Nonviolent Crisis Intervention

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• Nonviolent Crisis Intervention Training Program
• Luzerne Intermediate Unit 18

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CARE
WELFARE
SAFETY
SECURITY
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Unit I

• The CPI Crisis Development ModelSM

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The CPI Crisis Development ModelSM

• Crisis Development/ Behavior Levels
• Anxiety

• Staff Attitude/ Approaches
• Supportive

Integrated Experience
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The CPI Crisis Development ModelSM

• Anxiety
• A noticeable increase or change in behavior
• e.g., pacing, finger drumming, wringing of hands,
  rocking, etc

• Supportive
• An empathetic, nonjudgmental approach attempting
  to alleviate anxiety

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The CPI Crisis Development ModelSM

• Crisis Development/ Behavior Levels
• Anxiety
• Defensive

• Staff Attitude/ Approaches
• Supportive
• Directive

Integrated Experience
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The CPI Crisis Development ModelSM

• Defensive
• The beginning stage of loss of rationality
• Noncompliance, verbal venting, accuse or blame
  others

• Directive
• Manage a potentially dangerous situation by
  setting limits

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The CPI Crisis Development ModelSM

• Crisis Development/ Behavior Levels
• Anxiety
• Defensive
• Acting Out Person

• Staff Attitude/ Approaches
• Supportive
• Directive
• Nonviolent Physical Crisis Intervention

Integrated Experience
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The CPI Crisis Development ModelSM

• Acting Out Person
• The total loss of control which often results in
  a physical acting out episode

• Nonviolent Physical Crisis Intervention
• Safe, nonharmful controls and techniques used to
  safely manage an Acting Out Person
• Last Resort

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The CPI Crisis Development ModelSM

• Crisis Development/ Behavior Levels
• Anxiety
• Defensive
• Acting Out Person
• Tension Reduction

• Staff Attitude/ Approaches
• Supportive
• Directive
• Nonviolent Physical Crisis Intervention
• Therapeutic Rapport

Integrated Experience
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The CPI Crisis Development ModelSM

• Tension Reduction
• a decrease in physical and emotional energy which
  occurs after a person has acted out
• Regaining control

• Therapeutic Rapport
• Reestablish communication
• Learning opportunity
• Give closure
• Build relationships

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Unit II

• Nonverbal Behavior

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Proxemics
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Proxemics (Personal Space)

• Personal Space Varies
• 1 ½ to 3 feet
• Factors
• Gender
• Size
• Personal relationship
• Age
• Context of situation

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Proxemics (Personal Space)

• It is respectful to observe individuals personal
  space
• Announce when and why you need to invade an
  individuals personal space
• Personal space can extend to family, friends and
  belongings
• Invasion of ones personal Space can increase
  anxiety

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Kinesics
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Kinesics

• Messages we communicate with our body posture and
  motion
• Our body language should be nonthreatening
• Includes
• Stances
• Facial expressions
• Gestures

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CPI Supportive StanceSM

• About a leg length away
• On an angle
• Hands visible

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Reasons for using the CPI Supportive StanceSM

1. Safety
2. Respectful
3. Nonthreatening

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Unit III

• Paraverbal Communication

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Paraverbal Exercise

• ______________, I am glad you came to school
  today, why dont you get to your locker.

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Paraverbal Communication

• The vocal part of speech excluding the actual
  words one uses
• How you say what you say

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Paraverbal Communication3 Key Components

• Tone
• Supportive, understanding and comforting
• Volume
• Appropriate to situation and person
• Cadence
• Even rate and rhythm

Total Voice Control
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Unit IV

• Verbal Intervention

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The CPI Verbal Escalation ContinuumSM

• Part of the Defensive stage of the CPI Crisis
  Development ModelSM
• The goal of staff is to deescalate the individual

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The CPI Verbal Escalation ContinuumSM
Defensive Directive
1. Questioning
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The CPI Verbal Escalation ContinuumSM

