Using CPI Strategies
(COPING) to
Prevent/Respond to
Challenging Behavior
Lance L. Hawkins, M.Ed.
Harford County Public Schools
Adapted from CPI Nonviolent Intervention Crisis Training - 2012
What is the philosophy of the Nonviolent
Crisis Intervention Program (CPI)?
To provide the best care, welfare, safety,
and security to both students and staff in
crisis situations.
What Is CPI?
CPI Is….
• A behavioral
management approach
that provides for the
Care, Welfare, Safety,
and Security of all those
who are involved in a
crisis situation
CPI Is Not…
• A program to teach you
how to physically restrain
students/clients
• A punitive approach to
handling crisis
• A means to dominate or
retaliate in any crisis
situation
Who Can Use CPI?
•
•
•
•
Administrators
Teachers
Counselors
Staff
Part I. The CPI
Development Model
The CPI Crisis Development Model
Integrated Experience
Crisis Development/Behavior Levels
1. Anxiety
Examples:
• pacing
• fidgeting
• hyper-verbal
• withdrawn
Staff Attitudes/Approaches
1. Supportive
Examples:
• listen
• acknowledge
• validate
• assist
The CPI Crisis Development Model
Integrated Experience
Crisis Development/Behavior Levels
Staff Attitudes/Approaches
1. Anxiety
1. Supportive
2. Defensive
2. Directive
Examples:
• cursing
• yelling
• non-compliance
Examples:
• give options (includes both
positive and negative)
• set limits
Unit 1: The CPI Crisis Development Model
Integrated Experience
Crisis Development/Behavior Levels
Staff Attitudes/Approaches
1. Anxiety
1. Supportive
2. Defensive
2. Directive
3. Acting-Out Person
Examples:
• throwing
• biting
• hitting
• kicking
3. Non-violent Physical Crisis
Intervention
Examples:
• transport procedures
• child’s control position
• team control position
Unit 1: The CPI Crisis Development Model
Integrated Experience
Crisis Development/Behavior Levels
Staff Attitudes/Approaches
1. Anxiety
1. Supportive
2. Defensive
2. Directive
3. Acting-Out Person
4. Tension Reduction
Examples:
• tired
• crying
• embarrassed/ashamed
3. Non-violent Physical Crisis
Intervention
4. Therapeutic Rapport
Examples:
• empathic listening
• process/debrief
Non-Verbal Behavior
• Refers to the
actions/attitudes of
the staff members
• Non-verbal behavior
can determine the
outcome of the crisis
Integrated Experience
Crisis Development/Behavior Levels
1. Anxiety
Staff Attitudes/Approaches
1. Supportive
Proxemics:
Typically (in the U.S.) 1 ½ - 3 ft.
Factors to consider: familiarity, family member, situation, culture, past
experiences, age, size, health
Integrated Experience
Crisis Development/Behavior Levels
1. Anxiety
Staff Attitudes/Approaches
1. Supportive
Proxemics:
• Typically (in the U.S.) 1 ½ - 3 ft.
• Factors to consider: familiarity, family member, situation, culture,
past experiences, age, size, health
Kinesics: (Also known as body language)
• Four Components:
• Facial Expression , Gestures, Posture, Movement
Unit 2
Crisis Development/Behavior Levels
1. Anxiety
Staff Attitudes/Approaches
1. Supportive
Proxemics:
Typically (in the U.S.) 1 ½ - 3 ft.
Factors to consider: familiarity, family member, situation, culture, past
experiences, age, size, health
Kinesics:
Four Components:
Facial Expression , Gestures, Posture, Movement
CPI Supportive Stance:
Reasons for using:
• Safety
• Non – threatening
• Shows respect for personal space
Crisis Development/Behavior Levels
1. Anxiety
Level 1
Staff Attitudes/Approaches
1. Supportive
Proxemics:
Typically (in the U.S.) 1 ½ - 3 ft.
Factors to consider: familiarity, family member, situation, culture, past
experiences, age, size, health
Kinesics:
Four Components:
Facial Expression , Gestures, Posture, Movement
CPI Supportive Stance:
Reasons for using:
• Safety
• Non – threatening
• Shows respect for personal space
Paraverbal Communication:
“how we say, what we say”
Three Components:
Tone, Volume, Cadence
Verbal Intervention
(Levels of verbal escalation)
Crisis Development/Behavior Levels
2. Defensive
2. Directive
3. Release
Emotional Outburst
4. Intimidation
threats
2. Refusal
Non-compliance
5. Tension Reduction
Decrease in physical
and emotional energy
Level 2
Staff Attitudes/Approaches
1. Questioning
Can be rational (info-seeking)
or evasive (challenging)
Crisis Development/Behavior Levels
2. Defensive
2. Directive
3. Release
Emotional Outburst
4. Intimidation
threats
2. Refusal
Non-compliance
5. Tension Reduction
Decrease in physical
and emotional energy
Level 2
Staff Attitudes/Approaches
1. Questioning
Can be rational (info-seeking)
or evasive (challenging)
Interventions:
1. Questioning
Info-seeking: answer the question
challenging: redirect/set limits
2. Refusal
Set limits
3. Release
allow time to vent, may need to
isolate individual or move class
4. Intimidation
document; get 2nd staff member
to assist (still hands-off)
5. Tension Reduction
re-establish therapeutic rapport
Verbal Intervention
Keys to Setting Limits
• Clear/Simple
• Reasonable
• Enforceable
Empathic Listening
• Be nonjudgemental
• Give undivided Attention
• Active Listening (focus on
feelings, not just facts)
• Allow quiet time/wait time
for reflection
• Repeat statements to
clarify message
Important Points to
Consider…
Important Points to Consider
Integrated Experience – Behaviors and
attitudes of staff will impact behaviors
and attitudes of students (and vice
versa)
Important Points to Consider
Integrated Experience – Behaviors and attitudes of
staff will impact behaviors and attitudes of students
(and vice versa)
Precipitating Factors – internal and external causes
of acting out behavior over which staff have little or
no control.
Important Points to Consider
Integrated Experience – Behaviors and attitudes of
staff will impact behaviors and attitudes of students
(and vice versa)
Precipitating Factors – internal and external causes
of acting out behavior over which staff have little or
no control.
Rational Detachment – Ability to stay in control of our
own behaviors and not take the acting-out behavior
personally
Fear and Anxiety
(psychological and physiological responses)
Harmful
• Freeze
• Overreacting
• Inappropriate responses
Verbally
Physically
Helpful
• Increase in speed and
strength
• Sharpened sensors
• React quicker to
escalation
Are there any questions?
Thank You
Feel free to contact me for further
questions @
Lance.hawkins@hcps.org