Nonviolent Crisis Intervention Crisis Prevention Institute (CPI) Care, Welfare, Safety, and Security
Crisis Development/Behavior level Anxiety -noticeable increase or change in one’s behavior Ex: deep breathing, pacing, face flushed, muscle tension, clenching, agitation, crying
Staff Attitudes/Approaches Supportive -nonjudgmental approach attempting to alleviate anxiety. HOW? Listen, pay attention to proximity, anticipate, change environment, offer help
Crisis Development/Behavior Level Defensive -Beginning stage of loss of rationality (may become belligerent and challenge authority) Ex: mouthing off, eye contact, opposition (power struggle), threats, posturing, body language.
Staff Attitudes/Approaches Directive -the attempt to take control of a potentially escalating crisis by setting limits
Crisis Development/Behavior Level Acting-Out Person -a total loss of control resulting in a physical acting out episode. They are now a danger to self and/or others. Ex: hit desk, throw things, runs away (hides), spit, bite, hit, kick (physically aggressive in general)
Staff Attitudes/Approaches Nonviolent Physical Crisis Intervention -safe, non-harmful control and restraint techniques (use only as a last resort)
Crisis Development/Behavior Level Tension reduction -a decrease in physical and emotional energy -Students: deflate(cry, laugh, become apologetic, may sleep) -Crisis is not over yet
Staff Attitude/Approaches Therapeutic Rapport - an approach used to re-establish communication -used to develop trust/rapport with student, hopefully to help and prevent situation from happening again (change behavior)
Proxemics and Kinesics Nonverbal Behavior Proxemics and Kinesics
Proxemics Personal space, an extension of self 1.5 -3 ft. (norm) Causes of variance: -familiarity, relationship, age, size, gender, body language, situation, culture
Kinesics Body language Body posture and motion -facial expressions-frown, smile, rolling eyes, looking over glasses -gestures-crossed arms, hands on hips, pointing , tapping foot, shrugging shoulders
CPI Supportive Stance Reasons for using CPI Supportive Stance -Safety: staff is less vulnerable , and provides an escape route -Non threatening or non challenging -respects personal space-maintains average distance better.
Paraverbal Communication Components- Tone-try to avoid inflections of impatience, non-importance The vocal part of speech, excluding the actual words Volume-use appropriate volume (soft answer turns away wrath) Cadence-even rate/rhythm with speech(tempo)
Verbal Escalation Continuum 1. Questioning: a. information-seeking b. challenging Interventions: a. answer question b. redirect back to the topic/set limits
2. Refusal-noncompliance, slight loss of rationalization Intervention-set limits
3. Release-emotional outburst(verbal venting) Interventions: -allow to vent -isolate the situation -redirect student
3. Intimidation-threats to staff Interventions: -take threat seriously -get help-try to avoid individual intervention
5. Tension Reduction-drop in energy Intervention: therapeutic rapport; re-establish communication with the student.
Keys to Setting Limits Make them simple and clear -don’t use jargon Reasonable Enforceable
Verbal Intervention Tips and Techniques DO: -speak calmly -use good body language -patience Listen to student Be respectful Remember who your dealing with Stay on point
Verbal Intervention Tips and Techniques DON’T: -take it personally -show anger -antagonize -back into corner - embarrass - speak without thinking
Empathic Listening The active process to learn what a person is really communicating 1. Be non-judgemental 2. Allow for silence 3. Give undivided attention 4. Use restatement to clarify 5. Listen for feelings
Precipitating Factors Internal or external causes of acting out behavior that staff have little of no control over. Hungry, abuse/neglect, relationships, lack of sleep, fear, meds, parents, home issues, substance abuse, gangs, peer pressure, hormones, bad hair day… Staff should be aware that these issues could be going on.
Rational Detachment The ability to stay in control of one’s own behavior and not take acting-out behavior personally How we rationally detach -at home -at work -during a crisis
Integrated Experience Attitudes and behaviors of staff impact the attitudes and behaviors of students Staying in control and being positive will allow us to offer the best possible Care, Welfare, Safety, and Security.
Staff Fear and Anxiety Universal human emotion Unproductive Reactions: a. - freezing (stage fright) b. - overreacting c. – responding inappropriately verbally (unprofessional) physically (goodbye job)
Productive reactions to fear/anxiety Increase in speed and strength (adrenaline rush) Increase in sensory acuity (heighten alertness) Decrease in reaction time (less time to react than we would under normal circumstances)
Personal Safety Techniques Strike-a weapon coming in contact with a target -hit -thrown item -kick -scratch -spit
Grab -the attempt to control or destroy a part of ones anatomy -bite -pull hair -choke
Strike Defense Block the weapon Move the target
Grab Defense 1. Gain a psychological advantage -remain calm -have a plan -use element of surprise 2. Gain a physiological advantage -identify a weak area -gain leverage -use momentum
Team Control Dynamics 1. Reduce upper body strength -turn palms up (rotate) -raise arms above shoulders -wrap arms to hip area 2. Reduce lower body strength -lower shoulders below hips 3. Reduce mobility -hug in tight -shift center of gravity forward