Crisis Cycle, Staff Splitting & Diversity

Crisis Communication

Macheo Payne

Lincoln Child Center

2011

New Hire Orientation


Opening

1. When have you lost control of your emotions?2. How did you cope with it?3. Do you have any mechanism in place to prevent it from happening again?

Training Goals

•Review and discuss the crisis communication protocol

•Self reflect on how to manage oneself in a crisis

•Generate questions, comments, reflections


http://rds.yahoo.com/_ylt=A0S020sqRHxL0DMAk7mjzbkF/SIG=12kfui6c1/EXP=1266521514/**http%3A//www.iowaaflcio.org/9-01-page%202%20-%20bullseye.jpg


Crisis Communication •Crisis communication is the reasonable response to a situation in which a threat of minor physical injury is present, with the client in close proximity, but without actual physical contact.

•The goal is to shortcut the stress cycle or de-escalate the threat by matching our response to the level of dangerousness presented by client behavior and preserving the dignity of clients and staff during crisis communication.


General Principles

• Self control enables critical thinking

• Assessment comes before action

• Communication keeps the door open

• The rule of five

• Patience pays

• Expect the unexpected


The Stress Model•Phase I: The “event”

•Phase II: Escalation

•Phase III: Crisis

•Phase IV: De-escalation/Recovery

•Post-crisis depression


Recognition and Response “The common knowledge model”

1. Fear

1. Frustration


Fear• Threat of physical or emotional

safety• When basic needs are not met or

threatened to be taken away.

– Bullied– Insulted– Threatened

Frustration– Needs not met

• Hungry, tired

– Temperament• Mood• Sensitivity • Reactive• Aroused• Unsettled• Not grounded

Respondent Behavior


What does Fear look or sound like?

• Visual Signs– Posture– Skin tone– Facial expression

• Auditory Signs– Voice quality– Breathing


• Posture• Gestures• Position• Voice• Speech content• Eye contact• Physical contact

• Don’t laugh• Don’t get angry or visibly

frustrated

Reducing Threat


What does Frustration look or sound like?

• Visual Signs– Posture– Skin tone– Facial expression

• Auditory Signs– Voice quality– Breathing


Lending Control • Posture• Gestures• Position• Voice• Speech content• Eye contact• Physical contact

• Reassure but don’t minimize


B.I.R.P.• Behavior• Intervention• Response• Plan

New Hire OrientationBEHAVIOR (strength or hidden strength)

Client presented (agitated, calm, cheerful, anxious, frustrated, aggressive, passively, etc.)

Client appeared (sad, angry, frustrated, disturbed, depressed, detached, aggressive, passive, etc.)

Client interacted (with peers, with staff, verbally, nonverbally, etc.)

Client engaged (appropriately, inappropriately, with assignment, with work, with peer, with staff, etc.)

Clients demeanor was (withdrawn, defiant, respectful, engaged, absent, etc.)

Client showed (focus, frustration, annoyance, ability to focus, lack of ability to focus, ect.)

Client arrived (and showed, and began, and presented, and immediately, and slowly, etc.)


INTERVENTIONStaff: respondedpresented choicespresented optionsreflected client behaviorreality tested clientencouraged clientmodeled appropriate response or

behavioroffered assistanceused nonverbal cueused verbal cueredirectedinterpreted

outlined consequencesassisted client byrefocused client byReframedcalmed clientReiteratedGuidedwalked client through

(figuratively walked)gave feedbackprocessed with clientExplainedBeganAssistedIntervenedPraisedoffered choices


RESPONSE Client: continued or stoppedacknowledged or didn’tacknowledgeresponded or didn’t respond

or ignoredreflectedexpressed withheld or allowedwithdrew or engagedreisisted or compliedopened up or remained

closed-

processed or had difficulty processing

waited or immediately beganproceeded withbegan toappeared to or didn’t appear

torequestedcooperated or didn’t

cooperateneeded or didn’t needexplained or was unable to

explainhad difficulty or easilywas able or unable


PlanStaff will

-continue to follow up-use a different approach-explore with client-follow up with client, therapist, teacher, staff-brainstorm strategies, techniques-check in with client later in the day-check with staff for a more appropriate/effective intervention-observe client for the rest of the class-find alternative ways to engage client-remind client of the agreements-praise client for improved behavior-talk to parent/teacher/other staff about the incident-continue the conversation at a later time-be available if client wants to talk

