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Slide 1
© 2012
2012CPI eRefresher Series –
Instructor Options
Nonviolent Crisis Intervention® Workbookand Hybrid Training
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Slide 2
2© 2012
Webinar Co-Presenters
Tina WerdermanGlobal Professional Instructor
Julie PorterDirector of Instructor Services
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Slide 3
3© 2012
The Training Process
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Slide 4
4© 2012
Formal Refresher Requirements
Review and apply concepts of
Nonviolent Crisis Intervention®
training used by your staff.
Hours: From three to 12 hours.
Frequency: Every six to 12 months.
Purpose: Build on Nonviolent Crisis Intervention®
training content.
Minimum Content: Pre-test; course models such as the CPI Crisis Development Model℠, the CPI VerbalEscalation Continuum℠, CPI’s Personal Safety Techniques℠, Nonviolent Physical Crisis Intervention℠, and the CPI COPING Model℠; problem solving based on staff needs; post-test; evaluation.
Training Materials: Use approved materials and a post-test.
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Slide 5
5© 2012
Poll Question 1
What can a Certified Instructor do to make a refresher more relevant? (Choose all that apply.)
Survey staff to learn what they deal with daily.
Talk to managers to see what their staff need.
Link concepts to organizational policies/procedures.
Make the refresher much more participant focused.
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Slide 6
6© 2012
Webinar Objectives
• Identify strategies for applying content from initial training.
• Explore facilitation techniques for using the initial Nonviolent Crisis Intervention® workbook.
• Gain a more in-depth understanding of the use of blended learning in order to enhance training transfer.
• Review the Nonviolent Crisis Intervention® hybrid model to deliver program content.
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Slide 7
7© 2012
Nonviolent Crisis Intervention®
Participant Workbook
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Slide 8
8© 2012
Poll Question 2
How much time are you afforded to conduct a formal refresher?
Three hours
Four to five hours
More than five hours
We do not do refreshers
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Slide 9
9© 2012
Teaching Versus Facilitating
Initial Training Formal Refresher
Teaching Facilitation
Teacher focused Shared focus
Teacher offers new facts
and knowledge
Facilitator draws upon
previously learned facts
Memory-based learning Experience-based learning
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Slide 10
10© 2012
Poll Question 3
Why use the initial Nonviolent Crisis Intervention®
program workbook for refreshers?
(Check all that apply.)
We have a lot of them in stock.
It is comprehensive.
Coincides with electronic presentation.
Provides space and flexibility for notes.
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Slide 11
11© 2012
Nonviolent Crisis Intervention®
Workbook
• Participants’ resource for the next six to 12 months.
• Definitions: Refer to glossary.
• Target my example.
• Add additional suggestions and ideas.
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Slide 12
12© 2012
Problem Solving: Moving Forward From Initial Training
Now that you have had the chance to train:
• You notice the same questions come up in each training.
• Staff may struggle with parts of verbal intervention.
• You have developed a system to handle the “what if” questions.
• How is it working for you?
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Slide 13
13© 2012
The CPI Crisis Development Model SM
• Focus on deeper level of understanding of concepts learned in the Nonviolent Crisis Intervention® program.
• Recognize fluidity of behavior levels of the CPI Crisis Development Model SM.
• Promote discussion of intervention tools.
• One possible way is by using “Four Corners.”
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Slide 14
14© 2012
Four Corners
Anxiety
Tension Reduction
Defensive
Acting-Out Person
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Slide 15
15© 2012
Four Corners
Anxiety
Tension Reduction
Defensive
Acting-Out Person
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Slide 16
16© 2012
Four Corners
Anxiety
Tension Reduction
Defensive
Acting-Out Person
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Slide 17
17© 2012
Nonverbal Communication
Variation in Exercise: One side in a seated position.
Debrief Differences: Height/intimidation factor.
CPI Supportive StanceSM: From a seated position, with individual in a bed, seated on floor.
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Slide 18
18© 2012
The CPI Verbal Escalation ContinuumSM
Variation A:
• Staff side – nonverbals, paraverbals, and verbal interventions.
• Client side – pull in all levels during initial exchange. Go to Tension Reduction when staff use appropriate intervention.
Questioning
RefusalIntimidation
Tension Reduction
Release
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Slide 19
19© 2012
The CPI Verbal Escalation ContinuumSM
Variation B:
• Debrief Release stage by asking for the client’s perspective.
- What was the original directive?
- What did you take away from this exchange?
• What happens to rationality?
Questioning
RefusalIntimidation
Tension Reduction
Release
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Slide 20
20© 2012
Review CPI Personal Safety Techniques SM
Maximize time and increase repetitions:
• Real time
• Apply resistance and movement
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Slide 21
21© 2012
Example: One-Hand Wrist Grab Release
Sequence using four to five repetitions for each:
• Classroom Model
• Hold tighter
• Hold tighter and pull
• Hold tighter and punch (incorporates a strike)
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Slide 22
22© 2012
Review Nonviolent Physical Crisis InterventionSM
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Slide 23
23© 2012
Problem Solving Physical Interventions
Evaluate applying the principles using the three following criteria:
1. Did we do all we could reasonably do to minimize risk of injury to self (staff)?
2. Did we do all we could reasonably do to minimize risk of injury to the person in crisis?
3. Did we manage the behavior?
If “yes” – aligns with Care, Welfare, Safety, and Security SM.
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Slide 24
24© 2012
Administering the Post-Test
• Initial training – definition of knowledge level.
