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

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

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

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

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

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

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

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

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

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

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

Crisis Development Model 1. Anxiety 2. Defensive 3. 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

Nonverbal Behavior- Proxemics 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

Nonverbal Behavior-Kinesics 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

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

What’s the Non-Verbal Message Anxiety/Support

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

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

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

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

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

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

Setting Limits Simple & clear Reasonable Enforceable Defensive/Directive Setting Limits Simple & clear Reasonable Enforceable

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

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

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

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

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

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

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

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

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

Fear and Anxiety Productive Increase speed/strength 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

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.

Defensive/Directive Strikes and Grabs

Princples of Personal Safety 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

Reduce lower body strength 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

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

1. First 1 on scene (pre-designated) 2. Confidence & competence 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

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

Tension Reduction/Therapeutic Rapport COPING Model Click Here: Lanyard Sized Coping Models 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 P. 22