The Forum Of Field Traning 1ali  

1. Thanks Mik this was the point! In my case the field is a Tempo account field, that shows up as a a dropdown list. Despite the field was effectively empty, the list displays the name of an account if there is only one possible choice (call it a feature or bug;), instead of displaying 'please select'.
2. The LAPD has a seven month (28 week) academy followed by an eleven month (44 week) field training program. A new officer usually works with the same field training officer for four to eight weeks before switching to another FTO. Trainees are expected to start using the radio immediately. Driving is largely at the discretion of the FTO.

Getting It: The Psychology of est, a non-fiction book by American clinical psychologistSheridan Fenwick first published in 1976, analyzes Werner Erhard's Erhard Seminars Training or est. Fenwick based the book on her own experience of attending a four-day session of the est training, an intensive 60-hour personal-development course in the self-help genre. Large groups of up to 250 people took the est training at one time.

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In the first section of Fenwick's book, she recounts the est training process and the methods used during the course. Fenwick details the rules or 'agreements' laid out by the trainers to the attendees, which include not talking to others or leaving the session to go to the bathroom unless during an announced break period. The second section is analytic: Fenwick analyzes the methods used by the est trainers, evaluates the course's potential effects, and discusses Erhard's background. Fenwick concludes that the program's long-term effects are unknown, the est training may not be appropriate for certain groups of people, and that a large proportion of participants report perceived positive effects.

Writing in Library Journal, psychiatrist James Charney describes the book as 'the only useful critical look' at the training. Zane Berzins of The New York Times Book Review characterizes the book as a 'calm and professionally informed view'. Hearings held in 1979 before the United States House of Representatives on a juvenile delinquents program depicted in Scared Straight! cited the book for background on the est training, as did psychologist Gidi Rubinstein in a 2005 study of the Landmark Forum published in the academic journalPsychology and Psychotherapy: Theory, Research and Practice.

Background[edit]

Werner Erhard (born John Paul Rosenberg), was originally from Pennsylvania and migrated to California. A former salesman, training manager and executive in the encyclopedia business,^[1][2] Erhard created the Erhard Seminars Training (est) course in 1971.^[3] est was a form of Large Group Awareness Training,^[4][5] and was part of the Human Potential Movement.^[6] est was a four-day, 60-hour self-help program given to groups of 250 people at a time.^[7] The program was very intensive: each day would contain 15–20 hours of instruction.^[6] During the training, est personnel utilized specialized vocabulary to convey key concepts, and participants agreed to rules which remained in effect for the duration of the course.^[8] Participants were taught that they were responsible for their life outcomes.

Est had its critics and proponents.^[6] A year after Getting It was published, over 100,000 people completed the est training, including public figures and mental health professionals.^[6] In 1985, Werner Erhard and Associates repackaged the course as 'The Forum', a seminar focused on 'goal-oriented breakthroughs'.^[3] By 1988, approximately one million people had taken some form of the trainings.^[3] In the early 1990s Erhard faced family problems, as well as tax problems that were eventually resolved in his favor.^[3][9][10] A group of his associates formed the company Landmark Education in 1991.^[11]

Author[edit]

Sheridan Fenwick, in her early thirties when Getting It was published,^[12] had graduated with a Bachelor of Arts degree from Goucher College and received a doctorate in psychopathology and social psychology from Cornell University.^[13] Her Ph.D.dissertation was published in 1975.^[14] Fenwick served as the director of social policy in the Department of City Planning of Chicago, Illinois, as assistant attending psychologist at Montefiore Medical Center, and as a faculty member of Columbia University's department of psychology.^[13]

Fenwick writes that although she had been trained as a clinical psychologist, she avoided 'consciousness' movements and never participated in transactional analysis or similar therapies, including Transcendental Meditation, Esalen, Arica, Gestalt therapy and Mind Dynamics.^[15] When she met with graduates of the est training and heard their testimonials and observed their level of self-confidence, she considered taking the training.^[16]

After some preliminary research, Fenwick decided to take the training as a participant rather than as a professional observer.^[17] She paid the $250.00 course fee and enrolled in a four-day est program to examine its methods and its appeal.^[8][18] She reports that the training was an 'extraordinary experience', but that she had 'serious concerns about the implications of the est phenomenon', and that people should know more about it.^[17] The book was first published September 16, 1976, by J. B. Lippincott Company.^[19] A second edition was published by Penguin Books in 1977. Fenwick went on to work as director of the Behavioral Medicine Clinic at Abbott Northwestern Hospital in Minneapolis, before retiring in 1993 to set up Psybar, an online service to provide psychological experts for court cases.^[20]

Contents[edit]

The book is divided into two sections. The first section describes Fenwick's own experiences of the training; the second analyzes the est program's methodology and effects.^[6] In her analysis of the course, she states, 'While the consensus of informed opinion, based on summaries of research findings, is that interventions similar to the est training have only modestly positive effects, I think that the existing research provides us with an underestimate of the effect of the est training. This training represents a distillation of some of the most powerful techniques and central precepts for attitude and behavior change  .. I would guess that the effects of the est training are substantial for a large proportion of people.'^[21]

