1. Regional VP (Special) Conference: Nov 2013
The Six Stages of a Crisis: The importance of stage 6 Post Incident Learning (PIL)
Colin Campbell. Asst. Advisory Officer, BST, SEELB
Joe Duffy, Senior Ed. Psychologist, SEELB/QUB
22/11/13

2. Six Stages of a Crisis Time Crisis Defensive / Escalation Recovery
Adapted from Kapler and Wheelan 1980
Time
Crisis
Defensive / Escalation
Possible need for Restrictive Physical Intervention appropriate for the service user
Recovery
Anxiety / Trigger
Depression
Follow Up
Need for coordinated letting go. Support, reassurance
Need for diversion, reassurance, clear limits, boundaries and choices
Need for observation, support and monitoring - recovery and repair
Need for positive listening and learning
Need for diversion, support and reassurance
Risk Restraint Reduction
Risk Restraint Reduction
CORE

3. Stage six of a crisis
The objective of Stage 6 of the Stages of a Crisis is for the child to understand that the reason why staff sometimes need to hold them is because they care about them. This will involve staff listening to the child, linking their feelings to their behaviours and giving them the opportunity to learn from what they have done

4. Positive Listening and Learning.
Post Incident Support.
Positive Listening and Learning.
CORE 4

5. CRISIS Outcomes of a Crisis Staff – Child/Client Staff – Child/Client
Relationship Damaged
Staff – Child/Client
Relationship Unchanged
Staff – Child/Client
Relationship Improved
CORE 5

6. Why Three Ls? Listen Link Learn What happened?
How did that make you feel?
Learn
The next time you feel that way what could you do?

7. Why Three Ls? Listen Link Learn To the child’s view first
Feelings to behaviours
Learn
Find better ways for next time
CORE

8. Conflict Spiral CONFLICT Learn Link Listen Reactions Behaviours
Feelings
Listen
Experiences

9. T E L L PIL - TELL ime nvironment isten earn
Cannot rush it – only when they are ready
nvironment
Comfortable and private
isten
Hear the individual’s view first
earn
Find better ways for next time E L L

10. H E L P PIL - HELP ear xplain ink lan To their side of the story first
Why staff took the action they did
ink
To show how feelings drive behaviour
lan
Together to find better ways E L P

11. Pupils with communication difficulties
Ref: Cotton (2012)

12. Three Ls LISTEN LINK LEARN Communication Recognising Learning
style feelings style

13. Any info regarding situation e.g. triggers:
What we did to rebuild our relationship
Pupil: ______________________
Staff: ______________________
Date: ______________________

14. Comic strip Pupil: ______________ Staff: ______________Me
I felt…
This happened…
If I feel like this again
I will…
Pupil: ______________
Staff: ______________
Date: ______________

15. When I was feeling sad or angry I showed this by ____________________ This was because ____________________ If I feel like this again I will _________________________ (strategy to de-escalate) To help others know and to help make me happy
Pupil: ______________________
Staff: ______________________
Date: ______________________

16. Behaviour
Feelings
ExperiencesE
Experiences

17. What does the research say? [1]
The impact of training staff in special schools in safe handling:
In one study involving 4 schools, all schools saw a reduction in physical interventions post training. One school however witnessed more significant reduction Why?
pupils were given the opportunity for listening & learning following incidents;
the school had a dedicated staff member with overall responsibility for behaviour management;
the entire staff was trained.
Source:

18. What does the research say? [2]
Perkins & Leadbetter (2002) in an evaluative study of aggression training management in a special school found that, following training, the lack of supporting action by the school was identified as key inhibiting factor. They recommended:
the development of systems for auditing behaviour & assessing its
underlying function [see next slide];
ensuring that IEPs contain a behavioural management component
clear management support & leadership;
supporting staff through formal review of practice ( e.g. debriefing)

19. Assessing the function of behaviour
In relation to pupils with SLD functional assessment has been identified as a factor which is able to improve the efficacy of numerous treatments (Hasting & Noone, 2005)

20. The Process for Staff Support?
Module Eight:
After a crisis staff need support during the recovery period.
A member of staff usually requires:- support, space, reassurance & guidance.
As with the child, as soon as possible after the incident.
Support meeting with staff(s) involved & line manager.

21. Objectives of the Process for Staff
Discuss what happened in a non-blaming, supportive, caring manner.
Use crisis situation to clarify underlying causes, issues and feelings.
Examine what techniques were used to de-escalate and/or physically manage the situation.
Develop a strategy for the next time the child/client begins to lose control.
All items discussed concerning professional practice issues should be documented

22. References
Cotton, D. (2012). What communication strategies can be used to support the mental health of children with classical autism? Kidderminster: BILD Perkins, J. & Leadbetter, D. (2002) An evaluation of aggression management training in a special educational setting. Emotional & Behavioural Difficulties, 7, (1), Hastings, R.P. & Noone, S.J. (2005) Self-injurious behaviour & functional analysis: ethics & evidence. Education & Training in Developmental Disabilities, 40, (4),