end-user license agreement mapa foundation programme · mapa® foundation programme. important -...

END-USER LICENSE AGREEMENT MAPA® Foundation Programme

IMPORTANT - PLEASE READ CAREFULLY: This End-User License Agreement (“EULA”) is a legal agreement between you and CPI for the CPI software product identified above (“Software”). BY CONTINUING TO USE THIS SOFTWARE, YOU AGREE TO BE BOUND BY THE TERMS OF THIS EULA. IF YOU DO NOT AGREE, DO NOT USE THIS SOFTWARE.

1. GRANT OF LICENSE. CPI grants you the following rights provided that you comply with all terms and conditions of this EULA:• Use. You may use, access, display, and run one copy of the Software on a single computer, such as a workstation, laptop, or

other device (“Computer”).• Reservation of Rights. CPI reserves all rights not expressly granted to you in this EULA.

2. RESTRICTIONS. The license granted in Section 1 above is expressly made subject to and limited by the following restrictions:• You must be a MAPA® Certified Instructor;• You MAY NOT copy and distribute the Software or any portion of it;• You MAY NOT sublicense, lease, rent, or transfer this Software to another; • You MAY NOT cause or permit reverse engineering, disassembly, decompilation, or alteration of this Software.

3. INTELLECTUAL PROPERTY. The Software is protected by copyright and other intellectual property laws and treaties. CPI owns the title, copyright, and other intellectual property rights in the Software. No right, title, or interest in the Software is transferred to you. The Software is licensed, not sold.

4. TERM. This EULA is effective until terminated. You may terminate it at any time by destroying the Software, together with allcopies thereof. This EULA will also terminate if you fail to comply with any term or condition of the EULA. Upon such termination, you agree to destroy the Software, together with all copies thereof.

5. DISCLAIMER OF WARRANTIES. The Software is supplied “AS IS.” CPI disclaims all warranties, expressed or implied, including, without limitation, the warranties of merchantability and of fitness for any purpose. The user must assume the entire risk of using the Software.

6. DISCLAIMER OF DAMAGES. CPI assumes no liability for direct, indirect, or consequential damages, which may result from the use of the Software, even if CPI has been advised of the possibility of such damages. In no event shall CPI’s liability hereunder exceed the purchase price paid by you, regardless of whether such claim is based on contract, tort, strict liability, product liability, or otherwise.

7. MISCELLANEOUS. This EULA shall be governed by and construed in accordance with the laws of the United States and the State of Wisconsin without giving effect to the conflicts of law principles thereof, and to the extent permitted by applicable law, all parties consent to the jurisdiction of courts situated in Milwaukee County, Wisconsin in any action arising under this License. This EULA constitutes the entire agreement between the parties with respect to the Software licensed herein and all other prior negotiations, agreements, representations, and understandings are superseded hereby.

Safe Participation Guidelines

Safe participation for you and your co-learners.

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WORKBOOK PG 1

Pre-Test

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WORKBOOK PG 3

MAPA® and Positive Behaviour Support

Positive Behaviour Support (PBS)A framework that uses a range of strategies that aim to assist a person to reduce behavioural challenges in order to increase their quality of life. • Values-based.

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• Person-centred.

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• Person-centred.

• Strengths, talents, needs, and wishes.

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• Person-centred.


• Adjustments to the environment.

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• Person-centred.


• Adjustments to the environment.

• Teaching new skills.

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Behaviour Support Plan (BSP)A document providing a step-by-step guide to help understand and manage behaviour that others find challenging.

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PrimaryIntervention



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PrimaryIntervention

SecondaryIntervention



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PrimaryIntervention


Crisis (Reactive)

Intervention



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PrimaryIntervention


Crisis (Reactive)

Intervention

Post-Crisis Support and

Learning



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PrimaryIntervention


Crisis (Reactive)

Intervention

Post-Crisis Support and

Learning

MAPA®

Unit 1: The Crisis Development ModelSM

Unit 1: The CPI Crisis Development ModelSM

Crisis Development/Behaviour Levels Staff Attitudes/Approaches

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WORKBOOK PGs 8–9



1. Anxiety

A change in behaviour

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WORKBOOK PGs 8–9



1. Anxiety 1. Supportive

An empathic, non-judgemental approach

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WORKBOOK PGs 8–9




2. Defensive

Beginning to lose rationality

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WORKBOOK PGs 8–9




2. Defensive 2. Directive

Decelerating an escalating behaviour

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2. Defensive 2. Directive3. Risk Behaviour