In the latter portion of the book Fenwick discusses comparisons of the est training to brainwashing and psychotherapy, potential harmful effects of the course, and the extent that positive benefit from the course may be attributed to a self-fulfilling prophecy.^[8] Fenwick sees est as a form of psychotherapy that utilizes 'in' therapies, and questions its suitability for certain individuals.^[22] Fenwick writes that the est training draws influences from Synanon, Gestalt therapy, encounter groups, and Scientology.^[7] She discusses the potential positive and negative psychological effects that can occur subsequent to taking the est training.^[18] She analyzes the rules of the training, and the behavioral tools used by the trainers,^[23] and points out that the est personnel are not qualified to assess psychopathology.^[24] Fenwick asserts that tactics including sensory deprivation and the large group setting of 250 people at a time help to make the training 'work'.^[7] She describes this as a 'compression chamber effect', and asserts that it leads to the 'hysterical confessions and the euphoric testimonials' she observed in the course.^[7]

Fenwick cites the secrecy of the est organization as an impediment to meaningful study, and states that the studies cited by est itself are inadequate and inconclusive.^[23] Fenwick writes that a lack of 'sophisticated research designs' limits the ability to properly determine long-term benefits or harm caused by the course^[7] and notes: 'est uses techniques indiscriminately which, in a certain proportion of the population, are known to be harmful and potentially quite dangerous'.^[24] She concludes that it is difficult to determine whether est 'produces any more than a superficial catharsis, or whether it might be harmful to certain people,' and states that the long-range effects of the training are unknown.^[25]

Fenwick also asks rhetorically, 'Should we completely discount the testimonials of est graduates, knowing that they are not sufficiently rigorous measures to qualify as scientific evidence? I don't think so. The fact that positive testimonials are so readily obtained from est graduates, in combination with the observation that a majority of people who take the est training, continue to participate and have found the est experience to be rewarding. Even if 'objective' changes are not documented in people's lives, it is noteworthy that people feel happier, more satisfied, more relaxed, and more 'alive.' If you 'feel' happier, then you 'are' happier – objective circumstances notwithstanding. Subjective states are clearly an important component of our lives.'^[21]

Reception[edit]

Getting It received mixed, but generally positive, reviews. One positive evaluation came from psychiatrist James Charney, in a 1976 review for Library Journal. Charney calls the book 'the only useful critical look at this essential issue', referring to the est training.^[23] He notes in particular that Fenwick's 'analysis of the function of the group, the restrictive rules, and the enforced discomfort is convincing'.^[23] In a 1977 review in Library Journal Edith Crockett and Ellis Mount highly recommended the book, commenting that 'A plethora of newspaper and magazine reports, along with books written by graduates .. have attempted to explain the phenomenon of this self-help program, but none has done it as well or as objectively as this writer.'^[18]Kirkus Reviews noted the precedent set by the analytical nature of the book, writing 'Finally. Here's someone who is willing to disclose the details of Erhard Seminars Training, and then go on to analyze them from a psychological point of view.'^[8] Zane Berzins, writing for The New York Times Book Review in 1977, describes Fenwick's work as a 'calm and professionally informed view'.^[7] Berzins describes the book as a 'brave attempt' at an analysis of est's appeal, and concludes that 'It's hardly an incendiary exposé, but Fenwick's open-minded scrutiny should deglamourize the est movement.'^[7]

William McGurk reviewed the book in Contemporary Psychology. Although McGurk praises the book's description of the est seminars, noting that it 'present[s] a clear picture of the process', he also criticizes Fenwick's subsequent analysis, saying she 'sounds like a different person' than in the first section.^[6] McGurk writes that 'It's as though she put on her psychoanalytically oriented, professional hat and ran a tape that was far from being effective.'^[6] A review in Publishers Weekly states that Fenwick's 'inbred detachment may have kept her from the full impact of the 'experience' the training was meant to be (and is for many)'.^[22] Even so, the review notes that Fenwick 'scores heavily' in the section where she questions the nature of the est training and Erhard's background; it recommends that Getting It be read alongside Luke Rhinehart's The Book of est.^[22]

The book is recommended by James R. Lewis and J. Gordon Melton's 1992 book Perspectives on the New Age, where they describe it as 'a thorough discussion of est training methods and the psychology behind them'.^[26] Other works that cite the book for background on est include Snapping: America's Epidemic of Sudden Personality Change, by Flo Conway and Jim Siegelman;^[27] and Evaluating a Large Group Awareness Training, a study commissioned by Erhard's successor company to est, Werner Erhard and Associates.^[28]

Fenwick's work was cited in 1979 hearings before the United States House of Representatives on a controversial program for juvenile delinquents, which was depicted in the Academy Award-winningdocumentary filmScared Straight!.^[24]Getting It is cited in background discussion of the est training: 'Fenwick has pointed out that sophisticated assessment of individual psychopathology is beyond the competence and training of the est personnel; it is also outside the est value system, since the training is held to be almost universally beneficial.'^[24] Psychologist Gidi Rubinstein cites the book as a reference in a 2005 study of the Landmark Forum, a course descended from the est training, which he presented in the academic journalPsychology and Psychotherapy: Theory, Research and Practice.^[29]

Notes[edit]

