2 The Tribal Youth Police Academy
Chapter i
This project was supported, in whole or in part, by Cooperative Agreement Number 2013-HE-WX-K003 

awarded by the Office of Community Oriented Policing Services, U.S. Department of Justice. The opinions 

contained herein are those of the author(s) or contributor(s) and do not necessarily represent the official 

position or policies of the U.S. Department of Justice. References to specific agencies, companies, products, 

or services should not be considered an endorsement by the author(s), the contributor(s), or the U.S. 

Department of Justice. Rather, the references are illustrations to supplement discussion of the issues. 

The Internet references cited in this publication were valid as of the date of this publication. Given that URLs 

and websites are in constant flux, neither the author(s) nor the COPS Office can vouch for their current 

validity. 

Recommended citation:

National Criminal Justice Training Center. 2020. The Tribal Youth Police Academy: Fostering Development of 

Future Tribal Criminal Justice and Community Leaders. Washington, DC: Office of Community Oriented 

Policing Services.

Published 2020
Contents

Letter from the Director of the COPS Office .

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v

Acknowledgments vii

Executive Summary ix

Statement of Need 1

TYPA staff 4

TYPA students 7

TYPA curriculum design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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TYPA applicant selection process 14

Academy activities 15

Methodology 23

Evaluation and Outcomes 25

Student pre- and post-academy comparison 25

Final pre- and post-academy comparison 27

Student community challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

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28

Student post-academy interviews 29

Two-year follow-up interviews 31

Additional post-academy student testimonial 34

Student follow-up comments 2017 35

Recommendations and replication at the local level 36

Conclusions 39

Appendix A. TYPA Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

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41

Appendix B. TYPA Application Materials 46

Appendix C. Student Pre-Academy Questionnaire 49

Appendix D. Student Post-Academy Questionnaire 51

Appendix E. Pre- and Post-TYPA Comparison Community Challenges 53

Appendix F. Pre- and Post-TYPA Evaluation Comparison of Career Choices 54

Appendix G. Post-TYPA Top Three Youth Experiences 55

Appendix H. Parent Questionnaire and Responses 56
iv The Tribal Youth Police Academy

Appendix I. Parent and Grandparent Comments from 2018 . . . . . . . . . . . . . . . . . . . . . . . . . . 

 . . . . . . . . . . . . . . . . . . . . . . 

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59

Appendix J. Mentor and Instructor Questionnaire and Responses 60

Appendix K. Sample Youth Academy and Camp Program Partners 64

Camp Triumph (Isleta Pueblo, New Mexico) 64

Camp Fury (Tucson, Arizona) 65

About the National Criminal Justice Training Center 66

About the COPS Office 67
Letter from the Director of the COPS Office

Colleagues:

One of the major challenges facing the law enforcement profession is recruiting. Youth police 

academies serve a double purpose of providing young people a structured positive environment 

and giving them early exposure to the idea of a career in law enforcement, thereby supporting law 

enforcement recruitment efforts. Tribal police departments face at least the same recruiting 

challenges as other law enforcement agencies, and Native American young people are generally 

less likely than their peers in other demographics to consider careers in law enforcement—so both 

these functions are especially important with respect to the youth and police departments in our 

Native American communities.

The National Criminal Justice Training Center of Fox Valley Technical College conducted a Tribal 

Youth Police Academy in 2014 where they trained 41 young people in various law enforcement 

components, including areas of particular relevance to tribal communities. This publication 

summarizes the activities of the academy and the students’ impressions of law enforcement both 

before and after their time there—as well as their parents’ and teachers’ assessments of the 

academy’s effects on them. 

A well-run youth police academy can be an important tool in giving teenagers a positive purpose 

and in increasing interest in law enforcement careers. Communities preparing to establish such 

academies will appreciate the guidance and recommendations to be found in this publication in 

developing and supporting their own academies and recruitment efforts.

Sincerely,

Phil Keith

Director

Office of Community Oriented Policing Services

Acknowledgments

The National Criminal Justice Training Center of Fox Valley Technical College particularly 

wishes to thank U.S. Department of Justice Office of Community Oriented Policing Services 

Director Phil Keith; Matthew Lysakowski, Senior Advisor for Tribal Affairs; and Melissa Fox, 

Senior Technical Editor.

Publication development was possible through the time and dedication of many people. We thank 

all who participated in interviews and completed post-academy questionnaires.

The publication development team included representatives from the National Criminal Justice 

Training Center of Fox Valley Technical College:

• Stephanie Bontrager-Ryon, Associate

• Lynn Chernich, Program Manager

• Julian Garcia, Associate

• Diana Mann, National Resource Development Manager

• Philip Schaefer, Program Specialist

• Joell Schigur, Program Administrator

• Justine Souto, Program Manager

• Ernest St. Germaine, Consultant

We would also like to thank the many reviewers and editors for their suggestions and guidance. 

Executive Summary

This publication describes the Tribal Youth Police Academy (TYPA) conducted in 2014 by the 

National Criminal Justice Training Center (NCJTC) under a cooperative agreement with the Office 

of Community Oriented Policing Services (COPS Office), U.S. Department of Justice. In general, 

youth police academies are found to be positive and powerful experiences for youth.1

 However, few 

academies are specifically tailored to the needs and backgrounds of Native American youth. The 

goals of the TYPA were to increase the interest of Native American youth (ages 14–17) in law 

enforcement and criminal justice career pathways, serve as a recruitment tool for tribal law 

enforcement and public safety agencies, foster positive tribal youth development, and build 

leadership skills. Nationwide, Native American youth rarely develop an interest in entering law 

enforcement or other criminal justice careers; yet there is a great need and a high demand for such 

professionals. Programs such as TYPA are important to help tribal communities develop Native 

American law enforcement and criminal justice professionals to reflect and understand their 

communities and its needs. 

NCJTC implemented the TYPA at its facilities in Appleton, Wisconsin, in August 2014. Nine tribal 

instructors and mentors and three staff members who were either enrolled tribal members or 

experienced in facilitating tribal training programs led 41 tribal youth from 13 states in instructional 

and hands-on TYPA activities. A one-to-five adult-to-student ratio was implemented because of the 

hands-on and sometimes physical nature of the curriculum. This ratio also allowed for ensured 

safety and more opportunity for personal attention. Learning activities were varied in nature and 

included tactical exercises, peer interaction, mentoring and coaching, lectures and presentations, 

talking circles,2

 and personal reflection. 

Lecture and hands-on topics covered police procedures, crime scene investigations, tribal law, 

restorative justice and peacemaking, challenges unique to Native Americans, the role of community 

resource and K-9 officers, and fire investigations. Special topical presentations concentrated on 

suicide prevention, bullying, and alcohol and substance abuse. Another focus throughout the 

curriculum was leadership development and confidence-building exercises such as a team-building 

challenge course, Real Colors® workshop,3

 and public speaking exercise opportunities. The week 

culminated in a simulated investigation where tribal youth oversaw a criminal case from 

commission to conviction. A graduation ceremony marked the successful TYPA completion.

1. Samantha A. Goodrich, Stephen A. Anderson, and Valerie LaMotte, “Evaluation of a Program Designed to Promote Positive Police and Youth 

Interactions,” Journal of Juvenile Justice 3, no. 2 (2014), 55–71, https://www.ncjrs.gov/pdffiles/246951.pdf; Stephen A. Anderson, Ronald M. 

Sabatelli, and Jennifer Trachtenberg, “Community Police and Youth Programs as a Context for Positive Youth Development,” Police Quarterly 10, no. 

1 (2007), 23–40, http://journals.sagepub.com/doi/pdf/10.1177/1098611106291372.

2. Joseph P. Bohanon, “The Talking Circle: A Perspective in Culturally Appropriate Group Work with Indigenous Peoples,” Proceedings of the Sixth 

Native American Symposium (Durant, OK: Southeastern Oklahoma State University, 2005), http://www.se.edu/nas/publications/proceedings-of-thesixth-native-american-symposium-native-women-in-the-arts-education-and-leadership/.

3. Real Colors® is a facilitated workshop used to improve and enhance participants’ personal and professional relationships. Real Colors, “History,” 

National Curriculum and Training Institute, Inc., accessed August 16, 2018, https://realcolors.org/what_is_realcolors/history/. 
x The Tribal Youth Police Academy

Participating tribal youth completed a evaluations both before and after the TYPA. The data were 

collected and analyzed to understand changes in youth’s knowledge and perceptions of themselves 

and of law enforcement. Generally, participating Native American youth reported the TYPA to be a 

positive experience, and pre- and post-evaluation responses showed a “marked increase in learning 

what police do for the community.” Participating youth also indicated they were “more interested 

in law enforcement careers.” Similarly, their parents, the instructors, and mentors completed a 

qualitative post-academy questionnaire to gauge their opinions of what the youth gained from 

their TYPA experience. They, too, reported positive results including observed changes in the youth 

such as increased self-confidence and self-esteem, the application of gained leadership skills, an 

increased sense of responsibility, and desire to further pursue a public safety–related career and 

higher education. Full responses to the youth post-academy questionnaires can be found beginning 

on page 31. Instructor, mentor, and parent/guardian questionnaires can be found in appendices H 

and J, and additional post-academy feedback submitted by parents and grandparents can be found 

in appendix I. Suggestions and tips for how others could replicate a similar TYPA project are made 

at the conclusion of this report. 
Statement of Need

Native American youth face overwhelming challenges simply growing to adulthood; they live in 

“alarmingly high rates of poverty, homelessness, drug abuse, alcoholism, suicide, gangs and 

victimization.”4

 Within their individual lives, Native American youth experience what Joseph P. 

Gone calls a wounding across generations caused by massive group trauma and compounding 

discrimination, racism, and oppression.5

 Tribal youth further suffer “disproportionate rates of 

psychiatric distress” because of generational and historical trauma.6

 They commit suicide at a rate 

one and a half times the national average for the age group 15 to 34.7

In the midst of this harm and suffering, Native American youth also witness first-hand how Native 

Americans are “the racial group most likely to be killed by law enforcement.”8

 So it is not 

surprising that recruiting tribal youth into law enforcement and criminal justice professions is 

difficult. “Police embody a system that reinforces the cultural oppression of Indigenous peoples and 

reprimands the use of their own institutions and traditional practices.”9

Yet Native American communities across the country would greatly benefit from additional Native 

police, court staff, corrections staff, legal defense, and related criminal justice and social services 

professionals serving them. Native American professionals can reflect and understand Native 

communities’ experiences.10 They can help defuse tension, obtain cooperation from residents to 

solve crimes, and help non-Native officers become more culturally competent.11 In addition, Native 

American law and justice workers can help facilitate a criminal justice system that tribal residents 

can view as more fair and just while fostering conditions in which they themselves can more 

effectively and safely perform their jobs.12

4. Byron L. Dorgan and Joanne Shenandoah, “Ending Violence so American Indian Alaska Native Children Can Thrive,” Human Rights 40, no. 4 

(2013), https://www.americanbar.org/groups/crsj/publications/human_rights_magazine_home/2014_vol_40/vol--40--no--1--tribal-sovereignty/

ending-violence-so-american-indian-alaska-native-children-can-th.html.

5. Barbara Perry, Policing Race and Place in Indian Country: Over- and Under-enforcement (New York: Lexington Books, 2009).

6. Joseph P. Gone, “Redressing First Nations Historical Trauma: Theorizing Mechanisms for Indigenous Culture as Mental Health 

Treatment,” Transcultural Psychiatry 50, no. 5 (2013), 683–706, http://journals.sagepub.com/doi/abs/10.1177/1363461513487669.

7. Rebecca Ahrnsbrak et al., Key Substance Use and Mental Health Indicators in the United States: Results from the 2016 National Survey on Drug 

Use and Health (Rockville, MD: Substance Abuse and Mental Health Services Administration, 2017), https://www.samhsa.gov/data/sites/default/

files/NSDUH-FFR1-2016/NSDUH-FFR1-2016.pdf.

8. Mike Males, “Who Are Police Killing?” Center on Juvenile and Criminal Justice, last modified August 26, 2014, http://www.cjcj.org/news/8113.

9. Erica Redner-Vera and Marcus-Antonio Galeste, “Attitudes and Marginalization: Examining American Indian Perceptions of Law Enforcement 

among Adolescents,” Journal of Ethnicity in Criminal Justice 13, no. 4 (2015), 283–308, https://tandfonline.com/doi/

abs/10.1080/15377938.2014.984043?journalCode=wecj20.

10. Jeffrey Ian Ross and Larry Gould, eds., Native Americans and the Criminal Justice System: Theoretical and Policy Directions (New York: 

Routledge, 2015).

11. Vanita Gupta and Jenny R. Yang, Advancing Diversity in Law Enforcement (Washington, DC: U.S. Department of Justice, 2016), 

https://www.justice.gov/crt/case-document/file/900761/download.

12. Gupta and Yang, Advancing Diversity (see note 11).
2 The Tribal Youth Police Academy

Those seeking to attract more Native youth to law enforcement professions and to foster 

communication between tribal youth and police are encouraged to design and conduct Native-specific 

youth police academy projects. For NCJTC, few published models and scant scholarly research existed 

from which to draw guidance. While some researchers have included Native Americans in their studies 

of at-risk minority youth police academies, their findings do not take into account unique Indigenous 

North American cultures, languages, needs, and philosophies. More Native-centric research is needed 

on the practices and models of youth police academies and is strongly recommended. 

Interventions from other tribal youth programs and from non-Native youth police academies do 

provide some guidance in developing police academies specifically for Native youth. Pearson 

(2009) asserts that tribal youth programs can be a healthy alternative to negative activities and 

behaviors; they can result in fewer youth engaging in risky, sometimes illegal behavior and can 

help youth break the cycle of abuse. According to Pearson, guidance from caring adults helps tribal 

youth learn trust and healing, and using Native culture and language can help tribal youth learn 

life skills that can make a difference in a community and help strengthen them and their families.13

A report from the Center on Standards and Assessment Implementation similarly stated that 

culturally responsive instruction, the use of tribal language, and the involvement of tribal elders 

have demonstrated positive academic benefits for Native youth in school settings.14

One law enforcement youth project that actively recruits Native Americans is Camp Triumph 

Summer Youth Prevention Program, which uses a structured curriculum with emphasis on 

building youth self-image, goal setting, and law enforcement mentorship—elements that were also 

incorporated into the TYPA. Camp Triumph is held in the Native American community of Isleta 

Pueblo near Albuquerque, New Mexico. Law enforcement officers have said camp participants 

acknowledge them outside the Pueblo with greetings and handshakes, while families noted how 

they enjoy the bond their children developed with their mentors. 

Although not Native-specific, Camp Fury is another example of a youth camp model that focuses 

on inviting and engaging tribal youth in its region. Founded in 2009, Camp Fury is an innovative 

partnership between public safety organizations and Girl Scouts that exposes teen girls to careers in 

public safety. Tribal members in the region are invited and strongly encouraged to participate. 

Participants learn search and rescue skills and crime scene investigation techniques, perform 

physical fitness drills, and are able to interact with women breaking down barriers and stereotypes 

in these male-dominated career fields. Camp goals include leadership skill development, 

teamwork, respect, and self-confidence. 15

13. Gupta and Yang, Advancing Diversity (see note 11).

14. Center on Standards and Assessment Implementation, Improving Educational Outcomes of American Indian/Alaska Native Students (San 

Francisco, CA: WestEd, 2016), http://www.csai-online.org/sites/default/files/CSAI%20AIAN_School_Guidance_Plan.pdf.

