Journal VOLUME 8 FALL 2010

T H E F E D E R A L L A W E N F O R C E M E N T T R A I N I N G C E N T E R

FLETC’s New Avatar-Based 

Interview Simulator

page 8

INSIDE:

NCIS Marine Liaison Agent 

Training Program, Charleston

page 18

Rethinking 

“Let Me See Your Hands”

page 37

DHS Secretary Visits FLETC

page 21
Inside this issue

DOMINICK BRACCIO

Assistant Director,

Training

FLETC

This issue of the Journal spotlights the recent visit by the Department 

of Homeland Security Secretary Janet Napolitano. After viewing 

some of the training provided to the 88 Partner Organizations, the 

Secretary spoke to the FLETC students and staff about the strength of 

our law enforcement partnerships and the importance to effectively 

and efficiently train together. Coincidentally, this issue also contains 

an article about FLETC’s first training program entitled “21st Century 

Leadership for Women in Law Enforcement” conducted for our 

international partners in Romania. Our own Director, Connie Patrick, 

participated in training 24 female law enforcement supervisors and 

executives during the program.

This issue also highlights one of the many new emerging technologies 

employed by the FLETC - the Avatar Based Interviewing Simulator, 

the first of its kind in the country. The FLETC frequently employs new 

technology to train this generation of tech-savvy students at a significant 

cost savings to the government. While not meant to completely 

substitute for actual role-based training with professional staff, the 

Avatar uses speech recognition to provide free flowing practice sessions 

where students can hone their communication skills and strategies to 

elicit accurate information from victims, witnesses and suspects while 

gauging both verbal and non-verbal cues. This new methodology will 

eventually assist in many facets of law enforcement including the ability 

of the officer to de-escalate potentially dangerous situations. 

Finally, this Journal begins a focus on the Partner Organizations that 

train at the FLETC for their Criminal Investigator, Uniformed, and Land 

Management roles in law enforcement. In this issue, learn about the 

history of the U.S. Capitol Police and their many functions today. 

Also, see how the Naval Criminal Investigative Service trains at one 

of the FLETC field sites in Charleston, SC, for their Maritime Liaison 

Agent Program. Future Journal editions will continue to highlight our 

Partners and how they train to prepare for their important and diverse 

assignments. 

Training - the cornerstone to peak operational performance. Look 

inside the FLETC Journal and you’ll see where law enforcement 

partnership begins and the next generation of our countries heroes 

prepare and train to protect our homeland.

Dominick Braccio

dominick.braccio@dhs.gov
6 LegalBrief: Berghuis v. Thompkins

How this new U.S. Supreme Court ruling affects the Miranda Rule

8 Future Training Innovations - The FLETC ABIS

Learn about the newest interview technology...

13 Leadership Training for Women in Law Enforcement

Are there special leadership issues that are gender specific to women? The

FLETC, through its Law Enforcement Leadership Institute, explored this issue

in a recent leadership course designed for women of the Romanian police

force.

18 The Maritime Liaison Agent Training Program

Learn about the Naval Criminal Investigative Service’s innovative and

collaborative training program at FLETC Charleston

21 DHS Secretary Napolitano Visits FLETC

Take a pictorial tour with the Secretary through FLETC training venues

24 An Historical Perspective: The U.S. Capitol Police

From its humble beginnings, discover how the USCP has evolved into a

full-service, law-enforcement agency with more than 2,000 sworn and

civilian employees.

27 Firearms Training 

Are instructors developing a “range mindset” or a “combat mindset” when 

training law enforcement officers?

31	 The FLETC Physical Efficiency Battery

How 30 years of research and development provide meaningful

information related to the physical preparedness of the candidates, and

their ability to fully participate in training upon arrival at the FLETC 

37 Rethinking “Let Me See Your Hands”

Why more emphasis should be given to controlling the hands of a subject

41 Going Green - Part II

Find out what training divisions are doing to make the FLETC a good

environmental steward 

45 Professionals Behind the Scenes

Athletic trainers at the FLETC keep the students in training and the staff

physically prepared to conduct training. During the course of a busy day, 

they may see as many as 150 patients.

46 FLETC’s 20th Honor Graduate of the Year

And that law enforcement officer is....

47	 The Peace Officers Memorial

The FLETC 25th Annual Peace Officers Memorial Day Ceremony

FRONT COVER: Department of Homeland Security Secretary Janet Napolitano is greeted by FLETC Director Connie Patrick and Deputy Director Ken Keene 

upon her arrival to Brunswick, Ga. 

The FLETC Journal | Volume 8, Issue 2 | Fall 2010

Contents

37 Controlling Hands

21 DHS Secretary Visits

24 Meet the Capitol Police

47 Remembrance
4 FLETC JOURNAL | FALL 2010

Journal The FLETC

 Volume 8, Issue 2 • Fall 2010

byLines

Legal Brief-Berghuis v. Thompkins

Meggan Sullivan Smith joined the Legal Division as a Senior Legal Instructor in August 2009. She instructs in 

FLETC’s basic and advanced programs. 

Meggan has five years as a criminal 

defense attorney. From 2004-2008, 

she tried hundreds of misdemeanor 

and felony crimes while employed 

with the Virginia Indigent Defense 

Commission, Office of the Public 

Defender in Chesapeake, Va. After 

leaving the Public Defender’s Office, 

she had a private criminal and appellate practice mainly representing drug 

offenders. 

Smith graduated from Furman 

University in Greenville, SC with a 

Bachelor’s Degree in Political Science in 1994. She received her Juris 

Doctorate from Nova Southeastern 

University, Fort Lauderdale, FL in 

2002. She is a member of the Virginia 

Bar and a Virginia Certified Indigent 

Defense Counsel. 

Special Agent Stephen (Steve) Knerly is currently detailed to the FLETC, 

Glynco, GA from the U.S. Department 

of Health and Human Services, Office 

of Inspector General (HHS-OIG), as a 

Senior Instructor in the Legal Division, 

where he also serves as a topical area 

expert in Fifth and Sixth Amendment 

issues. He was formerly detailed to 

the Inspector General Criminal Investigator Academy as an instructor and 

program manager. His career includes 

nine years of service as a Special 

Agent with the Internal Revenue Service, Criminal Investigation Division, 

six years in the private practice of law, 

and 11 years as a Special Agent with 

HHS-OIG.

Knerly holds a Juris Doctor, magna 

cum laude, from the University of Miami, and undergraduate and graduate 

degrees in accountancy from the University of South Florida. He is a Certified Public Accountant and member of 

the Florida State Bar Association.

 

Future Training Innovations

Jason Kuykendall, Senior Instructor, 

Behavioral Science Division (BSD), 

joined the FLETC Glynco in 2008. 

He leads the BSD’s Technology Integration Team, which is responsible for 

integrating technology into the BSD 

topical areas.

Kuykendall is a former Air Force Office of Special Investigations, Special 

Agent and currently serves as a First 

Sergeant for a Georgia Air National 

Guard Security Forces Squadron based 

at Savannah, Ga. He earned a Bachelors of Science in Criminal Justice and 

a Masters of Education from American 

InterContinental University.

Leadership Training for Women 

in Law Enforcement

John Patrick, Jr. is a Program Specialist and Instructor in the FLETC’s 

International Training and Technical 

Assistance Division. He has also been 

a Senior Instructor in the Behavioral 

Science Division (BSD), instructing in 

the Criminal Investigator Training Program, the Uniformed Police Training 

Program and nationally and internationally with BSD’s Law Enforcement 

Leadership Institute. 

Director

Connie L. Patrick

Editorial Team

Dominick Braccio

Stephen W. Brooks

Alicia Gregory

Ed McGuire

William Norris, Ph.D.

Andy Smotzer

Susan B. Thornton

Design

Fred Charles

The FLETC Journal is an unofficial law enforcement 

training magazine produced and published by the 

Federal Law Enforcement Training Center. It is 

published and printed through the Media Support 

Division in conjunction with the Government Printing 

Office. The circulation is 4,000 and is also available 

electronically by following the links at the FLETC 

website: http://www.fletc.gov.

Views and opinions expressed in this publication are 

those of the authors, and do not necessarily reflect the 

FLETC training policy or doctrine. Articles, photographs, 

and other contributions are welcomed from the law 

enforcement training community and academia. 

Publication depends on general topical interest as 

judged by the editors. No changes to submitted copy 

will be made without the concurrence of the author(s). 

The editors may be contacted at 912.267.2429.

“

Kuykendall Speed Brogan
 

FLETC JOURNAL | FALL 2010 5

Contributors

Patrick’s law enforcement career 

includes seven years as an Assistant U.S. 

Attorney in Tampa, FL and five years as a 

Senior Instructor in the Legal Division at 

the FLETC, Glynco. 

An Historical Perspective: The USCP

Glenn Brogan is a Lieutenant with the 

United States Capitol Police (USCP) and 

he is currently the Agency Representative to the FLETC, Glynco, Ga. Prior to 

his current assignment, Lt. Brogan was a 

detailed instructor to the FLETC’s Physical 

Techniques Division from 2002-2007. 

 Prior to his assignment to FLETC in 

2002, Brogan was assigned to the USCP’s 

Uniformed Services Bureau where he 

worked on the Patrol, Senate, House and 

Capitol Divisions. Lt. Brogan holds a 

Bachelor’s Degree from the University of 

Maryland in Criminal Justice. 

Firearms Training

Duke Speed is an Instructor assigned to 

FLETC at Cheltenham, Md., in-Service 

Training, where he provides instruction 

in firearms, officer response tactics, and 

physical training. He is a 20-year activeduty veteran of the U.S. Marine Corps 

with leadership, operational, and training 

assignments in Force Reconnaissance, 

Division Reconnaissance, Infantry, 

Special Operations Training Group, 

Recruiting, and Aviation. Since 

retirement from the Marine Corps, he 

has been employed by the U.S. Navy, 

U.S. Federal Air Marshal Service, U.S. 

Department of State (Contractor, Iraq), 

U.S. FEMA (Contractor, Katrina/Rita) and 

the private sector. 

Speed has served with FLETC since August 2009, and has a Bachelor of Science 

(Magna cum Laude) in Criminal Justice 

from National University, San Diego.

FLETC Goes Green

Willis Hunter presently serves as the 

Chief of Environmental and Safety 

Division at the FLETC. 

In his current position, Hunter is 

responsible for ensuring FLETC’s compliance with federal and state environmental 

laws as well as compliance with Occupational Safety and Health Administration 

laws and regulations. Prior to assuming 

his current position, Hunter was the 

FLETC’s Chief Counsel for more than six 

years.

FLETC Physical Effeciency Battery

Dr. Bill Norris is branch chief of the 

Training Research Branch (TRB) at the 

FLETC, and is responsible for identifying 

and developing innovative methodologies 

that impact law enforcement training. 

Norris is a subject matter expert in 

the area of human performance in law 

enforcement activities, developed the 

PEB2002 fitness guidelines, established 

an extensive database of fitness scores, 

and published numerous journal articles 

and a textbook. He is a certified Health/

Fitness Director and Exercise Specialist 

through the American College of Sports 

Medicine.

Norris received his Bachelors of Science. and Masters of Science. degrees 

with specialization in Exercise Science 

from the University of Akron, and his doctorate in Exercise Physiology from the Ohio State 

University. 

Charles “Skeet” Brewer has over 24 years 

experience with the federal government serving in the FLETC. He currently serves as the 

Branch Chief, Threat Response Branch within 

the Counterterrorism Division. 

Brewer’s past positons at the FLETC have 

included: Branch Chief, Health and Fitness 

Branch, Physical Techniques Division (PTD); 

Law Enforcement Program Specialist; Senior 

Instructor; Lead Instructor; Athletic Trainer/

Instructor, in the PTD.

Rethinking “Let Me See Your Hands”

Phil Carlson is a senior instructor in the 

FLETC Physical Techniques Division. He has 

a combined total of 27 years in law enforcement serving as a patrol officer and detective 

with the Cromwell, Conn. Police Department, 

a patrol officer and motorcycle officer with 

the Brevard County, Fla. Sheriff’s Office and 

a patrol officer and trainer with the Orange 

County, Fla. Sheriff’s Office. In his seven years 

at FLETC, he has also worked as an instructor in the Practical Applications Brand and 

Tactics Branch of the Enforcement Operations 

Division.

Health & Fitness

Andy Smotzer is a regular contributing writer 

to the Journal, and author of numerous 

articles in several nationally published law 

enforcement magazines. He is a former Secret 

Service Uniformed Division Officer. Currently, 

Smotzer is a Branch Chief for the Physical 

Techniques Division at FLETC, Glynco.

“

Patrick Norris Hunter Smotzer
6 FLETC JOURNAL | FALL 2010

LegalBrief

Berghuis v. Thompkins

United States Supreme Court

2010 U.S. LEXIS 4379 

(June 1, 2010)

Meggan Sullivan Smith 

and Stephen Knerly

Senior Instructors, Legal

Police in Ohio arrested Thompkins 

in connection with a shooting in 

Michigan. Three days after his capture, police officers from Michigan interrogated Thompkins at a jail in Ohio. 

At the outset of the interrogation, the 

officer read Thompkins his Miranda

rights and received Thompkins’ verbal 

confirmation of his understanding, 

although Thompkins refused to sign a 

form stating he acknowledged those 

rights. Over the course 

of the interrogation, 

Thompkins was largely 

silent, answering only 

a few questions either 

non-verbally or with 

simple statements such 

as “yeah,” “no,” or “I 

don’t know.” After nearly three hours, 

the officer asked Thompkins whether 

he believed in and prayed to God, to 

which he responded, “yes.” He then 

asked Thompkins whether he had 

asked God for forgiveness for “shooting that boy down.” Thompkins again 

replied, “Yes.” This statement was used 

against him at trial. 