1. ^Bartley, William Warren (1978). Werner Erhard The Transformation of a Man: The Founding of EST. Clarkson Potter. pp. 84, 90. ISBN0-517-53502-5.
2. ^Pressman 1993, pp. 5–7
3. ^ ^abcdHukill 1998
4. ^Fisher et al. 1990, p. 142
5. ^Denison 1995
6. ^ ^abcdefgMcGurk 1977, p. 460
7. ^ ^abcdefgBerzins 1977, p. 25
8. ^ ^abcdBader 1976, p. 821
9. ^Faltermayer, Charlotte (2001-06-24). 'The Best Of Est?'. Time. Retrieved 2007-09-28.
10. ^'Leader of est movement wins $200,000 from IRS'. Daily News of Los Angeles. Los Angeles, California. September 12, 1996.
11. ^Landmark Education Corporation: Selling a Paradigm Shift', Harvard Business School Publishing, Boston, MA, Karen Hopper and Mikelle Fisher Eastley, 9-898-081, p.1, Rev. April 22, 1998
12. ^Born in 1942, according to the book's Library of Congress record: 'Library of Congress LCCN Permalink for 76020617'. Library of Congress. Retrieved 2008-10-08. LC Control Number: 76020617; LC Call Number: RC489.E7 F46
13. ^ ^abMcGurk 1977, p. 459
14. ^S. Sheridan Fenwick Naditch, 'Effect of Experimental Artifact on Sex Differences in Field Dependence,' (Ph.D.dissertation, Cornell University, 1975).
15. ^Fenwick 1976, p. 14
16. ^Fenwick 1976, p. 15
17. ^ ^abFenwick 1976, p. 16
18. ^ ^abcCrockett & Mount 1977, p. 552
19. ^The New York Times staff 1976
20. ^Chamberlin 1998
21. ^ ^abFenwick 1976, p. 141–151
22. ^ ^abcPublishers Weekly staff 1976, p. 76
23. ^ ^abcdCharney 1976, p. 2071
24. ^ ^abcdUnited States Congress 1979, p. 356
25. ^name='charney'
26. ^Lewis & Melton 1992, p. 318
27. ^Conway & Siegelman 1995, p. 349
28. ^Fisher et al. 1990, p. 82
29. ^Rubinstein 2005, p. 490

References[edit]

• Bader, Barbara, ed. (July 15, 1976), 'Getting It', Kirkus Reviews, 44 (Part II, Section No. 14): 821
• Berzins, Zane (February 6, 1977), 'Getting It', The New York Times Book Review, The New York Times Company, 82: 25
• Chamberlin, Jamie (June 1998), 'For these psychologists, retirement has been no time for slowing down: Five APA members embark on new careers when others might be more inclined to relax', APA Monitor, American Psychological Association, 29 (6), retrieved 2008-04-11
• Charney, James (Department of Psychiatry, Yale University School of Medicine) (October 1, 1976), 'Review of Getting It alongside Hargrove, Robert est: Making Life Work, and Rhinehart, Luke The Book of est', Library Journal, 101 (17): 2071
• Conway, Flo; Siegelman, Siegelman (1995), Snapping: America's Epidemic of Sudden Personality Change, Stillpoint, p. 349, ISBN0-9647650-0-4
• Crockett, Edith S.; Mount, Ellis (March 1, 1977), 'Sci-Tech Books of 1976', Library Journal, 102 (5): 543–552
• Denison, Charles Wayne (June 1995), 'The children of EST: A study of the experience and perceived effects of a large group awareness training', Dissertation Abstracts International, Ann Arbor, Michigan: University Microfilms International, 55 (12–B): 5564, ISSN0419-4217
• Fenwick, Sheridan (1976), Getting It: The psychology of est, Philadelphia, Pennsylvania: J. B. Lippincott, ISBN0-397-01170-9
• Fenwick, Sheridan (1977), Getting It: The psychology of est, Harmondsworth: Penguin, ISBN0-14-004467-1
• Fisher, Jeffrey D.; Cohen Silver, Roxane; Chinsky, Jack M.; Goff, Barry; Klar, Yechiel (1990), Evaluating a Large Group Awareness Training, New York: Springer-Verlag, ISBN0-387-97320-6
• Hukill, Tracy (July 9, 1998), 'The est of Friends: Werner Erhard's protégés and siblings carry the torch for a '90s incarnation of the '70s 'training' that some of us just didn't get', Metro Silicon Valley, Metro Newspapers, archived from the original on January 23, 2009, retrieved 2008-04-11
• Lewis, James R.; Melton, J. Gordon (1992), Perspectives on the New Age, SUNY Press, p. 318, ISBN0-7914-1213-X
• McGurk, William S. (June 1977), 'Was Ist est?', Contemporary Psychology: APA Review of Books, 22 (6): 459–460, doi:10.1037/016030
• The New York Times staff (September 16, 1976), 'New Books Today', The New York Times, The New York Times Company, p. 37
• Pressman, Steven (1993), Outrageous Betrayal: The Dark Journey of Werner Erhard from est to Exile, New York: St. Martin's, ISBN0-312-09296-2
• Publishers Weekly staff (July 26, 1976), 'Getting It: The Psychology of est', Publishers Weekly, 210: 76
• Rubinstein, Gidi (December 2005), 'Characteristics of participants in the Forum, psychotherapy clients, and control participants: A comparative study', Psychology and Psychotherapy, British Psychological Society, 78 (4): 481–492, doi:10.1348/147608305X42721, PMID16354440
• United States Congress, House Committee on Education and Labor. Subcommittee on Human Resources (June 4, 1979), Oversight on Scared Straight – Hearings Before the House Subcommittee on Human Resources, 96th Congress, 1st Session, June 4th, Washington, D.C.: United States Government Printing Office, p. 356

Page Navigation

Every field training officer (FTO) has at least one: a story about a rookie who was so awful that he nearly put the FTO in an early grave from the stress of having to train him.

Some of us have many such stories. The funny thing is that many of the stories not only refer to officers who are still employed by the agency, but also people we now consider friends.

The gruesome stories about the incompetent recruits who turned out to be good cops prove that a police FTO can really help a new officer become something special. Acer gateway drivers for windows 7streamlasopa. Experienced training officers have a bag of tricks and ideas they can rely on to help coax great officers out of the lumps called recruits who show up every now and then.

