Nonviolent Physical Crisis Intervention The goal of Nonviolent

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Nonviolent Physical Crisis Intervention The goal of Nonviolent Physical Crisis Intervention is to provide

Nonviolent Physical Crisis Intervention The goal of Nonviolent Physical Crisis Intervention is to provide the best care, welfare, safety and security to the individuals in your care.

Two forms of Aggressive Behavior Verbal Aggression Physical Aggression Verbal Intervention Physical Intervention

Two forms of Aggressive Behavior Verbal Aggression Physical Aggression Verbal Intervention Physical Intervention

Two forms of Aggressive Behavior Verbal Aggression Physical Intervention Verbal Intervention Escalate the Situation

Two forms of Aggressive Behavior Verbal Aggression Physical Intervention Verbal Intervention Escalate the Situation

Crisis Development Model An Integrated Experience Crisis Development: 1. Anxiety – A noticeable increase

Crisis Development Model An Integrated Experience Crisis Development: 1. Anxiety – A noticeable increase or change in behavior. 2. Defensive – The 3. Beginning stage of loss 4. of rationality. 3. Acting Out Person– 4. A total loss of emotional 5. and physical control 4. Tension Reduction – 5. Subsiding of energy. Staff Attitudes: 1. Supportive – Letting them know that you are there and that you care. 2. Directive – A firm 3. approach to setting limits. -Simple -Reasonable -Enforceable 3. Nonviolent Physical Crisis 4. Intervention – Safe nonharmful 5. means of controlling someone, 6. until they can regain control. 4. Therapeutic Rapport – 5. processing, setting up prevention 6. and teaching.

Processing Traumatic Stimuli • Everyday Brain Function: – 30% Emotional – 70% Cognitive •

Processing Traumatic Stimuli • Everyday Brain Function: – 30% Emotional – 70% Cognitive • Emotional - Traumatic Function: – 70% Emotional – 30% Cognitive • Post Trauma– 40% Emotional – 60% Cognitive

Processing Traumatic Stimuli o Stimuli enters the Thalamus. The Thalamus determines if the stimuli

Processing Traumatic Stimuli o Stimuli enters the Thalamus. The Thalamus determines if the stimuli is threatening or non -threatening.

Processing Traumatic Stimuli o The Thalamus sends the information to the Cortex and the

Processing Traumatic Stimuli o The Thalamus sends the information to the Cortex and the Limbic Systems. o The Cortex organizes and interprets the stimuli. o The Limbic System adds the emotion content.

Anxiety Level Nonverbal Behaviors A noticeable change or increase in emotions and or behavior.

Anxiety Level Nonverbal Behaviors A noticeable change or increase in emotions and or behavior. Activity

Supportive Stance Reasons for using the Supportive Stance: 1. Personal Safety 2. Non-challenging and

Supportive Stance Reasons for using the Supportive Stance: 1. Personal Safety 2. Non-challenging and less threatening 3. Respects and honors a persons space.

Nonverbal Behavior Proxemics (personal space) • The area surrounding the body Ø Average person

Nonverbal Behavior Proxemics (personal space) • The area surrounding the body Ø Average person space = 1 ½ to 3 feet distance. ØBackpacks, lockers, desks, personal items would be Considered an extension of personal space. • Things the effect personal space. -Relationship -Culture -Age -Gender -Setting -Size -Hygiene -Past experience -Demeanor

Nonverbal Behavior Kinesics (body language) • Nonverbal messages transmitted by the movement or posture

Nonverbal Behavior Kinesics (body language) • Nonverbal messages transmitted by the movement or posture of the body. (Level of comfort or discomfort in our personal space) Examples of Body Language: -crossed arms or legs -eye contact -looking away -rolling eyes -hand placement -speed of approach -body posture

Para verbal Communication How we say, what we say. Para verbal Communication is effected

Para verbal Communication How we say, what we say. Para verbal Communication is effected by: Tone – Inflection of your voice. Cadence – Rate and rhythm that we speak. Volume – is the volume appropriate for the situation.

Para verbal Communication Tone I didn’t say Paul was incompetent.

Para verbal Communication Tone I didn’t say Paul was incompetent.

Para verbal Communication Cadence Woman without her man is useless.

Para verbal Communication Cadence Woman without her man is useless.