The issue before the Supreme Court 

was whether a defendant’s Miranda

right to silence is violated when, after 

being advised of his Miranda rights, 

police continue to question him for 

three hours while he remains silent, 

and ultimately obtain an incriminating 

statement from him? 

The Court held that a suspect 

who receives and understands Miranda warnings, and fails to invoke 

his Miranda rights, waives his right to 

remain silent when offering an uncoerced statement to the police.

The Court examined the suspect’s 

waiver of his right to silence as well 

as what is required for an invocation 

of the right to remain silent. When 

a suspect engages in limited verbal 

communication with police but never 

explicitly invokes his right to silence, 

the court concluded that he had not 

invoked his right to silence. In order to 

invoke the right to silence, the suspect 

must say so expressly and unambiguously. A suspect must give an unambiguous declaration of his intention 

to invoke his right to remain silent or 

he has not invoked such a right. The 

government still has the burden of 

proving a valid waiver. A valid waiver 

may be inferred from the facts that the 

suspect received warnings, understood 

his rights and ultimately responded to 

police questioning.

In ruling on this issue for the first 

Can a Suspect Invoke His Right

In order to invoke the 

right to silence, the suspect 

must say so expressly and 

unambiguously. 
 

FLETC JOURNAL | FALL 2010 7

time the Court stated that there was 

no “principled reason to adopt different standards for determining when 

an accused has invoked the Miranda

right to remain silent and the Miranda

right to counsel.” “A requirement of 

unambiguous invocation of Miranda

rights results in an objective inquiry 

that avoids difficulty of proof and 

provides guidance to officers on how 

to proceed in the face of ambiguity. If 

an ambiguous act, omission, or statement could require police to end the 

interrogation, police would be required 

to make difficult decisions about an 

accused’s unclear intent and face the 

consequence of suppression if they 

guess wrong.” 

This most recent decision impacts 

the manner in which the police approach and question suspects who 

have neither explicitly invoked nor 

waived their Miranda rights. First, if 

a suspect wishes to invoke his right to 

silence he must affirmatively say so. 

Though advisable to do so, police are 

not constitutionally required to obtain 

an affirmative waiver of rights before 

questioning a suspect – even when 

that suspect remains silent for an extended period during an interrogation 

session.

Second, if and when the otherwise silent suspect eventually and 

voluntarily chooses to respond, that 

statement will: 1) be deemed to be a 

waiver of the right to silence and 2) 

can be admitted and used as evidence against the suspect. Practically 

speaking, the police, in the face of a 

suspect’s continued silence after being 

given Miranda warnings, can continue 

to question him, even for a couple of 

hours, in the hopes of getting him to 

eventually confess.

The Miranda Rule remains 

intact in that police must 

warn suspects of their rights. 

The clear and unambiguous 

invocation of those rights 

by the suspect still requires 

police to cease questioning. If the 

suspect remains silent for a period and 

then chooses to respond to a question, an officer does not need to stop 

and get a separate affirmative waiver. 

While the government always bears 

the burden of proving a valid Miranda

waiver was given by the suspect, the 

waiver can be inferred from the fact 

that the suspect received Miranda

warnings, understood his rights, never 

expressly invoked his rights, and voluntarily responded to the questioning. 

to Remain Silent by Remaining Silent?

The Miranda Rule 

remains intact in that 

police must warn 

suspects of their rights.

This most recent 

decision impacts the 

manner in which the 

police approach and 

question suspects who 

have neither explicitly 

invoked nor waived 

their Miranda rights.
8 FLETC JOURNAL | FALL 2010

AVATAR BASED INTERVIE W SIMUL ATOR

Federal Law Enforcement Training Center

Behavioral Science Division
 

FLETC JOURNAL | FALL 2010 9

Future Training Innovations

Introducing the FLETC Avatar-Based Interview Simulator

Jason Kuykendall

Senior Instructor, Behavioral Instructional Methodologies

AVATAR.....

What is it? Is it just a movie? 

Talk to members of the 

FLETC’s Behavioral Science 

Division (BSD), they will say 

it is the newest tool they have 

to help students become better 

interviewers and the first law 

enforcement based interview 

simulator of its kind. 

Law enforcement officers and 

agents recognize the importance 

of interviewing and this feeling 

has long been reflected in training provided at the FLETC. 

One of the most effective ways 

to improve interviewing abilities 

is to practice; however, finding 

additional time in the schedule for 

any of the FLETC’s basic training programs is difficult to say the 

least. In addition to the difficulty of finding more time in the 

schedule, the cost of roleplayers 

and additional instructor contact 

hours affects the overall course 

cost. Consequently, different ways 

for students to obtain additional 

practice in interviewing have to be 

explored, developed, and utilized.

There are a number of reasons 

the need to provide more interview training exists, with the 

major reason being the change in 

how the current student communicates in comparison to previous students. Currently, the vast 

majority of FLETC basic students 

are from the X and Y generations. 

These generations have grown up 

communicating differently than 

previous generations of law enforcement trainees. Some people 

are of the opinion the X and Y 

generations are ineffective at communicating while others say they 

just communicate differently than 

previous generations. Regardless, 

the need to make the students 

more effective as interviewers 

still exists. Instructors have the 

responsibility to meet the training 

needs of all students.

One major difference in the student population today in comparison to previous students is their 

familiarity and comfort working 

with technology. The current 

generation grew up with technolABOVE: The ABIS has been 

programmed so that students can 

conduct an interview using the five 

step interview process they are 

taught in class. (FLETC photo)

... the need to 

make the students 

more effective as 

interviewers still exists. 
10 FLETC JOURNAL | FALL 2010

Collaboration Leads to ABIS

Elwin Collins

Technology Innovation

How does a training branch find time to research, build and test a solution 

while maintaining their primary function of 

instruction? To answer that question look 

no further than the Training Innovation 

Division (TID). When the Behavioral 

Science Division (BSD) wanted to pursue 

using technology to allow students more 

time to practice their interviewing skills, they 

asked the TID about potential options. The 

TID in turn involved the FLETC Orlando 

Office, and less than a year later the potential 

solution in the form of a prototype was 

already at FLETC Glynco. Resources, such 

as instructor time, can be very limited in the 

training divisions. 

Finding the proper solution for many of the 

challenges presented in the training community is important and the TID is available to 

assist all FLETC training directorates in this 

process. The TID has resources located at the 

Glynco training facility as well as embedded 

with our Department of Defense (DoD) and 

academic partners in the Central Florida Research Park, Orlando. Having resources available in both locations gives the TID the ability to assist the training community from the 

time an idea or requirement surfaces. The TID 

will assist with exploring solutions, determining which option best meets the FLETC’s 

needs and carrying the recommended solution 

into the implementation and testing phases. 

Using the resources in the TID to help solve 

training issues reduces the workload on the 

training divisions, thus allowing instructors 

the opportunity to concentrate more on their 

primary responsibilities. The acquisition of the 

prototype ABIS is an outstanding example of 

how the process works. 

The BSD approached the TID early in 

2009 about using an interview simulator. 

continued, next page

The FLETC ABIS simulation is programmed to show physical distress—

adding realism to the interview. Students must respond accordingly with 

empathy and appropriate questions. Here an instructor runs and monitors 

the software program while students perform the interview. (FLETC photo)

ogy and recognize it as a useful 

tool and an effective way to learn. 

This attitude presents instructors 

opportunities to explore additional 

options to train our students. 

Instructors are no longer restricted 

to one type of training. In fact, 

research and experience suggest 

training that is offered in different learning styles will reach more 

students effectively.

The BSD has addressed the 

need to provide additional interview training time and methodologies with the development of the 

Avatar Based Interview Simulator 

(ABIS). The ABIS is an interviewing simulation which permits 

free-flowing conversation utilizing 

speech recognition, a computer 

synthesized voice, and a virtual 

avatar to create a realistic interactive training experience. In the 

interview prototype, the students 

complete the simulation in a mock 

condominium to simulate the 

actual interview location.

The ABIS is not solely a BSD 

project. Members of the BSD 

Technology Integration Team 

teamed with FLETC Orlando, 

the Training Innovations Division, 

US Army Public Executive Office 

for Simulation, Training and Instrumentation (PEO-STRI), and 

General Dynamics in order to create the ABIS. The ABIS leverages 

a system developed by PEO-STRI 

and General Dynamics used for 

tactical questioning/interviewing 

utilizing a commercial off the shelf 

video game engine. The original 

system currently being used at US 

Army installations provides both 

initial and sustainment training 

for deploying military personnel 

in the areas of tactical questioning 

and cultural awareness. 

Simulation training is not new 

in law enforcement or novel to 

the FLETC; however, simulation 

training in interviewing is a new 

adventure. Most people do not 

automatically associate simulation 

training to interviewing, but the 

BSD saw this as an opportunity 

to be on the forefront of interview 

training. The reason most people 

do not associate simulation training to interviewing is most likely 

because people associate interviewing to interaction between 

real people, not interaction with 

a computer. It is very impor-
 

FLETC JOURNAL | FALL 2010 11

After initial discussions, management and 

instructors of the BSD were invited to meet 

with the FLETC Orlando team. Leveraging 

the partnership with various DoD divisions, 

the TID scheduled demonstrations of interviewing technology for the BSD to evaluate. 

When the evaluation ended, and the BSD had 

chosen a technology that would best suit their 

needs, the TID began the processes needed 

to bring the technology to the FLETC. These 

processes included coordination with the 

FLETC Chief Information Officer (CIO) 

Directorate and the U.S. Army’s Program 

Executive Office for Simulation, Training, 

and Instrumentation (PEO STRI). Working 

with the branches within the FLETC CIO 

Directorate ensured the proper information 

technology (IT) requirements were gathered 

for the statement of work and to meet the 

requirements for bringing the technology 

to the FLETC. The completed statement 

of work and funding were then provided to 

the PEO STRI office allowing the FLETC 

to use an Army contract already in place. A 

prototype interview simulator, with one witness scenario, was delivered in less than a year 

from the initial idea discussion phase between 

the BSD and the TID. Technical support 

for the simulator during the testing phase 

is being provided by the TID in conjunction with PEO STRI contractors. The BSD 

continues to test the system with volunteers 

and provides the feedback to the TID and 

the simulator development team in Orlando. 

The information gathered during the testing 

phase will be used to enhance and prepare the 

system for implementation.

Providing support throughout the entire 

development of a project is a TID priority. 

Our goal is to assist the training community 

in bringing ideas into existence and to assist 

with all of the requirements to make this 

happen. The TID has the resources to aid the 

training community. The people and technology of FLETC TID, together, can turn ideas 

into reality.

Feedback is given immediately after the simulation interview. Here an 

instructor explains details of the feedback report to a student. Specific 

guidance is then given to improve the student’s interviewing skills. 

(FLETC photo)

tant to note there is no plan to 

replace or reduce the number of 

roleplayer interviews included in 

various training programs because 

the BSD is developing simulator 

interviews. Roleplayer interviews 

are critical to providing students 

a realistic interviewing experience. The ABIS will be used to 

reinforce current training methodologies and principles by meeting 

the need for additional interview 

practice students consistently 

request.

One of the most important 

facets of the ABIS development 

was how it was designed around 

Enabling Performance Objectives 

(EPOs) included in specific BSD 

lesson plans. In every step of the 

development process, the BSD 

subject matter experts referred 

to the lesson plans to ensure the 

project would reinforce interviewing principles taught by BSD 

instructors. In order for the ABIS 

to be useful to the students it is 

critical the simulator provides not 

just an opportunity to conduct an 

interview, but an opportunity to 

do so using the five step interview process they were taught in 

class. One specific EPO that was 

addressed in the development of 

the ABIS was the recognition 

of indicators of stress, truth, and 

deception manifested in nonverbal behavior. As we know the 

vast majority of communication 

is done non-verbally, so the BSD 

ensured the ABIS properly demonstrated the appropriate behavior. The non-verbal behavior was 

specifically placed to show stress 

without showing deception within 

the first scenario. The BSD has 

the ability to adjust the behavior 

with each scenario in order to 

properly demonstrate how the 

interviewee would be responding non-verbally. For instance 

in future alibi and suspect interview scenarios, students would 

be able to scrutinize behavior for 

non-verbal indicators of truth or 

deception. 

The ABIS is designed to take 

students through a series of interviews created around a kidnapping 

scenario that occurs on St Simons 

Island, Ga. The BSD is testing 

the first scenario: a witness who 

sees her best friend kidnapped at 

gunpoint—and is beginning the 
12 FLETC JOURNAL | FALL 2010

development of the second scenario— 

an alibi interview. Each interview 

was specifically designed to challenge 

the students in their understanding of 

the interview process. For instance, 

in the first interview, the witness is 

traumatized due to what she and her 

friend have experienced. The student 

must recognize this and use the appropriate skills they were taught to 

address the witness’ mental state. In 

this case, the student must utilize psychological first aid, a set of skills used 

to relax the interviewee and show 

them their needs are important to the 

interviewer. This technique is extremely successful with witnesses and 

victims who have been involved in 

traumatic events and have emotional 

barriers in place that may prevent 

them from freely sharing information. If the 

student fails to attend 

to the emotional needs 

of the witness in this 

scenario, the avatar 

will go into a “slightly 

cooperative mode.” In 

the slightly cooperative 

mode, the witness will 

still provide accurate 

information. However, 

the avatar provides 

less detail in the first 

response. The student must recognize this and use rapport to put the 

avatar at ease. If this is done correctly, 

the avatar will go to a “cooperative” 

mode in which her responses contain 

more detail and require less follow-up 

questions. This level of detail incorporated in the interview scenario and 

avatar behavior is just one example of 

how much attention the development 

team focused on making the ABIS 

experience as realistic as possible for 

students.