Through the years, I have had my fair share of trainees. No recruit shows up performing at the level of a solo officer. All rookies have varying strengths and weaknesses. However, I have found some problems seem to occur frequently: spelling and grammar, navigation, fear, radio codes and DUI investigations.

The recruit can overcome each of these problem areas, but success often requires special effort from the trainer. I have developed strategies for addressing those deficiencies and will share the FTO training tips with you here.

Fear

Fear is a perfectly natural and understandable emotion a recruit officer will experience when responding to high-risk calls or dealing with hostile people. How he (or she) performs while experiencing fear can make the difference between becoming a career cop or just another rookie washout.

Recruit performance in the face of hostility will frequently improve with experience. It is for this reason that the FTO should seek out the 'hot' calls. The role of the FTO is to guide him through this adaptive process, ensuring that the recruit maintains officer safety and makes sound decisions under stress.

Unfortunately, some people seem to be overwhelmed with fear and are unable to perform in, or react rationally to stressful situations. Sometimes, additional exposure to hostility worsens the problem rather than improves it. What can an FTO do with this recruit?

Confidence and Training

Many times, a recruit will experience fear due to a lack of confidence in his (or her) ability to handle the situation. It is important to identify the areas in which the recruit officer needs more training and to train up those skills.

For example, a recruit who is timid in the face of a belligerent drunk may not have any confidence in his defensive tactics skills. With this recruit, it would be very important to get him on the mats to build both skill and confidence – especially skills to resist a gun grab.

Many officers – both new and veteran – worry about winning a gunfight. Part of this is training on the range, but much of it is understanding when to use deadly force and how to set yourself up for prevailing in the worst of circumstances. Role-playing (below) is a good way to practice these skills in a controlled environment.

If your recruit isn't confident in his firearms skills, get with a department instructor for extra training time. While I do not think equipment is a good replacement for skill, having the right equipment is absolutely necessary. Hopefully, your agency allows backup guns. If they do, make sure your recruit is trained properly with it.

Role-playing

Role-playing scenarios can frequently help a recruit officer build confidence in decision-making and use of force. It is critical that role-playing allows a recruit officer to successfully handle the call when they make reasonable decisions. The point of role-playing scenarios is to reinforce good judgment and build confidence. Scenario training should never be used as some form of hazing or punishment.

Role-playing should be done in a safe environment. Arkoth ars mysteriorum's rpg sanctuary trooper. No real weapons (gun, baton, etc.) should be allowed in the training area. Too many officers have been killed in training due to guns which were believed to be unloaded.

Open Dialogue

Fear is a mental stumbling block and, sometimes, the roots of the fear are not easily discerned. Talking frankly with the recruit can often be the best method of finding why the recruit officer is having problems dealing with fear and stress. Have the recruit officer evaluate himself and describe what he is feeling and thinking when he encounters problems. Frequently, this alone will give you all of the information you need to work out a plan for improving his performance.

An FTO should explain to the recruit that fear is a perfectly natural reaction to danger. The reaction is an innate warning alarm which humans have to alert us to danger. Fear in and of itself is not bad. It is how we react which is good or bad.

Orientation and Navigation

Even for the recruit who is familiar with your jurisdiction, seeing it as a cop is a whole new experience. Most people move through life without consciously knowing where they are. A recruit officer is suddenly expected to know where he (or she) is at every moment and to know how to get to other locations using the quickest routes.

For some people, navigation and orientation are as natural as breathing. For others, it doesn't come as easily. Even though orientation seems to be a more common problem for recruits, it is also one which is easy to correct in most new officers.

Where Are We?

Constant verbal quizzing of the recruit while on patrol will force the new officer to make a habit of watching street signs and learning block numbering. Verbal testing can be as simple as asking, 'Where are we?'

If you need to stress the importance of knowing your location, you can stage a simple exercise in which you tell the recruit to stop the car immediately (preferably not in the middle of a busy highway). Tell the recruit he has just been ambushed and shot. Then, ask where he is.

I have used this technique with a great deal of animation and a voice which progressively gets louder. I generally describe how blood is running out of their chest and they are close to passing out. I then count down five seconds to see if they can give me their location. This can add stress and drive home the importance of orientation.

Maps

Computer maps are great. However, from my experience, many recruits seem to learn the streets better when they use old-fashioned map books. Instead of seeing the blinking arrow pointing to the destination on a computer screen, the recruit has to puzzle out where the target address is and then figure out how to get there.

Radio Codes

Many law enforcement agencies use some form of signals, codes and ten codes. If you work for an agency which relies heavily on the use of radio codes, you will likely encounter recruits who have difficulty in learning all of them.

In many cases, learning the codes and signals is an exercise of rote memorization. Depending on how many codes the recruit needs to learn, you can divide up the list and assign parts of the list for memorization in each of the first few weeks of training.

The Forum Of Field Training 1 Ali Jinnah

The recruit can then be orally quizzed while on the road. The FTO can also administer written tests on the codes. Several practice exams early in the week can help point out the recruit's weaknesses which can direct his (or her) study. A final exam on the codes can be administered at the end of the week.

The recruit can also be encouraged to listen to his (or her) radio while at home. Listening to the language used on the radio can help give meaning to seemingly random numbers. Developing associations for the signals and codes can greatly aid in memorizing meaning.

If your agency does not issue radios which can be taken home, there are many Web sites which stream radio traffic. Additionally, there are applications for smartphones which perform the same function.

Spelling and Grammar Issues

Spelling and grammar are the two sides of the coin called written communication. Correct spelling and grammar are critical in relaying accurate information. A misplaced comma or missing period may radically alter the meaning of a sentence.

