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CMRJ-525 Complete Guide: Weeks 1–8 Discussions, Research, and Exam Support

Published: 2025-10-03

Modified: 2025-10-03

CMRJ-525 Week 1: Learning to Negotiate

Instructions of CMRJ-525 Week 1

Week 1: 1993 Waco Incident & Hostage Taking

Introduction Discussion

Class,

Within no less than 250 words, please post a short biography (preferably within the first 3 days of class, but NLT than Saturday of Week 1; 11:59 PM EST). Feel free to include information such as your (a) background, (b) academic major, (c) hobbies, (d) family, (e) number of classes remaining to complete your degree, etc.

Lastly, pls let me know that you have both read and understand the syllabus. If you have questions, pls let me know.

Note: This assignment is worth 1% of the final grade and is designed to get to know one another.

Per the Student Handbook:

All students are required to log into each of their courses during Week One and to submit a class discussion board post of at least 250 words. Students who do not submit this assignment during the first week of class will be automatically dropped from any courses in which this assignment has not been completed. The first week of classes runs from the day the course opens until 11:59 PM (Eastern Time) on the first Sunday of that week. At the beginning of Week Two, students who did not submit this assignment during Week One and did not submit an official online form to voluntarily withdraw from the course will be dropped. Students who are dropped for lack of academic activity will receive a tuition credit for the course on their student account. Those who wish to continue taking classes with us may register for courses in a future session. Detailed information on course drops is located in the Drop/Withdrawal Policy section of the Student Handbook.

Initial Post Due: Thursday 11:59 PM EST. You will lose five points for each day the main discussion response is late.

Feedback Posts Due: Sunday 11:59 PM EST.

Discussion Guidelines

W1: Learning to Negotiate

Please answer the following Questions:
(Due NLT Sunday of Week 1)Note for Week 1, only the initial question responses may be posted as late as Sunday and still be considered on time.:

1. If you were responsible for managing the 1993 WACO incident involving the religious group known as the Branch Davidians, how would you have done it differently? Note: Pls do research on this incident outside of just reading the FBI file provided (i.e., to gain insight on the particulars surrounding it)

2. You are a patrol officer and are sent to a domestic disturbance called in by a neighbor. The husband has been drinking and has ordered his wife out of the house, but he has two small children in the house. The wife tells you that the conflicts have been going on for several years, that she is tired of it, and that she is leaving him. When you approach the house, it is evident that the husband is still in the Crisis Stage, threatening to kill the kids to punish the wife. Is this a hostage situation? Is it negotiable? What techniques would you use to deal with the husband?

Now, with the 2nd question in mind, the video below is provided. Please note it is not a video to show the exact scenario given in question #2, but to highlight the dangers associated with responding to a domestic call (in this video, the officer is actually taken hostage) and to highlight just how quickly a hostage situation can change from a reasonable, calm to complete chaos. The latter being a reality that as we start this course I want all to keep in mind, i.e., very easy to arm chair quarterback certain scenarios in time (such as that in question#1, which we will closely scrutinize as arguably a lot was done wrong), but in doing so we must remember that often the decisions made in hostage/crisis scenarios are done under the most stressful of circumstances and where time needed to conduct a text book response may simply not be possible.

That is not to say that the processes we are going to cover are not effective and or valid (on the contrary, they have been proven over time). The point is that these situations can become so volatile and in so little time that even the best approaches can fail. More so, instances such as those which you will see in the video are arguably why some believe so strongly in quick, immediate force. Such instances, in fact, work against allowing hostage negotiations to run their course, as they unfortunately influence decisions in future acts by all involved.

For the video, only the first 4 minutes are relevant (Just copy and paste the below in your browser):

YouTube

This discussion is directly connected to the following Course Learning Objectives:

CO1: Differentiate between both hostage and non-hostage, and negotiable and non-negotiable situations;

CO3: Recommend actions for negotiating in various circumstances, to include negotiating with individuals with past military experience and the emotionally disturbed

Discussion Guidelines

Introduction TO CMRJ-525 Week 1: Learning to Negotiate

The CMRJ-525 Week 1: Learning to Negotiate is designed to help students understand the complexities of managing crisis and hostage situations. By studying historical incidents such as the 1993 WACO incident, students will explore alternative strategies and learn essential negotiation techniques for both hostage and non-hostage scenarios. The Owlisdom How-To guide of CMRJ-525 Week 1: Learning to Negotiate provides a structured approach to critically analyze and develop effective negotiation strategies in high-stress environments.

How would you have done it differently if you were responsible for managing the 1993 WACO incident involving the religious group known as the Branch Davidians?

Managing the 1993 WACO Incident

Conduct thorough research on the WACO incident beyond the FBI files.
Look for academic articles, news reports, and expert analyses.
Gain a comprehensive understanding of the events and the actions taken by law enforcement.
Evaluate the decisions made by law enforcement during the WACO incident.
Identify critical actions and their outcomes.
Consider what alternative approaches could have been more effective.
Alternative Management Tactics for Crisis Situations:
Develop a list of alternative tactics that could have been employed during the WACO incident.
Consider negotiation strategies, communication methods, and de-escalation techniques.
Use evidence from your research to support these alternatives.

Example

The 1993 WACO incident was a 51-day standoff between the Branch Davidians, led by David Koresh, and federal law enforcement agencies. The conflict, which ended tragically with the deaths of 76 Branch Davidians, has been widely criticized for the aggressive tactics used. An alternative approach emphasizing patience and extended negotiation would have been crucial to manage the situation differently. By maintaining continuous dialogue and using experienced negotiators, trust could have been gradually built with the Branch Davidians. Instead of aggressive psychological tactics like cutting off electricity, a non-aggressive approach would involve providing necessities to demonstrate goodwill and reduce tension. Involving third-party mediators, such as religious leaders or mental health professionals respected by both sides, could have helped bridge the communication gap.

