Anything
Goes
Verbal/
Non-Verbal
Crisis
Model
Verbal
Escalation
100
100
100
100
200
200
200
200
300
300
300
300
400
400
400
400
500
500
500
500
Define therapeutic rapport and its
importance in a crisis situation.
Re-establishing of
communication with the
individual.
DAILY DOUBLE
Name the three (3) productive
reactions to fear and anxiety.
1. Increased speed and strength
2. Increased sensory acuity
3. Decreased reaction time
What is proxemics?
Personal Space
What is the purpose or goal of
CPI training?
To maintain the CARE,
WELFARE, SAFETY, and
SECURITY of the staff and
students.
Demonstrate the supportive
stance and give three (3) reasons
for using the stance.
Safety
Personal Space
Non-Threatening
Name two (2) ways a student acts
out.
Verbally
Physically
Define precipitating factors and
give two (2) examples.
Internal and external factors that
may cause acting out behaviors
that may cause acting out
behaviors that staff has little or
no control.
Explain the concepts of kinesics and
give two examples.
Gestures and posture
Nodding
Shaking your head
Tapping
Describe empathic listening and give
three (3) strategies to show a person
is listening.
Showing sincere listening to client
through eye contact
Uninterrupted listening
Eventually repeating back what the
person said
Define paraverbal communication
and give three (3) characteristics
How you say what you saw
Tone
Volume
Cadence
Name the first stage of the crisis
development model and staff attitude
Anxiety
Supportive
The second stage on the Crisis
Development Model and the staff
attitude
Defensive
Directive
Staff attitude for Acting Out Person
Nonviolent Physical Crisis
Intervention
The fourth stage of the Crisis
Development Model and the Staff
Attitude
Tension Reduction
Therapeutic Rapport
Explain Integrated Experience
Staff attitude and behavior affects
the students and visa versa
The name of the 4th stage of the
verbal escalation continuum and the
intervention
Intimidation
Seek help
Name the third stage of the verbal
escalation continuum and the two
suggested interventions
Release
Allow to vent
Isolate
Name the 1st stage the verbal
escalation continuum then give the
two (2) and their interventions
QUESTIONING
Information seeking  Answer the
question
Challenging  Set limits in that
order
DAILY DOUBLE
Name five (5) levels of the verbal
escalation continuum
Questioning
Refusal
Release
Intimidation
Tension Reduction
Describe the intervention for refusal,
the second stage on the verbal
escalation continuum and three (3)
criteria to follow
Set Limits
Clear
Reasonable
Enforceable