Misspelled words can create confusion or even alter the facts you are attempting to document.

Basic writing skills, including spelling and grammar, should be part of the education any public school graduate receives. Sadly, my experience has taught me that even many college graduates have a tenuous grasp of essential spelling and grammar skills.

Contents[edit]

The book is divided into two sections. The first section describes Fenwick's own experiences of the training; the second analyzes the est program's methodology and effects.^[6] In her analysis of the course, she states, 'While the consensus of informed opinion, based on summaries of research findings, is that interventions similar to the est training have only modestly positive effects, I think that the existing research provides us with an underestimate of the effect of the est training. This training represents a distillation of some of the most powerful techniques and central precepts for attitude and behavior change  .. I would guess that the effects of the est training are substantial for a large proportion of people.'^[21]

In the latter portion of the book Fenwick discusses comparisons of the est training to brainwashing and psychotherapy, potential harmful effects of the course, and the extent that positive benefit from the course may be attributed to a self-fulfilling prophecy.^[8] Fenwick sees est as a form of psychotherapy that utilizes 'in' therapies, and questions its suitability for certain individuals.^[22] Fenwick writes that the est training draws influences from Synanon, Gestalt therapy, encounter groups, and Scientology.^[7] She discusses the potential positive and negative psychological effects that can occur subsequent to taking the est training.^[18] She analyzes the rules of the training, and the behavioral tools used by the trainers,^[23] and points out that the est personnel are not qualified to assess psychopathology.^[24] Fenwick asserts that tactics including sensory deprivation and the large group setting of 250 people at a time help to make the training 'work'.^[7] She describes this as a 'compression chamber effect', and asserts that it leads to the 'hysterical confessions and the euphoric testimonials' she observed in the course.^[7]

Fenwick cites the secrecy of the est organization as an impediment to meaningful study, and states that the studies cited by est itself are inadequate and inconclusive.^[23] Fenwick writes that a lack of 'sophisticated research designs' limits the ability to properly determine long-term benefits or harm caused by the course^[7] and notes: 'est uses techniques indiscriminately which, in a certain proportion of the population, are known to be harmful and potentially quite dangerous'.^[24] She concludes that it is difficult to determine whether est 'produces any more than a superficial catharsis, or whether it might be harmful to certain people,' and states that the long-range effects of the training are unknown.^[25]

Fenwick also asks rhetorically, 'Should we completely discount the testimonials of est graduates, knowing that they are not sufficiently rigorous measures to qualify as scientific evidence? I don't think so. The fact that positive testimonials are so readily obtained from est graduates, in combination with the observation that a majority of people who take the est training, continue to participate and have found the est experience to be rewarding. Even if 'objective' changes are not documented in people's lives, it is noteworthy that people feel happier, more satisfied, more relaxed, and more 'alive.' If you 'feel' happier, then you 'are' happier – objective circumstances notwithstanding. Subjective states are clearly an important component of our lives.'^[21]

Reception[edit]

Getting It received mixed, but generally positive, reviews. One positive evaluation came from psychiatrist James Charney, in a 1976 review for Library Journal. Charney calls the book 'the only useful critical look at this essential issue', referring to the est training.^[23] He notes in particular that Fenwick's 'analysis of the function of the group, the restrictive rules, and the enforced discomfort is convincing'.^[23] In a 1977 review in Library Journal Edith Crockett and Ellis Mount highly recommended the book, commenting that 'A plethora of newspaper and magazine reports, along with books written by graduates .. have attempted to explain the phenomenon of this self-help program, but none has done it as well or as objectively as this writer.'^[18]Kirkus Reviews noted the precedent set by the analytical nature of the book, writing 'Finally. Here's someone who is willing to disclose the details of Erhard Seminars Training, and then go on to analyze them from a psychological point of view.'^[8] Zane Berzins, writing for The New York Times Book Review in 1977, describes Fenwick's work as a 'calm and professionally informed view'.^[7] Berzins describes the book as a 'brave attempt' at an analysis of est's appeal, and concludes that 'It's hardly an incendiary exposé, but Fenwick's open-minded scrutiny should deglamourize the est movement.'^[7]

William McGurk reviewed the book in Contemporary Psychology. Although McGurk praises the book's description of the est seminars, noting that it 'present[s] a clear picture of the process', he also criticizes Fenwick's subsequent analysis, saying she 'sounds like a different person' than in the first section.^[6] McGurk writes that 'It's as though she put on her psychoanalytically oriented, professional hat and ran a tape that was far from being effective.'^[6] A review in Publishers Weekly states that Fenwick's 'inbred detachment may have kept her from the full impact of the 'experience' the training was meant to be (and is for many)'.^[22] Even so, the review notes that Fenwick 'scores heavily' in the section where she questions the nature of the est training and Erhard's background; it recommends that Getting It be read alongside Luke Rhinehart's The Book of est.^[22]

The book is recommended by James R. Lewis and J. Gordon Melton's 1992 book Perspectives on the New Age, where they describe it as 'a thorough discussion of est training methods and the psychology behind them'.^[26] Other works that cite the book for background on est include Snapping: America's Epidemic of Sudden Personality Change, by Flo Conway and Jim Siegelman;^[27] and Evaluating a Large Group Awareness Training, a study commissioned by Erhard's successor company to est, Werner Erhard and Associates.^[28]

