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Welcome! �Please complete the pre-training survey found here:

https://bit.ly/ABLEpre-survey

Point your smartphone’s camera at the QR code and click the link that appears, or enter the below URL in your web browser:

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ACTIVE BYSTANDERSHIP FOR LAW ENFORCEMENT

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Welcome

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Active Bystandership

Peer Intervention

What comes to mind when you hear….

Active Bystandership

Peer Intervention

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Get in the Zone!

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Push beyond your comfort zone into your learning zone.
Speak up when you’re in the “not-learning” zone. Ask questions.
If you disagree, speak up!

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Philosophy

Active bystandership training is a tool founded upon decades of social science.
It is about preventing harm – to the community, to officers and to the profession.
It requires a culture that supports and expects active bystandership

It works best when developed from the bottom up and from the top down.
Inside out: helping the community to understand active bystandership.
Outside in: Actively listening to your community as you develop the program and change your culture.

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Preventing Harm

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To our officers

To individuals and the community

and

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Bonds Forged by Profession

When you get a call that an officer needs back-up in the field, what do you do?
What if you don’t know that officer? Or like them?
What if that officer is new? Experienced?
Does the rank of the officer matter? Race? Gender? Ethnicity?
What do you do when a fallen officer’s family needs assistance?

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YOU GO!

LARGE GROUP DISCUSSION

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Case Study: Officer Lopez

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Case Study: Detective Jensen

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Case Study: Sergeant McDonald

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Reflecting on Loyalty

Who and what are you loyal to?
How do you show that loyalty?

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ACTIVITY

TABLE TEAM ACTIVITY

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Loyalty to your Colleagues

The integrity to tell someone what they need to hear instead of what they want to hear.
The courage to say and do things that are hard or scary.
The dependability to always do the right thing and to have others’ best interests at heart.
The ability to have difficult conversations with a colleague, when necessary.

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The Best Person to Help an Officer…

Is another officer with awareness, skills, and courage.

Officers help each other no matter what, and this should include stopping harmful behavior.

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ABLE

WHAT IS IT?

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The Three Pillars of ABLE

Prevent Misconduct

Promote Health & Wellness

Reduce Mistakes

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ABLE Training Prepares Officers to:

Strategically intervene to prevent actions that:

Cause harm to community members.
Cause harm to law enforcement officers.
Would damage public trust.
Might damage the profession of policing.

Receive intervention.
Protect their own and their colleagues’ mental and physical wellbeing.

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What is a Bystander?

A witness who is in a position to know that there is a need for positive action and is in a position to take some form of action.

Dr. Ervin Staub

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ABLE Is About…

Authorizing and empowering officers to intervene in each other’s actions that may create unnecessary harm, regardless of their rank;
Teaching how to intervene and accept intervention successfully;
Protecting those who do intervene; and
Creating a culture that expects and supports intervention.

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ABLE Is NOT About

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INTERNAL AFFAIRS

DISCIPLINE

MEDIATION

REPORTING

!

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Active Bystandership Focuses on the Rest of Us

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We can all be courageous interveners with practice…

…and ethically challenged people are more likely to change their behavior in a culture where active bystandership is expected and practiced.

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What was one of the country’s first successful peer intervention programs?

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Other Successful Bystandership Programs

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LARGE GROUP DISCUSSION

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Bystandership in Law Enforcement

Numerous courts have affirmed a duty to intervene.
Dr. Ervin Staub built an active bystandership model for law enforcement based on decades of research.
New Orleans PD EPIC program demonstrated active bystandership can work in law enforcement.
ABLE brings the skills and tactics of active bystandership to a national audience.

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ABLE

WHAT’S IN IT FOR ME?

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Risks of Policing

We train for the physical risks of the job, as we should, but what are the risks we don’t train for?

We will all face mental and emotional stress on the job.
Too many of us will experience serious mental and/or physical health issues.
We will all encounter ethical dilemmas.

ABLE makes sure we are prepared to deal with ALL of the risks facing us.

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2016-2020: Line of Duty Deaths and Suicide

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Line of Duty Deaths

Suicide

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Primary and Secondary Trauma

Primary trauma is caused by firsthand experiences, on the job and/or in your personal history.

Secondary trauma is caused by exposure to the traumatic experiences of others, including crime victims, your colleagues, and anyone else whose traumatic experiences you are exposed to.

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“Knowing yourself is the beginning of all wisdom.”

- Aristotle

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Effects of Primary and Secondary Trauma in Policing

What can it look like?

