Crisis Development Model
Individual Behavior Staff Attitude<\/p>\n\n\n\n
Anxiety
A noticeable increase or change in behavior<\/p>\n\n\n\n
Supportive
An empathic, non-judgmental approach attempting to alleviate. (Listening, take a break)<\/p>\n\n\n\n
Defensive
Beginning stage of loss of rational. (Belligerent, Challenging)<\/p>\n\n\n\n
Directive
Staff takes control of the potential escalation. (Timer, Walk)<\/p>\n\n\n\n
Acting-Out Person
Total loss of control.<\/p>\n\n\n\n
Nonviolent Crisis Intervention
Restraint is last resort<\/p>\n\n\n\n
Tension Reduction
Decreases in emotional and physical energy that occurs after a person acts out, regaining rational.<\/p>\n\n\n\n
Therapeutic Rapport
Crying, falling asleep, apologizing, hugging.<\/p>\n\n\n\n
Proxemics
1 1\/2-3 feet space (depends on size, gender, cultural)<\/p>\n\n\n\n
Paraverval Communication
Tone, Volume, Candance<\/p>\n\n\n\n
Verbal Escalation Continuum
Question, Refusal, Release, Intimidation, Tension Reduction<\/p>\n\n\n\n
Questioning
Information seeking
Challenging- questioning authority, evasive, attempting to draw staff in<\/p>\n\n\n\n
Questioning interventions
give arational response
stick to the topic, ignore the challenge<\/p>\n\n\n\n
Refusal
non-compliance, loss of rational<\/p>\n\n\n\n
Refusal Interventions
set limits- First\u2026Then<\/p>\n\n\n\n
Release
verbal acting out and emotional outburst<\/p>\n\n\n\n
Release interventions
allow student to act out, remove audience<\/p>\n\n\n\n
Intimidation
verbal\/nonverbal<\/p>\n\n\n\n
Intimidation Intervention
seek assistance, avoid hands on, take it serious<\/p>\n\n\n\n
Tension Reduction
A drop in energy, low level defensive<\/p>\n\n\n\n
Verbal Intervention Techniques
calm, isolate situation, enforce limits, listen, be aware of non verbal, consistant<\/p>\n\n\n\n
Empathic Listening
active process to discern what the person is saying.
non-judgmental, undivided attention, listen carefully, allow silence, restate to clarify<\/p>\n\n\n\n
Unproductive Response
freezing, over reacting, responding inappropriately<\/p>\n\n\n\n
Productive Response
increase speed in strength, increase awareness, decrease reaction time<\/p>\n\n\n\n
Strike
a weapon coming in contact with a target (hit, kick, throw)<\/p>\n\n\n\n
Grab
the control or destruction of a part of one’s anatomy<\/p>\n\n\n\n
CPI Principals’ of personal safety
Block and Move<\/p>\n\n\n\n
Precipitating Factors
internal\/external cause of acting out-staff has no control of<\/p>\n\n\n\n
Rational Detachment
stay professional, don’t take it personal<\/p>\n\n\n\n
Integrated Experience
the concept the behaviors and attitudes of staff impact the behaviors and attitudes of those in their care- visa-verse<\/p>\n\n\n\n
Precipitating factors Can
prevent behaviors, recognize staff is not the case, avoid becoming the cause.<\/p>\n\n\n\n
CPI Purpose
Care, Welfare, safety, security of all<\/p>\n\n\n\n
4 Behavior Levels<\/p>\n\n\n\n
Staff Attitude and Approach to Anxiety
Be Supportive
an emphatic non-judgemental attempt to alleviate anxiety<\/p>\n\n\n\n
Staff Attitude and Approach to Defensive
directive-attempt to control the situation and begin to set limits<\/p>\n\n\n\n
Staff Attitude and Approach Acting Out Person
non-violent physical crisis intervention<\/p>\n\n\n\n
Staff Attitudes for Tension Reduction
therapeutic rapport decrease in energy regaining of rationality<\/p>\n\n\n\n
integrated Experience
we can set the tone for whether or not the behavior escalates or de-escalates<\/p>\n\n\n\n
non-verbal-proxemics (personal space)
area surrounding your body considered an extension of self. 1 1\/2 to 3 feet (typically) culture, height, gender, age, status, appearance, and familiarity.<\/p>\n\n\n\n
kinesics (body language)
non-verbal message transmitted by motion and body posture. Factors: eye contact, facial expressions send a very strong message gestures, how we stand
(stance) hands<\/p>\n\n\n\n
3 reasons for using the CPI supportive stance
safety
less threatening
communicates respect<\/p>\n\n\n\n
components of the communication pyramid
verbal communication, para verbal coomunication, and non-verbal communication<\/p>\n\n\n\n
what is paraverbal communication
how we say what we say<\/p>\n\n\n\n
three components of paraverbal communication
tone
volume
cadence<\/p>\n\n\n\n
total voice control<\/p>\n\n\n\n
what is the verbal escalation continuum?
