Non Violent Crisis Intervention

1. Non Violent Crisis Intervention A Program Focusing on the Safe Management of Disruptive and Assaultive Behavior Full Training/Adapted From the Crisis Prevention Institute/2013 cb/lw/D204/2013

2. Philosophy and Purpose Care, Welfare, Safety and Security for you, your colleagues and our students. *Test Question

3. Two Ways a Student can Act Out Physical Verbal *Test Question

4. Crisis Development Model Crisis Development Staff Attitude 1.Supportive 1. Anxiety ______ What causes you anxiety, how abou the person you live with

5. Definitions • Anxiety- a noticeable increase or change in behavior. • Supportive- is an empathetic and nonjudgmental approach

6. Crisis Development Model Crisis Development Staff Attitude 1. Anxiety 1. Supportive 2. Defensive 2. Directive _______ Overwhelmed mom

7. Definitions • Defensive- the beginning stage of loss of rationality, student becomes belligerent and challenges. • Directive- staff member takes control by setting limits and being directive

8. Crisis Development Model Crisis Development Staff Attitude 1. Anxiety 1. Supportive 2. Defensive 2. Directive 3. Non-Violent Physical Crisis Intervention 3. Acting Out Person _______ Pound Teacher/Doorframe

9. Definitions • Acting Out Person- Loss of physical and emotional control. Danger to self and others. • Nonviolent Physical Crisis Intervention-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

10. Crisis Development Model Crisis Development Staff Attitude 1. Anxiety 1. Supportive 2. Defensive 2. Directive 3. Acting Out 3. Nonviolent Physical Crisis Intervention 4. Tension Reduction 4. Therapeutic Rapport

11. Definitions • Tension Reduction- Decrease in physical and emotional energy • Therapeutic Rapport- Reestablishing communication

12. Crisis Development Model 1. Anxiety 2. Defensive3. Acting Out Person 4. Tension Reduction Crisis Development Model for Teams Development Model for Teams • 1. Supportive • 2. Directive • Nonviolent Physical • Crisis Intervention • 4. Therapeutic Rapport *Test Question

13. Anxiety/Support Nonverbal Behavior- Proxemics Proxemics-personal space Varies • size, gender, relationship, culture 1.5 to 3 feet Seinfeld Close Talker _________ Activity: Stand up, form 2 lines p. 8

14. Anxiety/Support Nonverbal Behavior-Kinesics Kinesics-body language • facial expressions, gestures, postures • nonverbal signs of anxiety in students • staff kinesics can escalate or de-escalate a situation

15. Anxiety/Support What’s the Non-Verbal Message

16. Anxiety/Support What’s the Non-Verbal Message

17. Anxiety/Support What’s the Non-Verbal Message

18. Anxiety/Support Supportive Stance Reasons: • Respectful • Non Threatening • Safe P. 8 *Test Question

19. Anxiety/Support Paraverbal Communication • Tone • Volume • Cadence (rhythm and rate) ____________ P. 8 Teacheres act justified, students are offended Russell Breakfast Club Clip

20. Defensive/Directive Verbal Escalation Continuum Questioning 1. Information seeking • Respond 2. Challenging • Avoid a power struggle 3. 4. 2. 5. 1. Questioning _______ Toddler Story

21. Defensive/Directive Verbal Escalation Continuum Refusal- • noncompliance slight loss of rationality • set limits • Provide choices 3. 4. 2. Refusal 5. 1. Questioning

22. Defensive/Directive Mind the Gap Click on w.s.Mind the Gap Samples to go to samples

23. Defensive/Directive Setting Limits • Simple & clear • Reasonable • Enforceable

24. Defensive/Directive Verbal Escalation Continuum Release- Intervention: • Allow venting • Remove the audience • Intervene in the valleys 3. Release 4 2. Refusal 1. Questioning 5.

25. Defensive/Directive Verbal Escalation Continuum Intimidation- Threats • Seek assistance . 3. Release 2. Refusal 4. Intimidation 2. Refusal 5. 1. Questioning

26. Defensive/Directive Verbal Escalation Continuum Tension reduction Drop in energy • Re-establish communication 3. Release 3. Release 4. Intimidation 2. Release 5. Tension Reduction 1. Questioning

27. Defensive/Directive Verbal Escalation Continuum Click Here: Verbal and Non-Verbal Escalation Models 3. Release 4. Intimidation 2. Refusal 5. Tension Reduction 1.Questioning *Test Question

28. Verbal Intervention Do’s Stay Calm Listen Be mindful of communication limitations Don’ts Over-react Send threatening messages (walkie talkies) Communicate threats through setting limits ______ p. 10

29. 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

30. Precipitating Factors Definition- 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

31. Intro to Integrated Experience Rational Detachment Definition- 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

32. Integrated Experience Definition- the concept that behaviors and attitudes of staff impact on behaviors and attitudes of students and vice versa. ____________ Review pg 7 *Test Question

33. Integrated Experience Fear and Anxiety Productive Increase speed/strength Increase reaction time Increase in sensory awareness Unproductive Freezing Overreact physically Overreact Psychologically Inappropriate responses p. 11 Activity: Rate your fear

34. Personal Safety Techniques Strike- a weapon or object moving toward or coming in contact with a target. Grab- attempt to control and damage a part of the anatomy.

35. Defensive/Directive Strikes and Grabs

36. Defensive/Directive Princples of Personal Safety Strike 1. Move 2. Block Grab 1. Psysiological Advantage • Weak point • Leverage • Momentum 2. Psychological advantage • Stay calm • Have a plan • Use an element of surprise ____________ P 12 No shame in running

37. Acting Out Person/Non-Violent Physical Crisis Intervention Control Dynamics Reduce upper body strength Turn palms up Raising arms above shoulders Wrap around/anchor your arm to hip Reduce lower body strength Lower shoulders below the hips Reduce mobility Bring student to the balls of his feet ____________ P. 17

38. Acting Out Person/Non-Violent Physical Crisis Intervention Team Intervention Team vs. Solo Safer Professional Litigation *Test Question P. 20

39. Acting Out Person/Non-Violent Physical Crisis Intervention Team Leader 1. First 1 on scene (pre-designated) 2. Confidence & competence 3. Established rapport with students & staff p. 20

40. Acting Out Person/Non-Violent Physical Crisis Intervention Team Leader Duties Assess Plan Direct Communicate with student (one staff talking with student) P. 20

41. Tension Reduction/Therapeutic Rapport COPING Model C-ontrol-make sure students & staff are back under control O-rient-orient self to basic facts P-atterns- look for pattern, data I-nvestigate- Investigate alternative to the behaviors N-egotiate-determine which alternative to use G-ive-give responsibility back to the student give thanks Click Here: Lanyard Sized Coping Models P. 22