Download NCI_presentation_UOW.pdf and more Study notes Communication in PDF only on Docsity!
NONVIOLENT CRISIS
INTERVENTION
Preventive Intervention
Nonviolent Physical Crisis Intervention
Postvention
Any decision taken by staff to physically
restrain a student should be exercised only
in those circumstances where there is a
threat of injury to a person
or serious damage to property and there is
of preventing the
likely injury or damage.
real and immediate
no other practical way
DET Legal Issues Bulletin No.
When can restraints be
used by teachers?
skip Restraint use
Risk Management and Functional Assessment
➤ identifying hazards
➤ assessing risks arising from those hazards "
➤ eliminating or controlling those risks
➤ monitoring and reviewing the risk control measures
➤ providing information to others
Under the Occupational Health and Safety Act 2000 …
an employer must provide all available information
necessary to enable relevant employees to fulfil their
responsibilities with respect to:
FBA Worksheet Risk management Purpose of NCI CARE WELFARE SAFETY SECURITY
The Purpose of
To provide the...
... for all those who are involved in a crisis situation
Nonviolent Crisis Intervention showing compassion & empathy supporting emotional & physical well-being preventing danger, risk & injury ensuring harmony – not harm
The Crisis Development Model
Crisis development/behaviour levels Staff attitudes/Approaches
Anxiety
Defensive
Acting out person
Supportive
Tension reduction
An empathic, non- judgemental approach attempting to alleviate anxiety A noticeable increase or change in behaviour eg pacing, finger tapping, staring, wringing hands Unit 1 Crisis development model 1
anxiety defensive acting out tension reduction Intervention ownership External control Internal control
THE CRISIS CYCLE Integrated experience
Staff actions Client actions The crisis model
preventive corrective restorative
PREPARE, PLAN, PERFORMRehearse, Review, Respond
Prepare - Hudson landing
Unit 2^ NON-VERBAL BEHAVIOUR
1. Proxemics
2. Kinesics
- Personal space Generally 1/2 to 1 metre Affected by other factors such as gender, size, cultural background, familiarity..... Includes personal items such as backpacks, purse, mobile phone, aids - Body language
2. Kinesics - Body language
3. Reasons for using the CPI Supportive Stance
3. Reasons for using the CPI Supportive Stance
Non-verbal behaviour
Unit 2^ NON-VERBAL BEHAVIOUR
1. Proxemics
2. Kinesics
_- Personal space
3. Reasons for using the CPI Supportive Stance
Includes include facial expressions, gestures, posture and movements Non-verbal message transmitted by the motion and posture of the body Can serve to escalate or de-escalate a given situation. A challenging or confrontational body position used when approaching an individual may increase anxiety and make defusing the situation more difficult.
3. Reasons for using the CPI Supportive Stance
Non-verbal - Proxemics
Unit 2^ NON-VERBAL BEHAVIOUR
1. Proxemics
2. Kinesics
_- Personal space
3. Reasons for using the CPI Supportive Stance
Communicates respect by honouring personal space Is non-threateni ng/non- challenging Contributes to staff s personal safety if attacked/offers an escape route Staff
- At least one leg length away
- Slightly off to the side
- Positioned in a L shape Supportive stance
Unit 3^ PARAVERBAL COMMUNICATION
How you say what you say.
Tone - avoid inflections of impatience, frustration, condescension, inattention... Staff
Components
Volume - keep the volume appropriate for the distance and the situation Cadence - use an even rhythm and rate to deliver the message Paraverbal
Unit 4^ VERBAL COMMUNICATION
The CPI Verbal Escalation Continuum
2. Refusal
Limits are better received when a positive choice and
Interventions: consequence are stated first.
Non-compliance, slight loss of rationality Set limits Effective limits are: simple and clear reasonable enforceable Allow some take up time for the student to decide more Refusal - limits
Unit 4^ VERBAL COMMUNICATION
The CPI Verbal Escalation Continuum
2. Refusal
Non-compliance, slight loss of rationality Some interesting ideas from Haim Ginott Haim Ginott argued that you can quite easily emotional support and firm boundaries give a child compassionate at the same time. He believed that you could set firm limits on their behaviour, but still respect a child's feelings. Refusal - Ginott
The Tension Model
disequilibrium
dissonance
Uses:
- modelling
- Mirroring/reframing
- narrative
- reflection
- notices difference
- evocative solutions FEEDBACK Individual Non-direct^ Reflective DECISION MAKING Instructive Subjective Skills-based Uses:
- advice giving
- lecturing
- interrogation
- transparent options
- making judgements
- prescriptive solutions CONSEQUENCES an outcome of decisions TENSION
Tension Tension issue continuesissue resolved
taking a position Logical Natural Imposed Reflection/cybernetics
If you don t finish the work
you will stay back at lunch.
