Transcript No Slide Title

Non Violent Crisis
A Program
Focusing on the
Intervention
Safe Management of
Disruptive and Assaultive
Behavior
Full Training/Adapted From the Crisis Prevention Institu
cb/lw/D204/2013
Philosophy and Purpose
Care, Welfare, Safety and
Security for you, your
colleagues and our students.
*Test Question
Two Ways a Student can
Act Out
*Test Question
Crisis Development Model
Crisis Development
1. Anxiety
Staff Attitude
1.Supportive
______
What causes you anxiety, how abou the person you live with
Definitions
a noticeable increase
or change in behavior.
is an empathetic
and nonjudgmental approach
Crisis Development Model
Crisis Development
1. Anxiety
2. Defensive
_______
Overwhelmed mom
Staff Attitude
1. Supportive
2. Directive
Definitions
the beginning stage
of loss of rationality, student
becomes belligerent and
challenges.
staff member takes
control by setting limits and
being directive
Crisis Development Model
Crisis Development
1. Anxiety
2. Defensive
3. Acting Out
Person
_______
Pound Teacher/Doorframe
Staff Attitude
1. Supportive
2. Directive
3. Non-Violent
Physical Crisis
Intervention
Definitions

- Loss of physical and
emotional control. Danger to self and
others.
-Is a safe emergency
procedure used when a student presents
a danger to himself or others. To be used
as a last resort or when student is a
danger to himself or others.
*Test Question
Crisis Development Model
Crisis Development
1. Anxiety
2. Defensive
3. Acting Out
4. Tension
Reduction
Staff Attitude
1. Supportive
2. Directive
3. Nonviolent
Physical Crisis
Intervention
4. Therapeutic
Rapport
Definitions
Decrease
in physical and emotional energy
Reestablishing communication
Crisis Development Model
Crisis Development Model for Teams
Development Model for Teams
1. Anxiety
2. Defensive
3. Acting Out
Person
4. Tension
Reduction
1. Supportive
2. Directive
3. Nonviolent
Physical
Crisis Intervention
4. Therapeutic
Rapport
*Test Question
Anxiety/Support
Nonverbal BehaviorProxemics
Varies
size, gender, relationship,
culture
1.5 to 3 feet
_________
Anxiety/Support
Nonverbal BehaviorKinesics
 facial expressions, gestures, postures
 nonverbal signs of anxiety in
students
 staff kinesics can escalate or deescalate a situation
Anxiety/Support
What’s the Non-Verbal
Message
Anxiety/Support
What’s the Non-Verbal
Message
Anxiety/Support
What’s the Non-Verbal
Message
Anxiety/Support
Supportive Stance
Reasons:
 Respectful
 Non Threatening
 Safe
P. 8
*Test Question
Anxiety/Support
Paraverbal
Communication
 Tone
 Volume
 Cadence (rhythm and rate)
____________
P. 8
Teacheres act justified, students are offended
Russell
Defensive/Directive
Verbal Escalation
Continuum
3.
1. Information
seeking
4.
2.
 Respond
2. Challenging
 Avoid a power
struggle
5.
_______
Toddler Story
1
Defensive/Directive
Verbal Escalation
Continuum
3.
 noncompliance
4.
slight loss of
rationality
5.
1. Questioning
 set limits
 Provide
Defensive/Directive
Mind the Gap
Defensive/Directive
Setting Limits
1. Simple &
clear
2. Reasonable
3. Enforceable
Defensive/Directive
Verbal Escalation Continuum
Intervention:
4
2. Refusal
 Allow venting
 Remove the
audience
5.
1. Questioning
 Intervene in the
valleys
Defensive/Directive
3. Release
2. Refusal
2. Refusal
5.
Threats
Seek
assistance
1. Questioning
.
Defensive/Directive
Verbal Escalation Continuum
3. Release
3. Release
4. Intimidation
2. Release
Drop in energy
 Re-establish
1. Questioning
communication
Defensive/Directive
Verbal Escalation Continuum
Click Here: Verbal and Non-Verbal Escalation
Models
*Test Question
Verbal Intervention
Do’s
Stay Calm
Listen
Don’ts
Over-react
Send threatening
messages (walkie
talkies)
Be mindful of
communication
limitations
Communicate threats
______
p. 10
through setting limits
Empathic Listening
Give undivided attention
Nonjudgmental
Llisten carefully to what the person is
saying (focus on feelings, not just
facts)
Allow silence for reflection
Use restatement to clarify messages
P 10
Precipitating Factors
internal or external causes
of acting out behavior over which a
staff has little or no control
____________
What’s happening in the lives of kids
P 11
Intro to Integrated
Experience
Rational Detachment
- ability to stay in control of
one’s own behavior and not take
acting out behavior personally
________
P 11
What do you do to stay rationally detached
the concept that
behaviors and attitudes of
staff impact on behaviors
and attitudes of students
and vice versa.
____________
Review pg 7
*Test Question
Integrated
Experience
Fear and Anxiety
Unproductive
Freezing
Overreact
physically
Overreact
Psychologically
Inappropriate
responses
p. 11
Activity: Rate your fear
Productive
Increase
speed/strength
Increase reaction
time
Increase in
sensory
awareness
Personal Safety Techniques
a weapon or object moving
toward or coming in contact with a
target.
attempt to control and damage
a part of the anatomy.
Defensive/Directive
Strikes and Grabs
Defensive/Directive
Princples of Personal
Safety
1. Move
2. Block
____________
P 12
No shame in running
1. Psysiological Advantage
 Weak point
 Leverage
 Momentum
2. Psychological advantage
 Stay calm
 Have a plan
 Use an element of surprise
Acting Out Person/Non-Violent Physical Crisis Intervention
Control Dynamics
Turn palms up
Raising arms above shoulders
Wrap around/anchor your arm to hip
Lower shoulders below the hips
____________
P. 17
Bring student to the balls of his feet
Acting Out Person/Non-Violent Physical Crisis Intervention
Team Intervention
Team vs. Solo
Safer
Professional
Litigation
P. 20
*Test Question
Acting Out Person/Non-Violent Physical Crisis Intervention
Team Leader
1. First 1 on scene
(pre-designated)
2. Confidence &
competence
p. 20
3. Established
rapport with students
& staff
Acting Out Person/Non-Violent Physical Crisis Intervention
Team Leader Duties
Assess
Plan
Direct
P. 20
Communicate with
student (one staff
talking with
student)
Tension Reduction/Therapeutic Rapport
COPING Model
Click Here: Lanyard Sized Coping Models
make sure students & staff are back
under control
-orient self to basic facts
- look for pattern, data
- Investigate alternative to the
behaviors
-determine which alternative to use
-give responsibility back to the student give
thanks
P. 22