The ABIS was designed to provide 

students with the opportunity for 

additional interview practice without 

the need for an instructor to sit with 

the student as they completed the 

interview. Students log into the system through a web-based structured 

environment and conduct a speechtraining exercise to familiarize the 

students with the system. The speech 

testing allows student to understand 

how the speech recognition part of 

the system works. At the conclusion of speech testing, the student 

is able to read the beginning of the 

scenario. The student is able to view 

pre-scenario information including 

background information about the 

interviewee, preliminary law enforcement reports, and training objectives 

covered in the simulation. It is at this 

point that the student learns about 

the case and determines their approach for the interview. The student 

also has the ability to look at training 

resources such as EPOs and their student text. This allows them to refresh 

their memory on the skills they were 

taught in class. When the student is 

ready to begin the interview he or she 

can start the simulation with a simple 

mouse click. 

The simulated interview is conducted in the same manner as an 

actual interview. The students use 

the five-step interview process they 

were taught to obtain the information 

they need to complete their investigation. The amount of time needed to 

complete the ABIS interview varies 

from student to student, but averages 

30 minutes per student. When the 

student has completed interview, the 

student is able to stop the simulation.

At the conclusion of the interview, 

a very detailed feedback report is 

made available to students. In order 

for the students to improve on future 

interviews, they must know how they 

did during this interview. There is no 

grade given for their interview, but 

they do receive specific guidance in 

the feedback. The feedback report is 

broken down into different sections 

which explains to the student how 

much time they spent in each phase 

of the interview process, timeline, 

See ABIS page 34

The feedback report is 

broken down into different 

sections which explains to 

the student how much time 

they spent in each phase 

of the interview process, 

timeline, interview highs and 

lows, essential information, 

types of questions, and a 

transcript of the interview. 
 

FLETC JOURNAL | FALL 2010 13

Leadership Training for Women 

in Law Enforcement

John Patrick, Jr.

Program Specialist, International Training and Technical Assistance

Thirty years ago, one would have had to look 

far and wide to find a woman in a leadership 

position anywhere in law enforcement. 

 Not today...

TOP: The FLETC Director, Connie Patrick 

(left) and Chief of Staff Jane Titus join 

a panel discussion to answer questions 

from the students. ABOVE: The historic 

Odeon Theatre, Bucharest, Romania, 

was next to the conference center. 

(FLETC photos)
14 FLETC JOURNAL | FALL 2010

So, if women have assumed leadership roles in ever increasing numbers, one might ask, “Are there special 

leadership issues that are gender specific to women?” The question stands 

to reason and may be particularly 

pertinent to women in law enforcement organizations globally where, in 

many countries, men still dominate 

the organization charts. 

As for law enforcement specifically, 

the Department of Homeland Security’s (DHS) Federal Law Enforcement Training Center (FLETC) has 

provided leadership training for over 

20 years to men and women. Through 

the Law Enforcement Leadership Institute (LELI) programs and 

presentations, the FLETC has well 

established itself as a leader in the 

leadership training field. The LELI at 

that time was part of the Behavioral 

Science Division (BSD), and the new 

Chief of the BSD was Dominick 

Braccio. 

Additionally, the FLETC’s International Training and Technical 

Assistance (ITT) Division exports 

law enforcement training, including 

leadership, throughout the world. 

 In 2009, the LELI was conducting 

export training to present and future 

Romanian leaders. It was during 

this training session that Claudia 

Munteanu, a program specialist at 

the United States Embassy in Bucharest, Romania, had an epiphany – a 

leadership course designed specifically 

for women in law enforcement to be 

conducted in her country.

It was during a “train the trainer” 

leadership program for Romania that 

Munteanu and Braccio observed and 

discussed that the Romanian authorities did not send any female participants to the program, despite the fact 

that female officers make up approximately 11percent of the law enforcement organization. And so was born a 

concept, “21st Century Leadership for 

Women in Law Enforcement.” 

Munteanu’s initial course offering 

was scheduled for 40 hours of training 

during June 2010 in Bucharest. She 

requested that the FLETC coordinate 

and implement the training since the 

LELI had been to Bucharest several 

times previously to deliver leadership 

training and knew both the routine 

and the logistics well. The challenge 

was to design a leadership course that 

would address specifically women’s 

issues. 

Once the Director of the FLETC, 

Women are at the top of 

organizational charts across 

the United States and in 

many corners of the globe. 
 

FLETC JOURNAL | FALL 2010 15

CENTER PHOTO: The leadership class of women in 

Romanian law enforcement from disciplines including 

criminal investigation, intelligence, and staff-level leaders. 

The course was designed to meet leadership challenges 

specific to women. TOP PHOTO: Students participate in a 

group discussion. ABOVE: Claudia Munteanu, a program 

specialist at the U.S. Embassy, Bucharest, developed the 

course. (FLETC photos)

Connie Patrick, approved the export, 

the planning and execution phase fell 

to Braccio’s division to develop the 

training.

Braccio is no stranger to leadership 

training. He served as the former 

Assistant Special Agent in Charge of 

the DEA Academy in Quantico, VA. 

Braccio had oversight for training for 

87 Foreign offices and their counterparts. During that time, Braccio 

had consistently observed foreign law 

enforcement leadership positions and 

training opportunities to be reserved, 

for the most part, for the male officers. 

His concept was to put together an 

instructional team to present training 

that would combine basic leadership, 

the sociology of women’s issues and an 

accomplished female law enforcement 

leader who could relate first-hand to 

these issues and thus, to the class. 

ITT’s Program Specialist, John 

Patrick, was assigned to develop and 

coordinate the new program. He 

had taught leadership at two of the 

four International Law Enforcement 

Academies (ILEAs) when he was an 

instructor in the BSD. Plus, he was 

familiar with the subject of women in 
16 FLETC JOURNAL | FALL 2010

Munteanu recruited an excellent 

class of 24 Romanian women to pilot 

the new course. On June 9, Hladki 

and John Patrick flew to Bucharest to 

set it up and were joined by Wirrer 

from Germany on June 13. Over the 

weekend, Hladki and John Patrick met 

with United States Embassy staff, met 

with the interpreters and went over 

the course materials. Wirrer came in 

on schedule, and they spent most of 

Sunday setting up the classroom at 

the Ramada Majestic Hotel in downtown Bucharest. The classroom setup 

was excellent – an interpreter’s booth, 

microphones, headsets, projectors, flipcharts, breakout rooms – a first class 

training environment!

Monday morning, the United States 

Embassy Regional Security Officer 

(RSO), Troy Larson, kicked it off in 

style and 21st Century Leadership for 

Women in Law Enforcement became 

a reality. 

The participants were naturally quiet 

at first, not knowing exactly what 

to expect. Wirrer began with an ice 

breaker, asking the class to introduce 

themselves and tell about their background and experience. She asked 

each one what their expectations were, 

what they intended to take away from 

the course and to relate what they 

perceived as issues facing law enforcement women today.

The class was a good mix. The ranking member was a Commissioner — a 

high rank in Romanian law enforcelaw enforcement leadership roles. 

For the sociology piece, Braccio 

already had someone in mind. He 

had met Dr. Rita Wirrer at a conference months before and knew of her 

extensive work at the Public Safety 

Leadership Development Consortium, in particular studying women 

and their leadership journey. Wirrer’s 

academic background includes studies 

of theology, philosophy, education, and 

sociology. She holds two university 

Master’s degrees, a teacher’s certificate 

for higher education and a Doctorate 

in Education. Since November, 2006, 

she is responsible for International Police Co-operation in the RhinelandPalatinate Ministry of the Interior and 

for Sports in Germany. 

The third of the instructor trio/cadre 

was identified through FLETC’s joint 

training partnership with the Jacksonville Sheriff ’s Office ( JSO) in Florida. 

The Director of Police Services at JSO 

is Carol Hladki. Hladki, like Wirrer and John Patrick, is passionate 

about law enforcement, leadership and 

women’s issues and thus was a perfect 

fit. Plus, she had been trained and 

certified at the FLETC by the LELI. 

Hladki has 25 years experience in law 

enforcement. She attended the FBI 

National Academy (209th Session), 

is a graduate of the Florida Criminal 

Justice Institute’s Senior Leadership 

Program and holds a Master’s Degree 

in Public Administration from Central Michigan University. The JSO 

thought it was a grand idea, and they 

didn’t have to ask Hladki twice.

Over the next several months, the 

three researched, emailed and talked 

to as many law enforcement women 

leaders as they could, soliciting ideas 

to help design a leadership course that 

would target and address women’s 

issues in this often difficult and challenging career field. The positive reaction of those with whom they talked 

was intense and motivating. The 

subject matter not only had wings, but 

there was passion and strong sentiment in favor of this training. 
 

FLETC JOURNAL | FALL 2010 17

ment. Others were criminal investigators, intelligence gatherers, one “Police 

Officer of the Year,” and a variety 

of staff level leaders. The first two 

days consisted of the FLETC LELI 

presentation of DISC and Values. For 

most of the class, this was their first 

exposure to DISC, a modern four-dimensional behavioral diversity model 

developed by Dr. William Marston 

at Harvard University in 1928. Marston theorized that one can apply the 

powers of scientific observation to 

behavior describing normal people in 

four behavioral patterns: Dominant, 

Influencer, Steady or Compliant — 

thus, the acronym “DISC.” 

The participants engaged slowly at 

first. However, as they began to relate 

to the material - they saw themselves, 

their family members and their associates in these predictable and observable behavior patterns and understood 

that human behavior and values were 

global concerns. They slowly came 

around; first with curiosity, then with 

emotion and then, a strong sense of 

ownership and commitment. 

Over the next days, Hladki and 

Wirrer zeroed in on issues women 

leaders have contended with, do 

contend with and are likely to contend 

with in the future. The reaction by the 

class was extraordinary and gratifying. 

Their frequent nodding of heads and 

facial expressions of, “I’ve been there” 

were priceless and sent a clear message 

- the course was on the right track. 

 As the class progressed, their passion came out and they expressed in 

no uncertain terms that they believed 

themselves very qualified and capable 

to lead and, in many instances, could 

lead as well or better than their male 

counterparts. They appreciated that 

the barriers and obstacles they encountered in their journey were not 

unique but shared by women everywhere.

The final day’s schedule included a 

panel discussion where the class was 

encouraged to ask questions and have 

dialogue with the panelists. The panel 

was composed of Wirrer and Hladki, 

joined by the FLETC Director, Connie Patrick, and the FLETC Chief of 

Staff, Jane Titus. 

Following the panel discussion, 

Director Patrick delivered the graduation keynote address. Director Patrick 

was joined by Chief Commissioner 

Hristache Trofin, Deputy Director 

of Human Resources, General Inspectorate of the Romanian Police, to 

finally hand out the first Certificates 

of Completion. The first iteration of 

21st Century Leadership for Women 

in Law Enforcement was concluded. 

The initial offering of 21st Century Leadership for Women in Law 

Enforcement was well received by the 

Romanian women, and appears to 

be a subject of great interest to many. 

The ILEA Budapest Director Penny 

Hoback, another female leader in law 

enforcement from the FBI who shares 

the ILEA Directorship with the Hungarian authorities, is excited to add 

this course as a specialized course at 

the ILEA and bring in female leaders 

from throughout Eastern Europe and 

the former Soviet countries to train 

together. 

Munteanu has already added it to 

the Embassy’s training schedule for 

Bucharest next year. 

Dr. Rita Wirrer leads a discussion with the 

first class of 24 Romanian women for the pilot 

leadership course. (FLETC photo)
18 FLETC JOURNAL | FALL 2010

The Maritime Liaison Agent 

Special Agent Tammy Key

NCIS Academy Representative, FLETC Charleston

Have you been to one 

of the top five visited 

cities in the United 

States? If you are 

selected for advanced 

training in FY11, you 

may get the opportunity 

to visit Charleston, 

South Carolina. 

Division Chief Doug Einsel, 

NCIS Training Academy explains why. “The primary focus of the 

Federal Law Enforcement Training 

Center (FLETC), Glynco, Georgia, 

is to provide basic law enforcement 

training to federal agencies. To ensure 

the NCIS can still hold advanced 

training if the Glynco site cannot 

accommodate it, the NCIS Training 

Academy has moved some advanced 

training classes to FLETC Charleston.” In FY08, the NCIS Training 

Academy held eleven advanced training programs at the FLETC Charleston, training over 240 personnel. 

 Einsel added “FLETC Charleston 

provides the NCIS and other agencies 

new opportunities in training, because 

of the training platforms and maritime 

environment.” During FY09, seven advanced NCIS training programs were 

held, training over 160 personnel.

Traditionally, the primary users of 

FLETC Charleston have been U.S. 

Customs and Border Protection, U.S. 