You can finish the work now and go
out to lunch with the others or if it is
unfinished you will stay back at
lunch and I can help you with it. You
decide.
Setting a limit is not the same as
issuing an ultimatum."
Redirecting the thoughts of students back to their behaviour and creating a dilemma for them in which a decision or action is needed Setting limits Setting limits
Setting a limit is not the same as
issuing an ultimatum."
The purpose of limits is to teach,
not to punish. "
Redirecting the thoughts of students back to their behaviour and creating a dilemma for them in which a decision or action is needed Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences. By giving such choices and consequences, a structure for good
decision making is provided. "
Limitsetting 1 Limitsetting 2 Setting limits
Setting a limit is not the same as
issuing an ultimatum."
The purpose of limits is to teach,
not to punish. "
Setting limits is more about listening
than talking.
Redirecting the thoughts of students back to their behaviour and creating a dilemma for them in which a decision or action is needed By listening, you will learn more about what s important to students, and that will help you set
more meaningful limits. "
Limitsetting 3
Setting limits
Explain which behaviour
is inappropriate "
Explain why the behaviour
is inappropriate.
Give reasonable choices "
with consequences.
Steps
Allow time. "
Give a few moments for a decision to be made. If upset, the student may not be thinking clearly. It may take her longer to
think through what you ve said."
Limitsetting 5steps 4
Setting limits
Explain which behaviour
is inappropriate "
Explain why the behaviour
is inappropriate.
Give reasonable choices "
with consequences.
Steps
Allow time. "
Be prepared to enforce
your consequences.
It s important to set consequences that are reasonable, enforceable, within your"
... authority, and within the policies and procedures of your facility or school." Limitsetting 5steps 5
Setting limits
Explain which behaviour
is inappropriate "
Explain why the behaviour
is inappropriate.
Give reasonable choices "
with consequences.
Steps
Allow time. "
Be prepared to enforce
your consequences.
Limitsetting 5steps all back
Unit 4^ VERBAL COMMUNICATION
The CPI Verbal Escalation Continuum
3. Release
Interventions:
Acting out, emotional outburst, loss of rationality, blowing off steam, screaming, swearing, high energy output Allow them to let off steam Isolate the situation - remove audience or acting out individual from the area Maintain eye contact and speak calmly State non-threatening directives when individual starts to calm down Release Remain calm Restate limits Isolate the situation Give time to regain control
Riding the Crisis Rollercoaster
next stage... a window on behaviour... Rollercoaster
Unit 4^ VERBAL COMMUNICATION
The CPI Verbal Escalation Continuum
4. Intimidation
Interventions:
Individual verbally and/or non-verbally threatens staff. A hands- on approach may trigger physical acting-out behaviour Seek assistance and wait for team to intervene Take threats seriously Avoid individual intervention as this puts at risk the safety and welfare of you and the student intimidation
Source: Jeremy Rifkin – TED talk presentation by RSA animations (
VERBAL COMMUNICATION
Empathic or Reflective
Listening
VERBAL COMMUNICATION
Empathic or Reflective
Listening
Source: Jeremy Rifkin – TED talk presentation by RSA animations
VERBAL COMMUNICATION
Empathic or Reflective
Listening Skills
Step 1 Open question – What happened?
Step 2 Listen but don’t hear. Don’t react to what is
said just understand the feelings behind it
Step 3 Reflect back the feelings until the
heat is gone – around 3 responses
Step 4 Use an influential summary
to move into the next phase
Unit 5 PRECIPITATING FACTORS, RATIONAL
DETACHMENT, INTEGRATED EXPERIENCE
Precipitating Factors
Internal or external factors over which staff have little or no control
Examples:
displaced anger family issues fear for safety hunger drugs disabilities rejection weather failure grief health issues Precipitating
Unit 5 PRECIPITATING FACTORS, RATIONAL
DETACHMENT, INTEGRATED EXPERIENCE
Rational Detachment
The ability to stay in control of one s own behaviour and not take acting out behaviour personally Can t control many factors but staff can control their own response to acting out behaviours Self control is needed to avoid overreacting or acting inappropriately Need to find positive outlets for negative energy absorbed during a crisis Find your own warning cues and ways to
KEY POINTS detach at home, at work and in a crisis
Rational Detach
Unit 5 PRECIPITATING FACTORS, RATIONAL
DETACHMENT, INTEGRATED EXPERIENCE
Rational Detachment
Rational Detach with Sully " How do I know when my line of acceptance is dropping (or when my buttons are being pushed)? [RECOGNITION] " What reminders can I give myself or steps can I take to bring back my self control? [REMINDERS/REMEDIES] " When I am rationally detached do I have a range of strategies to use when difficult situations arise [REPERTOIRE] " What strategies work for me in 'shedding' the negative energy that is absorbed in the classroom while I am maintaining my rational detachment? [RESTORATION]
Some questions to consider...
