Slide 1

© 2012

2012CPI eRefresher Series –

Instructor Options

Nonviolent Crisis Intervention® Workbookand Hybrid Training

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Slide 2

2© 2012

Webinar Co-Presenters

Tina WerdermanGlobal Professional Instructor

Julie PorterDirector of Instructor Services

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Slide 3

3© 2012

The Training Process

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Slide 4

4© 2012

Formal Refresher Requirements

Review and apply concepts of

Nonviolent Crisis Intervention®

training used by your staff.

Hours: From three to 12 hours.

Frequency: Every six to 12 months.

Purpose: Build on Nonviolent Crisis Intervention®

training content.

Minimum Content: Pre-test; course models such as the CPI Crisis Development Model℠, the CPI VerbalEscalation Continuum℠, CPI’s Personal Safety Techniques℠, Nonviolent Physical Crisis Intervention℠, and the CPI COPING Model℠; problem solving based on staff needs; post-test; evaluation.

Training Materials: Use approved materials and a post-test.

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Slide 5

5© 2012

Poll Question 1

What can a Certified Instructor do to make a refresher more relevant? (Choose all that apply.)

Survey staff to learn what they deal with daily.

Talk to managers to see what their staff need.

Link concepts to organizational policies/procedures.

Make the refresher much more participant focused.

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Slide 6

6© 2012

Webinar Objectives

• Identify strategies for applying content from initial training.

• Explore facilitation techniques for using the initial Nonviolent Crisis Intervention® workbook.

• Gain a more in-depth understanding of the use of blended learning in order to enhance training transfer.

• Review the Nonviolent Crisis Intervention® hybrid model to deliver program content.

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Slide 7

7© 2012

Nonviolent Crisis Intervention®

Participant Workbook

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Slide 8

8© 2012

Poll Question 2

How much time are you afforded to conduct a formal refresher?

Three hours

Four to five hours

More than five hours

We do not do refreshers

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Slide 9

9© 2012

Teaching Versus Facilitating

Initial Training Formal Refresher

Teaching Facilitation

Teacher focused Shared focus

Teacher offers new facts

and knowledge

Facilitator draws upon

previously learned facts

Memory-based learning Experience-based learning

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Slide 10

10© 2012

Poll Question 3

Why use the initial Nonviolent Crisis Intervention®

program workbook for refreshers?

(Check all that apply.)

We have a lot of them in stock.

It is comprehensive.

Coincides with electronic presentation.

Provides space and flexibility for notes.

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Slide 11

11© 2012

Nonviolent Crisis Intervention®

Workbook

• Participants’ resource for the next six to 12 months.

• Definitions: Refer to glossary.

• Target my example.

• Add additional suggestions and ideas.

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Slide 12

12© 2012

Problem Solving: Moving Forward From Initial Training

Now that you have had the chance to train:

• You notice the same questions come up in each training.

• Staff may struggle with parts of verbal intervention.

• You have developed a system to handle the “what if” questions.

• How is it working for you?

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Slide 13

13© 2012

The CPI Crisis Development Model SM

• Focus on deeper level of understanding of concepts learned in the Nonviolent Crisis Intervention® program.

• Recognize fluidity of behavior levels of the CPI Crisis Development Model SM.

• Promote discussion of intervention tools.

• One possible way is by using “Four Corners.”

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Slide 14

14© 2012

Four Corners

Anxiety

Tension Reduction

Defensive

Acting-Out Person

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Slide 15

15© 2012

Four Corners

Anxiety

Tension Reduction

Defensive

Acting-Out Person

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Slide 16

16© 2012

Four Corners

Anxiety

Tension Reduction

Defensive

Acting-Out Person

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Slide 17

17© 2012

Nonverbal Communication

Variation in Exercise: One side in a seated position.

Debrief Differences: Height/intimidation factor.

CPI Supportive StanceSM: From a seated position, with individual in a bed, seated on floor.