Coast Guard Maritime Law Enforcement Training Academy, U.S. Immigration and Customs Enforcement, 

and the U.S. Courts Probation and 

Pretrial Services Academy. Wayne 

Anderson, Deputy Assistant Director (DAD), FLETC Charleston, 

related that the primary mission of 

FLETC Charleston is Advanced Law 

Enforcement Training. According 

to DAD Anderson, use of FLETC 

Charleston for advanced training is 

increasing. In 2007, FLETC Charleston instructed 4500 students and in 

2009, they instructed 9000 students; a 

100% increase. In light of the growing demand for advanced training, 

there are a number of projects in the 

works for improvements to FLETC 

Charleston facilities. In May, 2010, 

construction of an $8 million physical training center was completed. In 

addition, construction has begun on a 

400 room single occupancy dormitory 
 

FLETC JOURNAL | FALL 2010 19

Training Program

projected for completion in August 

2011. Although the NCIS Training 

Academy conducts a variety of advanced training programs at FLETC 

Charleston, the Maritime Liaison 

Agent Training Program (MLATP) is 

the mainstay for NCIS in Charleston. 

The MLATP is an innovative, collaborative effort. The NCIS Training 

Academy and NCIS Combating Terrorism Directorate, in collaboration 

with the Federal Bureau of Investigation’s Maritime Security Program 

(MSP) and the FLETC Maritime 

Law Enforcement and Port Security Training Division, located at the 

Charleston campus, worked together 

to develop a comprehensive, relevant 

and impacting training program. The 

pilot MLATP course was held in May 

2007. 

The MLATP is designed for personnel assigned Maritime Liaison Agent 

responsibilities as well as individuals 

who will be tasked to conduct activities in support of the National Strategy for Maritime Security. Class composition is personnel from NCIS, FBI, 

CGIS and occasionally ONI. The 

MLATP is a very unique one-week 

training program specifically designed 

to improve interoperability, synchronization and coordination to enhance 

National Maritime Security. During 

this week-long course, students receive 

training in the Strategic Maritime 

Threat, Cargo Analysis, Commercial 

Vessel Boarding and Exploitation, 

Maritime Document Exploitation; 

Underway Boarding, Maritime Intelligence Networking, Source Development, Seaport Operations and the National Strategy for Maritime Security. 

During the program, students board a 

494 foot break bulk freighter, conduct 

interviews and search compartments. 

During the practical exercise phase, 

the students conduct an underway 

boarding and search of a 65 foot high 

interest vessel in open water. 

In addition, during FY10, the NCIS 

Training Academy and Contingency 

Response Field Office (CRFO), 

Students board a vessel by rope 

ladder during MLATP training at 

FLETC Charleston. (FLETC photo)

See NCIS MLATP page 34
20 FLETC JOURNAL | FALL 2010
 

FLETC JOURNAL | FALL 2010 21

Secretary Napolitano at FLETC 

Department of Homeland Security Secretary Janet Napolitano’s 

first visit to the Federal Law Enforcement Training Center.

Department of Homeland Security (DHS) Secretary Janet 

Napolitano visited the Federal Law Enforcement Training Center 

(FLETC) in Glynco, Ga., to observe a 

demonstration of a flying-while-armed 

training for law enforcement and deliver 

remarks about FLETC’s role in training law enforcement agents and officers 

from a multitude of federal, state, local 

and tribal agencies in order to help keep 

Americans and their communities safe 

and secure.

During her remarks, Secretary Napolitano discussed the diverse training 

FLETC provides to law enforcement 

professionals throughout the world—using advanced technology, real-life simulations, research and instruction to provide 

the latest tools and skills to guard against 

terrorism and other threats, secure U.S. 

borders, protect the traveling public and 

build more ready and resilient communities.

She highlighted the tactical flyingwhile-armed program—a simulation 

THIS PHOTO: FLETC Director Connie 

Patrick (l) presents DHS Secretary Janet 

Napolitano with an honorary FLETC 

instructor’s shirt upon her departure 

from the training center.

OPPOSITE PHOTO: Secretary 

Napolitano at the podium talking with 

FLETC students and staff. (FLETC 

photos)
22 FLETC JOURNAL | FALL 2010

that has provided more than 25,000 law 

enforcement officers and agents with the 

training to detect, deter and defeat potential terrorist acts aboard aircraft since 

2004.

The FLETC serves 88 federal agencies—including the Transportation 

Security Administration, U.S. Immigration 

and Customs Enforcement, U.S. Customs 

and Border Protection, the Federal Protective Service, the U.S. Secret Service, U.S. 

Coast Guard and five other DHS agencies—as well as many state, local, tribal, 

and international partners. The FLETC 

headquarters in Glynco, GA trains tens of 

thousands of students, including 67,000 in 

fiscal year 2009, who participate in consolidated training programs to better protect 

our nation and critical infrastructure.

PHOTOS THIS PAGE: 1. DHS Secretary Janet 

Napolitano participates in a Flying Armed 

demonstration at FLETC. 2. Secretary Napolitano 

shares a light moment with FLETC and Customs and 

Border Protection instructors following a demonstration 

at the Glynco Port of Entry facility. 3. Secretary 

Napolitano listens to an interview between a CBP 

student and a role player during a port of entry training 

scenario. 4. FLETC Director Patrick presents Secetary 

Napolitano with an “Honorary Legal Instructor” 

certificate following her talk with FLETC students and 

staff.

PHOTO OPPOSITE: FLETC and CPB instructors 

demonstrate an arrest procedure at the Glynco Port of 

Entry facility during Secretary Napolitano’s visit. (FLETC 

photos)

1

3

2

4
 

FLETC JOURNAL | FALL 2010 23
24 FLETC JOURNAL | FALL 2010

An Historical Perspective: 

The U.S. Capitol Police

Glenn Brogan

USCP Representative, FLETC

The year was 1801, John Golding was his name and Congress 

had recently moved from Philadelphia to Washington, D.C. 

to take up residence in the newly constructed Capitol Building. 

John Golding was the single watchman who was charged with the 

task of protecting the United States Capitol. Specifically, he was 

charged “to take as much care as possible of the property of the 

United States”. For his efforts he would receive an annual salary 

of $371.75. Mr. Golding was not allowed to make arrests and, if 

backup was needed, he would have to request it from the nearby 

Marine barracks. It is from this one watchman that the humble 

origins of the United States Capitol Police (USCP) began. 

According to West Virginia Senator Robert Byrd’s history of 

the Capitol, by 1824, near the completion of the Capitol Rotunda, 

the number of visitors to the building increased, and a fire in the 

From its humble beginnings, the 

USCP has evolved into a full 

service law enforcement agency 

with more than 2000 sworn and 

civilian employees...
 

FLETC JOURNAL | FALL 2010 25

Capitol’s library in late 1825, “demonstrated the growing need for 

increased surveillance and the importance of systematic professional protection to avoid the recurrence.” In 1827, President John 

Quincy Adams ordered the establishment of a regular watch force, 

which consisted of four men — two for daylight hours, one for 

nighttime hours and one for relief.

On May 2, 1828, the city of Washington’s police regulations 

were expanded to include the Capitol and adjacent grounds. This 

action was likely prompted by an incident involving President 

Adams’ son, who was serving as his private secretary, when he was 

beaten in the Capitol Rotunda. The Act of May 2, 1828, empowered the Capitol watchmen with full law enforcement authority. 

Consequently, 1828 is commemorated as the year in which the 

USCP was founded. The new force was not required to wear a 

PHOTO OPPOSITE: U.S. Capitol Police 

students at FLETC show their esprit 

d’corps as a class while running a 5 km 

race. ABOVE: U.S. Capitol Police officers 

on station at the U.S. Capitol Building, 

Washington DC. LEFT: A U.S. Capitol Police 

officer helps a woman with directions 

around the nation’s capitol. (U.S. Capitol 

Police photos)
26 FLETC JOURNAL | FALL 2010

See US CAPITOL POLICE page 35

uniform, but they were directed 

to be “neat and tidy and present 

a gentlemanly appearance at all 

times; to be stern with violators of 

the laws, but courteous to officials, 

citizens and strangers.” By 1854, 

the USCP were wearing uniforms and were armed with heavy 

hickory canes, but it was not until 

1861 that USCP officers were 

authorized to wear badges. 

During the Civil War, the 

Capitol Police force was increased 

to three six-man watches, and 

although military troops supplemented security in and outside the 

Capitol Building, as the building was open to the public from 

sunrise to sunset, each watch was 

compelled to be on duty twelve 

out of thirty-six hours. In 1867, 

responsibility of the Capitol Police 

was turned over to the Sergeants 

at Arms of the Senate and House 

of Representatives, who almost 

immediately authorized the design 

of new uniforms, added three men 

to the force, and raised salaries 

to $1,000 per year. In 1873, the 

Capitol Police Board was established, and with the Sergeants at 

Arms of the Senate and House 

of Representatives, the Architect 

of the Capitol was added to the 

Board. 

By the beginning of the twentieth century, the force consisted of 

67 men, including a bicycle squad 

and a newly created detective unit. 

Each member was armed with a 

billy club, handcuffs and a distress 

whistle. Revolvers were furnished 

at night and for certain important occasions. By 1904, with the 

openings of the new House and 

Senate Office Buildings, the force 

had grown to over 100 officers 

and the wearing of the uniform 

became mandatory for on-duty 

officers. Before the start of World 

War I, the Capitol grounds had 

been expanded to cover 59 acres 

and approximately 1 million 

people visited each year. By 1935, 

the grounds had been expanded 

to 126 acres, and the head of the 

force requested 24 additional men 

to augment the 132-man force, 

which, at the time, consisted of 

men ranging in age from 19 to 75 

years old. The Captain of Police 

asked for the adoption of the same 

standards held by the Metropolitan Washington Police Department, and requested that all new 

men be between the ages of 21 

and 50 years old. Congress agreed 

to allow the Capitol Police Board 

to establish specific qualifications. 

By 1954, when four terrorists belonging to a Puerto Rican 

nationalist group fired shots from 

the House of Representatives 

gallery, the force consisted of 157 

men. As a result of this incident, 

security was tightened, and visitors were first required to check 

all packages before entering the 

House and Senate Galleries. By 

1958, the force was headed by a 

chief and other high-ranking officers permanently detailed from 

the Metropolitan police force, 

an arrangement that continued 

until 1980, when these positions 

were brought under the control of 

Congress. 

In 1971, a bomb was detonated 

in the oldest portion of the Senate Wing of the Capitol. Prior 

to this incident, officers did not 

routinely check staff and visitors 

to the Capitol for weapons. After 

the bombing, several new security measures were put into place, 

including security screening of 

everyone who entered the Capitol 

and Congressional Office Buildings (with the exception of Members of Congress), and installation 

of alarms, a closed circuit television system, and metal detectors. 

The U.S. Capitol Police deploy several different 

units to help secure the nation’s capitol. TOP 

PHOTO: Motorcycle mounted USCP officers 

in front of the U.S. Capitol building. MIDDLE:

USCP crowd control officers detain a protester. 

BOTTOM: A USCP canine officer with his fourlegged partner.
 

FLETC JOURNAL | FALL 2010 27

Firearms Training

Are instructors developing a “range mindset” or 

a “combat mindset” when training law enforcement officers?

Richard “Duke” Speed

Lead Instructor, Cheltenham In Service Training

Every law enforcement agency that requires its 

officers to carry firearms in the performance 

of their duties has some semblance of a firearms 

training and qualification program in place. 

Typically, it involves shooting a qualification 

course for score on a quarterly, semi-annual, or 

annual basis. Unfortunately, the priority seems to 

be focused on the officer achieving a satisfactory 

qualifying score rather than preparing them for 

the potential of a real-world, down and dirty 

gunfight with an assailant who is hell-bent on 

seriously injuring or killing the officer. 

Law enforcement trainers should be asking, 

“Are we developing a range mindset in our law 

enforcement officers (LEOs) or are we developing 

a combat mindset?” Of course, the answer should 

be a combat mindset. 

This raises the question of how best to achieve 

this desired result of developing a combat mindset through proper firearms and reality-based 

scenario training.

The tone of the organization starts at the top 

and rolls downhill

“There are no bad units, only bad leaders” is an old 

Marine Corps saying that resonates with truth in 

every unit - military, law enforcement, and private 

sector. The leadership of the law enforcement 

organization must develop the mindset that it is 

preparing its LEOs not for the possibility that 

a lethal confrontation may happen, but rather 

for the chance that it will happen. If the leadership sets this tone, everyone within the chain of 

command, including the training department, 

will buy into this concept and the proper mindset for training will be set. Henceforth, trainees 

will understand that they are not merely shooting a paper target to achieve a desired score, but 

A student on the range being 

coached by a FLETC firearms 

instructor. (FLETC photo)
28 FLETC JOURNAL | FALL 2010

employing techniques and tactics as if 

their lives literally depended upon it.

Develop good habits rather than 

reinforcing “training scars”

When trainees are shooting at a 

paper target, it’s very easy to develop 

a “range mentality”. They are typically 

shooting on a covered range that provides a dry, level, and well-lit surface. 

Their targets are generally stationary, they know the distance to their 

targets, and they don’t have anything 

shooting back at them. Contrast 

this with the harsh streets of the real 

world and now LEOs are faced with 

an environment where they may be 

operating in unknown territory with 

uneven terrain, poor footing, low light, 

obstacles, barricades, multiple threats, 

and an assailant or multiple assailants 

who are moving (rather than standing 

in plain sight waiting to be shot). 

In training, there is a fine line between providing training that is realistic and providing training that is safe. 

Organizations lean heavily toward one 

side or the other, which is far from the 

ideal and can prove to have devastating results. The key is to find a balance 

of the two whereby firearm training 

becomes both safe and realistic. There 

are several simple solutions that will 

facilitate this.

1. Make qualification and training

two separate entities

Qualification for score is merely a 

verification of the standards required 

for the officer to carry his/her firearm. 

