Crisis Prevention Institute Non-Violent Crisis Intervention

2. Crisis Prevention InstituteNon-Violent Crisis Intervention Presenters: Ellen Peden, M.C.E.S.A Dan Simonds, Midland Public Schools

3. Before we begin, you should have the following: • CPI Workbook • Two Day Schedule • Corporal Punishment Guidelines • Participant Due Care Packet • Post Vention Handout Please make sure that you sign in on each day

4. Purpose of this Training a. Ensure the care and welfare, safety, and security of your student and yourself. b. Teaches staff to recognize various stages of a crisis situation. c. Teaches staff the most effective way to respond to a crisis situation. d. Teaches you to sharpen your skills in defusing a crisis before violence occurs. e. This training will make you feel more confident about keeping yourself and others safe when a person loses physical control.

5. Participant Introduction • Who are you? • Where do you work? • What do you do? • What do you do to take care of yourself?

6. We can loose control Verbally and Physically • Each require a different response from staff • In this training you will be learning: • a. A set of strategies to use with people who          are verbally acting out • b. A another set of strategies to use with                people who are physically acting out

7. There are levels of behavior an individual experiences   when becoming agitated and there are also appropriate       staff responses to each of those behavior levels Crisis Development Model Anxiety Supportive Defensive Directive Acting out person Use of non-violent physical crisis int. Tension reduction Therapeutic Rapport “Previous Planning Prevents Poor Performance”

8. Behavioral Escalation Continuum “As behavior excalates so does the intensity”

9. One of the goals of Nonviolent Crisis Intervention is to find positive ways of dealing with crisis so that they are not traumatic (or so that the degree of trauma is lessened) Crisis can be a learning experience for everyone involved and the results can lead to growth and change

11. The overall philosophy and goal of this training is to provide the best possible care welfare safety security for everyone involved in a crisis

12. Safety S S Security C Care Welfare W

13. How CPI training assists with acting out behavior • It is when people become agitated and begin to act out  that staff may have less confidence in their abilities to  handle the situation they encounter • We are all agitated individuals at times most of us have  some skills to cope with that agitation • Our role is to keep them and ourselves safe during such  episodes • One way we can do this is to recognize the early signs  and to intervene early to head off difficult behavior  before it escalates. • Crisis Development Model

14. “When most of us think of a crisis, we probably think of the moment when a person releases a great deal of verbal or physical energy, such as yelling and swearing or hitting and kicking. BUT almost every crisis begins long before that moment.”

15. Crisis Development Model • When we look at nonviolent crisis intervention we need to look at  how an  individual loses control Verbally or Physically • We as staff need two options of intervention for these behaviors -Verbal Intervention or De-escalation Techniques -Use of Non-Violent Physical Intervention • When we look at this model we look at behaviors student’s go  through  during the escalation process and also the intervention  steps that staff can follow • The CPI model is a way of understanding how a crisis situation  evolves  through a series of changes and how our response to  each  stage has an  effect on the outcome -Identifies a student’s behavior and the staff response -If we determine a level it gives us an idea where to begin -We do not have to go through all the levels

17. Behavior Labels Crisis Development Staff Attitude/Intervention Anxiety Anxiety: is a noticeable increase or change in behavior

18. Behavior Labels Crisis Development Staff Attitude/Intervention Anxiety Supportive Supportive: An empathic, nonjudgmental approach attempting to alleviate anxiety

19. How we support depends on three things: a. The type of support we are comfortable giving Huggers, Listeners, Problem Solvers , Humor b. The type of support the other person responds to given space Students may need to cry, vent, be held, c. The degree of rapport, if any that we share with the student Varies with each student Recognize normal behavior Observe anxiety through nonverbal behavior

20. Key Points: Anxiety/Supportive • Recognize normal behavior • Notice change in behavior (could be a sign of anxiety) • Non-verbal signs could be a good indicator of a potential crisis • This is the safest and best opportunity to prevent behavior • Avoid overlooking signs of anxiety • Be proactive-demonstrate a supportive response

22. Behavior Labels Crisis Development Staff Attitude/Intervention Anxiety Supportive Defensive Defensive: The beginning stage of loss of rationality. At this point an individual often becomes belligerent and challenges authority.

23. Behavior Labels Crisis Development Staff Attitude/Intervention Anxiety Supportive Defensive Directive Directive: An approach in which a staff member takes control of a potentially escalating situation by setting limits.

24. Setting Limits -Setting limits is empowering -Teaches accountability -Gives the student a choice -Helps keep our hands off people -May prevent further intervention

25. Three keys that will assist us that our limits are reasonable 1. Make limits clear, simple and understandable understandable 2. Be Concise 3. Make sure limits are enforceable

26. Key Points: Defensive/Directive • Recognize irrational behavior • Maintain professionalism-don’t allow students to push buttons • Give simple & clear instructions • Limits must be enforceable

28. Behavior Labels Crisis Development Staff Attitude/Intervention Anxiety Supportive Defensive Directive Acting Out Person Acting Out Person: The total loss of control which often results in a physical acting out episode.