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Slide 18

18© 2012

The CPI Verbal Escalation ContinuumSM

Variation A:

• Staff side – nonverbals, paraverbals, and verbal interventions.

• Client side – pull in all levels during initial exchange. Go to Tension Reduction when staff use appropriate intervention.

Questioning

RefusalIntimidation

Tension Reduction

Release

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Slide 19

19© 2012

The CPI Verbal Escalation ContinuumSM

Variation B:

• Debrief Release stage by asking for the client’s perspective.

- What was the original directive?

- What did you take away from this exchange?

• What happens to rationality?

Questioning

RefusalIntimidation

Tension Reduction

Release

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Slide 20

20© 2012

Review CPI Personal Safety Techniques SM

Maximize time and increase repetitions:

• Real time

• Apply resistance and movement

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Slide 21

21© 2012

Example: One-Hand Wrist Grab Release

Sequence using four to five repetitions for each:

• Classroom Model

• Hold tighter

• Hold tighter and pull

• Hold tighter and punch (incorporates a strike)

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Slide 22

22© 2012

Review Nonviolent Physical Crisis InterventionSM

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Slide 23

23© 2012

Problem Solving Physical Interventions

Evaluate applying the principles using the three following criteria:

1. Did we do all we could reasonably do to minimize risk of injury to self (staff)?

2. Did we do all we could reasonably do to minimize risk of injury to the person in crisis?

3. Did we manage the behavior?

If “yes” – aligns with Care, Welfare, Safety, and Security SM.

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Slide 24

24© 2012

Administering the Post-Test

• Initial training – definition of knowledge level.

• Refresher – application of knowledge level.

• Provide real-life examples on Questions 2, 4, 6, and 7.

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Slide 25

25© 2012

Nonviolent Crisis Intervention®

Hybrid Instructor Seminar

Same program—different delivery.

Key Benefit: Allocate training time to meet specific needs.

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Slide 26

26© 2012

Hybrid Training Options

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Slide 27

27© 2012

Hybrid as a Refresher Program

Hybrid Instruction: A combination of online learning and face-to-face facilitation.

Traditional education is evolving due to factors such as varying schedules and the increasing availability of remote learning locations and new learning styles.

The use of computers for self-paced learning is becoming the norm.

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Slide 28

28© 2012

What is Blended Learning?

Planned Combination of Approaches

“Blended learning (BL) integrates seemingly opposite approaches, such as formal and informal learning, face-to-face and online experiences, directed paths and reliance on self-direction, and digital references and collegial connections, in order to achieve individual and organizational goals.”

Rossett & Frazee, 2006, amanet.org/blended

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Slide 29

29© 2012

Poll Question 4

When using the hybrid option how does role of a facilitator differ from that of an Instructor?

(Choose all that apply.)

Use more Instructor examples.

More lecture less small group discussion.

Promote a collaborative approach.

Teach only physicals in the classroom.

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Slide 30

30© 2012

Learning Applications

A. CPI Blended Learning Concept

• Blended learning is not new.

• It integrates formal and informal learning.

B. Where Does Blended Learning Work Best?

• Within organizations that collaborate and communicate.

• Clear link between web-based learning and classroom learning.

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Slide 31

31© 2012

Job Readiness

• Benefits to the learner.

• Benefits to the Instructor.

• Benefits to the organization.

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Slide 32

32© 2012

Motivating Staff in Self-Paced Learning

• Adapts to individual schedules.

• Web-based portion is engaging.

• Focus is on workplace application.

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Slide 33

33© 2012

Hybrid Refresher Job Aid

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Slide 34

34© 2012

Nonviolent Crisis Intervention®

Hybrid Refresher

Linking the Web-Based Portion to the Classroom

Purpose of the Hybrid Job Aid (distributed in classroom)

• Links web-based learning to classroom learning.

• Allows staff to track examples, reflection, and experiences.

• Provides all definitions.

