Transcript CPI Crisis Development Model

De-Escalation: Calming
the Storms
Presenter:
Mike Paget
[email protected]
Recognizing emotional and
behavioral escalation
This presentation is based on material
from the Crisis Prevention Institute
CPI provides training on topics of crisis
prevention and crisis management,
including physical intervention
The priorities of CPI are to ensure
safety, and to prevent escalation,
including physical restraint
Think about a situation you have been in where
things were getting tense and out-of-control
What clued you in that things were
escalating?
What were your thoughts?
What were your feelings?
How did you respond?
How did things turn out?
Did the experience have any aftereffects?
CPI Crisis Development
Model
Integrated Experience
Behaviors and attitudes of adults impact on the behaviors and attitudes of children
and youth
Crisis Development/Behavior Levels
1.
2.
Anxiety
notable change or increase in
someone’s normal behavior
Adult Attitudes/Approaches
1.
non-judgmental and empathic
2.
Defensive
(overt behaviors) beginning to
lose rationality/challenge authority
3.
Acting out person
3.
total loss of rationality and control
4.
Tension reduction
•
decrease in energy level both
physical & emotionally
•
beginning to regain control
Be supportive
4.
Be directive
•
give control by setting limits;
•
give options and choices to
allow child/youth to regain
rational control through
appropriate self-directed
behavior
Non violent Physical Crisis
Intervention (NVPCI)
non harmful control techniques used
to help individual regain control
Therapeutic rapport
begin to reestablish communication
and regain trust
Experiment: Let’s play the mime
game
2 volunteers
Without words, show “anger”
“happiness”
“fear”
Nonverbal Behavior
7% Verbal
38% Paraverbal
55% Non verbal
Proxemics
Definition: The area where you feel comfortable
Factors influencing:
size
gender
location
age
experience
frame of mind
sense of control
culture
history
personal hygiene
Note: Personal property functions like an extension of personal space
Kinesics
Examples

eye contact

 avoiding

 staring




crossed arms
eye rolling
clenching fists
huffing

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

pacing
Signs of Anxiety
shrugging
shoulders
punching the air
clenched teeth
eyebrows
perspiring
Paraverbal Communication:
Definition:
Vocal part of speech excluding words.
How we say what we say.
Elements:
Volume- appropriate for situation
Cadence: rate /rhythm at which we speak)
Tone of voice (where is the inflection)
Arguing
Have you ever gotten into an argument
that became a real power struggle?
What makes these arguments worse?
What helps you avoid or back out of
these arguments?
Verbal Escalation Continuum
3. Release: loss of
verbal control
4. Intimidation
(threats)
Take it seriously,
document, report,
reflect, get help
Allow venting, isolate, focus
on safety, listen
2. Refusal- overt
noncompliance
Set limits
1. Questioning
5. Tension Reduction
Therapeutic rapport
Information seeking-answer
Challenging
Ignore, redirect, set limits
Talking Tips and Techniques
Do:





Do not:
Listen
Talk less
Speak softly
Respect privacy
Remain calm

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
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

Embarrass
Call out in front of
others
Criticize
Over-react
Use sarcasm
Fake attention
Rational Detachment
Definition:
The ability to stay in control of one’s own behavior and not
take acting-out personally.
before
•Good health
•Meditation
•Prayer
•Training
•Planning
during
•Calm
•Breath
•Team work
•Humor
•Follow plan
after
•Debrief
•Vent
•Evaluate
•Modify plan
•Leave work at work
Rational Detachment
Don’t
•Lose cool
Do
•Use calm voice
•Embarrass
•Maintain respect for
child/youth
•Use sarcasm
•Listen
•Bring up the past
•Talk less
•Fake attention
•Use privacy
•Touch
•Allow time
•Become a precipitating
factor
•Praise when appropriate
How the adult reacts makes
matters better or worse
The behaviors and attitudes of adults impact
on the behaviors and attitudes of children
and youth, and vice versa
Anxiety
-----
Support
Defensive
-----
Directive
AOP
-----
NVPCI
Tension reduction   Therapeutic rapport
Adult Fear and Anxiety
Fear: of the unknown – “What is happening?”
Anxiety: fear of the known – “Can I handle this?”
Productive
1. Heightened senses
2. Shortened reaction time
3. Increase in speed and
strength
Unproductive
Minimize
1. freezing
2. Overreaction
3. responding
inappropriately
Maximize:
1. understand your fears
2. learn techniques to protect yourself
3. get support: teamwork
4. learn physical intervention skills
After the storm
Learning, processing, closure, moving
forward
CO-
Control
Orient
Listen to the AOP or adult
PING-
Patterns
Investigate and Improvement
Negotiate
Give
Are you interested in more
training?
The Crisis Prevention Institute has a
number of trainings primarily intended
for adults who work with children and
youth
CPI also has useful training material for
parents and home care-givers