1. Lismore Catholic Schools Office
WELCOME

2. Nonviolent Crisis Intervention Strategies for Safely De-escalating Unsafe Student Behaviour

3. Workshop Outline
Prayer
Overview
Preventative Techniques
Assault cycle
Crisis communication
Morning Tea
Responsibilities, Evasion & Principles of manual restraint
Personal Safety Techniques
Risk plans+ strategies
Lunch
Documentation Evaluation/Close
Look at techniques to prevent escalating behaviour including:
Managing yourself
Students increasingly managing themselves
Communication responses that will decrease escalation
Prayer
Evasion techniques and principles.

4. Expectations Workbook completion as a course requirement
Use first names or fictitious names for confidentiality
What goes on tour stays on tour
Follow instructions to ensure safety during physical activity
Inform presenters of any injuries or limitations
Pre-test

5. Today..
The first step in a meaningful journey towards a safer, and more supportive work environment.
All actions are based on CARE, WELFARE, SAFETY & SECURITY of staff and students.
Emphasis on early intervention, preventative and non-Physical methods in managing challenging behaviours.
The safest restraint is no restraint.
Activity – get thinking
Tell a partner…What should our actions be based on
That’s right the FOCUS is care welfare safety and security of staff and students
Tell a partner…the safest restraint is no restraint
What is the safest restraint…?
What is our primary concern? C W S S
Complete “to get you thinking”

6. Generally people with challenging behaviour follow a pattern or cycle which makes their behaviour more predictable.
In workbooks you have the assault cycle. See if you can identify the observable phases of challenging behaviour.
CHECK
Discuss phases and record on large map - triggers…being laughed at, told student he is wrong
escalation….deathly pale+ staring, laughing + joking disruptively (mucles tense..repetitive)
crisis…threats of harm, running from grounds, up turning furniture (high energy, irrational)
Recovery…. muscles more relaxed, awareness returning, some embarrassment, hiding
Post Crisis…crying, isolation, foetal position ,self blame..

7. Teacher actions appropriate for each phase of escalating behaviour
Redirect attention, choices
Sue, hop down off the desk…. Paul, be still Think of some examples that you could use with a student who escalates.
Evasions – you & students out of the way.
Observe..time..reassure
Listen to understand…what could you have done?
We know that how we respond at each stage of the cycle will increase or decrease challenging behaviour

8. Preventative Techniques
Raising awareness of how we can prevent escalating phases of behaviour

9. How we say what we say? Mood, Motivation, Attitude Tone, volume
“Stop running now!”
“I didn’t say you stole the money?”
“When did you make this cake?”
“What do you want?”
“Go to the playground now!”
Pick a category and sentence. Say your sentence positively and negatively.

10. Self Control Plan
Can I reduce avoidable risks by physically and mentally preparing myself?

11. Attire:
QUESTIONS:
Am I aware of how I am dressed and how that affects my ability to respond safely in an emergency?
Am I aware of how my attire impacts on my client group?
orally
How do you rate your attire in terms of potential hazzard.

12. Mobility: QUESTIONS: Does my environment allow me to move safely?
Am I aware of my physical abilities
and limitations? WB
On the floor
Evasion options P 17 part wb
Backstep, sidestep, pivot

13. History / Background:
QUESTION:
What do I need to know about the presenting or inherent problems of my clients which will influence my response to their behaviour?
CONSIDERATIONS:
Medical conditions / features:
eg – breathing problems, seizure history,
medication, obesity.
Personal history or features:
eg – trauma, abuse, no traffic sense.
Protection begins with knowledge…lachie congential heart disease..library scanner/xcountry. Get this from IEP
Read files know the background… older girls who want to leave jumpers on ……the loss of a parent will be a trigger on fathers/mothers day.. the aspy student who won’t ear a tie, the aspy Yr 6 boy who won’t hold girls hand during dance
Eg Words can trigger: saying NO to a student like a red flag to a bull ….instead… It’s Jim’s turn now
Koori students who are touched perceived as violence
Look me in the eyes
Protection begins with knowledge

