Non Violent Crisis Intervention Since 1980 CPI specialized offering Dan Matthews Years of Engagement •Respect •Honor •Validate Smart Hard Working Dedicated Professionals •Avoid A Problem •Solve A Problem.
Download ReportTranscript Non Violent Crisis Intervention Since 1980 CPI specialized offering Dan Matthews Years of Engagement •Respect •Honor •Validate Smart Hard Working Dedicated Professionals •Avoid A Problem •Solve A Problem.
Non Violent Crisis Intervention Since 1980 CPI specialized offering Dan Matthews Years of Engagement •Respect •Honor •Validate Smart Hard Working Dedicated Professionals •Avoid A Problem •Solve A Problem 41 Years In Classrooms • K-4 Para-Pro Deaf/Blind Room • 2nd Grade Classroom Teacher • 7-8 Classroom Reading Teacher • K-4 Language Arts Consultant • 2-4 Teacher of the Emotionally Impaired • 5-6 Teacher of the Learning Disabled • 7-8 Teacher of the Emotionally Impaired • K-12 Teacher Consultant • 9-12 Assistant Principal • 1,200 Student High School Grand Valley State University Survey Experiences • Verbal Intimidation • Hit With a Hand or Object • Grabbed • Kicked • Bitten • Hair Pulled • Choked • Physically Manage A Student Game Changers Activity Prevention & De-escalation Perceptual Control Theory Ed Ford If another person believes that you care about them they will be more willing to do what you ask them to do. Student Perception Building An Emotional Bank Account • Prevention • De-escalation Recovery • Student Responsibility • Student Activity Attributes 3.5% Smell 1.5% Touch 1% Taste 11% Hearing 83% Vision Connect & Learn Challenging Students Systems or Process • SO THEY do • classroom? • SO • SO not damage the integrity of the THEY do not demoralize or burn out staff. THEY will engage and take responsibility for their learning. Activity • • • Top “Five” Challenging Behaviors You Feel It You See It Boys Get 70% Of D’s And F’s • Make Up 80% of Discipline Issues • Make Up 70% of Learning Disabilities • Make Up 80% Of Those On Ritalin • Tend To Be 1 to 1 ½ Years Behind In Reading And Writing • Make Up 80% Of High School Dropouts • William McBride Ph.D. Author of Entertaining an Elephant Boys • When anxious or threatened blood will flow away from the brain to the extremities. • Core muscles will armor up. • Executive brain (frontal lobe) logical processing is impaired. • The brain goes into fight or flight mode. BOYS • Their eye composition makes them more sensitive to motion and direction. • They interpret the world as objects moving through space. • They respond better to staff who display non-threatening body language and facial expressions. GIRLS • Are More Sensitive To Sounds • Need Staff To Be Aware Of The Tone Of Their Voice • When Exposed To Threat Or Confrontation Blood Flows To Their Stomachs • This Often Leaves Them Feeling Anxious, Nervous And Under Attack GIRLS • They Value Support • Respond To Your Facial Expressions • Prefer Eye Contact • Like Smiles • Respond Better To A Non-Confrontational Approach • In Your Face Interactions Sabotage their Taking Responsibility References: • With Boys and Girls In Mind November 2004 Volume 62 Achievement Gap • The Principal’s Partnership Research Brief www.principalspartnership.com • How Girls and Boys Learn Differently www.tutorfi.com • NASSPE Research Gender Differences In Learning www.singlesexschools.org Hurricane Katrina Staff Dilemma Precipitating Factors Internal or external causes of an acting-out behavior over which a staff member has little or no control. Activity Rubber Band Pop Can Activity Michael’s Classroom Entry Loud-Fast-Animated Model Being: 83% V + 11% H = 94% Calm-Connective Caring-Controlled Try Not To Personalize Poor Choices Made By Others Perceptual Connections We all came into this world with six DNA hardwired brain emotions. Disgust Surprise Fear Anger Sadness Activate Joy! 1 Year = 7 Follow-Ups Success And Capacity Building Can Be Found When You Follow Up With Students Or Families Star Wars Participant Work Book Creating A Resource Guide • Future Reference and Systems Reflection • Open Book Post Test Prep • Blue Card Certification Process C.P.I. Post –Test Page “TOP” • Name • Today’s Date • Title • Facility • Email “School” address Blue Card Certification Process Instructor: Dan Matthews 1. Print Your Name 2. Six 3. Issued “Today’s Date 4. Expires “3 Years” 5. Units