Act 171 2011 2012 with sound

ACT 1712011-2012

VERBAL DE-ESCALATION

AND

RESTORATIVE JUSTICE

PROGRAM OBJECTIVESPROGRAM OBJECTIVESYou will learn to:You will learn to:

Identify the behavior levels that contribute to the Identify the behavior levels that contribute to the development of a crisis and choose an appropriate development of a crisis and choose an appropriate staff intervention for each level.staff intervention for each level.

Identify useful nonverbal techniques which can help to Identify useful nonverbal techniques which can help to prevent acting out behavior.prevent acting out behavior.

Use verbal techniques to de-escalate behavior.Use verbal techniques to de-escalate behavior.

Use restorative practices to restore relationships.Use restorative practices to restore relationships.

Provide for the Provide for the care, welfare, safety and securitycare, welfare, safety and security of of all those involved in a crisis situation.all those involved in a crisis situation.

VERBAL DE-ESCALATIONVERBAL DE-ESCALATIONPOSITIVE TECHNIQUES FOR STAFF/STUDENTPOSITIVE TECHNIQUES FOR STAFF/STUDENT

INTERACTIONINTERACTION

(an overview of the CPI program)(an overview of the CPI program)

Philosophy and Objectives: to provide best Philosophy and Objectives: to provide best _CARE_,_CARE_,

__WELFARE__,__WELFARE__, __SAFETY____SAFETY__ and and __SECURITY____SECURITY__ for all for all students and staff.students and staff.

CPI Crisis Development ModelCPI Crisis Development Model

Two ways a person can act out:Two ways a person can act out:

_____________________ and ___________________________________________ and ______________________

Crisis Development Staff AttitudeCrisis Development Staff Attitude

(behaviors) (approach/response(behaviors) (approach/response))

1. 1.1. 1.

2. 2.2. 2.

3. 3.3. 3.

4. 4.4. 4.

This is a integrated experience. The behaviors andThis is a integrated experience. The behaviors and

attitudes of students influence the behaviors and attitudesattitudes of students influence the behaviors and attitudes

of the staff and vice versa.of the staff and vice versa.

Practical Activities/Nonverbal BehaviorPractical Activities/Nonverbal Behavior

Supportive StanceSupportive Stance

ProxemicsProxemics (personal space): The area around the body (personal space): The area around the body that is an extension of one’s self (Usually 18-36 inches)that is an extension of one’s self (Usually 18-36 inches)

KinesicsKinesics (body language): Nonverbal messages transmitted (body language): Nonverbal messages transmitted by the motion and posture of the bodyby the motion and posture of the body

Three reasons for using the supportive stance:Three reasons for using the supportive stance:

1. _____________________________________________1. _____________________________________________

2. ____________________________________________2. ____________________________________________

3. ____________________________________________3. ____________________________________________

The CPI Paraverbal Communication ModelThe CPI Paraverbal Communication Model

1.__________________________________________1.__________________________________________

2.__________________________________________2.__________________________________________

3.__________________________________________3.__________________________________________

Woman without her man is nothing





__WELFARE__,__WELFARE__, __SAFETY____SAFETY__ and and __SECURITY____SECURITY__ for for all students and staff.all students and staff.



____VERBALLY____________VERBALLY________ and and ____PHYSICALLY____________PHYSICALLY________



1. 1.1. 1.

2. 2.2. 2.

3. 3.3. 3.

4. 4.4. 4.







KinesicsKinesics (body language): Nonverbal messages (body language): Nonverbal messages transmitted by the motion and posture of the bodytransmitted by the motion and posture of the body


1. 1. __________________________________________________________________________________________

2. 2. ________________________________________________________________________________________

3. 3. ________________________________________________________________________________________


1.__________________________________________1.__________________________________________

2.__________________________________________2.__________________________________________

3.__________________________________________3.__________________________________________











1. ANXIETY 1. SUPPORTIVE1. ANXIETY 1. SUPPORTIVE

2. DEFENSIVE 2. DIRECTIVE2. DEFENSIVE 2. DIRECTIVE

3. 3.3. 3.

4. 4.4. 4.









