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31 Cards in this Set
- Front
- Back
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CDM FOUR CRISIS DEVELOPMENT / BEHAVIOR LEVELS |
ANXIETY DEFENSIVE RISK BEHAVIOR TENSION REDUCTION |
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MATCH: A. PROXEMICS B. KINESICS C. HAPTICS |
1. PERSONAL SPACE 2. BODY LANGUAGE 3. TOUCH 1A, 2B, 3C |
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HOW DOES INTEGRATED EXPERIENCE FIT INTO THE CRISIS DEVELOPMENT MODEL? |
THE STAFF ATTITUDE / APPROACH IS IN RESPONSE TO PATIENT BEHAVIOR - THE TWO GO HAND-IN-HAND |
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CDM: FOUR STAFF ATTITUDES AND APPROACHES |
SUPPORTIVE DIRECTIVE PHYSICAL INTERVENTION THERAPEUTIC RAPPORT |
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CPI CORE VALUES |
CARE WELFARE SAFETY SECURITY |
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WHAT IS THE CPI CRISIS DEVELOPMENT MODEL? |
THE CPI CRISIS DEVELOPMENT MODEL REPRESENTS A SERIES OF RECOGNIZABLE BEHAVIOR LEVELS AN INDIVIDUAL MAY GO THROUGH DURING A CRISIS MOMENT AND THE CORRESPONDING STAFF ATTITUDES/APPROACHES USED TO DE-ESCALATE THE CHALLENGING BEHAVIOR. |
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MATCH: 1. ANXIETY 2. DEFENSIVE 3. RISK BEHAVIOR 4. TENSION REDUCTION |
A. BEHAVIOR THAT MAY REPRESENT A RISK TO SELF OR OTHERS B. DECREASE IN PHYSICAL AND EMOTIONAL ENERGY C. CHANGE IN BEHAVIOR D. BEGINNING TO LOSE RATIONALITY 3A, 4B, 1C, 2D |
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EXPLAIN HOW TO ADJUST 3P'S TO MEET SUPPORTIVE STANCE |
PROXIMITY - GET CLOSER/FURTHER POSITION - GET TO THE SIDE OF THE PATIENT (THIS IS YOUR ORIENTATION) POSTURE - PUT YOUR ARMS DOWN (THIS IS HOW YOU'RE HOLDING OR MOVING YOUR BODY) |
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WHAT IS PARAVERBAL COMMUNICATION? |
THIS IS THE VOCAL PART OF SPEECH, EXCLUDING THE ACTUAL WORDS ONE USES |
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WHAT ARE THE 3 COMPONENTS OF PARAVERBAL COMMUNICATIONS? |
TONE VOLUME CADENCE |
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FROM BOTTOM-RIGHT, WHAT ARE THE STEPS TO THE VERBAL ESCALATION CONTINUUM? |
QUESTIONING REFUSAL RELEASE INTIMIDATION TENSION REDUCTION |
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WHERE, IN THE CDM (BEHAVIOR), DOES THE VERBAL ESCALATION CONTINUUM OCCUR? |
DEFENSIVE BEHAVIOR |
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MATCH VERBAL ESCALATION CONTINUUM STAGE BEHAVIOR TO THE INTERVENTION 1. QUESTIONING 2. REFUSAL 3. RELEASE 4. INTIMIDATION 5. TENSION REDUCTION |
a. Take all threats seriously and seek assistance b. Establish therapeutic rapport c. allow Venting d. set limits e. Ask rational question, seek rational; downplay challenges, stick to topic, set limits 4A, 5B, 3C, 2D, 1E |
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VEC: MATCH 1. Refusal 2. Release 3. Intimidation 4. Tension Reduction |
a. Individual is verbally and nonverbally threatening staff b. Decrease in physical and emotional energy c. Verbal and emotional outburst d. Noncompliance 3A, 4B, 2C, 1D |
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3 KEYS TO EFFECTIVE LIMITS |
1. SIMPLE/CLEAR 2. REASONABLE 3. ENFORCEABLE |
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CHARACTERISTICS OF EMPATHIC LISTENING |
1. NONJUDGEMENTAL 2. UNDIVIDED ATTENTION 3. LISTEN CAREFULLY 4. ALLOW SILENCE FOR REFLECTION 5. RESTATE AND PARAPHRASE |
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MAXIMIZING PRODUCTIVE RESPONSES (4 KEYS) |
1. LEARN TO KEEP YOURSELF SAFE 2. LEARN HOW TO KEEP THE INDIVIDUAL IN CRISIS SAFE 3. USE A TEAM APPROACH 4. UNDERSTAND WHAT MAKES YOU AFRAID AND DRIVES YOUR DECISIONS |
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DEFINE: DECISION MAKING MATRIX |
A TOOL THAT CAN HELP YOU REACH OBJECTIVE CRITICAL DECISIONS ABOUT RISK |
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DEFINE: RISK |
THE CHANCE OF A BAD CONSEQUENCE |
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DEFINE: LIKELIHOOD |
THE CHANCE THAT AN EVENT OR BEHAVIOR MAY OCCUR |
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DEFINE: SEVERITY |
THE LEVEL OF HARM THAT MAY OCCUR |
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3 P'S OF SUPPORTIVE STANCE |
POSITION POSTURE PROXIMITY |
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THREE BIOMECHANICAL BENEFITS |
1. HOLD AND STABILIZE 2. PULL/PUSH 3. LEVER |
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WHAT DOES ACRONYM SEAT stand for? |
SAFE EFFECTIVE ACCEPTABLE TRANSFERABLE |
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What does RESPONSE stand for? |
RELAX AND DOWNPLAY EXPLAIN OR ASK STATE OR TELL PROMPT, GESTURE, OR SIGN OPTION TO USE PHYSICAL INTERVENTIONS NURTURE RECOVERY SUPPORT ENGAGE AND LEARN |
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What model is used POSTVENTION? |
COPING model |
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What does COPING stand for? |
Control: ensure emotional and physical control is regained Orient yourself to the basic facts. Patterns: look for patterns/triggers for behavior Investigate alternatives to the behavior Negotiate future approaches, expectations, and behavior Give control back to patient |
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What is DECLARATIVE KNOWLEDGE? |
The "what" something is (the term). TERM -- DEFINITION -- EXAMPLE |
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What is PROCEDURAL KNOWLEDGE? |
DEMONSTRATE -- PARTICIPATE -- EXPLAIN |
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Aggression versus Violence |
Aggression is verbal; Violence is an intent to harm |
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Due Care |
1. Respect other participants as peers 2. I am responsible for safety of others with regard to my actions 3. I will not engage in horseplay 4. I will not teach other skills 5. I will cooperate, not compete |