15. “Camp Fury Celebrates Ten Years Training Girl Scouts as First Responders,” Girl Scouts of Southern Arizona, last modified May 29, 2018, 

https://www.girlscoutssoaz.org/en/our-council/newsroom/2018/camp_fury_celebrates.html.
Statement of Need 3

Other youth police academies that are not specifically geared towards Native youth also have 

elements that can be used in a TYPA or adapted to localized programs in Indian country. Many 

have found creative ways to identify and incorporate resources, partners, and funding. One such 

program is the U.S. Department of Justice–supported Michigan State Police Youth Leadership 

Academy (MiYLA). Created in 2008, it is “regarded as an overwhelming success.”16 The program is 

held at the Michigan State Police Academy and allows students to experience physical activities; 

military drills; water safety; awareness of alcohol and substance abuse, gangs, and domestic 

violence; first aid; leadership; public speaking; interviewing skills; and other team building and 

leadership exercises. It also focuses on creating a mentoring relationship between youth and law 

enforcement, with ongoing interaction after the academy.17

Minnesota has a similar program called the Minnesota Youth Leadership Academy, a weeklong 

academy that helps youth learn about jobs as state troopers and features a cop-to-kid follow-up 

mentoring program. It provides training on conflict resolution, community leadership building, 

and activities that promote self-confidence.18 In addition, the St. Cloud Youth Leadership Academy 

is part of the St. Cloud (Minnesota) Police Department’s Youth Initiative Program and modeled its 

program after MiYLA, starting with a one-week camp and offering regular post-academy 

gatherings and contacts between youth and police officers.19

Another youth police academy program funded by the COPS Office, the Teens and Police Service 

Academies (TAPS) in Houston, Texas, is a research-based mentoring program concluding that “the 

more time at-risk teens spend with police officers in a community policing atmosphere, such as 

TAPS Academy, social distance will decrease, elevating trust, support and assistance to law 

enforcement agencies in the future.”20

The Plano Police Crime Prevention Unit in Plano, Texas, allows participants in its Youth Police 

Academy to role-play scenes as police officers so they can “experience a degree of the intensity felt 

by officers in the field.”21 The program has been called “a resounding success for the city, as well as 

the teens who have participated, by sheer virtue of keeping the lines of communication open.”22

16. Jeffeline Ermilus, “Michigan State Police Youth Leadership Academy,” Community Policing Dispatch 6, no. 5 (2013), https://cops.usdoj.gov/html/

dispatch/05-2013/mspylp.asp. 

17. “Michigan Youth Leadership Academy (MiYLA),” Michigan State Police, accessed August 10, 2018, https://www.michigan.gov/msp/

0,4643,7-123-72297_30536-271969--,00.html.

18. Joy Powell, “Youth Leadership Academy Pushing Law, Order,” Minneapolis Star Tribune, October 7, 2009, http://www.startribune.com/

youth-leadership-academy-pushing-law-order/63440477/.

19. “St. Cloud Youth Leadership Academy (SCYLA),” City of St. Cloud, Minnesota, accessed July 25, 2018, https://www.ci.stcloud.mn.us/1120/

Youth-Leadership-Academy-SCYLA.

20. “Research and Resources,” Teen and Police Service Academy Center, accessed July 25, 2018, http://www.tapsacademy.org/Programs/Research.

21. Rachel Welch Gomez, “Kids Learn about Cops: Plano Youth Police Academy Offers Adolescents 

Inside Look at Law Enforcement Jobs,” Nation’s Cities Weekly, March 13, 1995, https://www.thefreelibrary.com/

Kids+learn+about+cops%3a+Plano+Youth+Police+Academy+offers+adolescents...-a016778950.

22. Gomez, “Kids Learn about Cops” (see note 21).
4 The Tribal Youth Police Academy

The Wilson, North Carolina, Youth Police Academy selects a different academy theme each year. In 

2014, the theme was life choices and the “consequences of poor choices, including alcohol, drugs, 

and gang activity.”23

The Police and Life Academy For Youth was created in 2010 with university grant funds and 

featured an extensive partnership between state and city police, business community, local boosters, 

the City of Berkeley, and University of California at Berkeley. One participating youth said the 

program helped him “see all the different jobs within the police department.”24

The Future Law Enforcement Youth Academy, created in 2016 by the New Haven, Connecticut, 

Field Office of the Federal Bureau of Investigation (FBI) and Yale University Police Department, 

promotes future law enforcement career paths for Connecticut youth.25 By grounding their program 

in dual sponsorship, organizers leverage their resources and enhance the program’s sustainability. 

The Tribal Youth Police Academy 2014 sought to incorporate elements similar to other successful 

youth academy program examples, such as those referenced above, while blending these approaches 

with culturally relevant curricula and experiences and on a national invitation level. The ultimate 

goal was to provide Native American youth with exposure to law enforcement career-related and 

leadership skills to allow them the means to succeed and to make a difference in their communities. 

The remainder of this document summarizes the TYPA experience from planning to evaluation and 

outcome identification and concludes with recommendations and considerations for replication at 

the local level.

TYPA staff

Three NCJTC staff, including two Native Americans, conducted outreach to known tribal and 

criminal justice professionals across the country to gauge their interest in participating in the TYPA. 

In total, NCJTC recruited nine tribal consultants as TYPA instructors and mentors. The consultants 

and mentors acted as subject matter experts within their field and were committed to helping 

students see the benefits of a career in criminal justice. These educators included current and retired 

law enforcement professionals, a retired chief judge, a fire chief, and a community corrections officer. 

Table 1 on page 5 lists the TYPA staff and instructors who participated and their state/tribal 

affiliations. Seven total tribes were represented. 

23. Olivia Neely, “A Different Course: Teens Learn about Law, Life during Youth Police Academy,” Wilson Times, July 17, 2014, 

http://www.wilsontimes.com/stories/a-different-course-teens-learn-about-law-life-during-youth-police-academy,59206?.

24. “New Academy Connects Youth with Local Law Enforcement,” States News Service, September 24, 2010, https://www.highbeam.com/

doc/1G1-237893699.html. 

25. FBI New Haven, “Now Accepting Applications for FBI/Yale Future Law Enforcement Youth Academy Program,” press release, May 6, 2016, 

http://www.fbi.gov/contact-us/field-offices/newhaven/news/press-releases/now-accepting-applications-for-fbi-yale-future-law-enforcement-youthacademy-program.
Statement of Need 5

Table 1a. TYPA 2014 staff

Name Title Tribal affiliation (if 

applicable)

Key areas of expertise

Philip Schaefer Project Specialist Use of force, defensive tactics, 

field training, bicycle patrol, 

community policing

Justine Souto Program Manager Oneida Tribe of Indians of 

Wisconsin, Oneida, WI

Strategic planning, multidisciplinary teams, intervention 

and prevention programs, 

Native American culture

Cary Waubanascum Former Project Specialist Oneida Tribe of Indians of 

Wisconsin, Oneida, WI

Suicide prevention, alcohol and 

substance abuse, trauma 

informed care

Table 1b. TYPA 2014 consultants and mentors

Name Title/Agency Tribal affiliation (If 

applicable)

Key areas of expertise

Ernest St. Germaine Chief Judge (ret.),

Lac du Flambeau Tribal Court

Lac du Flambeau Band of Lake 

Superior Chippewa Indians, 

Lac du Flambeau, WI

Native American cultures, 

tribal courts, restorative 

justice, peacemaking

Corrie Johnson Fire Chief, Kalispel Tribal Fire 

Department

Kalispel Tribe, WA EMT, emergency management, 

search and rescue, OSHA 

compliance

Steven Skenandore Police Officer / Field Training 

Officer, Las Vegas Metropolitan 

Police Department, NV

Oneida Tribe of Indians of 

Wisconsin, WI 

Field training

Julian Garcia Detective, Tohono O’odham 

Nation Police Department, AZ

Gangs in Indian country, 

defensive tactics, physical 

fitness

Ralph Jefferson Restorative Justice Director/

Former Police Chief / Interim 

General Manager, Lummi 

Nation, WA

Lummi Nation, WA Tribal government, tribal law, 

police administration

Melanie Tsadiasi Sergeant, Zuni Tribal Police 

Department, NM

Pueblo of Zuni, NM School resource officer, police 

supervision

Donovan Tsadiasi Program Manager & 

Community Corrections 

Supervisor, Zuni Tribal Police, 

NM

Pueblo of Zuni, NM Court security, probation, 

community service

Curtis Francis Village Public Safety Office 

Corporal, St. Mary’s Police 

Department, AK 

Village of St. Mary’s, AK Alaska Native policing

Warren Warrington Master Sergeant, Menominee 

Tribal Police Department, WI

Drug courts, wellness 

programs, community policing
6 The Tribal Youth Police Academy

“We fed them... and they were eating it up.”

— Chief Judge (ret.) Ernest St. Germaine

TYPA staff consultant and mentor, Ernest St. Germaine (Ojibwe), is a peacemaker, teacher, educator and 

writer. In his role as tribal elder and role model, he led the TYPA talking/healing circles and reflections.

Known as “Uncle Ernie” to many, retired Judge St. Germaine served as Chief Judge for the Lac du Flambeau 

Tribal Court for 12 years and is an enrolled member of the Lac du Flambeau Band of Lake Superior Chippewa 

Indians. 
Statement of Need 7

TYPA students

The 41 participating students represented 34 federally recognized tribes from 13 states. The vast 

majority of the tribes were represented by one participant apiece, though three of the tribes were 

represented by two students and one tribe was represented by three students. Of the 41 

participants, 27 were male and 16 were female. Their ages ranged from 14 to 17 (15.5 was the 

mean age). The represented tribes ranged from commonly known tribes like the Cherokee and 

Navajo nations to smaller tribes like the Kalispel Tribe and Lac Vieux Desert Band of Lake Superior 

Chippewa. 

Table 2 summarizes participating students’ tribal affiliations and states of residence.

Table 2. TYPA 2014 student attendance, tribal affiliations, and states of residence

Tribal affiliation Age Gender State Total

Cherokee Nation (Oklahoma) 17 Male NY 1

Citizen Potawatomi Nation 14 Male OK 1

Confederated Tribes of the Colville Reservation 16 Male WA 1

Enterprise Rancheria 15

17

Male

Male

CA

CA 2

Fort Mojave Indian Tribe 15 Female CA 1

Kalispel Tribe 14 Female WA 1

Keweenaw Bay Indian Community 14 Male MI 1

Lac Vieux Desert Band of Lake Superior Chippewa 17 Male MI 1

Leech Lake Band of Ojibwe

15

17

17

Female

Male

Male

MN 3

Little River Band of Ottawa Indians 17 Female MI 1

Lummi Nation 15 Male WA 1

Makah Tribe 16 Female WA 1

Menominee Indian Tribe of Wisconsin

15

15

Male

Male

WI 2

Mille Lacs Band of Ojibwe 15 Male MN 1

Mississippi Band of Choctaw Indians

15

17

Female

Female

MS 2

Navajo Nation 17 Male NM 1

Northern Cheyenne Tribe (Montana) 14 Male WA 1

Oneida Indian Tribe of Indians of Wisconsin

14

15

Female

Male

WI 2

Pilot Station Tribal Council 14 Female AK 1

Pueblo of Jemez 16 Male NM 1
8 The Tribal Youth Police Academy

Tribal affiliation Age Gender State Total

Pueblo of Sandia 17 Male NM 1

Pueblo of Zuni 16 Female NM 1

Sac and Fox of Mississippi 16 Female IA 1

Saginaw Band of Chippewa Indians 14 Female MI 1

Sherwood Valley Band of Pomo Indians 16 Female CA 1

Shoshone‐Paiute Tribes 16 Female NV 1

Spokane Tribe 17 Male WA 1

Squaxin Island Tribe / Skokomish Tribe 17 Female WA 1

Squaxin Island Tribe 15 Female WA 1

Tonkawa Tribe of Oklahoma 15 Male OK 1

Washoe Tribe of Nevada and California

15

17

Male

Male

NV 2

Washoe, Paiute and Shoshone NV Included under 

Washoe Tribe

Winnebago Tribe of Nebraska 15 Male NE 1

Wyandotte Nation 16 Male OK 1

Yurok Tribe 14 Male CA 1

TYPA curriculum design

Once the staffing was in place and the TYPA team assembled, the team members constructed the 

TYPA design. The academy focused on serving Native American and Alaska Native youth with the 

primary goals of developing knowledge of criminal justice related career paths and serving as a 

recruitment tool for tribal law enforcement and public safety agencies. Secondary goals included 

fostering positive tribal youth development and building youth self-confidence, teamwork, and 

leadership skills. 

To meet these goals, in 2013 the COPS Office selected the NCJTC to develop and implement the 

academy in 2014. With its base at Fox Valley Technical College in Appleton, Wisconsin, the NCJTC is 

one of the leading criminal justice training and educational organizations in the United States. Since 

1968, it has provided training and technical assistance to hundreds of thousands of federal, state, 

tribal, and local law enforcement professionals as well as criminal justice and service provider agencies 

in the United States. The NCJTC has worked with numerous tribal communities since the early 1990s, 

hiring tribal professionals as staff, associates, and training and technical assistance consultants. 

TYPA team members agreed that the TYPA tribal youth would (1) receive instruction and 

demonstrations on law enforcement and criminal justice topics using the consultants as technical 

experts; (2) perform hands-on interactive activities in topics related to law enforcement and 

criminal justice careers; (3) perform physical fitness in youth teams to understand structure and 
Statement of Need 9

discipline and to build teamwork; (4) perform challenge exercises to uncover and develop 

leadership skills; (5) receive mentoring by the staff and consultants for support, coaching and 

encouragement; (6) experience a balance of western and Native American concepts, beliefs, and 

language infused throughout; (7) reside during the academy at a university to approximate the 

experience of going to college; and (8) take part in self-reflection exercises to learn more about 

themselves and how to better communicate with others. 

Mentoring was of particular importance as it is a well-established and generally accepted 

intervention strategy for helping and supporting youth in out-of-school programs.26 Both the 

NCJTC staff and the nine instructors decided that they would each serve as TYPA mentors in 

every appropriate situation. As mentors, they shared their life experiences with the tribal youth 

and developed emotional bonds with them. They offered support, guidance, and coaching on 

how the youth could better succeed in life and meet their goals after the TYPA. Mentors who were 

working in or had retired from criminal justice positions shared their professional experiences with 

the youth. Several of the mentors continue to keep in regular contact with students who 

wish to stay in touch.

Native American beliefs and culture provided a more balanced, Indigenous framework to the 

TYPA. The tribal instructors and mentors shared their personal experiences and native culture. One 

cultural practice used was the Talking Circle, a traditional and effective way for Native American 

people to share and to solve problems. Bohanon states, “Based on values of sharing, respect, and 

honor, the Talking Circle is one way for Indigenous People to communicate about life events. 