1. 1. ________________________________________________________________________________________

2. 2. ________________________________________________________________________________________

3. 3. ________________________________________________________________________________________


1.__________________________________________1.__________________________________________

2.__________________________________________2.__________________________________________

3.__________________________________________3.__________________________________________













3. ACTING OUT3. ACTING OUT 3. 3. NON-VIOLENT PHYSICALNON-VIOLENT PHYSICAL

PERSON PERSON CRISIS INTERVENTIONCRISIS INTERVENTION

4. 4. TENSION REDUCTIONTENSION REDUCTION 4. 4. THERAPEUTIC RAPPORTTHERAPEUTIC RAPPORT









1. 1. ________________________________________________________________________________________

2. 2. ________________________________________________________________________________________

3. 3. ________________________________________________________________________________________


1.__________________________________________1.__________________________________________

2.__________________________________________2.__________________________________________

3.__________________________________________3.__________________________________________













33. ACTING OUT. ACTING OUT 3. 3. NON-VIOLENT PHYSICALNON-VIOLENT PHYSICAL











1. 1. __SAFETY_____________________________________SAFETY___________________________________

2. 2. __RESPECT___________________________________RESPECT_________________________________

3. 3. __LESS __LESS THREATENING________________________THREATENING________________________


1.__________________________________________1.__________________________________________

2.__________________________________________2.__________________________________________

3.__________________________________________3.__________________________________________













3. ACTING OUT3. ACTING OUT 3. 3. NON-VIOLENT PHYSICALNON-VIOLENT PHYSICAL











1. 1. __SAFETY_____________________________________SAFETY___________________________________

2. 2. __RESPECT___________________________________RESPECT_________________________________

3. 3. __LESS __LESS THREATENING________________________THREATENING________________________


1.__1.__TONE_________________________________TONE_________________________________

2.__2.__VOLUME______________________________VOLUME______________________________

3.__3.__CADENCECADENCE__________________________________________________________

Restorative Restorative JusticeJustice

What is Restorative Justice?What is Restorative Justice?

Represents a philosophy and a process Represents a philosophy and a process that acknowledges that when a student that acknowledges that when a student does harm, it effects the person(s) they does harm, it effects the person(s) they hurt, the community and themselves.hurt, the community and themselves.

When using restorative measures, an When using restorative measures, an attempt is made to repair the harm caused attempt is made to repair the harm caused by one person to another and to the by one person to another and to the community so that order is restored for community so that order is restored for everyoneeveryone

Focusing on the harms of the incident Focusing on the harms of the incident instead of the broken ruleinstead of the broken rule

Understanding that these harms create Understanding that these harms create responsibilities for the offender to remedy responsibilities for the offender to remedy to the best of their abilityto the best of their ability

Re-establishing broken relationshipsRe-establishing broken relationships Showing equal concern for the welfare of Showing equal concern for the welfare of

the victim and the offenderthe victim and the offender

Key Principles of Restorative JusticeKey Principles of Restorative Justice

Restorative Justice ProcessRestorative Justice Process

Victim of the infraction addresses the Victim of the infraction addresses the offender directly to hold them accountableoffender directly to hold them accountable

Offender given chance to explain actionsOffender given chance to explain actions

Victim and Offender invited to decide how Victim and Offender invited to decide how the offender can make amendsthe offender can make amends

Restorative Justice: Misbehavior is Restorative Justice: Misbehavior is an Opportunity to Learnan Opportunity to Learn

I am more than my mistakes, and I am not a I am more than my mistakes, and I am not a bad personbad person

My actions affect people and relationshipsMy actions affect people and relationships There are consequences for breaking rulesThere are consequences for breaking rules ““Owning” my mistakes is worth doingOwning” my mistakes is worth doing I can change my behavior in the future, and am I can change my behavior in the future, and am

likely to do so once I understand how my likely to do so once I understand how my actions hurt others, the community and myselfactions hurt others, the community and myself

Restorative Justice: Misbehavior is Restorative Justice: Misbehavior is an Opportunity to Learnan Opportunity to Learn

If I make mistakes, I am still part of the If I make mistakes, I am still part of the community and I will have opportunities to community and I will have opportunities to repair the harm I have causedrepair the harm I have caused

I am capable of finding ways to fix what I have I am capable of finding ways to fix what I have donedone

I will be supported and guided by adults in I will be supported and guided by adults in repairing the harm and changing my behavior. repairing the harm and changing my behavior. Adults care about me and will not give up on Adults care about me and will not give up on me when I make mistakes.me when I make mistakes.

Please click on the black box below to view a short Please click on the black box below to view a short video explaining how “Restorative Practices” works in a video explaining how “Restorative Practices” works in a school setting.school setting.

Business

Act 171 2011 2012 with sound