Behaviour that presents an imminent or immediate risk

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2. Defensive 2. Directive3. Risk Behaviour 3. Physical Intervention

Disengagement and/or holding skills to manage risk behaviour

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2. Defensive 2. Directive3. Risk Behaviour 3. Physical Intervention4. Tension Reduction

Decrease in physical and emotional energy

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WORKBOOK PGs 8–9




2. Defensive 2. Directive3. Risk Behaviour 3. Physical Intervention4. Tension Reduction 4. Therapeutic Rapport

Re-establish communication

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WORKBOOK PGs 8–9

Unit 2: Non-Verbal Communication

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Proxemics

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Proxemics• Personal space

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Kinesics

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Kinesics• Body language

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Haptics

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Haptics • Communication through touch

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Considerations

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Considerations• Gender

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Considerations• Gender• Culture

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Considerations• Gender• Culture• Context

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Considerations• Gender• Culture• Context• Cognitive functioning

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Considerations• Gender• Culture• Context• Cognitive functioning• Psychosocial factors

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WORKBOOK PG 10


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WORKBOOK PGs 10-11

Staff

The Supportive StanceSM


Position• Where we are in relation to others.

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WORKBOOK PGs 10-11

Staff




Posture• How we hold and move our body.

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WORKBOOK PGs 10-11

Staff




Posture• How we hold and move our body.

Proximity• Distance between people.

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WORKBOOK PGs 10-11

Staff



Reasons for Managing Our Non-Verbal Behaviour

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Staff




• Communicate respect.

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Staff





• Non-threatening.

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Staff





• Non-threatening.

• Maintain safety.

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Staff


Unit 3: Verbal and Paraverbal Communication

Verbal Communication

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Verbal Communication

The words we use to convey messages, ideas, or feelings.

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Paraverbal Communication

The vocal part of speech, excluding the actual words one uses.

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• Tone – Quality and pitch

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• Tone – Quality and pitch• Volume – Loudness and intensity

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• Tone – Quality and pitch• Volume – Loudness and intensity• Cadence – Rhythm and rate of speech

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Unit 4: Verbal Communication

De-escalationPreventive interventions that help defuse potential conflict.

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Unit 4: Verbal CommunicationVerbal Escalation ContinuumSM

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Questioning

Verbal Escalation ContinuumSM

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Questioning 1. Information-seeking: A rational

question seeking a rational response. Give a rational response.


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Questioning 1. Information-seeking: A rational

question seeking a rational response. Give a rational response.

2. Challenging: Questioning authority. Downplay the challenge. Stick to

the topic. Set limits.


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Questioning

Refusal


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Questioning

Refusal


Set limits.

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Questioning

Refusal

ReleaseVerbal Escalation ContinuumSM

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Questioning

Refusal


Allow venting; remove the audience or the person.

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Questioning

Intimidation Refusal


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Questioning



Take all threats seriously. Seek assistance.

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Questioning Tension Reduction



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Questioning Tension Reduction



Therapeutic Rapport.

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Limit Setting

Keys to Limit Setting

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Limit SettingA verbal intervention giving choices and outcomes.Keys to Limit Setting

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Limit SettingA verbal intervention giving choices and outcomes.Keys to Limit Setting• Calm and respectful

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Limit SettingA verbal intervention giving choices and outcomes.Keys to Limit Setting• Calm and respectful• Short and simple

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Limit SettingA verbal intervention giving choices and outcomes.Keys to Limit Setting• Calm and respectful• Short and simple• Reasonable

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Approaches for Limit Setting

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• Interrupt and Redirect

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• When and Then

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• When and Then

• If and Then

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Empathic Listening

Keys to Empathic Listening:

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Empathic ListeningAn active process to discern what a person is communicating.