Moreover, it is a way to explore the polarities which exist related to one’s heritage, relationships, 

challenges, stresses, and strengths.”27 Talking Circles are a valuable teaching tool in that they 

“remove barriers and to allow people to express themselves with complete freedom; as such is 

becoming more and more popular in mainstream society.”28 First Nations Pedagogy Online 

describes the Talking Circle as listening and talking to others respectfully and from the heart.29 In a 

telephone interview with Justine Souto (Oneida), NCJTC Program Manager, Ernest St. Germaine, 

Retired Chief Judge, Lac du Flambeau Band of Lake Superior Chippewa, Wisconsin—also widely 

known as “Uncle Ernie”—stated there is a crisis in Indian country where cultural identity and the 

understanding of individual roles and responsibilities are lost. According to the Native Youth 

Report, colonization and the effect of the boarding schools impacted Native youth with “significant 

26. David L. DuBois et al., “How Effective are Mentoring Programs for Youth? A Systematic Assessment of the Evidence,” Psychological Science in 

the Public Interest 12, no. 2 (2011), 57–91, http://journals.sagepub.com/doi/abs/10.1177/1529100611414806?journalCode=psia.

27. Bohanon, “The Talking Circle” (see note 2).

28. Jean Muin’iskw and Dan Crowfeather, “Mi’kmaw Spirituality — Talking Circles,” last modified March 25, 2016, http://www.muiniskw.org/

pgCulture2c.htm.

29. Sylvia Currie and June Kaminski, “Talking Circles,” First Nations Pedagogy Online, accessed August 16, 2018, http://firstnationspedagogy.ca/

circletalks.html.
10 The Tribal Youth Police Academy

institutional and intergenerational challenges in reaching their potential.”30 For many who feel this 

impact but do not yet understand it, this often translates into anger; families may be dysfunctional, 

lives may be a mess, and the youth are left to fend for themselves in understanding where they fit 

in the world.31

For these young men and women, TYPA demonstrated what their lives could look like. The youth 

experienced structure, order, discipline, the consequence of failing, and the close-knit TYPA family 

to build them back up to succeed. “Kids are hungry for direction and a balance in their lives,” says 

St. Germaine, “and for a short, one-week period, TYPA offered this” to the youth. Addressing the 

four realms or “aspects of self” included in the Medicine Wheel helps achieve balance. 

The Medicine Wheel, also sometimes known as the Sacred Hoop or Sacred Circle, as shown in 

figure 1 on page 11, is a common tool used across many (though not all) tribal communities.32 It 

teaches individuals how to maintain holistic balance of physical, mental, emotional, and spiritual 

health. Ann Dapice posits that the Medicine Wheel can be used as a guide for activities and 

interventions to assist Indigenous people for balance, healing, and growth in all directions.33

While different tribes interpret the Medicine Wheel in different ways,34 it often represents the 

forces of nature such as gravity and the rising and setting sun. It embodies the four directions (i.e., 

north, south, east, and west) and symbolizes dimensions of health and cycles of life.35 With the 

varying interpretations and applications of the Medicine Wheel, each graphic representation may 

illustrate the four directions, four realms of health (physical, mental, emotional and spiritual), four 

stages of life, etc. with different colors, different spirit animals, and different rotations of the wheel. 

Two slightly different illustrations of an Ojibwe Medicine Wheel are shown in figure 1.

According to Bell, “the teachings of Medicine Wheels provide a framework that can be applied to 

any educational setting. The fundamental concepts of wholeness, inter-relationship, 

interconnectedness and balance/respect are valuable for all.”36

30. Executive Office of the President, 2014 Native Youth Report (Washington, DC: Executive Office of the President, 2014, https://obamawhitehouse.

archives.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf.

31. Executive Office of the President, 2014 Native Youth Report (see note 30).

32. Ann Dapice, “The Medicine Wheel,” Journal of Transcultural Nursing 17, no. 3 (2006), 251–260, http://journals.sagepub.com/doi/

pdf/10.1177/1043659606288383.

33. Dapice, “The Medicine Wheel” (see note 32).

34. National Institutes of Health, “Medicine Ways: Traditional Healers and Healing,” U.S. National Library of Medicine, accessed August 16, 2018, 

http://nlm.nih.gov/nativevoices/exhibition/healing-ways/medicine-ways/medicine-wheel.html.

35. Sylvia Kind et al., “Medicine Wheel Imag(in)ings: Exploring Holistic Curriculum Perspectives,” Art Education 58, no. 5 (2005), 33–38, 

https://www.tandfonline.com/doi/abs/10.1080/00043125.2005.11651559.

36. Nicole Bell, “Teaching by the Medicine Wheel,” Education Canada 54, no. 3 (2014), https://www.edcan.ca/articles/teaching-by-the-medicine-wheel/.
Statement of Need 11

Figure 1. The Medicine Wheel

Source: “The Medicine Wheel,” Curve Lake Cultural Centre, accessed November 8, 2018, http://www.curvelakeculturalcentre.ca/

culture/medicine-wheel/; “The Power of Traditional Ways,” Keweenaw Bay Indian Community Health System, Donald A. Lapointe 

Health and Education Center, accessed November 8, 2018, https://www.kbichealth.org/ojibwe-medicine.

To introduce this balance into the academy, careful consideration went into addressing the four 

directions in the curriculum design. St. Germaine served as an advisor in incorporating the 

elements of the Medicine Wheel teachings into the program and as a spiritual leader. NCJTC 

recruited St. Germaine for the academy because of his reputation as a role model for tribal youth. 

He is well recognized for his depth of knowledge in numerous Native American cultures as well as 

his work in tribal courts, restorative practices, and peacemaking. In addition, he has served as 

faculty at the National Tribal Judicial Center for many years and on the Board of Directors for the 

Native American Rights Fund. Based on his subject matter expertise and his awareness of various 

cultures and traditional practices among tribes across the country and recognition that there is no 

“one sizes fits all” approach to incorporating culture and spiritual elements into national level 

programming, St. Germaine was a great fit to provide a pan-Indian approach to the academy. 

The TYPA week began with a review of the rules, the code of conduct, and the week’s agenda. This 

review addressed the structure and boundaries of the week, which is in the realms of the 

intellectual and physical and sometimes the emotional if youth respond negatively to rules; 

however, this was not an issue with the 2014 group. A walk to the bank of the nearby Fox River 

where an eagle soared high above balanced the academy rules discussion.
12 The Tribal Youth Police Academy

The group stood in a circle under the large oak trees with the sound of the wind blowing through 

the leaves and the rush of the river’s current. The youth were now a part of the wind, the water, 

the earth beneath their feet, and something bigger than just themselves. While the physical and 

intellectual aspects of learning are often more concrete teachings, the circle addresses the abstract: 

spiritual and emotional connections between participants, the instructors, the Earth, and even 

their ancestors and homelands. 

St. Germaine offered a blessing through song and drumming, while Souto offered medicine of sage 

to the four directions. In the circle, the youth were smudged37 and asked to release any anger or 

negativity, including swear words, to the wind while the smoke from the sage would help to 

cleanse and carry these away. This would allow participants the space within themselves to 

experience all that would be new to them during the week with openness to their entire being. 

Smudging is the practice of burning medicines—sage, cedar, sweet grass, or tobacco—in any 

combination and allowing the smoke to “wash” a person or an object with the intention of 

brushing off negative energy and renewing with positive energy. This experience was new to some 

participants and did not quite fit into others’ traditions, but all participated in their own way, as is 

the custom when visiting other tribal nations or lands. 

The daily morning routine incorporated physical training exercises, while the evenings included 

talking circles and a reflection. Together, these events served as daily openings and closings and 

helped to balance the rigor of the physical and intellectual curricula with the emotional and 

spiritual in a way that helped put things into perspective. The circle wholly addresses the 

intellectual, physical, spiritual, and emotional realms of self. 

Meal times incorporated traditional concepts as well. For example, in the presence of participating 

youth, TYPA staff modeled how respect should be shown to a tribal elder. They showed deference 

to St. Germaine for his wisdom and knowledge and ensured that at meal times, he was offered the 

first seating and first food. The nightly circle was a time after dinner when the youth were engaged 

in storytelling and teachings of how aspects of tribal justice, substance use, and abuse fit—or don’t 

fit—into Native culture, followed by Indigenous and modern games and a reflection. The 

participants did not always recognize these times as healing, but they did indeed comprise healing 

circles. These circles provided some glimpse of what a healthy family looks and feels like. 

The circles always began with discussions to explore the justice issues facing Indian country such as 

substance abuse, gangs, and the historical and traditional forms of addressing these imbalances in 

people through peacemaking. The discussions intended to acknowledge issues that the youth likely 

dealt with in their home communities and to look at the issues from a traditional as well as a 

modern-day perspective. 

37. William S. Lyon, Encyclopedia of Native American Healing (Healing Arts) (New York: W.W. Norton & Company, Inc., 1996), 173.
Statement of Need 13

The reflections helped the youth to process how these issues affect them and the people of their 

community and what their responsibilities are to address them as citizens and in their future in law 

enforcement. How these discussions impacted the youth is known only to them. There were 

moments of distractions and aversions to the discussions, as well as intense attention and even 

shared tears because of other talks. However the youth responded, they were in a safe place to 

explore their feelings in the circle. Both youth and instructors disclosed that these experiences 

have changed their lives and that this felt like “family.”

Games followed the discussion to help lighten the mood. The games were sometimes slapstick 

games like Ninja that got even the most reserved or shy students laughing with their whole being. 

(Ninja, a traditional playground game, requires players to swipe their opponent’s hands. Players try 

to avoid the swipe, but if they are unsuccessful, the swiped hand is “out.” The last player with a 

remaining unswiped hand wins.38) Others were fun traditional games like the moccasin game or 

the dish toss game with Indigenous “dice” that held fast to rules and protocols that often involved 

the assignment of various roles and responsibilities for the young men and women. In the 

moccasin game, a male player hides an object in one of several moccasins. Drums are played to 

distract another male player from guessing which moccasin contains the object.39 In the bowl and 

dice game, players try to acquire as many sticks as possible and bankrupt their opponents. Players 

alternate casting the dice or lightly banging the bottom of the bowl.40 These games also had the 

youth laughing until they cried (see figure 2).

Figure 2. Students participate in a moccasin game, dish game-dice toss, and surprise mask game

38. “Ninja (playground game),” Wikipedia, accessed October 22, 2018, https://en.wikipedia.org/wiki/Ninja_(playground_game). 

39. Steve Craig, Sports and Games of the Ancients: Sports and Games Through History (Westport, CT: Greenwood Publishing, 2002), 216.

40. “Games and Toys,” Nativetech.org, accessed October 22, 2018, http://www.nativetech.org/games/index.php.
14 The Tribal Youth Police Academy

The purpose of the games is to invite laughter, a medicine that serves to open up the inner child. 

Uncle Ernie says that this opens up a person’s pure and spiritual state. “Some of these kids are so 

distracted by trauma and difficulties in their lives that they move into a hardened state,” he said, 

“and this causes difficulties for them as they withdraw from people and from life.” 

It is important to allow the inner child to come out again, even as adults. As TYPA youth 

participated in these activities, one could observe them opening up, smiling more, and softening in 

their demeanor. As they discovered that they are in a safe place and they had permission to play, 

the inner child came out; psychological and physical stress began to melt away. 

St. Germaine spoke his native language, Anishinaabe, to each student individually during the 

ceremony at the closing of the TYPA and translated the meaning of his words to English. 

TYPA applicant selection process

To be eligible for the TYPA, tribal youth applicants were required to meet the following criteria: 

(1) Be between the ages of 14 and 17, (2) be an enrolled member or direct descendant of an 

enrolled member of a federally recognized tribe, and (3) be a current student earning a high 

school diploma or GED. Appendix B includes student application materials.

The TYPA team marketed the academy by sending hard copy invitations and application packets to 

tribal public safety contacts throughout Indian country; application packets were also available on 

the NCJTC website. The application included an information form, a medical release form, and 

waivers for both applicants and parents or guardians. 

Applicants were also required to submit an essay describing in 500 words or less why they believed 

they would benefit from attending the academy, why they were interested in a criminal justice 

career, and why they wished to serve their community. Several of these Native American youth 

envision a better future for themselves and their tribal communities. What follows is a sampling of 

comments made by the more than 70 Native American youth who applied to participate in the 

2014 Tribal Youth Police Academy. 

One tribal teen participant said, “I have a lot of respect for the law. By working in law 

enforcement, I feel that I can do my part in trying to make things better.” Another said, “I want to 

someday work for my pueblo [and to] . . . be a role model just like my family members are to me.” 

A third Native teen participant disclosed, “The reason why I want to join this academy is to stop 

people like my father hurting me and my mom. I don’t want other kids to go through what I had 

to.” And a fourth tribal youth attendee noted, “I consider Leech Lake my home, and they have 

their own police unit, and one day I hope to gain employment there and help our Native American 

people and the community.” One teen participant sought to attend TYPA to strengthen herself. Her 
Statement of Need 15

submission said, “I live in a small remote community called Neah Bay on the Makah Indian 

Reservation. This academy will help me with being timid.” Regardless of their reasons, scores of 

tribal youth envision themselves involved in roles in their communities. The TYPA was a stepping 

stone on this journey.

In addition to the essay, applicants were also required to submit a letter of recommendation 

written by a teacher, counselor, school resource officer, tribal police officer, tribal official such as a 

tribal council member, or government official from a tribal agency. The letter needed to describe 

the positive values the applicant possessed (e.g. integrity, leadership, and excellence) and explain 

why the applicant would benefit from participation in the TYPA. Letters of recommendation served 

as tiebreakers in the event of equal ratings.

The screening process resulted in the selection of 51 applicants to attend the academy as students. 

Students received notification via email and official letter. Unfortunately, some of the accepted 

applicants were ultimately unable to attend the TYPA. This resulted in a final roster of 41 

attendees. The tribal youth travelled from across the country to participate in the one-week TYPA 

at the NCJTC facilities in Appleton, Wisconsin. Most of them had never traveled far from home, 

and for many, the TYPA was the first experience where they could envision themselves becoming a 

tribal leader or skilled justice professional.

Academy activities 

Figure 3. Forty-one tribal youth line up each day in paramilitary fashion during the TYPA

Each morning TYPA participants reported to a green space across from the dormitory. Students 

were required to report in uniform, which comprised a shirt, pants, boots, a baseball cap, and a 

backpack. Instructors and mentors ran the program in a paramilitary fashion, providing rules and 

structure that students were required to adhere to. Figure 3 shows participants lining up in 

paramilitary style. This structure illustrates police cadet training. Initially, all students were treated 
16 The Tribal Youth Police Academy

as one unit as they learned this structure. Students lined up in squads of 10 and learned how to 

properly maintain their formation as well as how to march as a unit. This structure promoted the 

group’s identity as a singular unit. Students learned that their behaviors have consequences. One 

such behavior with consequences was arriving late for formation. When a student was late, the 

group was required to complete a set of 10 pushups together. This structure not only promoted a 

sense of unity but also made the task of accounting for all students much more efficient.

The academy instilled the virtue of personal discipline in a variety of ways. After reporting to the 

green space each morning, students participated in a group physical fitness session. They were 

required to participate in this session to stress the need to incorporate physical fitness into personal 

daily routines and encourage healthy lifestyles. For the duration of the academy, students received 

instruction on using proper manners to address others. They consistently addressed adults using 

“sir” or “ma’am.” This similarly mirrors police academy training. 

As they progressed in their comfort with the academy structure (see figure 4), the students selected 

squad leaders, who had the responsibility of monitoring the group formation and accounting for 

their squad prior to departure from all locations.

