basic active listening and de-escalation€¦ · web viewcrisis intervention team training. page...

Crisis Intervention Team Training

Non-law enforcement

Basic or Advanced Training

2018Basic Active Listening and De-escalation

Lesson Plan

COURSE TITLE PAGE

Program: Basic Active Listening and De-Escalation

Block: Non- Law Enforcement

Accreditation#: None

Course Level: Basic Training

perquisites: None

Instructional Method: Lecture, Power Point, Discussion

Time Allotted: 1 Hour

Target Group: Non-Law enforcement individuals

Instructor/Student Ratio: 1/50

Evaluation Strategy: Class discussion, class review

Required Instructor Materials: Lesson plan, Power Point, Handouts, Discussion

Required Student Materials: Note-taking materials

Suggested Instructor Certification:

General Instructor Professional Lecturer Specialized Instructor CIT Instructor Master Instructor

SourceDocument/Bibliography:

City of Albuquerque, Police Department. (n.d.). 2-19 Response to Behavioral Health Issues.

City of Albuquerque, Police Department. (n.d.). 2-20 Hostage, Suicidal/Barricaded Subject, and Tactical Threat Assessment.

City of Albuquerque, Police Department. (n.d.). 2-82 Restraint and transportation of prisoners.

City of Albuquerque, Police Department. (n.d.). 2-52Use of Force

of 181.7 Medication and Mental Illness

Noesner, G., & Webster, M. (1997). Crisis Intervention: Using Active Listening Skills in Negotiations. Law Enforcement Bulletin. FBI.

Rogers, C., & Dymond, R. (1954). Psychotherapy and Personality Change. Chicago: University of Chicago Press.

Price, O., & Baker, J. (2012). Key components of de-escalation techniques: A thematic synthesis. International Journal of Mental Health Nursing, 310-319.

Bowers, L. (2014). A model of de-escalation. International Journal of Law and Psychiatry.

Livingston, J., Desmarais, S., Verdun-Jones, S., Parent, R., Michalak, E., & Brink, J. (2014). Perceptions and experiences of people with mental illness regarding their interactions with police. International Journal of Law and Psychiatry, 334-340.

Black, M.J. and Yacoob, Y. (1995). Recognizing facial expressions under rigid and non-rigid facial motions. Proceedings of the IEEE International Workshop on Automatic Face and Gesture Recognition ‘95, pp. 12-17.

Thompson, G. (1983). Verbal judo: Words as a force option. Springfield, Ill.: Charles C. Thomas.

Thompson, G. (1994). Verbal judo: Redirecting behavior with words. Jacksonville, Fla.: Institute of Police Technology and Management.

Thompson, G., & Jenkins, J. (2004). Verbal judo: The gentle art of persuasion. (Rev. ed.). New York: Quill.

Ekman, P. (1992a). Are There Basic Emotions?. Psychological Review, 99(3), 550-553.

Lazarus, R. S. (1991). Emotion and Adaptation. New of 18

1.7 Medication and Mental Illness

York: Oxford University Press.

Davidson, J. A. and Versluys, M. 1999. Effects of brief training in cooperation and problem solving on success in conflict resolution. Peace and Conflict: Journal of Peace Psychology, 2: 137–148.

Vecchi, G. M., Hasselt, V. B., & Romano, S. J. (2005). Crisis (hostage) negotiation: Current strategies and issues in high-risk conflict resolution. Aggression and Violent Behavior, 10(5), 533-551


COURSE GOAL:

To prepare the student to further their academic and professional careers through a working knowledge of the presented material.

LEARNING OBJECTIVE(S): Upon completion of training, the student will be able to demonstrate the following measurable learning objectives:

1. Gain a basic understanding of the active listening skills and how to apply them in a professional setting.

2. Gain a basic understanding of de-escalation skills and how to apply them in a professional setting.


Welcome (Slide 1)

Welcome students and introduce yourself. You may want to include your name on this PowerPoint or write it on a whiteboard or flip chart.

Provide a brief overview of the class and what to expect.

of 18Non-law enforcement – De-escalation – Instructor Guide

Active Listening (Slide #2)

Explain what active listening is and why it is an effective technique.1. First and most important step in building rapport.2. If some-one thinks you are not listening further communication skills are futile.

Provide real-life examples if which active listening is demonstrated (customer service, used car salesman, etc.)

See reference section for clinical study of effectiveness.


Why Active Listening? (Slide #3)

Discussion – Ask the students what they think the purpose of active listening is?1. Manipulation?2. Compliance?3. Professionalism? 4. Customer service?