Keys to Empathic Listening:

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Keys to Empathic Listening:• Non-judgemental

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Keys to Empathic Listening:• Non-judgemental• Undivided attention

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Keys to Empathic Listening:• Non-judgemental• Undivided attention• Listen to facts and feelings

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Keys to Empathic Listening:• Non-judgemental• Undivided attention• Listen to facts and feelings• Time to reflect

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Keys to Empathic Listening:• Non-judgemental• Undivided attention• Listen to facts and feelings• Time to reflect• Paraphrase

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Unit 5: Precipitating Factors, Rational Detachment, Integrated Experience

Precipitating Factors

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Precipitating FactorsFactors that influence behaviour.

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Understanding Precipitating Factors can help staff to:

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Understanding Precipitating Factors can help staff to:• De-personalise crisis situations.

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Understanding Precipitating Factors can help staff to:• De-personalise crisis situations.• Address factors that lead to crisis

situations.

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Understanding Precipitating Factors can help staff to:• De-personalise crisis situations.• Address factors that lead to crisis

situations.• Avoid becoming a Precipitating Factor.

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Rational Detachment


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Rational DetachmentStaying calm and maintaining self-control.


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Managing your behaviour and attitude helps staff to:


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Managing your behaviour and attitude helps staff to:•Stay calm.


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Managing your behaviour and attitude helps staff to:•Stay calm.•Maintain professionalism.


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Managing your behaviour and attitude helps staff to:•Stay calm.•Maintain professionalism.•Not take behaviours of others personally.


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Managing your behaviour and attitude helps staff to:•Stay calm.•Maintain professionalism.•Not take behaviours of others personally.•Find positive outlets for negative thoughts and energy.


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2. Defensive 2. Directive3. Risk Behaviour 3. Physical Intervention4. Tension Reduction 4. Therapeutic Rapport

The CPI Crisis Development ModelSM


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Integrated Experience


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Integrated ExperienceBehaviour influences behaviour.


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Understanding this can help staff to:


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Understanding this can help staff to:•Consider how our behaviour impacts those in our care.


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Understanding this can help staff to:•Consider how our behaviour impacts those in our care.•Treat those in our care respectfully.


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Understanding this can help staff to:•Consider how our behaviour impacts those in our care.•Treat those in our care respectfully.•Make objective decisions.

Unit 6: Fear and Anxiety

Fear and Anxiety

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Fear and AnxietyOur instinctive physiological and psychological response to stress.

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Unproductive Productive

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Unproductive

• Freeze

Productive

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Unproductive

• Freeze

• Overreact

Productive

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Unproductive

• Freeze

• Overreact

• Respond inappropriately

Productive

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Unproductive

• Freeze

• Overreact


Productive

•Increased speed and strength

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Unproductive

• Freeze

• Overreact


Productive


•Increased sensory acuity

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Unproductive

• Freeze

• Overreact


Productive


•Increased sensory acuity

•Decreased reaction time

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Maximising Productive Responses

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Maximising Productive Responses• Learn to keep yourself safe.

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• Learn how to keep the person in crisis safe.

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• Use a team approach.

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• Use a team approach.

• Understand what makes you afraid and drives your decisions.

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Unit 7: Decision Making

Key Legal and Professional Considerations

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• Human Rights

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• Human Rights

• Ethical Principles

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• Human Rights


• Codes of Practice

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• Human Rights



• Organisational Policy

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• Human Rights



• Organisational Policy

• Civil and Criminal Law

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Key Themes

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Key Themes

• Last resort

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Key Themes

• Last resort

• Reasonable and proportionate

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Key Themes

• Last resort


• Least restrictive for the least amount of time

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Key Themes

• Last resort



• Minimise injury, no pain compliance

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Key Themes

• Last resort



• Minimise injury, no pain compliance

• Reduce use, prevent misuse and abuse© 2015 CPI. 42

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Decision-Making Matrix

Risk: The chance of a bad consequence.

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Risk: The chance of a bad consequence.

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Low Risk

High Risk



Likelihood: The chance that an event or behaviourmay occur.

LIKELIHOOD

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Severity: The level of harm that may occur.

LIKELIHOOD

SEVE

RIT

Y

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Low RiskLIKELIHOOD

SE

VE

RIT

Y

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Low Risk• An unlikely event/behaviour with a high severity of harm.