Completed “ 1 - 10” Key Words “Note Page” * Back Of Workbook •Care •Safety •Welfare •Security Care • Letting your compassion and empathy reflect through your nonverbal behavior (body language) and Para-verbal behavior (How we say what we say.) Welfare • Doing everything possible to prevent humiliation, embarrassment, and traumatization of the students in our care. Welfare continued… • Discovering what an individual is communicating and help that person gain insight into that behavior. Behavior is a form of communication. • Challenging behavior occurs when a student is unable to communicate needs or desires effectively. • Typically a challenging behavior serves to obtain something or avoid something. 11/7/2015 42 11/7/2015 43 •Two Picture Page Layout A second line of text here • A placeholder for text for the first picture • More information can be added here by changing this text. Safety • Being aware of Precipitating Factors and early warning signs so we can work on prevention and de-escalation. • Preventing danger, risk and injury. Safety • Always using the least restrictive intervention method first. Security • Allowing an individual the freedom to make their own decisions • Reassuring those in our care that we will not retaliate against challenging behavior • (Now or Ever) • Ensuring harmony not harm. Page 3 Please Read Due Care for Participants Guidelines Page 4 Non- Graded Do Not Worry About It Pre-Test Question 1 Name the two ways an individual can act out. This can take a thousand forms. a. Verbally Acting Out b. Physically Acting Out Proper Order Conversation Question 2 Crisis Development/Behavior Levels •Defensive •Anxiety •Tension Reduction •Acting Out Person Integrated Experience Crisis Development /Behavior Levels 1. 2. 3. 4. Anxiety Defensive Acting Out Person Tension Reduction Proper Order Conversation Question 2 Staff Attitudes/Approaches • Therapeutic Rapport • Directive • Nonviolent Physical Crisis Intervention • Supportive Integrated Experience Staff Attitudes / Approaches 1. 2. 3. 4. Supportive Directive Nonviolent Physical Crisis Intervention Therapeutic Rapport Questions 3,4,5 3. Crisis results in a traumatic experience for an individual. True or False 4. Why are you attending this training session? 5. Have you ever needed to handle an agitated individual? • Never • Frequently • Occasionally Page 7 Unit I: The CPI Development Model Page 7 Crisis Development /Behavior Levels 1. 2. 3. 4. Anxiety Defensive Acting Out Person Tension Reduction Page 7 Staff Attitudes / Approaches 1. 2. 3. 4. Supportive Directive Nonviolent Physical Crisis Intervention Therapeutic Rapport Page 7 Anxiety: A noticeable increase or change in behavior Defensive: The beginning stage of the loss of reality Page 7 Acting – Out Person: The total loss of control, which results in a physical acting out episode. Nonviolent Physical Crisis Intervention Page 7 Tension Reduction: A decrease in physical and emotional energy that occurs after a person has acted out, characterized by the regaining of rationality. Page 7 Supportive: An empathic, nonjudgmental approach attempting to alleviate anxiety. Page 7 Directive: An approach in which a staff member takes control of a potentially escalating situation. Page 7 Nonviolent Physical Crisis Intervention: Safe, non harmful control and restraint positions to safely control an individual until they can control their behavior. Page 7 Continued: • Used only as a last resort, when an individual presents a danger to self and others. Page 7 Therapeutic Rapport: An approach used to re-establish communication with an individual who is experiencing tension reduction. Page 8 Unit II & III: Nonverbal Behavior Para verbal Communication Page 8 Proxemics (Personal Space) An area around the body considered an extension of self • Generally 1.5 to 3.0 feet • Factors • Invasion = Anxiety Page 8 Kinesics (Body Posture & Motion) A nonverbal message transmitted by the motion and posture of the body. • Facial expressions • Gestures • Posture • Movements • Can escalate or deescalate a situation Page 8 CPI Supportive Stance 1. Communicates respect by honoring personal space 2. Is non-threatening/non-challenging 3. Contributes to staff’s personal safety if attacked & offers an escape route. Experience A. Proxemics (Personal Space) B. Kinesics (Body Posture & Motion) Supportive Stance Practice •Balance •Agility •Hand Messaging Unit III Page 8 Para verbal Communication Definition: How we say what we say. Components: • Tone • Volume • Cadence Page 8 Tone: Try to avoid inflections of impatience, condescension, inattention etc. Page 8 Volume: Keep the volume appropriate for the distance and the situation. Page 8 Cadence: Deliver your message using an even rate and rhythm. Activity •May I help you? •Who are you waiting for? •What do you need? •What’s wrong? Workbook Page 9 Unit IV: The CPI Verbal Escalation Continuum Five Points On The Kite Page 9 1. 