I have been really trying this year to remember to keep a calm and soothing voice when the student is in the acting out stage and is needing to be restrained or is in the Make It Right Room. I try to remember that they cannot process all of what I am saying during this time but they do process how I am talking.
I find it especially hard because I want to be firm and in control but I also need to understand that this is not the time to "reason" with the child. It is the time to get them calm so that a discussion can be had later.
skip to main |
skip to sidebar
Action Plan
Action Plan
You will learn to:
1. Identify the behavior levels that contribute to the development of a crisis and choose an appropriate staff intervention for each level.
2. Identify useful nonviolent techniques which can help to prevent acting out behavior.
3. Use verbal techniques to de-escalate behavior
4. Restrain and transport in a safe and legal way.
5. Provide for the care, welfare, safety and security of all those who are involved in a crisis situation.
6. Learn to recognize/ control your own personal anxieties and stressors during intervention and maintain the best possible attitude.
You will learn to:
1. Identify the behavior levels that contribute to the development of a crisis and choose an appropriate staff intervention for each level.
2. Identify useful nonviolent techniques which can help to prevent acting out behavior.
3. Use verbal techniques to de-escalate behavior
4. Restrain and transport in a safe and legal way.
5. Provide for the care, welfare, safety and security of all those who are involved in a crisis situation.
6. Learn to recognize/ control your own personal anxieties and stressors during intervention and maintain the best possible attitude.
Study Group Outline
Non-Violent Crisis Intervention Program
Outline
Four Levels of Crisis Development/ Behavior Levels
1. Anxiety
2. Defensive Behavior
3. Acting-Out Person
4. Tension Reduction
Outline
Four Levels of Crisis Development/ Behavior Levels
1. Anxiety
2. Defensive Behavior
3. Acting-Out Person
4. Tension Reduction
First Day - Tuesday, August 26 -8:30 am - 12:00 pm
Lessons 1 - 4
Introduction -Overview of program and stages of crisis development
Stage 1- Anxiety
-How to identify in children and supportive staff response
Stage 2 – Defensive
- The Art of Setting Limits
Introduction -Overview of program and stages of crisis development
Stage 1- Anxiety
-How to identify in children and supportive staff response
Stage 2 – Defensive
- The Art of Setting Limits
- Effective Communication with an irrational child to deescalate -Paraverbal and Nonverbal Communication
-Keeping your own anxieties/feelings in check
Day 2 - Wednesday, August 27 - 8:30 am - 12:00 pm
Lessons 5 - 8
- How to incorporate use of Magic 1-2-3 into your limit setting
Level 3 - Acting-Out Person
- MIRR – removal
- How to handle audience
-Safe and legal physical intervention- restraint and transport
- Video - The Disruptive Child
Level 4 - Tension Reduction
- Therapeutic Rapport
- Listening Skills
- Make it Right Plans
- How to incorporate use of Magic 1-2-3 into your limit setting
Level 3 - Acting-Out Person
- MIRR – removal
- How to handle audience
-Safe and legal physical intervention- restraint and transport
- Video - The Disruptive Child
Level 4 - Tension Reduction
- Therapeutic Rapport
- Listening Skills
- Make it Right Plans
Follow-up Lessons -Dates to be determined
Lesson 9
Wrap Up - Review
Lesson 9
Wrap Up - Review
Useful Links
Welcome to the Non Violent Crisis Intervention Blog
This Study Group will focus on the stages of crisis escalation that children go through and the appropriate staff responses.
We will concentrate on de-escalation through verbal techniques, body language, and setting limits.
Useful strategies and techniques for the classroom and the Make It Right Room will be taught and practiced.
We currently have 2 Study Group Leaders- Angie Gemignani and Judy Cunning, 8 teacher participants, and 6 special education aide participants.
We will concentrate on de-escalation through verbal techniques, body language, and setting limits.
Useful strategies and techniques for the classroom and the Make It Right Room will be taught and practiced.
We currently have 2 Study Group Leaders- Angie Gemignani and Judy Cunning, 8 teacher participants, and 6 special education aide participants.
1 comment:
I feel the same way. I always keep calm but sometimes struggle with being firm because of my nature. I, however, do believe that you should be consistent with who you are and not try to be something you're not - when dealing with others.
Post a Comment