Nonviolent Crisis Intervention® Training
Program
Luzerne Intermediate Unit #18
Unit I
The CPI Crisis Development
ModelSM
Remember
The CPI Crisis Development ModelSM
Crisis Development/
Behavior Levels
1. Anxiety
2. Defensive
3. Acting Out Person
4. Tension Reduction
Staff Attitude/
Approaches
1. Supportive
2. Directive
3. Nonviolent Physical
Crisis Intervention
4. Therapeutic Rapport
Integrated Experience
The CPI Crisis Development ModelSM
Anxiety:
– A noticeable increase
or change in behavior
– e.g., pacing, finger
drumming, wringing of
hands, rocking, etc…
Supportive
– An empathetic,
nonjudgmental
approach attempting
to alleviate anxiety
The CPI Crisis Development ModelSM
Defensive:
– The beginning stage of
loss of rationality
– Noncompliance, verbal
venting, accuse or
blame others
Directive
– Manage a potentially
dangerous situation by
setting limits
The CPI Crisis Development ModelSM
Acting Out Person:
– The total loss of
control which often
results in a physical
acting out episode
Nonviolent Physical
Crisis Intervention
– Safe, nonharmful
controls and
techniques used to
safely manage an
Acting Out Person
– Last Resort
The CPI Crisis Development ModelSM
Tension Reduction:
– a decrease in physical
and emotional energy
which occurs after a
person has acted out
– Regaining control
Therapeutic Rapport
– Reestablish
communication
– Learning opportunity
– Give closure
– Build relationships
Unit II
Nonverbal Behavior
Proxemics
Proxemics (Personal Space)
Personal Space Varies
1 ½ to 3 feet
Factors:
– Gender
– Size
– Personal relationship
– Age
– Context of situation
Proxemics (Personal Space)
It is respectful to observe individuals
personal space
Announce when and why you need to
invade an individual’s personal space
Personal space can extend to family,
friends and belongings
Invasion of one’s personal Space can
increase anxiety
Kinesics
Kinesics
Messages we communicate with our body
posture and motion
Our body language should be
nonthreatening
Includes:
– Stances
– Facial expressions
– Gestures
CPI Supportive StanceSM
About a leg length away
On an angle
Hands visible
Reasons for using the
CPI Supportive StanceSM
1. Safety
2. Respectful
3. Nonthreatening
Unit III
Paraverbal Communication
Paraverbal Exercise
“______________, I am glad
you came to school today,
why don’t you get to your
locker.”
Paraverbal Communication
The vocal part of speech excluding the
actual words one uses
How you say what you say
Paraverbal Communication
3 Key Components
Tone
– Supportive, understanding and comforting
Volume
– Appropriate to situation and person
Cadence
– Even rate and rhythm
Unit IV
Verbal Intervention
The CPI Verbal Escalation ContinuumSM
Part of the Defensive stage of the CPI
Crisis Development ModelSM
The goal of staff is to deescalate the
individual
The CPI Verbal Escalation ContinuumSM
DEFENSIVE-DIRECTIVE
3. Release
4. Intimidation
5. Tension Reduction
2. Refusal
1. Questioning
The CPI Verbal Escalation ContinuumSM
Questioning
a. Information-seeking: a rational question
seeking a rational response
b. Interventions
a. Give Information- be a resource
b. Stick to the topic (redirect), ignore the
challenge (not the person), avoid the
struggle
The CPI Verbal Escalation ContinuumSM
Questioning
b. Challenge: questioning authority, being
evasive, attempts to draw staff into power
struggle
* Intervention
Stick to the topic (redirect), ignore the challenge
(not the person), avoid the struggle
The CPI Verbal Escalation ContinuumSM
Refusal
– Noncompliance, no-mode, drop and flop
Intervention
– The process of setting limits
Choices/options
Incentives/consequences
Space and time (planned ignoring-extinction)
The CPI Verbal Escalation ContinuumSM
Release
– Verbal venting, tantrums, screaming, yelling
Intervention
– Let child vent
– Isolate the situation
– Team approach
– Enforce limits
The CPI Verbal Escalation ContinuumSM
Intimidation
– Individual is making threats
– Verbally or nonverbally
Intervention
– Take all threats seriously
– (document and inform or exit room)
– Take a team approach
The CPI Verbal Escalation ContinuumSM
Tension Reduction
Decrease in Emotional and Physical
energy
Intervention
– Establish Therapeutic Rapport
Reestablish communication
Keys to Setting Limits
Clear and Concise
– Simple and easy to
understand
– Use their
communication
Reasonable
– Fair, incentives, buy-in
Enforceable
– Remember space and
time
– Follow through
Verbal Intervention Tips and
Techniques
Verbal Intervention Tips and
Techniques
DO
–
–
–
–
–
Remain Calm
Isolate the situation