LIKELIHOOD

SE

VE

RIT

Y

Low

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Low Risk• An unlikely event/behaviour with a high severity of harm.• A likely event/behaviour with a low severity of harm.

LIKELIHOOD

SE

VE

RIT

Y

Low

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LIKELIHOOD

SE

VE

RIT

Y

Low

High

High Risk• A likely event/behaviour with a high severity of harm.

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LIKELIHOOD

SE

VE

RIT

Y

Low

High

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LIKELIHOOD

SE

VE

RIT

Y

Low

High

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Medium

Unit 8: Physical Interventions – Disengagement Skills

Disengagement

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DisengagementThe use of a physical intervention to gain a release.

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DisengagementThe use of a physical intervention to gain a release.• Self

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DisengagementThe use of a physical intervention to gain a release.• Self• Others

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Risk Behaviour

StrikeAny weapon making contact with a person.

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• Last resort, reasonable, proportionate, and least restrictive

• Care, Welfare, Safety, and SecuritySM

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Physiological Principles

1. Position

2. Posture

3. Proximity

Supportive StanceSM

WORKBOOK PG 20



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1. Position

2. Posture

3. Proximity

Supportive StanceSM

Block and Move

WORKBOOK PG 20


Risk Behaviour

HoldMaintaining physical contact without consent.

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1. Position

2. Posture

3. Proximity

Supportive StanceSM

Hold and Stabilise

Low

WORKBOOK PG 21



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1. Position

2. Posture

3. Proximity

4. Biomechanical Benefit• Pull/Push

Supportive StanceSM

Hold and Stabilise

Low

Medium

WORKBOOK PG 21



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1. Position

2. Posture

3. Proximity

4. Biomechanical Benefit• Pull/Push• Lever

Supportive StanceSM

Hold and Stabilise

Low

Medium

High

WORKBOOK PG 21


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Physical Skills Review


= Relax and Downplay= Explain or Ask= State or Tell= Prompt, Gesture, or Sign= Option to Use Physical Interventions

RESPO

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= Relax and Downplay= Explain or Ask= State or Tell= Prompt, Gesture, or Sign= Option to Use Physical Interventions= Nurture Recovery

RESPON

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= Relax and Downplay= Explain or Ask= State or Tell= Prompt, Gesture, or Sign= Option to Use Physical Interventions= Nurture Recovery= Support

RESPONS

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= Relax and Downplay= Explain or Ask= State or Tell= Prompt, Gesture, or Sign= Option to Use Physical Interventions= Nurture Recovery= Support= Engage and Learn

RESPONSE

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Touch Zones

WORKBOOK PG 31

Considerations• Safety• Vulnerability• Gender• Cultural/Social norms• Previous experience or

trauma


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Touch Zones

• Always consider individual perceptions.• Contact on the outside is more defendable.

Presenter

Presentation Notes

Delete figure



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1. Position

2. Posture

3. Proximity

Supportive StanceSM

• Last resort, reasonable, proportionate, and least restrictive• Care, Welfare, Safety, and SecuritySM

WORKBOOK PG 32



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1. Position

2. Posture

3. Proximity

4. Biomechanical Benefit• Outside/Inside

Supportive StanceSM

WORKBOOK PG 32



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1. Position

2. Posture

3. Proximity

4. Biomechanical Benefit• Outside/Inside• Limit Range of Motion

Supportive StanceSM

Low

Medium

High

WORKBOOK PG 32


Team Leader/Incident Manager An individual responsible for decision making.

Responsibilities

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Responsibilities• Assess, plan, and coordinate• Communicate• Record and report• Post-Crisis support

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Opt-Out SequenceSM


What are the risks?

What can be done to reduce the risks?

Can we let go?


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The COPING ModelSM

Individual Staff





Negotiate future approaches, expectations, and behaviour.


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The COPING ModelSM

Individual Staff





Negotiate future approaches, expectations, and behaviour.

Give control back; provide support and encouragement.


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The COPING ModelSM

Individual Staff





Negotiate changes that will improve future interventions.


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The COPING ModelSM

Individual Staff





Negotiate changes that will improve future interventions.

Give support and encouragement.

end-user license agreement mapa foundation programme · mapa® foundation programme. important -...

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