Week 6 Flashcards by Lisa Evans (2024)

◼ “Why do you need to talk to me?”
◼ “What is the reason you are talking to me?”
◼ “Am I in trouble?”

Example:
“MSgt Johnson, I am Officer Brown with the 17th Security
Forces Squadron. We are looking into a matter regarding a
theft. We believe you may be able to help us? Would you
mind talking to us for a few minutes?”

Example:
“MSgt Johnson, we have reason to believe you were
involved in a theft and we want you to talk to us about it.”

◼ If possible, have all the pedigree information prior to the
interview/interrogation.
◼ This information may be available through internal
databases, National Law Enforcement
Telecommunications System (NLETS), NCIC or other
State or local resources.
◼ If the interviewee is a civilian employee, gather other
pertinent information such as unit or place of
employment. Are they a civil service employee or
contractor? What is their affiliation with the installation.
◼ If the person is a suspect, ensure you conduct a
criminal history and wants and warrants check.
◼ Check for prior law enforcement contact, internally or
externally, and review any information obtained.
◼ Check military affiliation and reason for being on the
installation. (Permanent Party, TDY, Reserves, etc.).
◼ Unit and Section they work in (Civil Engineering
Squadron (CES)/Fire Dept, Logistics Readiness
Squadron (LRS)/Base Supply, etc.).
◼ Check Air Force Justice Information System (AFJIS)
records for any prior contact with Police and review
those reports.
◼ Visit the scene of the incident or any subsequent areas
related to the investigation.

◼ Practical Prep Work:
◼ AF Form 1168/Statement of Witness/Victim/Suspect
◼ Numerous pens/pencils
◼ Clean pad of paper
◼ Recording device if applicable and authorized by unit
◼ Notice placard (Do Not Disturb sign)

Introduction
◼ Positively identify the person you are interviewing. If
needed, verify the ID is valid and current.
◼ Introduce yourself and your secondary officer, as well
as your agency.
◼ Give your purpose statement for the interview, as
previously discussed.

◼ Your purpose statement should not be deceptive in
nature, and you do not want to lie during this phase;
however, you may show deception strategies if the need
arises based on questions the individual asks.
◼ It is better to leave the information you may know out of
the conversation than flat-out lie about it.
◼ We should not promise anything to the individual,
especially confidentiality.

◼ Why is rapport important? It helps establish the
foundation for the relationship you have with the
interviewee.
◼ So, when you look at this definition, keywords stick out,
like mutual understanding, harmonious relationship, and
empathy. Empathy is the one that is the most important;
it shows the interviewee you care and understand their
point of view by being able to put yourself in their shoes
or “see the world through their eyes.”

◼ View “Rapport Building” as “home base,” meaning if
you start to lose the interviewee or the interview is
starting to stray, you can go back to your “home base”
and re-establish the rapport.
◼ NOTE: Although we discuss rapport as a “phase,” it
does not end once you move on to any subsequent
phases. You need to view rapport as once you establish
it, do not lose it.
◼ The rapport phase is the time to establish the “baseline”
of normalcy. This refers to establishing a person’s
“normal” behavior in answering questions truthfully.
This should allow you to spot “deviations” form the
“normal.”

◼ These questions are non-threatening and usually based
on “known” information you have already gathered in
your preparation. It could be as simple as:
◼ “How long have you been married?”
◼ “Tell me a little about your job.”
◼ “How long have you lived at your current address?”
◼ You should observe the individual’s nonverbals to
determine the “normal” when answering questions
truthfully.
◼ The key to establishing their “baseline” is asking
questions you have the answer to so you can establish
the baseline.

◼ A key aspect of rapport is active listening. By using your
senses, you will display a level of caring and interest in
what the interviewee is saying.
◼ Even in victim and witness interviews, there can be
deception that you need to be aware of and be on the
lookout for.
◼ Rapport aids you in seeing this deception by noting the
changes in some of their behaviors as questions are
asked.

Questions
◼ Establish your goals.
◼ If conducting a field interview, the goals may be basic
and simple.
◼ What happened?
◼ Who was involved?
◼ Who is responsible?

◼ If conducting a formal interview, the goals may be more
specific.
◼ Document key aspects of the incident.
◼ Obtain written statements.

◼ If conducting a subject/suspect interview or
interrogation, the goals may be very specific.
◼ Establish elements of the offense(s).
◼ Intent
◼ Opportunity
◼ Means
◼ Other factors specific to the offense committed.

