Obj ti
Objectives
Understand the Mission and Philosophy of MANDT
Building Healthy Relationships (Hard work…)
Describe ways to Promote Healthy Communication
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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)
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)
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
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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.
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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.
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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
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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
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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
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