nonviolent crisis intervention® training program luzerne intermediate unit #18

Nonviolent Crisis Intervention® Training Program

Luzerne Intermediate Unit #18

Unit IUnit I

The CPI Crisis Development The CPI Crisis Development ModelModelSMSM

The CPI Crisis Development ModelThe CPI Crisis Development ModelSMSM

Crisis Development/ Crisis Development/ Behavior LevelsBehavior Levels

1.1. AnxietyAnxiety

Staff Attitude/ Staff Attitude/ ApproachesApproaches

1.1. SupportiveSupportive

Integrated Experience

Anxiety:Anxiety:– A noticeable increase A noticeable increase

or change in behavioror change in behavior– e.g., pacing, finger e.g., pacing, finger

drumming, wringing of drumming, wringing of hands, rocking, etc…hands, rocking, etc…

SupportiveSupportive– An empathetic, An empathetic,

nonjudgmental nonjudgmental approach attempting approach attempting to alleviate anxietyto alleviate anxiety

1.1. AnxietyAnxiety

2.2. Defensive Defensive

2.2. DirectiveDirective

Defensive:Defensive:– The beginning stage of The beginning stage of

loss of rationalityloss of rationality– Noncompliance, verbal Noncompliance, verbal

venting, accuse or venting, accuse or blame othersblame others

DirectiveDirective– Manage a potentially Manage a potentially

dangerous situation by dangerous situation by setting limitssetting limits

1.1. AnxietyAnxiety

3.3. Acting Out PersonActing Out Person

3.3. Nonviolent Physical Nonviolent Physical Crisis InterventionCrisis Intervention

Acting Out Person:Acting Out Person:– The total loss of The total loss of

control which often control which often results in a physical results in a physical acting out episodeacting out episode

Nonviolent Physical Nonviolent Physical Crisis InterventionCrisis Intervention– Safe, nonharmful Safe, nonharmful

controls and controls and techniques used to techniques used to safely manage an safely manage an Acting Out PersonActing Out Person

– Last ResortLast Resort

1.1. AnxietyAnxiety

4.4. Tension ReductionTension Reduction

4.4. Therapeutic RapportTherapeutic Rapport

Tension Reduction:Tension Reduction:– a decrease in physical a decrease in physical

and emotional energy and emotional energy which occurs after a which occurs after a person has acted outperson has acted out

– Regaining controlRegaining control

Therapeutic RapportTherapeutic Rapport– Reestablish Reestablish

communicationcommunication– Learning opportunityLearning opportunity– Give closureGive closure– Build relationshipsBuild relationships

Unit IIUnit II

Nonverbal BehaviorNonverbal Behavior

ProxemicsProxemics

Proxemics (Personal Space)Proxemics (Personal Space)

Personal Space VariesPersonal Space Varies

1 ½ to 3 feet1 ½ to 3 feet

Factors:Factors:– GenderGender– SizeSize– Personal relationshipPersonal relationship– AgeAge– Context of situationContext of situation

Proxemics (Personal Space)Proxemics (Personal Space)

It is respectful to observe individuals It is respectful to observe individuals personal spacepersonal spaceAnnounce when and why you need to Announce when and why you need to invade an individual’s personal spaceinvade an individual’s personal spacePersonal space can extend to family, Personal space can extend to family, friends and belongingsfriends and belongings

Invasion of one’s personal Space can Invasion of one’s personal Space can increase anxietyincrease anxiety

Kinesics Kinesics

Messages we communicate with our body Messages we communicate with our body posture and motion posture and motion

Our body language should be Our body language should be nonthreateningnonthreatening

Includes:Includes:– StancesStances– Facial expressionsFacial expressions– GesturesGestures

CPI Supportive StanceCPI Supportive StanceSMSM

About a leg length away About a leg length away

On an angleOn an angle

Hands visibleHands visible

Reasons for using the Reasons for using the CPI Supportive StanceCPI Supportive StanceSMSM

1.1. SafetySafety

2.2. RespectfulRespectful

3.3. NonthreateningNonthreatening

Unit IIIUnit III

Paraverbal CommunicationParaverbal Communication

Paraverbal ExerciseParaverbal Exercise

““______________, I am glad ______________, I am glad you came to school today, you came to school today, why don’t you get to your why don’t you get to your locker.”locker.”

