The article begins with a discussion of resistances that a nonpolice lecturer of any discipline might meet in a police academy. These include doubts about the authenticity of instruction, translation of academic and clinical consulting concepts into street realities, and switching from an authoritarian to a more flexible mediating orientation. The article also discusses the need to expand the narrow conceptual base of police evidence so that police can make rapid assessments of behavioral as well as physical evidence in their everyday work. In addition, police should work to cultivate the establishment of alliances, or a plan of action agreed to by both police and citizens, as well as coercive techniques where only the officer decides. The establishment of alliances increases the number of tools and techniques available to the police officer in dealing with routine disturbance calls, can remove unnecessary abrasive interactions between police and citizens, and can elicit more effective incidents. In crisis situations, police need to take note of their own behavior, to quickly respond to behavioral evidence, but not to overreact to emotional behavior. The optimum approach combines coercive and alliance techniques. In addition, community and police departments should reward the learning and use of these skills. Two references are given.