1. LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT
LEADERS IN LITERACY CONFERENCE
LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT
Aiken County Public School District
January 15, 2016

2. DE-ESCALATING AN ANGRY PERSON
LEADERS IN LITERACY CONFERENCE
DE-ESCALATING AN ANGRY PERSON
AIKEN CO. SCHOOLS:
CHERYL FISCHER, LPC

3. WHAT IS CPI? CPI Training:
Focuses on learning skills to enable you to defuse a potentially violent individual BEFORE they become assaultive. It is a two day training.
Recognized world wide.
Offered throughout the school year.
To register, call

4. BASED ON THE CONCEPT OF THE INTERGRATED EXPERIENCE
INTERGRATED EXPERIENCE: The concept that our behaviors and attitudes impact the behaviors and attitudes of those around us and vice versa.
By changing our behaviors and attitudes in any situation, we can influence the behaviors and attitudes of others.

5. CPI CRISIS DEVELOPMENT MODEL INTEGRATED EXPERIENCE
Crisis Development Levels
1. Anxiety
2. Defensive
3. Acting Out Person *
4. Tension Reduction
*We will not be covering this today. Involves training provided in 2 day class.
Staff Responses
1. Supportive
2. Directive
3. Nonviolent Physical Crisis Intervention *
4. Therapeutic Rapport

6. CPI CRISIS DEVELOPMENT MODEL
1. ANXIETY: A noticeable increase or change in a person’s behavior, e.g., pacing, finger drumming, wringing of the hands, staring.
SUPPORTIVE: Acknowledging that change in behavior and being of assistance. An empathetic nonjudgmental approach attempting to alleviate anxiety.

7. EMPATHIC LISTENING
EMPATHIC LISTENING: Active process to discern what a person is saying.
Key elements of empathic listening:
1. Be non-judgmental.
2. Undivided attention.
3. Listen for the real message.
4. Allow silence for reflection.
5. Use restatement to clarify messages.

8. CPI CRISIS DEVELOPMENT MODEL
2. DEFENSIVE: The beginning stage of loss of rationality. At this point an individual often becomes belligerent and verbally challenges authority.
DIRECTIVE: An approach in which a staff member takes control of a potentially escalating situation by setting limits, restating directives.

9. CRISIS DEVELOPMENT MODEL
4. TENSION REDUCTION: Decrease in physical and emotional energy which occurs after a person has acted out, characterized by the regaining of rationality. Individual calms down.
THERAPEUTIC RAPPORT: An attempt to reestablish communication with an individual who is in the tension reduction stage.

10. NONVERBAL BEHAVIOR PROXEMICS AND KINESICS: EXERCISES
PROXEMICS (Personal Space):
Form two lines facing each other
Demonstration
One line approach the other letting the approaching line know when to stop
Reverse roles
Describe feelings

11. NONVERBAL BEHAVIOR KINESICS (Body Posture and Movement)
Two lines facing each other with different partners
Demonstration
Approach partner, stopping one leg length away
Take a large step toward partner and hold for 6 seconds
Take a small step toward partner and hold for 6 seconds
Take one step back and pivot to side, forming L-shape with partner. This is the supportive stance.
Describe feelings & behaviors
Reverse roles

12. NONVERBAL BEHAVIOR
PROXEMICS (Personal Space): The area around an individual that is comfortable (1-3feet). Space seen as an extension of one’s self. Things that make a difference: gender, height, attitude, facing someone, seated, etc.
KINESICS (Body Language): The way we communicate through body language, posture, expression, motion, etc. Nonverbal messages transmitted by body motion and body posture.

13. NONVERBAL BEHAVIOR REASONS FOR USING STANCE: 1. Safety 2. Respect
3. Non-challenging (or threatening)

14. PARAVERBAL COMMUNICATION
Paraverbal Exercises
How we say what we say.
The link between verbal and nonverbal.
The vocal part of speech, excluding the actual words one uses.
Paraverbal communication helps us not send mixed messages.
Paraverbal communication is to the spoken word, what punctuation is to the written word.

15. PARAVERBAL COMMUNICATION
THREE COMPONENTS OF PARAVERBAL COMMUNICATION:
1. TONE
Avoid inflections of impatience, condescension, inattention, etc.
2. VOLUME
Appropriate for distance and situation
3. CADENCE
Use an even rate and rhythm; slow down speech and slow down thought processes

16. VERBAL ESCALATION CONTINUUM
1. QUESTIONING:
1. Information Seeking (“What page are we on?”)
2. Challenging (“Why should I have to do this?”)
INTERVENTIONS:
1. Answer Questions (“Page 63.”)
2. Ignore challenge and redirect (“Everyone has to do it, now please do the math so we can move on.”)

17. VERBAL ESCALATION CONTINUUM
2. REFUSAL: Non-compliance; slight loss of rationalization (“I’m not going to do it, and you can’t make me!”)
INTERVENTION: Redirect and set limits (“You can choose to do it now, or at lunch detention. Your grade depends on it. Please get started.”)

18. VERBAL ESCALATION CONTINUUM
KEYS TO SETTING LIMITS:
Setting limits offers a person choices and states the consequences of those choices.
Offer positive choices and consequences first.
Limits are most effective when they are:
Simple/Clear
Reasonable
Enforceable

19. VERBAL ESCALATION CONTINUUM
3. RELEASE: Acting-out, emotional outburst, loss of rationalization. Venting, screaming, swearing. High energy output.
INTERVENTION: Allow venting. Remove audience or acting out individual. When individual quiets down, state directives. Enforce limits.

20. VERBAL ESCALATION CONTINUUM
4. INTIMIDATION: Verbal or nonverbal threatening. (“I know where your car is.” “I know where your children go to school.”)
INTERVENTION:
1) Seek assistance.
2) Take all threats seriously.
3) Document

21. VERBAL ESCALATION CONTINUUM
5. TENSION REDUCTION: Energy decreases. Crying may occur. Person may be remorseful. Rationality returns. Teachable moment.
INTERVENTION: Reestablish communication (Are you okay? Do you want to talk?)

22. PRECIPITATING FACTORS, RATIONAL DETACHMENT, INTEGRATED EXPERIENCE
PRECIPITATING FACTORS: Internal or external causes of an acting out behavior over which a staff member has little or no control.
BRAINSTORM PRECIPITATING FACTORS IN GROUPS AND PRESENT TO GROUP

23. RATIONAL DETACHMENT
RATIONAL DETACHMENT: The ability to remain calm and professional, in control of your behavior and not take the acting out behavior personally.
Can’t control precipitating factors, but can control own responses to acting out behaviors.
Maintain professional attitude so can control the situation without overreacting.
Find positive outlets for negative energy absorbed from acting out person.

24. WAYS TO RATIONALLY DETACH:
PREVENTION:
Exercise
Hobbies
Crisis Plan
Time Out
Sports
Vacation
Vent with Friends
Driving
Music
Massage
Training
Fun with Family

25. WAYS TO RATIONALLY DETACH:
INTERVENTION:
Whose mud puddle (issue) is it?
Self-talk
Breathe
Avoid power struggle
Leave other problems at the door
Take a step back
Get help: Use the team
Implement plan

26. WAYS TO RATIONALLY DETACH:
POSTVENTION:
Debrief and focus on good and bad and how to improve
Celebrate successes
Documentation
Let it go!!!
More training and practice
Evaluate plans again

27. POSTVENTION Re-establish communication with student
Determine if they are calm and in control
Discuss what happened
Identify triggers
Agree on alternative behaviors
This is your teachable moment