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Crisis Communication Durante Advantage Training Robert (Sonny) McMahon
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3 Areas Of Awareness Escalated individual/s Environment Self Durante Advantage Training
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Setting Conditions Anything that makes challenging behavior more or less likely to occur.
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Setting Conditions Organizational Environmental Program Personal Relationship
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Being aware of personal goals, values, beliefs Understanding cultural and ethnic differences and each other’s worldview Demonstrating self-regulation skills Knowing personal triggers
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Nature of Crisis
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Types of Crisis Situational: External stressful events Maturational: Stress produced from progression through developmental stages
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A young person’s inability to cope results in a change in behavior
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SUPPORT: environmentally and emotionally to reduce stress and risk TEACH: children better ways to cope with stress
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Guided Fantasy Stress Feelings Thoughts
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Things We Never Do Embarrass or Shame Hit Overly Intimidate
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1. What am I feeling now? 2. What does this YP feel, need or want? 3. How is the environment effecting the YP? 4. How do I best respond?
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1. What am I feeling now? Taking care of self Role model Cultural and ethnic differences Personal life experiences Past experiences and present behavior
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2. What does this young person feel need, or want? -Attention “I belong when I am being noticed.” -Power “I belong when I am in control.” -Revenge “I belong by hurting others as I feel hurt.” -Displays of Inadequacy “I am unable and helpless.”
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All behavior has meaning Behavior reflects needs Trauma affects how children behave
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Behaviors Feelings Needs
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3. How is the environment affecting the young person? Physical Environment Programs, Activities and Routines Organizational Culture Relationship: Staff and Individual and Group
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4. How do I best respond? Provide environmental support by managing the environment to neutralize potential triggers Provide emotional support by engaging the young person Exercise self-control over own feelings
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Nonverbal Behaviors Silence Nods Eye contact Body language Personal space Standing Sitting Turn to side Touch Face Tone Height differences Gender differences Cultural differences
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UNDERSTANDING RESPONSES You seem… You sound… So your telling me… Wow your pretty …. Sounds like your… This has gotten you…
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Tone of Voice Door Openers: “I’d like to hear more,” “Tell me about that,” Minimal Encouragements: “uh-huh,” “go on,” “I see” Closed Questions: “Do you like your teacher?” Open Questions: “How did you respond?,” ”What happened next?”
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Reflective Responses “You feel uncomfortable when your friends talk about school.” “You are angry about your visit being cancelled. I’d be upset, too.” Summarization: “Here is what I hear you saying, you felt good at first, but now....”
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Identifies and validates feelings Reduces defensiveness Promotes change Communicates that we care and understand Is an effective co-regulation strategy Helps young people “talk out rather than act out”
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Throwing up roadblocks Arguing or blaming Giving permission Giving advice or solving the problem for the child Necessarily time consuming
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Managing the environment Prompting Caring gesture Hurdle help Redirection and distractions Proximity Directive statements Time away Planned Ignoring / Positive Attention
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Seeing the incident from the child’s perspective Helping children see the connection between feelings and behaviors Encouraging children to be responsible for their actions
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1.Provide immediate help and support to reduce emotional intensity (co-regulation) 2.Resolve the immediate crisis 3.Keep the child in the program/activity
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Drain off emotions Clarify events Maintain the relationship and lines of communication Remind the child of expectations and mediate the situation if necessary
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1. Stressful incident 2. YP Feelings 3. YP Behavior4. Your Feelings 5. Your Response
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Anger can undermine objectivity Anger is an emotional and physical state Cognitive abilities are reduced
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“When we are at our angriest, we are at our stupidest.”
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Using positive self-talk Listening and validating feelings Managing the environment, e.g., removing others Giving choices and the time to decide Redirecting the young person to another positive activity Appealing to the young person’s self-interest Dropping or changing the expectation
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To provide support in a way that reduces stress and risk
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A potential trigger to violence A target A weapon Level of stress or motivation
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Never touching an angry and potentially violent person Avoiding any aggressive moves and provocative statements Avoiding the conflict cycle and counter aggression Removing others who might trigger the violence – Body language is critical –
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Asking the targeted person to leave If it’s you, reminding the young person of your relationship or leaving the situation and asking a “neutral” staff to manage the incident – The target may shift during the episode –
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Discreetly removing objects Maneuvering away from weapons Staying a safe distance away
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Using your relationship Actively listening to identify feelings Removing the audience Using co-regulation strategies (reactive aggression) Offering alternative, nonaggressive ways to achieve goals (proactive aggression)
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Ask yourself the four questions Use positive self-talk
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Take a deep breath Use protective stance Step back Give the situation time Sit down if appropriate Remember the importance of body language and facial expression
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Very little Understanding responses “I can see… “ (validate feelings) “When you…” (encourage positive behaviors) “I know we…” (emphasize desirable outcomes) “I am sorry…” (offer an apology) Remember the importance of tone of voice
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Nonverbal Behaviors Silence Nods Eye contact Body language Personal space Standing Sitting Turn to side Touch Face Tone Height differences Gender differences Cultural differences
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Eliminate one of the elements of a violent situation Make a directive statement that clearly communicates that the violence must stop Use releases and maintain a safe distance with a protective stance Leave the situation and get assistance Employ physical restraint techniques (if indicated on the Individual Crisis Management Plan)
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It’s over when the……….. Prepare to discuss the situation in a LSI
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A therapeutic, verbal strategy for intervening with a young person “The clinical exploitation of life events” –Fritz Redl
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1.Return the young person to normal functioning 2.Clarify events 3.Repair and restore the relationship 4.Teach new coping skills 5.Reintegrate the young person back into the program
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I – Isolate the conversation E – Explore young person’s point of view S – Summarize the feelings and content C – Connect feelings to behavior A – Alternative behaviors discussed P – Plan developed/Practice new behavior E – Enter young person back into the routine Conducted by the care worker
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Potential Pitfalls of an LSI Young person refuses to talk Convey calm support, sanction silence Ask a focused question Reschedule LSI Young person gets off subject Allow exploration, relate to incident Focus on issue at hand Premature plan Don’t interrupt young person’s thought process Don’t develop plan for young person
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Website: www.advantagetrainingnow.com Email: rsmcmahon@advantagetrainingnow.com Like us on Durante Advantage Training
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