You are a patrol officer sent to a domestic disturbance called in by a neighbor. The husband has been drinking and has ordered his wife out of the house, but he has two small children in the house. The wife tells you that the conflicts have been going on for several years, that she is tired of it, and that she is leaving him. When you approach the house, it is evident that the husband is still in the Crisis Stage, threatening to kill the kids to punish the wife. Is this a hostage situation? Is it negotiable? What techniques would you use to deal with the husband?

Domestic Disturbance Scenario

Clearly define what constitutes a hostage situation.
Use examples from the WACO incident and other historical cases to illustrate critical characteristics.
Explain the difference between hostage and non-hostage situations.
Provide examples to clarify these distinctions.
Discuss how they influence negotiation strategies.
Outline techniques for establishing initial communication with the individual in crisis.
Emphasize the importance of calm, clear, and respectful dialogue.
Discuss methods for building rapport with the individual.
Provide strategies for managing the emotional responses of both the negotiator and the individual.
Include techniques for staying calm under pressure and de-escalating tense situations.
Identify critical factors that classify it as a hostage situation.
Assess whether the situation is negotiable.
Consider the husband’s threats and the safety of the children.
Develop a negotiation strategy for the scenario.
Include steps for establishing communication, building rapport, and managing the crisis stage.

Example

In the provided domestic disturbance scenario, the situation escalates to a hostage crisis, with the husband threatening to kill his children to punish his wife. This scenario qualifies as a hostage situation due to the explicit threats and the presence of innocent individuals in harm’s way. The immediate priority is to establish communication with the husband calmly and respectfully, introducing oneself and maintaining a non-confrontational tone to initiate a dialogue. Building rapport is crucial, which involves expressing empathy, actively listening to his grievances without interruption, and finding common ground, such as concern for the children’s safety.

Closing

The CMRJ-525 Week 1: Learning to Negotiate provides invaluable insights into the complexities and challenges of crisis and hostage management. Students will enhance their negotiation skills by analyzing historical incidents, developing strategic approaches, and gaining a practical understanding of their application in law enforcement and crisis management roles. The key takeaway is the importance of thorough preparation, effective communication, and adapting strategies in high-pressure situations.

In the Next assessment of CMRJ-525, you will learn about the Stockholm psychological phenomenon known as Stockholm Syndrome and will apply negotiation strategies in high-stress situations involving emotionally impacted individuals.

CMRJ-525 Week 2: Stockholm Syndrome & The Mentally Ill

Instructions of CMRJ-525 Week 2

W2: Stockholm Syndrome & the Mentally Ill

Please answer the following Discussion Questions:

(Due NLT Thursday of Week 2):

1. Jason was called into his boss’s office and given his pink slip. Jason began shouting and cursing at his boss, who ordered him out of the room and picked up the phone to call security. Jason threw a heavy ashtray across the room and accidentally struck the boss in the head, killing him. He then barricaded himself in the room, and the police were called. You are the primary negotiator. When you first speak to Jason, he is hysterical with fright. He has never been in trouble before (not even a traffic citation). He is afraid not only of what will happen to him, but what will happen with his family, his son, who is graduating from high school and getting ready to enroll in college, and his youngest daughter, who is autistic and needs a lot of parental support. What kind of things could you say to Jason to reduce his stress, calm him down, and set the framework for successful negotiations?

2. You have been asked to train prison staff on how to act if taken hostage. In terms of the Stockholm Syndrome, adaptation and coping with being taken hostage, what would you teach them? Develop an exercise for them that stresses both dealing with Stockholm Syndrome and those hostage takers who are mentally ill.

With Discussion Question #2 in mind, pls first watch the video below (by copying and pasting the URL below in your browser), which helps outline exactly what Stockholm Syndrome is:

YouTube

This discussion is directly connected to the following Course Learning Objectives:

CO2: Summarize the phenomenon known as Stockholm Syndrome, to include traits associated with both survivors and succumbers.

CO3: Recommend actions for negotiating in various circumstances, including negotiating with individuals with past military experience, and the emotionally disturbed

Discussion Guidelines

Introduction to CMRJ-525 Week 2

The CMRJ-525 Week 2: Stockholm Syndrome & The Mentally Ill involves understanding the psychological phenomenon known as Stockholm Syndrome and applying negotiation strategies in high-stress situations involving emotionally impacted individuals. The Owlisdom How-To guide of CMRJ-525 Week 2: Stockholm Syndrome & The Mentally Ill will provide a structured approach to answer two discussion questions: one on negotiating with a troubled individual who has caused accidental death, and the other on training prison staff to handle hostage situations, mainly focusing on Stockholm Syndrome and dealing with mentally ill captors.is a pivotal component of leadership in healthcare, where you, as a nurse leader or aspiring leader, must effectively communicate the details and implications of your projects to stakeholders.

Jason was called into his boss’s office and given his pink slip. Jason began shouting and cursing at his boss, who ordered him out of the room and picked up the phone to call security. Jason threw a heavy ashtray across the room and accidentally struck the boss in the head, killing him. He then barricaded himself in the room, and the police were called. You are the primary negotiator. When you first speak to Jason, he is hysterical with fright. He has never been in trouble before (not even a traffic citation). He is afraid not only of what will happen to him but what will happen to his family, his son, who is graduating from high school and getting ready to enroll in college, and his youngest daughter, who is autistic and needs a lot of parental support. What could you say to Jason to reduce his stress, calm him down, and set the framework for successful negotiations?

Negotiating with Jason

Quickly assess the situation by gathering all available information about Jason’s background and the incident.
Approach the situation with a calm demeanor. Your composure will help set a tone of stability.
Listen to Jason’s concerns without interruption. Show genuine empathy for his fear and distress.
Validate his feelings by acknowledging his fear and his difficult situation. Use phrases like, “I understand this is a terrifying situation for you.”
Jason’s immediate concerns about his family. Assure him that his family’s well-being can be discussed and arrangements can be made.
Reassure him about his safety and the importance of peacefully working together to resolve the situation.
Start with small agreements to build trust. For instance, ask him to remove any weapons or move away from dangerous areas.
Establish a structured dialogue where he feels heard and understood. Ensure he knows that his cooperation is essential for a positive outcome.
Mention the availability of professional help, such as counselors or mediators, to further assist in the situation.

