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Nonviolent Crisis Intervention® Training Program
Luzerne Intermediate Unit #18
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CARE WELFARE SAFETY SECURITY
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The CPI Crisis Development ModelSM
Unit I The CPI Crisis Development ModelSM
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The CPI Crisis Development ModelSM
Crisis Development/ Behavior Levels Anxiety Staff Attitude/ Approaches Supportive Integrated Experience
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The CPI Crisis Development ModelSM
Anxiety: A noticeable increase or change in behavior e.g., pacing, finger drumming, wringing of hands, rocking, etc… Supportive An empathetic, nonjudgmental approach attempting to alleviate anxiety
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The CPI Crisis Development ModelSM
Crisis Development/ Behavior Levels Anxiety Defensive Staff Attitude/ Approaches Supportive Directive Integrated Experience
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The CPI Crisis Development ModelSM
Defensive: The beginning stage of loss of rationality Noncompliance, verbal venting, accuse or blame others Directive Manage a potentially dangerous situation by setting limits
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The CPI Crisis Development ModelSM
Crisis Development/ Behavior Levels Anxiety Defensive Acting Out Person Staff Attitude/ Approaches Supportive Directive Nonviolent Physical Crisis Intervention Integrated Experience
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The CPI Crisis Development ModelSM
Acting Out Person: The total loss of control which often results in a physical acting out episode Nonviolent Physical Crisis Intervention Safe, nonharmful controls and techniques used to safely manage an Acting Out Person Last Resort
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The CPI Crisis Development ModelSM
Crisis Development/ Behavior Levels Anxiety Defensive Acting Out Person Tension Reduction Staff Attitude/ Approaches Supportive Directive Nonviolent Physical Crisis Intervention Therapeutic Rapport Integrated Experience
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The CPI Crisis Development ModelSM
Tension Reduction: a decrease in physical and emotional energy which occurs after a person has acted out Regaining control Therapeutic Rapport Reestablish communication Learning opportunity Give closure Build relationships
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Unit II Nonverbal Behavior
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Proxemics
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Proxemics (Personal Space)
Personal Space Varies 1 ½ to 3 feet Factors: Gender Size Personal relationship Age Context of situation
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Proxemics (Personal Space)
It is respectful to observe individuals personal space Announce when and why you need to invade an individual’s personal space Personal space can extend to family, friends and belongings Invasion of one’s personal Space can increase anxiety
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Kinesics
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Kinesics Messages we communicate with our body posture and motion
Our body language should be nonthreatening Includes: Stances Facial expressions Gestures
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CPI Supportive StanceSM
About a leg length away On an angle Hands visible
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Reasons for using the CPI Supportive StanceSM
Safety Respectful Nonthreatening
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Paraverbal Communication
Unit III Paraverbal Communication
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Paraverbal Exercise “______________, I am glad you came to school today, why don’t you get to your locker.”
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Paraverbal Communication
The vocal part of speech excluding the actual words one uses How you say what you say
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Paraverbal Communication 3 Key Components
Tone Supportive, understanding and comforting Volume Appropriate to situation and person Cadence Even rate and rhythm Total Voice Control
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Unit IV Verbal Intervention
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The CPI Verbal Escalation ContinuumSM
Part of the Defensive stage of the CPI Crisis Development ModelSM The goal of staff is to deescalate the individual
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The CPI Verbal Escalation ContinuumSM
Defensive = Directive 1. Questioning
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The CPI Verbal Escalation ContinuumSM
Questioning a. Information-seeking: a rational question seeking a rational response b. Challenge: questioning authority, being evasive, attempts to draw staff into power struggle
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The CPI Verbal Escalation ContinuumSM
Interventions Give Information- be a resource Stick to the topic (redirect), ignore the challenge (not the person), avoid the struggle
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The CPI Verbal Escalation ContinuumSM
2. Refusal 1. Questioning
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The CPI Verbal Escalation ContinuumSM
Refusal Noncompliance, no-mode, drop and flop
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The CPI Verbal Escalation ContinuumSM
Intervention The process of setting limits Choices/options Incentives/consequences Space and time (planned ignoring-extinction)
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The CPI Verbal Escalation ContinuumSM
3. Release 2. Refusal 1. Questioning
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The CPI Verbal Escalation ContinuumSM
Release Verbal venting, tantrums, screaming, yelling
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The CPI Verbal Escalation ContinuumSM
Intervention Let child vent Isolate the situation Team approach Enforce limits
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The CPI Verbal Escalation ContinuumSM
3. Release 4. Intimidation 2. Refusal 1. Questioning
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The CPI Verbal Escalation ContinuumSM
Intimidation Individual is making threats Verbally or nonverbally
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The CPI Verbal Escalation ContinuumSM
Intervention Take all threats seriously (document and inform or exit room) Take a team approach
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The CPI Verbal Escalation ContinuumSM
3. Release 4. Intimidation 2. Refusal 5. Tension Reduction 1. Questioning
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The CPI Verbal Escalation ContinuumSM
Tension Reduction Decrease in Emotional and Physical energy
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The CPI Verbal Escalation ContinuumSM
Intervention Establish Therapeutic Rapport Reestablish communication
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The CPI Verbal Escalation ContinuumSM
3. Release CARE WELFARE 4. Intimidation 2. Refusal SAFETY SECURITY 5. Tension Reduction 1. Questioning
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Keys to Setting Limits Clear and Concise Reasonable Enforceable
Simple and easy to understand Use their communication Reasonable Fair, incentives, buy-in Enforceable Remember space and time Follow through
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Verbal Intervention Tips and Techniques
Do and Don't
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Verbal Intervention Tips and Techniques
DO Remain Calm Isolate the situation Enforce limits Listen Be aware of nonverbals Be consistent Ignore challenge questions Be nonthreatening DON’T Overreact Provide an audience Change them Ignore Communicate emotion Make false promises Get in a power struggle Be threatening
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Empathetic Listening
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Empathetic Listening An active process to discern what a person is truly saying
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S I L E N T Empathetic Listening Be nonjudgmental
Give undivided attention Listen carefully to what the person is really saying (feelings, not just facts) Use restatement to clarify message Allow silence for reflection S I L E N T
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Precipitating Factors, Rational Detachment, Integrated Experience
Unit V Precipitating Factors, Rational Detachment, Integrated Experience
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Precipitating Factors
Internal or external causes of an acting out behavior of which staff has little or no control
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Precipitating Factors
EXAMPLES
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Rational Detachment Ability to stay in control of one’s own behavior and not take acting out personally A professional and calm approach
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Rational Detachment Why? How?