As stated in the excellent book, In 

Defense of Self and Others, retired 

FBI authors Urey W. Patrick and 

John C. Hall write, “A qualification 

course is a rote exercise that does not 

require any exercise of judgement as 

to the appropriate level of force. The 

shooter starts shooting when signaled, 

and stops when signaled without 

any consideration of the necessity or 

appropriateness of the act of shooting. There is no uncertainty as to the 

target, its location or its actions and 

intentions. The shooter always shoots 

the same target in the same place 

in the same manner under the same 

time constraints. There is no need to 

be concerned for the safety of others. 

There is nothing unpracticed, unanticipated or unknown in the resolution 

of the course. Yet these are the factors 

that real training must resolve.”

2. Require Law Enforcement Officers to wear duty equipment and

attire when firing

If everyday equipment and attire 

includes a Level IV armored vest, drop 

holster, 5 ammunition magazines, and 

a chemical mask, LEOS should wear 

this equipment when firing on the 

range in order to develop their body 

firing positions and muscle memory 

(the common term today is a conditioned response). Because firing with 

a vest is different than firing with a 

t-shirt, LEOs should train as they 

would fight while on duty.

3. Develop a “will to win” versus a 

“will to survive” mindset

Train LEOs to win the fight rather 

than survive it. An officer can be 

crippled or paralyzed for life and survive the fight. Train LEOs to have the 

mindset that they need to win. This 

will encourage initiative and reduce 

hesitation under stress.

4. Incorporate moving off-line 

when firing strings of fire

In a real gunfight, the LEO and the 

assailant(s) will be moving in order 

to gain a position of advantage. Train 

LEOs to take a step or two “off-line” 

before and after firing in order to 

replicate real world scenarios and 

to develop the desired conditioned 

response and mindset.

5. Incorporate scanning into all 

firing drills

With a range mentality, LEOs 

develop “training scars” by being too 

quick to re-holster their handguns or 

too quick to lower the muzzle of their 

In a real gunfight, the 

LEO and the assailant(s) 

will be moving in order 

to gain a position of 

advantage. Train LEOs to 

take a step or two “offline” before and after 

firing in order to replicate 

real world scenarios and 

to develop the desired 

conditioned response 

and mindset.
 

FLETC JOURNAL | FALL 2010 29

rifles or shotguns. Ensure that officers 

are scanning forward, left, right, and 

rear to ensure that there are no more 

threats before re-holstering or lowering their muzzles. As long as targets 

are faced, LEOs should be scanning 

for additional threats.

6. Implement use of cover and 

concealment drills into firearm and

tactics training

LEOs should know how to use cover 

and concealment properly, how to 

include proper selection of cover and 

concealment and how to shoot over 

and around it. Ensure that LEOs 

are receiving plenty of live fire drills 

utilizing cover as this is how they are 

taught to fight in a real-world gunfight. Trainers don’t want to build a 

training scar by having them shoot in 

the open all of the time.

7. Train as a team

Contact and cover drills are great for 

developing tactical communications, 

confidence, and teamwork. Drills 

should incorporate bounding overwatch tactics whereby one officer 

provides protective fire while the other 

seeks a position of cover. Officers 

should practice communicatiion utilizing plain language while conducting 

drills.

8. Train for weapon transitions, 

malfunctions, and combat reloading

All reloading should be done with a 

tactical mindset. LEOs need to clear 

their own weapon malfunctions and 

have the mentality that they should 

get back into the fight as quickly and 

efficiently as possible. When a slide 

locks to the rear, an emergency reload 

should be conducted; LEOs should be 

taught the proper manner to do this. 

When a student “raises his non-firing 

hand” to let an instructor know he has 

a weapon issue a training scar is develABOVE: Students, wearing helmets and 

armored vests, from the Naval Criminal 

Investigative Service fire on one of 

FLETC’s indoor ranges. (FLETC photo)
30 FLETC JOURNAL | FALL 2010

oped. If LEOs are trusted enough to 

have a weapon issued to them, trainers 

ought to develop enough trust and 

confidence in the individual to allow 

that officer to correct weapon malfunctions. More importantly, it’s up to 

the trainers to develop the confidence 

and competence in their shooters.

9. Train LEOs to shoot until the 

threat is eliminated

Incorporate multiple shot drills into 

the firearm training program. During 

a deadly force encounter, LEOs need 

to be trained to shoot until the threat 

is eliminated, be it after using one 

round or an entire magazine of ammunition. Drills incorporating 2, 3, 4, 

5, and 6 round rhythm strings of fire 

will serve to reinforce this point.

10. Utilize various target systems

In addition to the standard target 

silhouettes, utilize “good guy/bad guy” 

targets in order to encourage target 

discrimination, percentage shots, and 

something other than firing at the 

5-ring of a paper target. Incorporate 

3-dimensional targets such as mannequins and, when possible, place 

targets at various ranges to add realism to the drills. Reactive targets and 

steel are also a great way to provide 

instant feedback and to develop speed 

and precision within students. Train 

students that “center of mass” isn’t 

just center mass of the chest area, but 

center mass of whatever body part is 

exposed during a deadly force encounter.

11. Utilize flow drills to link all

training objectives

Tie together all training objectives by 

utilizing non-lethal training ammunition (NLTA) and a tactical village/

raid house training environment. Flow 

drills should include all levels of force, 

up to and including the use of deadly 

force. Something that seems to be often lost in NLTA training is the actual 

placement of handcuffs on “suspects” 

as well as use of force de-escalation 

drills. NLTA scenario-based training 

is only limited by the imagination of 

the trainers.

Trainers are responsible for not only 

providing instruction in the technical 

skills of LEOs, but more importantly, 

in developing the proper combat 

mindset and will to win in trainees. 

Innovative, out-of-the box firearms 

instruction will better serve to prepare 

our officers for real-world threats.

Students with FLETC firearms 

instructors on one of the 

facility’s indoor ranges. (FLETC 

photo)

Flow drills should include 

all levels of force, up to 

and including the use of 

deadly force. Something 

that seems to be often 

lost in NLTA training is 

the actual placement of 

handcuffs on “suspects” 

as well as use of force deescalation drills. 
 

FLETC JOURNAL | FALL 2010 31

The FLETC Physical Efficiency Battery

30 years of growth and guidance

Dr. Bill Norris and Charles “Skeet” Brewer

Training Research

I

n 1980, the Federal Law Enforcement Training Center 

(FLETC) had no assessment instrument to determine 

physical readiness or fitness for law enforcement training. The 

most commonly used approach by law enforcement agencies was 

to select items that were physiologically and medically linked. 

The general thinking was to focus on conditions that could lead 

to possible injury, limited duty assignments, early retirements 

or even death. It made good sense to have a physical fitness 

standard and program for both officer and agency alike.

ABOVE: A FLETC student 

measures her flexibility 

during a physical fitness 

test. (FLETC photo)
32 FLETC JOURNAL | FALL 2010

Through extensive research, the 

International Association of Chiefs of 

Police (IACP) subsequently published 

data identifying heart related conditions as the single greatest cause of 

early retirement and the second greatest cause of limited duty assignments. 

Two well known projects followed the 

IACP report. The first was an extensive research manual/project supported 

by the Law Enforcement Assistance 

Administration (LEAA), under the 

Omnibus Crime Control and Safe 

Streets Act of 1968. The title of the 

project was “Physical Fitness Programs for Law Enforcement Officers: 

A Manual for Police Administrators.” 

A second report 

was published by 

Marcella D. Woods 

from the University of Washington 

on physical fitness 

programs for police 

officers under a grant 

from the State of 

Washington.

Based upon the 

existing research, the 

Physical Specialties 

Branch at FLETC 

created a physical 

assessment battery 

of five items and 

called it the Physical 

Efficiency Battery 

(PEB). The five components of the PEB 

are: Cardiovascular 

Fitness, Upper Body 

Strength, Trunk 

Flexibility, Body 

Composition, and 

Agility. Upon closer 

inspection, health 

professionals would 

classify the first four 

assessment items as 

“health-related fitness” measurements 

and the last assessment, Agility, as a 

“performance-related” measurement. 

 Cardiovascular Fitness is measured by the 1.5 mile run and is the 

most commonly used procedure to 

determine aerobic capacity. Upper 

Body Strength is critical for a more 

efficient and effective performance 

of handcuffing, takedowns, defensive 

tactics, weapon retention, and numerous other officer safety and survival 

techniques and is determined by using 

the maximum amount of resistance 

(weight in pounds) an individual can 

lift using a bench press apparatus. 

Trunk Flexibility is measured by the 

sit and reach test: the most commonly 

used test to evaluate hip and lower 

back extensibility. Body Composition 

or percent body fat is measured using 

skinfold calipers and provides a good 

index of performance ability as well as 

cardiovascular risk. Agility is determined using the Illinois Agility Test. 

which predicts an individual’s capacity to maneuver around obstacles and 

make rapid adjustments concerning 

the pursuit of a suspect or escape from 

a threatening environment — critical 

skills for the law enforcement profession. Health-related fitness focuses 

on those body systems that enable 

individuals to perform routine tasks 

easily and respond to emergencies 

without undue fatigue. Improvement 

of “health-related fitness” allows the 

individual to function more efficiently 

throughout their working career and/

or lifetime and address the primary 

concerns of the initial IACP report. 

This rationale for fitness standards and 

programming was used by virtually all 

law enforcement agencies during the 

1970’s, 1980’s, and early 1990’s. 

Another unique activity began in 

1987 with regard to the newly developed PEB scoring system, the 

retention of PEB scores in database. 

Dr. Bill Norris asked Jeff Rowland, 

FLETC Information Technology 

Specialist, to go as far back in time 

as possible (which was 1985) and 

download the data for further analysis. 

This would allow for a more thorough examination of PEB scores, and 

improved feedback for students and 

PO’s. What began as a sound business 

A FLETC instructor checks a 

student’s speed and agility 

during a physical fitness test.

(FLETC photo)
 

FLETC JOURNAL | FALL 2010 33

practice to ensure fair and consistent 

scoring scales has continued for 25 

years and the database has grown to 

over 147,000 students. This makes it 

one of the largest fitness databases in 

the world – and certainly the largest 

database of federal law enforcement 

officers. This extensive database has 

allowed the PEB to provide additional 

levels of fairness through smaller and 

more precise age groups. The original 

PEB age groups were 20-29, 30-39, 

and 40 & above for both males and 

females. The vast database has allowed 

the PEB to incorporate five year increments with the oldest group being 60 

& above for males, and 55 & above for 

females.

A Different PEB

Prior to 2002, the FLETC PEB took 

the raw performance value such as a 

run time or the amount of weight lifted, then “scaled” the score on a 70-100 

scale so it could be easily compared 

to written scores, allowing students to 

quickly understand how well they performed. The 88 Partner Organizations 

(POs) have diverse missions, and the 

FLETC believes that these organizations are best positioned to determine 

the required physical capabilities of 

their personnel. In 2002, a revised 

PEB (PEB 2002) scoring system was 

instituted that used values from the 

database and are displayed as percentiles. This allows individuals and agencies alike to determine how a specific 

performance value compares to that of 

other law enforcement peers. When 

a 37 year old male has a run time of 

14:32, which places him at the 33rd 

percentile, it becomes readily apparent 

that 33 percent (or one-third) of his 

law enforcement peers had a poorer 

performance and two-thirds had a 

better performance in that assessment 

area. The scale is self-evident. Since 

the data used to develop these scales 

was collected on individuals taking 

their entrance test or pre-test at the 

FLETC, the new scale clearly shows 

by percentiles how law enforcement 

personnel performed on each test area 

by age group and gender. The POs 

at the FLETC as well as other agencies can now select whatever level of 

performance they feel is appropriate 

for their employees. 

 

2010 Advisory Fitness Standard

In 2008, several POs requested additional guidance and assistance in the 

development of scale that would enable them to better identify individuals who are not physically prepared to 

attend basic training at the FLETC. 

In an effort to be more cost efficient, 

the POs were hoping to avoid losing travel and training funds to the 

increasing number of students who 

were unable satisfactorily participate 

in training and had to either return at 

a later date or were terminated from 

their agency. 

During two separate Curriculum 

Advisory Council (CAC) meetings, Branch Chief “Skeet” Brewer 

spearheaded an effort to establish an 

Advisory (suggested) Fitness Standard 

(AFS) that the PO’s could consider 

when conducting the selection process 

for a group of applicants. To strengthen the relationship to physical training 

success, only three PEB components 

were selected: the 1.5 mile run, the 

one repetition bench press, and the 

Illinois Agility Test. 

During 2009, several meetings were 

held at Glynco, GA and Washington, 

D.C. with PO staff and representatives 

from the Department of Justice (DOJ) 

that included Jennifer Rivera, Chief 

- Federal Programs Branch/Civil 

Division; John Gadzichowski, Chief - 

Employment Litigation Section/Civil 

Rights Division; and Sharon Seeley, 

Acting Deputy Chief - Employment 

Litigation Section/Civil Rights Division. Dave Brunjes, FLETC’s Chief 

Counsel and Diane Buchli, Attorney/

Advisor were in attendance at the 

Washington, D.C. meeting along with 

the Chief Counsel from the Department of Homeland Security (DHS), 

Office of Personnel Management 

(OPM), and legal counsels for many 

POs. A meeting was also held with 

the OPM Office of Medical Policy 

and Programs. Subsequently, the 

FLETC received support from all 

involved for the establishment of the 

AFS, as well as the proposed direction/methodology suggested.

Finally, the FLETC developed 

the AFS as a tool to assist POs in 

the determination of whether their 

candidates are physically ready for 

basic law enforcement training – not 

as a prerequisite to attend training. 

