end-user license agreement mapa foundation programme · mapa® foundation programme. important -...
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END-USER LICENSE AGREEMENT MAPA® Foundation Programme
IMPORTANT - PLEASE READ CAREFULLY: This End-User License Agreement (“EULA”) is a legal agreement between you and CPI for the CPI software product identified above (“Software”). BY CONTINUING TO USE THIS SOFTWARE, YOU AGREE TO BE BOUND BY THE TERMS OF THIS EULA. IF YOU DO NOT AGREE, DO NOT USE THIS SOFTWARE.
1. GRANT OF LICENSE. CPI grants you the following rights provided that you comply with all terms and conditions of this EULA:• Use. You may use, access, display, and run one copy of the Software on a single computer, such as a workstation, laptop, or
other device (“Computer”).• Reservation of Rights. CPI reserves all rights not expressly granted to you in this EULA.
2. RESTRICTIONS. The license granted in Section 1 above is expressly made subject to and limited by the following restrictions:• You must be a MAPA® Certified Instructor;• You MAY NOT copy and distribute the Software or any portion of it;• You MAY NOT sublicense, lease, rent, or transfer this Software to another; • You MAY NOT cause or permit reverse engineering, disassembly, decompilation, or alteration of this Software.
3. INTELLECTUAL PROPERTY. The Software is protected by copyright and other intellectual property laws and treaties. CPI owns the title, copyright, and other intellectual property rights in the Software. No right, title, or interest in the Software is transferred to you. The Software is licensed, not sold.
4. TERM. This EULA is effective until terminated. You may terminate it at any time by destroying the Software, together with allcopies thereof. This EULA will also terminate if you fail to comply with any term or condition of the EULA. Upon such termination, you agree to destroy the Software, together with all copies thereof.
5. DISCLAIMER OF WARRANTIES. The Software is supplied “AS IS.” CPI disclaims all warranties, expressed or implied, including, without limitation, the warranties of merchantability and of fitness for any purpose. The user must assume the entire risk of using the Software.
6. DISCLAIMER OF DAMAGES. CPI assumes no liability for direct, indirect, or consequential damages, which may result from the use of the Software, even if CPI has been advised of the possibility of such damages. In no event shall CPI’s liability hereunder exceed the purchase price paid by you, regardless of whether such claim is based on contract, tort, strict liability, product liability, or otherwise.
7. MISCELLANEOUS. This EULA shall be governed by and construed in accordance with the laws of the United States and the State of Wisconsin without giving effect to the conflicts of law principles thereof, and to the extent permitted by applicable law, all parties consent to the jurisdiction of courts situated in Milwaukee County, Wisconsin in any action arising under this License. This EULA constitutes the entire agreement between the parties with respect to the Software licensed herein and all other prior negotiations, agreements, representations, and understandings are superseded hereby.
Safe Participation Guidelines
Safe participation for you and your co-learners.
© 2015 CPI. 3
WORKBOOK PG 1
Pre-Test
© 2015 CPI. 4
WORKBOOK PG 3
MAPA® and Positive Behaviour Support
Positive Behaviour Support (PBS)A framework that uses a range of strategies that aim to assist a person to reduce behavioural challenges in order to increase their quality of life. • Values-based.
© 2015 CPI. 5
MAPA® and Positive Behaviour Support
Positive Behaviour Support (PBS)A framework that uses a range of strategies that aim to assist a person to reduce behavioural challenges in order to increase their quality of life. • Values-based.
© 2015 CPI. 5
MAPA® and Positive Behaviour Support
Positive Behaviour Support (PBS)A framework that uses a range of strategies that aim to assist a person to reduce behavioural challenges in order to increase their quality of life. • Values-based.
• Person-centred.
© 2015 CPI. 5
MAPA® and Positive Behaviour Support
Positive Behaviour Support (PBS)A framework that uses a range of strategies that aim to assist a person to reduce behavioural challenges in order to increase their quality of life. • Values-based.
• Person-centred.
• Strengths, talents, needs, and wishes.
© 2015 CPI. 5
MAPA® and Positive Behaviour Support
Positive Behaviour Support (PBS)A framework that uses a range of strategies that aim to assist a person to reduce behavioural challenges in order to increase their quality of life. • Values-based.
• Person-centred.
• Strengths, talents, needs, and wishes.
• Adjustments to the environment.
© 2015 CPI. 5
MAPA® and Positive Behaviour Support
Positive Behaviour Support (PBS)A framework that uses a range of strategies that aim to assist a person to reduce behavioural challenges in order to increase their quality of life. • Values-based.
• Person-centred.
• Strengths, talents, needs, and wishes.
• Adjustments to the environment.
• Teaching new skills.
© 2015 CPI. 5
MAPA® and Positive Behaviour Support
Behaviour Support Plan (BSP)A document providing a step-by-step guide to help understand and manage behaviour that others find challenging.
