nonviolent crisis intervention CPI – Flashcards

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)

Noticable increase or change in behavior such as rocking, fists, crying,sweating, clenched jaw etc)

Supportive - Show empathy be non-judgemental

Beginning stages of loss of rationality-individual becomes beligerent and challenges authority.

staff takes control of potentially escalting situation by giving simple orders, remind student of goals or guidelines.

The total loss of control which often results in a physical acting out episode

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.

A decrease in physical and emotional energy that occurs after a person has acted out. Regaining a rational state.

Therapeutic Rapport - re-establish communications with individual who is experiencing tension reduction.

Area surrounding the body that is considered an extention of self. usually 1.5 - 3 feet

non-verbal messages transmitted by the motion and posture of the body. ie facial expressions, gestures.

staff's body language can escalate or de escalate a given situation (use neutral expressions)

honor personal space approach in a non-threatenting/non-challenging manner

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)

Provides tools on how to respond and act in a given situation. 5 steps

Information seeking looking for rational response careful not to provoke power struggle

Respond rationally, follow thorugh on what you say, give 2 choices to set limits, ignore challenge

student is non complient, slight loss of rationalization

Again, set limits by suggesting 2 choices, state consequences. Make sure choices and consequences are reasonable and do able

Verbal acting out emotional outburset, loss of rationalization

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.)

Individual is verbally and or non verbally threating staff in some manner.

Take all threats as poentially dangerous and call for back up. Wait for back-up team intervention and avoid hands on approach.

A drop in energy which occurs after every crisis situation. (student is more willing to comply)

Establish therapuetic rapport by re-establishing communication in a positive manner.

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.

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

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

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.

Ability to stay in control of one's own behavior and don't take it personally

concept that behaviors and attitudes of staff can impact the behaviors and attitudes of those in their care and vice versa.

Stay in control and display a possitive action that will not esculate the person

Fear of anxiety are universal human emotions. Our response to them is both psychological and physiological

freezing by doing nothing overreacting responding in an inappropriate manner either verbally or physically

Understand your fears learn techniques to protect both yourself and student in a crisis situtation Use a team approach. Never respond alone Learn physical intervention techniques to manage acting out but only as a last resort to ensure safety of other students, yourself, and the acting out student.

block with an OPEN HAND. Example like waving good bye. blocks punch or hit and provides an out (move away) from the acting out individual.

think about the weakest part of the hold which is where the thumb and fore-finger meet leaving the most open area in the hold, use your other hand to grasp your own fist and pull down or push up towards the weak area. Making a loud noise can also startle the acting out individual causing them to loosen their gripe so you can get away from the acting out person.

to block a kick use the side of your own foot to black and walk away from the acting out individual.

being bent over, step in put both hands on top of their hands and push down. Using a loud sound can also startle them enough to loosen their grip giving you an opportunity to get away.

while being chokes throw your arms up over your head and twist to get released. Use a loud noise to startle the person.

throw hands up over your head and twist to weaken the choke hold. Making a loud noise can startle or distract the acting out person.

Lean into the bite (feed the bite) and tickle under their nose. This loosens the jaw to open slightly allowing you to escape. Again a loud noise may distract them causing an element of surprise. Quickly move out of the way to maintain safety.