Paraverbal CommunicationParaverbal Communication

The vocal part of speech excluding the The vocal part of speech excluding the actual words one usesactual words one uses

How you say what you sayHow you say what you say

Paraverbal CommunicationParaverbal Communication3 Key Components3 Key Components

ToneTone– Supportive, understanding and comfortingSupportive, understanding and comforting

VolumeVolume– Appropriate to situation and personAppropriate to situation and person

CadenceCadence– Even rate and rhythmEven rate and rhythm

Unit IVUnit IV

Verbal InterventionVerbal Intervention

The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM

Part of the Defensive stage of the CPI Part of the Defensive stage of the CPI Crisis Development ModelCrisis Development ModelSMSM

The goal of staff is to deescalate the The goal of staff is to deescalate the individualindividual

1. Questioning

QuestioningQuestioninga. Information-seeking: a rational question a. Information-seeking: a rational question

seeking a rational responseseeking a rational response

b. Challenge: questioning authority, being b. Challenge: questioning authority, being evasive, attempts to draw staff into power evasive, attempts to draw staff into power strugglestruggle

InterventionsInterventionsa.a. Give Information- be a resourceGive Information- be a resource

b.b. Stick to the topic (redirect), ignore the Stick to the topic (redirect), ignore the challenge (not the person), avoid the challenge (not the person), avoid the strugglestruggle

1. Questioning

2. Refusal

RefusalRefusal– Noncompliance, no-mode, drop and flopNoncompliance, no-mode, drop and flop

InterventionIntervention– The process of setting limitsThe process of setting limits

Choices/optionsChoices/options

Incentives/consequencesIncentives/consequences

Space and time (planned ignoring-extinction)Space and time (planned ignoring-extinction)

1. Questioning

2. Refusal

3. Release

ReleaseRelease– Verbal venting, tantrums, screaming, yellingVerbal venting, tantrums, screaming, yelling

InterventionIntervention– Let child ventLet child vent– Isolate the situationIsolate the situation– Team approachTeam approach– Enforce limitsEnforce limits

1. Questioning

2. Refusal

3. Release

4. Intimidation

IntimidationIntimidation– Individual is making threats Individual is making threats – Verbally or nonverballyVerbally or nonverbally

InterventionIntervention– Take all threats seriouslyTake all threats seriously– (document and inform or exit room)(document and inform or exit room)– Take a team approachTake a team approach

1. Questioning

2. Refusal

3. Release

4. Intimidation

5. Tension Reduction

Tension ReductionTension Reduction

Decrease in Emotional and Physical Decrease in Emotional and Physical energyenergy

InterventionIntervention– Establish Therapeutic RapportEstablish Therapeutic Rapport

Reestablish communicationReestablish communication

1. Questioning

2. Refusal

3. Release

4. Intimidation

5. Tension Reduction

ELFARE

SAFETYSECURITY

Keys to Setting LimitsKeys to Setting Limits

Clear and ConciseClear and Concise– Simple and easy to Simple and easy to

understandunderstand– Use their Use their

communicationcommunication

ReasonableReasonable– Fair, incentives, buy-inFair, incentives, buy-in

EnforceableEnforceable– Remember space and Remember space and

timetime– Follow throughFollow through

Verbal Intervention Tips and Verbal Intervention Tips and TechniquesTechniques

DODO– Remain CalmRemain Calm– Isolate the situationIsolate the situation– Enforce limitsEnforce limits– ListenListen– Be aware of Be aware of

nonverbalsnonverbals– Be consistentBe consistent– Ignore challenge Ignore challenge

questionsquestions– Be nonthreateningBe nonthreatening

DON’TDON’T– OverreactOverreact– Provide an audienceProvide an audience– Change themChange them– IgnoreIgnore– Communicate emotionCommunicate emotion– Make false promisesMake false promises– Get in a power Get in a power

strugglestruggle– Be threateningBe threatening

Empathetic ListeningEmpathetic Listening

An active process to discern what a An active process to discern what a person is truly sayingperson is truly saying