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Integrated Experience
The concept that the behaviors and attitudes of staff impact on those in their care and vice-versa
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Remember The CPI Crisis Development ModelSM
Crisis Development/ Behavior Levels Anxiety Defensive Acting Out Person Tension Reduction Staff Attitude/ Approaches Supportive Directive Nonviolent Physical Crisis Intervention Therapeutic Rapport Integrated Experience
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Unit VI Staff Fear and Anxiety
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Fear Is a natural human emotion
Produces physiological and psychological responses
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Reactions to Fear and Anxiety
Unproductive Freezing Overreacting Physiologically Psychologically Respond Inappropriately Saying things Doing things Productive Increase of speed and strength Increase in sensory acuity Decrease in Reaction time
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How do we manage fear? Acknowledge and understand
Learn personal safety skills Use a team approach Learn controls to safely manage and Acting Out Person
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A Famous Quote from Between Teacher and Child
I've come to a frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or deescalated and a child humanized or dehumanized. -Haim Ginott
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CPI’s Personal Safety TechniquesSM
Unit VII CPI’s Personal Safety TechniquesSM
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CPI’s Personal Safety TechniquesSM
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CPI’s Personal Safety TechniquesSM
STRIKE GRAB Punch Bite Kick Pinch Spit Hair Pull Throw Objects Choke SIB
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Definitions STRIKE Grab A weapon coming in contact with a target
The attempt to control or destroy part of one’s body
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Principles of Personal Safety
Strike Block or deflect the weapon Move the target
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Principles of Personal Safety
Grab Gain a physiological advantage Weak point Leverage Momentum Gain a psychological advantage Remain calm Have a plan Use element of surprise or distraction
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Principles of Personal Safety
Response to the Strike Natural and instinctive Response to the Grab Not natural and instinctive
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Nonviolent Physical Crisis Intervention and Team Intervention
Unit VIII Nonviolent Physical Crisis Intervention and Team Intervention
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Nonviolent Physical Crisis Intervention (pg 15)
Use a team approach Use as a last resort Used for protection, not punishment Intent is to calm a person down Nonharmful in design
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RISKS OF RESTRAINTS (pgs 12s 13s 14s)
What one needs to breathe Open Airway Gas Exchange Movement of Ribcage and Diaphragm
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Control Dynamics Reduce upper body strength by controlling arms as weapons Turn palms up Raise arms above shoulders Anchor arm to your body (hip area)
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Control Dynamics Reduce lower body strength by controlling the back line Lower shoulders below hips
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Control Dynamics Reduce mobility by close body contact
Move hips close to individual’s body Move the individual’s center of gravity forward, bring him onto his toes (ball of foot)
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Team Intervention (pg 20)
WHO? HOW? WHEN?
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Team vs. Solo Intervention
Safety Litigation Professionalism
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Team Leader The first person on the scene
Competence and confidence in handling crisis situations Good rapport with the Acting Out Person
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Team Leader Duties Assess situation Plan intervention
Direct or cue team members Communicate with the Acting Out Person
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Auxiliary Team Member Duties
Check Address Recognize Engage in
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Situational Role-Plays
Unit IX Situational Role-Plays
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Unit X Postvention
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The CPI COPING ModelSM ontrol rient atterns nvestigate egotiate ive
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For Individuals COPING Emotional and physical control
Orient yourself to the feelings and views of the individual Look for patterns of past behaviors of individual and triggers Investigate alternatives to behaviors Negotiate a contract Give back control COPING
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For Staff COPING All staff are in control
Orient the team to the facts of the crisis Look for patterns of staff behavior Investigate ways to strengthen staff Negotiate and agree to changes that will take place in future interventions Give support and encouragement COPING
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POST-TEST EVALUATION The End
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