Act 171 2011 2012 with sound

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Act 171 2011 2012 with sound

  1. 1. ACT 171 2011-2012 <ul><li>VERBAL DE-ESCALATION </li></ul><ul><li>AND </li></ul><ul><li>RESTORATIVE JUSTICE </li></ul>
  2. 2. PROGRAM OBJECTIVES You will learn to: <ul><li>Identify the behavior levels that contribute to the development of a crisis and choose an appropriate staff intervention for each level. </li></ul><ul><li>Identify useful nonverbal techniques which can help to prevent acting out behavior. </li></ul><ul><li>Use verbal techniques to de-escalate behavior. </li></ul><ul><li>Use restorative practices to restore relationships. </li></ul><ul><li>Provide for the care, welfare, safety and security of all those involved in a crisis situation. </li></ul>
  3. 3. VERBAL DE-ESCALATION POSITIVE TECHNIQUES FOR STAFF/STUDENT INTERACTION (an overview of the CPI program) Philosophy and Objectives: to provide best _CARE_, __WELFARE__, __SAFETY__ and __SECURITY__ for all students and staff. CPI Crisis Development Model Two ways a person can act out: _____________________ and ______________________ Crisis Development Staff Attitude (behaviors) (approach/response ) 1. 1. 2. 2. 3. 3. 4. 4. This is a integrated experience. The behaviors and attitudes of students influence the behaviors and attitudes of the staff and vice versa. Practical Activities/Nonverbal Behavior Supportive Stance Proxemics (personal space): The area around the body that is an extension of one’s self (Usually 18-36 inches) Kinesics (body language): Nonverbal messages transmitted by the motion and posture of the body Three reasons for using the supportive stance: 1. _____________________________________________ 2. ____________________________________________ 3. ____________________________________________ The CPI Paraverbal Communication Model 1.__________________________________________ 2.__________________________________________ 3.__________________________________________
  4. 7. Woman without her man is nothing
  5. 9. VERBAL DE-ESCALATION POSITIVE TECHNIQUES FOR STAFF/STUDENT INTERACTION (an overview of the CPI program) Philosophy and Objectives: to provide best _CARE_, __WELFARE__, __SAFETY__ and __SECURITY__ for all students and staff. CPI Crisis Development Model Two ways a person can act out: ____VERBALLY________ and ____PHYSICALLY________ Crisis Development Staff Attitude (behaviors) (approach/response ) 1. 1. 2. 2. 3. 3. 4. 4. This is a integrated experience. The behaviors and attitudes of students influence the behaviors and attitudes of the staff and vice versa. Practical Activities/Nonverbal Behavior Supportive Stance Proxemics (personal space): The area around the body that is an extension of one’s self (Usually 18-36 inches) Kinesics (body language): Nonverbal messages transmitted by the motion and posture of the body Three reasons for using the supportive stance: 1. _____________________________________________ 2. ____________________________________________ 3. ____________________________________________ The CPI Paraverbal Communication Model 1.__________________________________________ 2.__________________________________________ 3.__________________________________________
  6. 10. VERBAL DE-ESCALATION POSITIVE TECHNIQUES FOR STAFF/STUDENT INTERACTION (an overview of the CPI program) Philosophy and Objectives: to provide best _CARE_, __WELFARE__, __SAFETY__ and __SECURITY__ for all students and staff. CPI Crisis Development Model Two ways a person can act out: ____VERBALLY________ and ____PHYSICALLY________ Crisis Development Staff Attitude (behaviors) (approach/response ) 1. ANXIETY 1. SUPPORTIVE 2. DEFENSIVE 2. DIRECTIVE 3. 3. 4. 4. This is a integrated experience. The behaviors and attitudes of students influence the behaviors and attitudes of the staff and vice versa. Practical Activities/Nonverbal Behavior Supportive Stance Proxemics (personal space): The area around the body that is an extension of one’s self (Usually 18-36 inches) Kinesics (body language): Nonverbal messages transmitted by the motion and posture of the body Three reasons for using the supportive stance: 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ The CPI Paraverbal Communication Model 1.__________________________________________ 2.__________________________________________ 3.__________________________________________
  7. 12. VERBAL DE-ESCALATION POSITIVE TECHNIQUES FOR STAFF/STUDENT INTERACTION (an overview of the CPI program) Philosophy and Objectives: to provide best _CARE_, __WELFARE__, __SAFETY__ and __SECURITY__ for all students and staff. CPI Crisis Development Model Two ways a person can act out: ____VERBALLY________ and ____PHYSICALLY________ Crisis Development Staff Attitude (behaviors) (approach/response ) 1. ANXIETY 1. SUPPORTIVE 2. DEFENSIVE 2. DIRECTIVE 3. ACTING OUT 3. NON-VIOLENT PHYSICAL PERSON CRISIS INTERVENTION 4. TENSION REDUCTION 4. THERAPEUTIC RAPPORT This is a integrated experience. The behaviors and attitudes of students influence the behaviors and attitudes of the staff and vice versa. Practical Activities/Nonverbal Behavior Supportive Stance Proxemics (personal space): The area around the body that is an extension of one’s self (Usually 18-36 inches) Kinesics (body language): Nonverbal messages transmitted by the motion and posture of the body Three reasons for using the supportive stance: 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ The CPI Paraverbal Communication Model 1.__________________________________________ 2.__________________________________________ 3.__________________________________________
