skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 50374 Add to Shopping cart Find in a Library
Title: FIELD INTERROGATION - A TRAINING MANUAL
Author(s): J BROWN; A KALMANOFF; C KIZZIAH; M SILBERT
Corporate Author: California Planners
United States of America
Date Published: 1973
Page Count: 95
Sponsoring Agency: California Planners
Oakland, CA 94618
National Institute of Justice/
Rockville, MD 20849
Police Foundation
Washington, DC 20036
Sale Source: National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America
Document: PDF
Type: Training (Handbook/Manual)
Language: English
Country: United States of America
Annotation: A MODEL FIELD INTERROGATION TRAINING CURRICULUM, INITIALLY DEVELOPED FOR THE SAN DIEGO, CALIF., POLICE DEPARTMENT AND OF USE IN BOTH PRESERVICE AND INSERVICE TRAINING, IS PRESENTED.
Abstract: THE CURRICULUM MANUAL IS A BASIC GUIDELINE FOR INSTRUCTORS, SET FORTH IN A SERIES OF UNITS THAT MAY BE PRESENTED IN VARIOUS SEQUENCES, DEPENDING ON THE EXPERIENCE OF THE OFFICERS BEING TRAINED. THE UNITS COVER PRETRAINING PREPARATION, POLICE OBJECTIVES IN FIELD INTERROGATION (LAW ENFORCEMENT, KEEPING THE PEACE), SAFETY ASPECTS OF FIELD INTERROGATION, COPING WITH CULTURAL DIFFERENCES, TECHNIQUES FOR OPENING AND CLOSING AN INTERROGATION, THE LEGAL ASPECTS OF FIELD INTERROGATION, THE POLICE ENVIRONMENT IN FIELD INTERROGATION, COMMUNICATION WORKSHOPS, EXPERIENTIAL FIELD TRAINING, AND EVALUATION. EACH UNIT IS DIVIDED INTO THREE SECTIONS: WHY, WHAT, AND HOW. THE WHY SECTION EXPLAINS WHY THE UNIT IS RELEVANT TO THE OFFICER. THE WHAT SECTION PRESENTS THE CONTENT OF THE UNIT, DESCRIBING THE GOALS THE TRAINEES SHOULD ACHIEVE FOR EACH SEGMENT OF THE UNIT. THE HOW SECTION SUGGESTS TEACHING APPROACHES (ADVANCE PREPARATION, HANDOUTS, AUDIOVISUAL AIDS, LECTURE AND DISCUSSION TECHNIQUES, ROLE-PLAY EXERCISES). TRAINERS ARE URGED TO READ THE ENTIRE CURRICULUM AND THEN ADAPT THE TRAINING PROGRAM TO MEET THEIR NEEDS, CONSTRAINTS, AND RESOURCES. IT IS NOTED THAT MINIMAL USE OF THE CURRICULUM MUST INCLUDE AT LEAST THE COMMUNICATION WORKSHOPS. A CHART SHOWING VARIOUS COMBINATIONS IN WHICH THE UNITS MAY BE USED IS INCLUDED, AS ARE RECOMMENDATIONS FOR ORDERING THE UNITS FOR USE IN ACADEMY, INSERVICE, AND LINEUP TRAINING. (LKM)
Index Term(s): California; Curriculum; Field interrogation and interview; Police field training
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=50374

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.