Empathetic ListeningEmpathetic Listening

1.1. Be nonjudgmentalBe nonjudgmental

2.2. Give undivided attentionGive undivided attention

3.3. Listen carefully to what the person is Listen carefully to what the person is really saying (feelings, not just facts)really saying (feelings, not just facts)

4.4. Use restatement to clarify messageUse restatement to clarify message

5.5. Allow silence for reflectionAllow silence for reflection

S I L E N T

Unit VUnit V

Precipitating Factors, Rational Precipitating Factors, Rational Detachment, Integrated Detachment, Integrated

ExperienceExperience

Precipitating FactorsPrecipitating Factors

Internal or external causes of an acting out Internal or external causes of an acting out behavior of which staff has little or no behavior of which staff has little or no controlcontrol

Precipitating FactorsPrecipitating Factors

Rational DetachmentRational Detachment

Ability to stay in control of one’s own Ability to stay in control of one’s own behavior and not take acting out behavior and not take acting out personallypersonally

A professional and calm approachA professional and calm approach

Rational DetachmentRational Detachment

Integrated ExperienceIntegrated Experience

The concept that the behaviors and The concept that the behaviors and attitudes of staff impact on those in their attitudes of staff impact on those in their care and vice-versacare and vice-versa

RememberRemember The CPI Crisis Development Model The CPI Crisis Development ModelSMSM

1.1. AnxietyAnxiety

4.4. Tension ReductionTension Reduction

4.4. Therapeutic RapportTherapeutic Rapport

Unit VIUnit VI

Staff Fear and AnxietyStaff Fear and Anxiety

Fear Fear

Is a natural human emotionIs a natural human emotion

Produces physiological and psychological Produces physiological and psychological responsesresponses

Reactions to Fear and AnxietyReactions to Fear and Anxiety

UnproductiveUnproductive– FreezingFreezing– OverreactingOverreacting

PhysiologicallyPhysiologically

PsychologicallyPsychologically

– Respond Respond InappropriatelyInappropriately

Saying thingsSaying things

Doing thingsDoing things

ProductiveProductive– Increase of speed and Increase of speed and

strengthstrength– Increase in sensory Increase in sensory

acuityacuity– Decrease in Reaction Decrease in Reaction

timetime

How do we manage fear?How do we manage fear?

Acknowledge and understandAcknowledge and understand

Learn personal safety skillsLearn personal safety skills

Use a team approachUse a team approach

Learn controls to safely manage and Learn controls to safely manage and Acting Out PersonActing Out Person

A Famous Quote fromA Famous Quote fromBetween Teacher and ChildBetween Teacher and Child

I've come to a frightening conclusion that I I've come to a frightening conclusion that I am the decisive element in the classroom. It's am the decisive element in the classroom. It's my personal approach that creates the climate. my personal approach that creates the climate. It’s my daily mood that makes the weather. As a It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis it is my response that decides whether a crisis will be escalated or deescalated and a child will be escalated or deescalated and a child humanized or dehumanized.humanized or dehumanized.

-Haim Ginott-Haim Ginott

Unit VIIUnit VII

CPI’s Personal Safety CPI’s Personal Safety TechniquesTechniquesSMSM

CPI’s Personal Safety TechniquesCPI’s Personal Safety TechniquesSMSM

STRIKESTRIKE GRABGRAB

PunchPunch BiteBite

KickKick PinchPinch

SpitSpit Hair PullHair Pull

Throw ObjectsThrow Objects ChokeChoke

SIBSIB SIBSIB

DefinitionsDefinitions

STRIKESTRIKE– A weapon coming in A weapon coming in

contact with a targetcontact with a target

GrabGrab– The attempt to control The attempt to control

or destroy part of or destroy part of one’s bodyone’s body

Principles of Personal SafetyPrinciples of Personal Safety

StrikeStrike

1.1. Block or deflect the weaponBlock or deflect the weapon

2.2. Move the targetMove the target

GrabGrab1.1. Gain a physiological advantageGain a physiological advantage

a.a. Weak pointWeak pointb.b. Leverage Leverage c.c. MomentumMomentum

2.2. Gain a psychological advantageGain a psychological advantagea.a. Remain calmRemain calmb.b. Have a planHave a planc.c. Use element of surprise or distractionUse element of surprise or distraction

