Families First in Essex County196 Water Street/PO Box 565 Elizabethtown, NY 12932518-873-9544familiesfirstinessexcounty.org

Safety Planning 101

Presented by

Robin Nelson, Manager of Family Support ServicesFamilies First in Essex CountyElizabethtown, NYMA Liberal Studies SUNY PlattsburghPh.D. Education Walden University expected 2012

 Jennifer Allen, Manager of Youth Services and

HCBS-W Intensive In-home ProviderFamilies First in Essex CountyElizabethtown, NYBS Social Work SUNY Plattsburgh

What is Safety Planning All About?

Families First uses a method of safety planning developed especially for families with children who struggle with emotional and/or behavioral issues

The Three Ps▪Prediction

▪Prevention

▪Plan

Crisis Cycle

Baseline/In Control Person is calm and “normal”

Trigger Person, place, thing or condition

Escalation Agitation is increasing, behaviors get worse

Crisis Loss of control and ability to process

information

Calming Down Person begins to regain control and

behavior calms down

Recovery Control is regained, but person is still fragile

Crash Exhaustion, need time out or relaxation

Strengths, Interests and Resources

Strengths, etc. will be used to address needs

Strengths, etc. help to create buy-in right from the beginning How do you draw strengths out when

child/family seems to always be in crisis?▪ This is THEIR plan▪ It is a living, breathing document and can be

changed at any time▪ Their strengths and interests are who they

are and who they and their family can be proud of and hopeful about

Strengths, Interests and Resources

Everyone has resources, it’s just a matter of looking at things in different ways

Use resources appropriately and creatively If a person, place or thing is important to

thechild, try to figure out how to use it as a POSITIVE resource

RememberThe longer and larger the list, the easier it

is to plan

Prediction

How to know what happens before a crisis This is the HEART of the plan Allows the child to take control and

responsibilityI think I’m

getting annoyed…

Behaviors to Change and Unhealthy Coping Skills

The child should identify the behaviors and unhealthy coping skills as much as possible

The child MUST be in agreement about the behaviors and unhealthy coping skills to work on

Choose 1-3 issues to work on at a time, more than that can be overwhelming When chosen behaviors have improved,

if there are more, change the plan

Unhealthy Coping Skills

Sometimes children figure out ways to manage anxiety/emotional crises that work for them but aren’t necessarily healthy

Behaviors to Change and Unhealthy Coping Skills

Do not make it too overwhelming or it WON’T WORK

Simple = Easy

Homer Simpson illustration found at Chicagonow.com

Behaviors to Change and Unhealthy Coping Skills

How to help identify the behaviors without triggering a crisis This part is usually difficult for children

and families because it can cause emotions to run high

If the child begins to react or shut down during this phase, go back to strengths, etc. to remind the child of all the great things he or she is/has

VALIDATION is KEY

Triggers

People, places, things and/or conditions that come before and may cause an event/crisis

Identify triggers to behaviors Don’t take it personally, instead, this is

an opportunity for insight. It’s not about blame—it’s about AWARENESS

Self Awarenes

s

How Does It Look?

What do people SEE before, during and after a crisis? This is the part when the child is

probably most vulnerable, but it is also the greatest opportunity for learning

Remember▪ Use “I” statements▪ Speak specifically about physiological

observations▪ Physiological means what is happening to his or her

body

What Does It Feel Like?

What does the child FEEL before, during and after a crisis? The child needs to be able to report his

or her feelings without being judged The child may need help identifying the

physiological experience The facilitator can help in 2 ways▪ 1. Give examples▪ 2. Normalize

What Does It Feel Like?

Perfect opportunity for SELF-AWARENESS and taking RESPONSIBILITY

VALIDATE!!!WOW!! I’m so

proud of you!!

Prevention

How to stop an incident from becoming a crisis Healthy coping skills used now▪ Highlight things the child does that are good

decisions▪ Give examples of times that crises were

avoided because of using healthy coping skills▪ Coping Skills Bag

Using Interests and Resources

What can help? Who can help? Coping skills that need to be

developed Everything should connect back to the

strengths, interests, resources and the changes that the child wants to work on

Must be child-centered and child-driven

New House Rules

No more than 3-5 rules Strength-based is better

The child needs to know what is expected, but not feel blamed in the process House Rules

1. Be kind2. Be respectful3. Stick together

Plan

Take the information you have gathered and put it together to make a plan If _______ then _________ The child must take responsibility in

creating the plan Anyone involved in the plan needs to

know and agree

Safety Plan Template

Safety Plan Template

Be Safe!!

Three Ps Safety Planning Model developed by Cherene Allen-Caraco, QMHP, QDDP

Crisis Cycle illustration and description Written By Patricia Galbraith LCSW, Taryn Nicksic-Springer M.Ed. & Stephanie O’Brien M.S. published by University Healthcare Neurobehavior HOME Program

Self-Injury illustration found at http://werebeaglesanonymous.blogspot.com/2009/02/i-just-feel-empty-today.html

Breakfast Club (1985) Director John Hughes from Netflix movie database