2. Expectations Prioritize safety within the workshop Participate Fully Keep an open mind and be inquisitive Punctuality Focus on fundamentals instead of speed Successful completion of the written and skills assessments Successful completion of the written and skills assessments Help your fellow participants and facilitator(s) learn Help your fellow participants and facilitator(s) learn Have fun!

3. The Mindset Training Curriculum The purpose of this training program is to facilitate insight, raise awareness, enhance skills, and ultimately certify professionals in a system of preventing and managing aggressive behavior The purpose of this training program is to facilitate insight, raise awareness, enhance skills, and ultimately certify professionals in a system of preventing and managing aggressive behavior

4. Keys to Success A comprehensive and clear policy and procedure A comprehensive and clear policy and procedure Restraint/Seclusion must be the intervention of last resort Restraint/Seclusion must be the intervention of last resort Staff must be trained in de- escalation techniques Staff must be trained in de- escalation techniques Adequate and well prepared staff Adequate and well prepared staff Consumer (student) involvement Consumer (student) involvement A system of data collection and analysis A system of data collection and analysis Strategies for organizational change Performance measurement systems Emphasis on staff and consumer (student) strength Cultural Competence Effective consumer (student) and staff debriefing An environment that prioritizes the consumer (student) dignity

5. Prevention and pro-active The greatest disservice a risk or safety management program can have for any organization is to devolve into a system that primarily focuses on the physical management of aggressive behavior. The goal of the MindSet training curriculum is to set in motion a process of increased awareness, skill development, and appropriate parameters for individuals and organizations to eliminate the need for physical restraint or seclusion The greatest disservice a risk or safety management program can have for any organization is to devolve into a system that primarily focuses on the physical management of aggressive behavior. The goal of the MindSet training curriculum is to set in motion a process of increased awareness, skill development, and appropriate parameters for individuals and organizations to eliminate the need for physical restraint or seclusion

6. Questions What do you see as your personal, professional, and legal responsibilities to be in regards to safety management? What do you see as your personal, professional, and legal responsibilities to be in regards to safety management? What relevance does this information have for our training? What relevance does this information have for our training? What do you foresee as the keys to success in your classroom, school or system? What do you foresee as the keys to success in your classroom, school or system?

7. The Mindset Punitive measures are not appropriate when dealing with aggressive behavior Punitive measures are not appropriate when dealing with aggressive behavior Emphasize everyone’s strengths to maximize a safe environment Emphasize everyone’s strengths to maximize a safe environment A crisis situation is a learning opportunity A crisis situation is a learning opportunity Consistency is essential Consistency is essential Empowerment fosters learning and trust Empowerment fosters learning and trust

8. Guiding Principles (4) Promote Choice and Trust A person in crisis can and will choose alternatives to aggressive behavior if given the opportunity A person in crisis can and will choose alternatives to aggressive behavior if given the opportunity Fear and a sense of powerlessness often fuel aggression Fear and a sense of powerlessness often fuel aggression Trust and opportunities for choice can counteract fear and the sense of powerlessness Trust and opportunities for choice can counteract fear and the sense of powerlessness

9. Avoid Power Struggles Human emotions can “tip the scale” in a crisis situation Human emotions can “tip the scale” in a crisis situation Present yourself as an ally and assess your body language Present yourself as an ally and assess your body language Get in your CAR (calm, aware, respectful) before, during, and after crisis situations Get in your CAR (calm, aware, respectful) before, during, and after crisis situations

10. Seek Pro-Action vs. Re-Action Timing is essential in effectively managing a crisis situation Timing is essential in effectively managing a crisis situation Use good judgment in not under reacting or over reacting Use good judgment in not under reacting or over reacting Both staff/teachers and consumer/students should develop specific pro-action strategies relative to creating a safe environment. Both staff/teachers and consumer/students should develop specific pro-action strategies relative to creating a safe environment.