Example

In the intense scenario where Jason accidentally killed his boss and barricaded himself in the office, the primary objective of a negotiator is to de-escalate his heightened emotional state and establish a framework for peaceful negotiation. Assessing Jason’s psychological state and gathering pertinent background information is crucial to understanding his motivations and fears. This insight can guide the conversation towards empathy and reassurance. Upon first contact, the negotiator should maintain a calm and composed demeanor, setting a tone of stability that can influence Jason’s emotional response.

Active listening is a critical component in building rapport with Jason. The negotiator can validate his feelings and demonstrate understanding by allowing him to express his fears and anxieties without interruption. Phrases such as “I understand this is a terrifying situation for you”

You have been asked to train prison staff on how to act if taken hostage. In terms of the Stockholm Syndrome, adaptation, and coping with being taken hostage, what would you teach them? Develop an exercise for them that stresses dealing with both Stockholm Syndrome and those hostage takers who have a mental illness.

Training Prison Staff on Handling Hostage Situations

Explain Stockholm Syndrome, highlighting the development of compassion and loyalty towards captors due to the stress of captivity.
Identify traits in both survivors and those who succumb, such as loyalty to captors and post-traumatic stress symptoms.
Train staff to mentally prepare for the possibility of being taken hostage, emphasizing the importance of maintaining a calm and rational mindset.
Teach them to find common ground and show empathy towards captors, which can be a survival mechanism.
Develop a role-playing exercise where staff members act as captors and hostages.
Conduct a debriefing session focusing on the importance of empathy, communication, and psychological resilience.

Example

Training prison staff to handle hostage situations effectively involves a comprehensive understanding of Stockholm Syndrome and the necessary coping mechanisms to endure captivity. Stockholm Syndrome is a psychological phenomenon where hostages develop an emotional bond with their captors as a survival strategy. Educating staff about this syndrome includes detailing how these bonds form under duress and identifying traits common in survivors, such as loyalty to captors and post-traumatic stress disorder symptoms. Understanding these psychological dynamics is essential for staff to navigate the complexities of a hostage scenario.

Adapting and coping mechanisms are integral to surviving a hostage situation. Psychological preparation is paramount, where staff is trained to maintain a calm and rational mindset despite the stress of captivity. Emphasizing the importance of empathy towards captors can be a crucial survival mechanism.

Closing

CMRJ-525 Week 2: Stockholm Syndrome & The Mentally Ill outlined a structured approach to answering the discussion questions on negotiating with emotionally impacted individuals and training prison staff on handling hostage situations. The key takeaway is the importance of empathy, effective communication, and psychological preparation in negotiation and training scenarios. By following these guidelines of CMRJ-525 Week 2: Stockholm Syndrome & The Mentally Ill, students can develop a deeper understanding of the complexities involved in these high-stress situations and apply these strategies effectively.

In the Next assessment of CMRJ-525, you will learn about composing and answering a graduate-level question related to the course learning objective of judging the assertion that it is always best not to negotiate with terrorist groups.

CMRJ-525 Week 3: Negotiating with Terrorists

Instructions of CMRJ-525 Week 3

W3: To Negotiate “or not” with Terrorists

Please write and then answer the following Discussion Question:

(Due NLT Thursday of Week 3):

Class,

As identified by research regarding both traditional and online education, higher forms of learning take place when students can take an active part in curriculum development.

Subsequently, this week the discussion questions are a bit different from those weeks before and after.

Rather than me posting a series of questions, each of you will instead develop a graduate-level question (i.e., not simply one that can be answered via regurgitation and no original thought), and then you will answer the very question you composed.

1. Compose a graduate-level question directly related to Course Learning Objective #7, that is, “Judge the assertion that it is always best not to negotiate with Terrorist Groups.”

Note: In forming your question, one of the following verbs must be used: argue, interpret, assess, defend, propose, develop, analyze, or compare.

2. Fully answer the question you have created.

Again, this discussion (based on both the readings contained to prepare for it, and the posts to be made) is directly connected to the following Course Learning Objective:

CO7: Judge the assertion that it is always best not to negotiate with Terrorist groups

Discussion Guidelines

Introduction To CMRJ-525 Week 3

The CMRJ-525 Week 3: Negotiating with Terrorists requires students to actively engage in curriculum development by composing and answering a graduate-level question related to the course learning objective of judging the assertion that it is always best not to negotiate with terrorist groups. This Owlisdom How-To guide of CMRJ-525 Week 3: Negotiating with Terrorists will provide a structured approach to crafting a meaningful question and developing a comprehensive answer. The goal is to foster critical thinking and ensure that responses are supported by thorough research and logical reasoning.

Compose a graduate-level question related to Course Learning Objective #7: “Judge the assertion that it is always best not to negotiate with Terrorist Groups.”

Note: In forming your question, one of the following verbs must be used: argue, interpret, assess, defend, propose, develop, analyze, or compare.

Composing a Graduate-Level Question

Begin by thoroughly understanding Course Learning Objective #7, which evaluates the assertion that it is always best not to negotiate with terrorist groups.
Verb Selection: Select one of the prescribed verbs (argue, interpret, assess, defend, propose, develop, analyze, or compare)
Formulate a question that goes beyond simple regurgitation of information.
“Analyze the potential benefits and risks of negotiating with terrorist groups in modern geopolitical contexts.”

Example

Analyze the potential benefits and risks of negotiating with terrorist groups in modern geopolitical contexts.

Fully answer the question you have created. Again, this discussion (based on both the readings contained in the preparation for it and the posts to be made) is directly connected to the following Course Learning Objective:

CO7: Judge the assertion that it is always best not to negotiate with Terrorist groups

Answering the Question

Conduct thorough research using credible sources such as academic journals, books, and reputable articles.
Start with an introduction that outlines the significance of the question, followed by a body where you present your arguments, and conclude with a summary of your findings.
Provide a detailed analysis of the evidence and emphasize the need to avoid negotiating with terrorist groups, considering historical precedents and theoretical frameworks.
Support all claims with evidence, citing sources in an appropriate academic style to add credibility to your arguments.