the kite<\/p>\n\n\n\n
what is questioning
information-seeking<\/p>\n\n\n\n
what is an intervention for questioning
give a rational response
redirect<\/p>\n\n\n\n
what is refusal?
non-compliance<\/p>\n\n\n\n
what is an intervention for refusal
set limits
give options<\/p>\n\n\n\n
what is release
high energy outburst<\/p>\n\n\n\n
intervention for release
let it happen
isolate the situation<\/p>\n\n\n\n
what is intimidation
verbal or non verbal threats<\/p>\n\n\n\n
intervention for intimidation
take it seriously
get help
document<\/p>\n\n\n\n
what is tension reduction
decreased energy and regaining rationality<\/p>\n\n\n\n
what is an intervention for tension reduction
therapeutic rapport<\/p>\n\n\n\n
3 keys to setting limits<\/p>\n\n\n\n
what is empathetic listening
active process to discern what a person is really saying<\/p>\n\n\n\n
5 things to do during active listening<\/p>\n\n\n\n
what are precipating factors
the internalor external causes for behavior over which staff has little or no control<\/p>\n\n\n\n
rational detachment
the ability to stay in control of our own behavior and not take the student’s behavior personally<\/p>\n\n\n\n
intergrated experience
the concept that attitudes and behaviors of staff impact and influence the attitudes and bahaviors of students and vice versa<\/p>\n\n\n\n
3 unproductive reactions to fear and anxiety<\/p>\n\n\n\n
3 productive responses to fear and anxiety<\/p>\n\n\n\n
definition of a strike
a weapon coming into contact with a target<\/p>\n\n\n\n
examples of strikes
kicking
punching
throwing<\/p>\n\n\n\n
definition of grab
an attempt to control or damage part of one’s body<\/p>\n\n\n\n
examples of grabs
biting
scratching
hair pulling<\/p>\n\n\n\n
principles of personal safety regarding strikes (name two)<\/p>\n\n\n\n
principles of personal safety regarding grabs. Name 2<\/p>\n\n\n\n
Name the 3 control dynamics<\/p>\n\n\n\n
what should you consider when putting together a crisis team?
-2 to 5 people per acting out person
consider how your team is called
consider the physical location of your team
consider who will be on the team<\/p>\n\n\n\n
Name 3 reasons to use a team instead of solo intervention<\/p>\n\n\n\n
three characteristics of team leader<\/p>\n\n\n\n
Name the team leader duties<\/p>\n\n\n\n
Auxiliary Team Member Duties
C-A-R-E<\/p>\n\n\n\n
what is the CPI COPING Model (strategy for therapeutic rapport)
C-control physically and emotionally
O-orient to the facts\/ non-judgemental
P-pattern-triggers and trends
I-investigate alternatives\/provide resources
N-negotiate the contract or changes
G-give support and responsibility<\/p>\n\n\n\n
3 steps for facilitating through lecture<\/p>\n\n\n\n
3 steps for facilitating through activities<\/p>\n\n\n\n
ways to respond to participants questions
redirect
deflect
give a rational response
parking lot<\/p>\n\n\n\n
ways to maintain safety during training
following due care guidelines
training room considerations-enough space, safe, discuss personal injuries
practicing of physicals<\/p>\n\n\n\n
why do we use non violent crisis intervention
to promote the care, welfare, safety, and security of all of our students<\/p>\n\n\n\n
Due Care Guidelines
take responsibility for Care, Welfare, Safety, Security of themselves and others and adhere to the following:<\/p>\n\n\n\n
Core Values Words
Care, Welfare, Safety, and Security.<\/p>\n\n\n\n
How do the core value words fit with my own values
The core values of CPI ( Care, Welfare, Safety, and Security) fit with my core values of integrity, acceptance, honesty, compassion, respect, equality, and trust as they will provide a foundation for integrity in my decision making process when following the principle of CPI.<\/p>\n\n\n\n
Crisis Development Model\/Behavior Levels<\/p>\n\n\n\n
Crisis Development Model Staff Approaches to Behaviors<\/p>\n\n\n\n
Supportive Approach for helping Anxiety level
An empathic, nonjudgmental approach. Listen and allow time<\/p>\n\n\n\n
Directive Approach for helping Defensive Level
Decelerating an escalating behavior. Take control of a potentially escalating behavior.<\/p>\n\n\n\n
Physical Intervention for Risk Behavior
Disengagement and\/or holding skills to manage risk behavior.<\/p>\n\n\n\n
Integrated Experience with the Crisis Behavior Model
Behavior influences behavior<\/p>\n\n\n\n
Nonverbal Communication PKH
Proxemics
Kinesics
Haptics<\/p>\n\n\n\n
Proxemics
personal space.<\/p>\n\n\n\n
Kinesics
body language<\/p>\n\n\n\n
Haptics
communication through touch<\/p>\n\n\n\n
Nonverbal Communication: Supportive Stance
Reasons for using it:
It communicates respect.
non-threatening
Maintains safety<\/p>\n\n\n\n
How can we modify our supportive stance?
remain at an angle and one-leg length away. If the person is sitting you can squat or kneel down and still maintain a supportive stance. Posture-get to their level.<\/p>\n\n\n\n
What are the 3 Ps of non-verbal communication
Position, Posture, Proximity<\/p>\n\n\n\n
How can you modify the 3 Ps to support a person.