11. Set-up Everyone For Success To achieve a “culture of prevention”, everyone involved must establish and implement “customized strategies” for creating safe environments. To achieve a “culture of prevention”, everyone involved must establish and implement “customized strategies” for creating safe environments. Consistency and teamwork are essential ingredients of a safe environment Consistency and teamwork are essential ingredients of a safe environment Consumers/students must be empowered to become their own risk managers Consumers/students must be empowered to become their own risk managers

12. Questions What Specific strategies do you currently utilize, or have seen others utilize, that support any or all of these guiding principles? What Specific strategies do you currently utilize, or have seen others utilize, that support any or all of these guiding principles? What specific strategies do you currently utilize, or have seen others utilize, that do not support these guiding principles? What specific strategies do you currently utilize, or have seen others utilize, that do not support these guiding principles? How can you apply these principles emotionally, verbally, and physically? How can you apply these principles emotionally, verbally, and physically?

13. Creating A Culture of Prevention

14. Questions What barriers do you have little or no control over as a staff member? What barriers do you have little or no control over as a staff member? What barriers do you consider emotional, physical, or both? What barriers do you consider emotional, physical, or both? What barriers exist for both staff members and the individuals served? What barriers exist for both staff members and the individuals served?

15. Awareness Checklist Environment-Physical Safety, Emotional Safety Environment-Physical Safety, Emotional Safety Individual Crisis Plans-Physical, verbal, and non-verbal antecedents, self-directed time out Individual Crisis Plans-Physical, verbal, and non-verbal antecedents, self-directed time out Group Crisis Plans-Self directed work, remove the group Group Crisis Plans-Self directed work, remove the group Cultural-Race, gender, socio-economic, language and social norms Cultural-Race, gender, socio-economic, language and social norms

16. Ten Steps for Defeating Bias and Overcoming Resistance Non-emotional instead of emotional requests (control your bias) Non-emotional instead of emotional requests (control your bias) Descriptive requests Descriptive requests Do not use a question format Do not use a question format Keep a safe distance Keep a safe distance Make eye contact Make eye contact Two requests only Two requests only Check tone of voice Check tone of voice Time to comply Time to comply More start requests than stop requests More start requests than stop requests Reinforce compliance Reinforce compliance

17. Guidelines For Effective Crisis Communication Get in your CAR! (calm, aware, respectful) Get in your CAR! (calm, aware, respectful) Create a one-on-one (minimize distractions) Create a one-on-one (minimize distractions) Timing is everything (be pro-active) Timing is everything (be pro-active) Avoid advice or quick fixes Avoid advice or quick fixes Make empathetic statements when possible Make empathetic statements when possible Promote Choice and Trust! Promote Choice and Trust!

18. The Four-Step Counseling Model Step 1: Say what you see and/or hear Step 1: Say what you see and/or hear Be concrete, non-judgmental Be concrete, non-judgmental Focus on body language Focus on body language Purpose-To let the student know they have your attention in a non-judgmental way Purpose-To let the student know they have your attention in a non-judgmental way

19. Four- step counseling model Step 2: Establish the feeling Step 2: Establish the feeling “Seems to me like you’re______” “Seems to me like you’re______” Keep the communication focused Keep the communication focused Feelings drive the behavior Feelings drive the behavior Purpose-To connect a feeling to the behavior in an effort to establish a base or understanding for further communication. Purpose-To connect a feeling to the behavior in an effort to establish a base or understanding for further communication.

20. Four-step counseling model Step 3: Connect the feeling to the source Step 3: Connect the feeling to the source Who, what, when, where, how Who, what, when, where, how Avoid why questions Avoid why questions Ask open-ended questions Ask open-ended questions Purpose- To connect the feeling to the source or sources of distress. Purpose- To connect the feeling to the source or sources of distress.

21. Four-step counseling model Step 4: Plan of Action Step 4: Plan of Action “What else can you do?” “What else can you do?” “What have you tried?” “What have you tried?” “What are you willing to do?” “What are you willing to do?” What are the pros and cons?” What are the pros and cons?” Purpose-to assist the person in crisis towards establishing a plan of action in getting their needs met in acceptable and safe ways “What do you want?” Purpose-to assist the person in crisis towards establishing a plan of action in getting their needs met in acceptable and safe ways “What do you want?”

