Transcript Strategies to Help an Anxious Child

Practical Communication
Strategies to Help an
Anxious Child
Program Objectives
 Identify the behavior levels that contribute to
the development of a crisis and choose an
appropriate intervention
 Indentify useful nonverbal techniques which
can help to prevent escalating behaviors
Crisis Development Model
Crisis Development/Behavior Level
Staff Attitude/Approach
1. Anxiety
Anxiety: A noticeable increase or change in behavior (pacing, finger
drumming, wringing of the hands)
Crisis Development Model
Crisis Development/Behavior Level
Staff Attitude/Approach
1. Anxiety
1. Supportive
Anxiety: A noticeable increase or change in behavior (pacing, finger
drumming, wringing of the hands)
Supportive: An empathetic, nonjudgmental approach attempting
to alleviate anxiety
Crisis Development Model
Crisis Development/Behavior Level
Staff Attitude/Approach
1. Anxiety
1. Supportive
2. Defensive
Defensive: The beginning stage of loss of rationality. At this stage, an
individual often become belligerent and challenges authority.
Crisis Development Model
Crisis Development/Behavior Level
Staff Attitude/Approach
1. Anxiety
1. Supportive
2. Defensive
2. Directive
Defensive: The beginning stage of loss of rationality. At this stage, an
individual often become belligerent and challenges authority.
Directive: An approach in which a staff member takes control of a
potentially escalating situation by setting limits.
Crisis Development Model
Crisis Development/Behavior Level
Staff Attitude/Approach
1. Anxiety
1. Supportive
2. Defensive
2. Directive
3. Acting-Out Person
Acting-Out Person: The total loss of control, which results in a physical acting
out episode
Crisis Development Model
Crisis Development/Behavior Level
Staff Attitude/Approach
1. Anxiety
1. Supportive
2. Defensive
2. Directive
3. Acting-Out Person
3. Nonviolent Crisis Intervention
Acting-Out Person: The total loss of control, which results in a physical acting
out episode
Nonviolent Crisis Intervention: Safe, non-harmful control and restraint
positions to safely control an individual until he/she can regain control of
his/her behavior (used as a last resort when the child presents a danger to
self/others.
Crisis Development Model
Crisis Development/Behavior Level
Staff Attitude/Approach
1. Anxiety
1. Supportive
2. Defensive
2. Directive
3. Acting-Out Person
3. Nonviolent Crisis Intervention
4. Tension Reduction
Tension Reduction: A decrease in physical and emotional energy that occurs
after a person has acted out, characterized by the regaining of rationality.
Crisis Development Model
Crisis Development/Behavior Level
Staff Attitude/Approach
1. Anxiety
1. Supportive
2. Defensive
2. Directive
3. Acting-Out Person
3. Nonviolent Crisis Intervention
4. Tension Reduction
4. Therapeutic Rapport
Tension Reduction: A decrease in physical and emotional energy that occurs
after a person has acted out, characterized by the regaining of rationality.
Therapeutic Rapport: An approach used to re-establish communication with
an individual who is experiencing Tension Reduction.
Nonverbal Behavior
 Objectives
 Raise awareness of nonverbal communication
during interventions
 Illustrate how personal space (proxemics) affects
anxiety levels
 Illustrate how body posture and motion
(kinesics) affects anxiety levels
Proxemics (Personal Space)
An area surrounding the body (1.5 – 3 feet) which is
considered an extension of self
 Personal space varies depending on who is
approaching and what the context of the situation
happens to be.
 Factors include: gender, size, age, cultural background,
relationship, health, previous experiences
 Invasion of personal space will increase anxiety
 Includes someone’s “stuff”
Kinesics (Body Posture/Motion)
The nonverbal message transmitted by the motion and
posture of the body
 Facial expressions, gestures, posture, movement
 Staff member’s kinesics behavior can serve to escalate
or de-escalate a given situation. A body position that
appears challenging or confrontational may increase
anxiety when approaching an individual.
Supportive Stance
 Communicates respect
 Nonthreatening/Non-challenging
 Contributes to personal safety
Paraverbal Communication
Definition: The vocal part of speech, excluding the
words
Component
Suggested Approach
1. Tone
a. Try to avoid inflections of
impatience, condescension,
inattention, etc.
2. Volume
b. Keep the volume appropriate for
the distance the situation
3. Cadence
c. Deliver your message using an even
rate and rhythm
Empathic Listening
• Be nonjudgmental
• Give undivided attention
• Listen carefully to what the person is really
saying – and not saying (focus on feelings,
not just facts)
• Allow silence for reflection
• Use restatement to clarify messages