• Consolidates web entries.

• Ongoing learning tool and reference.

Web-Based

Learning

Hybrid Job Aid

ClassroomLearning

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Slide 35

35© 2012

Hybrid Job Aid

• Used as a refresher option only.

• Includes Blue Card™.

• Intended to be used as a take-away.

• Promotes application of content.

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Slide 36

36© 2012

Using the Hybrid Job Aid

• The CPI Crisis Development ModelSM is on the front and content application questions are on the back.

• Instructor determines depth of the review based on time frames and number of participants.

• May focus more heavily on different models based on needs of your organization.

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Slide 37

37© 2012

Demonstration

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Slide 38

38© 2012

Demonstration

1. An individual, while being coached on a work performance issue, shakes his head and quickly paces back and forth in front of his team leader. The individual slowly raises his voice and walks away, saying that no one cares.

• What are some signs that this individual is in the Anxiety level?

• What are some ways team members can use a Supportive response to these behaviors?

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Slide 39

39© 2012

Action Steps

Action Steps

To enhance my ability to assessan individual’s level of behavior and use an appropriate response, I will:

___ Seek to understand why an individual is demonstrating challenging behavior.

___ Practice demonstrating supportive nonverbal behavior.

___ Get to know the individuals that I support.

___ Work as a team to de-escalate behavior.

___ Be mindful of the impact my actions have on others.

___ Other: ____________________________________

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Slide 40

40© 2012

Hybrid Refresher Simulator

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Slide 41

41© 2012

Post-Test

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Slide 42

42© 2012

Validating Your Training

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Slide 43

43© 2012

2012 eRefresher Schedule

January 18: Motivating Refreshers: The Choice Is Yours —

2012 Instructor Options series overview

February 15: Key Point Refresher and Personal Prevention PlanSM

March 14: Advanced Renewals

• Autism Spectrum Disorders: Applications of Nonviolent Crisis

Intervention® Training

• Trauma-Informed Care: Implications for CPI’s Crisis

Development ModelSM

April 18: Special Topics Session—Informal Refreshers: Reviews; Practice;

Policy Discussions; Rehearsals and Drills; Situational Applications

May 16: DVD-Based Options such as Preventive Techniques II and

Effective Limit Setting

June 22: Applied Physical TrainingSM and Master Level Refreshers

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Slide 44

44© 2012

2012 eRefresher Schedule

August 15: Adapting Nonviolent Crisis Intervention® Training for Young

Children and Keys to Organizational Buy-In and Support for Training

September 19: Advanced Renewals

• Enhancing Verbal Skills: Applications of Life Space Crisis InterventionSM

• Supporting Individuals With Dementia and Related Cognitive Challenges

October 17: Nonviolent Crisis Intervention® Workbook and

Hybrid Training

Rescheduled from July to November 14: Integrating Positive Behavioral

Interventions and Supports (PBIS) and Bullying Behaviors: Applying CPI’s

Crisis Development ModelSM

Specific dates for each may vary due to training schedules of CPI staff.

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Slide 45

45© 2012

Questions? - Thank You!

The next webinar in this eRefresher Series will be:

Date: November 17, 2012

Time: 10:00 a.m. CT

Topics: Integrating Positive

Behavioral Interventions and

Supports; Bullying Behaviors,

Applying CPI’s Crisis Development

ModelSM

Call toll-free: 877.877.5390

Julie PorterDirector of

Instructor Services

Tina WerdermanGlobal Professional Instructor

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Slide 46

46© 2012

On-Demand Post-Test

1. Name one difference between teaching and facilitating.

2. What is one advantage of using the initial workbook as a refresher tool?

3. Provide one example of a section of course content and how you would apply that in your facility.

4. What is the purpose of the job aid in a hybrid refresher?

5. What do participants need to bring to class from the online portion of the hybrid refresher?

6. Consider other options for facilitating the content application from the job aid.

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