Peer Intervention Instructional Goals and Objectives
Instructional Goal: 
To provide learners with the knowledge and skills necessary to be active bystanders and intervene or allow an intervention when necessary to prevent misconduct or unethical behavior.
Training Objectives: 
Learners will discuss their understanding of the law regarding duty to protect and to intervene. 
Learners will interpret ethical conduct as a critical component of officer survival through case study.
Learners will compare and contrast the risk perception factors in law enforcement based on current law enforcement statistics for officers charged with crimes and suicide rates vs. officers killed in the line of duty. 
Learners will demonstrate in role plays the application of peer intervention/active bystander tactics for the behaviors that are most likely to have a negative impact on their career. 
Learners will plan in group discussion and written documents for interventions as both the intervener and the officer that requires the intervention. 
Learners will create and take their own loyalty oath to each other to be active bystanders and allow the intervention of other officers. 
Prerequisites: 
There are no prerequisites as this type of active bystander/intervention training applies to all aspects of a professional’s ethical conduct and can be applied across all ranks and stages of life. 
Instructor qualifications: 
Instructors should be well versed in adult learning principles and have sufficient knowledge and experience in their field to be able to answer questions and challenges from the learners. 
Evaluation Procedure: 
Through guided practice and modeling by the instructor during role plays, learners will be challenged by the instructor and fellow classmates to demonstrate active bystandership/peer intervention. 
Reinforcement: 
The course use facts, figures, case studies and videos of recent police misconduct cases that support the theory that the code of silence and a failure to intervene in police misconduct will cost more officers their jobs and freedom than any attack from bad guys. 
The use of interactive small groups where officers share their own stories about ethical dilemmas and how they coped, or didn’t cope. 
The use of small groups to identify their needs and write them into a loyalty oath to be taken in front of the other learners.