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   Prioritize safety within the workshop.
   Participate Fully.
   Keep an open mind and be inquisitive.
   Punctuality
   Focus on fundamentals instead of speed.
   Successful completion of the written and skills
   Help your fellow participants and facilitator(s)
   Have fun!
The Mindset Training Curriculum
   The purpose of this training program is to facilitate
    insight, raise awareness, enhance skills, and ultimately
    certify professionals in a system of preventing and
    managing aggressive behavior.
   The greatest disservice a risk or safety
    management program can have for any
    organization is to devolve into a system that
    primarily focuses on the physical management
    of aggressive behavior.
   The goal of the MindSet training curriculum is to
    set in motion a process of increased awareness,
    skill development, and appropriate parameters
    for individuals and organizations to eliminate
    the need for physical restraint or seclusion.
   What do you see your personal,
    professional, and legal responsibilities to
    be in regards to safety management?
   What relevance does this have for our
   What do you foresee as the keys to
    success in your classroom, school or
                   Keys to Success
   A comprehensive and clear             Strategies for organizational
    policy and procedure.                  change.
   Restraint/Seclusion must be           Performance measurement
    the intervention of last resort.       systems.
   Staff must be trained in de-          Emphasis on staff and
    escalation techniques.                 consumer (student) strength.
   Adequate and well prepared            Cultural Competence
    staff.                                Effective consumer (student)
   Consumer (student)                     and staff debriefing.
    involvement.                          An environment that prioritizes
   A system of data collection and        the consumer (student).
                 The Mindset
   Punitive measures are not appropriate when
    dealing with aggressive behavior.
   Emphasize everyone’s strengths to maximize a
    safe environment.
   A crisis situation is a learning opportunity.
   Consistency is essential.
   Empowerment fosters learning and trust.
P   Promote Choice and Trust

A   Avoid Power Struggles

S   Set Up Everyone for Success

S   Seek Pro-Action Rather Than Reaction
      Promote Choice and Trust

   A person in crisis can and will choose
    alternatives to aggressive behavior if given
    the opportunity.
   Fear and a sense of powerlessness often
    fuel aggression.
   Trust and opportunities for choice can
    counteract fear and the sense of
         Avoid Power Struggles

   Human emotions can “tip the scale” in a
    crisis situation.
   Present yourself as an ally and assess your
    body language.
   Get in your CAR (calm, aware, respectful)
    before, during, and after crisis situations.
    Seek Pro-Action vs. Re-Action

   Timing is essential in effectively managing
    a crisis situation.
   Use good judgment in not under reacting
    or over reacting.
   Both teachers and students should
    develop specific pro-action strategies
    relative to creating a safe environment.
    Set-up Everyone For Success
   To achieve a “culture of prevention”, everyone
    involved must establish and implement
    “customized strategies” for creating safe
   Consistency and teamwork are essential
    ingredients of a safe environment.
   Students must be empowered to become their
    own risk managers.
   What Specific strategies do you currently
    utilize, or have seen others utilize, that
    support any or all of these guiding
   What specific strategies do you currently
    utilize, or have seen others utilize, that do
    not support these guiding principles?
   How can you apply these principles
    emotionally, verbally, and physically?
         Barriers to Prevention

   What barriers do you have little or no
    control over as a staff member?
   What barriers do you consider emotional,
    physical, or both?
   What barriers exist for both staff members
    and the individuals served?
          Awareness Checklist
   Environment-Physical Safety, Emotional
   Individual Crisis Plans-Physical, verbal,
    and non-verbal antecedents, self-directed
    time out
   Group Crisis Plans-Self directed work,
    remove the group
   Cultural-Race, gender, socio-economic,
    language and social norms
Creating A Culture of Prevention
   What new strategies would you
   What existing strategies would you adjust
    and how?
   What distinguishes oppositional/defiant
    behavior from potentially aggressive
   How can the principles be applied in
    responding to the barriers?
   Response Guidelines for
Oppositional / Defiant Behaviors
   Non-emotional instead of emotional requests (control
    your bias) Don’t take it personal.
   Descriptive requests
   Do not use a question format
   Keep a safe distance
   No more than two requests
   Check tone of voice
   Time to comply
   More start requests than stop requests
   Reinforce Minimal Compliance
    John Magg: Powerful Struggles
   “Resistance is often created when we fail to
    recognize the world view from which the student
    is operating and fail to modify our behavior
   What kids believe about themselves is more
    important than any facts about them.
   Beliefs > Feelings > Behavior > Consequences
    Guidelines For Effective Crisis
   Get in your CAR! (calm, aware, respectful)
   Create a one-on-one (minimize
   Timing is everything (be pro-active).
   Avoid advice or quick fixes.
   Make empathetic statements when
   Promote Choice and Trust!
The Four-Step Counseling Model

