CRISIS PREVENTION

HANDLING THE SITUATION BEFORE IT BECOMES A CRISIS

CRISIS RECOGNITION

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WHEN IS A PROBLEM A PROBLEM Teachers must recognize some of the following: •

Voice – Tone and Level

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Anxiety – Fidgety and Restless

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Tension - Stress

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Body Language – Posture and Stance

Constant Awareness

We work in a Parole Office with Parolees.

Many Parolees have violent histories and behaviors.

Some Parolees are taking psych meds to deal with mild to severe mental problems.

You may see a Parolee everyday for an extended period, but you do not know what is going on in his/her life outside of your classroom.

CRISIS ESCALATION

• • • • 1. AN INTERNAL PROBLEM ALREADY EXISTS.

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2. THERE IS A TRIGGERING EVENT.

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3. INDIVIDUAL BECOMES DEFENSIVE.

4. INDIVIDUAL BEGINS ACTING-OUT.

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PREVENTION

• • • • • RECOGNIZE A POSSIBLE PROBLEM ISOLATE THE INDIVIDUAL FROM CLASS IF POSSIBLE BE UNDERSTANDING AND SUPPORTIVE AVOID CONFRONTATION REFER STUDENT TO SUPPORT RESOURCE(S)

INTERVENTION

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NEVER BE CONFRONTATIONAL.

BE AWARE OF THE ROOM LAYOUT.

GIVE PLENTY OF SPACE.

BECOME AN ACTIVE LISTENER.

WATCH YOUR COMMUNICATIONS – USE CALM, SOOTHING, TONE AND VOLUME.

ATTRACT HELP IF POSSIBLE, RUN IF NECESSARY.

SOME COMMON SENSE

• • • • • • Proxemics – personal space Kinesics – body language Supportive – being empathetic Options – show individual options/choices Relax – remain calm throughout any crisis Control – you are not the one acting-out, role model self-control.

COMMON