14. Observation: Increased Awareness: Environment
Client level of behaviour/anxiety
Be observant: of student interactions ( the sly niggling student) ( the provoking bully) ( snarls & dirty looks) Share: part of my observation on Mmedcalf
Signs of escalation

15. Physical Environment Is my environment safe?
Is there a clear exit path and exit possibilities?
Are there potential missiles in the environment?
What environment am I taking my client to?
POSTERS-Plan escape routes
Don’t get backed into a corner
Recognise escalation signs
Furniture placement

16. Self Control
QUESTION
Do I have an effective plan for self control?
Features of Self Contol Plan:
Self assessment
Know your limits/triggers
Caring for self
If you have a student with challenging behaviours make a plan to protect yourself and students:
Who will I call for help?
When? Personal state on that day/ resilience/support in the room
What will happen immediately…you leave with kids??
Where will you take them?

17. Know your limits/ triggers
Have a clear
picture of how far
you might go,
if you lose control!
Plan for your limits which can vary with chn. The shouter/swearer may be more challenging/provoke greater responses from you

18. Staff fear and anxiety Can impact on staff performance
Normal universal human emotions
Can impact on staff performance
Productive ways to deal with fear and anxiety
Recognition helps match staff and plan for incidents.
Activity
Fear may cause …Freezing or over-reacting… can escalate a situation
Have a buddy in the know, practise assertive talk, worry about the big rocks, have a plan
Threats may scare you…others have the wit to diffuse or make light of it

19. Care for yourself Understand what makes you afraid
Learn and practise protection techniques
Control your responses and actions
Maintain professionalism
Find outlets for expending negative energy.

20. Responsibilities
Employees must take reasonable care for their own health and safety and for the health and safety of anyone else who may be affected by their acts or omissions in the workplace. Employees are not expected to place their own health and safety, or that of others, at risk.
Shane and slides before

21. Self management strategies that will assist students in preventing/managing the highs and lows of behaviour/emotions

22. CRISIS COMMUNICATION
What we do is focus on crisis prevention in our work place – our main objective is to try to de-escalate behaviours that we see before things get physical – remembering Care, Welfare, Safety and Security of the individual all the time.
Shane has taken you through developing a plan so what I am going to do is talk about managing ourselves and trying to put things in place to de-escalate behaviour before it gets physical – keep going with booklets.

23. CPI Crisis Development Model Behaviour Levels
Anxiety
Defensive
Acting – out Person
Tension Reduction
There are four distinct and identifiable levels in the Crisis Development Model. Each level has certain characteristics and definite responses to help stop escalation.

24. ANXIETY – a noticeable change or increase in behaviour
First Level
ANXIETY – a noticeable change or increase in behaviour
EXAMPLES – pacing, tapping, rocking
STAFF APPROACH - Supportive
Refer now to your notes – first level is ANXIETY – 90% of behaviour can be cut off if managed at this level – the better you know the child and the stronger your relationship is, the better you will be in identifying these changes.
The response is supportive – empathy, non judgemental – aim is to decrease the anxiety – give reassurance, offer time out, identify feeling, listen redirect, use low and calm voice

25. DEFENSIVE - the beginning stage of loss of rationality
Second Level
DEFENSIVE - the beginning stage of loss of rationality
EXAMPLES – yelling, refusing, challenging, swearing, verbal threats – become belligerent
STAFF APPROACH – Directive – set limits and give options
Next step, things increase a little and we are at DEFENSIVE level – yelling, refusing, challenging, attention seeking, provoking others, searing, will start to challenge others
To manage it we use DIRECTIVE response – you set limits and give options – staff member takes control of potentially escalating situations – offer positive choices and consequences – time out, redirect to less stimulated activity, model preferred behaviour
Remember to stay calm, use visuals and not just verbals because processing is likely to be compromised, control YOUR emotion, model not mirror

26. EXAMPLES – hitting, biting, kicking
Third Level
ACTING OUT PERSON – The total loss of rational control, which results in a physical acting out episode
EXAMPLES – hitting, biting, kicking
STAFF APPROACH – Responsible Action – always a team approach
The safest restraint is no restraint.
Always a team approach from here. This is where things have deteriorated, even if it is not physical, it may be that they are throwing things or damaging property with intent to harm. It might be hitting, biting, throwing things, pulling hair, property damage.
Response is RESPONSIBLE ACTION – or Non Violent Crisis Intervention – it is safe, non harmful control, restraint positions to safely control an individual until they are able to regain control of their behaviour – used when all verbal options are exhausted, used to protect not punish, last resort if the individual is a danger to self or others. Examples of this will come later on – theory first.