Figure 4. TYPA students strengthening their teamwork and leadership skills
Statement of Need 17

During the evening hours, students attended reflection sessions in a talking and healing circle format 

led by St. Germaine. These sessions allowed the students to participate in cultural discussions and 

activities. Students and mentors shared personal experiences and life stories of growing up in tribal 

communities with gang violence, unstable homes, drugs, suicide, and hopelessness. In turn, the 

instructors talked about how they overcame similar challenges to eventually become successful 

criminal justice professionals.

Day one 

On the first day, students either traveled into Appleton, Wisconsin, via air travel or were 

dropped off at the Appleton airport by a parent or guardian. Students were then transported 

to the University of Wisconsin (UW)-Oshkosh, where they stayed for the week. The academy 

kicked off in the evening with welcoming and introductions and an opening talking circle, 

reflection, and icebreaker activity.

Day two

Figure 5. TYPA teams during the challenge course training

The TYPA curriculum began with a teambuilding event at the Center for 

Organizational Advancement (COA) of 

Rogers Memorial Hospital in Oconomowoc, 

Wisconsin. Squads took part in a series of 

challenges facilitated by a COA instructor. 

These challenges required that students 

work as a team to problem-solve each 

challenge, such as traversing from one 

location to another using the limited tools 

provided or balancing the entire team on a 

platform. Academy instructors and mentors 

followed each team and participated as team 

members. Teamwork and communication 

were essential to accomplishing each task. 
18 The Tribal Youth Police Academy

The activities challenged students physically and mentally but most importantly allowed them to 

become familiar and comfortable with the other students. Students did well communicating 

positively and encouraging one another. 

After completing the team challenge course, each student had the opportunity to attempt a “high” 

challenge that required him or her to climb to a plank bridge 25–30 feet off the ground. The bridge 

construction included wide gaps between planks that were connected by wire. Stability was not 

easily achieved, so students had to work hard to find balance. One group had two students 

working on the bridge at the same time from opposite starting points; their challenge was to devise 

a way to pass each other on the bridge (see figure 5 on page 17). 

After completing the challenge, students were lowered back to the ground by the COA staff, who 

occupied each obstacle and managed the safety ropes. Some students were eager to participate in 

these “high” challenges, while others were less enthusiastic because of their fears. Students were 

supportive of and positively encouraged one another; negativity was not allowed.

Natural leaders began to emerge from the group. These leaders went above and beyond to teach 

other students and provide continuous encouragement. These leaders were the first to occupy the 

safety lines and never needed to be asked to take on a supporting task that was important to the 

safety of students. Nearly all of the students took part in the “high” challenge obstacle. The 

interaction between students at the conclusion of the course flowed much more freely than it had 

before. The challenge course was integral to creating a positive team environment that would 

persist through the remainder of the academy. 

For each of the remaining days of the academy, students were transported from the UW-Oshkosh 

campus to FVTC’s main campus. 

Day three

On the morning of the third day, after the group arrived at FVTC and completed physical fitness, 

students took part in demonstrations and listened to presentations given by representatives of a 

variety of local public safety agencies. In attendance were the Brown County (Wisconsin) Sheriff’s 

Office special weapons and tactics (SWAT) vehicle team, Brown County Sheriff’s Office K-9, and 

the Oneida Tribal Police Drug Abuse Resistance Education (DARE) vehicle team. 

Figure 6. Oneida K-9 unit demonstration

Participating youth learned about community 

policing from the Oneida Tribal Police Department, 

viewed and tried out tools and implements used by 
Statement of Need 19

SWAT teams, and received a demonstration of how police K-9s are used in taking down a 

dangerous subject. Figure 6 on page 18 shows the Oneida Tribal Police’s K-9 unit doing a 

demonstration for the benefit of TYPA students.

In addition, the ThedaStar Air Medical helicopter (from Neenah, Wisconsin) landed on the 

FVTC campus while academy students looked on. Students learned how a medical helicopter 

is used for emergency medical operations and to support law enforcement. 

Each station provided students with the opportunity to engage in hands-on learning about 

various aspects of law enforcement and public safety operations (see figure 7). 

Figure 7. TYPA students learn about central Wisconsin ThedaStar’s emergency medical rescue 

helicopter and operations

During the afternoon of day 3, students separated into three groups. Each group attended 

one of the following three-hour sessions: Defensive Tactics, Room Clearing Tactics, or Use of 

Force Simulation. To ensure that all students attended all three sessions, day 3 comprised a 

rotational curriculum format in both the morning and afternoon. These three sessions aimed 

to provide students with the opportunity to gain an understanding of some law enforcement 

tactical considerations. 
20 The Tribal Youth Police Academy

Each session comprised hands-on training that required students’ physical participation. The 

Defensive Tactics session taught students various ways to defend themselves properly from attack; 

Room Clearing Tactics showed students how to safely clear a building of threats; the Use of Force 

Simulation taught criteria for when police may use force, including deadly force, to protect 

themselves or others. 

During the later session, a simulator projected a use of force scenario onto a screen, and students 

had the opportunity to react while being coached by an instructor. Through these sessions, students 

learned the complexity of police work and the years of training involved in becoming proficient not 

only in tactics but also in the decision-making process that plays into the use of these tactics. 

Figure 8. Students participate in hands-on crime scene investigation and forensic science exercises

Day four

On the fourth day, students participated in and listened to a series of demonstrations and lectures (see 

figure 8). In the morning, the Grand Chute Police Department (Appleton, Wisconsin) gave a 

demonstration regarding police forensics and crime scene investigation. As part of the theme of 

criminal investigations, students practiced dusting for fingerprints and casting a mold of footprints. In 

addition, the Wisconsin Department of Criminal Investigation gave a presentation on fire 

investigations. 
Statement of Need 21

The afternoon consisted of an interactive presentation on suicide prevention and a presentation 

titled Real Colors.41 The Real Colors presentation and activities allowed students to explore and 

understand different types of temperaments and communication styles. This presentation allowed 

students to identify their own temperament and style of communication. Most important, it 

allowed students to learn how their communication styles interact both positively and negatively 

with others’ styles and also gave them tips on turning negative interactions into positive ones. 

In addition to the day’s programming, students listened to a presentation from the University of 

Wisconsin-Oshkosh Native American Student Services Coordinator. They discussed the importance 

of higher education as it relates to pursuing a career in criminal justice.

41. Real Colors, “History” (see note 3).

Day five 

On the fifth day, students completed their rotation of defensive tactics, room-clearing tactics, and 

use of force simulations. They also received a lecture on tribal law from Ralph Jefferson, the acting 

Tribal Police Chief for the Lummi Nation in Washington. (Jefferson also served as a mentor during 

the entire academy.)

Day six

The sixth day saw students learning the basics of one of the most common activities conducted by 

law enforcement: the traffic stop. Instructors demonstrated proper tactics when conducting a safe 

traffic stop. Students also learned the importance of proper communication with community 

members they are detaining for an infraction. Students rotated from being the officer conducting 

the traffic stop to being the driver and passengers in the suspect vehicle. Students performed many 

phases of a traffic stop including relaying information to dispatch via radio, conducting a safe 

approach, using proper positioning at the vehicle, communicating directions to the driver and 

passengers, and identifying the driver through valid form of identification. As students waited their 

turn, academy mentors led them in activities designed to increase their comfort level with public 

speaking. 

Day seven

On the seventh and final day of the academy, students were able to use many of their newly 

acquired skills in a role-playing scenario. The group gathered outside of the FVTC main campus 

facility and watched as two mentors acted out a robbery in the parking lot. Students observed the 

events in eight groups. Three stations were set up as part of the scenario. 
22 The Tribal Youth Police Academy

First, the group received a briefing on the police investigation performed after the crime occurred. 

They were informed that a suspect had been identified and that investigators believed he was 

staying at a local residence. A search warrant was issued to look for the suspect and stolen property 

for the residence. Student teams were then tasked with safely and tactically clearing the mock 

residence in search of the suspect. Instructors coached the teams through the residence as the 

students searched for the suspect (see figure 9). After clearing the residence and locating the 

suspect, teams went into a briefing room. They discussed what they observed when the crime was 

committed and what they observed during the search of the residence. 

One student from each team was then elected to provide testimony in a court proceeding. The teams 

then took part in a mock court proceeding with a presiding judge and a prosecutor asking questions. 

Though students were not able to conduct all aspects of a complete criminal investigation and 

prosecution, they were able to experience the realism of scenario training. They also learned that 

law enforcement and other criminal justice professionals must be proficient thinkers and decision 

makers to succeed in their jobs. It was important for students to see that not all law enforcement 

careers involve police tactics and physical activity and that intellectual, verbal, and written 

communication skills are also needed in the criminal justice career field. 

Figure 9. TYPA students conduct a room-clearing exercise as part of a larger role-playing scenario
Statement of Need 23

At the conclusion of the mock crime scenario, the graduation ceremony began. Each student 

received a plaque commemorating his or her efforts as an academy student and accomplishments 

throughout the week. Squad and platoon leaders received special recognition for increased 

responsibility. St. Germaine addressed the students in his native language. 

The 2014 TYPA gave 41 tribal youth the opportunity to speak with and listen to practicing law 

enforcement and criminal justice workers about how they do their jobs. Youth had the chance to 

see what the police, courts and corrections staff, social workers, and related professionals really do 

at their jobs and how their work helps the community. They had the opportunity to explore and 

assess their own skills, values, and interests in careers in community policing and a variety of 

criminal justice fields—potentially envisioning themselves in the professions. 

Methodology

The first steps of the evaluation were to measure students’ interests in criminal justice and careers 

in the field and their understanding of the most pressing problems in their community prior to the 

academy. To accomplish this assessment, students completed pre-academy questions on their 

perception of the experience (see appendix C). Students also completed post-academy questions at 

the conclusion of the seven-day academy (see appendix D). Parents and mentors completed 

questionnaires after the academy. Parents’, grandparents’, and mentors’ post-academy 

questionnaire answers are attached in appendices H, I, and J, respectively.

The student pre-academy questionnaire contained 14 statements that students ranked from 1 

“strongly disagree to 5 “strongly agree.” Students also completed the sentence prompt, “What I 

hope to learn from this academy is . . .” In addition, students were asked to list the top three law 

enforcement jobs they would consider for a future career as well as the top three community safety 

and wellness issues or challenges their tribal communities face.

The student post-academy questionnaire contained 20 questions and statements that students 

ranked using the same scale. Thirteen statements were identical to those in the pre-evaluation 

questionnaire, but the post-academy questionnaire contained seven additional questions and 

statements concerning the value and success of the academy. It also included the prompt, “What 

action steps do you plan on taking as a result of this academy?” Students were again asked to list 

the top three law enforcement jobs they would consider for a future career as well as the top three 

community safety and wellness issues and challenges that their tribal communities face. In 

addition, they listed the three academy experiences they considered most consequential.42

42. Not all participants, mentors, or parents completed the assessment phase. There are some standardized questions not included because too few 

people replied to the item.

Evaluation and Outcomes

The National Criminal Justice Training Center (NCJTC) evaluated the five-day TYPA to determine 

its effectiveness and to gain information for continuous program improvement. Students, parents, 

and mentors provided input through pre- and post-academy questionnaires. NCJTC also conducted 

two-year impact interviews with the participants to gauge long-term academy impacts. 

Of the many positive developments that arose from TYPA, the following are most noteworthy:

• Post-academy questionnaires indicate students’ overall interest level in law enforcement 

careers increased, and those interested in law enforcement careers indicated interest in a more 

specific role within law enforcement. Students listing police officer as their first-choice law 

enforcement career nearly doubled after the academy, while unique responses for both first 

and second choices fell.

• Students are substantially more aware of community safety and wellness issues and challenges 

after TYPA, surveys show. The number of students who identified drug abuse as the most 

pressing issue or challenge in their communities rose by 450 percent after the academy. 

Responses for alcohol, the runner-up, rose by 350 percent.

• Students received positive exposure to higher education in addition to positive exposure to law 

enforcement. All students stayed in community college dorms and listened to a four-year 

college representative present regarding the importance of higher education.

• Thanks to the TYPA program, 41 Native American students from a variety of tribes and states 

increased their knowledge of law enforcement operations and career opportunities in August 

2014. Student surveys and follow up comments showed that TYPA students are substantially 

more aware of community safety, social justice, and wellness issues and challenges, are more 

interested in law enforcement careers, and have a better sense of law enforcement careers that 

best suit them post-academy than young people who did not participate in the TYPA. 

• Bolstering the recruitment of students and agency representatives could result in a larger reach and 

a greater rate of entrance of TYPA students into the law enforcement and criminal justice field.

• Included in the TYPA evaluation was a two-year follow up with participants through interviews 

with students and parents and grandparents. 

Student pre- and post-academy comparison

Prior to their participation in the academy, students rated 13 statements on a scale of 1 “strongly 

disagree” to 5 “strongly agree” or questions on a scale of 1 “not very” to 5 “very.” Of the seven 

statements and questions this report will discuss, the average response was 4.08. The statement “I 
recognize there are many jobs in the law enforcement field, other than police officer” received the 

highest average response (4.56). The question “How knowledgeable were you on the topic of law 

enforcement before the Academy?” received the lowest average response on the scale of “not very” 

to “very” (3.30).

Preceding the academy, students listed the top three community safety and wellness issues or 

challenges their tribal communities are currently experiencing. The top issue identified by students 

was drug abuse (six responses); the runner-up was alcohol, with two responses. The issue 

identified by students as the second-most important was drug abuse (three responses); the runnerup was alcohol abuse with two responses. Bullying and domestic violence tied for the third-most 

important issue with two responses each.

Also prior to the academy, students were asked to list the top three law enforcement or criminal 

justice careers they would be interested in pursuing in the future. The most frequently listed top 

choice was police officer (nine responses), followed by highway patrol (four responses). Police 

officer and SWAT tied for the most frequently listed second choice (four responses each), followed 

by lawyer and detective (tied with three responses each). Lawyer was the most frequently listed 

third choice (six responses), followed by sheriff (two responses).

After the academy, students rated the same 13 statements they had rated before the academy on 

the same scale. Of the seven statements discussed in this report, the average response was 4.63. 

The statement “I recognize there are many jobs in the law enforcement field other than police 

officer” received the highest average response (4.90). The statement “Up to this point, I’ve had 

positive experiences with law enforcement” received the lowest average response (4.44).

After the academy, students listed the top three community safety and wellness issues or 

challenges their tribal communities are currently experiencing. The top issue identified by students 

was drug abuse (27 responses); the runner-up was alcohol, with seven responses. The second-most 

important issue identified by students was alcohol (14 responses); the runner-up was drug abuse, 

with eight responses. Alcohol, drugs, and bullying tied for the third-most important issue (three 

responses each); the runner up was lack of youth programs, with two responses.

Also, after the academy, students were asked to list the top three law enforcement or criminal 

justice careers they would be interested in pursuing in the future. The most frequently listed top 

choice was police officer (19 responses), followed by forensics (four responses). Detective was the 

most frequently listed second choice (three responses), followed by lawyer, K-9 officer, and 

corrections, which tied with two responses each. Police officer was the most frequently listed third 

choice (two responses).

26 The Tribal Youth Police Academy
The top issue identified by TYPA 2014 students in both 

pre- and post-evaluations was drug abuse.

Final pre- and post-academy comparison

Average responses to the seven aforementioned questions and statements rose after the academy 

by less than one point except responses to the question “How knowledgeable were you on the 

topic of law enforcement before the academy? After the academy?” Responses to this question rose 

by 1.40 points, the greatest rise exhibited among the question and statement set. The average rise 

of most responses was at or around one-half of a point. Responses to the statement “I feel I can 

contribute to my community’s safety” rose the least of all statements (by less than one-tenth of a 

point). Figure 10 summarizes the responses.