◼ To corroborate existing physical evidence (if possible).

◼ Keep all interviewees separate, if possible, to prevent
any possibility of conversation and contamination of
their recall of events and details.
◼ Separation of interviewees ensures statement integrity.

◼ There are two types of questions: open-ended and
closed-ended or specific.

◼ There are two types of questions: open-ended and
closed-ended or specific.
◼ At this point, you should have established your
“baseline,” meaning you have asked questions during the
rapport phase to develop a person’s “normalcy” in
responding to questions.
◼ Start out by asking them to walk you through the events
slowly.
◼ Your secondary officer should be taking notes.

◼ When finished, have them repeat the story for
clarification and understanding.
◼ Pay careful attention to any inconsistencies.

◼ It should be in a logical order.
◼ It should be appropriate to the case.
◼ It should be clear and concise to avoid any confusion.
◼ It should not be simple yes or no questions unless they are
designed to be.

◼ Open-ended questions will elicit much more information than
simple questions.
◼ Example: Can you give me a brief description of how
you came to work today? An interviewee may include
any number of facts, such as:
◼ The route they drove.
◼ The time they arrived.
◼ Who they were with.

◼ Some of this information can be corroborated and may
factor into your investigation.
◼ Some of this information may not impact your
investigation, but it is better than yes or no and assists
in developing a rapport.
◼ Do not ask leading or suggestive questions.

◼ Do ask the interviewee their opinion.
◼ Why do you think the offense was committed?
◼ Who do you think is responsible for the offense?
◼ Often, people have a pretty good idea of who is
responsible.
◼ They may have key information they want to tell you
but will not unless asked directly.

◼ What do you think should happen to the person
responsible?
◼ Sympathy for the offender may indicate responsibility (if
the offender is unknown at this point).
◼ Sympathy for the offender could also indicate they know
the offender.

◼ Keep quiet and listen.
◼ If the interviewee is talking – you should not be talking.
◼ Allow the interviewee to speak freely without
interruption.

Summary
◼ This gives the interviewer a chance to go over some of
the significant information stated and highlight some of
the areas that were clarified.
◼ This is to ensure all information received is correct.
◼ Gives both the interviewer and interviewee the opportunity
to add or clarify any information.
◼ Also, follow-up questions may be developed during the
reading back that the interviewer may ask at this point.

◼ This is also a good opportunity to ask the secondary
officer if there is anything they wish to add. This can be
extremely valuable since the secondary can watch for
“tells” that the primary officer may have missed during the
questioning.

Closure
◼ This can be done in three parts; thank you, exchange of
contact information, and leaving on a good note.
◼ Thank them for their cooperation and let them know the
information they provided was vital and valuable.
◼ Next, give them a business card with your information and
contact information. If you do not have business cards,
provide the necessary contact information on paper.

◼ Leave on a good note.
◼ You have established and maintained rapport
throughout the interview, don’t close on a sour note.
◼ It will help in future contact and will help facilitate
them providing additional information they either
didn’t tell you or forgot about during your initial
interview.

◼ Divided Sheet Method.
◼ On a legal pad, place the date/time, case number, and
pedigree information of the interviewee along the top.
The remainder of the document records the information
and facts provided during the interview or interrogation.

◼ Divide the page in half and utilize the left half for
information provided by the interviewee.
◼ This includes notes outlining specific information.
◼ Responses to questions.

◼ Use the right half of the pad to indicate contributions
made by you as the interviewer/interrogator.
◼ Responses to questions.
◼ Responses to information provided.
◼ Any other aspect directly attributed to you.

◼ Question and Answer (Q&A) Method.
◼ On a legal pad, place the date/time, case number, and
pedigree information of the interviewee along the top.
◼ Place a capital “Q” to the left of the page indicating a
question or prompt that you provided and show what the
question or prompt was.
◼ Place a capital “A” below the Q question/prompt and
indicate what the response was.

◼ Grooming gestures
◼ Fake yawn
◼ Felony stretch
◼ Flexed jaw or clenched teeth
◼ Furrowed brow
◼ Profuse sweating
◼ Face touching
◼ Neck tugging
◼ Target glance
◼ Scanning

◼ Tight lips
◼ Lack of movement
◼ Hands in pockets
◼ One hand in pocket
◼ Fight stance
◼ Flanking
◼ Clenched fists

◼ Signal the violator to stop by initiating your emergency
lights, use hand signals, sound the horn, or (if
necessary) the siren.
◼ These signals should suffice to alert other drivers of the
intended stop and assist in securing the right-of-way for
stopping.

