Maximising MAPA®: Developing Programme Delivery Situational Application. Where to use it? What’s the value? and How to do it Kevin Southward Global Professional Instructor David Cashmore Global Professional Instructor

Outcomes Where Situational Application sits within the MAPA programme The Values and Benefits of utilizing Situational Application within your training How to run Situational Applications so that information covered in the programme can be related to real-life work based situations.

Where to use Situational Application? Groupwork Think about the MAPA programme/units and identify where Situational Application is utilised? Group discussion Flipchart

Where to use Situational Application? Groupwork Where do you currently use SA in your training/ organisation? Group discussion Flipchart

Where to use Situational Application? Unit 2 non-verbal Unit 3 Paraverbal Unit 4 Verbal behaviour Unit 8 Disengagement skills (problem solving using MAPA principles Content Review (Day 2) Unit 9 Physical Intervention Holding Skills (inc problem solving doorways etc and the Opt Out Sequence) Unit 10 Coping Model Discuss tailoring to work base issues SA can be used at the end of each section if the programme is divided into a number of sessions

Values Groupwork What are the reasons and values of utilising Situational Applications in our training? Flipchart discussions

Values Full participation Allows us to apply the material covered in training to real life situations Allows us to identify if learning has taken place, it aids in cementing learning and also to identify areas that need more input Assess competency and safe practice Allows participants to experience the agitated individuals perspective

Values Aids staff to learn strategies, build skills and self confidence to respond to any behaviour to minimise risk, avoiding reacting through fear or instinct Outcome = more effective practice, efficient safe working environment for all linking to MAPA values of Care Welfare Safety Security

Example of a Situational Application

How to run Situational Applications (Set-up) Bespoke Situational Applications to your participants place of work Take into account service users, environment, staffing and policies & procedures Identify and incorporate targeted principles

A Guide to Running Situational Applications (Set-up) Identify areas of concern to be practiced (in-line with participant’s needs) supportive-tension reduction 2 types;Conduct whole Situational Application then debrief or pause and highlight positive contributions throughout (flipchart) CI to play the role of the service user

A Guide to Running Situational Applications (Set-up) Divide the remainder of the group into a staff team and observers Identify a team leader and brief the staff team and observers on the scenario Further divide the observers into 2 groups one to observe the staff team and one to observe the service user (tick sheet or questions can aid the observers) Those observing the service user will be looking for behavior’s with regards to the Crisis Development Model and recording examples

A Guide to Running Situational Applications (Set-up) Staff observers (larger group than the SU observers) will be looking to; identify levels of the CDM and examples Any MAPA models utilised Any MAPA Principles used

A Guide to Running Situational Applications (During) Do not try to cover too much in one go Guide each group if needed Encourage groups to refer to briefing/recording cards if used Stop the exercise if you feel it is unsafe Record positives Stop the SA when you judge that it has hit the identified targets or when you believe that there is no further benefit

A Guide to Running Situational Applications (After) Well-being check Whole group debrief focusing on positives What Went Well (WWW) Record all positives on a flipchart for visual reference CI to feed back the SU role How the staff felt and what worked well for them

A Guide to Running Situational Applications (After) What the observers identified that worked well. Highlight identified MAPA models and principles utilised throughout the scenario & praise participants for this Discuss possible alternatives and the outcome (was the intervention necessary and safe) If you do not debrief then it turns into entertainment instead of a learning process

Situational Application Interaction/directive/ STAFF Briefing Card Information Description/Details Notes   Location Time Client Interaction/directive/ Instruction Staff team

Situational Application Interaction/directive/ STAFF Briefing Card Information Description/Details Notes   Location Relevant to your place of work. Lounge, car, bedroom, ward etc Time Time of day/night Can include specific times such as dinner, bed, activity etc Client Age, needs, conditions, likes, dislikes, gender, size etc Interaction/directive/ Instruction   Specific to your place of work Time to take meds, I need to speak to you, you need to have a wash or eat etc Staff team Number of available staff If they are trained, relationship to client Remind staff about utilising all of their skills ie. Non-verbal, paraverbal and verbal

Situational Application CLIENT/SERVICE USER Briefing Card Information Description/Details Notes   Location Time Client Interaction/directive/ Instruction Staff team Behaviours (CDM) Response to Staff

Situational Application CLIENT/SERVICE USER Briefing Card Information Description/Details Notes   Location Relevant to your place of work. Lounge, car, bedroom, ward etc Time  Time of day/night Can include specific times such as dinner, bed, activity etc Client Age, needs, conditions, likes, dislikes, gender, size etc Interaction/ directive/ Instruction Specific to your place of work Time to take meds, I need to speak to you, you need to have a wash or eat etc Staff team  Number of available staff If they are trained, relationship to client Remind staff about utilizing all of their skills ie. Non-verbal, paraverbal and verbal Behaviours (CDM) Fully co-operative-Risk Behaviour Reminder to be safe CWSS Response to Staff Co-operative with some staff, verbal or physical to others, target one staff member etc

Situational Application CLIENT/SERVICE USER OBSERVER Briefing Card Crisis Development Model Examples Identified/Observed Notes   Anxiety Defensive      Risk Behaviour  Tension Reduction

Situational Application STAFF OBSERVER Briefing/Record Card Crisis Development Model Examples Identified/Observed Non-verbal/Paraverbal/Verbal/PI Notes    Supportive   Directive Physical Intervention Therapeutic Rapport MAPA Models  MAPA Principles

SA Practical

Evaluation S E A T

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