nonviolent crisis intervention CPI questions and answers 100% correct

nonviolent crisis intervention CPI questions and answers 100% correct CPI Crisis Development Model 1. Anxiety (agitated state).....Supportive (show empathy) 2. Defensive .....Directive (Give simple clear orders) 3. Acting out person.....Non-violent physical crisis interventions (nonharmful control positions to be used as a last resort) 4. Tension reduction.....Therapeutic rapport re-establish communication (de-escalated state) Anxiety (Agitated state) Noticable increase or change in behavior such as rocking, fists, crying,sweating, clenched jaw etc) Staff role to Anxiety Supportive - Show empathy be non-judgemental Defensive Beginning stages of loss of rationality-individual becomes beligerent and challenges authority. Staff role to defensive staff takes control of potentially escalting situation by giving simple orders, remind student of goals or guidelines. Acting-out Person The total loss of control which often results in a physical acting out episode staff role to Acting-out person use safe nonharmful control and restraint positions used to safely control an individual until he can regain control of his own behavior. Only use as a last resort. Tension Reduction A decrease in physical and emotional energy that occurs after a person has acted out. Regaining a rational state. Staff role in Tention Reduction Therapeutic Rapport - re-establish communications with individual who is experiencing tension reduction. Proxemics (Personal Space) Area surrounding the body that is considered an extention of self. usually 1.5 - 3 feet Kinesics (body language) non-verbal messages transmitted by the motion and posture of the body. ie facial expressions, gestures. staff body language staff's body language can escalate or de escalate a given situation (use neutral expressions) supportive stance (for staff) honor personal space approach in a non-threatenting/non-challenging manner Paraverbal communication The vocal part of speech which excludes the actual words one uses tone of voice (use non-threatening) volume (appropriate for distance and situation) Cadence (not too fast or strong) Verbal Intervention Escalation Provides tools on how to respond and act in a given situation. 5 steps 1. Questioning Information seeking looking for rational response careful not to provoke power struggle Staff intervention for Questioning Respond rationally, follow thorugh on what you say, give 2 choices to set limits, ignore challenge Refusal student is non complient, slight loss of rationalization Staff intervention for Refusal Again, set limits by suggesting 2 choices, state consequences. Make sure choices and consequences are reasonable and do able release Verbal acting out emotional outburset, loss of rationalization staff intervention to release allow student to blow off steam, remove audience or student who is acting out if possible. (if necessary, remove entire class from area to ensure safety of others.) Intimidation Individual is verbally and or non verbally threating staff in some manner. Staff intervention to intimidation Take all threats as poentially dangerous and call for back up. Wait for back-up team intervention and avoid hands on approach. Tension Reductions A drop in energy which occurs after every crisis situation. (student is more willing to comply) Staff intervention to intimidation Establish therapuetic rapport by re-establishing communication in a positive manner. Verbal Intervention When you set limits, offer a person choices, and state the consequences of the inappropriate choice. Always start with positive choice first. ie. If you complete your assignments, you can go out for recess. Verbal Intervention tips and techniques do's Do's remain calm Isolate the situation enforce limits listen be aware of non-verbal body language be consistant follow through give personal space remind of school rules or policies positive encouragment ask questions be non judgemental give individual attention use restatements (paraphrase) to clarify message Verbal intervention tips and techniques don'ts Don't over react don't get into a power struggle don't make false promises don't fake attention don't be threatening don't use jargon they may not understand don't be sarcastic Precipitating Factors A student may be agitated because of something that happened before school, on the bus, or at home. The staff member has little or no control but must stay in control and don't take it personally. Staff's intervention to precipitating factors Ability to stay in control of one's own behavior and don't take it personally Integrated Experience concept that behaviors and attitudes of staff can impact the behaviors and attitudes of those in their care and vice versa.