◼ Direct the violator to pull to the right side of the roadway
adjacent to the curb or onto the shoulder.
◼ If violators must change lanes on multi-lane roads,
ensure their safety while changing lanes.
◼ If the violator stops in the wrong lane or location, signal
them immediately to move to a safer location.
◼ If your vehicle is equipped with a public address system,
use it to give the violator instructions, if appropriate.
◼ Under no circ*mstances should you get out of your
vehicle until you have affected a safe stop.

◼ The patrol vehicle parks at a 45-degree angle
perpendicular to the curb line.
◼ Center the right front bumper of the patrol car on, and
approximately two car lengths to the rear, of the subject
vehicle.
◼ This positioning counters subjects who attempt to
deploy air bags by backing into and compressing patrol
car bumpers.

◼ The patrol car wheels are turned to the left in the event
the patrol car is rammed, which will keep the vehicle
from striking the patrol exiting on the driver’s side.
◼ Should you choose an alternative (passenger-side)
approach, turn the patrol car wheels to the right and
exercise extreme caution when advancing on the
violator’s vehicle.

◼ Use this positioning only during daylight hours or in
well-illuminated areas.
◼ During low/no-light periods, the patrol vehicle headlights
may impair the vision of drivers in oncoming lanes.
◼ Likewise, this position fails to maximize the illumination
effects of the patrol car lights on the violator’s vehicle.
◼ At times of low light, request and await a backup while
maintaining an increased vigilance and distance
between vehicles.

◼ Double abreast in which the back-up vehicle parks
parallel and to the right or left of the primary vehicle
(leave about 10 feet between vehicles and turn front
wheels to the left).
◼ Use this technique when there is a large pull-off area,
e.g., expanded road shoulder, vacant parking lots.

◼ Focus on the driver of the suspect vehicle and look for
possible signs of aggression or intent.
◼ Leans across the seat appearing to reach for something
◼ Appears to reach under the seat
◼ Physically turns towards you in an attempt to determine
your physical location
◼ Adjusts mirrors to deflect the impact of lighting and to
determine your physical location
◼ Conceals his/her hands

◼ If the violator begins to exit the vehicle, a verbal
request for the violator to sit back into the vehicle and
shut the door should be given.
◼ If the violator completely gets out of the vehicle, you
should have them move to the curb.
◼ Never allow them to stand in-between the vehicles.

◼ If the violator has stayed in the car, your goal in
approaching the vehicle is to reach a position that
looks non-threatening to the “good” citizen but
appears to be unchallengeable to would-be assailants.
◼ This requires a seemingly casual approach that has a
foundation of strong defensive placement.

◼ Crisis Zone:
◼ A strip about 20 inches wide that starts at the violator’s rear
bumper and usually ends about 10 inches away from the
driver’s window. (One occupant)

◼ Reach Zone:
◼ Extends forward an arm’s length or so from where the
Crisis Zone ends.

◼ Point Reflex Zone:
◼ Fans out from the back corner of the driver’s (or
passenger’s) window at about a 45-degree angle to the
Crisis Zone and fades into…

◼ Target Zone:
◼ Arcs from where it overlaps the Point Reflex Zone around
to the front fender of the vehicle.

Crisis zone

◼ This is still a high-risk area for you, but the violator will
have less advantage if they try to utilize a firearm.
◼ Defenders tend to creep through the Crisis Zone when
in fact they should move quickly up to where the
Reach Zone starts where they have more defensive
options available to them. (Example: the ability to slap
guns or other weapons away)

◼ Of course, moving quickly does not preclude properly
clearing the vehicle, which means you need to:
◼ Stop at the rear bumper. Check the trunk lid, SUV
hatch, van door, etc. Make sure they are not ajar.
◼ Check the rear seat and floor.

◼ Start by identifying yourself.
◼ Inform the violator why you stopped them and what
action you intend to take.

Example:
“Good morning, Sir/Ma’am. I am Officer/SSgt/Amn Doe with
the Security Forces. I stopped you because you were driving
30 miles per hour in a 20 miles per hour zone. May I see your
ID card, driver’s license, vehicle registration, and proof of
insurance, please.”