Fenwick's work was cited in 1979 hearings before the United States House of Representatives on a controversial program for juvenile delinquents, which was depicted in the Academy Award-winningdocumentary filmScared Straight!.^[24]Getting It is cited in background discussion of the est training: 'Fenwick has pointed out that sophisticated assessment of individual psychopathology is beyond the competence and training of the est personnel; it is also outside the est value system, since the training is held to be almost universally beneficial.'^[24] Psychologist Gidi Rubinstein cites the book as a reference in a 2005 study of the Landmark Forum, a course descended from the est training, which he presented in the academic journalPsychology and Psychotherapy: Theory, Research and Practice.^[29]

Notes[edit]

1. ^Bartley, William Warren (1978). Werner Erhard The Transformation of a Man: The Founding of EST. Clarkson Potter. pp. 84, 90. ISBN0-517-53502-5.
2. ^Pressman 1993, pp. 5–7
3. ^ ^abcdHukill 1998
4. ^Fisher et al. 1990, p. 142
5. ^Denison 1995
6. ^ ^abcdefgMcGurk 1977, p. 460
7. ^ ^abcdefgBerzins 1977, p. 25
8. ^ ^abcdBader 1976, p. 821
9. ^Faltermayer, Charlotte (2001-06-24). 'The Best Of Est?'. Time. Retrieved 2007-09-28.
10. ^'Leader of est movement wins $200,000 from IRS'. Daily News of Los Angeles. Los Angeles, California. September 12, 1996.
11. ^Landmark Education Corporation: Selling a Paradigm Shift', Harvard Business School Publishing, Boston, MA, Karen Hopper and Mikelle Fisher Eastley, 9-898-081, p.1, Rev. April 22, 1998
12. ^Born in 1942, according to the book's Library of Congress record: 'Library of Congress LCCN Permalink for 76020617'. Library of Congress. Retrieved 2008-10-08. LC Control Number: 76020617; LC Call Number: RC489.E7 F46
13. ^ ^abMcGurk 1977, p. 459
14. ^S. Sheridan Fenwick Naditch, 'Effect of Experimental Artifact on Sex Differences in Field Dependence,' (Ph.D.dissertation, Cornell University, 1975).
15. ^Fenwick 1976, p. 14
16. ^Fenwick 1976, p. 15
17. ^ ^abFenwick 1976, p. 16
18. ^ ^abcCrockett & Mount 1977, p. 552
19. ^The New York Times staff 1976
20. ^Chamberlin 1998
21. ^ ^abFenwick 1976, p. 141–151
22. ^ ^abcPublishers Weekly staff 1976, p. 76
23. ^ ^abcdCharney 1976, p. 2071
24. ^ ^abcdUnited States Congress 1979, p. 356
25. ^name='charney'
26. ^Lewis & Melton 1992, p. 318
27. ^Conway & Siegelman 1995, p. 349
28. ^Fisher et al. 1990, p. 82
29. ^Rubinstein 2005, p. 490

References[edit]

• Bader, Barbara, ed. (July 15, 1976), 'Getting It', Kirkus Reviews, 44 (Part II, Section No. 14): 821
• Berzins, Zane (February 6, 1977), 'Getting It', The New York Times Book Review, The New York Times Company, 82: 25
• Chamberlin, Jamie (June 1998), 'For these psychologists, retirement has been no time for slowing down: Five APA members embark on new careers when others might be more inclined to relax', APA Monitor, American Psychological Association, 29 (6), retrieved 2008-04-11
• Charney, James (Department of Psychiatry, Yale University School of Medicine) (October 1, 1976), 'Review of Getting It alongside Hargrove, Robert est: Making Life Work, and Rhinehart, Luke The Book of est', Library Journal, 101 (17): 2071
• Conway, Flo; Siegelman, Siegelman (1995), Snapping: America's Epidemic of Sudden Personality Change, Stillpoint, p. 349, ISBN0-9647650-0-4
• Crockett, Edith S.; Mount, Ellis (March 1, 1977), 'Sci-Tech Books of 1976', Library Journal, 102 (5): 543–552
• Denison, Charles Wayne (June 1995), 'The children of EST: A study of the experience and perceived effects of a large group awareness training', Dissertation Abstracts International, Ann Arbor, Michigan: University Microfilms International, 55 (12–B): 5564, ISSN0419-4217
• Fenwick, Sheridan (1976), Getting It: The psychology of est, Philadelphia, Pennsylvania: J. B. Lippincott, ISBN0-397-01170-9
• Fenwick, Sheridan (1977), Getting It: The psychology of est, Harmondsworth: Penguin, ISBN0-14-004467-1
• Fisher, Jeffrey D.; Cohen Silver, Roxane; Chinsky, Jack M.; Goff, Barry; Klar, Yechiel (1990), Evaluating a Large Group Awareness Training, New York: Springer-Verlag, ISBN0-387-97320-6
• Hukill, Tracy (July 9, 1998), 'The est of Friends: Werner Erhard's protégés and siblings carry the torch for a '90s incarnation of the '70s 'training' that some of us just didn't get', Metro Silicon Valley, Metro Newspapers, archived from the original on January 23, 2009, retrieved 2008-04-11
• Lewis, James R.; Melton, J. Gordon (1992), Perspectives on the New Age, SUNY Press, p. 318, ISBN0-7914-1213-X
• McGurk, William S. (June 1977), 'Was Ist est?', Contemporary Psychology: APA Review of Books, 22 (6): 459–460, doi:10.1037/016030
• The New York Times staff (September 16, 1976), 'New Books Today', The New York Times, The New York Times Company, p. 37
• Pressman, Steven (1993), Outrageous Betrayal: The Dark Journey of Werner Erhard from est to Exile, New York: St. Martin's, ISBN0-312-09296-2
• Publishers Weekly staff (July 26, 1976), 'Getting It: The Psychology of est', Publishers Weekly, 210: 76
• Rubinstein, Gidi (December 2005), 'Characteristics of participants in the Forum, psychotherapy clients, and control participants: A comparative study', Psychology and Psychotherapy, British Psychological Society, 78 (4): 481–492, doi:10.1348/147608305X42721, PMID16354440
• United States Congress, House Committee on Education and Labor. Subcommittee on Human Resources (June 4, 1979), Oversight on Scared Straight – Hearings Before the House Subcommittee on Human Resources, 96th Congress, 1st Session, June 4th, Washington, D.C.: United States Government Printing Office, p. 356

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Every field training officer (FTO) has at least one: a story about a rookie who was so awful that he nearly put the FTO in an early grave from the stress of having to train him.