© 2015 CPI. 6
MAPA® and Positive Behaviour Support
Behaviour Support Plan (BSP)A document providing a step-by-step guide to help understand and manage behaviour that others find challenging.
© 2015 CPI. 6
PrimaryIntervention
MAPA® and Positive Behaviour Support
Behaviour Support Plan (BSP)A document providing a step-by-step guide to help understand and manage behaviour that others find challenging.
© 2015 CPI. 6
PrimaryIntervention
SecondaryIntervention
MAPA® and Positive Behaviour Support
Behaviour Support Plan (BSP)A document providing a step-by-step guide to help understand and manage behaviour that others find challenging.
© 2015 CPI. 6
PrimaryIntervention
SecondaryIntervention
Crisis (Reactive)
Intervention
MAPA® and Positive Behaviour Support
Behaviour Support Plan (BSP)A document providing a step-by-step guide to help understand and manage behaviour that others find challenging.
© 2015 CPI. 6
PrimaryIntervention
SecondaryIntervention
Crisis (Reactive)
Intervention
Post-Crisis Support and
Learning
MAPA® and Positive Behaviour Support
Behaviour Support Plan (BSP)A document providing a step-by-step guide to help understand and manage behaviour that others find challenging.
© 2015 CPI. 6
PrimaryIntervention
SecondaryIntervention
Crisis (Reactive)
Intervention
Post-Crisis Support and
Learning
MAPA®
Unit 1: The Crisis Development ModelSM
Unit 1: The CPI Crisis Development ModelSM
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
© 2015 CPI. 8
WORKBOOK PGs 8–9
Unit 1: The CPI Crisis Development ModelSM
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
1. Anxiety
A change in behaviour
© 2015 CPI. 9
WORKBOOK PGs 8–9
Unit 1: The CPI Crisis Development ModelSM
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
1. Anxiety 1. Supportive
An empathic, non-judgemental approach
© 2015 CPI. 10
WORKBOOK PGs 8–9
Unit 1: The CPI Crisis Development ModelSM
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
1. Anxiety 1. Supportive
2. Defensive
Beginning to lose rationality
© 2015 CPI. 11
WORKBOOK PGs 8–9
Unit 1: The CPI Crisis Development ModelSM
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
1. Anxiety 1. Supportive
2. Defensive 2. Directive
Decelerating an escalating behaviour
© 2015 CPI. 12
WORKBOOK PGs 8–9
Unit 1: The CPI Crisis Development ModelSM
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
1. Anxiety 1. Supportive
2. Defensive 2. Directive3. Risk Behaviour
Behaviour that presents an imminent or immediate risk
© 2015 CPI. 13
WORKBOOK PGs 8–9
Unit 1: The CPI Crisis Development ModelSM
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
1. Anxiety 1. Supportive
2. Defensive 2. Directive3. Risk Behaviour 3. Physical Intervention
Disengagement and/or holding skills to manage risk behaviour
© 2015 CPI. 14
WORKBOOK PGs 8–9
Unit 1: The CPI Crisis Development ModelSM
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
1. Anxiety 1. Supportive
2. Defensive 2. Directive3. Risk Behaviour 3. Physical Intervention4. Tension Reduction
Decrease in physical and emotional energy
© 2015 CPI. 15
WORKBOOK PGs 8–9
Unit 1: The CPI Crisis Development ModelSM
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
1. Anxiety 1. Supportive
2. Defensive 2. Directive3. Risk Behaviour 3. Physical Intervention4. Tension Reduction 4. Therapeutic Rapport
Re-establish communication
© 2015 CPI. 16
WORKBOOK PGs 8–9
Unit 2: Non-Verbal Communication
© 2015 CPI. 18
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Proxemics
© 2015 CPI. 18
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Proxemics• Personal space
© 2015 CPI. 18
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Proxemics• Personal space
Kinesics
© 2015 CPI. 18
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Proxemics• Personal space
Kinesics• Body language
© 2015 CPI. 18
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Proxemics• Personal space
Kinesics• Body language
Haptics
© 2015 CPI. 18
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Proxemics• Personal space
Kinesics• Body language
Haptics • Communication through touch
© 2015 CPI. 18
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
© 2015 CPI. 19
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Considerations
© 2015 CPI. 19
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Considerations• Gender
© 2015 CPI. 19
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Considerations• Gender• Culture
© 2015 CPI. 19
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Considerations• Gender• Culture• Context
© 2015 CPI. 19
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Considerations• Gender• Culture• Context• Cognitive functioning
© 2015 CPI. 19
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
Considerations• Gender• Culture• Context• Cognitive functioning• Psychosocial factors
© 2015 CPI. 19
WORKBOOK PG 10
Unit 2: Non-Verbal Communication
© 2015 CPI. 20
WORKBOOK PGs 10-11
Staff
The Supportive StanceSM
Unit 2: Non-Verbal Communication
Position• Where we are in relation to others.