Chronic stress

Hypervigilance – constantly on high alert�
Intense reaction to mild stimuli

Aggression – interpret behaviors that others see as neutral as potentially dangerous

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Bystandership Can Help Counter the Risks of Policing…

SUICIDE

DEPRESSION

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The suicide risk for law enforcement is 54% greater than the American public in general.

According to HHS, the risk of depression in officers is double that of the general population.

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… and the Impact on Families of �Officers

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Studies suggest law enforcement families have a higher rate of domestic violence than non-law enforcement families.

Officers are often the primary earner for their households and face a loss of vital income when officers lose their jobs.

Studies suggest officers experience higher levels of alcohol dependency than the general public, which may contribute to the incidence of violence in law enforcement families.

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What’s in It for Me?

Prevent Misconduct

Promote Health & Wellness

Reduce Mistakes

Death or injury in line of duty

Discipline

Investigations

Harm to family

Criminal prosecutions

Lawsuits

Careers derailed

Harm to family

Stress-related health issues

Suicide

Harm to family

LARGE GROUP DISCUSSION

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ABLE

WHY DOES IT WORK?

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Reflecting on Interventions

Based on your own experience…

What kinds of situations have you intervened in?
Can you think of situations where you didn’t intervene?
What impact did not intervening have on you? On others?

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TABLE TEAM ACTIVITY

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Two Types of Bystandership

PASSIVE

Active bystanders step forward, speak up, and take action.

Through their actions, active bystanders can encourage others to intervene.

ACTIVE

Passive bystanders fail to intervene or discourage intervention by modeling passivity.

A failure to act can communicate acceptance or even support for the misconduct, thus turning passive bystanders into complicit bystanders.

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vs

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The Power of the Bystander

Without intervention, there is repeated and increased harmdoing by people who committed the harm, and by those who were passive bystanders.
Active bystanders can interrupt the harmdoing by intervening to stop the behavior and signaling it is not acceptable.
Active bystanders can engage others by focusing responsibility on them to intervene.
Positive evolution occurs with just one small act.
Decades of social science demonstrate the power of the bystander.

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Understanding the Science Underlying Active Bystandership

Experiments

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Quiz 1

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Experiment 1

Darley and Latané

Subject discussing university life with other “students” via intercom system.
During discussion, one “student” (an actor) pretends to have a seizure.

There are 2 “students” - the subject and the actor pretending to have a seizure.
There are 3 “students” - the subject, the actor pretending to have a seizure, and another actor playing the role of student.
There are 6 “students” – the subject, the actor pretending to have a seizure, and 4 other actors playing the role of students.

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Quiz 1

Nobody else could hear seizure:
1 other person could hear seizure:
4 other people could hear seizure:

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What Do You Think?

Subject thinks:

85%

62%

31%

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Quiz 1

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What Does This Help Us Understand?

Key terms

Diffusion of Responsibility – someone else will do it.
Pluralistic Ignorance - no one else seems to think anything is wrong, so all must be okay.�

Bystanders are far less likely to take action when they know or think others are in a position to do so.

LARGE GROUP DISCUSSION

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Quiz 1

Subject is asked to record a brief talk in a building across the seminary campus.
Variable: “You’re late!”
Subject passes person in distress en route.

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Experiment 2�Darley and Batson

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Quiz 1

Low Hurry:
High Hurry:

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What Do You Think?

63%

10%

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Quiz 1

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What Does This Help Us Understand?

Being in a hurry makes you less likely to stop and help.
Being in a hurry makes you less likely to recognize help is needed.
“Sensory exclusion" can cause a bystander to miss or ignore signs that action is needed.

LARGE GROUP DISCUSSION

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Quiz 1

Subject believes they are randomly assigned “Teacher” role rather than “Learner” role.
Subject sees Learner get hooked up to equipment in another room.
Experimenter directs Teacher (subject) to ask a series of questions and to apply shocks for each wrong answer or non-answer from Learner.
Shocks range from 15 volts to 450 volts.

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Experiment 3�Stanley Milgram

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Quiz 1

What percentage of subjects continue past…

150 volts - Learner asks to be let out of experiment:
300 volts - Learner screams in pain and refuses to provide answers:
450 volts - Learner falls silent:

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What Do You Think?

85%

75%

62.5%

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Quiz 1

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What Does This Help Us Understand?

Authority figures have significant power over the actions of people who are – or think they are – under their command.
In policing, the issue is typically NOT the use of authority to direct an officer to harm someone, but rather how authority can unwittingly inhibit active bystandership.