22. What current communication strategies do you effectively utilize in preventing aggressive behavior? What current communication strategies do you effectively utilize in preventing aggressive behavior? What will be challenging about applying the new techniques you have learned? What will be challenging about applying the new techniques you have learned? How can you apply the guiding principles to these communication strategies? How can you apply the guiding principles to these communication strategies?

23. Avoiding Contact Stance Stance Movement Movement Protection Protection

24. What challenges do you face in trying to avoid physical contact? What challenges do you face in trying to avoid physical contact? What actions can other staff members take to increase safety? What actions can other staff members take to increase safety? How can you apply the guiding principles when avoiding contact? How can you apply the guiding principles when avoiding contact? How does your communication change once aggression becomes physical How does your communication change once aggression becomes physical

25. Physical Contact Aggression from the front (grasp, choke, bite) Aggression from the front (grasp, choke, bite) Aggression from behind (arm twist, choke, hair pull) Aggression from behind (arm twist, choke, hair pull) Assisted choke release Assisted choke release

26. What are ways you have experienced forceful contact in the past? What are ways you have experienced forceful contact in the past? What is challenging about applying the techniques you have just learned? What is challenging about applying the techniques you have just learned? How can you apply the guiding principles to the techniques you have just learned? How can you apply the guiding principles to the techniques you have just learned?

27. Safe Practice Guidelines (During Training) Ask questions following any facilitator demonstrations. Ask questions following any facilitator demonstrations. Start the practice slowly and focus on the fundamentals. Start the practice slowly and focus on the fundamentals. Utilize medium force and speed. Utilize medium force and speed. Help your partner learn and be patient with yourself. Help your partner learn and be patient with yourself. Remove potentially harmful objects. Remove potentially harmful objects. Inform the facilitator of any pre-existing conditions Inform the facilitator of any pre-existing conditions Participate fully Participate fully

28. Safety Continuum (Staff /Teacher Response) Ignore/Ten-step Process/Behavior Management Ignore/Ten-step Process/Behavior Management Crisis Communication/directed time-out Crisis Communication/directed time-out Avoid Contact/Set up for success Avoid Contact/Set up for success Communicate/Release/Positioning Communicate/Release/Positioning Neutralize/Release/Embrace Neutralize/Release/Embrace Embrace/Leveraged Embrace/Communication Embrace/Leveraged Embrace/Communication Embrace/Object Removal Embrace/Object Removal Horizontal Containment Horizontal Containment

29. In addition to the safe practice guidelines established, additional guidelines must be followed when using vertical containment techniques. In addition to the safe practice guidelines established, additional guidelines must be followed when using vertical containment techniques. 1)This technique should only be applied as a last resort and as a response to immediate or imminent danger 1)This technique should only be applied as a last resort and as a response to immediate or imminent danger 2)Always communicate and ask for what you want (de- escalation) 2)Always communicate and ask for what you want (de- escalation) 3)Use the least amount of force necessary 3)Use the least amount of force necessary 4)Avoid using containment techniques as a response to oppositional/defiant behavior 4)Avoid using containment techniques as a response to oppositional/defiant behavior

30. When are you justified in applying physical restraint techniques? When are you justified in applying physical restraint techniques? What circumstances do not justify physical restraint? What circumstances do not justify physical restraint? How can the principles shape our attitudes and behaviors regarding physical restraint? How can the principles shape our attitudes and behaviors regarding physical restraint?

31. Vertical Containment Embrace Embrace Leveraged Embrace Leveraged Embrace Influential Escort Influential Escort Size differentials and adjustments Size differentials and adjustments

32. Describe restraint experiences you have been involved with. Describe restraint experiences you have been involved with. What is challenging about applying the techniques you have just learned? What is challenging about applying the techniques you have just learned? How can you apply the guiding principles to the techniques you have just learned? How can you apply the guiding principles to the techniques you have just learned?