More Interventions…Staff congratulated client on…Staff commended client for…Staff reminded client about…Staff continued to observe client…Staff summarized main points with client…Staff checked for understanding by asking client…Staff concluded with client..Staff recapped with client…Staff reflected back to client what they were saying…Staff encouraged client…Staff complimented client…Staff validated client’s feelings…Staff affirmed client’s view…Staff reflected clients perspective…Staff articulated the clients viewpoint or perspective

back to client…Staff refocused client on the goal…Staff remained neutral…Staff confronted client about actions…Staff reality tested by restating what happened

neutrally…

Staff projected a positive outcome for the client…

Staff verbalized a positive goal/outcome…Staff found common ground with client…Staff offered opposing perspective of client…Staff countered clients interpretation of what

happened…Staff verified clients goal in the interaction…Staff stated the goal of the interaction…Staff built a rapport with client…Staff restated what the client said…Staff repeated what the client said…Staff offered choices/options for the client…Staff reminded client of choices/options…Staff outlined consequences…Staff maintained contact with client…Staff remained in close proximity with client…Staff continued to monitor client…Staff maintained close proximity…Staff left space open for client to respond…Staff established facts…Staff delineated facts from perceptions…Staff separated facts from perceptions…Staff intervened in clients line of reasoning

to…Staff restated the goal of the interaction…


PlanStaff will

-continue to follow up-use a different approach-explore with client-follow up with client, therapist, teacher, staff-brainstorm strategies, techniques-check in with client later in the day-check with staff for a more appropriate/effective intervention-observe client for the rest of the class-find alternative ways to engage client-remind client of the agreements-praise client for improved behavior-talk to parent/teacher/other staff about the incident-continue the conversation at a later time-be available if client wants to talk

More Interventions…Staff congratulated client on…Staff commended client for…Staff reminded client about…Staff continued to observe client…Staff summarized main points with client…Staff checked for understanding by asking

client…Staff concluded with client..Staff recapped with client…Staff reflected back to client what they were

saying…

More Interventions…Staff encouraged client…Staff complimented client…Staff validated client’s feelings…Staff affirmed client’s view…Staff reflected clients perspective…Staff articulated the clients viewpoint or

perspective back to client…Staff refocused client on the goal…Staff remained neutral…Staff confronted client about actions…Staff reality tested by restating what happened

neutrally…

More Interventions…Staff projected a positive outcome for the

client…Staff verbalized a positive goal/outcome…Staff found common ground with client…Staff offered opposing perspective of client…Staff countered clients interpretation of what

happened…Staff verified clients goal in the interaction…Staff stated the goal of the interaction…Staff built a rapport with client…Staff restated what the client said…Staff repeated what the client said…Staff offered choices/options for the client…

More Interventions…Staff reminded client of choices/options…Staff outlined consequences…Staff maintained contact with client…Staff remained in close proximity with client…Staff continued to monitor client…Staff maintained close proximity…Staff left space open for client to respond…Staff established facts…Staff delineated facts from perceptions…Staff separated facts from perceptions…Staff intervened in clients line of reasoning to…Staff restated the goal of the interaction…


Role Play

Each person come up with 1 or 2 situations with youth that went bad and were not resolved

Role play the situation as it went down: the wrong way

Then role play the situation using the strategies to get a different outcome


Staff SplittingThe 5 forms of Staff Splitting:

1. The Direct, Qualitative Compliment2. The Indirect-Comparison Compliment3. Role Reversal4. Student/Staff Camaraderie “Us against “Them”5. “Mrs. Smith Doesn’t Say Anything When I…”


Staff Splitting

The students learn their strategies from us• Judging without all the facts• Talking about people behind their backs• Making comparisons• Blaming others for our actions


Staff Splitting

Creating the environment• Develop interpersonal communication skills• Encourage direct inquiry• Resist role reversal or gossip• Give noncomparison compliments• Agree mutually to point out “staff splitting”

behaviors


Staff Splitting

Information Before Judgement

• Ask questions• Seek information• Be open for reasonable explinations• Expect to be missing information


Staff Splitting

The Art of Seeking More Information

• Recognize that being questioned can be perceived as being accusatory

• Describe observations in specific behavioral terms (no words like angry, foolish, unnecessary, needy, manipulative, etc.)

• Acknowledge that because of lack of information you may have drawn an inappropriate conclusion

• Admit if you have formulated judgements• Acknowledge your own discomfort about the

questioning process


Diversity: Accepting Difference

Recognizing Freedoms of Young People

1. Gender and Sexual Orientation1. Honor and respect sexual orientation2. Use gender neutral language (no boyfriend, girlfriend)3. When in doubt let them tell you4. Seek consultation

2. Religion and Belief1. Encourage their spirituality2. Provide access to information3. Seek consultation


Diversity

Celebrate Difference, Seek Common Ground

• Racism, Sexism, Homophobia exist and are present in the room and in the work.

Racism exists with or without prejudice. Intention is not needed for Racism to exist. Impact and outcome is more relevant and important that process and intent.


Diversity


• Racism, Sexism, Homophobia exist and are present in the room and in the work.

• Sexism is worldwide and has been around as long as men and women. It manifests in a range of interactions including assumed gender roles which are least functional now more than ever.


Diversity


1. Racism, Sexism, Homophobia exist and are present in the room and in the work.

2. Staff are “Allies” and provide Safe Spaces” for all young people.

“Safe Space Allies work to encourage acceptance and appreciation of gay, lesbian, bisexual, transgender, queer, intersex, androgynous and asexual (LGBTQIAA) members of the community.”

3. Stereotypes, generalities and assumptions are not functional and perpetuate inequality and oppression

Thank You

• Questions?

• Comments?

• Reflections?

• Feedback?

Date post:	19-Jan-2015
Category:	Education
Upload:	macheop
View:	1,038 times
Download:	2 times

Crisis Cycle, Staff Splitting & Diversity

Education