© 2015 CPI. 20
WORKBOOK PGs 10-11
Staff
The Supportive StanceSM
Unit 2: Non-Verbal Communication
Position• Where we are in relation to others.
Posture• How we hold and move our body.
© 2015 CPI. 20
WORKBOOK PGs 10-11
Staff
The Supportive StanceSM
Unit 2: Non-Verbal Communication
Position• Where we are in relation to others.
Posture• How we hold and move our body.
Proximity• Distance between people.
© 2015 CPI. 20
WORKBOOK PGs 10-11
Staff
The Supportive StanceSM
Unit 2: Non-Verbal Communication
Reasons for Managing Our Non-Verbal Behaviour
© 2015 CPI. 21
WORKBOOK PG 11
Staff
The Supportive StanceSM
Unit 2: Non-Verbal Communication
Reasons for Managing Our Non-Verbal Behaviour
• Communicate respect.
© 2015 CPI. 21
WORKBOOK PG 11
Staff
The Supportive StanceSM
Unit 2: Non-Verbal Communication
Reasons for Managing Our Non-Verbal Behaviour
• Communicate respect.
• Non-threatening.
© 2015 CPI. 21
WORKBOOK PG 11
Staff
The Supportive StanceSM
Unit 2: Non-Verbal Communication
Reasons for Managing Our Non-Verbal Behaviour
• Communicate respect.
• Non-threatening.
• Maintain safety.
© 2015 CPI. 21
WORKBOOK PG 11
Staff
The Supportive StanceSM
Unit 3: Verbal and Paraverbal Communication
Verbal Communication
© 2015 CPI. 23
WORKBOOK PG 11
Unit 3: Verbal and Paraverbal Communication
Verbal Communication
The words we use to convey messages, ideas, or feelings.
© 2015 CPI. 23
WORKBOOK PG 11
Unit 3: Verbal and Paraverbal Communication
Paraverbal Communication
The vocal part of speech, excluding the actual words one uses.
© 2015 CPI. 24
WORKBOOK PG 11
Unit 3: Verbal and Paraverbal Communication
Paraverbal Communication
The vocal part of speech, excluding the actual words one uses.
• Tone – Quality and pitch
© 2015 CPI. 24
WORKBOOK PG 11
Unit 3: Verbal and Paraverbal Communication
Paraverbal Communication
The vocal part of speech, excluding the actual words one uses.
• Tone – Quality and pitch• Volume – Loudness and intensity
© 2015 CPI. 24
WORKBOOK PG 11
Unit 3: Verbal and Paraverbal Communication
Paraverbal Communication
The vocal part of speech, excluding the actual words one uses.
• Tone – Quality and pitch• Volume – Loudness and intensity• Cadence – Rhythm and rate of speech
© 2015 CPI. 24
WORKBOOK PG 11
Unit 4: Verbal Communication
De-escalationPreventive interventions that help defuse potential conflict.
© 2015 CPI. 26
WORKBOOK PG 12
Unit 4: Verbal CommunicationVerbal Escalation ContinuumSM
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning
Verbal Escalation ContinuumSM
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning 1. Information-seeking: A rational
question seeking a rational response. Give a rational response.
Verbal Escalation ContinuumSM
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning 1. Information-seeking: A rational
question seeking a rational response. Give a rational response.
2. Challenging: Questioning authority. Downplay the challenge. Stick to
the topic. Set limits.
Verbal Escalation ContinuumSM
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning
Refusal
Verbal Escalation ContinuumSM
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning
Refusal
Verbal Escalation ContinuumSM
Set limits.
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning
Refusal
ReleaseVerbal Escalation ContinuumSM
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning
Refusal
ReleaseVerbal Escalation ContinuumSM
Allow venting; remove the audience or the person.
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning
Intimidation Refusal
ReleaseVerbal Escalation ContinuumSM
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning
Intimidation Refusal
ReleaseVerbal Escalation ContinuumSM
Take all threats seriously. Seek assistance.
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning Tension Reduction
Intimidation Refusal
ReleaseVerbal Escalation ContinuumSM
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Questioning Tension Reduction
Intimidation Refusal
ReleaseVerbal Escalation ContinuumSM
Therapeutic Rapport.
