nonviolent crisis intervention® training program luzerne intermediate unit #18
TRANSCRIPT
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Nonviolent Crisis Intervention® Training Program
Luzerne Intermediate Unit #18
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Unit IUnit I
The CPI Crisis Development The CPI Crisis Development ModelModelSMSM
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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
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The CPI Crisis Development ModelThe CPI Crisis Development ModelSMSM
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
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The CPI Crisis Development ModelThe CPI Crisis Development ModelSMSM
Crisis Development/ Crisis Development/ Behavior LevelsBehavior Levels
1.1. AnxietyAnxiety
2.2. Defensive Defensive
Staff Attitude/ Staff Attitude/ ApproachesApproaches
1.1. SupportiveSupportive
2.2. DirectiveDirective
Integrated Experience
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The CPI Crisis Development ModelThe CPI Crisis Development ModelSMSM
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
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The CPI Crisis Development ModelThe CPI Crisis Development ModelSMSM
Crisis Development/ Crisis Development/ Behavior LevelsBehavior Levels
1.1. AnxietyAnxiety
2.2. Defensive Defensive
3.3. Acting Out PersonActing Out Person
Staff Attitude/ Staff Attitude/ ApproachesApproaches
1.1. SupportiveSupportive
2.2. DirectiveDirective
3.3. Nonviolent Physical Nonviolent Physical Crisis InterventionCrisis Intervention
Integrated Experience
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The CPI Crisis Development ModelThe CPI Crisis Development ModelSMSM
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
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The CPI Crisis Development ModelThe CPI Crisis Development ModelSMSM
Crisis Development/ Crisis Development/ Behavior LevelsBehavior Levels
1.1. AnxietyAnxiety
2.2. Defensive Defensive
3.3. Acting Out PersonActing Out Person
4.4. Tension ReductionTension Reduction
Staff Attitude/ Staff Attitude/ ApproachesApproaches
1.1. SupportiveSupportive
2.2. DirectiveDirective
3.3. Nonviolent Physical Nonviolent Physical Crisis InterventionCrisis Intervention
4.4. Therapeutic RapportTherapeutic Rapport
Integrated Experience
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The CPI Crisis Development ModelThe CPI Crisis Development ModelSMSM
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
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Unit IIUnit II
Nonverbal BehaviorNonverbal Behavior
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ProxemicsProxemics
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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
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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
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Kinesics Kinesics
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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
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CPI Supportive StanceCPI Supportive StanceSMSM
About a leg length away About a leg length away
On an angleOn an angle
Hands visibleHands visible
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Reasons for using the Reasons for using the CPI Supportive StanceCPI Supportive StanceSMSM
1.1. SafetySafety
2.2. RespectfulRespectful
3.3. NonthreateningNonthreatening
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Unit IIIUnit III
Paraverbal CommunicationParaverbal Communication
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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.”
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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
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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
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Unit IVUnit IV
Verbal InterventionVerbal Intervention
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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
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
1. Questioning
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
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
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
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
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
1. Questioning
2. Refusal
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
RefusalRefusal– Noncompliance, no-mode, drop and flopNoncompliance, no-mode, drop and flop
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
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)
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
1. Questioning
2. Refusal
3. Release
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
ReleaseRelease– Verbal venting, tantrums, screaming, yellingVerbal venting, tantrums, screaming, yelling
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
InterventionIntervention– Let child ventLet child vent– Isolate the situationIsolate the situation– Team approachTeam approach– Enforce limitsEnforce limits
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
1. Questioning
2. Refusal
3. Release
4. Intimidation
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
IntimidationIntimidation– Individual is making threats Individual is making threats – Verbally or nonverballyVerbally or nonverbally
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
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
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
1. Questioning
2. Refusal
3. Release
4. Intimidation
5. Tension Reduction
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
Tension ReductionTension Reduction
Decrease in Emotional and Physical Decrease in Emotional and Physical energyenergy
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
InterventionIntervention– Establish Therapeutic RapportEstablish Therapeutic Rapport
Reestablish communicationReestablish communication
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The CPI Verbal Escalation ContinuumThe CPI Verbal Escalation ContinuumSMSM
1. Questioning
2. Refusal
3. Release
4. Intimidation
5. Tension Reduction
CAREW
ELFARE
SAFETYSECURITY
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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
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Verbal Intervention Tips and Verbal Intervention Tips and TechniquesTechniques
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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
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Empathetic ListeningEmpathetic Listening
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Empathetic ListeningEmpathetic Listening
An active process to discern what a An active process to discern what a person is truly sayingperson is truly saying
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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
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Unit VUnit V
Precipitating Factors, Rational Precipitating Factors, Rational Detachment, Integrated Detachment, Integrated
ExperienceExperience
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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
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Precipitating FactorsPrecipitating Factors
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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
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Rational DetachmentRational Detachment
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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
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RememberRemember The CPI Crisis Development Model The CPI Crisis Development ModelSMSM
Crisis Development/ Crisis Development/ Behavior LevelsBehavior Levels
1.1. AnxietyAnxiety
2.2. Defensive Defensive
3.3. Acting Out PersonActing Out Person
4.4. Tension ReductionTension Reduction
Staff Attitude/ Staff Attitude/ ApproachesApproaches
1.1. SupportiveSupportive
2.2. DirectiveDirective
3.3. Nonviolent Physical Nonviolent Physical Crisis InterventionCrisis Intervention
4.4. Therapeutic RapportTherapeutic Rapport
Integrated Experience
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Unit VIUnit VI
Staff Fear and AnxietyStaff Fear and Anxiety
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Fear Fear
Is a natural human emotionIs a natural human emotion
Produces physiological and psychological Produces physiological and psychological responsesresponses
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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
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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
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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
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Unit VIIUnit VII
CPI’s Personal Safety CPI’s Personal Safety TechniquesTechniquesSMSM
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CPI’s Personal Safety TechniquesCPI’s Personal Safety TechniquesSMSM
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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
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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
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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
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Principles of Personal SafetyPrinciples of Personal Safety
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
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Principles of Personal SafetyPrinciples of Personal Safety
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
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Unit VIIIUnit VIII
Nonviolent Physical Crisis Nonviolent Physical Crisis Intervention and Team Intervention and Team
InterventionIntervention
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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
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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
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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)
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Control DynamicsControl Dynamics
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
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Control DynamicsControl Dynamics
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)
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Team Intervention (pg 20)Team Intervention (pg 20)
WHO?WHO?
HOW?HOW?
WHEN?WHEN?
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Team vs. Solo InterventionTeam vs. Solo Intervention
1.1. SafetySafety
2.2. LitigationLitigation
3.3. ProfessionalismProfessionalism
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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
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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
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Auxiliary Team Member DutiesAuxiliary Team Member Duties
CheckCheck
AddressAddress
RecognizeRecognize
Engage inEngage in
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Unit IX Unit IX
Situational Role-PlaysSituational Role-Plays
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Unit XUnit X
PostventionPostvention
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The CPI COPING ModelThe CPI COPING ModelSMSM
ontrolontrol
rientrient
atternsatterns
nvestigatenvestigate
egotiateegotiate
iveive
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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
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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
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POST-TESTPOST-TESTEVALUATIONEVALUATION
The EndThe End