Example

Negotiating with terrorist groups is a contentious issue with significant implications for international security and policy. One potential benefit of negotiation is the immediate reduction of violence and the preservation of human lives. Historical precedents such as the Good Friday Agreement in Northern Ireland demonstrate that negotiations can lead to lasting peace and political stability (Mitchell, 2023). Additionally, negotiations can provide a platform for addressing underlying grievances that fuel terrorism, potentially leading to long-term conflict resolution.

However, the risks associated with negotiating with terrorists are substantial.

Closing

The CMRJ-525 Week 3: Negotiating with Terrorists guide provides a step-by-step approach to composing and answering a graduate-level question related to negotiating with terrorist groups. The key takeaway from this assignment is the development of critical thinking and analytical skills, enabling students to engage deeply with complex issues and form well-supported arguments. By following these guidelines of CMRJ-525 Week 3: Negotiating with Terrorists, students can produce thoughtful and scholarly responses that contribute meaningfully to the discussion on this important topic.

In the Next assessment of CMRJ-525, you will learn about the negotiation strategies and tactical considerations in high-stress scenarios involving individuals intent on “suicide by cop.”

CMRJ-525 Week 4: Mid-Term Exam

Instructions of CMRJ-525 Week 4

Attempts Completed

Description

I have opted to make this an untimed exam. That said, please remember that this is a graduate-level “essay” exam and I will be looking for well-supported views and critical thought.

As always, opinion alone is not enough.

Responses to each question should be at least 500 words each (not counting sources and references), and each question should have at least 2 different sources properly cited in accordance with APA. Questions with 2 parts (and there is 1 question like this) will require a minimum of a 1,000-word total response… 500-word minimum per question part, and 2 references per question part.

Again, content and critical thought are key here, but graduate-level writing ability and meeting minimum requirements for length and sources are also included in the overall grade.

Each of the 4 questions is worth 25 points (exam is worth 25% of your final grade in this course). Points will be given based on the exam essay rubric in the syllabus

This exam covers all the material and readings assigned between Weeks 1 and 4.
Your exam is due Sunday, 11:55 PM EST. Each essay needs to be 500 words, with APA 7th ed citations and references. Do Not Use MLA or any other form of referencing.

Definitions and possible grades for each category of the rubric are provided below:

Formal Written Assignment Final Paper Rubrics CJ Matrix

Quiz Details

Current Time
7:12 AM Update
Current User
Anthony Davis (username: 4114687)
Time Limit
No time limit (estimated time required: 240 minutes)
Availability
Due on Apr 28, 2024 11:59 PM Available on Apr 1, 2024 12:05 AM
Attempts
Allowed – 1, Completed – 1

Introduction to CMRJ-525 Week 4

The CMRJ-525 Week 4: Mid-Term Exam guide involves preparing for and completing a graduate-level mid-term exam for the CMRJ-525 course. The exam consists of essay questions requiring critical thought, well-supported views, and proper APA citations. The following Owlisdom How-To guide of CMRJ-525 Week 4: Mid-Term Exam provides a structured approach to understanding the requirements and developing comprehensive responses.

I have opted to make this an untimed exam. That said, please remember that this is a graduate-level “essay” exam, and I will be looking for well-supported views and critical thought.

Understanding the Exam Requirements

In this section of CMRJ-525 Week 4: Mid-Term Exam, we will understand the exam requirements.

Understand that the exam consists of four essay questions, each requiring a response of at least 500 words, except for the one question with two parts, which requires 1,000 words.
Familiarize yourself with the grading rubric provided in the syllabus, which includes criteria such as content, critical thought, writing ability, length, and proper APA citations.
Recognize that opinion alone is insufficient; your answers must demonstrate critical thinking, analysis, and synthesis of the course material.
Ensure that each response is well-supported with evidence from at least two different sources properly cited in APA format.

Each of the four questions is worth 25 points (the exam is worth 25% of your final grade in this course).

Guidelines for Answering Each Question

In this section of CMRJ-525 Week 4: Mid-Term Exam, we will understand the guidelines for answering questions.

Carefully read each question to fully understand what is being asked, noting any specific instructions or sub-questions.
If any part of the question is unclear, seek clarification from your instructor before responding.
Identify and gather relevant sources that directly address the question. Ensure you have at least two different sources for each question.
Familiarize yourself with APA 7th edition citation guidelines and apply them correctly in your responses.
Develop a clear thesis statement that directly answers the question and provides a roadmap for your essay.
Create an outline to organize your thoughts and ensure a logical flow of ideas. Include an introduction, body paragraphs, and a conclusion.
Begin with an introduction that presents your thesis and outlines the main points of your essay.
Develop each body paragraph around a single point supported by evidence from your sources.
Conclude by summarizing your main points and restating your thesis in light of the evidence presented.
Carefully proofread your essay for grammatical errors, coherence, and adherence to APA formatting.
If possible, seek feedback from peers or your instructor to identify areas for improvement before submitting your final response.
Describe how these strategies will address the identified issue.

Closing

The CMRJ-525 Week 4: Mid-Term Exam guide provides a structured approach to preparing for the CMRJ-525 mid-term exam. By understanding the exam requirements, gathering relevant sources, and following a systematic approach to writing and reviewing your essays, you can effectively demonstrate critical thought and meet the academic standards expected at the graduate level. The key takeaway is to ensure that each response is well-supported, logically coherent, and properly cited, reflecting your comprehensive understanding of the course material.

In the Next assessment of CMRJ-525, you will focus on negotiation strategies and tactical considerations in high-stress scenarios involving individuals intent on “suicide by cop.”

CMRJ-525 Week 6 Discussion: When the Hostage Taker Has Military Experience

Instructions for CMRJ-525 Week 6 Discussion

W6: When the Hostage Taker has Military Experience

Please answer the following Discussion Questions:

(Due NLT Thursday of Week 6):

1. Based on the demographics and characteristics of military veteran prisoners presented, develop a list of guidelines regarding negotiating with veteran hostage takers versus non-veteran hostage takers.