© 2015 CPI. 27
WORKBOOK PG 12
Unit 4: Verbal Communication
Limit Setting
Keys to Limit Setting
© 2015 CPI. 28
WORKBOOK PG 13
Unit 4: Verbal Communication
Limit SettingA verbal intervention giving choices and outcomes.Keys to Limit Setting
© 2015 CPI. 28
WORKBOOK PG 13
Unit 4: Verbal Communication
Limit SettingA verbal intervention giving choices and outcomes.Keys to Limit Setting• Calm and respectful
© 2015 CPI. 28
WORKBOOK PG 13
Unit 4: Verbal Communication
Limit SettingA verbal intervention giving choices and outcomes.Keys to Limit Setting• Calm and respectful• Short and simple
© 2015 CPI. 28
WORKBOOK PG 13
Unit 4: Verbal Communication
Limit SettingA verbal intervention giving choices and outcomes.Keys to Limit Setting• Calm and respectful• Short and simple• Reasonable
© 2015 CPI. 28
WORKBOOK PG 13
Unit 4: Verbal Communication
Approaches for Limit Setting
© 2015 CPI. 29
WORKBOOK PG 13
Unit 4: Verbal Communication
Approaches for Limit Setting
• Interrupt and Redirect
© 2015 CPI. 29
WORKBOOK PG 13
Unit 4: Verbal Communication
Approaches for Limit Setting
• Interrupt and Redirect
• When and Then
© 2015 CPI. 29
WORKBOOK PG 13
Unit 4: Verbal Communication
Approaches for Limit Setting
• Interrupt and Redirect
• When and Then
• If and Then
© 2015 CPI. 29
WORKBOOK PG 13
Unit 4: Verbal Communication
Empathic Listening
Keys to Empathic Listening:
© 2015 CPI. 30
WORKBOOK PG 14
Unit 4: Verbal Communication
Empathic ListeningAn active process to discern what a person is communicating.
Keys to Empathic Listening:
© 2015 CPI. 30
WORKBOOK PG 14
Unit 4: Verbal Communication
Empathic ListeningAn active process to discern what a person is communicating.
Keys to Empathic Listening:• Non-judgemental
© 2015 CPI. 30
WORKBOOK PG 14
Unit 4: Verbal Communication
Empathic ListeningAn active process to discern what a person is communicating.
Keys to Empathic Listening:• Non-judgemental• Undivided attention
© 2015 CPI. 30
WORKBOOK PG 14
Unit 4: Verbal Communication
Empathic ListeningAn active process to discern what a person is communicating.
Keys to Empathic Listening:• Non-judgemental• Undivided attention• Listen to facts and feelings
© 2015 CPI. 30
WORKBOOK PG 14
Unit 4: Verbal Communication
Empathic ListeningAn active process to discern what a person is communicating.
Keys to Empathic Listening:• Non-judgemental• Undivided attention• Listen to facts and feelings• Time to reflect
© 2015 CPI. 30
WORKBOOK PG 14
Unit 4: Verbal Communication
Empathic ListeningAn active process to discern what a person is communicating.
Keys to Empathic Listening:• Non-judgemental• Undivided attention• Listen to facts and feelings• Time to reflect• Paraphrase
© 2015 CPI. 30
WORKBOOK PG 14
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
Precipitating Factors
© 2015 CPI. 32
WORKBOOK PG 15
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
Precipitating FactorsFactors that influence behaviour.
© 2015 CPI. 32
WORKBOOK PG 15
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
Precipitating FactorsFactors that influence behaviour.
Understanding Precipitating Factors can help staff to:
© 2015 CPI. 32
WORKBOOK PG 15
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
Precipitating FactorsFactors that influence behaviour.
Understanding Precipitating Factors can help staff to:• De-personalise crisis situations.
© 2015 CPI. 32
WORKBOOK PG 15
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
Precipitating FactorsFactors that influence behaviour.
Understanding Precipitating Factors can help staff to:• De-personalise crisis situations.• Address factors that lead to crisis
situations.
© 2015 CPI. 32
WORKBOOK PG 15
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
Precipitating FactorsFactors that influence behaviour.
Understanding Precipitating Factors can help staff to:• De-personalise crisis situations.• Address factors that lead to crisis
situations.• Avoid becoming a Precipitating Factor.
© 2015 CPI. 32
WORKBOOK PG 15
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 33
WORKBOOK PG 15
Rational Detachment
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 33
WORKBOOK PG 15
Rational DetachmentStaying calm and maintaining self-control.
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 33
WORKBOOK PG 15
Rational DetachmentStaying calm and maintaining self-control.
Managing your behaviour and attitude helps staff to:
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 33
WORKBOOK PG 15
Rational DetachmentStaying calm and maintaining self-control.
Managing your behaviour and attitude helps staff to:•Stay calm.
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 33
WORKBOOK PG 15
Rational DetachmentStaying calm and maintaining self-control.
Managing your behaviour and attitude helps staff to:•Stay calm.•Maintain professionalism.
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 33
WORKBOOK PG 15
Rational DetachmentStaying calm and maintaining self-control.
Managing your behaviour and attitude helps staff to:•Stay calm.•Maintain professionalism.•Not take behaviours of others personally.
