Transcript Post Incident learning (PIL)

Regional VP (Special) Conference: Nov 2013
The Six Stages of a Crisis:
The importance of stage 6
Post Incident Learning (PIL)
Colin Campbell. Asst. Advisory Officer, BST, SEELB
Joe Duffy, Senior Ed. Psychologist, SEELB/QUB
22/11/13
Six Stages of a Crisis
Adapted from Kapler and Wheelan 1980
Time
Crisis
Anxiety /
Trigger
Need for
diversion,
support and
reassurance
Defensive /
Escalation
Need for
diversion,
reassurance,
clear limits,
boundaries
and choices
Risk Restraint Reduction
Possible need for
Restrictive
Physical
Intervention
appropriate for the
service user
Recovery
Need for
coordinated letting
go. Support,
reassurance
Depression
Follow Up
Need for
observation,
support and
monitoring recovery and
repair
Need for
positive
listening and
learning
Risk Restraint Reduction
CORE
Stage six of a crisis
The objective of Stage 6 of the Stages of a
Crisis is for the child to understand that the
reason why staff sometimes need to
hold them is because they care about
them.
This will involve staff listening to the child,
linking their feelings to their behaviours and
giving them the opportunity to learn from
what they have done
Post Incident Support.
Positive Listening
and Learning.
CORE
Outcomes of a Crisis
Staff – Child/Client
Staff – Child/Client
Relationship Damaged
Relationship Unchanged
Staff – Child/Client
Relationship Improved
CORE
Why Three Ls?
• Listen
– What happened?
• Link
– How did that make you feel?
• Learn
– The next time you feel that way what could you do?
Why Three Ls?
• Listen
– To the child’s view first
• Link
– Feelings to behaviours
• Learn
– Find better ways for next time
CORE
Conflict Spiral
CONFLICT
Reactions
Learn
Behaviours
Link
Feelings
Listen
Experiences
PIL - TELL
ime
Cannot rush it – only when they are ready
nvironment
Comfortable and private
isten
Hear the individual’s view first
earn
Find better ways for next time
PIL - HELP
ear
To their side of the story first
xplain
Why staff took the action they did
ink
To show how feelings drive behaviour
lan
Together to find better ways
Pupils with communication difficulties
Ref: Cotton (2012)
Three Ls
LISTEN
Communication
style
LINK
Recognising
feelings
LEARN
Learning
style
Any info regarding situation e.g. triggers:
What we did to rebuild our relationship
Pupil: ______________________
Staff: ______________________
Date: ______________________
Comic strip
Me
I felt…
This happened…
If I feel like this again
I will…
Pupil:
______________
Staff: ______________
Date: ______________
When I was feeling sad or angry
I showed this by ____________________
This was because ____________________
If I feel like this again I will
_________________________ (strategy to de-escalate)
To help others know and to help make
Pupil: ______________________
me happy
Staff: ______________________
Date: ______________________
Behaviour
Feelings
ExperiencesE
Experiences
What does the research say? [1]
The impact of training staff in special schools in
safe handling:
 In one study involving 4 schools, all schools saw a
reduction in physical interventions post training. One
school however witnessed more significant reduction
Why?
-
pupils were given the opportunity for listening & learning following
incidents;
the school had a dedicated staff member with overall responsibility
for behaviour management;
the entire staff was trained.
Source: www.team-teach.co.uk/casestudies/SEBDA_Article.pdf
What does the research say? [2]
Perkins & Leadbetter (2002) in an evaluative study of
aggression training management in a special school found
that, following training, the lack of supporting action by the
school was identified as key inhibiting factor. They
recommended:
-
the development of systems for auditing behaviour & assessing its
underlying function [see next slide];
ensuring that IEPs contain a behavioural management component
clear management support & leadership;
supporting staff through formal review of practice ( e.g. debriefing)
Assessing the function of behaviour
In relation to pupils with SLD functional
assessment has been identified as a factor
which is able to improve the efficacy of
numerous treatments (Hasting & Noone, 2005)
The Process for Staff Support?
Module Eight:
 After a crisis staff need support during the
recovery period.
 A member of staff usually requires:- support,
space, reassurance & guidance.
 As with the child, as soon as possible after the
incident.
 Support meeting with staff(s) involved & line
manager.
Objectives of the Process for Staff
 Discuss what happened in a non-blaming,
supportive, caring manner.
 Use crisis situation to clarify underlying causes,
issues and feelings.
 Examine what techniques were used to deescalate and/or physically manage the situation.
 Develop a strategy for the next time the
child/client begins to lose control.
 All items discussed concerning professional
practice issues should be documented
References
Cotton, D. (2012). What communication strategies can be
used to support the mental health of children with classical
autism? Kidderminster: BILD
Perkins, J. & Leadbetter, D. (2002) An evaluation of
aggression management training in a special educational
setting. Emotional & Behavioural Difficulties, 7, (1), 19-34
Hastings, R.P. & Noone, S.J. (2005) Self-injurious behaviour
& functional analysis: ethics & evidence. Education &
Training in Developmental Disabilities, 40, (4), 335 -342