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This branch also offers refresher courses, coordinates first aid and<br />

occupational health and safety training, and provides information<br />

technology and software education;<br />

(f)<br />

(g)<br />

learning development and standards, which coordinates electronic and<br />

adult learning, trainer accreditation, and quality assurance; and<br />

police vehicle operations, which trains officers on the use of cars,<br />

motorcycles, all-terrain vehicles, and bicycles. 22<br />

22. The TPC uses a variety of training and evaluation methods, including classroom<br />

lectures and written tests, simulations of incidents in which police have to react to<br />

filmed events and communicate with a partner, live scenarios in indoor and outdoor<br />

settings, and firing range exercises. Mental health issues are addressed in many formats,<br />

including instruction on the Mental Health Act, lectures from mental health<br />

professionals on the symptoms and medications commonly associated with various<br />

mental illnesses, panel discussions or videos representing the perspectives of people<br />

with lived experience of mental illness, and scenarios involving people in crisis armed<br />

with weapons. The in-service training program also includes video testimonials from<br />

members of the Service who have family members with mental health issues.<br />

23. The recruit and in-service mental health training curricula are developed in<br />

consideration of real life scenarios from the TPS and other jurisdictions. The Service<br />

incorporates such practical learning opportunities in at least five ways. First, the TPC<br />

reviews recommendations resulting from inquests into fatalities involving encounters<br />

with Service members when designing training curricula. Second, the TPC considers<br />

input from the TPS Use of Force Committee on trends, concerns and best practices<br />

regarding officer use of force. Third, the TPS consults with other law enforcement<br />

agencies in Canada and internationally to identify trends in policing and training, best<br />

practices, and innovative course design and delivery. Fourth, the TPS Use of Force<br />

Analyst compiles statistics on incidents and outcomes and provides both the Service and<br />

the Toronto <strong>Police</strong> Services Board with annual trend and data analyses. These analyses<br />

can be incorporated into both classroom and scenario training at the TPC. Fifth, the<br />

training curricula are influenced by members’ survey responses and by the trainers’ own<br />

experiences in the field.<br />

1. Recruit training at the TPC<br />

24. New recruits are introduced to many of the concepts addressed in this Report<br />

during the two-week orientation at the TPC. They participate in sessions on invisible<br />

disabilities, human rights, ethics, professional standards, working with different<br />

communities, and the Service’s Employee Family Assistance Program, among others. 23<br />

22<br />

Toronto <strong>Police</strong> Service, “Toronto <strong>Police</strong> College” (2014), online: Toronto <strong>Police</strong> Service<br />

.<br />

23<br />

Toronto <strong>Police</strong> College, “Course Training Standard: Pre-Ontario <strong>Police</strong> College Basic Constable Training Course – Community<br />

Policing Section” (2013).<br />

<strong>Police</strong> <strong>Encounters</strong> <strong>With</strong> <strong>People</strong> in <strong>Crisis</strong> |149

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