Using CPI Strategies (COPING) to Prevent/Respond to Challenging Behavior. Lance L. Hawkins, M.Ed. Harford County Public Schools

Transcription

1 Using CPI Strategies (COPING) to Prevent/Respond to Challenging Behavior Lance L. Hawkins, M.Ed. Harford County Public Schools Adapted from CPI Nonviolent Intervention Crisis Training

2 What is the philosophy of the Nonviolent Crisis Intervention Program (CPI)? To provide the best care, welfare, safety, and security to both students and staff in crisis situations.

3 What Is CPI? CPI Is. A behavioral management approach that provides for the Care, Welfare, Safety, and Security of all those who are involved in a crisis situation CPI Is Not A program to teach you how to physically restrain students/clients A punitive approach to handling crisis A means to dominate or retaliate in any crisis situation

4 Who Can Use CPI? Administrators Teachers Counselors Staff

5 Part I. The CPI Development Model

6 The CPI Crisis Development Model Integrated Experience Crisis Development/Behavior Levels Staff Attitudes/Approaches 1. Anxiety 1. Supportive Examples: pacing fidgeting hyper-verbal withdrawn Examples: listen acknowledge validate assist

7 The CPI Crisis Development Model Integrated Experience Crisis Development/Behavior Levels Staff Attitudes/Approaches 1. Anxiety 1. Supportive 2. Defensive 2. Directive Examples: cursing yelling non-compliance Examples: give options (includes both positive and negative) set limits

8 Unit 1: The CPI Crisis Development Model Integrated Experience Crisis Development/Behavior Levels Staff Attitudes/Approaches 1. Anxiety 1. Supportive Examples: throwing biting hitting kicking 2. Defensive 2. Directive 3. Acting-Out Person 3. Non-violent Physical Crisis Intervention Examples: transport procedures child s control position team control position

9 Unit 1: The CPI Crisis Development Model Integrated Experience Crisis Development/Behavior Levels Staff Attitudes/Approaches 1. Anxiety 1. Supportive 2. Defensive 2. Directive 3. Acting-Out Person 3. Non-violent Physical Crisis Intervention 4. Tension Reduction 4. Therapeutic Rapport Examples: Examples: tired empathic listening crying process/debrief embarrassed/ashamed

10 Non-Verbal Behavior Refers to the actions/attitudes of the staff members Non-verbal behavior can determine the outcome of the crisis

11 Crisis Development/Behavior Levels Integrated Experience Staff Attitudes/Approaches 1. Anxiety 1. Supportive Proxemics: Typically (in the U.S.) 1 ½ - 3 ft. Factors to consider: familiarity, family member, situation, culture, past experiences, age, size, health

12 Integrated Experience Crisis Development/Behavior Levels Staff Attitudes/Approaches 1. Anxiety 1. Supportive Proxemics: Typically (in the U.S.) 1 ½ - 3 ft. Factors to consider: familiarity, family member, situation, culture, past experiences, age, size, health Kinesics: (Also known as body language) Four Components: Facial Expression, Gestures, Posture, Movement

13 Crisis Development/Behavior Levels Unit 2 Staff Attitudes/Approaches 1. Anxiety 1. Supportive Proxemics: Typically (in the U.S.) 1 ½ - 3 ft. Factors to consider: familiarity, family member, situation, culture, past experiences, age, size, health Kinesics: Four Components: Facial Expression, Gestures, Posture, Movement CPI Supportive Stance: Reasons for using: Safety Non threatening Shows respect for personal space

14 Crisis Development/Behavior Levels Level 1 Staff Attitudes/Approaches 1. Anxiety 1. Supportive Proxemics: Typically (in the U.S.) 1 ½ - 3 ft. Factors to consider: familiarity, family member, situation, culture, past experiences, age, size, health Kinesics: Four Components: Facial Expression, Gestures, Posture, Movement Paraverbal Communication: how we say, what we say Three Components: Tone, Volume, Cadence CPI Supportive Stance: Reasons for using: Safety Non threatening Shows respect for personal space

15 Verbal Intervention (Levels of verbal escalation)

16 Crisis Development/Behavior Levels Level 2 Staff Attitudes/Approaches 2. Defensive 2. Directive 3. Release Emotional Outburst 4. Intimidation threats 2. Refusal Non-compliance 5. Tension Reduction Decrease in physical and emotional energy 1. Questioning Can be rational (info-seeking) or evasive (challenging)

17 Crisis Development/Behavior Levels Level 2 Staff Attitudes/Approaches 4. Intimidation threats 5. Tension Reduction Decrease in physical and emotional energy 2. Defensive 2. Directive 3. Release Emotional Outburst 1. Questioning 2. Refusal Non-compliance Can be rational (info-seeking) or evasive (challenging) Interventions: 1. Questioning Info-seeking: answer the question challenging: redirect/set limits 2. Refusal Set limits 3. Release allow time to vent, may need to isolate individual or move class 4. Intimidation document; get 2 nd staff member to assist (still hands-off) 5. Tension Reduction re-establish therapeutic rapport

18 Verbal Intervention Keys to Setting Limits Clear/Simple Reasonable Enforceable Empathic Listening Be nonjudgemental Give undivided Attention Active Listening (focus on feelings, not just facts) Allow quiet time/wait time for reflection Repeat statements to clarify message

19 Important Points to Consider

20 Important Points to Consider Integrated Experience Behaviors and attitudes of staff will impact behaviors and attitudes of students (and vice versa)

21 Important Points to Consider Integrated Experience Behaviors and attitudes of staff will impact behaviors and attitudes of students (and vice versa) Precipitating Factors internal and external causes of acting out behavior over which staff have little or no control.

22 Important Points to Consider Integrated Experience Behaviors and attitudes of staff will impact behaviors and attitudes of students (and vice versa) Precipitating Factors internal and external causes of acting out behavior over which staff have little or no control. Rational Detachment Ability to stay in control of our own behaviors and not take the acting-out behavior personally

23 Fear and Anxiety (psychological and physiological responses) Harmful Freeze Overreacting Inappropriate responses Verbally Physically Helpful Increase in speed and strength Sharpened sensors React quicker to escalation

24 Are there any questions?

25 Thank You Feel free to contact me for further Lance.hawkins@hcps.org

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