29. May use necessary, reasonable physical force upon a pupil: • To restrain or remove a pupil whose behavior is interfering with the •  orderly exercise and performance of school functions if the pupil has •  refused to cease from further disruption. • To act in self defense or the defense of others. • To prevent the infliction of harm on the pupil or another. • To quell a disturbance that threatens physical injury to any person • To obtain possession of a weapon or dangerous object upon or within •  the control of the student. • To protect property

30. Behavior Labels Crisis Development Staff Attitude/Intervention Anxiety Supportive Defensive Directive Nonviolent Physical Crisis Intervention Acting Out Person Nonviolient Physical Crisis Intervention: Safe, nonharmful control and restraint techniques used to safely control an individual until he can regain control of his behavior. These techniques should be utilized as a last resort, when an individual presents danger to self and others.

31. Key Points: • Acting Out Person/Nonviolent Crisis Intervention • It is unlikely that the acting out student will respond to a  supportive or directive staff attitude. In fact this person may  not even hear the words spoken. Verbal intervention may no  longer be an option. • Physical intervention is used as a last resort and should  never be used as a form of punishment. • Ensure the care, welfare, security, and safety for the  student and yourself. • Acting out behaviors should not be taken personally

32. Behavior Labels Crisis Development Staff Attitude/Intervention Anxiety Supportive Defensive Directive Nonviolent Physical Crisis Intervention Acting Out Person Tension Reduction Tension Reduction: Decrease in physical and emotional Energy which occurs after a person has acted out, characterized by regaining of rationality.

33. Behavioral Escalation Continuum “A drop in normal behavior”

34. Characteristic of Tension Reduction • Everyone eventually calms down. • Decrease in physical and emotional energy. • Often the student feels embarrassed, scared, confused or  remorseful. • Can be a teachable reachable moment.

35. Behavior Labels Crisis Development Staff Attitude/Intervention Anxiety Supportive Defensive Directive Nonviolent Physical Crisis Intervention Acting Out Person Tension Reduction Therapeutic Rapport Therapeutic Rapport: An attempt to reestablish communication with an individual who is in the tension reduction stage.

36. If we handled the crisis appropriately throughout the crisis situation it can turn into a productive-learning experience rather than that of a traumatic one. -Therapeutic Rapport gives time for reviewing the crisis situation or the true reason for the acting out behavior: Why it happened What led up to it How can we help the individual deal with it Can we help them alleviate what caused this behavior How can similar crisis be avoided in the future Can we teach them coping mechanisms or skills How can we give them the human dignity that they deserve “We may not be able to eliminate all future crisis, but we can look for ways to make them shorter, less intense, and less frequent”

37. Key Points: • Tension Reduction/Therapeutic Rapport • Reduction of physical and emotional energy • Can be a teachable moment by reviewing the crisis situation • An opportunity re-establish trust and respect

38. Crisis development is an integrated experience -What you say and what you do affects others and visa-versa support Anxious people need Defensive individuals require direction and limits A person who loses control and acts out physically needs Someone to physically maintain control to prevent harm to                                             themselves and others A person experiencing tension reduction needs therapeutic rapport

39. Key Points: Crisis Development Model Crisis Development Staff Attitude/Intervention Anxiety Supportive Defensive Directive Nonviolent Physical Crisis Intervention Acting Out Person Tension Reduction Therapeutic Rapport The CPI model is a way of understanding how a crisis situation evolves through a series of changes and  how our response to each stage has an effect on the outcome. The CPI Crisis Development model identifies the student’s behavior and the staff attitude or response. a. If we can determine a level--it gives us an idea where to begin b. We do not have to go through all the levels

40. Break

41. Nonverbal behavior • Despite our highly developed language skills, as much as 80% of our communication is estimated to be nonverbal In the context of intervening with a person experiencing anxiety, an acute awareness of nonverbal messages becomes essential

42. Proxemics (personal space) • Proxemics or personal space varies depending on who is approaching and what the context of the situation is. • Personal space on the average is 2-3 feet • Personal space varies based on the level of rapport

43. Proxemics exercise

44. Proxemics Many factors effect the amount of personal space one may need. Gender, size, culture, background, authority, appearance, hygiene, environmental moods, eye-contact

45. Kinesics (Body posture and motion) Kinesics include: facial expressions, gestures, posture, and movement. The way we move and position our body in relation to another person has a direct impact on the message we deliver.

46. Supportive Stance 1. Communicates respect by honoring personal space (2-3 feet is the recommended guideline) 2. Is nonthreatening, nonchallenging, and offers an escape route (by standing off to the side). 3. Contributes to the staff’s personal safety if attacked (provides a margin of safety of at least 2-3 feet). By turning sideways you are keeping the most vulnerable areas of your body, such as your groin, chest,stomach, knees and shins, protected.

47. Tips for supportive stance 1. Keep hands close to the body 2. Palms up rather than palms down 3. Keep hands out in the open

48. Kinesics (body posture) • Your body posture can • escalate or deescalate a situation • increase or defuse anxiety • avoid the need for higher level intervention or invite it

49. Kinesics A staff member has the option during a potential crisis to defuse the situation simply by taking the time to And Check Yourself

50. Key Points • Personal space can effect anxiety levels. • Body posture and motion effect anxiety levels. • Awareness of nonverbal communication can de-escalate anxiety