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1 Conflict Resolution and Personal Safety Nigel Buck Learning & Development Facilitator.

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Presentation on theme: "1 Conflict Resolution and Personal Safety Nigel Buck Learning & Development Facilitator."— Presentation transcript:

1 1 Conflict Resolution and Personal Safety Nigel Buck Learning & Development Facilitator

2 2 Aim To recognise and try and prevent conflict. Be aware of different methods of resolving such conflicts.

3 3 Objectives  Recognise common causes of conflict  Give examples of impact warning & danger signs  Describe two forms of communication  Give examples of how communication can break down  Be able to adopt appropriate physical stance & professionalism to maintain personal safety.  Describe different methods / models for dealing with possible conflict situations.

4 4 What is Conflict?  http://www.youtube.com/watch?v=- WdC4DaYIeQ&feature=player_profilepage http://www.youtube.com/watch?v=- WdC4DaYIeQ&feature=player_profilepage

5 5 Reported Physical Assaults on NHS Staff in 2012/13  Acute 16,475 ↑  Ambulance 1,397 ↓  Mental Health & Learning Disability 43, 699 ↑  Special Authority0 ↔ Total 63,199 ↑ = 7.2 per hour Notts H/Care 1,430 ↓ = 3.9 per day www.nhsbsa.nhs.uk

6 6 NHS Security Management Service(2010)Violence against front line NHS Staff ‘Non reporting of incidents is an issue for the NHS with many staff saying that they are used to abuse, abuse is part of the job’

7 7 Know yourself  What is your natural conflict resolving style?  Has your team got a preferred style?  Do you think you are able to change your style to suit the person and situation? Workbook page 2 to 3 Self-Assessment Task

8 8 Work Book p5 & 6 Case study 1 Spot the Signs- The impact factors  Page 5 Read Case Study 1:part a  Using the People, Objects and Places categories on page 6- identify, list and discuss the factors that are impacting on Johns behaviour Time 5 minutes

9 Impact -Factors which could affect the conflict outcome. Workbook page 6 PEOPLE -Pain, gender, age, size, build, skills, mental state, numbers present, physical or mental tiredness. OBJECTS -Alcohol, drugs, potential weapons, items of value, time of the day, PLACES -Excessive noise, exits, room layout, public or private premises, slip/trip hazards

10 10 Workbook p.7 Patterns of behaviour Spotting the Signs  Can you identify any Warning and Danger signs in the Case study film clip?

11

12 Warning Signs  Eyes  Behaviour  Standing Tall  Large Movements  Volume of Voice  Words spoken  Ground Kicking

13 Danger Signs  Eyes  Glancing at intended target areas  Face  Hands / fists / Weapons  Shoulders tensing  Stance changing to side on or fighting stance  Lowering of entire body before launching an attack

14 14 Workbook p.7 Patterns of behaviour Spotting the Signs  Watch the film again. Can you identify any more or different Warning and Danger signs?  How would you do things differently?

15 15

16 16 Workbook page 8 Case study 1 part b How would you do things differently?  1) Identify the barriers to communication  2) Explain how the attitude of both parties affected their behaviour  What would you do differently? Time 5 minutes

17 How attitude affects behaviour, Betaris Box My Attitude Your Behaviour My Behaviour Affects … Affects Affects… Your Behaviour Your Attitude

18 18 Conflict Resolution  Know yourself – strength and weaknesses  Spot the Impact, Warning and Danger Signs Next Communication Models for Dealing with Conflict The Fence

19 19 Types of Communication Communication is 55% body language, 38% voice tone and 7% words Working on the phone 86% voice tone and 14% words (Source:-Mehrabian. A. 1971-Silent Messages)

20 20 H S D FA S 1 2 4 5 6 3 Body Language – Six universal facial expressions recognised around the world

21 21 EXPLORING BARRIERS TO COMMUNICATION Work in pairs. Nominate a Drawer and a Describer. Drawer have your back to the screen.

22 22

23 23 The tools for conflict resolution blueskyexperiences.com

24 24 Communication Models  L.E.A.P.S  PEACE Model  5 STEP APPEAL

25 25 LEAPS L - Listen to what the person has to say E - Empathise with what they have to say A - Ask questions to obtain more information P - Paraphrase by putting the facts into your own words S - Summarise a course of agreed action

26 26 Peace model P – Plan, Prepare E - Engage, Explain A – Account for Actions C - Closure E - Evaluate

27 27 The 5 Step Appeal Step 1 - Ethical Appeal- Please… Step 2 - Reasoned Appeal- why you are making the request. Step 3 - Personal Appeal An appeal to them by name Step 4 - Practical Appeal Last chance. Offer alternatives/ options & consequences

28 28 Step 5 - Action Option you choose based on the threat as you see it, having considered all factors. I’ve tried to help… & you are still…..now I’m… & once said then you must do it!

29 29 Work Book Page 10 Case Study 1 part c  Which model of communication would you use?  1) Discuss how you would deal with this situation and John’s anger?  Time 5 minutes

30 30 Phrases to help you  How can I help you?  I’d like to help you.  Am I correct in thinking that….  Can I confirm that this is…..  I’m sorry that you have had a bad experience…..  Can I suggest….

31 31 The Fence

32 32 The Fence- Distance? Intimate zone Family/ Partners Personal Zone People we know Social zone Most other people feet / m

33 33 The Fence Reactionary Gap

34 34 Physical stance & positioning Work Book page 14 Case study 2 part a 1.Explain what course of action you decide to take 2.Discuss your reasons for this 3.Why is it important to be aware of your body language? Time 5 minutes

35 35 Get out  Be aware of potential escape routes  Generally If it feels wrong then it probably is  So do something straight away and remove yourself from the situation

36 36 P.16 Case study 2 part b  What key advice would you give regarding lone working in the community and keeping safe?  Where would you signpost them too for further information? Time 5 Minutes

37 Lone Working  Risk Assessment  Risk of conflict situations  Know your escape routes  Be aware of your surroundings  Don’t go into a situation if you feel at risk  Be aware of the situation you are in  Keep your wits about you  Be aware of your own actions  Raising the alarm  Lone Worker Devices  Buddy systems  Shared diaries  Movement boards

38 38 Are you Listening?

39 P.12 & 13 To be good at listening- True or false  It is more important to pay attention to your own point of view rather than the other persons False  It is important not to interrupt True  When listening be open and receptive True

40  You hear most of what is being said False  You interpret what is being said True  Think ahead about what you might say False When listening- True or false

41 To be good at listening True or False?  Do not deny or ignore others feelings True  Do not pretend to understand True  Talk about your personal views False  Acknowledge the other persons point of view True

42 42 De-escalation techniques Managing difficult conversations & expectations  Be self aware limits and strengths  Voice tone & volume  Facial expression & Body posture  Try & help  Active listening skills

43 43 The Law Reasonable Force?

44 44 Objectives  Recognise common causes of conflict  Give examples of impact warning & danger signs  Describe two forms of communication  Give examples of how communication can break down  Be able to adopt appropriate physical stance & professionalism to maintain personal safety.  Describe different methods / models for dealing with possible conflict situations.

45 45 www.nottslandd.nhs.uk


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