Enforce limits
Listen
Be aware of
nonverbals
– Be consistent
– Ignore challenge
questions
– Be nonthreatening
DON’T
–
–
–
–
–
–
–
Overreact
Provide an audience
Change them
Ignore
Communicate emotion
Make false promises
Get in a power
struggle
– Be threatening
Empathetic Listening
Empathetic Listening
An active process to discern what a
person is truly saying
Empathetic Listening
1. Be nonjudgmental
2. Give undivided attention
3. Listen carefully to what the person is
really saying (feelings, not just facts)
4. Use restatement to clarify message
5. Allow silence for reflection
S I L E N T
Unit V
Precipitating Factors, Rational
Detachment, Integrated
Experience
Precipitating Factors
Internal or external causes of an acting out
behavior of which staff has little or no
control
Precipitating Factors
Rational Detachment
Ability to stay in control of one’s own
behavior and not take acting out
personally
A professional and calm approach
Rational Detachment
Integrated Experience
The concept that the behaviors and
attitudes of staff impact on those in their
care and vice-versa
Remember
The CPI Crisis Development ModelSM
Crisis Development/
Behavior Levels
1. Anxiety
2. Defensive
3. Acting Out Person
4. Tension Reduction
Staff Attitude/
Approaches
1. Supportive
2. Directive
3. Nonviolent Physical
Crisis Intervention
4. Therapeutic Rapport
Integrated Experience
Unit VI
Staff Fear and Anxiety
Fear
Is a natural human emotion
Produces physiological and psychological
responses
Reactions to Fear and Anxiety
Unproductive
– Freezing
– Overreacting
Physiologically
Psychologically
– Respond
Inappropriately
Saying things
Doing things
Productive
– Increase of speed and
strength
– Increase in sensory
acuity
– Decrease in Reaction
time
How do we manage fear?
Acknowledge and understand
Learn personal safety skills
Use a team approach
Learn controls to safely manage and
Acting Out Person
Unit VII
CPI’s Personal Safety
TechniquesSM
CPI’s Personal Safety TechniquesSM
STRIKE
GRAB
Punch
Bite
Kick
Pinch
Spit
Hair Pull
Throw Objects
Choke
SIB
SIB
Definitions
STRIKE
– A weapon coming in
contact with a target
Grab
– The attempt to control
or destroy part of
one’s body
Principles of Personal Safety
Strike
1. Block or deflect the weapon
2. Move the target
Principles of Personal Safety
Grab
1. Gain a physiological advantage
a. Weak point
b. Leverage
c. Momentum
2. Gain a psychological advantage
a. Remain calm
b. Have a plan
c. Use element of surprise or distraction
Principles of Personal Safety
Response to the Strike
– Natural and instinctive
Response to the Grab
– Not natural and instinctive
Unit VIII
Nonviolent Physical Crisis
Intervention and Team
Intervention
Nonviolent Physical Crisis
Intervention (pg 15)
Use a team approach
Use as a last resort
Used for protection, not punishment
Intent is to calm a person down
Nonharmful in design
RISKS OF RESTRAINTS
(pgs 12s 13s 14s)
What one needs to breathe
– Open Airway
– Gas Exchange
– Movement of Ribcage and Diaphragm
Control Dynamics
1. Reduce upper body strength by
controlling arms as weapons
a. Turn palms up
b. Raise arms above shoulders
c. Anchor arm to your body (hip area)
Control Dynamics
2. Reduce lower body strength by
controlling the back line
a. Lower shoulders below hips
Control Dynamics
3. Reduce mobility by close body contact
a. Move hips close to individual’s body
b. Move the individual’s center of gravity
forward, bring him onto his toes (ball of foot)
Team Intervention (pg 20)
WHO?
HOW?
WHEN?
Team vs. Solo Intervention
1. Safety
2. Litigation
3. Professionalism
Team Leader
1. The first person on the scene
2. Competence and confidence in handling
crisis situations
3. Good rapport with the Acting Out Person
Team Leader Duties
1. Assess situation
2. Plan intervention
3. Direct or cue team members
4. Communicate with the Acting Out Person
Auxiliary Team Member Duties
Check
Address
Recognize
Engage in
Unit IX
Situational Role-Plays
Unit X
Postvention
The CPI COPING ModelSM
ontrol
rient
atterns
nvestigate
egotiate
ive
For Individuals
Emotional and physical control
Orient yourself to the feelings and
views of the individual
Look for patterns of past behaviors of
individual and triggers
Investigate alternatives to behaviors
Negotiate a contract
Give back control
For Staff
All staff are in control
Orient the team to the facts of the
crisis
Look for patterns of staff behavior
Investigate ways to strengthen staff
Negotiate and agree to changes that
will take place in future interventions
Give support and encouragement
POST-TEST
EVALUATION
The End