LARGE GROUP DISCUSSION

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Quiz 1

Person says, “That sounds bad. Maybe we should do something,” but remains seated.

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Experiment 4�Ervin Staub

Three scenarios:

Person says, “That sounds bad. Maybe we should do something. I’ll try to find the experimenter. You go in and see what happened,” and the person leaves through another door.

Person says, “That sounds like a tape recording. Maybe they are trying to test us. Or I guess it could be part of another experiment. But it does sound like a tape.” The person remains seated.

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Quiz 1

Person says “that sounds bad, maybe we should do something” but takes no action:
Person says “that sounds bad,” then takes action and directs subject to take action:
Person says cries for help don’t sound real:

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What Do You Think?

67%

100%

25%

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Quiz 1

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What Does This Help Us Understand?

There is no such thing as neutral. Bystanders have significant power over the actions of other bystanders by defining the situation and by defining the expected action or response.

Action breeds action; inaction breeds inaction.

As an active bystander, you can use social pressure to your advantage by engaging allies in your intervention.

LARGE GROUP DISCUSSION

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We Commit to Intervene When We See...

Unsafe behavior and/or bad tactics.
Signs/symptoms of poorly managed or excessive stress at work or at home.
Violations of policy/law, including excessive use of force.
Violations of ethical standards in law enforcement.
Potential embarrassment to colleagues,�the department, and/or the profession.
Citizen encounters that are likely to end badly.
Cutting corners that could jeopardize an investigation, safety, or public confidence.

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What Do You Think?

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What might motivate someone to intervene to stop harm?

LARGE GROUP DISCUSSION

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And the Experts Say…

Empathy / caring for everyone’s welfare.
Responsibility or duty to protect welfare of others.
Shifting loyalty from supporting a fellow officer no matter what they do, to working together for a good outcome.
Moral courage – doing the right thing in the face of potential opposition.
Feeling confident in how to intervene.
Culture and leaders that encourage, expect, and protect active bystandership.

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What Are the Inhibitors?

The truth is, many of us don’t intervene as consistently as we think we do. Why is that?

Compile a list of things that could inhibit a law enforcement officer from intervening in a colleague’s conduct.

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TABLE TEAM ACTIVITY

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And the Experts Say…

Fear of retaliation / discipline
Fear of exclusion by fellow officers
Fear of being wrong
Lack of knowledge/skill
“Not my job”
Fear of crossing boundaries (e.g., rank / assignment, race and gender)
Fear your intervention will not be accepted
Prior failed intervention
Diffusion of responsibility (“There are other people here; someone else will do it.”)
Pluralistic ignorance (“No one else looks worried, so everything must be fine.”)

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Other Potential Inhibitors

Bias against the individual (victim or officer) or group the individual belongs to
Wanting wrongdoer to face consequences
Previously being disciplined for intervening
Fear leadership won’t support me
Lack of empathy
Burnout / Complacency
“We’ve always done it this way…”
“I’ve messed up before, so who am I to intervene?”

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STARS, STRIPES, AND STRESS

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Let’s Discuss…

What elements of effective bystandership did you see demonstrated?
What specific actions did you see the bystander take?

LARGE GROUP DISCUSSION

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Who Is Harmed When We Fail to Intervene?

Community members
Individual officers
Law enforcement departments / agencies
Communities
Family members of law enforcement officers
Family members of community members
Profession of law enforcement
Law enforcement officers everywhere
The relationship between law enforcement �and communities
Local economy

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What Kinds of Harm Do We See?

Disciplines, suspensions, terminations
Legal exposure / liability and possible criminal charges
Physical and/or emotional harm
Degraded relationship with community; less likely to help police
Systemic damage to the profession
Widespread reduction in public trust

LARGE GROUP DISCUSSION

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ABLE is a Set of Skills and Tactics That:

Saves lives
Saves careers
Potentially prevents criminal prosecution of law enforcement
Reduces stress within an agency
Increases public trust and makes it more likely the community will support law enforcement
Prevents trauma to the communities we serve
Builds respect for our profession

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The Good News Is…

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Active Bystandership can be

learned.

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ABLE

WHEN & HOW DO I INTERVENE?

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What Do You Notice?

