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39 Cards in this Set

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what are the 4 crisis development behavior levels?

1. anxiety


2. defensive


3. acting-out


4. tension reduction

what staff attitude or approach is appropriate for the anxiety behavior level?

supportive

what staff attitude or approach is appropriate for the defensive behavior level?

directive

what staff attitude or approach is appropriate for the acting-out behavior level?

Nonviolent physical crisis intervention

what staff attitude or approach is appropriate for the tension reduction behavior level?

therapeutic rapport

a noticeable increase or change in behavior

anxiety

an empathetic, nonjudgmental approach attempting to alleviate anxiety

supportive

the beginning stage of loss of rationality. At this point the individual often becomes belligerent and challenges authority

defensive

an approach in which a staff member takes control of a potentially escalating situation

directive

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

acting-out

safe, nonharmful control and restraint techniques used to control an individual until he can regain control of his behavior. These techniques should be utilized as a last resort

non violent crisis intervention

decrease in physical and emotional energy which occurs after a person has acted out, characterized by regaining of rationality.

tension reduction

an attempt to re-establish communication with an individual who is experiencing tension reduction

therapeutic rapport

an area surrounding the body which is considered an extension of self

proxeomics

the nonverbal message transmitted by the motion and posture of the body

kinesics

reasons for using the supportive stance posture

1. communicates respect


2. nonthreatening/non challenging


3. contributes to staff's personal safety/ offers an escape route

three components of paraverbal communication

1. tone


2. cadence


3. volume

5 steps of the CPI Verbal Escalation Continuum

1. Questioning


2. Refusal


3. Release


4. Intimidation


5. Tension Reduction

Information seeking and challenging

questioning

intervention for questioning

set limits if have to, dont get into a power struggle, answer questions with a rational response, stick to topic, ignore the challenge

noncompliance, slight loss of rationalization

refuse

interventions for refusal

set limits

verbal acting-out, emotional outbursts

release

interventions for release

allow individual to let off steam, remove audience or acting-out individual from scene

individual is verbally and or nonverbally threatening staff in some manner

intimidation

interventions for intimidation

take all threats seriously, seek assistance and wait for team to intervene. Avoid hands on approach

a drop in energy after crisis situation

tension reduction

intervention for tension reduction

establish therapeutic rapport- re-establish communication with individual

keys to setting limits

1. simple


2. enforceable


3. reasonable

internal or external causes of an acting-out behavior over which a staff member has little or no control

precipitating factors

name some reasons for precipitating factors

loss of personal power


need to maintain self esteem


fear


need to displace anger


failure


attention seeking



ability to stay in control of ones own behavior and not take acting-out personally

rational detachment

concept that behaviors and attitudes of staff have an influence on the behavior and attitudes of the youth and vice versa

integrated experience

unproductive staff fear and anxiety

freezing


overreacting


responding inappropriately

productive staff fear and anxiety

increase in speed and strength


increase in sensory acuity


decrease in reaction time

a weapon coming into contact with a target

strike

the control or destruction of a part of ones anatomy

grab

3 reasons team intervention is better than solo intervention

1. safety


2. professionalism


3. litigation (witness)

CPI C.O.P.I.N.G. model

Control


Orient


Patterns


Investigate


Negotiate


Give