◼ The front passenger seat – you are less likely to be in
the direct line of fire from the violator’s vehicle than
behind the steering wheel.
◼ Keep the passenger door open to facilitate a quick exit.

◼ Rear right fender – standing at the rear right fender of
your patrol vehicle the violator would have to make
major, detectable movements when trying to locate you
or attack you.

◼ Use the patrol vehicle’s driver side directional spotlight
to focus on the suspect vehicle’s side-view mirror.
◼ Focus the patrol vehicle’s passenger side directional
spotlight on the suspect vehicle’s rearview mirror if
possible.

◼ When using a patrol vehicle equipped with only one
directional spotlight:
◼ Focus the directional spotlight at the suspect vehicle’s
rearview mirror.
◼ Use your flashlight to direct a beam of light at the
suspect vehicle’s side view mirror while making your
approach.

◼ A check of vehicle registration alerts you to the vehicle
or occupants being wanted
◼ Stolen Vehicle
◼ Occupants have active felony warrants
◼ Amber Alert

◼ Kidnapping
◼ Active suicidal or violent mental health crisis
◼ A Be On the Look Out (BOLO)
◼ Occupants that are known to be armed and dangerous
◼ Sought for investigation of serious crime
◼ Bank robbery
◼ At the scene of a murder
◼ Possibly involved in a drive-by shooting

◼ Prior to stop:
◼ Observed occupants displaying weapons as they drive by.
◼ Observed occupants involved in a physical altercation as
they drive by.
◼ Observed physical movements within the vehicle that
would concern officers.

◼ After The Stop:
◼ Observed weapons being handled or displayed by
occupants.
◼ Observed physical movements within the vehicle that
would concern officers.
◼ Anything displayed or actions committed that pose a
danger to the civilian defender or other individuals.

◼ Backup Offset Traffic Stop
◼ Position the primary and backup vehicles behind the
subject vehicle at a distance of 30 to 40 feet.
◼ Use this technique when there is a large pull-off area, and
there is suspicion of an increased threat from the violator
(e.g., felony stop, driver/passenger making sudden
movements).

◼ Double Abreast (Increased Distance) Traffic Stop
◼ Same as discussed above for stops other than high risk,
however, with increased distance.
◼ Not all traffic stops will be “textbook” perfect.
◼ The situation at hand will dictate your actions and
emphasis should be placed on your safety and not the
exact positioning of your vehicle.

◼ Every Defender on-duty must carry a supply of the DD
Form 2701, Initial Information for Victims and Witnesses
of Crime.
◼ Carry this form with you in uniform, patrol cars, and in
your patrol kit.
◼ This form must be distributed to any person who is a
victim or witness of a crime.

◼ Each time a DD Form 2701 is issued, it must be
annotated on the AF Form 3545. If an incident occurs
which doesn’t require the completion of AF Form 3545,
then the issuance of the DD Form 2701 must be
recorded in the AF FM 53, Security Forces Blotter.

◼ SF distributing the DD Form 2701 is the first handout
the victim of a crime will receive. Throughout the
judicial process, they could receive more forms
advising them of their rights and notifying them of the
suspect(s).

◼ This claim would arise from a situation where police
properly arrest a suspect but fail to reasonably
accommodate the disability during investigation or
arrest, causing greater injury or indignity than other
arrestees.

◼ Just before the signing of the ADA, there was a
Supreme Court case that pushed the ADA forward and
provided guidance for Law Enforcement on their
interactions with someone that exhibits certain
disabilities.
◼ That Supreme Court case was Canton v. Harris.

is a symptom or feature of mental illness
that is typically characterized by radical changes in
personality, impaired functioning, and a distorted or
nonexistent sense of objective reality

◼ Specific things to look for, which may indicate psychosis
are:
◼ Speech content that doesn’t make sense
◼ Bizarre behavior
◼ Darting eyes
◼ Talking to self, or acting as if they are talking to someone
else who isn’t there
◼ Appears to be listening and reacting to a conversation that
you can’t hear

◼ Often defined or recognized as a person who is being
“delusional.”
◼ Schizophrenia is a disease affecting roughly .05 to 1% of
the population.
◼ A person with this disease is often obsessed with
disorganized thoughts.

◼ Due to the nature of the symptoms of schizophrenia,
people with this disorder often find it difficult to interact
with others and conduct normal life activities, such as
holding down a job.