• Questioning
• a. Information-seeking a rational question
  seeking a rational response
• b. Challenge questioning authority, being
  evasive, attempts to draw staff into power
  struggle

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The CPI Verbal Escalation ContinuumSM

• Interventions
• Give Information- be a resource
• Stick to the topic (redirect), ignore the
  challenge (not the person), avoid the struggle

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The CPI Verbal Escalation ContinuumSM
2. Refusal
1. Questioning
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The CPI Verbal Escalation ContinuumSM

• Refusal
• Noncompliance, no-mode, drop and flop

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The CPI Verbal Escalation ContinuumSM

• Intervention
• The process of setting limits
• Choices/options
• Incentives/consequences
• Space and time (planned ignoring-extinction)

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The CPI Verbal Escalation ContinuumSM
3. Release
2. Refusal
1. Questioning
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The CPI Verbal Escalation ContinuumSM

• Release
• Verbal venting, tantrums, screaming, yelling

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The CPI Verbal Escalation ContinuumSM

• Intervention
• Let child vent
• Isolate the situation
• Team approach
• Enforce limits

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The CPI Verbal Escalation ContinuumSM
3. Release
2. Refusal
4. Intimidation
1. Questioning
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The CPI Verbal Escalation ContinuumSM

• Intimidation
• Individual is making threats
• Verbally or nonverbally

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The CPI Verbal Escalation ContinuumSM

• Intervention
• Take all threats seriously
• (document and inform or exit room)
• Take a team approach

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The CPI Verbal Escalation ContinuumSM
3. Release
2. Refusal
4. Intimidation
1. Questioning
5. Tension Reduction
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The CPI Verbal Escalation ContinuumSM

• Tension Reduction
• Decrease in Emotional and Physical energy

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The CPI Verbal Escalation ContinuumSM

• Intervention
• Establish Therapeutic Rapport
• Reestablish communication

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The CPI Verbal Escalation ContinuumSM
3. Release
CARE
WELFARE
2. Refusal
4. Intimidation
SAFETY
SECURITY
1. Questioning
5. Tension Reduction
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Keys to Setting Limits

• Clear and Concise
• Simple and easy to understand
• Use their communication
• Reasonable
• Fair, incentives, buy-in
• Enforceable
• Remember space and time
• Follow through

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Verbal Intervention Tips and Techniques
Do and Don't
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Verbal Intervention Tips and Techniques

• DO
• Remain Calm
• Isolate the situation
• Enforce limits
• Listen
• Be aware of nonverbals
• Be consistent
• Ignore challenge questions
• Be nonthreatening

• DONT
• Overreact
• Provide an audience
• Change them
• Ignore
• Communicate emotion
• Make false promises
• Get in a power struggle
• Be threatening

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Empathetic Listening
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Empathetic Listening

• An active process to discern what a person is
  truly saying

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Empathetic Listening

1. Be nonjudgmental
2. Give undivided attention
3. Listen carefully to what the person is really
   saying (feelings, not just facts)
4. Use restatement to clarify message
5. Allow silence for reflection

I
T
S
L
E
N
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Unit V

• Precipitating Factors, Rational Detachment,
  Integrated Experience

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Precipitating Factors

• Internal or external causes of an acting out
  behavior of which staff has little or no control

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Precipitating Factors
EXAMPLES
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Rational Detachment

• Ability to stay in control of ones own behavior
  and not take acting out personally
• A professional and calm approach

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Rational Detachment
Why? How?
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Integrated Experience

• The concept that the behaviors and attitudes of
  staff impact on those in their care and
  vice-versa

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Remember The CPI Crisis Development ModelSM

• Crisis Development/ Behavior Levels
• Anxiety
• Defensive
• Acting Out Person
• Tension Reduction

• Staff Attitude/ Approaches
• Supportive
• Directive
• Nonviolent Physical Crisis Intervention
• Therapeutic Rapport

Integrated Experience
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Unit VI

• Staff Fear and Anxiety

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Fear

• Is a natural human emotion
• Produces physiological and psychological
  responses

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Reactions to Fear and Anxiety

• Unproductive
• Freezing
• Overreacting
• Physiologically
• Psychologically
• Respond Inappropriately
• Saying things
• Doing things

• Productive
• Increase of speed and strength
• Increase in sensory acuity
• Decrease in Reaction time

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How do we manage fear?