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 33
WORKBOOK PG 15
Rational DetachmentStaying calm and maintaining self-control.
Managing your behaviour and attitude helps staff to:•Stay calm.•Maintain professionalism.•Not take behaviours of others personally.•Find positive outlets for negative thoughts and energy.
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 34
WORKBOOK PG 16
Crisis Development/Behaviour Levels Staff Attitudes/Approaches
1. Anxiety 1. Supportive
2. Defensive 2. Directive3. Risk Behaviour 3. Physical Intervention4. Tension Reduction 4. Therapeutic Rapport
The CPI Crisis Development ModelSM
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 35
WORKBOOK PG 16
Integrated Experience
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 35
WORKBOOK PG 16
Integrated ExperienceBehaviour influences behaviour.
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 35
WORKBOOK PG 16
Integrated ExperienceBehaviour influences behaviour.
Understanding this can help staff to:
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 35
WORKBOOK PG 16
Integrated ExperienceBehaviour influences behaviour.
Understanding this can help staff to:•Consider how our behaviour impacts those in our care.
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 35
WORKBOOK PG 16
Integrated ExperienceBehaviour influences behaviour.
Understanding this can help staff to:•Consider how our behaviour impacts those in our care.•Treat those in our care respectfully.
Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience
© 2015 CPI. 35
WORKBOOK PG 16
Integrated ExperienceBehaviour influences behaviour.
Understanding this can help staff to:•Consider how our behaviour impacts those in our care.•Treat those in our care respectfully.•Make objective decisions.
Unit 6: Fear and Anxiety
Fear and Anxiety
© 2015 CPI. 37
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Fear and AnxietyOur instinctive physiological and psychological response to stress.
© 2015 CPI. 37
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Unproductive Productive
© 2015 CPI. 38
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Unproductive
• Freeze
Productive
© 2015 CPI. 38
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Unproductive
• Freeze
• Overreact
Productive
© 2015 CPI. 38
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Unproductive
• Freeze
• Overreact
• Respond inappropriately
Productive
© 2015 CPI. 38
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Unproductive
• Freeze
• Overreact
• Respond inappropriately
Productive
•Increased speed and strength
© 2015 CPI. 38
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Unproductive
• Freeze
• Overreact
• Respond inappropriately
Productive
•Increased speed and strength
•Increased sensory acuity
© 2015 CPI. 38
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Unproductive
• Freeze
• Overreact
• Respond inappropriately
Productive
•Increased speed and strength
•Increased sensory acuity
•Decreased reaction time
© 2015 CPI. 38
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Maximising Productive Responses
© 2015 CPI. 39
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Maximising Productive Responses• Learn to keep yourself safe.
© 2015 CPI. 39
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Maximising Productive Responses• Learn to keep yourself safe.
• Learn how to keep the person in crisis safe.
© 2015 CPI. 39
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Maximising Productive Responses• Learn to keep yourself safe.
• Learn how to keep the person in crisis safe.
• Use a team approach.
© 2015 CPI. 39
WORKBOOK PG 17
Unit 6: Fear and Anxiety
Maximising Productive Responses• Learn to keep yourself safe.
• Learn how to keep the person in crisis safe.
• Use a team approach.
• Understand what makes you afraid and drives your decisions.
© 2015 CPI. 39
WORKBOOK PG 17
Unit 7: Decision Making
Key Legal and Professional Considerations
© 2015 CPI. 41
WORKBOOK PG 18
Unit 7: Decision Making
Key Legal and Professional Considerations
• Human Rights
© 2015 CPI. 41
WORKBOOK PG 18
Unit 7: Decision Making
Key Legal and Professional Considerations
• Human Rights
• Ethical Principles
© 2015 CPI. 41
WORKBOOK PG 18
Unit 7: Decision Making
Key Legal and Professional Considerations
• Human Rights
• Ethical Principles
• Codes of Practice
© 2015 CPI. 41
WORKBOOK PG 18
Unit 7: Decision Making
Key Legal and Professional Considerations
• Human Rights
• Ethical Principles
• Codes of Practice
• Organisational Policy
© 2015 CPI. 41
WORKBOOK PG 18
Unit 7: Decision Making
Key Legal and Professional Considerations
• Human Rights
• Ethical Principles
• Codes of Practice
• Organisational Policy
• Civil and Criminal Law
© 2015 CPI. 41
WORKBOOK PG 18
Unit 7: Decision Making
Key Themes
© 2015 CPI. 42
WORKBOOK PG 18
Unit 7: Decision Making
Key Themes
• Last resort
© 2015 CPI. 42
WORKBOOK PG 18
Unit 7: Decision Making
Key Themes
• Last resort
• Reasonable and proportionate
© 2015 CPI. 42
WORKBOOK PG 18
Unit 7: Decision Making
Key Themes
• Last resort
• Reasonable and proportionate
• Least restrictive for the least amount of time
© 2015 CPI. 42
WORKBOOK PG 18
Unit 7: Decision Making
Key Themes
• Last resort
• Reasonable and proportionate
• Least restrictive for the least amount of time
• Minimise injury, no pain compliance
© 2015 CPI. 42
WORKBOOK PG 18
Unit 7: Decision Making
Key Themes
• Last resort
• Reasonable and proportionate
• Least restrictive for the least amount of time
• Minimise injury, no pain compliance
• Reduce use, prevent misuse and abuse© 2015 CPI. 42
WORKBOOK PG 18
Unit 7: Decision Making
Decision-Making Matrix
Risk: The chance of a bad consequence.