Figure 10. Pre and post-academy student response comparison

0

1

2

3

4

5

I see law enforcement in my community as a friend.

How successful overall was the academy content and/or 

delivery at meeting or exceeding expectations?

How likely is it that you will share this information with 

your peers and/or family?

I am interested in a law enforcement career.

enforcement field, other than police officer.I recognize there are many jobs in the law 

with law enforcement.Up to this point, I’ve had positive experiencesI feel I can contribute to my community’s safety.I understand the concept of community policing.enforcement before the academy? After the academy?How knowledgeable were you on the topic of law

Pre-academy Post-academy

4.85

4.9

Evaluation and Outcomes 27
28 The Tribal Youth Police Academy

Student community challenges

Students listed the top three community safety and wellness issues and challenges their tribal 

communities are currently experiencing. The top issue identified by students in both pre- and 

post-evaluations was drug abuse, which rose 450 percent after the academy (pre-academy, six; 

post-academy, 27). Responses for alcohol, the runner-up, rose 350 percent.

Prior to the academy, the second-most pressing issue identified by students was drug abuse. After 

the academy, alcohol surpassed it, but students who named it as the second-most important issue 

increased sevenfold after the academy (pre-academy, two; post-academy, 14). 

After the academy, drug abuse was the runner-up for the second-most important issue, with eight 

responses. Prior to the academy, bullying and domestic violence tied for the third-most pressing 

issues (two responses each). After the academy, alcohol, drugs, and bullying tied, each with three 

responses. The list of issues identified as the third-most important increased nearly fourfold (preacademy, five; post-academy, 19) after the academy. Answers mentioned after the academy but not 

before it included physical and emotional abuse, child abuse, synthetic marijuana, littering, cyber 

hazing, civil rights, and unprofessionalism. See appendix E, table 3 for full summary of safety and 

wellness issues reported by students.

The academy appears to have focused career choices for 

students.

Students were asked to list the top three law enforcement or criminal justice careers they would be 

interested in pursuing in the future. Prior to the academy, the most frequently listed top choice 

was police officer (nine responses). After the academy, police officer remained the most frequently 

listed top choice, and the number of students who chose this career field nearly doubled (19). The 

academy appears to have focused career choices for students: Unique responses dropped from 15 

pre-academy to 13 post-academy.

Prior to the academy, police officer and SWAT tied for the most frequently listed second choice. 

After the academy, detective rose to the most frequently listed second choice. Once again, unique 

responses dropped—from 17 pre-academy to 10 post-academy—signaling a narrowing of career 

choices. Prior to the academy, lawyer was the most frequently listed third choice, with six 

responses. After the academy, police officer won out with two responses; lawyer nearly dropped off 

the list, receiving only one response. See table 4 in appendix F for full summary of responses. 
Evaluation and Outcomes 29

Student post-academy interviews

After the academy, students responded to four satisfaction questions on a scale of 1 (lowest) 

through 5 (highest). All questions scored an average response of at least 4.75, with responses to the 

question “How likely is it that you will share this information with your peers or family?” averaging 

the highest at 4.90, and responses to the question “How likely is it the information provided will 

shape your future?” averaging the lowest at 4.75. Figure 11 summarizes the responses.

Figure 11. Post-academy satisfaction

0 1 2 3 4 5

Students listed the top three most impactful academy experiences. The ropes and leadership course 

received the most votes (seven) for first choice, followed by building new friendships and family 

(four), which received the most votes (four again) for second choice. Push-ups received the most 

votes (four) for third choice. Other positive experiences listed by students included SWAT 

demonstration, room clearing techniques, talking about feelings, forensics, the experience of 

staying on a college campus, and suicide prevention. See appendix G, table 5 for a full summary of 

students’ top three experiences during TYPA.

When asked what impact the academy had on their lives and futures, students’ feedback was 

overwhelmingly positive. Many students reported a new or renewed interest in law enforcement 

careers, an increase in self-confidence, and a greater awareness of issues affecting their 

communities. Several students’ responses are listed in the following sections.
30 The Tribal Youth Police Academy

Student feedback—impact on lives

• It really changed my view on police. I never hated them. It just made me respect them a lot 

more.

• It helped me realize there are so many Native American peoples, not just the ones I know, who 

need help with how they are living. I feel more confident in myself, and I made friends.

• They changed the way I think about school.

• The academy has me leaning more towards working in law enforcement.

• It made me more of a leader. I want to join the police and am getting ready to go into the 

military (army).

Student feedback—academy content

• I got to learn more about the law, what police men and women train for, [and] also my rights 

and meeting new people.

• I had a great experience here. I learned discipline and to think about what I say before I talk. 

Everything was awesome.

Student feedback—effects on community service career and education paths

• I went and fed the homeless and went to the policeman dinner a week ago.

• My brother is a cop and I do ride-alongs. I start working corrections soon.

• It exceeded my expectations because I thought it was going to be fitness 24/7, but it became an 

experience that I will always remember and will help me continue my path toward a career in 

law enforcement.

• The academy delivered the experience of what it’s like to be a cop or work in the criminal 

justice field very well. It showed me other criminal justice careers and things that I did not 

know or think about.

• It has greatly affected my plans. I am now searching for colleges with criminal justice programs 

so I can develop a career in criminal justice.

Student feedback—leadership skills

• I learned many things and met tons of my own good people. Learned how to better my 

leadership skills.

• My little brother is very disrespectful and now I believe that I can bring him to the right path. It 

has made me more mature; the academy was better than I thought it would be.
Evaluation and Outcomes 31

Student feedback—instructional staff

• It was way more interactive and the instructors really talked to us on a personal level, which 

helped a lot.

• The staff here were great and they worked us hard. They never gave up on us. They worked 

hands-on with us. They explained, and they demonstrated. It was awesome including 

everything they taught us about fire investigation, reactive guard, and police guard.

Student feedback—networking, relationship building, and impact on family 

life

• This was very successful because I was pushed to do the right thing. I also met new, great 

people to help walk the right path to the future.

Student feedback—additional comments

• This academy has been the best experience in my entire life. I gained family here, and I wish I 

could come back to experience it again.

Two-year follow-up interviews 

Julian Garcia, NCJTC associate and TYPA mentor and instructor, conducted interviews with 

students approximately two years after the TYPA regarding its impact on them and whether they 

have further engaged with law enforcement or community policing activities in their community, 

pursued a criminal justice or public safety career path, or pursued post-secondary education or 

leadership activities. The following sections include highlights from the interviews.

Student from Zuni Pueblo, New Mexico 

This student attended other Explorer programs in the past but shared that none impacted her the 

way TYPA did. She indicated she never felt the same connection she did when she was with the 

TYPA program. Although she did not come to the academy with any friends, she felt she left the 

program with a new family. She still keeps in contact with some of the students who attended the 

program. She said the TYPA program helped her get her voice back while shouting out cadence 

during group exercise. She shared that because of attending the program, she now wants to work 

within her tribe to help the community and ultimately join their police force. She stated that by 

the end of 2016 she hoped to have signed up with the National Guard because she also wants to 

serve her country. This student credits the TYPA for giving her the confidence to challenge herself 

to accomplish these goals. 
32 The Tribal Youth Police Academy

Student from Wyandotte Nation, Oklahoma 

This student graduated from high school and in 2016 was attending his local college to study 

criminal justice. He stated that long before TYPA, he wanted to be a police officer. He has 

volunteered and worked part time for his tribal police department during the previous three years 

and was finally getting closer to achieving his goal. 

This student considered himself a successful student during his high school years and hoped to 

apply those leadership and athletic skills during his law enforcement career. He described TYPA as 

a great learning experience that he is still able to apply as of the 2016 interview. He still thought 

about the lessons he learned from the program and hoped to pass on similar knowledge to future 

students or peers seeking the same path. He said being able to speak with and learn about other 

tribal members from other parts of the country allowed him to feel not so different and learn he is 

not alone. Others shared about the pressures of growing up on a reservation, and it encouraged 

this student to talk to them about it. This allowed him to feel more comfortable and gain a new 

kind of confidence. 

Student from Colville Tribe, Washington 

This student was 16 years old when he attended TYPA 2014. Two years later, he was actively 

pursuing his dreams of working in law enforcement. He planned to do a ride-along with the local 

police department when he turned 18. He wanted to become a police officer and shared that he 

originally thought police work was going to be easy but found it to be difficult in terms of the 

amount of stress and danger they face. 

The academy gave him a newfound respect for the officers in his area. He said attending the TYPA 

program helped him get over being shy and allowed him to become more outgoing. This student 

also stated that since attending the TYPA program, he had become more helpful around the house 

with chores and daily household functions. He described how the program helped teach him 

leadership skills and how to help others change for the better. Because of this, he helped coach 

youth football. He wished more kids could attend the program because of the many struggles tribal 

youth face such as gang violence and alcohol. 

Student from Pueblo of Jemez, New Mexico 

After TYPA, this student attended a corrections academy for the jail near his hometown. He now 

serves as a corrections officer. He plans to continue this role until he is old enough to attend a 

police academy. He stated that he has always wanted to become a police officer, but attending 

TYPA confirmed his passion. While he was still in school, this student participated in several 

community service and youth mentorship opportunities. He discussed his TYPA experience with 

the youth and felt the program gave him the leadership skills to do this. He mentioned that his 
Evaluation and Outcomes 33

fondest memories of TYPA included learning how important a police officer’s job is, based on 

scenarios he was able to participate in, as well as the friendships built. TYPA also taught him how 

to become more engaged in his community. 

Student from Tonkawa Tribe, Oklahoma 

In his two-year post-TYPA interview, this student shared that he missed the TYPA program and 

thought about it all the time. He kept in contact with a few of the friends he made while going 

through the week at the academy. He wished the program was much longer. 

The student said he worked for the Tonkawa Tribe Fire Department as part of a summer program 

from 8:00 a.m. to 4:00 p.m., assisted with chores around the station and was able to go on some of 

the calls for service. He indicated that the TYPA program allowed him to open up to the possibility 

of becoming a firefighter. 

Before attending the academy, he said, he had difficulty speaking to new people; but he felt the 

TYPA provided him the tools to work on public speaking. He said the hands-on practical exercises 

really helped him think, and the structure showed him discipline. He also was considering joining 

the Air Force once he finished high school. 

Student from Fort Mojave Indian Tribe, Arizona

This student, who was 15 years old during the 2014 TYPA, shared two years later that the TYPA 

program gave her a clear understanding of what she wanted to do with her life. TYPA “sealed the deal” 

that she wanted to become a police officer. After TYPA, she enrolled in another youth police academy. 

She said that although it was not as fun as TYPA, it helped her confirm her career plans. At the time of 

the interview in 2016, she was finishing her last year of high school and had plans to move to San 

Francisco to further pursue a criminal justice degree and work toward becoming an officer. 

Student from Keeweenaw Bay Indian Community, Michigan 

This student said that attending TYPA in 2014 was one of the best experiences of his life. He 

expected the TYPA program to be a “boot camp” and thought he was going to get yelled at and told 

what to do. Instead, he found out it was far from that, it was about “teaching respect and building 

leadership.” He shared that because of the program, he was able to build the confidence to talk to 

people as before he was too shy and nervous. Now, he reaches out to people who are struggling 

with the same issues. He became one of the captains of the varsity football team for his high school 

where he also excelled in basketball, coming in third place in the state in blocked shots. He relayed 

that once he graduated from high school; he wanted to join the Navy and had the blessing of 

everyone in his family. 
34 The Tribal Youth Police Academy

Student from Spokane Tribe, Washington

Since TYPA, this student graduated high school and attended the University of Washington. He 

shared he gained the desire to help others in need as a result of attending TYPA. His experience at 

TYPA helped him determine that he wanted to pursue a degree in early childhood development 

and family studies. He continued working for his local youth center running programs and 

coordinating group activities for at-risk youth. He felt it is important to help the younger 

generation and wanted to be actively involved in the process. 

Student from Washington State

This student shared that she finished high school and is ready to explore the world. She said prior to 

attending the program, she had only ever left her reservation once. This was a huge step for her 

because she did not know anyone and felt she did not make friends very easily at the time. She 

described how once she arrived at TYPA, she began to socialize with others and quickly established 

friendships. She said prior to attending she did not feel comfortable talking to new people but now 

gets excited to meet some fresh faces. She said being away from home and spending time with 

strangers in Wisconsin was something she never felt was possible. Now she says she knows there is 

more to life than her own reservation. She cannot wait to see what the world has in store. She enjoys 

making furniture as one of her hobbies and hopes to attend job corps. She explained that she still 

remembers some of the lectures she heard while attending TYPA and uses the lessons learned. She 

even reads the notes she took during the program to refresh her memory of those lessons to this day. 

Additional post-academy student testimonial

The following information was collected and submitted in December 2019 by Warren Warrington, 

Master Sergeant, Menominee Tribal Police Department, who was an NCJTC associate and TYPA 

mentor and instructor.

Student from Menominee Indian Tribe, Wisconsin

Since October 2018, a TYPA student from the Menominee Indian Tribe of Wisconsin has been 

working in a community policing role for the Menominee Tribal Police Department. Once he is of 

age in December 2019, the tribal police department plans to send him through the recruit academy 

to become a certified police officer. 
Evaluation and Outcomes 35

Observing his father performing police duties originally piqued his interested in becoming a police 

officer. He also observed other officers in the community and felt a calling to serve. He shared that 

he has always held the policing profession in high regard and longed to provide that type of service 

to the community.

He said his experience at TYPA further solidified his intention to serve. He also explained that the 

talking circles and experiences related to the cadets by the mentors and other adults at 

the TYPA were of utmost value in helping him become steadfast in his resolve to enter the policing 

profession. The team-building exercises on day one left an indelible impression on him. Getting to 

know other people from other parts of the country and becoming part of a functional team in very 

short order was very remarkable for him as well. Once the end of the TYPA experience was near 

and the teams began to practice room clearing techniques, he felt he was part of a team that was 

capable of performing a task that, only a week before, none of them had any clue how to perform. 

The trust that was built between the members of the team allowed the team to succeed.

He would like to extend a huge thank you to the staff of Fox Valley Technical College and 

the TYPA for allowing him to participate in the program.

Student follow-up comments 2017

Email from a student to Justine Souto on February 13, 2017

• TYPA was really one of the best experiences of my life. I couldn’t stop talking to people about 

how great it was. Now the academy helped me realize that I want to get into a field that would 

be able to help people. For a long time after that I was so sure that I wanted to become a police 

officer. But recently I am currently looking into the career of U.S. Senator as my main 

objective. I’m currently working on getting accepted at University of Wisconsin – Green Bay. 