33. Additional Guidelines (Horizontal Containment) 1)Communicate with your partner in addition to the aggressor 1)Communicate with your partner in addition to the aggressor 2)SHOULDERS PERPENDICULAR to the GROUND 2)SHOULDERS PERPENDICULAR to the GROUND 3)No direct pressure 3)No direct pressure 4)Monitor breathing and circulation. Release immediately if problems detected. 4)Monitor breathing and circulation. Release immediately if problems detected. 5)No single staff takedowns 5)No single staff takedowns 6)Use only minor adjustments once containment is fully applied 6)Use only minor adjustments once containment is fully applied 7)Release when appropriate. (15 minute checklist) 7)Release when appropriate. (15 minute checklist)

34. Horizontal Containment Single Staff Single Staff Dual Staff Dual Staff Size differentials and adjustments Size differentials and adjustments

35. What responsibilities can additional staff members take on during a physical restraint? What responsibilities can additional staff members take on during a physical restraint? What action should you take if you observe or sense physical duress in a student being restrained on the ground? What action should you take if you observe or sense physical duress in a student being restrained on the ground? How can you apply the guiding principles to the horizontal containment procedures? How can you apply the guiding principles to the horizontal containment procedures?

36. Ending the Containment LiFo (Last in, first out) LiFo (Last in, first out) Be patient and clearly define what you want Be patient and clearly define what you want

37. Size Differentials Shoulders perpendicular Shoulders perpendicular Staff/Teacher positioning Staff/Teacher positioning

38. Additional Guidelines (Object Containment) 1)Communication and body language are your most powerful tools 1)Communication and body language are your most powerful tools 2)Never ask for the object to be handed to you 2)Never ask for the object to be handed to you 3)Use a buffer when necessary 3)Use a buffer when necessary 4)Check your proximity 4)Check your proximity 5)Clear the audience! 5)Clear the audience!

39. Object Containment and Release Thumb rotation release Thumb rotation release

40. Why would you focus on communication with a student threatening to use an object? Why would you focus on communication with a student threatening to use an object? What is challenging about the thumb rotation technique? What is challenging about the thumb rotation technique? How can you apply the four guiding principles to situations involving an object being used aggressively? How can you apply the four guiding principles to situations involving an object being used aggressively?

41. Additional Guidelines (Seclusion &Time Out) 1)Never seclude an individual for punitive reasons or for staff convenience 1)Never seclude an individual for punitive reasons or for staff convenience 2)A secluded individual must be constantly monitored. 2)A secluded individual must be constantly monitored. 3)An individual should never be carried or dragged to a seclusion area (Horizontal containment should be used for active aggression) 3)An individual should never be carried or dragged to a seclusion area (Horizontal containment should be used for active aggression) 4)The requirements to end time-out and seclusion must be clearly defined. 4)The requirements to end time-out and seclusion must be clearly defined. 5)Separate documentation and notification requirements must be met. 5)Separate documentation and notification requirements must be met.

42. Seclusion and Time out Student and staff directed time-out (opportunity room) Student and staff directed time-out (opportunity room) Door locks and observation Door locks and observation

43. What are the dangers of secluding a consumer or student during a crisis? What are the dangers of secluding a consumer or student during a crisis? What are the physical and psychological differences between time-out and seclusion? What are the physical and psychological differences between time-out and seclusion? How can you apply the guiding principles to seclusion and time-out? How can you apply the guiding principles to seclusion and time-out?

44. Making it Stick Policy and Procedure Policy and Procedure Debriefing between Staff/Teacher and Consumer/Student Debriefing between Staff/Teacher and Consumer/Student Timing and Emotional Impact Timing and Emotional Impact Exploring future solutions Exploring future solutions Staff/Staff debriefing Staff/Staff debriefing What went well What went well What could be done differently What could be done differently Incident Report (Template) Incident Report (Template) Safety Director and Committee Safety Director and Committee Staff/Teacher and Student/Consumer recognition Staff/Teacher and Student/Consumer recognition