© 2015 CPI. 43
WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
Risk: The chance of a bad consequence.
© 2015 CPI. 43
WORKBOOK PG 19
Low Risk
High Risk
Unit 7: Decision Making
Decision-Making Matrix
Likelihood: The chance that an event or behaviourmay occur.
LIKELIHOOD
© 2015 CPI. 44
WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
Severity: The level of harm that may occur.
LIKELIHOOD
SEVE
RIT
Y
© 2015 CPI. 45
WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
Low RiskLIKELIHOOD
SE
VE
RIT
Y
© 2015 CPI. 46
WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
Low Risk• An unlikely event/behaviour with a high severity of harm.
LIKELIHOOD
SE
VE
RIT
Y
Low
© 2015 CPI. 46
WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
Low Risk• An unlikely event/behaviour with a high severity of harm.
LIKELIHOOD
SE
VE
RIT
Y
Low
© 2015 CPI. 46
WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
Low Risk• An unlikely event/behaviour with a high severity of harm.• A likely event/behaviour with a low severity of harm.
LIKELIHOOD
SE
VE
RIT
Y
Low
© 2015 CPI. 46
WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
Low Risk• An unlikely event/behaviour with a high severity of harm.• A likely event/behaviour with a low severity of harm.
LIKELIHOOD
SE
VE
RIT
Y
Low
© 2015 CPI. 46
WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
LIKELIHOOD
SE
VE
RIT
Y
Low
High
High Risk• A likely event/behaviour with a high severity of harm.
© 2015 CPI. 47
WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
LIKELIHOOD
SE
VE
RIT
Y
Low
High
High Risk• A likely event/behaviour with a high severity of harm.
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WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
LIKELIHOOD
SE
VE
RIT
Y
Low
High
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WORKBOOK PG 19
Unit 7: Decision Making
Decision-Making Matrix
LIKELIHOOD
SE
VE
RIT
Y
Low
High
© 2015 CPI. 48
WORKBOOK PG 19
Medium
Unit 8: Physical Interventions – Disengagement Skills
Disengagement
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WORKBOOK PG 20
Unit 8: Physical Interventions – Disengagement Skills
DisengagementThe use of a physical intervention to gain a release.
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WORKBOOK PG 20
Unit 8: Physical Interventions – Disengagement Skills
DisengagementThe use of a physical intervention to gain a release.• Self
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WORKBOOK PG 20
Unit 8: Physical Interventions – Disengagement Skills
DisengagementThe use of a physical intervention to gain a release.• Self• Others
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WORKBOOK PG 20
Unit 8: Physical Interventions – Disengagement Skills
Risk Behaviour
StrikeAny weapon making contact with a person.
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WORKBOOK PG 20
Unit 8: Physical Interventions – Disengagement Skills
Decision-Making Matrix
• Last resort, reasonable, proportionate, and least restrictive
• Care, Welfare, Safety, and SecuritySM
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WORKBOOK PG 20
Unit 8: Physical Interventions – Disengagement Skills
Decision-Making Matrix
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Physiological Principles
1. Position
2. Posture
3. Proximity
Supportive StanceSM
WORKBOOK PG 20
Unit 8: Physical Interventions – Disengagement Skills
Decision-Making Matrix
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Physiological Principles
1. Position
2. Posture
3. Proximity
Supportive StanceSM
Block and Move
WORKBOOK PG 20
Unit 8: Physical Interventions – Disengagement Skills
Risk Behaviour
HoldMaintaining physical contact without consent.