2. 3. 4. 5. Questioning Refusal Release Intimidation Tension Reduction Page 9 Questioning a. Information Seeking• Rational question seeking a rational response. b. Challenging• Questioning your authority • Draw you into a power struggle Page 9 Questioning Interventions: a. Give a rational response. b. Stick to the topic (redirect), ignore the challenge (not the person), or set limits if the person persists. Page 9 Refusal Noncompliance; slight loss of rationalization. Page 9 Refusal: Interventions: • Call the student by name in a caring and connective tone. • Redirect to the desired task. • State Positive Choices First • Explain Choices Have Consequences • “Just because I like you I can not let you make this choice.” Page 9 Release Emotional outburst, loss of rationalization, blowing off steam Page 9 Release : Interventions • Let off steam if possible • Remove the audience • Stay calm & state directives • Be prepared to enforce any limits you set. Page 9 Intimidation: The individual is verbally and/ or nonverbally threatening staff in some manner. • Both Staff & Student Are Vulnerable • A hands on approach may trigger physical acting-out behavior. Page 9 Intimidation: Interventions • CALL FOR HELP • Safety In Numbers • Team of 2 or 3 Is Best • Multiple Eyes on Event • Team Documentation Team Advantages “Notes Page” • Safety- in numbers • Professionalism-team members can lend support and the intervention appearance is that of cooperation. • Litigation-having another person on the scene provides a witness. Page 9 Tension Reduction: A drop in energy, which occurs after every crisis situation, whether it is after low-level defensive behaviors or intimidation. Page 9 Tension Reduction Intervention: Establish Therapeutic Rapportre-establish communication with the individual. Interventions Activity Staff: Supportive Stance • Simple Request Student: • Questioning • Refusal • Release • Tension Reduction Workbook Page 10 Unit IV: Verbal Intervention Page 10 Keys to Setting Limits: •Simple and Clear •Reasonable •Enforceable Tips and Techniques Page 10 Demonstrate: • Calmness • Isolate the Situation • Enforce Limits • Listen • Connective Nonverbal/Para verbal • Consistency Tips and Techniques Page 10 Avoid • Overreaction • Power Struggle • False Promises • Fake Attention • Threatening Behavior • Confusing Jargon Page 10 Empathetic Listening: An active process to discern what a person is saying Page 10 Tips Empathic Listening 1. 2. 3. 4. 5. Be nonjudgmental Give undivided attention. Listen carefully to what the person is really saying (focus on feelings, not just facts). Allow silence for reflection. Use restatement to clarify messages Principals for Effective Verbal Intervention Remain Calm “Notes Page” • The verbally escalating person is starting to lose control. • Try and keep your cool even when challenged, insulted, or threatened. • “Call Out Their Name” • You are going to be OK. • I am glad I am here to help. Isolate The Individual “Notes Page” • Peers tend to fuel the fire • An audience makes backing down more difficult • If you want to change behavior change location Keep It Simple “Notes Page” • Be clear and direct in your message • Processing may be impaired • Complex messages will increase anxiety •Ask what do you need? Use Reflective Questioning “Notes Page” • Listen • Put the person’s statements in your own words and then check with them to see if you have understood what they meant. •I want to make sure I understand you. Use Silence “Notes Page” • Silence on your part allows the individual time to clarify their thoughts and restate the message. • It will also demonstrate your ability to listen and give you time to process information •Slow everything down. Watch Your Para verbal's “Notes