  8. 19. VERBAL DE-ESCALATION POSITIVE TECHNIQUES FOR STAFF/STUDENT INTERACTION (an overview of the CPI program) Philosophy and Objectives: to provide best _CARE_, __WELFARE__, __SAFETY__ and __SECURITY__ for all students and staff. CPI Crisis Development Model Two ways a person can act out: ____VERBALLY________ and ____PHYSICALLY________ Crisis Development Staff Attitude (behaviors) (approach/response ) 1. ANXIETY 1. SUPPORTIVE 2. DEFENSIVE 2. DIRECTIVE 3 . ACTING OUT 3. NON-VIOLENT PHYSICAL PERSON CRISIS INTERVENTION 4. TENSION REDUCTION 4. THERAPEUTIC RAPPORT This is a integrated experience. The behaviors and attitudes of students influence the behaviors and attitudes of the staff and vice versa. Practical Activities/Nonverbal Behavior Supportive Stance Proxemics (personal space): The area around the body that is an extension of one’s self (Usually 18-36 inches) Kinesics (body language): Nonverbal messages transmitted by the motion and posture of the body Three reasons for using the supportive stance: 1. __SAFETY___________________________________ 2. __RESPECT_________________________________ 3. __LESS THREATENING________________________ The CPI Paraverbal Communication Model 1.__________________________________________ 2.__________________________________________ 3.__________________________________________
  9. 20. VERBAL DE-ESCALATION POSITIVE TECHNIQUES FOR STAFF/STUDENT INTERACTION (an overview of the CPI program) Philosophy and Objectives: to provide best _CARE_, __WELFARE__, __SAFETY__ and __SECURITY__ for all students and staff. CPI Crisis Development Model Two ways a person can act out: ____VERBALLY________ and ____PHYSICALLY________ Crisis Development Staff Attitude (behaviors) (approach/response ) 1. ANXIETY 1. SUPPORTIVE 2. DEFENSIVE 2. DIRECTIVE 3. ACTING OUT 3. NON-VIOLENT PHYSICAL PERSON CRISIS INTERVENTION 4. TENSION REDUCTION 4. THERAPEUTIC RAPPORT This is a integrated experience. The behaviors and attitudes of students influence the behaviors and attitudes of the staff and vice versa. Practical Activities/Nonverbal Behavior Supportive Stance Proxemics (personal space): The area around the body that is an extension of one’s self (Usually 18-36 inches) Kinesics (body language): Nonverbal messages transmitted by the motion and posture of the body Three reasons for using the supportive stance: 1. __SAFETY___________________________________ 2. __RESPECT_________________________________ 3. __LESS THREATENING________________________ The CPI Paraverbal Communication Model 1.__ TONE_________________________________ 2.__ VOLUME______________________________ 3.__ CADENCE _____________________________
  10. 27. <ul><li>Restorative Justice </li></ul>
  11. 28. What is Restorative Justice? <ul><li>Represents a philosophy and a process that acknowledges that when a student does harm, it effects the person(s) they hurt, the community and themselves. </li></ul><ul><li>When using restorative measures, an attempt is made to repair the harm caused by one person to another and to the community so that order is restored for everyone </li></ul>
  12. 29. <ul><li>Focusing on the harms of the incident instead of the broken rule </li></ul><ul><li>Understanding that these harms create responsibilities for the offender to remedy to the best of their ability </li></ul><ul><li>Re-establishing broken relationships </li></ul><ul><li>Showing equal concern for the welfare of the victim and the offender </li></ul>Key Principles of Restorative Justice
  13. 30. Restorative Justice Process <ul><li>Victim of the infraction addresses the offender directly to hold them accountable </li></ul><ul><li>Offender given chance to explain actions </li></ul><ul><li>Victim and Offender invited to decide how the offender can make amends </li></ul>
  14. 31. Restorative Justice: Misbehavior is an Opportunity to Learn <ul><li>I am more than my mistakes, and I am not a bad person </li></ul><ul><li>My actions affect people and relationships </li></ul><ul><li>There are consequences for breaking rules </li></ul><ul><li>“ Owning” my mistakes is worth doing </li></ul><ul><li>I can change my behavior in the future, and am likely to do so once I understand how my actions hurt others, the community and myself </li></ul>
  15. 32. Restorative Justice: Misbehavior is an Opportunity to Learn <ul><li>If I make mistakes, I am still part of the community and I will have opportunities to repair the harm I have caused </li></ul><ul><li>I am capable of finding ways to fix what I have done </li></ul><ul><li>I will be supported and guided by adults in repairing the harm and changing my behavior. Adults care about me and will not give up on me when I make mistakes. </li></ul>
  16. 35. Please click on the black box below to view a short video explaining how “Restorative Practices” works in a school setting.

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