The advisory standard developed by 

Branch Chiefs Brewer and Norris can 

be utilized by the POs to assist them 

in making candidate selections and 

preparations prior to training. While 

it certainly cannot ensure success in 

training, it does provide meaningful 

information related to the physical 

preparedness of the candidates, and 

their ability to fully participate in 

training upon arrival. 

On January 12, 2010, FLETC 

Director Connie Patrick shared 

the newly created Advisory Fitness 

Standard with the POs. Since then, 

numerous agencies have utilized the 

AFS in various areas of their selection 

process both to better inform their 

potential candidates, and also to guide 

their selection staff as to the physical 

demands of law enforcement training.

...it [the PEB] does provide meaningful information related to the 

physical preparedness of the candidates, and their ability to fully 

participate in training upon arrival. 
34 FLETC JOURNAL | FALL 2010

NCIS MLATP

continued from page 19

in collaboration with the FLETC 

Maritime Law Enforcement and Port 

Security Training Division (Charleston campus), will be launching the 

Maritime Afloat Investigations Training Program (MAITP). The MAITP 

incorporates the best of the MLATP 

with the addition of specific courses 

of instruction for Agents who will be 

assigned Special Agent Afloat assignments, participate in counter-piracy 

missions or other similar maritime 

investigations/operations. This new 

training program is replacing the traditional Special Agent Afloat training 

course that has historically been held 

in Norfolk. 

The FLETC Charleston is the 

perfect place to accommodate maritime training. It has the second largest 

container seaport on the East Coast 

and the fourth largest container seaport in North America. The port is 

considered the second most productive 

port in the world behind Hong Kong. 

Along with major shipping channels, container terminals, port support 

operations, and numerous rivers and 

ravines; a wide range of classroom 

instruction is enhanced by real life 

hands-on scenario-based exercises for 

students. 

There are four NCIS-sponsored 

MLATP programs scheduled, two 

Basic Physical Security programs, 

one Automatic Weapons/Operators 

Training Program, and the Overseas 

Operations Training Program. 

ABIS

continued from page 12

interview highs and lows, essential 

information, types of questions, and a 

transcript of the interview. Each feedback area shows specific information 

to the student. In the interview highs 

and lows section, students are able to 

see specific areas where they either did 

something positive or negative. If a 

student receives a mark in this section, they are given tailored feedback 

on how to improve this section and 

where to look in the student text to 

find additional information about 

that particular topic. One of the most 

beneficial areas of the feedback report 

is the essential information section. 

This section shows the students what 

information needs to be obtained in 

order to move on in the investigation. 

Students are presented a grid with 

the most important information. In 

this grid, the students can see if they 

missed or obtained certain information. If students missed the information, then they are given sample 

questions that would have provided 

the missed information. This allows 

students to not only see what information they missed, but gives them a 

viable way to ask effective questions in 

the future.

In the current interviewing laboratories and practical exercises, which 

are part of the basic curriculum, an 

instructor provides 

student feedback as 

a result of observing 

the exercise. One 

current limitation 

of instructor feedback during existing 

laboratories is that 

it relies on students’ 

ability to interpret 

verbal feedback in a 

way they can apply 

in the future. 

This is not the case 

for the ABIS. The student is able to 

receive objective feedback in a written format from the system that can 

be referenced as they continue in 

their training. For instance, the ABIS 

provides the students with the number 

of questions structured less effectively. 

The student can see each one of those 

questions and realize they are actually asking in the wrong format. This 

is not always the case with instructor 

feedback. As an instructor it is difficult to count the number of questions asked during an interview, but 

the ABIS can accurately provide this 

information to the students, ultimately 

helping to improve their skill level.

The ABIS arrived on the FLETC 

in March and is being tested voluntarily by students. About 50 students 

have used the system. Each student 

is given a pre and post use survey to 

capture valuable feedback. One recurring theme in student feedback is 

appreciation for how the ABIS allows 

for thoughtful formulation of questions without the pressure of interaction with a roleplayer during the 

students’ first attempt at an investigative interview. Students felt this was 

invaluable in preparing them for inperson interview experiences later in 

their training program. Students also 

expressed overwhelming regard for the 

detailed feedback the ABIS provided 

at the conclusion of the interview. The 

survey information is being compiled 

and evaluated to demonstrate how 

the students are responding to the 

ABIS. This information will be used 

to modify the ABIS as appropriate 

and ensure the system evolves into a 

premier interview training tool that 

is responsive to the diverse needs of 

students from all generations. 

A high definition screen is used to bring more realism to the FLETC ABIS.
 

FLETC JOURNAL | FALL 2010 35

US Capitol Police

continued from page 24

In addition, a hazardous devices unit 

and K-9 explosives detection teams 

were established to respond to threats. 

Also, the Department was increased 

from 621 employees to 1,000.

 In 1972, Congress passed legislation authorizing members of the 

Department to carry their service 

weapons at all times. On September 

16, 1974, the first two female Capitol 

Police officers were hired. Also in 

the early 1970s, Ceremonial Unit was 

created. A small contingent of USCP 

officers recognized the need to have a 

formal unit dedicated to representing 

the Department at congressional, civic, 

and local ceremonies. The dedication 

of these officers was the catalyst for 

an award winning unit that has been 

referred to as the “honor guard experts 

of law enforcement.” 

In 1981, the jurisdiction of the 

Capitol Police was expanded from 

the Capitol Building and Grounds to 

the entire nation. Statutory authority was received to protect Members 

and Officers of Congress when those 

Members and their families traveled 

away from Capitol Hill. This same 

year, the Department’s Containment and Emergency Response Team 

(CERT) was created. CERT provides 

specialized response capability for 

events requiring heightened protective 

measures, conducts and coordinates 

reconnaissance operations for visiting 

Heads of State and dignitaries, and 

participates in and coordinates assault 

operations occurring on the Capitol 

Grounds. CERT is also capable of 

conducting counter-sniper operations 

and in providing specialized response 

capabilities during hostage/barricade 

situations. 

On November 7, 1983, the Senate had planned to work late into 

the evening, but because deliberations proceeded more smoothly than 

expected, the body adjourned at 7:02 

p.m. A crowded reception, held near 

the Senate Chamber, broke up two 

hours later. Consequently, at 10:58 

p.m., when a thunderous explosion 

tore through the second floor of the 

Capitol’s north wing, the adjacent 

halls were virtually deserted. Many 

lives had been spared. Minutes before 

the blast, a caller claiming to represent the “Armed Resistance Unit” 

had warned the Capitol switchboard 

that a bomb had been placed near the 

chamber in retaliation for recent U.S. 

military involvement in Grenada and 

Lebanon.

The force of the device, hidden under a bench at the eastern end of the 

corridor outside the chamber, blew off 

the door to the office of Democratic 

Leader Robert C. Byrd. The blast also 

punched a potentially lethal hole in 

a wall partition sending a shower of 

pulverized brick, plaster, and glass into 

the Republican cloakroom. Although 

the explosion caused no structural 

damage to the Capitol, it shattered 

mirrors, chandeliers, and furniture. 

Damage was calculated damages at 

$250,000. 

 As a result of the bombing, metal 

detectors, which had previously only 

been outside galleries, were placed at 

public entrances, and hallways outside the chambers were closed to the 

general public. In addition, identification badges were created for staff and 

accredited press and visitors. 

The USCP continues to have the 

authority to furnish personal protection to any of the 535 members of 

Congress, officers of Congress, or 

Congressional family members, in any 

area of the United States and its territories and possessions. As a result, 

the Department’s Dignitary Protection Division provides daily protective 

coverage for members of Congress, 

at Congressional events, Head of 

State visits, Joint Sessions of Congress, Joint Meetings and many other 

special events.

The first formal training USCP 

officers received was in 1947, and this 

training stressed courtesy and neatness. However, much has changed 

since 1947. For example, the USCP 

has been a partner with the Federal 

See US CAPITOL POLICE page 36

USCP honor guard fold a U.S. flag following a ceremony.
36 FLETC JOURNAL | FALL 2010

US Capitol Police

continued from page 35

Law Enforcement Training Center (FLETC) since it was originally 

established by the Department of 

Treasury in Washington, DC in 1970, 

and it has continued their partnership 

in Glynco, as well as at the FLETC’s 

facility in Cheltenham, Maryland. 

USCP recruit officers participate in 

the 12 week Uniformed Police Training Program at FLETC Glynco, followed by 12 weeks of agency specific 

training at FLETC Cheltenham. At 

FLETC Cheltenham, recruit officers receive instruction from USCP 

instructors on a number of topics, 

such as, instruction in DC Code, 

HAZMAT training, security screening, and dignitary protection. The 

training USCP recruit officers receive 

at both Glynco and Cheltenham has 

been an integral part in preparing 

them for the challenges that come 

with protecting the Nation’s Capitol. 

In addition to participation in the 

FLETC’s UPTP, members of the 

Department’s Threat Assessment, Intelligence and Criminal Investigation 

Units attend the Criminal Investigator 

Program after receiving assignment 

to one of these units. Also, Members 

of the Dignitary Protection Program 

attend the one week agency advanced 

High Center of Gravity/Armored 

Vehicle Training Program that is conducted at the FLETC, Glynco. 

As a federal agency, the USCP has 

several external entities — principally 

the Government Accounting Office, Office of Inspector General, and 

Congressional committees — which 

regularly inspect and evaluate the operational and administrative components of the Department. In addition 

to these external oversight bodies, the 

USCP sought CALEA Law Enforcement Accreditation and received its 

initial award in 1999. Since this time, 

the USCP has twice been reaccredited. 

The United States Capitol is synonymous with liberty and freedom 

throughout the world. Under the 

dome resides the center and focal 

point of America’s legislative branch 

of government. From its humble beginnings, the USCP has evolved into 

a full service law enforcement agency 

led by Chief Phillip D. Morse, Sr. with 

more than 2000 sworn and civilian 

employees. The USCP will continue 

its unique and historical mission to 

protect this icon and the people who 

work and visit it. 

Captain Kenny M. Wheeler, U.S. Capitol Police, has his badge pinned on by his daughter, Faith Wheeler, during his promotion ceremony to the rank of 

captain. (Photos courtesy of the U.S. Capitol Police)
 

FLETC JOURNAL | FALL 2010 37

Rethinking “Let Me See Your Hands”

Physical Techniques instructors should emphasize “control the hands”

Philip Carlson

Senior Instructor, Physical Techniques

Every law enforcement officer (LEO) has said those five words at one 

time or another during their careers. 

They approach a seemingly compliant suspect to talk, frisk for weapons, or place under arrest. 

As the officer approaches, he or she may notice the hands of the suspect are in their pockets, 

behind their back, or hidden in some manner. The officer commands, “Let me see your hands.” 

It’s ingrained in all officers to say this. 

However, is it the best command to give in that situation? When an officer tells someone to 

show them their hands, are they truly ready for what might happen when the suspect brings 

their hands towards the officer as they were instructed and given permission to do so? Most officers would say of course they are ready. Real life situations and training scenarios show otherwise. Most officers are not truly ready for a subject having a weapon in their hand. This article 

examines the dynamics of a seemingly routine low-risk encounter.

ABOVE: A knife is drawn 

by the suspect and 

thrust at the officer. 

According to the author, 

when an officer gives the 

command, “Let me see 

your hands,” it is — in 

essense — giving the 

suspect permission to 

confront the officer with 

a weapon. (FLETC photo)
38 FLETC JOURNAL | FALL 2010

Officers make numerous encounters 

daily where they don’t have their weapons out because the suspect is seemingly compliant. If the suspect’s hands are 

in their front pockets, for example, why 

does an officer want to see their hands? 

They want to because they could possibly be holding a weapon that the 

officer can’t see — so officers routinely 

say, “Let me see your hands.” 

Think about this. 

If an officer truly believes in their 

mind that the suspect has a weapon in 

their hand in that pocket, why would 

the officer stand close to them without 

their weapon drawn, and give the suspect permission to draw that weapon 

out of their pocket and bring it towards 

them? It just doesn’t make sense. It’s 

almost like telling the brain it doesn’t 

really believe the subject has a weapon, 

when in reality the subject does. Many 

officers give this command without 

really thinking about it, again, because 

it’s so embedded. If they are confronted 

with a weapon, the consequence is 

that their mind is so far behind what 

is actually happening. Their response is 

compromised.

The response of telling a suspect 

to show their hands is deeply rooted 

in law enforcement culture, so much 

that sometimes officers don’t realize 

they are doing it. This response is what 

many officers give when observed over 

and over in the field, on reality police 

shows, and in scenario based training. 

Not surprisingly, many recruits and 

students get their perceptions of how 

police work is done through television, 

movies and other media. This behavior 

is reinforced through television police 

drama shows and movies. In a recent 

episode of a television police drama, a 

veteran officer is training a new officer 

in a field training program. He goes to 

great lengths to warn the new officer 

about how the hands can hurt you. He 

says with great passion, “The hands are 

what will kill you, hands, hands, hands, 

you’ve got to get them to show you 

their hands.” Absolutely! The hands 

are what will hurt officers. But there 

never seems to be much discussion on 

how to “control” the subject’s hands. 

Instead the focus remains on merely 

saying, “let me see your hands.” 