My degrees are focusing on political science, social justice, and resource management. I was 

recently the governor of YPCL, which stands for Youth as Partners in Civic Leadership. YPCL is 

a conference that brings nonprofit organizations from all over Wisconsin that are led by 

Wisconsin youth. The organization focuses on bettering our communities. This conference is 

meant for us all to come together and share our work on ending teen dating violence. We work 

with middle school kids every Friday and are currently working on presenting to our local high 

schools. I am also on a sexual assault council. We currently are working on creating a 

movement that will bring awareness and prevent sexual assault throughout Wisconsin. We 

got funding and I might get possible pay for working. I am going to conferences to learn more 

so I can help.
36 The Tribal Youth Police Academy

Recommendations and replication at the local level

The TYPA is a promising practice that with careful planning could be replicated at a local or regional 

level to incorporate applicable cultural considerations and traditional values based on the particular 

community or region. Tribal communities and parties who wish to develop similar projects could 

refer to the TYPA’s activities, resources, and lessons learned to similarly support Native youth. Key 

important steps to consider in implementing a similar program include the following:

• Define the core purpose, mission and vision statements, and objectives for your program.43

• Define your target audience(s). Are you targeting a certain age group? Will your program be 

gender-specific? Will parents or caregivers also participate?

• Identify and invite key stakeholders to planning discussions. Tap into those with whom you 

already have positive relationships such as directors of youth groups, a school resource officer, 

tribal leaders, elders, educators, the local Boys and Girls Club, etc. Consider engaging 

surrounding jurisdictions to factor in their field practitioners’ knowledge and available 

resources to support the program.

• Identify a core group to design and develop the curricula. Aim for a mix of cultural and law 

enforcement and criminal justice professional backgrounds. 

• Design your curricula based on your mission, vision and your target audience.

 Be sure to consider how the content of the curricula supports the mission and vision. Read 

up on promising practices and interventions that work with tribal youth such as providing 

tribal elders as mentors and using Native languages and customs.

 Do you want to just focus on law enforcement or also incorporate other criminal justice 

professions, fire, and EMS elements to your program curricula?

 Determine supplies and resources you will need to support your curricula design such as 

classroom facilities, training equipment, and what you need to run interactive exercises 

and activities. Run through the entire program in your mind. How many days and nights 

will the program run? How many sessions do you plan to hold each day? How will you 

open and close the program in a traditional and culturally appropriate way? How will the 

facilities be set up for each session? Who will set them up? How many meals and snacks 

need to be served? How will you ensure that participants do not consume something they 

are allergic to? How will staff be assigned for overnight stays with youth? Thinking 

through the details beforehand will provide many ideas and help you avoid some pitfalls.

43. A mission statement is a one-sentence statement describing the reason your organization or program exists. A vision statement is a onesentence statement describing the clear and inspirational long-term desired change resulting from an organization or program’s work. Top Nonprofits 

has some great tips on writing mission and vision statements and sample statements from various organizations and programs. ”Top Nonprofits,” Top 

Nonprofits, accessed September 17, 2018, http://www.topnonprofits.com. 
Evaluation and Outcomes 37

• Create your budget based on your curricula, instructional needs, supplies required, rental fees 

for training and meeting space, any student lodging and travel expenses required, etc. Be sure 

to include the expenses and costs for instructors, mentor, counselors, coaches, and other 

professionals if their time and labor are not strictly voluntary. 

 In an ideal situation, the program will be of no cost to the participating youth. Based on 

your budget, seek potential sponsors such as local businesses and organizations and any 

other funding sources to support your program such as grants available through federal, 

state, county, and local entities. Be creative and think outside the box. Sometimes large 

companies or corporations in your area, such as car dealerships and construction 

companies for example, are willing to donate to youth-based initiatives as an investment 

in their community.

 Note that some of your sponsors may also be in your key stakeholder group.

• Create your participant application package based on your target audience and identify your 

selection criteria.

• Design and implement a marketing plan. Will you market locally, regionally, nationally, or 

across a specific list of neighboring tribal communities?

• Select and notify your accepted participants as well as any you are unable to accept into the 

program based on either selection criteria or budget limitations. Send full logistical information 

and any required liability waivers to the parents or guardians.

• Create and implement a program evaluation in order to measure success and identify any 

necessary changes you may need to make for future programs. You may want to consider 

conducting a pre- and post-evaluation to help identify whether your objectives were met and 

measure student change and growth. Sharing positive evaluation information may support 

future and additional sponsorships.

• Celebrate that you have created a unique and valuable program! 

Two other successful program models that are either geared specifically to Native youth or engage 

tribal youth living in the surrounding region and apply similar concepts to the TYPA are Camp 

Triumph and Camp Fury, as previously referenced. These programs demonstrate the importance of 

seeking partnerships with key community stakeholders and sponsors in order to plan and 

implement a successful program and also serve as a success model for those wishing to implement 

similar initiatives. Please see appendix K to review key stakeholders and partners of Camp Triumph 

and Camp Fury as examples. 

It is also emphasized that a vital element for those wishing to implement similar tribal specific 

projects is to identify and recruit respected elders from tribal communities who can engage American 

Indian and Alaska Native youth in the same manner as St. Germaine did with the TYPA program. 
38 The Tribal Youth Police Academy
39

Conclusions

The 2014 Tribal Youth Police Academy (TYPA) assessment demonstrates that this type of program 

is needed to introduce tribal youth to pro-social activities, positive experiences with the criminal 

justice system, and interaction with tribal professionals within that system. Overall, the students 

and parents had very positive responses to the experience. Though the sample size was limited, 

most students rated their time during the TYPA as highly satisfactory. There was also a positive 

trend in their perceptions of law enforcement and jobs in the criminal justice system and their 

understanding of community safety issues. 

Likewise, parents reported encouraging changes in their children after attending the TYPA. This 

includes changes in personal temperament, with one parent reporting their child was less shy after 

the experience. Others commented that their children had developed leadership skills because of 

the TYPA. Finally, both parents and mentors noted that many of the participants were considering 

a career in the criminal justice field. 

In addition, several mentors indicated they have stayed in touch with many of the TYPA students 

and continue to see the impacts of TYPA in terms of their confidence to pursue their goals and 

dreams, follow-through, and commitment to pursuing further education and career paths in 

criminal justice and how it has changed their relationships with their families and peers. 

St. Germaine said, 

“I think about TYPA often and of the youth who were fortunate enough to have been 

able to attend. I offer my tobacco and ask Creator to watch over them and guide them on 

a continued good path in their lives. I trust that the structure, order and discipline that a 

majority of our youth are missing in their lives will remain secure in the TYPA youth 

who thrived on it combined with the traditions, culture, and spirituality they 

experienced. 

“TYPA gave much of this to the youth who attended. We stood them up, brushed them 

off and pointed them in a positive and healthy direction that in my culture we call, 

minobimaadiziiwin. My hope and prayer are that TYPA might one day become a 

permanent program.” 

As St. Germaine noted, there is an ongoing and further need for continuing the support for such 

successful intervention programs as the 2014 TYPA. The Final Report of the President’s Task Force on 

21st Century Policing published in May 2015 expresses support for such programs. The report noted 

how it is important “to bring long-term improvements to the ways in which law enforcement 
agencies interact with and bring positive change to their communities.”44 The report stressed the 

importance of (1) community policing when working with communities to co-produce public 

safety, (2) protecting the most vulnerable such as children and youth [who are] most at risk for 

criminal or violence, and (3) avoiding tactics that unnecessarily stigmatize youth and marginalize 

their participation in schools. 

Further, the report noted “communities should affirm and recognize the voices of youth in 

community decision-making, facilitate youth participation in research and problem solving, and 

develop and fund youth leadership training and life skills through positive youth/police 

collaboration and interactions.”45

There were two action items relevant to youth programs:46

1.5.2 Action Item: Law enforcement agencies should create opportunities in schools and 

communities for positive non-enforcement interactions with police. Agencies should also 

publicize the beneficial outcomes and images of positive, trust-building partnerships and 

initiatives. 

4.5.2 Action Item: Law enforcement agencies should engage youth and communities in joint 

training with law enforcement, citizen academies, ride-alongs, problem solving teams, 

community action teams, and quality of life teams. 

Programs such as the Tribal Youth Police Academy provide opportunities for Native American 

youth to offer their voices and feel heard, familiarize young people with typical police-community 

interactions, and encourage dialogue between police officers and youth. 

In addition, role-play exercises such as those conducted in TYPA 2014, depict criminal justice and 

community interactions including police stops, corrections procedures, prosecutorial processes, and 

juvenile justice operations. Youth take on these role(s) as part of the exercises, assisting in fostering 

interest in law enforcement and criminal justice career paths. 

We also encourage tribal communities to explore working with local partners and potential 

sponsors to develop and offer youth explorer programs or similar opportunities for their youths. 

Continued federal funding opportunities would be instrumental in helping Native American 

communities grow their own public safety leaders and professionals. 

44. President’s Task Force on 21st Century Policing, Final Report of the President’s Task Force on 21st Century Policing (Washington, DC: Office of 

Community Oriented Policing Services, 2015), 4, https://cops.usdoj.gov/RIC/ric.php?page=detail&id=COPS-P311.

45. President’s Task Force on 21st Century Policing, Final Report, 94 (see note 44). 

46. President’s Task Force on 21st Century Policing, Final Report, 3 (see note 44).

40 The Tribal Youth Police Academy
Appendix A. TYPA Agenda

Sunday, August 10 (student arrival and orientation)

2:00 p.m. – 5:00 p.m. Students arrive in Appleton (ATW)

Shuttle transport to Oshkosh Shuttle from ATW to Gruenhagen Conference Center

Oshkosh, WI

5:00 p.m. – 7:00 p.m. Uniform distribution, room assignments, dinner

7:00 p.m. – 8:30 p.m. Student orientation; traditional opening/talking circle and reflection – agenda, rules, 

expectations

Titan Lounge

8:30 p.m. – 9:30 p.m. Free / Recreation

9:30 p.m. – 10:00 p.m. Retire for the night (lights out at 10:00 p.m.)

Monday, August 11 (team building)

6:00 a.m. – 7:30 a.m. Wake, shower, breakfast (Blackhawk Commons – UW Oshkosh)

7:30 a.m. – 9:00 a.m. Travel to Center for Organizational Advancement (Oconomowoc, WI)

9:00 a.m. – 12:00 p.m. Team building challenge course

Center of Organizational Advancement (Oconomowoc, WI)

12:00 p.m. – 1:00 p.m. Lunch

Subway of Oconomowoc

1:00 p.m. – 4:00 p.m. Team building challenge course

Center of Organizational Advancement (Oconomowoc, WI)

4:00 p.m. – 5:30 p.m. Travel to Oshkosh, WI

5:30 p.m. – 6:30 p.m. Dinner 

6:30 p.m. – 9:30 p.m. Recreation, talking circle, reflection – Ernest St. Germaine and Justine Souto

9:30 p.m. – 10:00 p.m. Retire for the night (lights out at 10:00 p.m.)
42 The Tribal Youth Police Academy

Tuesday, August 12 (demonstrations and skill building)

6:00 a.m. – 7:30 a.m. Wake, shower, breakfast (Blackhawk Commons – UW Oshkosh)

7:30 a.m. – 8:15 a.m. Travel to FVTC main campus (HS304 / HS306)

8:15 a.m. – 9:00 a.m. Physical fitness

Julian Garcia, Tohono O’odham Nation Police Department

9:00 a.m. – 12:00 p.m. Demonstrations

SWAT tribal conservation, bomb tech DARE and drug seizure vehicle (Oneida Nation PD)

K-9 police – fire – rescue (Ashwaubenon Public Safety)

ThedaClark Helo 

12:00 p.m. – 1:00 p.m. Lunch 

FVTC commons

1:00 p.m. – 4:00 p.m. Law enforcement skills

MILO simulator – Philip Schaefer, FVTC Staff

Room clearing – Steven Skenandore, Las Vegas Metro Police Department

Defensive tactics and physical training – Julian Garcia, Tohono O’odham Nation Police 

Department

4:00 p.m. – 4:30 p.m. Travel to UW Oshkosh

4:30 p.m. – 6:00 p.m. Dinner

Blackhawk commons

6:00 p.m. – 7:00 p.m. Lecture and discussion – Alcohol and Substance Abuse in Indian country

Warren Warrington, Menominee Nation

Ernest St. Germaine, Lac du Flambeau Band of Lake Superior Chippewa 

7:00 p.m. – 8:00 p.m. Talking circle and reflection – Ernest St. Germaine 

8:00 p.m. – 9:30 p.m. Recreation

9:30 p.m. – 10:00 p.m. Retire for the night (lights out at 10:00 p.m.)
Wednesday, August 13 (special topics)

6:00 a.m. – 7:30 a.m. Wake, shower, breakfast (Blackhawk commons)

7:30 a.m. – 8:15 a.m. Travel to FVTC main campus (HS304 / HS306)

8:15 a.m. – 9:00 a.m. Physical fitness

Julian Garcia, Tohono O’odham Nation Police Department

9:00 a.m. – 12:00 p.m. Forensics – Holly Schultz, Grand Chute Police Department

Fire investigation – Bill Boswell, Wisconsin Department of Criminal Investigation

12:00 p.m. – 1:00 p.m. Lunch

FVTC commons

1:00 p.m. – 2:00 p.m. Lecture and discussion – Suicide Prevention and Historical Trauma

Cary Waubanascum, FVTC staff

2:00 p.m. – 4:00 p.m. Real Colors – temperament, communication, and understanding

Justine Souto, FVTC staff

4:00 p.m. – 4:30 p.m. Travel to UW Oshkosh

4:30 p.m. – 5:30 p.m. Dinner

Blackhawk commons

5:30 p.m. – 6:00 p.m. Presentation – Importance of College and Education

Chris Annis, UW Oshkosh Native American Student Advisor

6:00 p.m. – 7:00 p.m. Lecture and discussion – Peacemaking and Restorative Justice / Courts

Ernest St. Germaine, Lac du Flambeau Band of Lake Superior Chippewa 

7:00 p.m. – 8:00 p.m. Reflection – Ernest St. Germaine

8:00 p.m. – 9:30 p.m. Recreation

9:30 p.m. – 10:00 p.m. Retire for the night (lights out at 10:00 p.m.)

Appendix A. TYPA Agenda 43
44 The Tribal Youth Police Academy

Thursday, August 14 (skill building)

6:00 a.m. – 7:30 a.m. Wake, shower, breakfast (Blackhawk commons)

7:30 a.m. – 8:15 a.m. Travel to FVTC main campus (HS304 / HS306)

8:15 a.m. – 9:00 a.m. Physical fitness

Julian Garcia, Tohono O’odham Nation Police Department

9:00 a.m. – 12:00 p.m. Law enforcement skills

MILO simulator – Philip Schaefer, FVTC staff

Room clearing – Steven Skenandore, Las Vegas Metro Police Department

Defensive tactics and PT – Julian Garcia, Tohono O’odham Nation Police Department

12:00 p.m. – 1:00 p.m. Lunch

FVTC commons

1:00 p.m. – 4:00 p.m. Law enforcement skills

MILO simulator – Philip Schaefer, FVTC staff

Room clearing – Steven Skenandore, Las Vegas Metro Police Department

Defensive tactics and PT – Julian Garcia, Tohono O’odham Nation Police Department

4:00 p.m. – 4:30 p.m. Travel to UW Oshkosh

4:30 p.m. – 6:00 p.m. Dinner

Blackhawk commons

6:00 p.m. – 7:00 p.m. Lecture / Discussion – Native Gangs

Julian Garcia, Tohono O’odham Nation Police Department

7:00 p.m. – 8:00 p.m. Talking circle and reflection 

8:00 p.m. – 9:30 p.m. Recreation – Ernest St. Germaine

9:30 p.m. – 10:00 p.m. Retire for the night (lights out at 10:00 p.m.)
Appendix A. TYPA Agenda 45

Friday, August 15 (skill building)

6:00 a.m. – 7:30 a.m. Wake, shower, breakfast (Blackhawk commons)

7:30 a.m. – 8:15 a.m. Travel to FVTC main campus (HS304 / HS306)

8:15 a.m. – 9:00 a.m. Physical fitness

Julian Garcia, Tohono O’odham Nation Police Department

9:00 a.m. – 12:00 p.m. Law enforcement skills

Traffic stops – instructors, mentors, FVTC staff

High risk vehicle contacts – instructors, mentors, FVTC staff

12:00 p.m. – 1:00 p.m. Lunch

Catered

1:00 p.m. – 4:00 p.m. Special topics – Tribal law, leadership, bullying

4:00 p.m. – 4:30 p.m. Travel to UW Oshkosh

4:30 p.m. – 6:00 p.m. Dinner

Blackhawk commons

6:00 p.m. – 7:00 p.m. Lecture and discussion – Emotional Survival in Law Enforcement

Philip Schaefer, FVTC staff

7:00 p.m. – 8:00 p.m. Talking circle and reflection – Ernest St. Germaine / Justine Souto

8:00 p.m. – 9:30 p.m. Recreation

9:30 p.m. – 10:00 p.m. Retire for the night (lights out at 10:00 p.m.)

