Families First in Essex County 196 Water Street/PO Box 565 Elizabethtown, NY 12932 518-873-9544 familiesfirstinessexcou

1. Safety Planning 101 Families First in Essex County196 Water Street/PO Box 565 Elizabethtown, NY 12932518-873-9544familiesfirstinessexcounty.org

2. Presented by Robin Nelson, Manager of Family Support Services Families First in Essex County Elizabethtown, NY MA Liberal Studies SUNY Plattsburgh Ph.D. Education Walden University expected 2012 Jennifer Allen, Manager of Youth Services and HCBS-W Intensive In-home Provider Families First in Essex County Elizabethtown, NY BS Social Work SUNY Plattsburgh

3. What is Safety Planning All About? • Families First uses a method of safety planning developed especially for families with children who struggle with emotional and/or behavioral issues • The Three Ps • Prediction • Prevention • Plan

4. Crisis Cycle Baseline/In Control Person is calm and “normal” Trigger Person, place, thing or condition Escalation Agitation is increasing, behaviors get worse Crisis Loss of control and ability to process information Calming Down Person begins to regain control and behavior calms down Recovery Control is regained, but person is still fragile Crash Exhaustion, need time out or relaxation

5. Strengths, Interests and Resources • Strengths, etc. will be used to address needs • Strengths, etc. help to create buy-in right from the beginning • How do you draw strengths out when child/family seems to always be in crisis? • This is THEIR plan • It is a living, breathing document and can be changed at any time • Their strengths and interests are who they are and who they and their family can be proud of and hopeful about

6. Strengths, Interests and Resources • Everyone has resources, it’s just a matter of looking at things in different ways • Use resources appropriately and creatively • If a person, place or thing is important to thechild, try to figure out how to use it as a POSITIVE resource Remember The longer and larger the list, the easier it is to plan

7. Prediction • How to know what happens before a crisis • This is the HEART of the plan • Allows the child to take control and responsibility I think I’m getting annoyed…

8. Behaviors to Change and Unhealthy Coping Skills • The child should identify the behaviors and unhealthy coping skills as much as possible • The child MUST be in agreement about the behaviors and unhealthy coping skills to work on • Choose 1-3 issues to work on at a time, more than that can be overwhelming • When chosen behaviors have improved, if there are more, change the plan

9. Unhealthy Coping Skills • Sometimes children figure out ways to manage anxiety/emotional crises that work for them but aren’t necessarily healthy

10. Behaviors to Change and Unhealthy Coping Skills • Do not make it too overwhelming or it WON’T WORK • Simple = Easy Homer Simpson illustration found at Chicagonow.com

11. Behaviors to Change and Unhealthy Coping Skills • How to help identify the behaviors without triggering a crisis • This part is usually difficult for children and families because it can cause emotions to run high • If the child begins to react or shut down during this phase, go back to strengths, etc. to remind the child of all the great things he or she is/has • VALIDATION is KEY

12. Triggers • People, places, things and/or conditions that come before and may cause an event/crisis • Identify triggers to behaviors • Don’t take it personally, instead, this is an opportunity for insight. It’s not about blame—it’s about AWARENESS Self Awareness

13. How Does It Look? • What do people SEE before, during and after a crisis? • This is the part when the child is probably most vulnerable, but it is also the greatest opportunity for learning • Remember • Use “I” statements • Speak specifically about physiological observations • Physiological means what is happening to his or her body

14. What Does It Feel Like? • What does the child FEEL before, during and after a crisis? • The child needs to be able to report his or her feelings without being judged • The child may need help identifying the physiological experience • The facilitator can help in 2 ways • 1. Give examples • 2. Normalize

15. What Does It Feel Like? • Perfect opportunity for SELF-AWARENESS and taking RESPONSIBILITY • VALIDATE!!! WOW!! I’m so proud of you!!

16. Prevention • How to stop an incident from becoming a crisis • Healthy coping skills used now • Highlight things the child does that are good decisions • Give examples of times that crises were avoided because of using healthy coping skills • Coping Skills Bag

17. Using Interests and Resources • What can help? • Who can help? • Coping skills that need to be developed • Everything should connect back to the strengths, interests, resources and the changes that the child wants to work on • Must be child-centered and child-driven

18. New House Rules • No more than 3-5 rules • Strength-based is better • The child needs to know what is expected, but not feel blamed in the process House Rules Be kind Be respectful Stick together

19. Plan • Take the information you have gathered and put it together to make a plan • If _______ then _________ • The child must take responsibility in creating the plan • Anyone involved in the plan needs to know and agree

20. Safety Plan Template

21. Safety Plan Template

22. Be Safe!! • Three Ps Safety Planning Model developed by Cherene Allen-Caraco, QMHP, QDDP • Crisis Cycle illustration and description Written By Patricia Galbraith LCSW, TarynNicksic-Springer M.Ed. & Stephanie O’Brien M.S. published by University Healthcare Neurobehavior HOME Program • Self-Injury illustration found at http://werebeaglesanonymous.blogspot.com/2009/02/i-just-feel-empty-today.html • Breakfast Club (1985) Director John Hughes from Netflix movie database