1. 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

2. 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.

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

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

6. 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

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

8. 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

9. 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

10. Example of a Situational Application

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

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

19. 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

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

21. 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

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

23. 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

24. SA Practical

25. Evaluation
S E A T

27. Thank you