• Acknowledge and understand
• Learn personal safety skills
• Use a team approach
• Learn controls to safely manage and Acting Out
  Person

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A Famous Quote fromBetween Teacher and Child

• I've come to a frightening conclusion that I am
  the decisive element in the classroom. It's my
  personal approach that creates the climate. Its
  my daily mood that makes the weather. As a
  teacher, I possess a tremendous power to make a
  child's life miserable or joyous. I can be a tool
  of torture or an instrument of inspiration. I can
  humiliate or humor, hurt or heal. In all
  situations, it is my response that decides
  whether a crisis will be escalated or deescalated
  and a child humanized or dehumanized.
• 
  -Haim Ginott

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Unit VII

• CPIs Personal Safety TechniquesSM

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CPIs Personal Safety TechniquesSM
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CPIs Personal Safety TechniquesSM
STRIKE GRAB
Punch Bite
Kick Pinch
Spit Hair Pull
Throw Objects Choke
SIB SIB
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Definitions

• STRIKE
• A weapon coming in contact with a target

• Grab
• The attempt to control or destroy part of ones
  body

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Principles of Personal Safety

• Strike
• Block or deflect the weapon
• Move the target

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Principles of Personal Safety

• Grab
• Gain a physiological advantage
• Weak point
• Leverage
• Momentum
• Gain a psychological advantage
• Remain calm
• Have a plan
• Use element of surprise or distraction

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Principles of Personal Safety

• Response to the Strike
• Natural and instinctive
• Response to the Grab
• Not natural and instinctive

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Unit VIII

• Nonviolent Physical Crisis Intervention and Team
  Intervention

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Nonviolent Physical Crisis Intervention (pg 15)

• Use a team approach
• Use as a last resort
• Used for protection, not punishment
• Intent is to calm a person down
• Nonharmful in design

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RISKS OF RESTRAINTS(pgs 12s 13s 14s)

• What one needs to breathe
• Open Airway
• Gas Exchange
• Movement of Ribcage and Diaphragm

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Control Dynamics

• Reduce upper body strength by controlling arms as
  weapons
• Turn palms up
• Raise arms above shoulders
• Anchor arm to your body (hip area)

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Control Dynamics

• Reduce lower body strength by controlling the
  back line
• Lower shoulders below hips

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Control Dynamics

• Reduce mobility by close body contact
• Move hips close to individuals body
• Move the individuals center of gravity forward,
  bring him onto his toes (ball of foot)

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Team Intervention (pg 20)

• WHO?
• HOW?
• WHEN?

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Team vs. Solo Intervention

• Safety
• Litigation
• Professionalism

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Team Leader

• The first person on the scene
• Competence and confidence in handling crisis
  situations
• Good rapport with the Acting Out Person

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Team Leader Duties

1. Assess situation
2. Plan intervention
3. Direct or cue team members
4. Communicate with the Acting Out Person

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Auxiliary Team Member Duties

• Check
• Address
• Recognize
• Engage in

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Unit IX

• Situational Role-Plays

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Unit X

• Postvention

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The CPI COPING ModelSM

• ontrol
• rient
• atterns
• nvestigate
• egotiate
• ive

COPING
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For Individuals

• Emotional and physical control
• Orient yourself to the feelings and views of the
  individual
• Look for patterns of past behaviors of individual
  and triggers
• Investigate alternatives to behaviors
• Negotiate a contract
• Give back control

• COPING

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For Staff

• All staff are in control
• Orient the team to the facts of the crisis
• Look for patterns of staff behavior
• Investigate ways to strengthen staff
• Negotiate and agree to changes that will take
  place in future interventions
• Give support and encouragement

• COPING

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POST-TESTEVALUATION

• The End