Some of us have many such stories. The funny thing is that many of the stories not only refer to officers who are still employed by the agency, but also people we now consider friends.

The gruesome stories about the incompetent recruits who turned out to be good cops prove that a police FTO can really help a new officer become something special. Acer gateway drivers for windows 7streamlasopa. Experienced training officers have a bag of tricks and ideas they can rely on to help coax great officers out of the lumps called recruits who show up every now and then.

Through the years, I have had my fair share of trainees. No recruit shows up performing at the level of a solo officer. All rookies have varying strengths and weaknesses. However, I have found some problems seem to occur frequently: spelling and grammar, navigation, fear, radio codes and DUI investigations.

The recruit can overcome each of these problem areas, but success often requires special effort from the trainer. I have developed strategies for addressing those deficiencies and will share the FTO training tips with you here.

Fear

Fear is a perfectly natural and understandable emotion a recruit officer will experience when responding to high-risk calls or dealing with hostile people. How he (or she) performs while experiencing fear can make the difference between becoming a career cop or just another rookie washout.

Recruit performance in the face of hostility will frequently improve with experience. It is for this reason that the FTO should seek out the 'hot' calls. The role of the FTO is to guide him through this adaptive process, ensuring that the recruit maintains officer safety and makes sound decisions under stress.

Unfortunately, some people seem to be overwhelmed with fear and are unable to perform in, or react rationally to stressful situations. Sometimes, additional exposure to hostility worsens the problem rather than improves it. What can an FTO do with this recruit?

Confidence and Training

Many times, a recruit will experience fear due to a lack of confidence in his (or her) ability to handle the situation. It is important to identify the areas in which the recruit officer needs more training and to train up those skills.

For example, a recruit who is timid in the face of a belligerent drunk may not have any confidence in his defensive tactics skills. With this recruit, it would be very important to get him on the mats to build both skill and confidence – especially skills to resist a gun grab.

Many officers – both new and veteran – worry about winning a gunfight. Part of this is training on the range, but much of it is understanding when to use deadly force and how to set yourself up for prevailing in the worst of circumstances. Role-playing (below) is a good way to practice these skills in a controlled environment.

If your recruit isn't confident in his firearms skills, get with a department instructor for extra training time. While I do not think equipment is a good replacement for skill, having the right equipment is absolutely necessary. Hopefully, your agency allows backup guns. If they do, make sure your recruit is trained properly with it.

Role-playing

Role-playing scenarios can frequently help a recruit officer build confidence in decision-making and use of force. It is critical that role-playing allows a recruit officer to successfully handle the call when they make reasonable decisions. The point of role-playing scenarios is to reinforce good judgment and build confidence. Scenario training should never be used as some form of hazing or punishment.

Role-playing should be done in a safe environment. Arkoth ars mysteriorum's rpg sanctuary trooper. No real weapons (gun, baton, etc.) should be allowed in the training area. Too many officers have been killed in training due to guns which were believed to be unloaded.

Open Dialogue

Fear is a mental stumbling block and, sometimes, the roots of the fear are not easily discerned. Talking frankly with the recruit can often be the best method of finding why the recruit officer is having problems dealing with fear and stress. Have the recruit officer evaluate himself and describe what he is feeling and thinking when he encounters problems. Frequently, this alone will give you all of the information you need to work out a plan for improving his performance.

An FTO should explain to the recruit that fear is a perfectly natural reaction to danger. The reaction is an innate warning alarm which humans have to alert us to danger. Fear in and of itself is not bad. It is how we react which is good or bad.

Orientation and Navigation

Even for the recruit who is familiar with your jurisdiction, seeing it as a cop is a whole new experience. Most people move through life without consciously knowing where they are. A recruit officer is suddenly expected to know where he (or she) is at every moment and to know how to get to other locations using the quickest routes.

For some people, navigation and orientation are as natural as breathing. For others, it doesn't come as easily. Even though orientation seems to be a more common problem for recruits, it is also one which is easy to correct in most new officers.

Where Are We?

Constant verbal quizzing of the recruit while on patrol will force the new officer to make a habit of watching street signs and learning block numbering. Verbal testing can be as simple as asking, 'Where are we?'

If you need to stress the importance of knowing your location, you can stage a simple exercise in which you tell the recruit to stop the car immediately (preferably not in the middle of a busy highway). Tell the recruit he has just been ambushed and shot. Then, ask where he is.

I have used this technique with a great deal of animation and a voice which progressively gets louder. I generally describe how blood is running out of their chest and they are close to passing out. I then count down five seconds to see if they can give me their location. This can add stress and drive home the importance of orientation.

Maps

Computer maps are great. However, from my experience, many recruits seem to learn the streets better when they use old-fashioned map books. Instead of seeing the blinking arrow pointing to the destination on a computer screen, the recruit has to puzzle out where the target address is and then figure out how to get there.