◼ A controversial proposed condition that manifests as a
combination of delirium, psychom*otor agitation, anxiety,
hallucinations, speech disturbances, disorientation,
violent and bizarre behavior, insensitivity to pain,
elevated body temperature, and superhuman strength.

◼ Officers should immediately call for assistance and
consider officer safety while encountering individuals
suffering from excited delirium.
◼ This reaction could be a result of illicit drug consumption.

◼ PTSD is a disorder that causes anxiety and flashbacks
triggered by a traumatic event.
◼ Fear triggers many split-second changes in the body to
help defend against danger or to avoid it. This “fight,
flight, or freeze” response is a typical reaction meant to
protect a person from harm. Nearly everyone will
experience a range of reactions after trauma, yet most
people recover from initial symptoms naturally.

◼ Symptoms usually begin early, within three months of the
traumatic incident, but sometimes they begin years
afterward.
◼ When the symptoms last more than a month, seriously affect
one’s ability to function, and are not due to substance
abuse, medical illness, or anything except the event itself,
they might be PTSD.

◼ Symptoms usually begin early, within three months of the
traumatic incident, but sometimes they begin years
afterward.
◼ When the symptoms last more than a month, seriously affect
one’s ability to function, and are not due to substance
abuse, medical illness, or anything except the event itself,
they might be PTSD.

◼ Increased Arousal and Reactivity: These include being
easily startled, hypervigilant, feeling tense or “on edge,”
having angry outbursts as well as having difficulty
sleeping and concentrating.
◼ Cognition and Mood: These include trouble
remembering key features of the traumatic event,
negative thoughts about oneself or the world, distorted
feelings, and loss of interest in enjoyable activities.

◼ The Centers for Disease Control and Prevention (CDC),
defines a Traumatic Brain Injury (TBI) as a disruption in
the normal function of the brain that can be caused by a
bump, blow or jolt to the head, or penetrating head injury.

◼ TBI Symptoms usually fall into four categories:
1) Thinking/Remembering
2) Physical
3) Emotional/Mood
4) Sleep

◼ Respond to delusions and hallucinations by talking
about the person’s feelings rather than what the subject
is saying.
◼ For example, “That sounds very frightening, and I can
see why you are angry.”
◼ Responding to the actual delusions and hallucinations
or “going too far down the rabbit hole,” could be
counterproductive in dealing with abnormal behavior.

◼ Always maintain a position of safety while assisting the
subject experiencing the crisis.
◼ Do not take name-calling, emotional outbursts, or
psychotic episodes personally.

◼ Avoid Rapid Actions
◼ Helps to reduce fight or flight syndrome
◼ Time is always an officer’s tool
◼ Move slowly
◼ Resist the impulse to act hastily
◼ Take small steps to solve the immediate problem
◼ Request medical assistance for obvious injuries

Look at an individual displaying abnormal behavior as a
medical issue and seek assistance from Medical and
Psychology personnel if needed

Always keep in mind that medical assistance can be
requested. Utilize all resources to assist the individual
while considering officer safety.
◼ Reassurance is vital. Communicate to the subject that
you are not a threat. Remind the subject that you are
there to help them.

◼ Notify the Base Defense Operation Center (BDOC) via
radio using the SALUTE/SALT report and assume a
covered position.
◼ Request backup if necessary.
◼ Bring the M4 to low ready or the 9mm to ready pistol
(hand on the grip of weapon, in holster with safety
devices defeated).

◼ If part of a team, only one person will issue commands.
◼ Command “HALT” (blow your whistle if appropriate).
◼ Direct the individual to turn away from the sound of
your voice, raise their hands above their head, spread
their fingers, spread their feet, point toes outward,
slightly bend at the waist, and face away (This is the
final challenge position).

◼ If the individual is inside a restricted area, remove
him/her away from the resources.
◼ If this isn’t feasible, then face the individual(s) away
from protection level resources.
◼ Always position yourself between the individual and
protection level resources.
◼ Instruct person(s) to remove identification using their
hand closest to their identification (ID) credentials.

◼ Use the restricted area badge (RAB) in restricted areas.
◼ Otherwise, use an authorized identification card with a
photo ID.
◼ Have the individual(s) bend at the waist slowly and
place the identification on the ground.
◼ Instruct the individual(s) to walk approximately six
paces away from the sound of your voice.

