2. CRISIS PREVENTION HANDLING THE SITUATION BEFORE IT BECOMES A CRISIS

3. CRISIS RECOGNITION - WHEN IS A PROBLEM A PROBLEM Teachers must recognize some of the following: Voice – Tone and Level Anxiety – Fidgety and Restless Tension - Stress Body Language – Posture and Stance

4. Constant Awareness We work in a Parole Office with Parolees. Many Parolees have violent histories and behaviors. Some Parolees are taking psych meds to deal with mild to severe mental problems. You may see a Parolee everyday for an extended period, but you do not know what is going on in his/her life outside of your classroom.

5. CRISIS ESCALATION 1. AN INTERNAL PROBLEM ALREADY EXISTS. 2. THERE IS A TRIGGERING EVENT. 3. INDIVIDUAL BECOMES DEFENSIVE. 4. INDIVIDUAL BEGINS ACTING-OUT.

6. PREVENTION RECOGNIZE A POSSIBLE PROBLEM ISOLATE THE INDIVIDUAL FROM CLASS IF POSSIBLE BE UNDERSTANDING AND SUPPORTIVE AVOID CONFRONTATION REFER STUDENT TO SUPPORT RESOURCE(S)

7. INTERVENTION NEVER BE CONFRONTATIONAL. BE AWARE OF THE ROOM LAYOUT. GIVE PLENTY OF SPACE. BECOME AN ACTIVE LISTENER. WATCH YOUR COMMUNICATIONS – USE CALM, SOOTHING, TONE AND VOLUME. ATTRACT HELP IF POSSIBLE, RUN IF NECESSARY.

8. SOME COMMON SENSE Proxemics – personal space Kinesics – body language Supportive – being empathetic Options – show individual options/choices Relax – remain calm throughout any crisis Control – you are not the one acting-out, role model self-control. COMMON