27. TENSION REDUCTION – A decrease in physical and emotional energy
Forth Level
TENSION REDUCTION – A decrease in physical and emotional energy
EXAMPLES – exhaustion, embarrassment, withdrawal
STAFF APPROACH – Therapeutic Rapport
After the event – occurs after the episode – characterised by regaining rationality. Individuals can be exhausted, embarrassed, withdrawn, tired, sleepy, remorse, seek comfort, may want to re establish the relationship and know you still like them, apologise.
The response is called Therapeutic Rapport – which just means you re-establish communication with an individual – St George and Tom
Are you ok? Do you want to talk yet? Come for a walk with me? – you reassure and remain professional without judgement

28. Don’t forget Integrated Experience –
The behaviours and attitudes of staff impact the behaviours and attitudes of students and vice versa – the way we behave can impact on others.
Like a big cycle – our behaviour, action, language, tone and attitude will effect their behaviour, action and language and attitude and vice versa – we are the ones to make the informed decisions to stop the behaviour escalating

29. Proxemics – personal space Kinesics – Body posture and motion
Non Verbal Behaviour
Proxemics – personal space
Kinesics – Body posture and motion
Supportive Stance –
Communicates respect by giving personal space
Is non-threatening/non-challenging
Personal safety – gives escape route
Which takes me to the next area of focus for us – NON VERBAL BEHAVIOUR AND BODY LANGUAGE AWARENESS. Plan is to use our bodies and body language a another tool to deescalate behaviour – need to be very aware of where and what you are doing – people in a heightened state can interpret body movement and position very differently to when they are in a more rational state. Before we talk about Proxemics and Kinesics we are going to try them out.
So stand up and find a partner – stand so that you are about 2 metres apart.
Gab - volunteer

30. Remember…..
Proxemics – can vary depending on who it is and the context of the situation
Kinesics - eye contact, movement, posture, gesture
Help to escalate or de-escalate an individual’s behaviour in certain situations – try to be mindful of the messages your body is giving – 80% of messages are given by the body
Supportive Stance – shows respect, non threatening, exit
Invasion of space of a person in a heightened state can be interpreted as a threat.
Uncomfortable – yes – but demonstrates the increase in anxiety when someone comes into our body space.
Proxemics can be influenced by mood, experience, hygiene, gender, size, power, - cultural considerations can come into play here too.
Supportive Stance – open and relaxed - shows respect, non threatening, non challenging, gives option for exit

31. VERBAL INTERVENTION
VERBAL ESCALATION CONTINUUM
As a part of the DEFENSIVE LEVEL (Second Level) in the four behaviour levels, there is a verbal escalation continuum, that have responding interventions.
Levels are – Questioning, Refusal, Release, Intimidation, Tension Reduction

32. Four levels of Crisis Development are:
Anxiety, Defensive, Acting Out, Tension
Reduction
Within the Defensive level are five levels:
Questioning, Refusal, Release, Intimidation,
Tension Reduction
When you are in Phase Two of the continuum, there is a verbal escalation continuum as well, that have responding interventions. There are 5 levels in this continuum as we try to de escalate the anxiety and so, the behaviour.
This time we will do the practise first and then the theory – so stand and find a partner – face your partner 2 m apart

33. Information Seeking – information seeking
Questioning –
Information Seeking – information seeking
Challenging – questioning authority, attempting start power struggle
INTERVENTION – Answer question
- Ignore the challenge not the person
Information seeking which is fairly straight forward to manage – will I get my lunch out now? Will I unwrap it? When do I eat?
Challenging – stick to the topic, ignore the challenge not the person, set limits, redirect or rephrase – Pick up your pencil and start again at number 3

