Obj ti
Objectives
 Understand the Mission and Philosophy of MANDT
 Building Healthy Relationships (Hard work…)
 Describe ways to Promote Healthy Communication
b
lh
 Understand How to Support Healthy Conflict Resolution
 Review S.O.D.A.S. method
MANDT MISSION
 The Mandt System® Mission Statement
 The Mandt System®, developed by The Mandt System, Inc. is an international staff development and training process providing a comprehensive array of programs and services to organizations, their employees, and the people with whom they interact Building Healthy Positive whom they interact.
Relationships between and among these constituents is the ultimate goal of our training programs.
 The entire philosophy of The programs and services provided by The Mandt System, Inc. is based on “Putting People First” and on “Supporting People, Not Just Their Behaviors .
Their Behaviors™”
MANDT PHILOSOPHY
 Our philosophy is implemented through a multiple 




array of venues:
In‐person competency based instruction b d i
i On‐line testing options P f i
Professional consultations l l i
Innovative and interactive teaching techniques All All resulting in continuous improvement and lti i ti
i
t d innovation in all areas of the business with measureable Return on Investment (ROI)
(
)
MANDT VISION
MANDT VISION
Our vision is to decrease workplace violence by increasing
the safety of all the stakeholders in the organization through the use of Trauma Informed Positive Behavior Support.
CORE VALUES
CORE VALUES











Dignity and respect for all people
Di
it d t f ll l
Integrity in relationships Fidelity to our vision
y
Lifelong learning environment with all stakeholders
Practice Based Evidence Ongoing research
h
Focus on prevention
Focus on de escalation
Focus on de‐escalation
Safety of all people
Efficient use of resources
Return on investment
MAIN GOALS
 Equip staff with the skills necessary to effectively manage a potentially negative or even dangerous situation by first calming your emotional response and managing your own behavior so you can interact with other people positively.
p p p
y
 We do this by teaching principles, not techniques, in all our programs.
all our programs
 Our principles fall under three main headings that are interdependent and interrelated interdependent and interrelated –
EXCELLENCE, EFFICIENCY, AND EFFECTIVENESS
id
d
David Mandt Sr.
In 1975 David Mandt Sr. was asked to:
Design a systematic training program for the staff at residential facilities supporting people affected by:

intellectual disabilities

developmental disabilities

mental health

staff at community mental health centers staff at community mental health centers. id
d
David Mandt Sr. cont.
The development, subsequent evolution, and refinement of The Mandt System® programs have resulted in:  Effective training  Affordable training  Use of graded alternatives that can be used by any facility or agency, including those likely to encounter facility or agency
including those likely to encounter the problem of aggressive or uncooperative behavior among its people.
g
p p
WHY MANDT
WHY MANDT
The Mandt System:
 Equips staff with the skills necessary to effectively manage a potentially negative or even dangerous t ti ll ti d
situation
 Empowers staff to first calm their emotional response p
p
 Fosters managing your own behavior so you can interact with other people positively 
We do this by teaching principles, not techniques, in all our programs.
EXCELLENCE EFFICIENCY AND EFFECTIVENESS
EXCELLENCE, EFFICIENCY AND EFFECTIVENESS.
Relational Skills Curriculum
 These three chapters focus on developing the relational context in which the focus is on interacting with students
 Chapter 1 – Building Healthy Relationships
 Chapter 2 – Building Healthy Communication  We want to keep an interaction from becoming an incident
Skills
 Chapter 3 –
Ch t Building B ildi Healthy Conflict R l i Skill Resolution Skills Conceptual Skills Curriculum
 In these chapters we focus on teaching principles and techniques to (1) prevent q
p
interactions from becoming incidents and p
(2) to reduce the potential for injury to all people
 Chapter 4 – Trauma Informed Services
 Chapter 5 – Positive Behavior Support
 Chapter 6 – Liability and  Conceptual Skills are used on the foundation of Relational Skills.
L l I
Legal Issues
 Chapter 7 – Medical Risks of Restraint
h i l Skill C i l
Technical Skills Curriculum
 In these chapters we focus on teaching principles and techniques to (1) prevent h i
( ) interactions from becoming incidents and ( ) t d th (2) to reduce the potential for injury to all people
 Conceptual Skills are used on the foundation of Relational Skills.
 Chapter 8– Assisting and Supporting
 Chapter 9 – Releasing (known in some regulations as “Escape and Evasion Techniques)
 Chapter 10 – Physical Restraint (Standing)
The Risks of Restraint
 There are no “safe” restraints
 Floor restraints are the most dangerous
 Benefits do not outweigh risks in our opinion
 The Mandt System® prohibits all floor restraints
 Our focus is on not using restraint
 Restraint use is an indication of the failure of plans to prevent crises events
 We urge people to reduce frequency, duration and intensity
 Duration: 3 minutes maximum
Graded and Gradual Hierarchy of i
Interventions
Seldom
Restraining 
Releasing
Redirecting
Avoiding
Supporting
Sometimes
Walking with/Accompanying
Verbal Communication
Non‐verbal Communication
Always
Philosophy and Attitude
S f
dB h i
Safety and Behavior
 People will not calm down
 When people’s need for safety is not met
 Until they feel safe
U il h f l f
 They will increase the  The focus of The Mandt  Frequency
q
y
System® is on helping all people to feel safe
 Physically, psychologically, and emotionally
 Duration
 Intensity  Of their behavior until th i d t
their needs are met
O
Ch
Our Most Important Chapter
 Building Healthy Relationships teaches how to prevent incidents by increasing safety physically, psychologically, emotionally
 Building Healthy Communication teaches how to g
y
de‐escalate incidents.
 Building Healthy Conflict Resolution
B ildi H lth C fli t R
l ti ties conflict ti fli t resolution into relationship building through effective communication
R l ti hi
Relationships –
The Most Powerful Tool
The Most Powerful Tool
 Relationship is the single most important p
g
p
therapeutic modality to ameliorate threats of violence and the need for restraint” (Breggin, 1999))
 “The most powerful restraints on violent behavior is healthy human attachment.” (B
(Brendtro and Long, 1995)
dt d L
)
Relationships –
Relationships –
The Most Powerful Tool
 Focusing on environment, structure, early intervention, and patient relationships were intervention
and patient relationships were pivotal, however, this team had to take programming to another level.
 It required understanding that for change to be meaningful, it would mean affecting culture. (Riemer, 2009) 
®
A I
t t P t f M dt
An Important Part of Mandt
Building People Up:
 Albert Bandura studied relationships.
 Out of every 20 interactions between people, Bandura f
b
l
d
found 17 were negative.
 Study replicated by Glenn Latham in 2000, 16 of 20 interactions were negative
 Our goal is to change this around!
 Whenever you do something, do it in way that builds Whenever you do something do it in way that builds people up! 
H
You Can Only Give What You Have
“Only people whose needs are met can
meet the needs of other people” h
d f h
l ”
~David Pitonyak
If we want staff to give positive behavior pp
y
support, they have to receive it.
SPIDER WEB…
Relational Introduction
 Relationships are the context of in which the work gets done
 What would it feel like if everyone treated everyone else Wh ld i f l lik if d l with dignity and respect?
 Have you gone to a doctor who disrespected you?
 Trust is vital so we can…



