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Antianxiety- Buspar, Vistaril,
Ativan, klonopin, Valium, Xanax,
Doxepin
Other- Clonidine, Tenex,
Propranolol, Trazodone, Remeron,
Melatonin, Benadryl.
This list is a simple compilation of the most common
medications used at LCYDC (Kim Foster, NP, psychiatric provider
at Long Creek
Gathering Information
It is important to start
identifying and collecting
information for those
youth in the realm of
behavioral Crisis
Information Sharing

Share information between (no consent
needed unless indicated)
 Law enforcement
 DHHS
 *Hospital
 Crisis Services
 Non-emergency crisis (with consent*)
 Community Providers (with Consent)
 Schools (only with imminent threat)

*contact your regional crisis provider and discuss parameters of receiving
information re. with or without consent..
*Hospital
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When an officer transports a juvenile to the
hospital for an emergency mental health
evaluation information sharing is critical
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Either a *written or verbal report of incident
should be provided for the hospitals review to
assure evaluators fully understand the crisis
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Self harming/threatening and violent
behavior/statements should be noted
The child may be released prematurely if accurate
information is not provided to the hospital
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*written report with critical information is preferred
Red Flag Behaviors
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Bullies
Threatens
Intimidates
Used a weapon
Physically cruel to
people
Physically cruel to
animals
Stolen property
Destroyed property
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Broken into someone
home/car
Lies (cons)
Stays out past curfew
Runs away
Truant from school
Plays with fire
Acts out sexually
Demographics
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Date, time, location, case number of incident.
Juvenile biographical information. Name,
DOB, height, address, weight, eyes color, hair
color
Juveniles general health/injuries.
Parent/guardian-(denote relationship)
biographical information. Contacted yes/no.
Describe behavior that generated the police
response.
List possible criminal behavior committed.
(Felonies to be highlighted)*

*JCCO/DA take special note of JV felony charges
Basic information to capture
What specific behavior generated the call
Parents concerns (juveniles behavior)
Include 911 call information and excited
utterances about behavior and juvenile
history
911 call information (cont.)

The exited utterance on the 911
tape are critical because the
information gained is important
to the support agencies to
intervene appropriately and
gain an accurate understanding
of the event.
911 call information cont.

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Statements made about behavior
Statements made about medication
Statements made about mental health
conditions
Statements made about fear of the child
Statements made about assaults/threatening
Statements made about parents inability to
control the child (out of control Juvenile)
Juvenile History

Number of times the police were called
because of the child’s behavior? The last
time/date?

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Very important to demonstrate the need for
additional services
Would you consider the juvenile a threat to
self or others?
Is the juvenile on probation/who is his/her
P.O.? Contacted yes/no.
Voluntary Information

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Medications
Diagnoses
Current community services
Case manager
Educational information
Other concerns in the family
Voluntary Information

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Is the child receiving services
(counseling) currently?
From what agencies?
Who is the case manager(s)*?
What medications is the child taking?
What diagnosis does the child have?

*
Often a child with have several case managers.
Voluntary Information cont

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What medications is the child taking?
Last time medication was taken
What diagnosis does the child have?
How many times has your child had a crisis
evaluation?
Does the child use drugs/alcohol?
Where does the child attend school/grade?
Are juveniles associates/friends in trouble
with the law/school?
Voluntary Parent Questions


Do you have concerns for your
child?
Please explain What additional
services do you feel would help
you/ juvenile/family?
Crisis Plan

Many families who are receiving support
services may have a crisis plan



The officer should ask to review the plan
The officer should determine if the plan
appropriately identifies a crisis and the
appropriate time to call the police (911)
The officer should work with the
parent/agency to improve the plan if
necessary
Crisis Plan (cont.)

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
Many parents and social service agencies
have a fundamental misunderstanding of the
role and abilities of the police
Crisis plans developed without input from
police or an understanding of the police’s role
often call for police intervention for misguided
reasons
Parents may incorrectly call the police to
discipline their child, take their child out of
the home or frighten their child
Police officers should educate the parents
about what the police can and cannot do
Officer Action

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Officer action
Explain why action taken or not taken
Charged Yes/No
Referred______________________________
_________
Emergency
evaluation_____________________________
________
Mediated______________________________
________
I have it, Now what do I do?

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Agencies you can release to:
JCCO
D.A.’s office
DHHS
Crisis
Hospital
Family Support and
Engagement


When parents feel like they are
part of the problem-solving team
rather than “the problem” they are
more likely to seek out treatment
and skill building
(results in less 911 calls)
How?

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Support
Communicate
Empower
Knowledge and Education
Criticism and Blame = Recidivism
Encouragement and Education = Reduced
Recidivism and Family Investment
Response to Emotionally
Disturbed Adult

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Is the subject a threat to self or
others
Has the subject committed a crime
Is the subject in a jeopardy
situation
Is the call a combination of the
above
None of the above conditions apply
Protective Custody

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T 34-B 3862 Protective Custody
If a subject is a threat to self or others,
they may be taken into protective
custody and transported for an
emergency mental health evaluation
based upon this Maine Statute.
REFER to your handout
Officer can Voluntary transport
A voluntary transport precludes
the Protective Custody Statute
 Often assistance from family or
friends is useful under this
action

If a Crime is Committed

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Arrest and/or Summons the Subject
Transport to Correctional Facility
Transport to a hospital for an
evaluation
Once under arrest the officer must either maintain
custody until cleared by the mental health facility or
bail the subject through either a bail bondsman or
personal recognizance
Jeopardy Situation = unable
to care of themselves

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Call your local Crisis Service for
evaluation
Crisis will coordinate with other
agencies to provide needed care
Crisis services state wide number
1-888-568-1112
Combination of Conditions

Which condition require
immediate action and act
accordingly. Life safety and/or
the magnitude of the criminal
act.
Multiple actions can be taken

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Arrest or Summons and Protective
Custody
Summons and call Crisis
Call crisis and disengage from the
subject if not imminent threat
No Threat, No Jeopardy, No
Crime

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Disengage
Call Crisis Services for Support if
appropriate
Collaborate with family or friends to
assist
Collaborate with community
Conclusion

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Review Goal
Review Objectives
Answer Questions