2. You are the negotiator team commander, and your team is called to the next county to negotiate an incident at a county jail. When you arrive, you are told that a deputy arrested the hostage taker several hours ago for robbery and failure to identify (the deputy, in fact, has not even finished completing the paperwork). All you know about the subject is that he is about 35 years old, Hispanic, apparently has no family in the area, has a tattoo on his forearm that says “Death From Above,” and is from out of state. What could you do to gather intelligence on this person?

Note: This discussion is directly connected to the following Course Learning Objective:

CO3: Recommend actions for negotiating in various circumstances, to include negotiating with individuals with past military experience and the emotionally disturbed.

Discussion Guidelines

Introduction to CMRJ-525 Week 6 Discussion

The CMRJ-525 Week 6 Discussion: When the Hostage Taker Has Military Experience involves developing guidelines for negotiating with military veteran hostage takers compared to non-veteran hostage takers and gathering intelligence on a specific individual in a high-stress situation. The goal is to equip students with the skills to handle these complex scenarios by understanding the unique characteristics of veterans and employing effective intelligence-gathering techniques.

Based on the demographics and characteristics of military veteran prisoners presented, develop a list of guidelines regarding negotiating with veteran hostage takers versus non-veteran hostage takers.

Negotiating with Veteran vs. Non-Veteran Hostage Takers

Study the typical demographics and psychological characteristics of military veterans, such as experiences of PTSD, high discipline, and structured thinking.
Recognize the traits that differentiate veterans from non-veterans, including their training, exposure to combat, and stress responses.
Be aware of potential PTSD triggers and use de-escalation techniques that consider their psychological state.
Be more adaptable in your approach, as non-veterans may not respond to the same level of structured communication.
Focus on building rapport through empathy and understanding, recognizing their unique backgrounds and stressors.
Emphasize the importance of a structured approach for veterans versus a more flexible, empathetic approach for non-veterans.
Tailor your negotiation strategies to address specific psychological factors pertinent to each group.

Example

When negotiating with veteran hostage takers, understanding their unique demographics and characteristics is crucial. Military veterans often exhibit high levels of discipline and structured thinking and may suffer from PTSD due to combat experiences. These factors require negotiators to use a respectful and authoritative tone, acknowledging the veteran’s service and expertise. Clear, direct communication is essential, as it aligns with their preference for structure. Additionally, being mindful of potential PTSD triggers and employing de-escalation techniques that consider their psychological state is vital. For instance, avoiding sudden movements and loud noises can prevent exacerbating their stress.

You are the negotiator team commander, and your team is called to the next county to negotiate an incident at a county jail. When you arrive, you are told that a deputy arrested the hostage taker several hours ago for robbery and failure to identify (the deputy has not even finished completing the paperwork). All you know about the subject is that he is about 35 years old, Hispanic, apparently has no family in the area, has a tattoo on his forearm that says “Death From Above,” and is from out of state. What could you do to gather intelligence on this person?

Gathering Intelligence on a Hostage Taker

This section of CMRJ-525 Week 6 Discussion: When the Hostage Taker Has Military Experience. We will discuss Gathering Intelligence on a Hostage Taker.

Gather basic information from available records, including the subject’s arrest details and physical description.
Note any distinguishing features, such as tattoos, that can provide clues about the individual’s background.
Use local, state, and federal law enforcement databases to search for prior records or affiliations.
Contact local authorities in the subject’s home state for additional background information.
Perform searches on social media platforms and online databases to gather more personal information.
Review surveillance footage from the arrest to observe behavior and interactions.
Speak with the deputy and other officers involved in the arrest to gather insights into the subject’s behavior and statements.
Observe the hostage taker’s behavior through surveillance or direct observation to understand his state of mind and potential vulnerabilities.

Example

When faced with a situation involving a hostage taker, my first step will be to gather as much information as possible from available records. I’ll start by collecting basic details about the subject: a 35-year-old Hispanic male with a “Death From Above” tattoo, indicating potential military or gang affiliations. I will review the arrest details and any background information in the system to form an initial understanding.

closing

The CMRJ-525 Week 6 Discussion: When the Hostage Taker Has Military Experience provides a structured approach to negotiating with military veterans and non-veterans and gathering intelligence in high-stress situations. The key takeaway is the importance of tailored communication strategies and thorough information gathering to manage and resolve complex hostage situations effectively. By following these Owlisdom How-To guidelines of CMRJ-525 Week 6 Discussion: When the Hostage Taker Has Military Experience, students can develop the necessary skills to navigate these challenging scenarios confidently and professionally. In the next module of CMRJ-525, we will explore the Week 6 Research Paper.

CMRJ-525 Week 6 Research Paper

Instructions for CMRJ-525 Week 6 Research Paper

Week 6 Research Paper

Instructions

The Research Paper will be 19% of the course grade and consist of a minimum of 14 double-spaced pages of written content (not including title page, images, charts, abstract, table of contents, and or reference pages). The inclusion of a “running head” is not required.

The paper will address one of the two following topics (students are to choose 1 of the 2 as the focus for their paper):

1. Identify, discuss, and compare the roles of members assigned to a crisis team. As a minimum, include (a) negotiators, tactical team members, and health care/mental health professionals. Please make sure to discuss (in specifics) what each brings to the team and how they can or should be used. As part of the latter, include a discussion related to soft versus hard negotiations.

A topic focused on a specific aspect of Equity, Diversity, Equality (EDI)as it relates to crisis negotiations and this course. Keep in mind, EDI is far more than simply a discussion on race. Potential EDI areas for consideration can, in part, include issues related to race, ethnicity, gender, disability, sexual orientation, gender identity, national origin, tribe, casts, socio-economic status, thinking and communication styles, etc. This topic allows a wide variety of potential topics, which in turn, is in supports 6 of the 8 COs. All EDI-based topics within this category are pre-approved so long as they relate to law enforcement and this course, but if unsure if your topic can work, please post it in the Question Tab of the Forums for instructor approval

Note: This paper is linked to the following 6 course learning objectives:

CO2: Summarize the phenomenon known as Stockholm Syndrome, to include traits associated with both survivors and succumbers;

CO3: Recommend actions for negotiating in various circumstances, including negotiating with individuals with past military experience, and the emotionally disturbed.