   Step 1: ”Say what you see and/or
   Be concrete, non-judgmental.
   Focus on body language.
   Purpose-To let the student know they
    have your attention in a non-judgmental
   Step 2: ”Establish the feeling”
   “Seems to me like you’re______”.
   Keep the communication focused.
   Feelings drive the behavior.
   Purpose-To connect a feeling to the
    behavior in an effort to establish a base or
    understanding for further communication.
   Step 3: ”Connect the feeling to the
   Who, what, when, where, how
   Avoid why
   Active Reflective Listening
   Purpose- To connect the feeling to the
    source or sources of distress.
   Step 4: ”Plan of Action”
   “What do you want?”
   “What have you tried?”
   “What else can you do?”
   “What are you willing to do?”
   “What are the pros and cons?”
   Purpose-to assist the person in crisis towards
    establishing a plan of action of getting their
    needs met in acceptable and safe ways.
   What current communication strategies do
    you effectively utilize in preventing
    aggressive behavior?
   What will be challenging about applying
    the new techniques you have learned?
   How can you apply the guiding principles
    to these communication strategies?
          Safety Continuum
      (Staff /Teacher Response)
   Ignore/Ten-step Process/Behavior Management
   Crisis Communication
   Avoid Contact / Upper Body and Lower Body
   Communicate/Release/Positioning
   Neutralize/Release/Embrace
   Embrace/Leveraged Embrace/Communication
   Embrace/Object Removal
   Horizontal Containment
Avoiding Contact

 Stance

 Movement

 Protection
   What challenges do you face in trying to
    avoid physical contact?
   What actions can other staff members
    take to increase safety?
   How can you apply the guiding principles
    when avoiding contact?
   How does your communication change
    once aggression becomes physical?
        Safe Practice Guidelines
           (During Training)
   Ask questions following any facilitator
   Start the practice slowly and focus on the
   Utilize medium force and speed.
   Help your partner learn and be patient with
   Remove potentially harmful objects.
   Inform the facilitator of any pre-existing
   Participate fully.
             Physical Contact

   Aggression from the front (grasp, choke,
   Aggression from behind (arm twist, choke,
    hair pull)
   Assisted choke release
   What are ways you have experienced
    forceful contact in the past?
   What is challenging about applying the
    techniques you have just learned?
   How can you apply the guiding principles
    to the techniques you have just learned?
When to Use Restraint

   Harm to Self
   Harm to Others
   Harm is Imminent
           Additional Guidelines
          (Vertical Containment)
   In addition to the safe practice guidelines established,
    additional guidelines must be followed when using
    vertical containment techniques.
   1)This technique should only be applied as a last resort
    and as a response to immediate or imminent danger.
   2)Always communicate and ask for what you want (de-
   3)Use the least amount of force necessary.
   4)Avoid using containment techniques as a response to
    oppositional/defiant behavior.
   When are you justified in applying physical
    restraint techniques?
   What circumstances do not justify physical
   How can the principles shape our attitudes
    and behaviors regarding physical
     Vertical Containment

 Embrace

 Leveraged   Embrace
 Assisted Relocation

 Size differentials and adjustments
         Responses to Vertical
   Aggression De-escalates
   Student drops to the floor
   Aggression Escalates
   Describe restraint experiences you have
    been involved with.
   What is challenging about applying the
    techniques you have just learned?
   How can you apply the guiding principles
    to the techniques you have just learned?
     Horizontal Containment

 Single Staff
 Dual Staff

 Size differentials and adjustments
    Importance of perpendicular
   Monitor breathing and circulation.
   Communicate with student.
   NO direct pressure.
   What responsibilities can additional staff
    members take on during a physical
   What action should you take if you
    observe or sense physical duress in a
    student being restrained on the ground?
   How can you apply the guiding principles
    to the horizontal containment procedures?
        (Horizontal Containment)
   1)Communicate with your partner in addition to the
   3)No direct pressure.
   4)Monitor breathing and circulation. Release immediately
    if problems detected.
   5)No single staff takedowns.
   6)Use only minor adjustments once containment is fully
   7)Release when appropriate. (15 minute check).
     Ending the Containment

 LiFo (Last in, first out)
 Be patient and clearly define what
  you want.
 Reinforce minimal compliance.
         Additional Guidelines
         (Object Containment)
   1)Communication and body language are
    your most powerful tools.
   2)Never ask for the object to be handed to
   3)Use a buffer when necessary.
   4)Check your proximity.
   5)Clear the audience!
        Object Containment and
   Thumb rotation release.
    Why would you focus on communication
    with a student threatening to use an
   What is challenging about the thumb
    rotation technique?
   How can you apply the four guiding
    principles to situations involving an object
    being used aggressively?
                 Making it Stick
   Policy and Procedure
   Debriefing between Staff/Teacher and
   Timing and Emotional Impact
   Exploring future solutions
   Staff/Staff debriefing
   What went well
   What could be done differently
   Incident Report (Template)
   Safety Director and Committee
   Staff/Teacher and Student/Consumer

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