Practical Communication Strategies to Help an Anxious Child

1. Practical Communication Strategies to Help an Anxious Child

2. Program Objectives • Identify the behavior levels that contribute to the development of a crisis and choose an appropriate intervention • Indentify useful nonverbal techniques which can help to prevent escalating behaviors

3. Crisis Development Model Anxiety: A noticeable increase or change in behavior (pacing, finger drumming, wringing of the hands)

4. Crisis Development Model Anxiety: A noticeable increase or change in behavior (pacing, finger drumming, wringing of the hands) Supportive: An empathetic, nonjudgmental approach attempting to alleviate anxiety

5. Crisis Development Model Defensive: The beginning stage of loss of rationality. At this stage, an individual often become belligerent and challenges authority.

6. Crisis Development Model Defensive: The beginning stage of loss of rationality. At this stage, an individual often become belligerent and challenges authority. Directive: An approach in which a staff member takes control of a potentially escalating situation by setting limits.

7. Crisis Development Model Acting-Out Person: The total loss of control, which results in a physical acting out episode

8. Crisis Development Model Acting-Out Person: The total loss of control, which results in a physical acting out episode Nonviolent Crisis Intervention: Safe, non-harmful control and restraint positions to safely control an individual until he/she can regain control of his/her behavior (used as a last resort when the child presents a danger to self/others.

9. Crisis Development Model Tension Reduction: A decrease in physical and emotional energy that occurs after a person has acted out, characterized by the regaining of rationality.

10. Crisis Development Model Tension Reduction: A decrease in physical and emotional energy that occurs after a person has acted out, characterized by the regaining of rationality. Therapeutic Rapport: An approach used to re-establish communication with an individual who is experiencing Tension Reduction.

11. Nonverbal Behavior • Objectives • Raise awareness of nonverbal communication during interventions • Illustrate how personal space (proxemics) affects anxiety levels • Illustrate how body posture and motion (kinesics) affects anxiety levels

12. Proxemics (Personal Space) An area surrounding the body (1.5 – 3 feet) which is considered an extension of self • Personal space varies depending on who is approaching and what the context of the situation happens to be. • Factors include: gender, size, age, cultural background, relationship, health, previous experiences • Invasion of personal space will increase anxiety • Includes someone’s “stuff”

13. Kinesics (Body Posture/Motion) The nonverbal message transmitted by the motion and posture of the body • Facial expressions, gestures, posture, movement • Staff member’s kinesics behavior can serve to escalate or de-escalate a given situation. A body position that appears challenging or confrontational may increase anxiety when approaching an individual.

14. Supportive Stance • Communicates respect • Nonthreatening/Non-challenging • Contributes to personal safety

15. Paraverbal Communication Definition: The vocal part of speech, excluding the words

16. Empathic Listening • Be nonjudgmental • Give undivided attention • Listen carefully to what the person is really saying – and not saying (focus on feelings, not just facts) • Allow silence for reflection • Use restatement to clarify messages