Critical Incident Peer Support for Law Enforcement Module Four: Intervention Strategies

Learning Objectives  The participant will be able to employ one-on- one intervention techniques following a critical incident.  Participant will be able to: ▫Describe how to work with someone in a crisis. ▫Describe the guidelines for offering support. ▫Use effective communication skills with a peer. ▫Use peer support intervention models with a peer. 2

Module Overview  Working with someone in a crisis  Effective communication skills  Peer support intervention model 3

Module Four Introduction Video 4

Working with Someone in a Crisis  A peer support member should be able to: ▫Understand the peer’s present situation ▫Understand the importance to the peer ▫Determine the precipitating event ▫Examine what coping mechanisms the peer has used ▫Explore alternatives ▫Identify/understand other issues that may compound the peer’s response to the crisis 5

Guidelines for Offering Support  To best support your peers: ▫Learn about critical incident stress. ▫Be available. ▫Understand and accept the response you get from the person. ▫Listen to what is being said. ▫Be a resource. 6

Peer Supporter Communication Skills  Nonverbal  Listening  Empathy  Feelings  Paraphrasing  Clarifying  Questioning  Summarizing  Self-Disclosure 7

Practical Exercise—Communication Skills  Assessing your communication skills ▫Analyze and rate your communication skills to help identify areas for improvement. 8

Barriers to Effective Communication  Overly dominating  Bombarding with questions  Inappropriate self-disclosure  False reassurance  Discouraging the expression of emotions  Emotional distancing 9

Things to Say/Things Not to Say Things to Say  What happened?  I’m so sorry.  This must be very difficult for you.  It’s okay to feel....  I don’t know what to say.  It’s okay to cry.  What do you need help with?  It’s okay to ask for help. Things Not to Say  I know how you feel.  Calm down.  Don’t cry.  It could be worse.  God has His reasons.  You’re better off now.  At least you have…. When working with a peer: 10

Practical Exercise—Communication Skills  Communication skills ▫Choose a partner. ▫Ask a question from the list in your Student Guide. ▫Practice asking open-ended questions. ▫Switch places and repeat the exercise. 11

Intervention Point Time PeriodWhat Is Happening?Who Is Best to Intervene? At the SceneConflict control, stabilization, and support Fellow officers, immediate supervisors, unit commanders, the media, civilians InvestigationMandated regulations and procedures Immediate supervisor, unit commander 1st 24 HoursMoves from impact phase to recoil phase Peer supporter, immediate supervisor, mental health professional Week OneMoves from recoil phase to post-traumatic period Immediate supervisor, peer supporter, mental health professional, unit commander Weeks 2-4Returns to duty and becomes involved in familiar routines Fellow officers, immediate supervisor, peer supporter, mental health professional Months 1-6Problems continue?Professional help is indicated. Peer supporter and supervisors may be supportive and encourage further help. 12

Peer Supporter Tasks  Getting the facts  Establishing role identities  Creating a sanctuary  Establishing the alliance  Listening effectively  Reassuring  Supporting  Being available  Following up 13

Peer Supporter Intervention Models  SAFE-R Model ▫Stabilize ▫Acknowledge the crisis ▫Facilitate understanding ▫Encourage effective coping techniques ▫Restore independent functioning  ABC Model ▫All the way through ▫Back through ▫Confront 14

SAFE-R Model  Stabilize the situation: ▫Reduce the stimuli. ▫Protect from additional stress. ▫Assess rapidly.  Acknowledge the crisis: ▫Acknowledge there is a crisis. ▫Ensure that help is available. 15

SAFE-R Model  Facilitate understanding and normalize symptoms/reactions: ▫Discuss symptoms. ▫Solve problem. ▫Plan.  Encourage effective coping techniques: ▫Accept and use resources. ▫Use coping skills. 16

SAFE-R Model  Recover or Refer: ▫Restore independent functioning. ▫Provide after care. ▫Perform simple tasks. ▫Aim for recovery. 17

ABC Model  Step A: All the way through without interruption  Step B: Back through with thoughts/reactions and feelings  Step C: Confront (points of discrepancy, coping issues, excessive self-criticism, etc.); Calm and Continuity (what previous experiences are similar?) 18

Practical Exercise: Non-Specific Role Play  Practice scenarios ▫Divide into groups of three or four. ▫Read through the scenarios. ▫Two will role-play while the rest will observe, assess, and, at the end of the exercise, provide feedback on the performance of the peer supporters. 19

Car Accident Scenario 20

Practical Exercise: Car Accident  Divide into groups of five or six.  Assign the following roles to the members of your group: ▫Responding Officer ▫Paramedic ▫Peer Supporter(s) ▫Peer Evaluator  Instructors will be assessing the groups. 21

Domestic Shooting Scenario 22

Practical Exercise: Domestic Shooting  Divide into groups of five or six.  Assign the following roles to the members of your group: ▫Law Enforcement Officer #1 ▫Law Enforcement Officer #2 ▫Peer Supporter(s) ▫Peer Evaluator  Instructors will be assessing the groups. 23

Review—Check on Learning  What qualities should be looked for during the peer support member selection process?  What are some techniques used when working with someone in a crisis?  How does a peer supporter offer support?  What are two effective communication skills that can be used with a peer?  How do the SAFE-R and ABC intervention models help during an incident? 24

Course Review  Module One distinguished between stress and critical incident stress.  Module Two identified the main principles of critical incident peer support.  Module Three explained the responsibilities of a critical incident peer supporter.  Module Four employed one-on-one intervention techniques following a critical incident. 25