Page” • Be aware of your tone, volume and cadence •Caring and Connective •I understand Watch Your Body Language “Notes Page” • Agitation means less attention to words more attention to body language • Give space •Be aware of the position of your hands Focus On Person “Notes Page” The face is a window that tells you what is going on in the brain. Workbook Page 11 Unit V: Precipitating Factors, Rational Detachment, Integrated Experience Page 11 Precipitating Factors Internal or external causes of an acting-out behavior over which a staff member has little or no control. Page 11 Rational Detachment The ability to stay in control of one’s own behavior and not taking acting out personally. Page 11 Integrated Experience The concept that behaviors and attitudes of staff impact behaviors and attitudes of individuals and vice versa. • Staying in control and being positive will allow us to offer • the best Care, Welfare, and • Security to our students. Page 11 Staff Fear and Anxiety Unproductive • Freezing • Overreacting • Responding Inappropriately Page 11 Staff Fear and Anxiety Productive • Increase in speed and strength • Increase in sensory acuity • Decrease in reaction time Page 12 Unit VII: CPI’s Personal Safety Techniques Page 12 Strike: A weapon coming into contact with a target. Grab: The control or destruction of a part of one’s body. Page 12 Strike 1. 2. Block (or deflect) the weapon. Move the target. Page 12 Grab: 1. Gain the physiological advantage by using the weak point of the grab and leverage. 2. Utilize hips for momentum Practice Page 13 Kick Block •Primal Reflex •Foot •Balance Practice Page 13 •One-Hand Wrist Grab Release •Weakest Area •Leverage •Hip Rotation Practice Page 13 •Two-Hand Wrist Grab Release •Weak Area •Leverage •Two Arm Strength •Hip Rotation Practice Page 13 •One-Hand •Secure Hair Pull Release Hand •Momentum Towards & Down •Comb Down Practice Page 14 Two-Hand Hair Pull Release Secure Both Hands • Momentum Towards & Down • Comb Down • Practice Page 14 Front Choke Release •Arms & Shoulder Leverage •Lean Away to Weaken •Rotation Momentum Practice Page 14 Back Choke Release •Leverage •Lean Away •Momentum Practice Page 14 Bite Release • Avoid Pulling Away • Feed The Bite • Parasympathetic Response Practice Page 16 CPI Children’s Control Position • Cross Arm Pull-Through • Behind Child & Close Contact • Positioned Arm Pit High & Locked • Balance Base & Slight Lean Practice Page 18 CPI Transport Position • Close Hip Contact • Your Inside Arm Goes Under Individual’s Arm • Grasp Your Wrist • If Individual Struggles “STOP” Page 20 Team Intervention Crisis Response Team • Two or Three Members Max Team Versus Solo Intervention • Safety • Professionalism • Litigation Page 20 Team Leader 1. 2. 3. The first person on the scene. A team member with confidence and competence. A team member who has a rapport with the acting out individual. Page 20 Team Leader Duties 1. 2. 3. 4. Assess the situation. What steps are necessary? Plan the intervention. Direct the other team members. Communicate with the acting out individual. Only one person should be talking to the individual. Page 20 Auxiliary Team Leader Duties 1. 2. 3. 4. Check the psychological status of the individual and the environment for dangerous objects. Address what needs to happen to de-escalate the crisis Recognize if additional assistance is needed or a change in strategies. Engage in verbal de-escalation with the acting out individual if directed by the team leader. Page 22 C.P.I. Coping Model Process • Establishing Therapeutic Rapport after a crisis incident • A structure for Staff Debriefing Control “Student Conversation” Student Is back under emotional/physical control Orient Basic facts & student’s perception Patterns Past behaviors & triggers Investigate Alternatives & resources Negotiate Positive behaviors & consequences Give control/support/encouragement Control “Staff Conversation” Staff members are settled down before discussion Orient Basic facts & different interpretations of the event Patterns Review the staff response to the crisis event Investigate Look for ways to improve in the future Negotiate Agree to changes for future improvement Give Provide support & encouragement Bring them to the table. Building capacity in students is a system or process not an isolated event. You are all I got.