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WORKBOOK PG 21
Unit 8: Physical Interventions – Disengagement Skills
Decision-Making Matrix
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Physiological Principles
1. Position
2. Posture
3. Proximity
Supportive StanceSM
Hold and Stabilise
Low
WORKBOOK PG 21
Unit 8: Physical Interventions – Disengagement Skills
Decision-Making Matrix
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Physiological Principles
1. Position
2. Posture
3. Proximity
4. Biomechanical Benefit• Pull/Push
Supportive StanceSM
Hold and Stabilise
Low
Medium
WORKBOOK PG 21
Unit 8: Physical Interventions – Disengagement Skills
Decision-Making Matrix
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Physiological Principles
1. Position
2. Posture
3. Proximity
4. Biomechanical Benefit• Pull/Push• Lever
Supportive StanceSM
Hold and Stabilise
Low
Medium
High
WORKBOOK PG 21
Unit 8: Physical Interventions – Disengagement Skills
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WORKBOOK PG 29
Physical Skills Review
Unit 8: Physical Interventions – Disengagement Skills
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WORKBOOK PG 29
Physical Skills ReviewSafe
Unit 8: Physical Interventions – Disengagement Skills
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WORKBOOK PG 29
Physical Skills ReviewSafe
Effective
Unit 8: Physical Interventions – Disengagement Skills
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WORKBOOK PG 29
Physical Skills ReviewSafe
Effective
Acceptable
Unit 8: Physical Interventions – Disengagement Skills
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WORKBOOK PG 29
Physical Skills ReviewSafe
Effective
Acceptable
Transferable
The RESPONSE ContinuumSM
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WORKBOOK PG 30
The RESPONSE ContinuumSM
= Relax and DownplayR
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WORKBOOK PG 30
The RESPONSE ContinuumSM
= Relax and Downplay= Explain or Ask
RE
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WORKBOOK PG 30
The RESPONSE ContinuumSM
= Relax and Downplay= Explain or Ask= State or Tell
RES
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WORKBOOK PG 30
The RESPONSE ContinuumSM
= Relax and Downplay= Explain or Ask= State or Tell= Prompt, Gesture, or Sign
RESP
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WORKBOOK PG 30
The RESPONSE ContinuumSM
= Relax and Downplay= Explain or Ask= State or Tell= Prompt, Gesture, or Sign= Option to Use Physical Interventions
RESPO
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WORKBOOK PG 30
The RESPONSE ContinuumSM
= Relax and Downplay= Explain or Ask= State or Tell= Prompt, Gesture, or Sign= Option to Use Physical Interventions= Nurture Recovery
RESPON
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WORKBOOK PG 30
The RESPONSE ContinuumSM
= Relax and Downplay= Explain or Ask= State or Tell= Prompt, Gesture, or Sign= Option to Use Physical Interventions= Nurture Recovery= Support
RESPONS
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WORKBOOK PG 30
The RESPONSE ContinuumSM
= Relax and Downplay= Explain or Ask= State or Tell= Prompt, Gesture, or Sign= Option to Use Physical Interventions= Nurture Recovery= Support= Engage and Learn
RESPONSE
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WORKBOOK PG 30
Unit 9: Physical Interventions – Holding Skills
Holding
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WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
HoldingThe use of a physical intervention to restrict a person’s liberty of movement.
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WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
HoldingThe use of a physical intervention to restrict a person’s liberty of movement.
• Minimise harm to self.
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WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
HoldingThe use of a physical intervention to restrict a person’s liberty of movement.
• Minimise harm to self.
• Minimise harm to others.
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WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
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Touch Zones
WORKBOOK PG 31
Considerations
Unit 9: Physical Interventions – Holding Skills
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Touch Zones
WORKBOOK PG 31
Considerations• Safety
Unit 9: Physical Interventions – Holding Skills
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Touch Zones
WORKBOOK PG 31
Considerations• Safety• Vulnerability
Unit 9: Physical Interventions – Holding Skills
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Touch Zones
WORKBOOK PG 31
Considerations• Safety• Vulnerability• Gender
Unit 9: Physical Interventions – Holding Skills
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Touch Zones
WORKBOOK PG 31
Considerations• Safety• Vulnerability• Gender• Cultural/Social norms
Unit 9: Physical Interventions – Holding Skills
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Touch Zones
WORKBOOK PG 31
Considerations• Safety• Vulnerability• Gender• Cultural/Social norms• Previous experience or
trauma
Unit 9: Physical Interventions – Holding Skills
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WORKBOOK PG 31
Touch Zones
• Always consider individual perceptions.• Contact on the outside is more defendable.
