1. Nonviolent Crisis Intervention Crisis Prevention Institute (CPI)
Care, Welfare, Safety, and Security

2. Crisis Development/Behavior level
Anxiety
-noticeable increase or change in one’s behavior
Ex: deep breathing, pacing, face flushed, muscle tension, clenching, agitation, crying

3. Staff Attitudes/Approaches
Supportive
-nonjudgmental approach attempting to alleviate anxiety.
HOW?
Listen, pay attention to proximity, anticipate, change environment, offer help

4. 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.

5. Staff Attitudes/Approaches
Directive
-the attempt to take control of a potentially escalating crisis by setting limits

6. 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)

7. Staff Attitudes/Approaches
Nonviolent Physical Crisis Intervention
-safe, non-harmful control and restraint techniques (use only as a last resort)

8. 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

9. 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)

10. Proxemics and Kinesics
Nonverbal Behavior
Proxemics and Kinesics

11. Proxemics Personal space, an extension of self 1.5 -3 ft. (norm)
Causes of variance:
-familiarity, relationship, age, size, gender, body language, situation, culture

12. 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

13. 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.

14. 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)

15. Verbal Escalation Continuum
1. Questioning:
a. information-seeking
b. challenging
Interventions:
a. answer question
b. redirect back to the topic/set limits

16. 2. Refusal-noncompliance, slight loss of rationalization
Intervention-set limits

17. 3. Release-emotional outburst(verbal venting)
Interventions:
-allow to vent
-isolate the situation
-redirect student

18. 3. Intimidation-threats to staff
Interventions:
-take threat seriously
-get help-try to avoid individual intervention

19. 5. Tension Reduction-drop in energy
Intervention: therapeutic rapport; re-establish communication with the student.

20. Keys to Setting Limits Make them simple and clear -don’t use jargon
Reasonable
Enforceable

21. 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

22. Verbal Intervention Tips and Techniques
DON’T:
-take it personally
-show anger
-antagonize
-back into corner
- embarrass
- speak without thinking

23. 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

24. 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.

25. 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

26. 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.

27. Staff Fear and Anxiety Universal human emotion Unproductive Reactions:
a. - freezing (stage fright)
b. - overreacting
c. – responding inappropriately
verbally (unprofessional)
physically (goodbye job)

28. 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)

29. Personal Safety Techniques
Strike-a weapon coming in contact with a target
-hit
-thrown item
-kick
-scratch
-spit

30. Grab -the attempt to control or destroy a part of ones anatomy -bite
-pull hair
-choke

31. Strike Defense
Block the weapon
Move the target

32. 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

33. 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