1. Taken From: Crisis Prevention Institute, Inc., Video Education

2.  This comes from having confidence  Set limits and stay within those limits (i.e. “I will allow you to walk to the bathroom if you will provide a urine sample”)

3.  Avoid power struggles  Set clear and enforceable limits  Sharpen your listening skills

4.  Reasons patient’s choose to be non-compliant  Frustration  Attention Seeking  Authority Testing

5.  De-escalate…do not add to it (“never let them see you sweat”)  If handled inappropriately scenarios will escalate more rapidly  Set limits early in the situation

6.  Losing control will not allow the patient to receiving information in a rational manner  Loss of control initiates a primitive form of communication and leads to lack of control- they will not process information correctly

7.  Be conscious of your body language and verbal tones  Avoid personal power struggles (don’t let them get to you)  Establish clear and enforceable limits and reinforce the consequences if they are not met (i.e. if they did not give the urine sample the first time they are no longer allowed to walk to the restroom)

8.  Are emotional land minds  The individual is testing you  They want to see if you are in control  Do not get caught defending your authority  Limits are never effective if they are exaggerated (i.e. if you do not provide this urine sample we will have to restrain you)

9.  This is something stated at a target regarding a personal issue  Do not allow the negative behavior to shift your control

10.  Do not back yourself into a corner when you cannot enforce a limit that you have set.  Think about the limits you set before you relay them to the patient

11.  I can make someone choose the appropriate behavior  By setting limits I put myself in a position to enforce the behavior  I am responsible for the person’s behavior  When setting a limit I must strictly adhere to it  Individuals who set successful limits get others to listen to them  If I do not gain compliance I have failed

12.  Explain exactly what behavior is inappropriate  Explain why the behavior is inappropriate  Give the choices and consequences and present the consequences as a choice always stating the positive choice first  Allow reasonable time to decide  Follow through and enforce the consequences regardless of which is chosen  Remember that limit setting is an ongoing process

13.  Listening is an active process  Do not assume the end result  Recognize when you are being prejudice  Give them your full attention  No advice giving

14.  Cconcentrate-give them your attention  Aacknowledge-make eye contact, nod your head  Rrespond and avoid judgment  Egive empathy and listen to their point of view

15.  Be confident  Avoid personal power struggles  Develop strategies BEFORE you need them  Sharpen your listening skills

16.  The video is on loan from Behavioral Health but if you would like to view it please contact me. The video is approximately 40 minutes in length and will have to be viewed in the classroom/conference room.