◼ Return the individual(s) to the final challenge position
and scan the surrounding area for other suspects.
◼ Move cautiously forward and retrieve the identification.
◼ Move to a new location utilizing what cover and
concealment you can find.
◼ Look at the identification for authenticity.

◼ Turn the individual(s) toward you so that you can
verify the picture on the identification is the person
you have at a disadvantage.
◼ If more than one person is being challenged, identify
each person separately.
◼ Notify BDOC with the information contained on the
identification.

◼ Once a positive identification is verified, terminate the
challenge and notify BDOC of the termination.
◼ If identification can’t be verified:
◼ Detain the individual(s)
◼ Keep them at a disadvantage
◼ Notify BDOC and wait for backup

◼ Once you determine you have reason to challenge a person
you should.
◼ Notify BDOC of the following:
◼ Your location
◼ License plate number and issuing official
◼ Make, model, and color
◼ Other identifying characteristics
◼ Number of occupants

◼ Bring the M4 to low ready or 9mm-up to ready pistol (hand
on the grip of weapon, in holster, and safety devices
defeated).
◼ Command “HALT” (blow whistle if appropriate).
◼ Instruct the individual to turn off the engine and set the
emergency brake.
◼ During hours of darkness, instruct the individual to, “Leave
the headlights on and turn the dome light on.”
◼ Individuals challenged during hours of darkness will be
removed from the vehicle and placed so the headlights limit
their view.
◼ Command the driver and all occupants to place their hands
on the headliner of the interior roof and leave them there
until told to do otherwise.
◼ Instruct the person(s) to dismount the vehicle, one at a
time, from the side nearest the Security Forces member and
leave the vehicle doors open.

◼ Have each occupant place their ID on the hood of the
vehicle immediately after dismounting.
◼ One at a time, instruct them to raise their hands and slowly
walk in front of the vehicle.
◼ DO NOT allow the occupants to bunch up while moving.
◼ Position person(s) approximately six paces in front of the
vehicle in the final challenge position.

◼ During a DAYTIME challenge, have the individual(s) face
away from the vehicle. During HOURS OF DARKNESS, have
individual(s) face the vehicle (positioned so the headlights
limit their view).
◼ Once the individuals are in the final challenge position,
scan the area, and approach the vehicle.
◼ Inspect:
◼ Vehicle trunk or truck bed
◼ Interior of the vehicle

◼ Look at the identification of everyone for authenticity.
◼ Turn the individual(s) toward you so you can verify the
picture on the identification is the person you have at a
disadvantage.
◼ If more than one person is being challenged, identify each
person separately.
◼ Notify BDOC with the information contained on the
identification.

◼ Once positive identification is verified, terminate the
challenge, and notify BDOC of the termination.
◼ If positive identification cannot be made, detain the
individuals, keep them at a disadvantage, and wait for
backup.

◼ Provide education and training to all military and civilian
members throughout their Air Force careers.
◼ To prevent sexual assaults by enhancing response
capability, establishing victim support, encouraging
victims to come forward, and holding perpetrators of
this crime appropriately accountable.

◼ This is accomplished through training, which is
conducted annually and consists of:
◼ Green Dot Training: An interactive program designed to
help Airmen intervene in and prevent situations of sexual
and domestic violence, abuse, suicide, and stalking.
Trainers often rely on personal experiences.

◼ Commander’s Briefing’s: Supplemental training to Green Dot
that consists of talking points mandated by the SAPR office
that must be briefed annually.
◼ Supervisor’s Training: Also, supplemental training to Green
Dot that is used to enhance the supervisor’s leadership
abilities by understanding available resources, signs of
distress, and techniques for intervention.

◼ Provide overall program management for the SAPR
program.
◼ Manages prevention, support programs, and activities for
SAPR on the installation.
◼ Serves as the commander’s consultant and coordinator for
preventing sexual assault activities and training.

◼ Supervised by the installation or host wing commander.
This responsibility may be delegated to the installation or
host wing vice commander.
◼ If an installation has 3 or more SARCs, a Lead SARC shall
be designated by the installation or host wing commander
in coordination with the MAJCOM SARC.

◼ Provide overall program management for the SAPR
program.
◼ Manages prevention, support programs, and activities for
SAPR on the installation.
◼ Serves as the commander’s consultant and coordinator for
preventing sexual assault activities and training.