Unit 9: Physical Interventions – Holding Skills
Risks
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Touch Zones
WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
Risks• Psychosocial
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Touch Zones
WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
Risks• Psychosocial• Soft tissue
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Touch Zones
WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
Risks• Psychosocial• Soft tissue• Bony or articular
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Touch Zones
More likely
WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
Risks• Psychosocial• Soft tissue• Bony or articular
• Cardiovascular
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Touch Zones
More likely
WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
Risks• Psychosocial• Soft tissue• Bony or articular
• Cardiovascular• Respiratory
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Touch Zones
More likely
Less likely
WORKBOOK PG 31
Unit 9: Physical Interventions – Holding Skills
Decision-Making Matrix
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Physiological Principles
1. Position
2. Posture
3. Proximity
Supportive StanceSM
• Last resort, reasonable, proportionate, and least restrictive• Care, Welfare, Safety, and SecuritySM
WORKBOOK PG 32
Unit 9: Physical Interventions – Holding Skills
Decision-Making Matrix
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Physiological Principles
1. Position
2. Posture
3. Proximity
4. Biomechanical Benefit• Outside/Inside
Supportive StanceSM
WORKBOOK PG 32
Unit 9: Physical Interventions – Holding Skills
Decision-Making Matrix
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Physiological Principles
1. Position
2. Posture
3. Proximity
4. Biomechanical Benefit• Outside/Inside• Limit Range of Motion
Supportive StanceSM
Low
Medium
High
WORKBOOK PG 32
Unit 9: Physical Interventions – Holding Skills
Team InterventionA coordinated approach.Reasons:
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team InterventionA coordinated approach.Reasons:• Care, Welfare, Safety,
and SecuritySM
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team InterventionA coordinated approach.Reasons:• Care, Welfare, Safety,
and SecuritySM
• Professionalism
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team InterventionA coordinated approach.Reasons:• Care, Welfare, Safety,
and SecuritySM
• Professionalism• Collaboration
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team InterventionA coordinated approach.Reasons:• Care, Welfare, Safety,
and SecuritySM
• Professionalism• Collaboration• Decision making
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team InterventionA coordinated approach.Reasons:• Care, Welfare, Safety,
and SecuritySM
• Professionalism• Collaboration• Decision making• Accountability
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team Leader/Incident Manager
Responsibilities
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team Leader/Incident Manager An individual responsible for decision making.
Responsibilities
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team Leader/Incident Manager An individual responsible for decision making.
Responsibilities• Assess, plan, and coordinate
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team Leader/Incident Manager An individual responsible for decision making.
Responsibilities• Assess, plan, and coordinate• Communicate
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team Leader/Incident Manager An individual responsible for decision making.
Responsibilities• Assess, plan, and coordinate• Communicate• Record and report
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
Team Leader/Incident Manager An individual responsible for decision making.
Responsibilities• Assess, plan, and coordinate• Communicate• Record and report• Post-Crisis support
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WORKBOOK PG 39
Unit 9: Physical Interventions – Holding Skills
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WORKBOOK PG 40
Opt-Out SequenceSM
Unit 9: Physical Interventions – Holding Skills
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WORKBOOK PG 40
Opt-Out SequenceSM
Why are we holding the person?
Unit 9: Physical Interventions – Holding Skills
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WORKBOOK PG 40
Opt-Out SequenceSM
Why are we holding the person?
What are the risks?
Unit 9: Physical Interventions – Holding Skills
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WORKBOOK PG 40
Opt-Out SequenceSM
Why are we holding the person?
What are the risks?
What can be done to reduce the risks?
Unit 9: Physical Interventions – Holding Skills
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WORKBOOK PG 40
Opt-Out SequenceSM
Why are we holding the person?
What are the risks?
What can be done to reduce the risks?
Can we let go?
Unit 10: Post-Crisis
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WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Unit 10: Post-Crisis
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WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Unit 10: Post-Crisis
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WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Unit 10: Post-Crisis
© 2015 CPI. 73
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Patterns look for triggers.
Unit 10: Post-Crisis
© 2015 CPI. 73
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Patterns look for triggers.
Investigate alternatives to the behaviour.
Unit 10: Post-Crisis
© 2015 CPI. 73
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Patterns look for triggers.
Investigate alternatives to the behaviour.
Negotiate future approaches, expectations, and behaviour.
Unit 10: Post-Crisis
© 2015 CPI. 73
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Patterns look for triggers.
Investigate alternatives to the behaviour.
Negotiate future approaches, expectations, and behaviour.
Give control back; provide support and encouragement.
Unit 10: Post-Crisis
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WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Unit 10: Post-Crisis
© 2015 CPI. 74
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Unit 10: Post-Crisis
© 2015 CPI. 74
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Unit 10: Post-Crisis
© 2015 CPI. 74
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Patterns in staff responses to the behaviour.
Unit 10: Post-Crisis
© 2015 CPI. 74
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Patterns in staff responses to the behaviour.
Investigate ways to strengthen staff responses.
Unit 10: Post-Crisis
© 2015 CPI. 74
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Patterns in staff responses to the behaviour.
Investigate ways to strengthen staff responses.
Negotiate changes that will improve future interventions.
Unit 10: Post-Crisis
© 2015 CPI. 74
WORKBOOK PG 41
The COPING ModelSM
Individual Staff
Control emotional and physical.
Orient yourself to the basic facts.
Patterns in staff responses to the behaviour.
Investigate ways to strengthen staff responses.
Negotiate changes that will improve future interventions.
Give support and encouragement.
Post-Test and Evaluation
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WORKBOOK PGs 65, 67-68
76