34. 2. Refusal – non compliance, slight loss of rationalisation
INTERVENTION – Give reasons, set limits, offer positive choices
Refusal – brings elevated voice, passive resistance, ‘You can’t make me’
Set Limits – You need to have this finished before the lunch bell goes – and walk away, if we do our Maths now, we can use lego for 5 mins before lunch – smile, no eye contact, mindful of body language

35. INTERVENTION – Give them space and allow them to vent
3. Release – Acting out, emotional outburst, loss of rationalisation, screaming, swearing
INTERVENTION – Give them space and allow them to vent
This is where ‘I hate you’ lives – might try for audience involvement
To intervene – allow individual to let off steam, try and remove them or audience from area, start to move things that are around you that could be weapons, alert support maybe, when they start to quieten down be understanding and use a reasonable approach, be prepared to enforce limits you set

36. 4. Intimidation – The individual is verbally and/or non verbally threatening staff in some manner – hands on at this stage may trigger physical acting out behaviour.
INTERVENTION – that threat seriously – seek assistance, wait for team

37. 5. TENSION REDUCTION – drop in energy, which occurs after every crisis situation, whether it is after low level defensive behaviours or intimidation
INTERVENTION – Repair relationship, look for signs that they are ready to engage
So again – we see the decrease in emotional or physical energy after the crisis – repair the damage to the relationship and when they are ready engage again ask for their perspective

38. Do Don’t Isolate situation Be consistent Remain calm Enforce limits
Over react
Be threatening
Make false promises
Have a power struggle

39. Evasion Techniques Call for help Control yourself Keep talking calmly
Be Patient
Stay out of the way
Get out of the way
Pay attention
Make a plan
Cover up/track the attack
What we want to do is de escalate and stop the behaviour getting worse. Just talk in your groups about some of these evasion techniques up here and think about what you have done before and how you might do it differently keeping these things in mind – 3 minutes.

40. Evasion Techniques Call for help Control yourself Keep talking calmly
Be Patient
Stay out of the way
Get out of the way
Pay attention
Make a plan
Cover up/track the attack
So we call for help calmly and without panic, use your self control plan – it is there to help you, keep talking and monitor what is happening – use less words/visuals etc, keep your eyes on the individual but not direct eye contact, think about child’s plan, hands up and keep moving

41. Striking and Grabbing
Strike – weapon coming in to contact – hitting, kicking, pushing, spitting
Move and block
Grab – control or destruction of a part of one’s anatomy – biting, hair pulling, pinching
Gain psychological advantage – stay calm, have a plan, surprise
Gain physiological advantage – identify weak point, create leverage, gain management
So a strike is – hitting, kicking, pushing, spitting, head butting
Grab is – biting, hair pulling, twisting, grabbing, pinching, choking
So for a Strike – you move and block
For a Grab – different approach – you have a psychological advantage because you have a plan, physiological advantage as well

42. Principles of Manual Restraint
Restraint is last resort
Use Crisis Communication and Evasion
Assess the risk – balance dignity and self control
Use weight and leverage not strength
Protect breathing and circulation – window of safety
Restrain only as a team – could be one in contact with individual and one monitoring
Have an identified leader of the team
The safest restraint is no restraint.
When you have exhausted all possibilities we go to deflections and manual restraints – but there are a few things to remember

43. Personal Safety Techniques
Cover, evade, deflect, communicate
Kick/arm block
One hand wrist grab
Two hand wrist grab
One hand hair pull
Front choke release
Bite release
Escort with observer
Now is the part you have been waiting for….

44. Behaviour Plans
Danny

45. Documentation of an incident
…is compulsory
When you are calm
Shane

46. Report of assault incident should include:-
Who
What
When- start to finish
Where -map of school mark X
Why
How
Injuries

47. Further points on reporting
Only what you saw/ no opinions.
No emotional language
No white out
Number and sign/date each page ¼, 2/4
Indicate end of report
Keep personal copy
File a copy
Each person involved do a separate copy

48. Workshop Outline Preventative Techniques Assault cycle
Crisis communication
Responsibilities, Evasion & Principles of manual restraint
Personal Safety Techniques
Risk plans+ strategies
Documentation