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Three Steps of ABLE

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Notice

Decide

Act

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Step 1

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Notice

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Early Is Best, but Better Late than Never

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Harm Inflicted

Difficulty of Intervention

Before Event

Early in the Event

After Event

Later in the Event

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Behavior is Shaped By�Two Aspects of Awareness

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PEOPLE

AND SITUATION

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Let’s Focus on the People

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SITUATION

SELF, OTHER

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Self & Other

We bring positive aspects of ourselves to everything we do, including our:

Skills
Experiences
Beliefs
Values
Responsibilities
Loyalties

To the community
To justice

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But under stress…

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The Emotional Brain

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Flooding or Amygdala Hijack

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Amygdala: Emotional traffic controller
Rapidly activates to fight, flight, or freeze response during moments of perceived danger
Hijacks the thinking brain when overwhelmed – suppresses cognitive functions, including decision-making, to confront the perceived threat

“Amygdala hijack” coined by Daniel Goleman

Feeling or mammalian brain

Amygdala

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�What Am I Feeling in an Amygdala Hijack?

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Adrenaline rush
Rapid heart rate and breathing
Auditory exclusion
Time distortion
Perceptual narrowing

LARGE GROUP DISCUSSION

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What are the indicators that we’re experiencing excessive, chronic stress?

Hypervigilance
Intense reaction to mild stimuli
Interpreting neutral behaviors as hostile or aggressive
Anxiety or depression
Mood swings
Big emotional reactions
Lack of sleep
Self medicating (alcohol or other substances)

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LARGE GROUP DISCUSSION

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What Can I Do to Self-Calm?

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LARGE GROUP DISCUSSION

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Your Breath Under Stress

Under stress we tend to:

- Tighten our core

- Shallow our breathing

- Hasten our breathing

This give us a limited amount of oxygen

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Lungs

Diaphragm

Washington State Criminal Justice Training Commission

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Quality Breath

Keep shoulders down and loose.
Diaphragm should completely contract, opening space below ribcage and filling the lower lobes of the lungs.
Sternum should raise only after diaphragm is completely engaged.
Lifting our sternum and shoulders up expands our ribcage and gives us more oxygen.

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Lungs

Diaphragm

Washington State Criminal Justice Training Commission

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Let’s Focus on Situation

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SITUATION

SELF, OTHER

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Situational Triggers

Foot and vehicle pursuits
A member of the community challenging your authority
Heightened periods of job or personal stress
Hostile groups and/or crowds
Emotional response to type of call that may trigger you

Examples: domestic violence, harm to children, harm to animals, emergency tone, or officer down

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LARGE GROUP DISCUSSION

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What Might Motivate Harmful Action?

Perception that authority is being challenged; seeing non-compliance as a threat.
Fear of ambiguous situations or of particular circumstances.
Devaluation of certain groups of people – seeing them as criminal and/or dangerous.
Generalizing the harmful behavior of individuals to all members of a group.
Seeing harm done to certain people as a service in protecting the community.
Having learned in the course of one’s life to use force in challenging situations.
Trauma-induced reactivity – being overly sensitive to the behavior of civilians and to interventions by colleagues.

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LARGE GROUP DISCUSSION

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Three Steps of ABLE: �“Notice” Recap

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Dial UP your awareness of self and situation (including fellow officers).
Notice emotional responses in yourself and others.
Always be ready and willing to intervene and look for earliest indicators.

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Step 2

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Notice

Decide

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DECIDE

Don’t wait until you’re in a crisis to think about how you’d respond in a crisis. Think in advance.
Know your duty to intervene. “If unnecessary harm is being inflicted, I’m expected to do something.”
Take a quality breath. This helps you keep cognitive brain capacity available for �decision-making.

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What other skills from your police training do you already have to help you decide to act? How can you apply those skills in these situations?

LARGE GROUP DISCUSSION

In this class, we’ve already discussed a few things that help you make good decisions…

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From Notice to Decide…

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Wide Focus

People

Narrow Focus

Individual Behaviors

Wide Focus

Whole Scene

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It Doesn’t Take Long

Ask yourself:

Should I intervene?
What’s inhibiting me?
How will I intervene?
What kind of action should I take?
What’s inhibiting other bystanders?

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Quick Decision-making

Very little time for decision-making.
Intervening officer’s first responsibility is to ensure the safety of everyone present.
What makes immediate decision-making possible?
Training, which provides skills.
Culture that makes intervention fully acceptable and expected within an agency.

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Step 3

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Notice

Decide

Act

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What Makes an Intervention Work?

Think About: What kind of intervention would work on you?
Activity: Compile a list of tips you would give a colleague to help them accomplish a successful peer intervention.

