Training Materials – ABLE Core Curriculum (8-Hour Course)
Since we know different agencies have different security measures, we have included links to the documents via Dropbox or Google Drive. The documents are identical, so feel free to download from whichever site works best for you.
Since 2021, we have released one annual reinforcement training in the refresher format for agencies to review. Starting in 2026, we transitioned to the CLM format, which, like the refresher, serves as reinforcement training. The training below is expected to be completed annually, following the year all commissioned sworn personnel complete the 8-hour core training. New reinforcement trainings will continue to be released in the last week of January each year.
ABLE Refresher Training Modules
To date, we have released four refresher curricula that can be accessed below. Once completed, agencies can begin the CLM training. The refresher is designed to be taught by 1 or 2 ABLE-certified instructors. Class size is flexible for these courses, although the recommended size is no more than 25-30 students.
To date, we have released one CLM module that can be accessed below. Before beginning the CLM training, agencies must have first completed all four existing refresher training. Agencies may incorporate CLMs into roll call or in-service training. Like the refresher, class size is flexible for these courses, although the recommended size is no more than 25-30 students.
The original write-ups of the social science experiments referenced in the “ABLE: Why does it work?” section of the class are linked below, along with additional resources that may be of interest. Click to read about each social science experiment.
Darley, John M. and Latané, Bibb. “Bystander Intervention in Emergencies: Diffusion of Responsibility.” Journal of Personality and Social Psychology. 1968, Vol. 8, No. 4, 377-383.
Darley and Latané’s study on the bystander effect was inspired by the real-life case of Kitty Genovese—although the account reported at the time was not entirely accurate. The New York Times article commemorating the fortieth anniversary of Genovese’s murder lays out the facts.
Darley, John M. and Batson, C. Daniel. “From Jerusalem to Jericho: A Study of Situational and Dispositional Variables in Helping Behavior.” Journal of Personality and Social Psychology. 1973, Vol. 27, No. 1, 100-108.
Milgram, Stanley. “Behavioral Study of Obedience.” Journal of Abnormal and Social Psychology. 1963, Vol. 67, No. 4, 371-378.
Milgram frequently wrote about his obedience experiments, including in the award-winning article, “Some Conditions of Obedience and Disobedience to Authority.”
For Milgram’s book-length write-up of his obedience studies, see Obedience to Authority: An Experimental View.
Certain variations of the study incorporated hidden-camera footage, which was compiled in a documentary video about the experiments. The 2015 film Experimenter dramatized Milgram’s life and work, including the obedience experiments.
The following resources are designed to enhance your ABLE instruction. Click to find a run-of-show, tips for engaging the class, a sheet about responding to hard questions, a course evaluation form, a draft participant certificate of completion, and pdfs of banners and posters.
This includes a breakdown of suggested timing and instructor assignments for each small section of slides. It is intended to be used as a guide for your teaching of the 8-hour ABLE core curriculum.
The ABLE curriculum is designed to foster discussion, but we know sometimes this is easier said than done. In this document, we share quick tips for engaging the class.
The ABLE curriculum is designed to help participants think differently about their approach to the job, and to their colleagues. This can sometimes lead to push-back or tough questions. We have compiled the most common questions and challenges our instructors receive, along with some potential responses.
These visual aids can be used to enhance learning in the classroom, and to reinforce the core ABLE tenets throughout your agency. Note: The banners in this folder have been approved for use by the ABLE Team. If you would like to make any modifications, or create your own designs, please send them to ABLE@georgetown.edu for review before finalizing your materials.
Implementation Resources
The following resources may be of use to you in rolling out ABLE to your agencies and in promoting ABLE to your officers and to your community. If you have any suggestions for additional resources you would like to see, please reach out to our team. Click to read about different implementation resources.
This model ABLE policy is provided to help agencies ensure that their ABLE-related policies are consistent with ABLE requirements. Agencies need not adopt this model policy as written, but should ensure substantive policy content is consistent with ABLE requirements.
This model policy was developed in collaboration for Lexipol. It incorporates all elements of the ABLE model policy and aligns with Lexipol guidance and requirements.
This can be used to support and enrich a community meeting or presentation; it is not intended to be distributed on its own without the context your commentary will provide.
These can be used on agency communications and/or on patrol cars to use by replacing the example badge (from Auburn, WA, who worked with ABLE to develop the design) with your own agency’s name and badge. Any further changes to the decal require ABLE approval.