Reality Lesson

The Federal Law Enforcement Training Center (FLETC) staff had the opportunity to hear Sgt. Marcus Young 

speak about an unfortunate incident 

in which he was shot numerous times 

by a suspect. During the incident, 

Young encountered the suspect at 

about ten feet away with both hands 

in his pockets. Young commanded 

the suspect to take his hands out of 

his pocket. Initially the suspect did 

not respond. When Young ordered 

him again to take his hands out of his 

pockets, the suspect responded that he 

had a knife, produced it and attacked 

Young. Young gained control of the 

suspect’s arm. But then the suspect 

pulled a gun from his other pocket 

and shot Young several times. After 

a violent struggle, Young was able to 

shoot and kill the suspect(1). According 

to Young, in retrospect, he shouldn’t 

have told the suspect to remove his 

hands from his pockets until he had 

controlled him in some other manner. 

Magazine articles regarding this 

incident stated that the order to “take 

your hands out of your pockets” was 
 

FLETC JOURNAL | FALL 2010 39

intuitive for any cop in the same 

situation”(2). If that’s the case, what 

makes it intuitive for officers to say? 

It shouldn’t be intuitive to do this. 

Rather it should be intuitive for officers to control the hands and have the 

subject bring them into view on the 

officer’s terms—when it is tactically 

sound to do so. It is a great disservice 

to students and fellow officers if this 

“intuitive” response is not addressed in 

training. Instructors have difficulty because this response is in students from 

previous experience. Many students 

will admit they’ve seen this response 

on television shows and movies. Infact, 

as soon as students are put in an arrest 

scenario, many approach the subject 

empty handed and immediately say 

“let me see your hands”. Many times 

they don’t realize they just gave that 

command. If the suspect produces 

a weapon and points it at the officer, 

they are almost always surprised by it. 

Their response is more of panic than 

being mentally prepared.

Countless incidents are reported 

in which officers told the suspect to 

“let me see your hands” and were then 

caught off guard when the suspect 

produced a weapon. In most of these 

incidents, the suspect did exactly 

what they were told to do and given 

permission to do—they showed their 

hands. The problem is they weren’t 

empty handed. They had a gun and 

they were firing. Or they had a knife 

and they were stabbing.

Mindset in Training

Advanced classes like “The Winning 

Mind – Excellence in Training” by Brian Willis, and most recently “Shocknife 

Spontaneous Edged Weapon Defense” 

can help retrain the mindset of law 

enforcement officers. Both courses 

emphasize the importance of how the 

brain works in spontaneous encounters 

with subjects. When the unexpected 

happens, danger is posed to a law 

enforcement officer. There is a moment 

in time where the conscious or trained 

mind is not yet operating. The officer 

reverts to a survival mode in which 

they have a “flinch response” until their 

trained mind catches up. Initially in 

those situations, conscious decision 

making does not take place(3)(4). By 

giving the command “let me see your 

hands” the officer has basically given 

the subject permission to draw their 

firearm and point it at them. Because 

the officer has told their brain to expect 

this movement, they experience lag 

time in perceiving the danger. It is 

known that action is quicker than reaction. Therefore, even if an officer were 

anticipating that the suspect would 

produce a weapon, he or she would be 

behind in their reaction. This all goes 

back to answering the question, why 

would a law enforcement officer give a 

subject permission to bring their hands 

toward them if they really believed 

the suspect had a weapon in it? They 

shouldn’t. So how can officers control 

the subject’s hands in a tactically sound 

A FLETC instructor and students 

demonstrate a tactically sound and 

effective method to control and clear the 

hands of a subject. (FLETC photo)
40 FLETC JOURNAL | FALL 2010

way? By directing subjects to remove 

their hands according to the officer’s 

commands under conditions that are 

tactically sound for the officer.

Tactically Sound Options

There are many ways and styles of performing the different techniques that 

are applied in law enforcement. One 

of the things the Physical Techniques 

Division (PTD) prides itself on is 

not professing “the one and only way” 

to do things. Rather, PTD teaches 

“a way” which has been found to be 

tactically sound and effective. 

The following is taught in Threat 

Assessment as it relates to controlling 

and clearing the hands: on the officer’s 

initial approach to a subject, the use 

of cover, concealment and barriers is 

emphasized. If no cover is available, 

the emphasis is on maintaining safe 

distance and staying on the move. An 

officer, having approached a suspect, 

will be unable to see a suspect’s hands 

if they are in one of three positions: 

1) In the pockets (pants, jacket,

 vest), 

2) Behind the back, or 

3) The arms are folded across the

 chest concealing the hands. 

Of course there are many other ways 

a subject’s hands may be concealed 

from the officer. The suspect may be 

sitting on their hands in a chair or 

in the seat of a motor vehicle. In an 

office setting, the suspect’s hands may 

be in a desk drawer or hidden by a 

computer. The suspect may be working under the hood of a vehicle on the 

officer’s initial approach. 

As the officer encounters the subject 

in any of these positions, rather than 

giving the command “let me see your 

hands”, they should identify themselves as a law enforcement officer and 

give the command, “don’t move, keep 

your hands right where they are.” The 

mere act of saying this rather than “let 

me see your hands” sets the mindset 

correctly. If it tells the brain there is a 

real possibility that a weapon may be 

concealed in the suspect’s hands. The 

officer then chooses how to control 

the suspect. If his or her hands are in 

his or her pocket, a good option is to 

have the suspect turn away from the 

officer and spread their feet, putting 

them in a position of disadvantage. 

Then direct him or her to slowly 

remove one hand at a time from their 

pocket and raise it above their head. 

Typically the palm of the suspect’s 

hand will be visible to the officer as 

he or she removes it from his or her 

pocket. This process can be repeated 

with the other hand. If it is not an 

arrest situation, have the suspect turn 

around and lower his or her hands and 

make it clear to him or her to keep 

them at their sides. Similar tactics 

can be used if the suspect’s hands 

are behind their back. Upon initial 

approach, the officer should tell the 

suspect to not move and to keep their 

hands right where they are. Again, 

the officer can have the suspect slowly 

turn around as they look to see the 

palm of the suspect’s hands, actively 

looking for a weapon. The same tactic 

can be used if the arms are folded 

across the chest. The officer should 

tell the suspect to keep their hands 

right where he or she is, and have him 

or her turn around and spread his or 

her feet. Then raise one hand at a 

time above his or her head until the 

officer is sure the hands are clear. 

There are several advantages to turning the suspect around with his or her 

back to the officer. One advantage 

is that the officer should recognize 

the suspect’s appropriate movements 

associated with the commands given 

as they relate to the suspect’s hands. 

This is called the “permission to move” 

principle. When an officer gives the 

suspect “permission to move”, any 

erratic movement the suspect makes 

other than what was directed may 

be an indicator of a possible assault. 

Second, having the suspect turn with 

their back to the officer makes it more 

difficult for the subject to attain target 

acquisition if they do indeed have 

a weapon. Optimally, the officer is 

behind or close to cover during this 

encounter. If no cover is available, the 

officer should stay on the move while 

giving this command. The officer 

should not be in the same place they 

were when the suspect heard them 

give their last command(5). 

In police work, there are many actions and many phrases (cop talk) that 

get passed on and seem to be correct. 

However, if they are not tactically 

sound, they shouldn’t be perpetuated. 

As Thomas Paine, author of “Common Sense” wrote, “A long habit of 

not thinking a thing wrong, gives it a 

superficial appearance of being right.” 

Controlling and clearing a subject’s 

hands is absolutely one of the most 

important things a law enforcement 

officer does on their initial contact 

with any suspect. To deliberately and 

tactically control and clear a suspect’s 

hands is crucial — and the right thing 

to do.

1. Enforcement Operation Division LP 5046,

Use of Force, Attachment #1, The Marcus 

Young Incident, March 7, 2003, Ukiah, CA

2. American Handgunner Magazine, Sept.–Oct. 

2004, One Gun, No Hands – The Marcus 

Young Incident, by Massad Ayoob

3. Shocknife Edged Weapon Defense Instructor

Manual, 2010

4. The Winning Mind – Excellence In Training,

by Brian Willis

5. Physical Techniques Division LP 8489,

Threat Assessment and Response
 

FLETC JOURNAL | FALL 2010 41

FLETC Goes Green - Part II

Willis Hunter

Division Chief, Environmental and Safety

Editor’s Note: FLETC Goes 

Green Part I was published 

in the spring edition of the 

FLETC Journal. For your digital copy go online: www.

fletc.gov/reference/reports.

Firearms Division Activities

It has long been recognized that shooting lead bullets indoors in the volumes 

that are expended at FLETC ranges can create not only an environmental 

problem, but a health problem as well for employees who are exposed to the 

airborne lead dust. To eliminate these problems, Firearms Division (FAD) 

employees and Environmental and Safety Division (EVS) employees have 

been working for more than a decade to develop a safe and effective green 

ammunition training round.

Today, FLETC firearms experts say that the performance characteristics of 

the green training rounds we are using are virtually indistinguishable from the 

traditional lead training round. The green round uses a projectile that disintegrates into a fine powder upon striking the steel bullet traps on FLETC 

ranges. This powder is completely recyclable making this a win-win for all 

parties. The bullet is safer for FAD employees who would have traditionally been exposed to lead dust in the air, and the weapon and round perform 

at the same level as the traditional lead round. In addition, EVS can recycle 

the expended powder rather than dispose of it as a hazardous waste as lead 
42 FLETC JOURNAL | FALL 2010

rounds were done in the past.

But FAD is working on even more 

environmental improvements. With 

more and more training being conducted indoors in places like mock airline fuselages, EVS and the FAD have 

identified the need for a simmunitions 

round that does not use a lead primer. 

Last year the two organizations met 

and established an acceptable level 

for lead in primers that will virtually 

eliminate measurable lead from all 

simmunitions rounds. The FAD is 

continuing to work with manufacturers to reach this new level of safety.

Finally, with the help of the EVS 

staff, FAD has been diligently working to identify an effective bio-based 

weapons cleaner. After experimenting 

with several different 

bio-based cleaners, FAD 

has identified a product 

called Gunzilla. Gunzilla works as both a 

weapons cleaner and a 

lubricant. According to 

FLETC gunsmiths, this 

product has no adverse 

effects such as a noxious odor or skin 

irritation, and it performs better than 

any product they have used before. 

The gunsmiths are effusive in their 

praise of the product and claim that it 

cleans weapons in half the time, it lubricates weapons better and it extends 

the expected life of FLETC’s firearms.

Driver Marine Division Activities

The Driver Marine Division (DMD) 

has had several recent environmental 

successes that merit mention. The first 

success occurred about two years ago 

when EVS employees observed that 

marine boat boarding training was 

utilizing simmunitions in a way that 

presented an environmental problem. 

During the training, students were 

being trained to approach a target boat 

and engage gunfire with hostile targets 

that suddenly appeared on the target 

boat. Recognizing that many of the 

simmunitions rounds and ejected brass 

casings were falling into the coastal 

river where the training occurred, EVS 

began searching for a more environmentally friendly way to accomplish 

this training.

After conducting research to find 

a solution, EVS employees identified 

a product produced by LaserShot, a 

firearms training company. The new 

technology that has been fielded in 

the boarding program utilizes a laser 

mounted on the student’s handgun, 

along with blank rounds that create 

a realistic shooting experience. The 

laser is connected to a computer that 

records the student’s shooting effectiveness and provides quick feedback 

to the student and instructors. Lastly, 

the boat on which the shooter rides 

is equipped with netting surrounding 

the bow of the boat to prevent ejected 

brass from falling into the river. The 

end result has been training that is 

extremely realistic and effective, while 

reflecting the DMD’s commitment to 

environmental protection.

The Marine Training Branch is not 

the only DMD activity that has been 

“going green.” Prior to its realignment under the Property Management 

Division, DMD garage personnel 

partnered with EVS to examine green 

purchasing options for their vehicle 

fleet. As part of the partnership, 

garage personnel conducted a year of 

experimentation to determine whether 

there would be any adverse impact if 

training vehicles were equipped with 

retread tires and re-refined engine oil. 

The results of the experiments revealed 

that there was no drop-off in the 

performance of training vehicles using 

retread tires, except on the high speed 

driving courses. Accordingly, their 

Glynco training fleet is now equipped 

with less expensive retread tires on the 

vehicles engaged in non-emergency 

vehicle operations (NEVO) and skid 

training, as well as on the vehicles 

driven by role players. 

As for re-refined oil, DMD personnel determined that using re-refined 

oil also did not adversely affect the 

DMD fleet. However, rather than 

According to Glynco gunsmiths, this 

product has no adverse effects on the 

user such as a noxious odor or skin 

irritation, yet it performs better than 

any product they have used before. 
 

FLETC JOURNAL | FALL 2010 43

using re-refined oil, DMD’s mechanics argued that using synthetic oil 

would be both a better environmental 

alternative and provide a greater cost 

savings for FLETC. According to 

DMD personnel, using either traditional oil or re-refined oil, each vehicle 

in the training fleet would require two 

oil changes per year. They pointed 

out that if the FLETC switched to 

synthetic oil, vehicles would require 

only one oil change per vehicle per 

year, thereby resulting in nearly a 50% 

savings on oil, oil filters and down 

time. Furthermore, while synthetic oil 

is slightly more expansive than traditional oil, it is much less costly when 

the number of required oil changes are 

cut in half.

Natural Resources Management

Another big change at the FLETC 

has been the implementation of an Integrated Natural Resources Management Plan (INRMP). An INRMP is 

a detailed analysis of a facility’s natural 

resources as well as a plan for the management of those resources. The Sikes 

Act, 16 USC 670a, has long required 

the use of INRMPS at Department 

of Defense facilities, which typically can consist of several thousand 

acres of land and water. But since the 

FLETC’s properties are not that large, 

it has never used an INRMP. Nevertheless, EVS staff members developed 

an INRMP for the Glynco campus in 

2008 and a biologist was added to the 

EVS staff to implement the plan and 

manage the natural resources.