Radio Codes

Many law enforcement agencies use some form of signals, codes and ten codes. If you work for an agency which relies heavily on the use of radio codes, you will likely encounter recruits who have difficulty in learning all of them.

In many cases, learning the codes and signals is an exercise of rote memorization. Depending on how many codes the recruit needs to learn, you can divide up the list and assign parts of the list for memorization in each of the first few weeks of training.

The Forum Of Field Training 1 Ali Jinnah

The recruit can then be orally quizzed while on the road. The FTO can also administer written tests on the codes. Several practice exams early in the week can help point out the recruit's weaknesses which can direct his (or her) study. A final exam on the codes can be administered at the end of the week.

The recruit can also be encouraged to listen to his (or her) radio while at home. Listening to the language used on the radio can help give meaning to seemingly random numbers. Developing associations for the signals and codes can greatly aid in memorizing meaning.

If your agency does not issue radios which can be taken home, there are many Web sites which stream radio traffic. Additionally, there are applications for smartphones which perform the same function.

Spelling and Grammar Issues

Spelling and grammar are the two sides of the coin called written communication. Correct spelling and grammar are critical in relaying accurate information. A misplaced comma or missing period may radically alter the meaning of a sentence.

Misspelled words can create confusion or even alter the facts you are attempting to document.

Basic writing skills, including spelling and grammar, should be part of the education any public school graduate receives. Sadly, my experience has taught me that even many college graduates have a tenuous grasp of essential spelling and grammar skills.

Here are a few ideas an FTO can use to help recruits achieve acceptable written reports:

Quizzes

The FTO can identify what words the recruit is routinely misspelling and turn them into a list. That list should be given to the recruit to study and the FTO can use the list to perform oral or written quizzes.

The key is for the training officer to stay on top of these. Daily testing is essential to improve this area. Testing doesn't need to be written. In fact, I find that oral testing while driving around is great for reinforcing both the spelling and that you are committed to helping them learn. Back it up by a written test that can be included in their training file to show improvement.

Technology

Less than 20 years ago, distance learning was handled exclusively through the mail: A course was mailed to you, you studied the material, took a proctored exam locally and then mailed the course back. That's all changed. There are many on-line resources available to the recruit for improving his (or her) spelling and grammar skills. One of these resources is the iTunes University.

iTunes University is part of the free iTunes computer application from Apple and it works on both Windows and Mac computers. The University section offers hundreds of thousands of files available for download. The classes range from the elementary school level through advanced college courses. Topics range from theology to science to art to foreign languages.

At the time of this writing, a search for 'English grammar' found dozens of different classes on English composition and grammar topics. Any of these courses may be just what a troubled recruit needs to improve his (or her) writing.

Tutor

A recruit who is not able to write basic reports, and who is not showing signs of significant improvement, may need to seek out a tutor or an adult studies class. Department policies and union contracts may influence how this can be accomplished, but the field training program should be willing to assist the recruit in finding an outside tutor if needed. Of course, any costs should be on them or the department – not the FTO.

DUI Investigations

Driving Under the Influence (DUI), or drunk driving investigations are frequently difficult for new officers to learn. Each state has very specific laws and procedures related to the investigation and prosecution of these crimes. Learning all of the steps to a DUI investigation can be overwhelming.

Mock Investigations

Using other FTOs as suspects, have the recruit complete a DUI investigation in a controlled environment. Getting practice in conducting the investigation in a safe setting will help the officer recall the procedure in the field later.

For an officer who has a lot of problems with an investigation, start with the basics in a classroom. Have the recruit work through the standardized field sobriety tests until he is comfortable with the instructions and for what clues he should be watching.

Once the rookie seems to grasp the fundamentals, move out of the classroom to the parking lot. In the pseudo field conditions of the department parking lot, the new officer will now have the added realism of darkness, emergency lights, uneven pavement and an uncertain environment. These added variables would help the recruit once you get him back on the street with real suspects.

Checklists

Many agencies put together a checklist for reference when officers are investigating a DUI case. Providing the checklist to the recruit officer may help him to visualize the process.

Alternatively, have the recruit develop his own checklist as you instruct him. If the rookie officer develops his own list, he is more likely to commit the information to memory. It is very important that the FTO reviews the checklist to ensure everything is accurate and no steps are skipped.

DUI Unit Ride Along

If your agency has a specialized DUI unit, a recruit officer may benefit from a shift or two riding with them. Observing multiple DUI investigations can help burn the procedure into the new officer's memory.

Additionally, experienced DUI officers typically get more court time than almost any other position. Those court appearances teach the DUI officer the nuances of building a solid case. The hard lessons learned in court can be passed on to the new officers which can help build their confidence.

The Bottom Line

Very few recruits are without hope. Most new officers can be taught how to do the job, assuming they apply themselves. We should give them every opportunity to succeed.

If a rookie officer is having problems, try tackling the problem from a different angle. Sometimes, just changing how the recruit looks at the problem can help them beat a mental block. Other times, building confidence through practice repetitions can get them over the hurdle. It is important to do everything you can to help that recruit learn the job.

The Forum Of Field Training 1 Ali Macgraw

Someday, they will respond as your backup. How well do you want your backup officer trained?

The Forum Of Field Training 1 Ali Mirza

Editor's note: I'm a huge believer in the field training and evaluation program concept. However, I know burnout is a real thing. If you're dealing with morale issues in your field training program, take a look at our article on FTO burnout here. I encourage you to also read our articles on Selecting a Field Training Officer and the special challenges on Field Training for the Lateral Hire.