CO4: Outline the warning signs and appropriate law enforcement actions regarding suicide by cop.

CO5: Compare and contrast soft versus hard negotiations.

CO6: Examine successful versus unsuccessful traits of hostage negotiators, to include the impact and method of dealing with polarization.

CO8: Extrapolate the role that health care professionals, hostage negotiators, and tactical team members play in successfully dealing with crisis and hostage situations

This paper must have at least 10 references from primary sources, for example, the weekly readings, peer-reviewed journals, etc. Use of newspapers, news magazines, and similar periodicals must be kept to a minimum, but they are fine for background material. Students are encouraged to use the APUS online library in order to utilize peer-reviewed journals to the maximum extent possible.

Web sources should be evaluated based on the site sponsor, among other things, such as: How long has the site existed? Is there sufficient information to judge credentials, authenticity, credibility, and bias? Are facts supported by cited sources? Is the material published only on the web? Wikipedia is not an acceptable source.

This research paper must be written using the most recent version of the American Psychological Association (APA) manual and style. In part, this must include the following: (b) Times New Roman style, (c) 12-point font, (d) double-spaced, with (e) 1-inch page margins all around. For general guidance, see the current Publication Manual of the American Psychological Association.

Attachments

CJ Graduate Research Paper Grading Rubric.doc

(174 KB)

APA Style (7th ed) Guide.pdf

(126.82 KB)

Example Student-Paper APA Style 7th edition.docx

(35.67 KB)

Introduction to CMRJ-525

The CMRJ-525 Week 6 Research Paper how-to guide aims to assist students in writing their Week 6 Research Paper for the negotiation course. The research paper accounts for 19% of the course grade and requires a minimum of 14 double-spaced pages. Students must choose one of two topics: the roles of crisis team members or a specific aspect of Equity, Diversity, and Inclusion (EDI) related to crisis negotiations. This Owlisdom How-To guide of CMRJ-525 Week 6 Research Paper will provide detailed instructions on approaching and completing each part of the assignment effectively, ensuring adherence to academic standards and APA style.

Identify, discuss, and compare the roles of members assigned to a crisis team. Include negotiators, tactical team members, and health care/mental health professionals. Discuss what each brings to the team and how they can or should be used, including a discussion on soft versus complex negotiations.

Selecting Your Topic

In this section of the CMRJ-525 Week 6 Research Paper, we will discuss how to select the topic.

Focus your research on understanding the specific roles within a crisis team.
Clearly define each role: negotiators, tactical team members, and health care/mental health professionals.
Ensure your paper addresses each role’s contributions and interactions during a crisis.
Include a discussion on the difference between soft and hard negotiation strategies and how each team member fits into these approaches.

Example

Selecting a candidate to serve as a crisis negotiator involves many considerations. The “best investigators were the best negotiators” has been said over the last 30 years (Terestre, 2005).” Individual qualities such as “interview and interrogation skills, ability to deal well with stressful situations, and an easy-going, non-confrontational approach (Terestre, 2005)” that allow the suspension of judgment are sought after when hiring and interviewing potential negotiators. Numerous factors must be considered when assembling a crisis negotiation team (Herndon).

The paper must align with six-course learning objectives (CO2, CO3, CO4, CO5, CO6, CO8).

Understanding the Course Learning Objectives (COs)

In this CMRJ-525 Week 6 Research Paper section, we will understand the course learning objectives (COs).

Review each of the relevant course learning objectives.
Identify how each objective relates to the roles of crisis team members.
Integrate these objectives into your paper to ensure it meets the course requirements.
Use the objectives as a framework to guide your analysis and discussion.

Include a title page, abstract, table of contents, main content, and references.

Structuring Your Research Paper

Title Page: Format according to APA guidelines with the title, your name, institution, course, instructor, and date.
Introduction: Provide background information on crisis teams and their importance.
State your thesis and outline the structure of your paper.

Example

Crisis negotiation is a law enforcement process that is used to communicate with people who are engaging in savagery (violence in the workplace, aggressive conduct at home, self-destruction, suicide, or psychological warfare). These people include blockaded subjects, stalkers, lawbreakers attempting to flee after a botched burglary, and hostage-takers. Usually, the first officer or officers on the scene initiate crisis negotiation.

Identify, discuss, and compare the roles of members assigned to a crisis team. As a minimum, include (a) negotiators, tactical team members, and health care/mental health professionals.

BODY

Roles of Crisis Team Members: Negotiators: Discuss their roles, skills, and strategies used.
Tactical Team Members: Explain their responsibilities, training, and coordination with other team members.
Health Care/Mental Health Professionals: Detail their role in assessing and managing the mental health of individuals involved in the crisis.

Example

The members of crisis teams, which typically consist of ten persons on average, must collaborate to achieve a comparable purpose. This particular group is confronted with challenging and unfavorable situations. The group is made up of a team Facilitator and Leader, an on-scene/Incident Commander, a Negotiations Commander, a Tactical/SWAT Commander, a primary negotiator whose sole responsibility is to communicate with the hostage-taker, three intelligence officials who are responsible for investigating the hostage-takers, a Mental Health Consultant, a recorder or scribe, and a scribe.

As part of the latter, discuss soft versus complex negotiations.

Soft vs. Hard Negotiations

Define soft and hard negotiation tactics.
Discuss the advantages and disadvantages of each approach.
Analyze how each crisis team member contributes to these negotiation strategies.
Discussion: Synthesize your findings and discuss their implications for crisis management.