Response to the StrikeResponse to the Strike– Natural and instinctiveNatural and instinctive

Response to the GrabResponse to the Grab– Not natural and instinctiveNot natural and instinctive

Unit VIIIUnit VIII

Nonviolent Physical Crisis Nonviolent Physical Crisis Intervention and Team Intervention and Team

InterventionIntervention

Nonviolent Physical Crisis Nonviolent Physical Crisis Intervention (pg 15)Intervention (pg 15)

Use a team approachUse a team approach

Use as a last resortUse as a last resort

Used for protection, not punishmentUsed for protection, not punishment

Intent is to calm a person downIntent is to calm a person down

Nonharmful in designNonharmful in design

RISKS OF RESTRAINTSRISKS OF RESTRAINTS(pgs 12s 13s 14s)(pgs 12s 13s 14s)

What one needs to breatheWhat one needs to breathe– Open AirwayOpen Airway– Gas ExchangeGas Exchange– Movement of Ribcage and DiaphragmMovement of Ribcage and Diaphragm

Control DynamicsControl Dynamics

1.1. Reduce upper body strength by Reduce upper body strength by controlling arms as weaponscontrolling arms as weapons

a.a. Turn palms upTurn palms up

b.b. Raise arms above shouldersRaise arms above shoulders

c.c. Anchor arm to your body (hip area)Anchor arm to your body (hip area)

2.2. Reduce lower body strength by Reduce lower body strength by controlling the back linecontrolling the back line

a.a. Lower shoulders below hipsLower shoulders below hips

3.3. Reduce mobility by close body contactReduce mobility by close body contacta.a. Move hips close to individual’s bodyMove hips close to individual’s body

b.b. Move the individual’s center of gravity Move the individual’s center of gravity forward, bring him onto his toes (ball of foot)forward, bring him onto his toes (ball of foot)

Team Intervention (pg 20)Team Intervention (pg 20)

WHO?WHO?

HOW?HOW?

WHEN?WHEN?

Team vs. Solo InterventionTeam vs. Solo Intervention

1.1. SafetySafety

2.2. LitigationLitigation

3.3. ProfessionalismProfessionalism

Team LeaderTeam Leader

1.1. The first person on the sceneThe first person on the scene

2.2. Competence and confidence in handling Competence and confidence in handling crisis situationscrisis situations

3.3. Good rapport with the Acting Out PersonGood rapport with the Acting Out Person

Team Leader DutiesTeam Leader Duties

1.1. Assess situationAssess situation

2.2. Plan interventionPlan intervention

3.3. Direct or cue team membersDirect or cue team members

4.4. Communicate with the Acting Out PersonCommunicate with the Acting Out Person

Auxiliary Team Member DutiesAuxiliary Team Member Duties

CheckCheck

AddressAddress

RecognizeRecognize

Engage inEngage in

Unit IX Unit IX

Situational Role-PlaysSituational Role-Plays

Unit XUnit X

PostventionPostvention

The CPI COPING ModelThe CPI COPING ModelSMSM

ontrolontrol

rientrient

atternsatterns

nvestigatenvestigate

egotiateegotiate

iveive

For IndividualsFor Individuals

Emotional and physical controlEmotional and physical control

Orient yourself to the feelings and Orient yourself to the feelings and views of the individualviews of the individual

Look for patterns of past behaviors of Look for patterns of past behaviors of individual and triggersindividual and triggers

Investigate alternatives to behaviorsInvestigate alternatives to behaviors

Negotiate a contractNegotiate a contract

Give back controlGive back control

For StaffFor Staff

All staff are in controlAll staff are in control

Orient the team to the facts of the Orient the team to the facts of the crisiscrisis

Look for patterns of staff behaviorLook for patterns of staff behavior

Investigate ways to strengthen staffInvestigate ways to strengthen staff

Negotiate and agree to changes that Negotiate and agree to changes that will take place in future interventionswill take place in future interventions

Give support and encouragementGive support and encouragement

POST-TESTPOST-TESTEVALUATIONEVALUATION

The EndThe End

nonviolent crisis intervention® training program luzerne intermediate unit #18

verbal venting

beginning stage of loss

defensive stage

dangerous situation

body language

body posture

noticeable increase

total loss of control

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