Included in the plan are requirements to conduct controlled forest 

burns on an annual basis to help 

control the Glynco tick population 

and reduce the underbrush that could 

serve as fuel in the event of a wildfire. 

The plan also includes a requirement 

that the EVS staff operate deer feeders, in which the deer attracted to the 

feeders rub against socks that are filled 

PHOTO ABOVE. Driver Marine 

Division students at FLETC 

hone their skills in pursuit 

boat handling. The FLETC can 

equip its boats with netting 

surrounding the bow to prevent 

brass from falling into the water. 

(FLETC photo)
44 FLETC JOURNAL | FALL 2010

with an anti-tick medicated powder. Another requirement 

included in the plan is that the staff will conduct an annual 

deer count and ensure that the deer herd does not exceed 

that which can be safely and successfully supported on the 

campus.

Another requirement of the INRMP is an annual summer and winter bird count. Bird counts are conducted as a 

way of determining the overall environmental health of a 

facility. The larger and more diverse the bird population is 

suggests that the overall environmental health of the facility is good. The first winter bird count was carried out at 

Glynco on December 22, 2008 by four volunteers from the 

Glynn County Audubon Society. A total of 405 birds were 

identified representing 51 bird species.

A summer bird count was conducted on May 3, 2009 

by the Audubon Society. On this occasion, the volunteer 

counters identified 50 bird species and 392 individual 

birds. Combing the two lists, Glynco has been identified 

as a refuge for 77 species of birds on our documented bird 

list. This has provided the EVS staff with a great snapshot 

of the FLETC’s environmental health and helps as the 

FLETC moves forward in the management of its precious 

natural resources. 

Future Changes

Where does the FLETC go from here? One of the most 

significant changes of EO 13514 is a mandate for Federal 

agencies to set goals for the reduction of greenhouse gas 

emissions. In the very near future, the FLETC energy 

committee will meet to set a target for these reductions. 

The primary way to reduce these emissions, however, is to 

reduce the use of electricity and petroleum products.

Another change on the horizon is an EVS goal to 

develop INRMPs for other FLETC campuses that have 

significant acreage to manage, specifically Artesia and 

Cheltenham. Both of these will prove very challenging 

given the tremendous diversity of these facilities – one being located in a desert environment and one being located 

on or near the very sensitive Chesapeake Bay estuary. At 

a minimum there will be a need to address storm water 

runoff at Cheltenham and examine the desert wildlife in 

the Artesia complex.

Another pending goal is the implementation of recycling programs at all of the FLETC campuses. In a recent 

customer satisfaction survey conducted by EVS, the number 

one comment submitted by EVS’ customers was a desire to 

see recycling programs at our campuses. Fortunately, this 

is a project that EVS personnel have been working on for 

the past year. In fact, EVS has already implemented recycling at FLETC’s Charleston and Cheltenham facilities. 

Implementing recycling in these locations was fairly easy 

considering they are located in communities that already 

have strong recycling programs. Implementing recycling at 

Artesia and Glynco, however, will be much more of a challenge.

In hopes of meeting this challenge, EVS convened a 

group of volunteers in the summer of 2008 to study the 

implementation of recycling at Glynco. Numerous options were studied including single-stream recycling versus 

traditional multi-stream recycling. Other options were 

also examined like partnering with Glynn County, Fort 

Stewart or Kings Bay Submarine Base. Numerous experts 

were consulted from the State of Georgia and even in 

the recycling industry. The final decision after months of 

analysis was that Glynco would best be served by initiating 

a traditional recycling program staffed with inmate labor 

under the supervision of EVS personnel. EVS also commenced cardboard recycling at Glynco December 1, 2009. 

Other commodities like paper, plastic and aluminum cans 

will be added as the program matures. 

Closing Thoughts

In the environmental community and throughout government today, the new focus is on sustainability. All activities 

are expected to operate in a sustainable manner. Sustainability can mean different things to different people. For 

example, some hikers espouse the philosophy of Leave No 

Trace, — hiking in such a way that others cannot find any 

trace that they previously passed that way. This could be a 

tremendous aspirational goal for the way FLETC conducts 

its activities. However, in reality, it is simply not attainable. With the type of activities FLETC engages in while 

conducting law enforcement training, there will always be 

reminders people were here.

Perhaps the better definition of sustainability, and the 

definition FLETC can adopt, is the one taught to Boy 

Scouts. When going camping in the Boy Scouts, scouts 

are taught to leave their campsite better than they found 

it. This is also a great goal and is one everyone can work 

toward, both at work and at home. Everyone can do something to leave their “campsite” better than found.

To leave the world a little better place takes everyone 

working together. At the FLETC employees are the 

greatest resource and they can serve as EVS’ eyes and ears. 

If employees see or hear of activities that they feel harm 

the environment, they are encouraged to contact EVS so 

that can explore corrective options. This facility is part of 

a larger community. If everyone works together, they can 

leave FLETC a better place. 
 

FLETC JOURNAL | FALL 2010 45

Professionals 

Behind the Scenes

Andy Smotzer

Branch Chief, Health and Fitness

Did you know that the Federal 

Law Enforcement Training 

Center (FLETC) has six athletic 

trainers (two at Charleston and four 

here at Glynco)? These exceptional 

people are highly educated and 

trained in their profession. Their 

professional backgrounds are also 

interesting and diverse. Our team 

has worked at different levels 

in their profession to include 

high school, college (University 

of Notre Dame, Massachusetts 

Institute of Technology, Virginia 

Military Institute, and Wake Forest 

University), professional football 

(New England Patriots), as well as the 

private sector. Their combined years 

of field experience go beyond 100 

years. Licenses held by some of the 

athletic trainers include paramedic, 

basic life support, advanced cardiac 

life support, and as Red Cross 

instructors. The athletic trainers have 

also written numerous articles over 

the years. Some of the areas in which 

they have written: injury prevention, 

emergency care, sports medicine, 

protective appliances, occupational 

health and safety, and athletic training. 

All of our athletic trainers are active 

members and certified by the National 

Athletic Trainers’ Association 

(NATA).

What’s their mission? To keep 

the students in training and the staff 

physically prepared to conduct training. During the course of a busy 

day, they may see as many as 150 

patients. They open at 7:00 a.m. and 

close at 6:30 p.m., and will stay later 

if an emergency occurs. I’ve watched 

them work on many occasions; their 

knowledge, skills, abilities, compassion 

and total dedication to our mission 

is very impressive and at the highest 

level. They treat, tape and rehabilitate those who protect our homeland. 

Their services include but are not 

limited to injury assessment, planning 

of specific treatment and rehabilitation programs, counseling/education/

instruction on injury prevention and 

injury management, and providing 

technical expertise in the areas of 

physical and aerobic conditioning. 

They serve as first responders to the 

Physical Techniques Division (PTD) 

as well as for center-wide emergencies. 

They support the promotion of the 

FLETC’s Employee Wellness Program (EWP) and serve as instructors 

in specific areas of instruction in our 

Law Enforcement Fitness Coordinator Training Program (LEFCTP) and 

the Law Enforcement Fitness Coordinator Refresher Training Program 

(LEFCRTP).

I know with the new EWP under 

way, many of us will begin training 

and starting work out programs. So if 

you have any injuries, aches or pains, 

need some guidance in injury prevention, health, conditioning, or in any 

other related areas, do not hesitate, 

stop by and talk with our athletic 

trainers. They will greet you with a 

warm smile and be more than happy 

to help.

Athletic Trainers at FLETC 

keep the students in training and the staff physically 

prepared to conduct training! During the course of 

a busy day, they may see 

as many as 150 patients.

PHOTO ABOVE: Larry 

Thompson, an athletic trainer 

at the FLETC checks an 

employee’s knee injury.

FLETC photo
46 FLETC JOURNAL | FALL 2010

The FLETC presented its “Honor 

Graduate of the Year” Award 

for 2009 to Federal Emergency 

Management Agency (FEMA) 

Officer Eric S. Wadsworth during 

a ceremony July 1. This award is 

presented annually to the FLETC 

basic training honor graduate having 

the highest academic average. 

 Wadsworth graduated from the 

FLETC’s Uniformed Police Training 

Program Class 922 on Nov. 9, 2009, 

with an academic average of 98.20, 

firearms score of 292 out of 300, and 

a Physical Efficiency Battery (PEB) 

score in the 97th percentile.

 The guest speaker for the event 

was FEMA Administrator W. Craig 

Fugate. Fugate leads the agency in 

its mission to support the nation in a 

risk-based, comprehensive emergency 

management system of preparedness, 

protection, response, recovery and 

mitigation, to reduce the loss of life 

and property and protect the nation 

from all hazards including natural 

disasters, acts of terrorism and other 

man-made disasters.

 Prior to his appointment as FEMA 

Administrator, Fugate served as director of the Florida Division of Emergency Management. As the director 

of the agency from 2001 to 2009, he 

coordinated disaster response, recovery, 

preparedness and mitigation efforts 

with each of the state’s 67 counties 

and local governments.

 “I want to congratulate Officer 

Wadsworth and all of the graduates of 

the Federal Law Enforcement Training Center,” said FEMA Administrator Craig Fugate. “It’s an honor to be 

here today, addressing law enforcement officers from across the Department of Homeland Security and the 

rest of the federal family. No one 

agency or department – or even the 

federal government – can do it alone. 

The FLETC is an example of the kind 

of coordination and teamwork that 

allows us all to better serve our communities and keep people safe.”

 “Over the twenty-year history of 

this award, just about every agency 

has been recognized the U.S. Secret 

Service, Capitol Police, Coast Guard, 

Diplomatic Security Service, Customs 

and Border Protection, National Park 

Service, Air Force Office of Special 

Investigations – and now – the Federal 

Emergency Management Agency,” 

said FLETC Director Connie Patrick. 

“Eric, your performance is a tribute 

to FEMA’s Mount Weather Police 

Department and its recruitment and 

hiring standards, coupled with your 

dedication and determination to master all the skills and knowledge necessary to become a federal officer.”

 Wadsworth is a police officer at the 

Mount Weather Emergency Operations Center. In this role, he is tasked 

with force protection of the facility 

including access control, traffic enforcement, accident investigations and 

criminal investigations. 

 Prior to his position with FEMA, 

he was a state trooper with the Commonwealth of Virginia, Department 

of State Police, graduating in the top 

ten of his class and receiving the male 

physical fitness award. During his 

nearly nine years as a state trooper, 

he was an active member of the State 

Police Tactical/SWAT Team, responding to hundreds of calls for service. 

Wadsworth was also a Field Training 

Officer with the Virginia State Police.

 Throughout his career, Wadsworth 

has received numerous awards for 

his accomplishments and service to 

the Commonwealth of Virginia. He 

received the Mothers’ Against Drunk 

Drivers’ Award, and Top Cop Award. 

He was also a member of the Virginia 

State Police Tactical/SWAT team that 

received first, second and third place 

consistently in their annual regional 

SWAT team competitions. 

 Wadsworth is a graduate from 

Mountain Empire Community College, Big Stone Gap, Va. He holds an 

Associate’s degree in criminal justice/ 

police science with a Law Enforcement Option Certificate. 

Eric Wadsworth, FEMA Police

FLETC’s 20th Honor Graduate of the Year

Eric Wadsworth, FEMA Police Officer. FLETC 

2009 Honor Graduate (FLETC photo)
FLETC Holds 25th Annual Peace 

Officers Memorial Day Ceremony

we will call today answered a higher calling; they are the thin blue line,” said Keene. 

“They laid down their lives to protect our 

freedoms and the way of life we all cherish.”

The ceremony included the reading of 

the FLETC graduates’ honor roll of names 

by Assistant Director Michael Hanneld. 

The Federal Law Enforcement Training 

Center (FLETC) held its 25th annual 

Peace Officers Memorial Day ceremony 

May 26, to honor those FLETC graduates 

who have lost their lives in the performance 

of duty. The ceremony is a joint observance 

with other area law enforcement agencies in 

southeast Georgia, including the Brunswick 

Police Department, Glynn County Police 

Department and Sheriff ’s Office and the 

Georgia State Patrol. 

The keynote speaker was Roberto Correa, 

Deputy Chief Patrol Agent, U.S. Customs 

and Border Protection, Office of Training 

and Development. “The FLETC Peace Officers Memorial...helps our newest members 

of law enforcement...to establish a lasting 

connection with the past and the sacrifices 

made by all fallen officers and agents,” said 

Correa. “This connection will help provide 

them with a deeper understanding of what it 

means to be a law enforcement officer.”

FLETC Deputy Director Ken Keene 

introduced Chief Correa and welcomed the 

full auditorium to the solemn ceremony. 

“All of the men and women whose names 

Captain Stephen Adams, Law Enforcement 

Section, Georgia Department of Natural 

Resources Wildlife Resources Division, read 

the State and Local agencies honor roll of 

40 names from area law enforcement agencies. In addition to the reading of the honor 

roll, the program included vocal presentations and the playing of Taps. 

This year, two names were added to the 

memorial, bringing the total to 172 since 

the FLETC’s creation in 1970. Cruz C. 

McGuire and Robert W. Rosas, Jr., both of 

the U.S. Customs and Border Protection, 

Border Patrol, were honored during this 

year’s ceremony. For more information and a 

full listing of the FLETC Graduate Memorial, visit http://www.fletc.gov/about-fletc/

fletc-graduates-memorial/. 

FLETC photo
Federal Law Enforcement Training Center

U. S. Department of Homeland Security

1131 Chapel Crossing Road

Glynco, Georgia 31524

www.fletc.gov

We train those who protect our homeland