2. Presented By St. Louis Public Schools

3. Understand and comply with District Policy. Be able to identify the danger signals associated with kinesics (body movement, facial expression, etc.). Know when it is time to call for assistance, flee, or prevent physical attack. Have a knowledge of De-Escalation and restraint techniques Develop skills in proper documentation of violent behavior. 2

4. Adopted by the SAB, August 2010 3

5. SLPS Board of Education Policy- Corporal Punishment SLPS District employees and volunteers are prohibited from administering corporal punishment to students attending the SLPS schools and from causing such punishment to be administered 4

6. Physical restraint is justified when it is an alternative to a greater harm. When necessary, it should be applied without anger and as a restraint rather than as retaliation. Trained staff members are permitted to use only the minimum amount of restraint reasonably necessary to accomplish the preventive measures required. 5

7. SLPS Board of Education Policy- Physical Restraint Physical restraint will be used only when other means of preventing or stopping a breach of discipline have proved ineffective. Trained staff members, regardless of their level of training, may, use justifiable physical restraint of a student if it is deemed reasonably necessary to: 6

8. 1. Prevent the student from hurting himself/herself. 2. Protect others. 3. Protect the staff members well-being. 7

9. If a staff member uses physical restraint on a student, the following must be done: 1. Report the incident to the Building Administrator immediately 2. Prepare a written comprehensive report detailing the reason for using physical restraint, the type and manner of physical restraint, the amount of force used in the physical restraint 8

10. 3. The report must be prepared within 24 hours. 4. The report shall be forwarded to Building Administrator, Office of the Superintendent, Director of School Safety and Security. 5. The Building Administrator shall follow all regular District reporting procedures for external agencies as required by District Policies 9

11. Increased respiration. Heightening of awareness. Tunnel Vision. Loss of situational awareness. Increased heart rate. Increased skin salinity. (Video) 10

12. Zones of Protection Intimate-those close to you Personal-within 18-36 inches Social/Professional-within 3-4 feet Public/Strangers-within 4-6 feet Shadow Zone/Peripheral Vision- outside the lines of direct sight These zones are based on culture. These zones extend when angry 11

13. Contact: The physical act of grabbing or touching the aggressor. Even if the touch is not hostile, remember how the aggressor will perceive it, carries a high potential for physically violent response Psychological Impact: A direct address often causes the aggressor to submit or resist and if peers or others are nearby, compliance is lessened (one-on-one situations are preferred) 12

14. Exiting: After an aggressor is willing to leave the area, never position yourself by the door or follow. This act of submission followed by physical closeness may re-ignite the situation. 13

15. Do it before the meeting and also when you see the situation deteriorating. Breathe in through the nose for a count of four, filling your lower abdomen. Hold it for a count of four and then exhale through your lips for a count of four. Hold for a count of four and then repeat the cycle. It looks like this: In through the nose 2-3-4, hold 2- 3-4. Out through the lips 2-3-4, hold 2-3-4. Thats one set. Repeat for four sets. 14

16. 15 Trigger Phase Anxiety is present. Escalation Phase Mounting anxiety unaddressed. 1.Non Verbal Cues 2.Communications Crisis Phase Loss of verbal control Loss of emotional judgment Violence Loss of physical judgment Loss of physical control

17. Principal Subject School Safety Officer Secretary 16 Exit

18. 17 Subject Principal School Safety Officer Secretary Surrounding: Show of force by forming a semicircle around the aggressor or completely surrounding which gives several options: 1.Resist 2.Succumb 3.Elude 4.Discussion

19. Always start with I or WE, depending on circumstances, but not you. 18

20. A. Styles of speaking with an angry person: 1.Firm 2.No hesitation 3.Low voice and moderate tone to achieve active listing 4.Dont shout or raise your voice 5.Project a calm, controlled demeanor B. Listen, then paraphrase what the person said C. Self Control Methods: 1.Do not be judgmental 2.Do not allow personal feelings/ideas to affect your mood 3.Always search/look for an escape D. Treat the person as you desire to be treated (golden rule) 19