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TABLE TEAM ACTIVITY

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Early Interventions

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Harm Inflicted

Difficulty of Intervention

Before Event

Early in the Event

After Event

Later in the Event

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Act – At the Earliest Signs of Stress�Step 1: Prepare

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Prepare for the conversation

- Your job is not to “fix” or “solve” – it’s to listen

Prepare for the discomfort of listening to the pain of another

- Short term pain is long term gain

Select the right time and place

- Private and when the other person is available

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Act – At the Earliest Signs of Stress�Step 2: Have the Conversation

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How to Show Up (Non-Verbal)	How to Communicate (Verbal)

Calm, caring
Eye contact
Open posture
With empathy
Listening first
Present and not distracted
Avoid being rushed or in a hurry

“I’ve noticed…”
“It seems like...”
Open-ended questions
Honest, direct
Not judgmental or accusatory
Be honest about effect on you
Separate person from the behavior
Allow space for other person to fully share what they want to before offering or sharing any of your own experiences

LARGE GROUP DISCUSSION

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Interventions to prevent harm

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Harm Inflicted

Difficulty of Intervention

Before Event

Early in the Event

Later in the Event

After Event

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3 Tactical Options

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DIRECT

DISTRACT

DELEGATE

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Distract the Person Needing an Intervention

“Hey, would you call Sarge and tell them we need them here?”
“I need some help; can you come over here so I can ask you about…”
“Could you do me a favor and take care of [another task] for me?”

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LARGE GROUP DISCUSSION

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Delegate the Intervention to an Ally

Involve others – invite allies. “This is a developing problem. We should do x or y.”
Delegate the intervention to someone who might be in a better position to successfully deliver the message.
Whenever possible, give specific tasks. Remember, others are likely experiencing inhibitors.

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Directly Address or Interrupt the Behavior

Voice your concern.
If possible, point out the behavior as though you’re sure it’s just a mistake and you’re helping the officer get back on track.
Tell the officer to take a step back.
Put your hand on their shoulder.

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LARGE GROUP DISCUSSION

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Let’s Watch…

Example of one way an academy trains recruits to practice active bystandership.
You’ll see the intervention twice, remember this is a training scenario.
After the short video we’ll discuss:

What tactics did you see demonstrated that we’ve discussed so far today?
Did you notice any new tactics?

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Training Exercise

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Washington State Criminal Justice Training Commission

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What Did You Notice?

Cover officer notices partner’s increasing agitation.
Cover officer takes a quality breath before intervening.
Cover officer uses a direct intervention.
Contact officer assumes the cover position, takes a quality breath and re-engages in the scene by taking on the role of cover officer.
Direct intervention included a reminder word – “recover.”

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LARGE GROUP DISCUSSION

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Direct: �Agency Reminder Word

Designated word understood by all officers
Can be used without drawing attention
Subtle way to directly intervene

Examples:

“Hey partner, ABLE.”
“I think we need to ABLE this situation.”
“Let’s try an ABLE approach here.”

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First Role Play

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ROLE PLAY ACTIVITY

What are we practicing?

Noticing the need for an intervention.
Deciding when and how to intervene.
Intervening effectively

This may include trying multiple tactics

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Let’s Debrief

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What was the experience like as the intervener?

- What did you notice that indicated an intervention was required?

- How did you determine when and how to intervene?

What was the experience like as the officer receiving the intervention:

How did it feel to receive the intervention?
What made the intervention easier to receive / accept?

Observers, what did you notice about the interaction?

LARGE GROUP DISCUSSION

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Second Role Play: Notice, Decide, Act

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ROLE PLAY ACTIVITY

What are we practicing?

Noticing the need for an intervention.
Deciding when and how to intervene.
Intervening effectively

This may include trying multiple tactics

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Let’s Debrief

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What was the experience like as the intervener?

- What did you notice that indicated an intervention was required?

- How did you determine when and how to intervene?

What was the experience like as the officer receiving the intervention:

How did it feel to receive the intervention?
What made the intervention easier to receive / accept?

Observers, what did you notice about the interaction?

LARGE GROUP DISCUSSION

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Later Intervention to Stop Harm

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Harm Inflicted

Difficulty of Intervention

Before Event

Early in the Event

Later in the Event

After Event

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Intervention Escalation Model

Airline pilots are subject to a rank structure similar to police and operate under similar pressure conditions.
Over the years, a number of fatal aircraft accidents involved risky senior pilot behavior that was identified, but not adequately addressed, by subordinate crew members.