Defensive Level Verbal Escalation A slight loss of rational understanding and behavior.

Defensive Level Verbal Escalation A slight loss of rational understanding and behavior.

3. Release Acting out, emotional outburst, venting (Verbal) 4. Intimidation Verbal or Nonverbal threats.

3. Release Acting out, emotional outburst, venting (Verbal) 4. Intimidation Verbal or Nonverbal threats. Staff: -Documentation -Team Approach -Isolation Staff: Allow venting, remove the audience or acting out individual from the area. Defensive Level Verbal Escalation Continuum 5. Tension Reduction 6. Drop in Energy-Regaining rationality Staff: Processing the Situation, setting up prevention and Teaching 2. Refusal 3. Non-compliance, slight loss 4. of rationality 5. Staff: Set limits: 6. -Simple 7. - Reasonable 8. 1. Questioning. Enforceable. A. Information Seeking Staff: Provide information B. Challenging Staff: Redirect and refocus -

Verbal Intervention Tips DO DON’T Remain calm. Isolate the situation. Enforce limits. Listen. Be

Verbal Intervention Tips DO DON’T Remain calm. Isolate the situation. Enforce limits. Listen. Be aware of nonverbals. 6. Be consistent. 1. Overreact. 2. Get in a power struggle. 3. Make false promises. 4. Fake attention. 5. Be threatening. 6. Use jargon (it tends to confuse and frustrate). 1. 2. 3. 4. 5.

Empathic Listening is an active process to discern what a person is saying. Key

Empathic Listening is an active process to discern what a person is saying. Key elements to Empathic Listening: 1. Be non-judgmental. 2. Give undivided attention. 3. Listen carefully to what the person is really saying (focus on feelings, not just the facts). 4. Allow silence for reflection. 5. Use restatement to clarify message.

Precipitating Factors: The internal or external causes of Acting Out Behavior that the staff

Precipitating Factors: The internal or external causes of Acting Out Behavior that the staff has little or no control over.

Precipitating Factors: Influences: -displaced anger -domestic problems -peer pressure -lack of food/shelter -death in

Precipitating Factors: Influences: -displaced anger -domestic problems -peer pressure -lack of food/shelter -death in family -learning disability -mental illness -fear -self-esteem -failure -drugs/alcohol -gangs -change in schedule -lack of medication -illness -language/communication -loss of power

Precipitating Factors: Looking at Precipitating Factors will help staff to: 1. Rational Detachment The

Precipitating Factors: Looking at Precipitating Factors will help staff to: 1. Rational Detachment The ability to stay in control or ones own behavior and not take the acting out behavior personally. 2. Integrated Experience Concept that the behavior and attitudes of the staff impact the behavior and attitudes of the individual.

Staff Fear and Anxiety are universal human emotions. Unproductive reactions: 1. Freezing-inability to react

Staff Fear and Anxiety are universal human emotions. Unproductive reactions: 1. Freezing-inability to react to a situation. 2. Overreacting Psychologically-perceiving a situation worse than it is Physiologically-motor skills do not function normally. 3. Responding inappropriately Verbally or Physically Productive reactions: 1. Increase in speed and strength. 2. Increase in sensory. 3. Decrease in reaction time. Ways to control fear and anxiety: 1. 2. 3. 4. Understand what makes us afraid. Learn techniques to protect ourselves and the individual. Use a team approach. Learn physical intervention techniques to manage acting out behavior.

Physical Intervention 1. Strike: • A weapon coming into contact with a target. 1.

Physical Intervention 1. Strike: • A weapon coming into contact with a target. 1. Block (or deflect) the weapon. 2. Move the target.

Physical Intervention 2. Grab: • The control or destruction of a part of one’s

Physical Intervention 2. Grab: • The control or destruction of a part of one’s anatomy. 1. Gain physical advantage by: a. Weak point of the grab b. Leverage c. Momentum 2. Gain psychological advantage by: a. Stay calm b. Have a plan c. Use the element of d. surprise.

Physical Intervention • Block • Kick • Punch • Pull Through • Pull through

Physical Intervention • Block • Kick • Punch • Pull Through • Pull through to Control Position • Grab • 1 hand • 2 hand • Hair Pull • Bite • Choke • Front • Back

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