Help students draw a clear path from empathy to compliance. Empathy leads to understanding, which leads to retention, so on.


The Seven Active Listening Skills (Slide #4)

Seven active listening skills are the bread and butter of effective communication. Basically a breakdown and labeling of things we naturally do during communication. Reflecting/mirroring – repeating the last few words of someone’s sentence to keep them

talking and know you are listening Open-ended questions- Questions that require more than a few word/s answer. “Tell me more

about that? What seems to be bothering you? Minimal encouragers – small verbal or physical cues we do to let people know we are listening.

“Uh-uh, ok, head nodding” Emotional labeling- Simply labeling the emotion you think the person you are communicating is

exhibiting. “You seem frustrated, it seems like you are having a difficult time” Paraphrasing- Repeating what they said in your own words. “I” messages – A technique used to humanize yourself to the person you are communicating

with. “I am concerned for you and it makes me nervous when you pace so close to the edge, would you mind taking a few steps back”

Effective pauses- A pause in the conversation to allow poignant or important statements linger. “Ask class if they know what an effective pause is, if no on answers say “excellent you are doing a great job of demonstrating this”

Emotional labeling (Slide #5) of 18

Non-law enforcement – De-escalation – Instructor Guide

Emotional labeling is the most effective of the seven active listening skills. Most human beings want their emotional states to be validated.

Role playing exercise (slides #6-16)


Have the group pair off. One student (the actor) faces the screen, the other student faces away from the screen

Explain that the actors will see an emotion on the screen and will try with their face and face only (no words, hand gestures, etc.) to act out that emotion.

The non-actors will try and guess which emotion the actors are trying to act. Wait a few moments between slides to allow everyone to guess a few times. The pair will switch roles after 4 emotions. (denoted by the switch slide) After “Flirty” slide have participants give themselves a round of applause. On last “faces” slide point out how even in a role-playing exercise people want to have their

emotions validated.

De-escalation (slide #17)


Discussion- Ask the students what de-escalation means to them and in which scenarios they would use it in.

Give the basic definition of de-escalation. Explain why it’s beneficial to use de-escalation.

1. Less violence 2. Less liability3. More professional4. Reduce risk of injury 5. Minimize complaints

Psychosocial – Relates to how humans communicate with emotions to other humans.

Barriers to communicating (slide#18)


Let students know that communicating with subjects in crisis can be challenging and frustrating.

Speak about the importance of slowing down and using clear concise language to help facilitate the de-escalation process.

Remind students they made need to repeat themselves several times. Stress the importance of effective pauses in the initial stages of communication with someone

in crisis.

The basics (slide #19)


SAFETY should always come first, emphasize that effective communication will be much less effective if safety concerns are not addressed first.

Sometimes leaving the situation is safer than trying to communicate. Remind students that often their own emotions/bias can derail communication, biases are

normal but we must be aware of them. In stressful environments you can always fall back on the basics of active listening until the

situation becomes de-escalated enough to try different strategies. Students must be reminded that de-escalation is not done simply for communication purposes,

always be working toward a resolution.1.Buying time until security or police arrive2.Getting a subject in crisis outside of the immediate area.3.Getting yourself safely away from the area.4.Remember to denote any hooks and triggers with the individual you are working with.

De-escalation cannot be successful without respect, dignity and empathy.

De-escalation strategies (slide# 20)


Emphasize that becoming angry or judgmental is a natural reaction to being the target of the kind of behaviors subjects in crisis exhibit.

Remind students that if they start communication off in a professional non-threatening manner they can always transition into other strategies, the reverse however is not true.

Always remember that communication is the baseline and should never be stopped.

Scripts (slide #21


Subjects in crisis can be extremely offensive and aggressive; it will always serve you well to understand they are not well and to not take things they say/do personally.

Making things personal will quickly destroy rapport and communication will degrade. Saying sorry if you offend someone costs you nothing and can go a long way in getting the

result you want. If it’s absolutely not safe to communicate leave. If you are attacked fight, or run, it is not the time to communicate.

Scripts (slide #22) of 18


Scripts are lines of communication that are planned and practiced in the event of encountering a subject in crisis.

They can be memorized and thus be repeated in stressful situations. Strongly encourage students to come up with scripts in the event they encounter a subject in

crisis. “Hi my name is _______ I work with _________ the reason I am contacting you is_________,

ask a question.

Wrap up (slide #23) of 18


Ask students if they have any questions. Thank them for their time and attention.

This course was created by:Benjamin MelendrezLawrence SaavedraBonnie BrionesDiane DosalMatthew Tinney


basic active listening and de-escalation€¦ · web viewcrisis intervention team training. page...

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