Unit 7 CPI s Personal Safety Techniques
Definitions: Strike - a weapon coming into contact with a target Grab - the attempt to control or destroy a part of one s anatomy Examples: Strike Grab punch hit kick wrist grab hair pull choke thrown object bite Every grab starts as a strike Personal safety
Unit 7 CPI s Principles of Personal Safety
Strike
- Move the target Grab
- Block (or deflect) the weapon. (^) a. Find the weak point a. Stay calm b. Have a plan - options to escape c. Using an element of surprise or distraction
- Gain a physiological advantage: b. Use leverage c. Use momentum (arms, hips, legs)
- Gain a psychological advantage: Strike grab
Unit 8 Team intervention
Crisis response team
Team versus solo invention
practiced coordinated & inconspicuous communication 2 – 5 members Safety Professionalism Litigation
Unit 8 Team intervention
Duties
Team leader
first person on the scene the person with confidence and competence in handling crises someone with good rapport with the individual assess the situation plan the intervention direct and cue the team communicate with the acting out person (if they are the most suitable person)
Unit 8 Team intervention
Auxiliary team member duties
Check Address Recognise Engage any safety concerns support de-escalation that control dynamics are safely applied if additional assistance is needed need to change intervention strategies in verbal de-escalation (if directed) in support to other team members safety of environment physical & psychological status of the individual
Unit 10^ POSTVENTION^ -^ The CPI Coping Model
C O P I N G client staff back in emotional & physical control back in emotional &
ontrol physical control
rient
atterns
nvestigate
egotiate
ive to the basic facts from their perspective (their story) to the basic facts from your perspectives in past behaviour and look for triggers in the way staff and teams respond alternatives for future behaviour. Ways to do things differently. ways to strengthen the team response an agreement or contract for future behaviour changes that need to be made with the team responsibility for their behaviour back to them encouragement and support to team members more****... Postvention
Words and expressions we use when
we own the problem
➮ Why don t you.....?
➮ When are you.....?
➮ But.....
➮ You should.....
➮ Every time I.....
➮ You never.....
Words
Words and expressions we use to
enable other people to resolve the issue
➮ What happened.....?
➮ What can I do to.....?
➮... and.....
➮ Is it worth it?
➮ Sometimes I.....
➮ What is different about.....?
➮ What would you do if you were in my shoes?
back to Rational Detachment.. back to Integrated Exp... Words to solve
Some similarities with fishing....
Gear or tools - (^) a p p r oT hesepri mustate btoe tgoohe co qualindittiyo, (^) nisn good working order and Gear or tools Bait Timing Location Patience Perseverance Must be desirable to the type of fish you are after otherwise you will not get a bite. Important otherwise opportunities will be lost These must be good quality, in good working order and appropriate to the conditions Time and place must both be right or you will be casting into an empty sea Conditions change so the opportunity may come along with time. If at first you don t succeed, keep trying. back... Fishing
Some helpful hints:
" Stay in the boat or on the rocks. In the water you ll only get wet and cold. " If the fish aren t biting cast around. " To go after big fish you ll have to cast in deep water " You ll have a few disappointments, Come back another time. " Be creative. It s not the size of the hook or the thickness of the line but how you play the game that is important. back... Fishing hints Primary Prevention: School/Classroom-Wide Systems for all Students, Staff, & Settings Secondary Prevention: Specialised Group Systems for Students with At-Risk Behaviour Tertiary Prevention: Specialised Individualised with High-Risk Behaviour^ Systems for Students CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT
80% of Students
15% 5% Non-violent crisis intervention
Transparent Options
no real choice provided obvious distinctive between right and wrong choice lack any dilemma for the client are judgemental reflect frustration rather than calm control back...