See mistakes as mistakes
Resolve conflicts with ease
Ask for help with confidence
R l i
lI
d i
Relational Introduction
Tools we will learn:
 Maslow’s Hierarchy of Needs
 R. A. D. A. R.
 The Crisis Cycle
Relational Introduction
We believe……
“I’ve come to the frightening conclusion that I am the decisive element in my____________________.
decisive element in my
It is my personal approach that creates the climate.
It is my daily mood that makes the weather. I possess t
tremendous power to make____________’s life miserable or d t k
’ lif i
bl joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is MY response that decides whether a crisis situations, it is MY response that decides whether a crisis will be escalated or de‐escalated and a person humanized or dehumanized”.
~Dr
Dr. Haim Ginott
Haim Ginott
Building Healthy Relationships Process
Characteristics:
 Dignity
 Patience
 Respect
R
t
 Honesty
H
t
 Integrity
 Quality
 Humility
Humilit
 Trust
 Fidelity
 Kindness
 Temperance
 Forgiveness
 Courage
 Honor
 Justice
 Fairness
Building Healthy
Building Healthy Relationships Process
Co‐Management:
 A belief that the work with and for people, offering p p
g
services and supports but not managing or controlling, when the behavior of people causes harm to themselves or others
 Means most supportive and least restrictive intervention to support them as people, not just the behavior
PUTTING PEOPLE FIRST
PUTTING PEOPLE FIRST
People are treated with Dignity and Respect
 Because of who they are
 Not because of what they do or don
Not because of what they do or don’t do
t do
 We want to support people, not just the behavior
We want to support people not just the behavior
M h bi ’ S d
Mehrabian’s Study
 The more consistency there is between these three elements the more three elements, the more believable you are
Elements of Communication
Vocal Element
Non‐Verbal
Non
Verbal
Word
%
7%
38%
55%
Th C
i i P
The Communication Process
 When people have moved from baseline
 They will be asking whether or not we are credible and Th ill b ki h th t dibl d believable
 Our goal is to have consistency between our words
 The ways in which we verbally transmit these words
 And our body language
The Communication Process
Noise
Noise
Noise Encodes
Noise
Decodes
MESSAGE
Sender
Noise
Receiver
Noise
Noise
Noise
Sending Clear Communication
If I were to ask you to bring a bike to work t
tomorrow describe the d
ib th bike you would bring……
Communication in Relationships
How Our Perceptions Affect Communication
 Basic Elements of Perception checking:
 Describe the behavior
 Interpret the behavior in at least two ways
p
y
 Request clarification (sometimes responses are non‐verbal) in a way that treats the person with  DIGNITY AND RESPECT
P
ti Slid
Perception Slide
b l l
i
i i
Verbal Elements in Communication
Side/Cross Dialogue:
 Involves talking to someone indirectly by directly speaking to another person
 Often used by parents to set goals
 Also used by parents to set goals
 Also used to reinforce or change behavior
 Only use this positively
O l hi i i l
R fl i Li
i
Reflective Listening
 Listen carefully (stop thinking about what your going 





to say)
D l Delay your response a few seconds
f d
Reflect feeling and content by paraphrasing
E
Empathize
hi with the person
i h h Responding to feelings with facts may result in a shutdown of communication
Be sure to ask permission before touching
If people share a traumatic event make a referral!
If people share a traumatic event, make a referral!
Word Association List
 List the words you associate with conflict on a piece of paper
 Words usually associated are:
Fear
L
Loss
Anger
Argue
Pain
A id
Avoid
Loud
Surprise
Shame
E b
Embarrassed
d
Fighting
Change
Changing Our Attitude
 We need to have a new association list:
 Opportunity
 Growth
 Resolution
 Common Gain
 Clarifying Issues
 WIN‐WIN
Building Healthy Conflict Resolution
 Definition of Conflict
 Is the emotional state
 In a relationship
 With disagreements, misperceptions, miscommunication
 About needs, drives, wishes, demands, incompatible goals, scare resources, interference from others
 Arises when change is needed in one or more parties in order for the relationship to continue
Communications and Relationship
“You” Messages:
‐ “You don’t think about anybody but yourself.”
‐ “You don’t use your head.”
‐ “You’re never on time.”
‐ “You” messages put people on the defensive
“Y ” l h d f i
Communication and Relationships
 “I” Message Are Authentic:
‐ “I” messages build relationships
‐ They are a measure of our authenticity and assertiveness
Th f th ti it d ti
‐ By using an By using an “I” message
I message, we assert that we
we assert that we’re responsible re responsible for our own behaviors
Communication and Relationships
Formulating an “I” Message:
When…
I feel …(an emotion)
Because….
Attitudes and Relationships
 The goal of conflict resolution in the MANDT System is to resolve the conflict in a way that builds the relationship
 It takes time, commitment, and self management
k
d lf
 Remember , it is my response that decides if this R
b i i h d id if hi conflict will escalate or de‐escalate and whether the other person will be built up or torn down
Learning How to Resolve Conflicts
S. O. D. A. S.
 Situation
 Options
p
 Advantages
 Disadvantages
 Solution
Th k You
Y
Thank
Jennifer Hamman
Clinical and Community Education
j
jeham@aghosp.com
269‐686‐4085