1. Crisis Communication Durante Advantage Training Robert (Sonny) McMahon

2. 3 Areas Of Awareness  Escalated individual/s  Environment  Self Durante Advantage Training

3. Setting Conditions  Anything that makes challenging behavior more or less likely to occur.

4. Setting Conditions  Organizational  Environmental  Program  Personal  Relationship

5.  Being aware of personal goals, values, beliefs  Understanding cultural and ethnic differences and each other’s worldview  Demonstrating self-regulation skills  Knowing personal triggers

6. Nature of Crisis

7. Types of Crisis  Situational: External stressful events  Maturational: Stress produced from progression through developmental stages

8.  A young person’s inability to cope  results in a change in behavior

9.  SUPPORT: environmentally and emotionally to reduce stress and risk  TEACH: children better ways to cope with stress

10. Guided Fantasy Stress Feelings Thoughts

13. Things We Never Do  Embarrass or Shame  Hit  Overly Intimidate

15.  1. What am I feeling now?  2. What does this YP feel, need or want?  3. How is the environment effecting the YP?  4. How do I best respond?

16. 1. What am I feeling now?  Taking care of self  Role model  Cultural and ethnic differences  Personal life experiences  Past experiences and present behavior

17. 2. What does this young person feel need, or want?  -Attention “I belong when I am being noticed.”  -Power “I belong when I am in control.”  -Revenge “I belong by hurting others as I feel hurt.”  -Displays of Inadequacy “I am unable and helpless.”

18.  All behavior has meaning   Behavior reflects needs  Trauma affects how children behave

19. Behaviors Feelings Needs

20. 3. How is the environment affecting the young person?  Physical Environment  Programs, Activities and Routines  Organizational Culture  Relationship: Staff and Individual and Group

21. 4. How do I best respond?  Provide environmental support by managing the environment to neutralize potential triggers  Provide emotional support by engaging the young person  Exercise self-control over own feelings

25. Nonverbal Behaviors  Silence  Nods  Eye contact  Body language  Personal space  Standing  Sitting  Turn to side  Touch  Face  Tone  Height differences  Gender differences  Cultural differences

26. UNDERSTANDING RESPONSES  You seem…  You sound…  So your telling me…  Wow your pretty ….  Sounds like your…  This has gotten you…

27.  Tone of Voice  Door Openers: “I’d like to hear more,” “Tell me about that,”  Minimal Encouragements: “uh-huh,” “go on,” “I see”  Closed Questions: “Do you like your teacher?”  Open Questions: “How did you respond?,” ”What happened next?”

28. Reflective Responses  “You feel uncomfortable when your friends talk about school.”  “You are angry about your visit being cancelled. I’d be upset, too.”  Summarization:  “Here is what I hear you saying, you felt good at first, but now....”

29.  Identifies and validates feelings  Reduces defensiveness  Promotes change  Communicates that we care and understand  Is an effective co-regulation strategy  Helps young people “talk out rather than act out”

30.  Throwing up roadblocks  Arguing or blaming  Giving permission  Giving advice or solving the problem for the child  Necessarily time consuming

32.  Managing the environment  Prompting  Caring gesture  Hurdle help  Redirection and distractions  Proximity  Directive statements  Time away  Planned Ignoring / Positive Attention

34.  Seeing the incident from the child’s perspective  Helping children see the connection between feelings and behaviors  Encouraging children to be responsible for their actions

35.  1.Provide immediate help and support to reduce emotional intensity (co-regulation)  2.Resolve the immediate crisis  3.Keep the child in the program/activity

36.  Drain off emotions  Clarify events  Maintain the relationship and lines of communication  Remind the child of expectations and mediate the situation if necessary

39. 1. Stressful incident 2. YP Feelings 3. YP Behavior4. Your Feelings 5. Your Response

40.  Anger can undermine objectivity  Anger is an emotional and physical state  Cognitive abilities are reduced

41. “When we are at our angriest, we are at our stupidest.”

42.  Using positive self-talk  Listening and validating feelings  Managing the environment, e.g., removing others  Giving choices and the time to decide  Redirecting the young person to another positive activity  Appealing to the young person’s self-interest  Dropping or changing the expectation

44.  To provide support in a way that reduces stress and risk

46.  A potential trigger to violence  A target  A weapon  Level of stress or motivation

47.  Never touching an angry and potentially violent person  Avoiding any aggressive moves and provocative statements  Avoiding the conflict cycle and counter aggression  Removing others who might trigger the violence  – Body language is critical –

48.  Asking the targeted person to leave  If it’s you, reminding the young person of your relationship or leaving the situation and asking a “neutral” staff to manage the incident  – The target may shift during the episode –

49.  Discreetly removing objects  Maneuvering away from weapons  Staying a safe distance away

50.  Using your relationship  Actively listening to identify feelings  Removing the audience  Using co-regulation strategies (reactive aggression)  Offering alternative, nonaggressive ways to achieve goals (proactive aggression)

51.  Ask yourself the four questions  Use positive self-talk

52.  Take a deep breath  Use protective stance  Step back  Give the situation time  Sit down if appropriate  Remember the importance of body language and facial expression

53.  Very little  Understanding responses  “I can see… “ (validate feelings)  “When you…” (encourage positive behaviors)  “I know we…” (emphasize desirable outcomes)  “I am sorry…” (offer an apology)  Remember the importance of tone of voice

54. Nonverbal Behaviors  Silence  Nods  Eye contact  Body language  Personal space  Standing  Sitting  Turn to side Touch Face Tone Height differences Gender differences Cultural differences

55.  Eliminate one of the elements of a violent situation  Make a directive statement that clearly communicates that the violence must stop  Use releases and maintain a safe distance with a protective stance  Leave the situation and get assistance  Employ physical restraint techniques (if indicated on the Individual Crisis Management Plan)

56.  It’s over when the………..  Prepare to discuss the situation in a LSI

59.  A therapeutic, verbal strategy for intervening  with a young person  “The clinical exploitation of life events”  –Fritz Redl

60.  1.Return the young person to normal functioning  2.Clarify events  3.Repair and restore the relationship  4.Teach new coping skills  5.Reintegrate the young person back into the program

61.  I – Isolate the conversation  E – Explore young person’s point of view  S – Summarize the feelings and content  C – Connect feelings to behavior  A – Alternative behaviors discussed  P – Plan developed/Practice new behavior  E – Enter young person back into the routine  Conducted by the care worker

62. Potential Pitfalls of an LSI  Young person refuses to talk  Convey calm support, sanction silence  Ask a focused question  Reschedule LSI  Young person gets off subject  Allow exploration, relate to incident  Focus on issue at hand  Premature plan  Don’t interrupt young person’s thought process  Don’t develop plan for young person

63.  Website:  www.advantagetrainingnow.com  Email:  rsmcmahon@advantagetrainingnow.com  Like us on  Durante Advantage Training