Example

In crisis management, negotiations interactively involve ‘soft’ and ‘hard’ tactics, which differ in implementation and usage. Such information is crucial to comprehend for crisis teams, which deal with critical situations, including hostage-taking, barricaded subjects, or people who plan to commit suicide.

CONCLUSION

Summarize your key points and restate the importance of each team member’s role.

Example

A crisis fill-in is considered if a position becomes vacant for unknown reasons during a crisis. Regarding crisis negotiation, preparation is the most essential and fundamental component.

Use at least ten references from primary sources. Evaluate web sources for credibility and authenticity.

Conducting Research

Use peer-reviewed journals, books, and credible publications relevant to crisis management and negotiation.

Ensure sources are current and authoritative.

Evaluating Web Sources: Assess the credibility of web sources by examining the site sponsor, author credentials, and cited sources.

Avoid relying on Wikipedia or non-peer-reviewed material.

Example

Crisis Negotiation Unit, Field Operations – Division of State Police, NH DOS. https://www.nh.gov/safety/divisions/nhsp/fob/crisisneg/index.html.

CMRJ-525 Week 7: Traits of a Hostage Negotiator

Instructions of CMRJ-525 Week 7

W7: Traits of a Hostage Negotiator

Please answer the following Discussion Question:

(Due NLT Thursday of Week 7):

1. Develop a method to select hostage negotiators for a prison team

As a minimum, please identify the following within your response to this Discussion Question:

(a) How would you advertise and or recruit members?
(b) Identify the specific traits (physical, emotional, intellectual, etc) you are looking for in candidates, and why.
(c) Identify any specific traits (physical, emotional, intellectual, etc) that would prohibit a candidate from being selected as a prison team negotiator, and why.

(d) With Equity, Diversion, and Inclusion (EDI) in mind, what role, if any, would EDI consideration play in your selection of members for this team, and why or why not?

No participation posts required this week (extra time given to allow all some extra time to prepare for the Final Exam).

Note: This discussion is directly connected to the following Course Learning Objective:

CO6: Examine successful versus unsuccessful traits of hostage negotiators, to include the impact and method of dealing with polarization.

Discussion Guidelines

Introduction to CMRJ-525 Week 7

The CMRJ-525 Week 7: Traits of a Hostage Negotiator discussion involves developing a method to select hostage negotiators for a prison team. Thion, and Inclusion (EDI) in the selection process. The following Owlisdom How-To guide of CMRJ-525 Week 7: Traits of a Hostage Negotiator provides a structured approach to the task requires understanding how to advertise and recruit potential negotiators, identifying key traits that make a successful negotiator, recognizing traits that disqualify a candidate, and considering Equity, Diversifying, addressing each component of this task.

How would you advertise and or recruit members

Developing a Selection Method for Advertising and Recruiting Members

Advertise on law enforcement websites and networks.
Clear Job Description: Outline responsibilities, qualifications, and desired traits.
Engagement Events: Host informational sessions to attract candidates.

Example

To effectively advertise and recruit members for a prison hostage negotiation team, I will utilize a targeted outreach strategy. I will post the job listing on law enforcement websites, professional networks, and within the prison system to attract candidates with relevant experience.

Identify the specific traits (physical, emotional, intellectual, etc) you are looking for in candidates and why;

Identifying Desired Traits in Candidates

In this section of CMRJ-525 Week 7: Traits of a Hostage Negotiator, we will discuss Identifying Desired Traits in Candidates.

Physical Traits: Look for physical fitness and stress resilience.
Emotional Traits: Seek high emotional intelligence and calmness under pressure.
Intellectual Traits: Prioritize analytical skills and quick thinking.
Interpersonal Skills: Value excellent communication and rapport-building skills.

Example

In selecting candidates, I will prioritize several vital traits. Physically, candidates must be fit and capable of handling stress and potential physical demands. Emotionally, high emotional intelligence, resilience, and the ability to remain calm under pressure are crucial.

Identify any specific traits (physical, emotional, intellectual, etc) that would prohibit a candidate from being selected as a prison team negotiator and why.

Identifying Prohibitive Traits in Candidates

In this section of CMRJ-525 Week 7: Traits of a Hostage Negotiator, we will discuss Identifying Prohibitive Traits in Candidates.

Physical Limitations: Avoid candidates with significant physical limitations.
Emotional Instability: Disqualify those with poor stress management or impulsivity.
Lack of Empathy: Avoid individuals who struggle with empathy.

Example

To ensure the selection of the best candidates, I will avoid those with certain prohibitive traits. Candidates with significant physical limitations that impede performance in high-stress situations will not be considered. Emotional instability, poor stress management, or a tendency to react impulsively are also disqualifying factors.

With Equity, Diversion, and Inclusion (EDI) in mind, what role, if any, would EDI consideration play in your selection of members for this team, and why or why not?

Considering Equity, Diversion, and Inclusion (EDI)

EDI Consideration: Integrate EDI principles to ensure diversity.
Why EDI Matters: Emphasize diverse perspectives for team effectiveness.
Implementation: Use unbiased assessment tools and training for fair evaluation.

Example

Integrating Equity, Diversion, and Inclusion (EDI) principles into the selection process is crucial. I will ensure a diverse and inclusive team by actively seeking candidates from various backgrounds and providing equal opportunities for all applicants.

Closing

CMRJ-525 Week 7: Traits of a Hostage Negotiator guide outlines a structured approach to developing a method for selecting hostage negotiators for a prison team. Following these guidelines, students can create a comprehensive selection process that identifies the best candidates based on desired traits, disqualifies those with prohibitive characteristics, and incorporates EDI principles. The key takeaway is the importance of a thorough, fair, and inclusive selection process that ensures a competent and diverse team of negotiators capable of handling the complex challenges of hostage situations. In the next module of CMRJ-525, we will explore the Week 8 Final Exam.

Herndon, J. S. CRISIS NEGOTIATION. https://www.trident.edu/wp- content/uploads/team/pub/223/crisis_negotiation.pdf

Follow APA style guidelines, using Times New Roman, 12-point font, double spacing, and 1-inch margins.