Position is where you are in relation to others and you can stand, kneel, or sit to the side of an individual at an angle places you in a safer position.<\/p>\n\n\n\n
Posture is how you hold and move your body. Standing, sitting, kneeling. Also the way you move your hands, arms, head, eye contact\u2026. Adopting a posture with legs shoulder width apart helps you to remain balanced and nonthreatening.<\/p>\n\n\n\n
Proximity is the distance between people. Consider gender, relationships, activity. remain at least one arms length away.<\/p>\n\n\n\n
Paraverbals
tone
volume
cadence<\/p>\n\n\n\n
Verbal Escalation Model
Questioning
Refusal
Release
Intimidation
Tension Release<\/p>\n\n\n\n
Staff approach for the Questioning level of Defensive Behavior
Provide a rationale answer for a rationale question.<\/p>\n\n\n\n
Staff approach for the Refusal level of Defensive Behavior
Set reasonable limits<\/p>\n\n\n\n
Staff approach for the Release level of Defensive Behavior
allow venting and possibly move student or audience.<\/p>\n\n\n\n
Staff approach for the Intimidation level of Defensive Behavior
Take all threats seriously and avoid physical interventions unless there is no safer alternative.<\/p>\n\n\n\n
Keys to Limit Setting SRE
Simple\/clear
Reasonable
Enforceable<\/p>\n\n\n\n
Empathic Listening 5 characteristics
1-NONJUDGMENTAL
2-undivided attention
3-allow silence for reflection
4-listen for feelings and facts
5-restate and paraphrase<\/p>\n\n\n\n
Precipitating Factors
factors that influence behavior<\/p>\n\n\n\n
Rational Detachment
Ability to manage your own behavior and attitude<\/p>\n\n\n\n
Integrated Experience
behavior of student influences behavior of staff and vice versa<\/p>\n\n\n\n
Maximizing Productive Responses<\/p>\n\n\n\n
Use of the Decision Making Matrix
It is to assess RISK Behavior<\/p>\n\n\n\n
The Decision Making Matrix rates
severity (up)
likelihood (across)<\/p>\n\n\n\n
Physical Interventions-Disengagement Skills
Position
Posture
Proximity
biomechanical benefit
HOLD\/STABILIZE
PULL\/PUSH
LEVER<\/p>\n\n\n\n
Physical Skills Review- SEAT
Safe
Effective
Acceptable
Transferable<\/p>\n\n\n\n
Key Principles for HOLDING SKILLS
P, P, P
Mechanical Benefit
OUTSIDE\/INSIDE
LIMIT RANGE OF MOTION<\/p>\n\n\n\n
When does POSTVENTION OCCUR
in the Tension Reduction behavior level<\/p>\n\n\n\n
The COPING Model
Control- of emotion\/physical<\/p>\n\n\n\n
Orient- self to facts<\/p>\n\n\n\n
Patterns- look for triggers<\/p>\n\n\n\n
Investigate- alternative to behaviors<\/p>\n\n\n\n
Negotiate- future approaches, expectations, behaviors (Behavior Mapping)<\/p>\n\n\n\n
Give- control back, provide support and encouragement.<\/p>\n\n\n\n
Facilitation Formulas
Declarative knowledge-> knowing WHAT
TERM->DEFINITION-> EXAMPLES<\/p>\n\n\n\n
Procedural knowledge-> knowing HOW
DEMONSTRATE->PARTICIPATE->EXPLAIN<\/p>\n","protected":false},"excerpt":{"rendered":"
Crisis Development ModelIndividual Behavior Staff Attitude AnxietyA noticeable increase or change in behavior SupportiveAn empathic, non-judgmental approach attempting to alleviate. (Listening, take a break) DefensiveBeginning stage of loss of rational. (Belligerent, Challenging) DirectiveStaff takes control of the potential escalation. (Timer, Walk) Acting-Out PersonTotal loss of control. Nonviolent Crisis InterventionRestraint is last resort Tension ReductionDecreases in […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[],"tags":[],"class_list":["post-109671","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/109671","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/comments?post=109671"}],"version-history":[{"count":0,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/109671\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/media?parent=109671"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/categories?post=109671"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/tags?post=109671"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}