Saturday, August 16 (scenario and graduation)

6:00 a.m. – 7:30 a.m. Wake, shower, breakfast (Blackhawk commons)

7:30 a.m. – 8:15 a.m. Travel to FVTC main campus

8:15 a.m. – 9:00 a.m. Scenario instruction

9:00 a.m. – 12:00 p.m. Scenario training

12:00 p.m. – 1:00 p.m. Lunch

1:00 p.m. – 2:00 p.m. Reflection and graduation ceremony

2:00 p.m. – 2:30 p.m. Travel to UW Oshkosh

2:30 p.m. – 4:30 p.m. Preparations for departure on Sunday – clean rooms, pack belongings

4:30 p.m. – 5:00 p.m. Travel to Appleton, WI

5:00 p.m. – 7:30 p.m. Dinner and group gathering

7:30 p.m. – 8:00 p.m. Travel to UW Oshkosh

8:00 p.m. – 10:00 p.m. Recreation and retire for the night (lights out at 10:00 p.m.)
Appendix B. TYPA Application Materials
Appendix B. TYPA Application Materials 47
48 The Tribal Youth Police Academy
Appendix C. Student Pre-Academy Questionnaire

Pre-Evaluation

Strongly agree Strongly disagree

I am interested in a career in law enforcement. 5 4 3 2 1 

I recognize there are many jobs within the law enforcement 

field, other than “police officer.” 5 4 3 2 1 

I’ve always wanted to be a cop. 5 4 3 2 1 

Up to this point, I have had positive experiences with law 

enforcement. 5 4 3 2 1 

I see the law in my community as a friend. 5 4 3 2 1 

I have positive role models to support me in my life. 5 4 3 2 1 

I think my community is a safe place to live. 5 4 3 2 1 

I feel safe in my home. 5 4 3 2 1 

I feel that I can contribute to a safe neighborhood. 5 4 3 2 1 

I understand the concept of community policing. 5 4 3 2 1 

There is a lot of criminal activity in my neighborhood. 5 4 3 2 1 

I don’t feel safe in my neighborhood. 5 4 3 2 1 

I understand the dangers of drug and alcohol abuse. 5 4 3 2 1 

I willingly came to participate in this academy. 5 4 3 2 1 

Please complete this sentence: What I hope to learn from this academy is:
Please list the top three law enforcement jobs you would be interested in pursuing in the future:

1.

2.

3.

Please list the top three community safety and wellness issues or challenges your tribal community 

is currently experiencing, with #1 being the issue/challenge that needs top priority:

1.

2.

3.

Additional comments:

50 The Tribal Youth Police Academy
Appendix D. Student Post-Academy Questionnaire

Post-Evaluation

Strongly agree Strongly disagree

I am interested in a career in law enforcement. 5 4 3 2 1 

I recognize there are many jobs within the law 

enforcement field, other than “police officer.” 5 4 3 2 1 

I’ve always wanted to be a cop. 5 4 3 2 1 

Up to this point, I have had positive experiences 

with law enforcement. 5 4 3 2 1 

I see the law in my community as a friend. 5 4 3 2 1 

I have positive role models to support me in my 

life. 5 4 3 2 1 

I think my community is a safe place to live. 5 4 3 2 1 

I feel safe in my home. 5 4 3 2 1 

I feel that I can contribute to a safe neighborhood. 5 4 3 2 1 

I understand the concept of community policing. 5 4 3 2 1 

There is a lot of criminal activity in my 

neighborhood. 5 4 3 2 1 

I don’t feel safe in my neighborhood. 5 4 3 2 1 

I understand the dangers of drug and alcohol 

abuse. 5 4 3 2 1 

Very Not very

How valuable was the academy to you? 5 4 3 2 1 

How likely is it that the information provided will 

shape your future? 5 4 3 2 1 

How knowledgeable were you on the topic of law 

enforcement before this academy? 5 4 3 2 1 

How knowledgeable are you on this topic now? 5 4 3 2 1 

Very Not very

How likely is it that you’ll share this information 

with your peers and/or family? 5 4 3 2 1 

How likely is it that what you’ve learned at this 

academy will change how you live your life? 5 4 3 2 1 
Very Not very

How successful overall was the academy content 

and/or delivery at meeting or exceeding your 

expectations?

5 4 3 2 1 

Please explain your answer:

What action steps do you plan on taking as a result of this academy?

Please list the top three law enforcement jobs you would be interested in pursuing in the future:

1.

2.

3.

Please list the top three community safety and wellness issues or challenges your tribal community 

is currently experiencing, with #1 being the issue/challenge that needs top priority:

1.

2.

3.

Please list the top three experiences that had an impact on you from this academy experience:

1.

2.

3.

Additional comments:

52 The Tribal Youth Police Academy
Appendix E. Pre- and Post-TYPA Comparison 

Community Challenges

Table 3. TYPA safety and wellness issues

1st choice 

pre‐academy

1st choice 

post-academy

2nd choice 

pre‐academy

2nd choice 

post-academy

3rd choice 

pre‐academy

3rd choice 

post-academy

Drug abuse (6) Drug abuse (27) Drug abuse (3) Alcohol (14) Bullying (2) Physical and 

emotional abuse

Alcohol (2) Alcohol (7) Alcohol abuse (2) Drug abuse (8) Domestic violence (2) Alcohol (3)

Health issues Teen pregnancy Teen pregnancy (2) Gangs (3) Gangs Drugs (3)

Teen pregnancy Suicide Fights Abuse/violence (3) Diabetes Bullying (3)

Bullying Stealing (3) Misuse of firearms Gangs (2)

Domestic violence Poverty Lack of youth 

programs (2)

Bullying Child abuse

Traffic enforcement Crime

Diabetes Synthetic 

marijuana

Weapons Weapons

Statutory rape

Child abuse

Vandalism

Overdosing

Littering

Sexual abuse

Cyber hazing

Civil rights

Unprofessionalism
Appendix F. Pre- and Post-TYPA Evaluation Comparison of 

Career Choices

Table 4. Comparison of career choices

1st choice 

pre‐academy

1st choice 

post-academy

2nd choice 

pre‐academy

2nd choice 

post-academy

3rd choice 

pre‐academy

3rd choice 

post-academy

Police officer (9) Police officer (19) Police officer (4) Detective (3) Lawyer (6) Police officer (2)

Lawyer (3) Forensics (4) SWAT (4) K‐9 officer (2) Probation officer SWAT

Highway patrol (4) Lawyer (3) Lawyer (3) Corrections (2) Sheriff (2) Forensics

SWAT (3) SWAT (3) Detective (3) Highway patrol Criminal justice FBI agent

Tribal police (2) K‐9 officer (3) California Highway 

Patrol (2)

Chief of Police Chief Lawyer

Fish and Game 

officer

Motor 

transportation 

officer (2)

Tribal officer Criminal 

investigator

Private investigator Probation officer

FBI agent Drug Endangered 

Children officer

K‐9 officer San Francisco 

Police Department

Instructor Sergeant or Secret 

Service

Detective California Highway 

Patrol

Criminal 

investigation

Bounty hunter CIA

K‐9 officer Las Vegas Police 

Department

Military Police Judge Fire investigator

Drug enforcement Fire investigator Special investigator Firefighter Fort Mojave Police 

Department

Village public 

safety officer

Private investigator School resource 

officer

School instructor

Drug Endangered 

Children officer

Behavioral analyst Dispatch

Probation officer Special Victims Unit Alaska State 

Trooper

San Francisco 

Police Department

New York Police 

Department

Motor 

transportation

Bounty hunter

Probation officer

Correctional officer
Appendix G. Post-TYPA Top Three Youth Experiences

Table 5. Top youth experiences

1st choice 2nd choice 3rd choice

Ropes/leadership course (7) Visiting different law enforcement groups (4) Push‐ups (4) – “one goes down, we all go 

down”

Building new friendships and family (4) K‐9 unit demonstration (4) The value of bonding together to protect 

our brothers and sisters in the law 

enforcement community (3) 

Push‐ups and teamwork (4) Defensive tactics (4) Ropes/leadership course (2)

Having a new perspective of law 

enforcement (2)

Meeting new people/friendships (5) Learning (2)

SWAT demonstration (2) Ropes/leadership course (3) Defensive tactics (2)

Defensive tactics (2) Forensics (2) Meeting new friends

Instructors (2) Room clearing (2) Uncle Ernie’s lectures

Room clearing techniques (2) Respect (2) The meaning of respect and being brave

Feelings meeting The staff (2) Formation

Discipline Hands‐on experience with law 

enforcement tactics

Having fun

Lectures Talking about our feelings Teamwork

Talking about abuse Learning about cops How to do a traffic stop

Learning more/training Communication I got out of my “shell”

The scenario Work outs Always be in uniform

Leadership Having fun Communication

Drugs talk Don’t goof around in a serious situation Listening skills

The life stories Saying yes ma’am and 

no ma’am/yes sir and no sir

Room clearing

Listening Fundamentals

MILO simulation Everything

Talking with Julian one‐on‐one What it’s like staying at a college campus

Having a loud voice Waking up early

Suicide prevention

Hands‐on training
Appendix H. Parent Questionnaire and Responses

Beyond students, parents also had input on the process, answering three simple questions about 

the program.

1. How do you feel the academy has impacted your son / daughter / student? What 

positive changes have you seen in his or her attitude, outlook, demeanor, etc.?

“She loved the experience; she came home with some renewed confidence, a goal, she learned 

respect for the law.”

“I believe this academy has made a huge impact on my daughter. It has changed her goals in life. 

Going to the academy confirmed her goals in becoming a police officer in the future. Her attitude has 

changed, and it gave her a more positive outlook for the future as well as more understanding about 

what she will encounter going into the police force and what skills she needs to improve on.” 

“The impact on my son has been positive. He has increased skills as it pertains to maturity. He has a 

better understanding of how his current decisions affect his future. He also has a better understanding 

of how he personally can take part in making his current environment at school better. He has 

continued relationships with the other participants that are positive and special to him.” 

“My daughter was a part of the State of New Mexico Police Explorers Program prior to attending 

TYPA. With her attendance not only did she have an experience but she also stated that she gained 

more knowledge, she gained the experience of what is needed to become a law enforcement 

officer. She continues to pursue the field of law enforcement, and that makes me proud.” 

“He is more outgoing than before. He’s not so shy and closed off.”

“She really enjoyed her experience and wishes she could do it again. She came from a home 

without a father figure in her life, and I am so happy to say she enjoyed meeting everyone of you. 

She holds high expectations of all.” 

“He felt really good about his experience at the academy and has shared several times this year 

how it has influenced his thoughts about his future. After experiencing a devastating loss (of his 

father) the year before, this experience helped to recharge him to focus on his future.” 

“My son took great pride in having attended the academy. His experience there helped him want 

to work harder in school and expanded his understanding of Indian country being all over the 

continent, and not just on our reservation.”
“Definitely impacted my daughter in a positive way. She was already thinking of going into a 

career with law enforcement and now is positive that is what she wants to do.”

2. Please share any information you feel pertinent and relevant to your child / student 

that you believe is a result of him or her attending the academy.

“Informally my daughter has been role model in leadership at school and for other teens in 

changing their lives for the better and looking toward a goal in life.”

“He has been more active in his leadership abilities and self-confident. He as always been a leader 

but holds himself back because of self-confidence. After this activity I feel he returned with 

increased self-esteem and understanding of how he can help better his own environment.”

“She has taken on tasks that when asked to do them, she takes control and gets it done. Prior to 

TYPA she had a slight stall and asked again what needed to be done, now she doesn’t. She 

continues to talk about TYPA like it was yesterday; she makes us proud.”

“He decided to join the ROTC academy at his high school.”

“She has stepped up and tries to do more for others. Right now she is at UW Milwaukee for a 

health care camp.”

“He participates in youth groups and organized sports and has many positive relationships with 

youth, adults, and family members.”

“My son’s friends look to him for leadership, and he understands that with that comes 

responsibility.”

“Not many opportunities in our area for leadership in an organized group. She has been a role 

model for other native youth interested in public safety.” 

“She has become very comfortable with some mentors that are police officers here and is learning 

knowledge about what it really takes to be a police officer. I think she really has learned a lot of 

respect with regard to law enforcement and what it takes to be a police officer.”

Appendix H. Parent Questionnaire and Responses 57
“My daughter has a better outlook on her future and goals in life. She has more of a drive to 

accomplish all tasks that are put before her no matter the hardship, and when life gets tough she 

pushes on and does not give up. She was able to be more outgoing in leading others with a team 

mindset, which she has brought home to her friends and others around.”

“It was a wonderful learning experience for him. Traveling away from the reservation and meeting 

new people opens his horizons so he will have a better understanding of his world and hw large 

his possibilities are in life. Thank you for the continued support and commitment to the kids. 

Maybe have a continued class for this group so they can continue to grow.”

“She is strongly considering attending a school in the field of criminal justice. This attendance to 

TYPA has given her the basic insight of what is needed to enter into the field of law enforcement.”

“The camp made him more aware of future careers in law enforcement.”

“It really helped with her self-image and self-esteem.”

“This academy helped him gain a more knowledgeable perspective about law enforcement as a 

career, a career he has been interested in possibly pursuing after high school.”

“My son literally stood up taller when he returned from TYPA 14. The pride he had and 

experiences he still talks about helped him mature in a positive manner. He now considers law 

enforcement a viable career choice. I appreciate that, having been a police officer myself.”

“This was the first time my daughter has participated in an organized activity with such a diverse 

group of young native people. In the one short week she was there, she learned a lot about 

different lifestyles and to respect each one.”

58 The Tribal Youth Police Academy
Appendix I. Parent and Grandparent Comments from 2018

Parents and grandparents also sent emails to NCJTC program manager Justine Souto in 2018.

“My son attended your program a few years ago. He really enjoyed the program, and I feel he 

learned a lot about law enforcement. He said it was very instructional and he met a lot of great 

people. I am in law enforcement, so he has been familiar with it all of his life. He has developed 

some leadership skill in the program as he was finishing high school. He helped lead two separate 

robotics teams in his senior year. I feel this was due to his familiarity with robotics for four years.”

