CT – D.C.R.T. De-escalation Control Restrain Instructor Training

D.C.R.T. Diffusion, Control and Restraint Training
Middlesex Health Protective Services

Westbrook – CT
April 28 – May 2, 2025

Student Evaluation Summary
Please provide a written comment on the quality of the presentation?
100% of attending students rated this in the highest category as excellent.

• This training material was very in-depth, informative and practical. This is a safer training for our fellow officers.
• The quality of the presentation was beyond informative. Gave real life scenarios and was excellent with the hands-on portion.
• Presentation was high energy, fun, knowledgeable and very good. Instructor would change things based on your workplace needs. Videos in the middle of the presentation for visual aid  helped a lot.
• Very high quality with many different styles of teaching to reach different styles of learning.
• The information was clear, concise, and easy to understand. There was clear real world examples and anecdotes from his experience. There was lots of useful information that is easy to remember.
• I have been to several trainings, and this by far felt like the most well presented.
• Relatable explained thoroughly and gives a great example how to teach it yourself.
• This was great! The instructor made it fun and informative.
• He keeps the class interested and engaged, great for hospital security.

Please assess the instructors of this program. (Lt. Kevin Dillon)
100% of attending students rated this in the highest category as excellent.

• Instructor was great respectful and taught this class with plenty of detail.
• Lieutenant Dillon was beyond excellent exemplary, detailed but never overloaded.
• Well knowledgeable, high energy and will gladly go over whatever class needs again.
• Many different styles of teaching the material.
• Lieutenant Kevin Dillon is extremely knowledgeable. He explained everything with examples that made the info easy to digest and remember.
• Lieutenant KD used personal experience to relate to students questions. Each technique was taught in a way that was relatable to hospitals and their environment /special considerations.
• KD brings knowledge and experience. He grabbed your attention and is easily understood.
• Was great and very supportive in learning the lesson.
• Great instructor, again it was engaging kept the class interested.

 Please explain how this training will enable you to change or improve your present assignment. 

• This is going to change my approach to patients and staff in my everyday life.
• This has broadened my abilities as a martial art instructor and as an officer. It has allowed me to help explain and help me better understand learning styles.
• Different ways to communicate to patients and or visitors to calm down or resolve any problem they may have been having. The different ways to protect yourself and staff with takedowns and or self-defense tactics.
• This training will allow me to deescalate and control agitated individuals on a higher level that was taught to me previously.
• I think this training will help our officers keep themselves, staff and patients, safe.
• Our officers will now have training more relevant to our actual situations classroom training(Moab is mainly escorts in learning to identify aggression this course actually teaches you solutions to realistic scenarios this gives us tools to adapt and guidance on reporting.
• I believe it will keep a safer environment for our staff and patients alike. It also is more than enough training to build confidence in doing our job well.
• A safer way to deal with patients and other confrontations.
• This training adds layers to our original training that expands and enhances our day-to-day dealings with patients and visitors.

INSTRUCTIONAL GOAL:
Through lectures, demonstrations, role-play, and practical scenario applications, this course prepares students and develops instructors in the Active Diffusion Strategies. This classroom-based training equips instructors with effective communication skills, de-escalation techniques, and confrontation avoidance strategies when dealing with individuals that may be in crisis.
Participants will learn to recognize aggressive behaviors early and implement Active Diffusion Strategies to prevent escalation and resolve conflicts. The course also explores tactical responses for situations where de-escalation is ineffective or inappropriate, including distraction techniques to enhance tactical success. Instruction is delivered through a combination of lectures, demonstrations, and case studies to reinforce practical application.

INSTRUCTIONAL OBJECTIVES

Section I: Conflict Resolution, Communication, and Tactical Strategies
Upon completion of this section, the learner will:

• Discuss the psychophysiological aspects of human performance and their impact on conflict resolution.
• Identify and manage angry brain patterns to enhance decision-making and de-escalation.
• Explain the importance of emotional regulation through the Locus of Control concept.• Identify five professional benefits of developing effective communication skills.
• Discuss eight key principles of customer service and how they apply to security interactions.
• Define the Three Cs of Conflict Resolution (Cooperation, Control, and Cover) and their role in crisis situations.
• Explain how oxygenated blood flow within the brain (prefrontal cortex) is impacted by anger, leading to impulsive and irrational behavior.
• Discuss how breathing techniques can redirect blood flow to the prefrontal cortex, restoring logical reasoning and emotional control.
• Explain how rational thought processes diminish under stress and anger.
• Identify the role of the prefrontal cortex and limbic system in conflict resolution and decision-making.
• Discuss how neurological imprints influence behavior under stress and the importance of evidence-based training.
• Recognize the importance of a paradigm shift in thought processes to reduce conflict and foster understanding.
• Define “Teaming” terminology and how subconscious bonding improves cooperation.
• Discuss the importance of acknowledging emotion before addressing the issue in crisis communication.
• Explain strategic response techniques as an alternative to force mitigation.
• Describe how motivational interviewing techniques enhance problem-solving and compliance.
• Demonstrate how to create an agreement of communication to prevent escalation during confrontations.
• Assess levels of importance when determining enforcement actions and verbal intervention strategies.
• Utilize five de-escalation questions designed to redirect cognitive thought processes and suppress anger or hostility.
• Explain the significance of empathetic communication and its role in effective de-escalation.
• Discuss the power of respect in defusing confrontational encounters.
• Describe blending and redirection techniques that foster neural resonance and reduce aggression.
• Identify key elements of neuro-linguistic programming and the impact of specific language on behavioral responses.
• Recognize body language cues indicating threatening, negative, or positive intent in communication.
• Discuss appropriate response strategies when interacting with agitated individuals or special populations.
• Identify the effects of change blindness on situational awareness and conflict response.
• Explain inattentional blindness and its impact on decision-making in high-stress encounters.
• Discuss the focus of attention principles and their application in conflict resolution.
• Define the contact-cover approach and its tactical benefits in law enforcement communications.
• Identify strategies such as tactical relocations and stalling to avoid unnecessary confrontations.
• Discuss the importance of tracking and analyzing both use-of-force incidents and successful de-escalation outcomes.
• Explain how de-escalation—or lack thereof—can impact litigation and legal outcomes.
• Discuss teaching methodologies and the principles of adult learning for effective instruction.
• Conduct breakout sessions and role-playing exercises to reinforce practical applications.
• Define the science and facts pertaining to the safe methods of prone restraints. Dispel myths.

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Section II: Practical Skill Development and Subject Control
Upon completion of this section, the student will be able to:
• Demonstrate knowledge, competency, and instructional ability in the L.O.C.K.U.P.® Prone Subject Control position against a violent resister coordinated with medical staff.
• Demonstrate knowledge, competency, and instructional ability in the L.O.C.K.U.P.® Prone Subject Control position for securing and handcuffing a resistant subject.
• Demonstrate knowledge, competency, and instructional ability in control holds