De-Escalation: Calming the Storms

Presenter:Mike Paget mpaget@ed.sc.gov

Recognizing emotional and behavioral escalation

This presentation is based on material from the Crisis Prevention InstituteCPI provides training on topics of crisis prevention and crisis management, including physical interventionThe priorities of CPI are to ensure safety, and to prevent escalation, including physical restraint

Think about a situation you have been in where things were getting tense and out-of-control

What clued you in that things were escalating?What were your thoughts?What were your feelings?How did you respond?How did things turn out?Did the experience have any after-effects?

CPI Crisis Development Model

2. Defensive

(overt behaviors) beginning to lose rationality/challenge authority

2. Defensive

(overt behaviors) beginning to lose rationality/challenge authority

2. Be directive• give control by setting

limits; • give options and choices to

allow child/youth to regain rational control through appropriate self-directed behavior

2. Be directive• give control by setting

limits; • give options and choices to

allow child/youth to regain rational control through appropriate self-directed behavior3. Non violent Physical Crisis

Intervention (NVPCI)

non harmful control techniques used to help individual regain control

3. Non violent Physical Crisis Intervention (NVPCI)

non harmful control techniques used to help individual regain control

4. Therapeutic rapport

begin to reestablish communication and regain trust

4. Therapeutic rapport

begin to reestablish communication and regain trust

3. Acting out person

total loss of rationality and control

3. Acting out person

total loss of rationality and control

4. Tension reduction• decrease in energy level

both physical & emotionally

• beginning to regain control

4. Tension reduction• decrease in energy level

both physical & emotionally

• beginning to regain control

1. Be supportive

non-judgmental and empathic

1. Be supportive

non-judgmental and empathic 1. Anxiety

notable change or increase in someone’s normal behavior

1. Anxietynotable change or increase in someone’s normal behavior

Crisis Development/Behavior Levels

Crisis Development/Behavior Levels

Adult Attitudes/ApproachesAdult Attitudes/Approaches

Behaviors and attitudes of adults impact on the behaviors and attitudes of children and youth

Integrated Experience

Experiment: Let’s play the mime game

2 volunteersWithout words, show “anger”“happiness”“fear”

Nonverbal Behavior

7% Verbal

38% Paraverbal

55% Non verbal

Proxemics

size

location

experience

sense of control

history

gender

age

frame of mind

culture

personal hygiene

Definition: The area where you feel comfortableFactors influencing:

Note: Personal property functions like an extension of personal space

Kinesics

eye contact avoiding staring

crossed arms eye rolling clenching fists huffing

pacing Signs of Anxiety shrugging

shoulders punching the air clenched teeth eyebrows perspiring

Examples

Paraverbal Communication:

Vocal part of speech excluding words.How we say what we say.

Elements:

Definition:

Volume- appropriate for situationCadence: rate /rhythm at which we

speak)Tone of voice (where is the inflection)

Arguing

Have you ever gotten into an argument that became a real power struggle?What makes these arguments worse?What helps you avoid or back out of these arguments?

Verbal Escalation Continuum

1. QuestioningInformation seeking-answer

ChallengingIgnore, redirect, set limits

2. Refusal- overt noncompliance

Set limits

3. Release: loss of verbal control

Allow venting, isolate, focus on safety, listen 4. Intimidation

(threats)

Take it seriously, document, report, reflect, get help

5. Tension Reduction

Therapeutic rapport

Talking Tips and Techniques

Do: Listen Talk less Speak softly Respect privacy Remain calm

Do not: Embarrass Call out in front of

others Criticize Over-react Use sarcasm Fake attention

Rational Detachment

Definition:The ability to stay in control of one’s own behavior and not take acting-out personally.

before during after

•Good health•Meditation•Prayer•Training •Planning

•Calm•Breath•Team work•Humor•Follow plan

•Debrief•Vent•Evaluate•Modify plan•Leave work at work

Rational Detachment

•Lose cool

•Embarrass

•Use sarcasm

•Bring up the past

•Fake attention

•Touch

•Become a precipitating factor

•Use calm voice

•Maintain respect for child/youth

•Listen

•Talk less

•Use privacy

•Allow time

•Praise when appropriate

Don’t Do

How the adult reacts makes matters better or worse

The behaviors and attitudes of adults impact on the behaviors and attitudes of children and youth, and vice versa

Anxiety ----- SupportDefensive ----- DirectiveAOP ----- NVPCITension reduction Therapeutic

rapport

Adult Fear and Anxiety

Productive 1. Heightened senses2. Shortened reaction

time3. Increase in speed and

strength

Unproductive Minimize1. freezing2. Overreaction

3. responding inappropriately

Maximize:

1. understand your fears

2. learn techniques to protect yourself

3. get support: teamwork

4. learn physical intervention skills

Fear: of the unknown – “What is happening?”Anxiety: fear of the known – “Can I handle this?”

After the storm

C - ControlO- Orient

Listen to the AOP or adult

P- PatternsI- Investigate and ImprovementN- NegotiateG- Give

Learning, processing, closure, moving forward

Are you interested in more training?

The Crisis Prevention Institute has a number of trainings primarily intended for adults who work with children and youthCPI also has useful training material for parents and home care-givers