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PACT

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PROBE: “I believe these storms are colliding – why are we attempting to fly between them?”

ALERT: “Captain, there is no longer room between these storms – I believe it is unsafe to attempt this approach.”

CHALLENGE: “Captain, making this approach is dangerous and unnecessary – you must reevaluate your approach decision.”

TAKE ACTION: “Tom, this approach puts us all at risk of an accident – if you do not change course immediately, I will take control of the aircraft!”

Adapted from Dr Robert O Besco, Captain, American Airlines (ret.)

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PACT

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Probe

Alert

Challenge

Take

Action

LARGE GROUP ACTIVITY

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What About These Situations?

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Harm Inflicted

Difficulty of Intervention

Before Event

Early in the Event

Later in the Event

After Event

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Acting – After the Event

Consider recognizing your colleague’s intervention (not necessarily publicly).
Let them know that you recognize they acted for your benefit.
Reflect on your lessons learned.

- What led to the need for the intervention?

- Do you need more support?

What can you do to prevent this from happening again?

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Consider recognizing your colleague accepting the intervention.
Do you need to offer additional support or resources?
Did anything happen that you need to report?
How did you overcome inhibitors?
What can you do to prevent this from happening again?

If you intervened…

If you received an intervention…

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Acting – After the Event

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Did anything happen that you need to report?
Tell the person how their behavior was unacceptable.
Consider whether you need to engage allies and/or delegate the intervention to someone better positioned to deliver it.
Were any of your colleagues potentially harmed, e.g., by an inappropriate joke or comment? If so, you may want to approach them and offer your support.
Reflect on the inhibitors that prevented you, and possibly others, from intervening. How will you overcome them in the future?
What can you do to prevent this from happening again?

If you didn’t intervene but you should have…

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Third Role Play: PACT

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ROLE PLAY ACTIVITY

What are we practicing?

Noticing the need for an intervention.
Deciding when and how to intervene.
Intervening effectively

This may include trying multiple tactics

Escalating effectively if required.
Identifying “after the event” actions that might be needed.

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Let’s Debrief

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What was the experience like as the intervener?

What did you notice that indicated an intervention was required?
How did you determine when and how to intervene? When to escalate?

What was the experience like as the officer receiving the intervention?

How did it feel to receive the intervention?
If an escalation occurred, what made it effective?

Observers, what did you notice about the interaction?

Is any after the event action required? If so, what?

LARGE GROUP DISCUSSION

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Fourth Role Play: PACT

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ROLE PLAY ACTIVITY

What are we practicing?

Noticing the need for an intervention.
Deciding when and how to intervene.
Intervening effectively

This may include trying multiple tactics

Escalating effectively if required.
Identifying “after the event” actions that might be needed.

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Let’s Debrief

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What was the experience like as the intervener?

What did you notice that indicated an intervention was required?
How did you determine when and how to intervene? When to escalate?

What was the experience like as the officer receiving the intervention?

How did it feel to receive the intervention?
If an escalation occurred, what made it effective?

Observers, what did you notice about the interaction?

Is any after the event action required? If so, what?

LARGE GROUP DISCUSSION

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Let’s Return to Our Case Studies

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What Has Changed?

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Active Bystandership

Peer Intervention

Active Bystandership

Peer Intervention

LARGE GROUP DISCUSSION

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ABLE

WHAT’S NEXT?

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Commitments Made by Agency

Community support
Meaningful training
Dedicated program coordinator
Active bystandership awareness program
Accountability

Officer wellness
Unchanged reporting
Measuring officer perceptions
Department-wide implementation and follow-through
Paying it forward

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Department-Wide �Implementation

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Leadership embraces ABLE

Supervisors support active bystandership

Field Training Officers embody ABLE

Part of daily life of units in the field

ABLE infused in training

Internal Affairs protects officers who intervene

Recruit ABLE-minded officers

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Affirming the trust and responsibility we put in each other’s hands…

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Promoting ABLE

What can you do to help promote ABLE within the agency and within the community?

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LARGE GROUP DISCUSSION

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“The world is in greater peril from those who tolerate or encourage evil than from those who actually commit it.”

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Albert Einstein

Get to know your EAP Contact!

To learn more about ABLE, visit:

www.Law.Georgetown.edu/ABLE

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Thank you! �Please complete the post-training survey found here:

https://bit.ly/ABLEpost-survey

Point your smartphone’s camera at the QR code and click the link that appears, or enter the below URL in your web browser: