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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
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Philosophy and Purpose
Care, Welfare, Safety and Security for you, your colleagues and our students. *Test Question
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Two Ways a Student can Act Out
Physical Verbal *Test Question
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Crisis Development Model
Crisis Development Staff Attitude 1. Anxiety 1.Supportive ______ What causes you anxiety, how abou the person you live with
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Definitions Anxiety- a noticeable increase or change in behavior.
Supportive- is an empathetic and nonjudgmental approach
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Crisis Development Model
Crisis Development Staff Attitude 1. Anxiety Supportive 2. Defensive Directive _______ Overwhelmed mom
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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
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Crisis Development Model
Crisis Development Staff Attitude 1. Anxiety Supportive 2. Defensive Directive 3. Acting Out Person 3. Non-Violent Physical Crisis Intervention _______ Pound Teacher/Doorframe
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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
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Crisis Development Model
Crisis Development Staff Attitude 1. Anxiety Supportive 2. Defensive Directive 3. Acting Out Nonviolent Physical Crisis Intervention 4. Tension Reduction 4. Therapeutic Rapport
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Definitions Tension Reduction- Decrease in physical and emotional energy Therapeutic Rapport- Reestablishing communication
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Crisis Development Model
1. Anxiety Defensive 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
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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
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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
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What’s the Non-Verbal Message
Anxiety/Support What’s the Non-Verbal Message
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What’s the Non-Verbal Message
Anxiety/Support
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What’s the Non-Verbal Message
Anxiety/Support What’s the Non-Verbal Message
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Supportive Stance Reasons: Respectful Non Threatening Safe P. 8
Anxiety/Support Supportive Stance Reasons: Respectful Non Threatening Safe P. 8 *Test Question
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Paraverbal Communication
Anxiety/Support Paraverbal Communication Tone Volume Cadence (rhythm and rate) ____________ P. 8 Teacheres act justified, students are offended Russell Breakfast Club Clip
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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
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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
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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
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Setting Limits Simple & clear Reasonable Enforceable
Defensive/Directive Setting Limits Simple & clear Reasonable Enforceable
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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.
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Verbal Escalation Continuum
Defensive/Directive Verbal Escalation Continuum 3. Release Intimidation- Threats Seek assistance . 2. Refusal 4. Intimidation 2. Refusal 5. 1. Questioning
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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Defensive/Directive Strikes and Grabs
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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
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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
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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
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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
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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
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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
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