◼ Supervised by the installation or host wing commander.
This responsibility may be delegated to the installation or
host wing vice commander.
◼ If an installation has 3 or more SARCs, a Lead SARC shall
be designated by the installation or host wing commander
in coordination with the MAJCOM SARC.

◼ Phase I: Tension Building
◼ This phase can last hours to even years before violence
erupts.
◼ During this time, the aggressor’s anger is building.
◼ The victim (not necessarily always a spouse) may
withdraw and deny the stress or be nurturing and
compliant in hopes of defusing the tension.

◼ Phase II: Blind Rage
◼ In this phase, the aggressor explodes into a blind rage,
convincing themselves this is justified behavior.
◼ During this phase, the victim may consciously or
unconsciously provoke the aggressor to get it over with
and move to Phase III.

◼ Phase III: Loving
◼ This phase is when the aggressor expresses regret for
the behavior and violence and promises, it will not
happen again.
◼ The victim believes the promises and reciprocates
feelings of love, trust, and acceptance.

◼ Physical Abuse:
◼ The most recognizable form of domestic abuse.
◼ Involves the use of some force against the victim,
causing injury. It does not need to be a major injury.

◼ Emotional Abuse:
◼ Involves the destruction of the victim’s self-worth and is
brought on by a persistent insult, humiliation, or
criticism.
◼ Can be a difficult type of domestic violence to
understand since, on the surface, things appear
common in unhealthy relationships.
◼ Typically combined with other types of abuse.

◼ Sexual Abuse:
◼ Sexual abuse is a common form of domestic violence. It
includes sexual assault, rape, and harassment, such as
unwelcome touching and other demeaning behaviors.

◼ Psychological Abuse:
◼ Psychological abuse is a catch-all term for intimidating,
threatening, or fear-causing behavior. This behavior
must be persistent and significant. A one-time event
generally won’t be enough to bring a domestic violence
action.
◼ Like emotional abuse, psychological abuse may not, on
its own, be enough to bring a domestic violence action
unless it’s especially severe.

◼ Spiritual (or religious) abuse:
◼ When most people think of spiritual abuse, they picture
a church elder or faith leader inflicting abuse on
congregation members.
◼ However, spiritual abuse can also occur within an
intimate partner relationship. This usually manifest as
ridicule of beliefs, preventing free practice, use of beliefs
to manipulate/shame, restricting children from exposure
to religious education, and using religion to justify other
abuse.

◼ Technological abuse:
◼ Technological abuse is the use of technology and the
Internet to bully, harass, stalk, intimidate, track, or
control a partner.
◼ With the increased integration of technology use in daily
life this abuse is easier for the abusers conduct and
sometimes harder for the victims to identify.
◼ This behavior is often a form of verbal or emotional
abuse conducted online.

◼ Physical Abuse: Is deliberately hurting a child, causing
injuries such as:
◼ Burns
◼ Bruises on areas not consistent with accidental injury
◼ Over large areas of the body or in various stages of healing
◼ Human bite marks
◼ Hunger

◼ Emotional Abuse: the ongoing emotional maltreatment
of a child. It’s sometimes called psychological abuse
and can seriously damage a child’s emotional health and
development.
◼ Emotional abuse can involve deliberately trying to scare or
humiliate a child or isolating or ignoring them.
◼ Children who are emotionally abused often suffer from
another type of abuse or neglect at the same time – but this
isn’t always the case.

◼ Sexual Abuse: A child is sexually abused when they are
forced or persuaded to take part in sexual activities. This
does not have to be physical contact.

◼ Neglect: the ongoing failure to meet a child’s basic
needs and is the most common form of child abuse.
◼ A child may be left hungry or dirty without adequate
clothing, shelter, supervision, medical, or health care.
◼ A child may be put in danger or not protected from physical
or emotional harm.
◼ They may not get the love, care, and attention they need
from their parents.
◼ A child who is neglected will often suffer from other abuse
as well.

◼ Physical neglect - Failing to provide for a child’s basic
needs such as food, clothing, or shelter. Failing to
supervise a child adequately or provide for their safety.
◼ Educational neglect - Failing to ensure a child receives an
education.

◼ Emotional neglect - Failing to meet a child’s needs for
nurture and stimulation, perhaps by ignoring, humiliating,
intimidating, or isolating them. It’s often the most difficult to
prove.
◼ Medical neglect - Failing to provide appropriate health care,
including dental care, and refusal of care or ignoring
medical recommendations.