“It is great to hear from you and to know that TYPA is [not] forgotten. My son attended TYPA 

2014. I wish my 16-year-old daughter could have the same experience this summer. My son is 18 

now and graduating from high school in June. He still keeps in touch with some of his TYPA 

friends. That summer was the first time I saw him want to be responsible for his own success and 

want to work beyond the simple participation level, to improve himself. He has demonstrated 

leadership in both formal and informal settings. Among his group of friends, who are also 

successful in school, they seem to respond to his voiced expectation to be better citizens. His 

friends have reciprocated by helping him with his desire to do better in school in spite of his 

dyslexia. Last summer he had a choice to take a job for a for-profit employer and make more 

money or for a social service agency and help kids learn to read better. He chose the reading day 

camp and took pride in helping his older charges see that they needed to set a good example for 

the younger kids. We were so proud to hear that. We have at least one meeting a semester with his 

teachers to talk about his IEP. They all speak about his excellent attitude and desire to help the 

other students. This semester, he is a student tutor (and sounding board) for the younger native 

students in a predominantly non-Indian school. He has been clear that he hasn’t chosen an after 

high school path, so has not excluded law enforcement. I think he would be good at any people 

helping job he might choose and hope he will consider law enforcement, once he is old enough.”

“My daughter is a senior this year. After graduation, she will be attending a community college in 

Spokane, Washington, to begin her emergency medical services education in the pursuit of a career 

as a paramedic. Law enforcement is not off of her wish list; she just wants to start with 

paramedicine. She still talks about her experience, friends, and instructors at TYPA. It had such a big 

impact on her life and inspired her to work in the public safety field. One of her instructors was a 

law enforcement officer from Las Vegas. He told her that when she turned 18, she could come and 

do a ride-along with him. She is still planning on doing that hopefully sometime this summer. TYPA 

was an excellent program! We wouldn’t have traded that experience for anything. Thank you.”
Appendix J. Mentor and Instructor Questionnaire 

and Responses

Mentors and instructors also provided insight into the value of the program after working with the 

kids. Each mentor and instructor was asked four basic questions about their involvement in the 

TYPA. 

1. In what way did serving as academy mentor or instructor have an impact on you as 

a professional in a criminal justice or public safety field? 

“Becoming more confident on imparting knowledge and skills to those young individuals who are 

interested in the law enforcement officer field. I am more able to recognize the children in need 

and able to speak with them after experiencing TYPA as both instructor and more mentor toward 

the youth.” 

“Being a mentor for the TYPA 2014 academy changed the way I view the youth in the community 

I serve. After spending time with the youth there, I was excited to come back to my community 

and get to know the youth here. This experience took my passion for helping youth to a whole 

new level. I’ve begun mentoring kids in the community I serve and encouraging them to get 

involved in something positive. I also started teaching at the Police Academy and became a mentor 

for the new recruits. I focus a lot more time on personal growth and becoming a strong leader 

because I realize how important it is to our youth to have proper guidance.

“Serving as an academy instructor gave me important experience in training in an academy type 

setting where you are trying to teach people completely new to the field. As a field training officer, 

I am familiar with training people who have already been familiarized with these skills, but TYPA 

14 gave me experience in teaching people even earlier in the process. I had never previously had a 

great desire to teach in an academy position for my department, but my experience with TYPA 14 

both gave me a desire for that kind of training and increased my opportunity in getting there.”

“It has opened a great opportunity to work with youth from different communities and the age 

category has helped me work with more youth that of that age.”

“It reminded me of all of the reasons that I pursued a career in public safety to begin with. It gave 

me a chance to share my knowledge and experience with young people and hopefully inspire 

them to find their passion when picking a career.”
2. In what ways did you see the academy positively impact the students?

“I noticed that they gained not only basic knowledge but more on being able to work together to 

accomplish goals as a team. First day they arrived as individuals keeping to themselves. In the end 

they became brothers, sisters, friends, a team that is able to work together. I believe the structure 

of basic marching and fundamentals of being in a platoon gave them pride, stability, and 

dedication. I understand that some did not understand the ‘military type’ as they saw it; however, 

in the following days, the Community of Wisconsin expressed their statements of the 

professionalism these young people were representing. That impacted not only the youth but also 

the eyes of the community. Change can happen, and it did with these youth, and I am proud that I 

was a part of it.” 

“Academically, they were given great instruction and learned a lot about what it means to be a 

positive role model. They learned about what it takes to be in law enforcement and serving the 

community. On a personal level, they bonded not only with one another but with staff as well. We 

shared our dreams, our fears. We laughed and we cried, and most importantly, we did it all 

together. No one was left out and we were there to lift up anyone who was down.”

“The interactions and friendships that they made created a hopeful positive environment for each 

of them. Nobody was made to be an outsider. Some friendships were deeper than others, but the 

group was the most inclusive and kind group of young people I have ever been around.”

“Most of the youth that I still keep in contact with have more positive attitudes in their lives and 

have set goals for their future.”

“They learned that cops aren’t always bad guys. The modern-day reservation reputation of a law 

enforcement officer is typically not a good one. These students had the privilege of meeting some 

officers that had similar childhoods and perceptions and were able to connect and see that these 

individuals, although tough, were people that truly care about helping others.” 

3. Did you have any one-on-one communication or personal connection with any 

students that you are willing to share? What did that interaction mean to you and do 

you feel you had a positive impact on the development of that child? Please explain.

“I had several connections with some of the youth who referred to me at times as Dad. They asked 

questions of the what if’s in life, and with the best possible scenarios they came to answer their 

own questions. With some of the youth it came to light that they did not have a strong father 

figure in their lives and for that moment I became that for them. Now as a friend, I still have 

contact with some of the youth and they are making me proud with what they are doing after 

TYPA, and whether it is continuing in the field of law enforcement or if they have interests in 

another field, I have been supportive.”

Appendix J. Mentor and Instructor Questionnaire and Responses 61
“One of the nights we had an open discussion where I started talking about past. I shared personal 

stories from my youth and how it wasn’t easy. Once I was done others began to come forward and 

share their own stories in front of the group. Each story was personal and from the heart. Many of 

the students continued to come to me after this session to share fears and dreams. I continue to 

hear from some of the students almost a year later. They tell me about school, graduation, college, 

or career goals. Sometimes they just want to talk and that makes me feel good because I know I 

made a positive connection with them.”

“The staff made Charlie our first class leader and I couldn’t be more proud of the poise he had and 

leadership skills he demonstrated. At the end of the academy, he expressed his wish that he 

wanted to come to Las Vegas and be a police officer. Nothing would make me prouder than to be 

any of these academy students’ field training officer.”

“I have had couple of students; a broad range of personalities were there and I got to get to know 

them. Some had hardships from their own communities and I could to relate to some. It was a 

pleasure to mentor them and had them focus on the academy and out of the academy. I still have 

contact with some but not all and we still communicate.”

“I had a great one-on-one communication with several of the female students because my dorm 

was next to theirs. Several of them would come to my room in the evening and hang out. I 

listened to their problems and concerns, mostly about things happening back on their reservations. 

I was honored that they trusted me enough to talk about such personal things. I was able to give 

them my advice and share with them some of my past as well. It’s ironic to share stories with these 

young women, all having the same stories that end up persuading us to choose careers in public 

safety where we have the opportunity to help others.” 

4. Why do you feel this type of experience and training is important for Native 

American and Alaska Native youth?

“My daughter, who lives in the city, has the endless possibilities of joining programs like this, i.e., 

Explorer programs. With Native American youth on the reservations do not have programs like 

TYPA, some do not have JROTC and if they do want to join, some leave the reservation to do so. 

This TYPA training that was offered allowed these youth to go back home to not only talk about 

their experiences but also moreover to pursue the interests of one day entering into a field of 

public safety. This training enabled the youth to become more positive and more structured and 

gave them the will to try new things. It was a great experience.”

62 The Tribal Youth Police Academy
“I feel it’s important because Native American and Alaskan youth don’t always have the opportunity 

to venture far from their communities. Isolation is a big part of the culture, and being able to travel 

and meet other kids just like you from other parts of the country allows them to not feel so alone. 

They began to realize how strong they are and how powerful they can become. Through social media 

I have seen how a lot of them continue to talk about their experience with TYPA.” 

“While growing up on a reservation, I remember when a police officer came into our classroom 

and talked about his job and outlook. During my teenage years, police were a novelty to me, and I 

think that they still are to young men and women. I remember being profoundly impacted from 

that visit and interaction; my hope is that the academy staff impacted them similarly. Providing 

these young men and women with the hope and encouragement to become anything they want 

was a very positive thing that I tried to give them. It’s extremely important to provide the young 

people with positive role models that are more than just historical but that are here and now with 

them through this life.”

“I feel that this training and experience is very beneficial to the Native American and Alaska Native 

youth because it’s a first step to intothe police academy. The students get to interact with one 

another from different tribes, learn by communicating, and work together as a team.”

“Reservation life is still considered to be sub-par in many places across the United States. Many of 

these students come from scary and dark families or communities. This experience and the 

knowledge they gain from it gives them a small piece of control and an insight into what their 

future could possibly be. It gives them hope of a brighter future for themselves, their families, and 

their reservations. THANK YOU TYPA!”

Appendix J. Mentor and Instructor Questionnaire and Responses 63
Appendix K. Sample Youth Academy and Camp 

Program Partners

Camp Triumph (Isleta Pueblo, New Mexico)

Key partners and community stakeholders involved in the development and deployment of the 

Camp Triumph include the following:

•	 U.S. Attorney’s Office District of New Mexico

•	 U.S. Marshals Service

•	 Isleta Behavioral Health Department

•	 Isleta Casino

•	 Isleta Education Department

•	 Isleta Elementary School

•	 Isleta Head Start

•	 Isleta Library Program

•	 Isleta Police Department

•	 Isleta Recreation Center

•	 Isleta Social Services

•	 Isleta Tribal Administration

•	 Isleta Tribal Council

•	 Isleta Truancy Department

For more information on Camp Triumph, contact Detective Kathleen Lucero at 505-869-9728.
Camp Fury (Tucson, Arizona)

Camp Fury Program partners and key stakeholders (past and present) include the following:

•	 Charlotte Fire Department

•	 Fenton Fire Department

•	 Girl Scouts of Southern Arizona

•	 Golder Ranch Fire District

•	 Mesa Police Department

•	 Northwest Fire District

•	 Oro Valley Police Department

•	 Peoria Fire Department

•	 Phoenix Fire Department

•	 Pima Community College Police Department

•	 Pima County Sheriff’s Department

•	 Tempe Police Department

•	 Tucson Fire Department

•	 Tucson Police Department

•	 United States Border Patrol

•	 University of Arizona Police Department

A detailed Camp Fury Program Guide is available to assist communities or regions interested in 

developing a similar law enforcement or fire camp for girls. The guide contains a program 

introduction, summary of key program elements, partnerships, media, sample forms and resources. 

The guide is available upon request by contacting Ellen Pott at ellenpott3@gmail.com. 

Appendix K. Sample Youth Academy and Camp Program Partners 65
About the National Criminal Justice Training Center

The National Criminal Justice Training Center (NCJTC) provides high-quality training and 

technical assistance to enhance public safety and improve the quality of life in our nation’s 

communities. NCJTC was created in 1993 as a unit within Fox Valley Technical College (FVTC), a 

fully accredited institution of higher education founded in 1887 in Wisconsin. Since 1993, NCJTC 

has become one of the nation’s top criminal justice training providers, delivering instruction and 

technical assistance to more than 130,000 criminal justice community groups and social services 

professionals in every state, to more than 200 tribes, and in several countries. NCJTC currently 

trains an average of 12,000 learners on annually and 10,000 unique e-learners. 

NCJTC maintains a high national profile through partnerships with federal agencies and national 

organizations, administering some of the country’s largest and most important criminal justice 

training and technical assistance initiatives. NCJTC also maintains and manages a robust pool of 

more than 200 subject matter experts who are active, vetted practitioners in their fields, creating a 

network of expertise on a wide range of criminal justice topics. 

Since 2002, NCJTC has provided training and technical assistance for tribal communities located 

throughout the country, including Alaska. NCJTC works with staff, subject matter experts, and 

partners to support the unique and diverse needs of American Indian and Alaska Native tribes. 

This support includes training on community policing, community safety, alcohol and substance 

abuse, native gangs, tribal probation, defensive tactics, courthouse security, community capacity 

building, strategic planning, sex offender management, and child protection in Indian country. In 

addition, NCJTC coordinates national conferences for tribal service providers including the 

American Indian Justice Conference, the National Training Conference for Criminal Justice and 

Community Leaders, and the Crimes Against Children in Indian Country Conference. 

In 2013, the COPS Office awarded NCJTC a cooperative agreement to plan, deliver, and evaluate 

the Tribal Youth Police Academy for Native American and Alaska Native youth with the primary 

goals of developing knowledge of criminal justice related career paths, serving as a recruitment tool 

for tribal law enforcement and public safety agencies, and fostering positive youth development. 

Additional information regarding NCJTC is available at www.ncjtc.fvtc.edu. 
About the COPS Office

The Office of Community Oriented Policing Services (COPS Office) is the component of the 

U.S. Department of Justice responsible for advancing the practice of community policing by the 

nation’s state, local, territorial, and tribal law enforcement agencies through information and grant 

resources.

Community policing begins with a commitment to building trust and mutual respect between 

police and communities. It supports public safety by encouraging all stakeholders to work together 

to address our nation’s crime challenges. When police and communities collaborate, they more 

effectively address underlying issues, change negative behavioral patterns, and allocate resources. 

Rather than simply responding to crime, community policing focuses on preventing it through 

strategic problem-solving approaches based on collaboration. The COPS Office awards grants to 

hire community policing officers and support the development and testing of innovative policing 

strategies. COPS Office funding also provides training and technical assistance to community 

members and local government leaders, as well as all levels of law enforcement. 

Since 1994, the COPS Office has invested more than $14 billion to add community policing officers 

to the nation’s streets, enhance crime fighting technology, support crime prevention initiatives, and 

provide training and technical assistance to help advance community policing. Other achievements 

include the following:

• To date, the COPS Office has funded the hiring of approximately 130,000 additional 

officers by more than 13,000 of the nation’s 18,000 law enforcement agencies in both 

small and large jurisdictions.

• Nearly 700,000 law enforcement personnel, community members, and government 

leaders have been trained through COPS Office–funded training organizations.

• To date, the COPS Office has distributed more than eight million topic-specific publications, 

training curricula, white papers, and resource CDs and flash drives.

• The COPS Office also sponsors conferences, round tables, and other forums focused on 

issues critical to law enforcement.

COPS Office information resources, covering a wide range of community policing topics such as 

school and campus safety, violent crime, and officer safety and wellness, can be downloaded via 

the COPS Office’s home page, www.cops.usdoj.gov. This website is also the grant application portal, 

providing access to online application forms.
Youth police academies are important tools for law enforcement recruiting and 

for giving young people structure and direction in what may be chaotic and 

stressful periods in their lives. These goals are of particular relevance in Native 

American communities. The National Criminal Justice Center of Fox Valley 

Technical College conducted a Tribal Youth Police Academy in 2014; this 

publication describes the academy activities and outcomes, including 

recommendations for replication in other communities.

U.S. Department of Justice

Office of Community Oriented Policing Services

145 N Street NE

Washington, DC 20530

To obtain details about COPS Office programs, call 

the COPS Office Response Center at 800-421-6770.

Visit the COPS Office online at www.cops.usdoj.gov.

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Published 2020