Stop. Rewind. Replay.: Performance, police training and mental health crisis response
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Can performance be the means by which a ‘Use of Force‘ paradigm in police training is decentralized? Footage of lethal force encounters between police and individuals in mental health crisis is ceaselessly in the news cycle, dispersing eyewitness accounts to millions who watch the endless replay of these incidents on social media. In the replay of these incidents, spectators observe with bewilderment the missed opportunities, the alternative courses of action that seem so apparent to the outside eye–all that could have been done differently. What if officers themselves could hit rewind and replay on the lethal force encounter with an individual in mental health crisis? Can performance be a vehicle for embodied replay and repetition that generates and makes tacit new forms of bodily knowledge? When performance is made the operative framework in police training, it can set the stage for scenarios that seem reassuringly familiar. But in its high-fidelity repetition of the familiar, performance can de-realize patterns of recognition, altering the course of entrained decision-making to make alternative pathways towards peaceful resolution conceivable, actionable and possible. In this article, Alvarez examines the methodological implications of a four-year research study she conceived in 2016 and initiated in 2017 in Toronto, Canada to design and measure the efficacy of a scenario-based training programme to improve police response to individuals in mental health crisis, with co-investigators Dr Yasmine Kandil (University of Victoria) and Dr Jennifer Lavoie (Wilfrid Laurier University), and a national team of theatre makers; people with lived experience of mental illness; experts in communication, anti-discrimination and cultural safety curriculum design; community advocates; forensic psychologists; clinicians; and police trainers. The training is grounded in the belief that the deceptively familiar hypotheticals of scenario-based training can unsettle sedimented habits, stigmas, and assumptions and naturalize ways of knowing premised on procedural justice.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it