21. Before Restraints are Used 20

22. These policies describe a escalating series of actions you may take to resolve a situation. This continuum generally has many levels, and you are instructed to respond with a level of force appropriate to the situation at hand. Modified: September 2010 21 U.S. Department of JusticeU.S. Department of Justice | Office of Justice ProgramsOffice of Justice Programs

23. 1. Your Presence No force is used. Considered the best way to resolve a situation. The mere presence of staff can work to deter crime or diffuse a situation. Your attitude should be professional and nonthreatening. 22 U.S. Department of JusticeU.S. Department of Justice | Office of Justice Programs August 4, 2009Office of Justice Programs Modified: September 2010

24. 2. Verbalization Force is not-physical. Staff issues calm, nonthreatening commands, such as "Let me see your identification and schedule." You may increase your volume and shorten commands in an attempt to gain compliance. Short commands might include "Stop," or Come here." 23 U.S. Department of JusticeU.S. Department of Justice | Office of Justice ProgramsOffice of Justice Programs Modified: September 2010

25. See that your identity is known (If necessary, identify yourself) Verbally intervene using a calm but firm voice. Use the students names. (John and Joseph stop fighting and back up.) Disperse the on-lookers. Send for help. Send for Help. If the combatants do not follow your directions and continue to fight, send a responsible on-looker for other staff members. Direct the other students to move out of the area. 24

26. Assess the situation while continuing to calmly talk to the fighting students and while moving any dangerous objects out of their way (items that they could bump their heads on or which could be used as a weapon). 25

27. If this is a situation in which one student is on the attack and the other student seems to be acting in self-defense, focus your remarks on the attacking student. If the attacking student lets up, direct the defending student to go to the office by himself and keep the attacking student with you. Physical intervention, as required, by trained staff while following the District Intervention Policy. 26

28. You should avoid approaching a volatile subject from behind; in general, an arcing 45-degree angle of approach is safer and least threatening. (Video) (Therapeutics For Aggressions: Psychological/Physical Intervention By Michael Thackrey, Ph.D., p. 50) 27

29. If a parent or guardian has a propensity for violent or abusive behavior, document it in the students file. Always review the appropriate file prior to a meeting. If it is an unscheduled meeting, ask for a minute to collect the information to mentally prepare yourself. Ensure you document the subjects EXACT words to include profanity. (The most common complaint about us is that we were rude, when in reality, we were courteous but firm). Ensure you document the subjects behavior, body language and what they did or said that made you feel threatened. Get statements from witnesses. 28

30. A. It is critical to show you were fearful of serious bodily injury. Exactly what did the subject say or do that made you feel threatened? B. Document exactly all verbal language used and the physically combative actions displayed by the person. C. Before details are forgotten, immediately write a report. A. If it isnt in writing, it didnt happen 29

31. 30 l 15.74.040 Trespasser to leave. l Any person found to be creating a disturbance in any private, public or parochial school or on the surrounding school grounds or on the fields or grounds lawfully used for school activities while such recreational areas or other activities are in progress shall leave immediately when so directed by the principal or by any other person designated by the principal. (Ord. 56728 § 1 (c), 1974: prior Ord. 55065 § 2, 1968: 1960 C. § 809.020.) St. Louis City Revised Code Chapter 15.74 Division V Part I

32. 31 l 15.74.050 Permission required to be on grounds. l No person shall enter or remain in any public, private or parochial school building between the hours of eight a.m. and four thirty p.m. on days such school is in session who is not a regularly enrolled student, teacher or other employee at such school, unless he shall have first proceeded to the administration offices and identified himself to the principal or the principal's designee and received permission to enter or remain. St. Louis City Revised Code Chapter 15.74 Division V Part I

33. 32 l 15.74.050 (Cont.) l It is unlawful for any person to enter or remain in any public, private or parochial school, or on any public way within two hundred fifty feet of such premises, after being requested to leave by the principal or his designee. (Ord. 56728 § 1 (d), 1974: prior Ord. 55065 § 2, 1968: 1960 C. § 809.020.) St. Louis City Revised Code Chapter 15.74 Division V Part I

34. Violent Confrontation Avoidance is an art not a science. The only opinion that counts is the one of the person actually on the scene. If you werent assaulted you were successful. 33