Writing the Paper

Use the latest APA manual for formatting rules on citations, headings, and references.
Include in-text citations for all referenced material.

Write in a formal, scholarly tone, avoiding colloquial language.
Ensure your arguments are clear and supported by evidence.

Organize your paper logically, with clear transitions between sections.
Ensure each section flows smoothly into the next.

Example

It is recommended that a training program for crisis negotiators be at least forty hours long and include a wide range of topics, “including team composition and supervision, the tactical operations center model, categories of crises, available tactical options,” and managing while under pressure (Terestre, 2005). Additionally, it should join field activities, such as role-play, to help officials sharpen their exchange abilities.

Facts about hostage-taking situations

According to Miller (2007), less than twenty percent of the severe incidents that law enforcement agencies deal with involve true hostage-taking, and the majority of emergencies are satisfactorily resolved without a fatal toll.

closing

The CMRJ-525 Week 6 Research Paper Guide enhances your understanding and application of negotiation strategies within crises. It focuses on the roles of various team members or EDI aspects in crisis negotiations. This research paper will contribute significantly to your course grade and develop your analytical and writing skills, preparing you for professional negotiation and crisis management roles.

By following this guide of CMRJ-525 Week 6 Research Paper, you can effectively plan, research, write, and revise your paper, ensuring it meets academic standards and contributes meaningfully to the field of negotiation. In the next module of CMRJ-525, we will explore Week 7 on the Traits of a Hostage Negotiator.

CMRJ-525 Week 8 Final Exam

Instructions of CMRJ-525 Week 8

Description

Note: A “0” will automatically show once you submit the exam for grading. The “0” is only a grade holder till the essay questions are hand-scored, i.e., it will change once the exam has been graded, so please don’t be alarmed when you first see a “0”.

Responses should be at least 500 words each (not counting sources and references), and each should have at least 2 different sources properly cited in accordance with APA.

Again, content and critical thought are key here, but graduate-level writing ability and meeting minimum requirements for length and sources are also included in the overall grade.

Each of the 4 questions is worth 25 points (the exam is worth 25% of your final grade in this course). Points will be given based on the exam essay rubric in the syllabus

This exam covers all the material and readings assigned between Weeks 1 and 8.
Your exam is due Sunday, 11:55 PM EST. Each essay needs to be 500 words, with APA 7th ed citations and references. Do Not Use MLA or any other form of referencing.

Definitions and possible grades for each category of the rubric are provided below:

Formal Written Assignment Final Paper Rubrics CJ Matrix

Quiz Details

Current Time
7:17 AM Update
Current User
Anthony Davis (username: 4114687)
Time Limit
No time limit (estimated time required: 240 minutes)
Availability
Due on May 26, 2024, 11:59 PM Available on Apr 28, 2024, 12:05 AM

Introduction of CMRJ-525 Week 8 Final Exam

The CMRJ-525 Week 8 Final Exam Guide by Owlisdom is designed to help you navigate and excel in your CMRJ-525 final exam. This untimed, graduate-level essay exam requires well-supported views and critical thought. Each response should be at least 500 words and include at least two sources cited in APA format. The exam covers Weeks 1 to 8 material and constitutes 25% of your final grade.

This exam covers all the material and readings assigned between Weeks 1 and 8. Each essay must be 500 words and include APA 7th-ed citations and references.

Understanding the Exam Structure

We will understand the exam structure in this section of the CMRJ-525 Week 8 Final Exam.

Understand the structure, which includes four essay questions worth 25 points each.
Familiarize yourself with the exam format and rubric. Each question requires a 500-word response with at least two sources cited in APA format.
Importance of Content and Critical Thought: Emphasize the need for well-supported views and critical analysis.
Focus on demonstrating a deep understanding and analysis of the topics. Opinion alone is not enough; back up your views with evidence.

This exam covers all the material and readings assigned between Weeks 1 and 8.

Preparation

Review Material and Readings: Revisit all readings and notes from Weeks 1 to 8.
Systematically review course materials and highlight key concepts and themes. Summarize essential points from each week.
Organize Notes and Resources: Compile all your notes and resources efficiently.
Create an organized system for your notes, such as folders or digital documents. Ensure all materials are easy to access during the exam.

Each essay needs 500 words, with APA 7th ed citations and references.

Writing the Essays

Directly address each question with clarity and precision.
Read each question carefully and ensure you understand it before writing. Structure your response to address all parts of the question.
Incorporating Critical Thought: Provide in-depth analysis and critical perspectives.
Go beyond surface-level responses. Analyze the implications, provide examples, and critically assess different viewpoints.
Citing Sources Properly: Use at least two sources per essay, cited in APA format.
Integrate sources smoothly into your essays. Ensure all citations and references follow APA 7th edition guidelines.

Responses should be at least 500 words each (not counting sources and references), and each should have at least two different sources properly cited by APA.

Formatting and Style

We will understand the formatting and style in this section of the CMRJ-525 Week 8 Final Exam.

Adhere to APA 7th edition formatting rules.
Format your document according to APA standards, including a title page, headers, in-text citations, and a reference list.
Graduate-Level Writing: Ensure your writing meets graduate-level standards.
Write concisely and formally. Avoid colloquial language and ensure your arguments are logically structured and well-supported.

Submit the exam for grading by the due date.

Review and Submission

We will understand the review and submission in this CMRJ-525 Week 8 Final Exam section.

Carefully review your essays for errors and clarity.
Proofread each essay multiple times. Check for grammatical errors, proper citation, and overall coherence.
Submission Process: Submit your exam by the deadline.
Ensure your exam is complete and formatted correctly. Submit it through the designated platform before the deadline.
Verify APA formatting for in-text citations and references

Closing

The CMRJ-525 Week 8 Final Exam requires thorough preparation, critical thinking, and adherence to APA formatting. You can excel in this exam by systematically reviewing course materials, organizing your resources, and carefully crafting your essays. The key takeaway is combining content knowledge with critical analysis and proper academic writing to achieve a high score. You can also read CMRJ-525 complete modules to ace the course!