• Refresher – application of knowledge level.
• Provide real-life examples on Questions 2, 4, 6, and 7.
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Slide 25
25© 2012
Nonviolent Crisis Intervention®
Hybrid Instructor Seminar
Same program—different delivery.
Key Benefit: Allocate training time to meet specific needs.
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Slide 26
26© 2012
Hybrid Training Options
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Slide 27
27© 2012
Hybrid as a Refresher Program
Hybrid Instruction: A combination of online learning and face-to-face facilitation.
Traditional education is evolving due to factors such as varying schedules and the increasing availability of remote learning locations and new learning styles.
The use of computers for self-paced learning is becoming the norm.
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Slide 28
28© 2012
What is Blended Learning?
Planned Combination of Approaches
“Blended learning (BL) integrates seemingly opposite approaches, such as formal and informal learning, face-to-face and online experiences, directed paths and reliance on self-direction, and digital references and collegial connections, in order to achieve individual and organizational goals.”
Rossett & Frazee, 2006, amanet.org/blended
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Slide 29
29© 2012
Poll Question 4
When using the hybrid option how does role of a facilitator differ from that of an Instructor?
(Choose all that apply.)
Use more Instructor examples.
More lecture less small group discussion.
Promote a collaborative approach.
Teach only physicals in the classroom.
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Slide 30
30© 2012
Learning Applications
A. CPI Blended Learning Concept
• Blended learning is not new.
• It integrates formal and informal learning.
B. Where Does Blended Learning Work Best?
• Within organizations that collaborate and communicate.
• Clear link between web-based learning and classroom learning.
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Slide 31
31© 2012
Job Readiness
• Benefits to the learner.
• Benefits to the Instructor.
• Benefits to the organization.
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Slide 32
32© 2012
Motivating Staff in Self-Paced Learning
• Adapts to individual schedules.
• Web-based portion is engaging.
• Focus is on workplace application.
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Slide 33
33© 2012
Hybrid Refresher Job Aid
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Slide 34
34© 2012
Nonviolent Crisis Intervention®
Hybrid Refresher
Linking the Web-Based Portion to the Classroom
Purpose of the Hybrid Job Aid (distributed in classroom)
• Links web-based learning to classroom learning.
• Allows staff to track examples, reflection, and experiences.
• Provides all definitions.
• Consolidates web entries.
• Ongoing learning tool and reference.
Web-Based
Learning
Hybrid Job Aid
ClassroomLearning
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Slide 35
35© 2012
Hybrid Job Aid
• Used as a refresher option only.
• Includes Blue Card™.
• Intended to be used as a take-away.
• Promotes application of content.
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Slide 36
36© 2012
Using the Hybrid Job Aid
• The CPI Crisis Development ModelSM is on the front and content application questions are on the back.
• Instructor determines depth of the review based on time frames and number of participants.
• May focus more heavily on different models based on needs of your organization.
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Slide 37
37© 2012
Demonstration
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Slide 38
38© 2012
Demonstration
1. An individual, while being coached on a work performance issue, shakes his head and quickly paces back and forth in front of his team leader. The individual slowly raises his voice and walks away, saying that no one cares.
• What are some signs that this individual is in the Anxiety level?
• What are some ways team members can use a Supportive response to these behaviors?
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Slide 39
39© 2012
Action Steps
Action Steps
To enhance my ability to assessan individual’s level of behavior and use an appropriate response, I will:
___ Seek to understand why an individual is demonstrating challenging behavior.
___ Practice demonstrating supportive nonverbal behavior.
___ Get to know the individuals that I support.
___ Work as a team to de-escalate behavior.
___ Be mindful of the impact my actions have on others.
___ Other: ____________________________________
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Slide 40
40© 2012
Hybrid Refresher Simulator
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Slide 41
41© 2012
Post-Test
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Slide 42
42© 2012
Validating Your Training
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Slide 43
43© 2012
2012 eRefresher Schedule
January 18: Motivating Refreshers: The Choice Is Yours —
2012 Instructor Options series overview
February 15: Key Point Refresher and Personal Prevention PlanSM
March 14: Advanced Renewals
• Autism Spectrum Disorders: Applications of Nonviolent Crisis
Intervention® Training
• Trauma-Informed Care: Implications for CPI’s Crisis
Development ModelSM
April 18: Special Topics Session—Informal Refreshers: Reviews; Practice;
Policy Discussions; Rehearsals and Drills; Situational Applications
May 16: DVD-Based Options such as Preventive Techniques II and
Effective Limit Setting
June 22: Applied Physical TrainingSM and Master Level Refreshers
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Slide 44
44© 2012
2012 eRefresher Schedule
August 15: Adapting Nonviolent Crisis Intervention® Training for Young
Children and Keys to Organizational Buy-In and Support for Training
September 19: Advanced Renewals
• Enhancing Verbal Skills: Applications of Life Space Crisis InterventionSM
• Supporting Individuals With Dementia and Related Cognitive Challenges
October 17: Nonviolent Crisis Intervention® Workbook and
Hybrid Training
Rescheduled from July to November 14: Integrating Positive Behavioral
Interventions and Supports (PBIS) and Bullying Behaviors: Applying CPI’s
Crisis Development ModelSM
Specific dates for each may vary due to training schedules of CPI staff.
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Slide 45
45© 2012
Questions? - Thank You!
The next webinar in this eRefresher Series will be:
Date: November 17, 2012
Time: 10:00 a.m. CT
Topics: Integrating Positive
Behavioral Interventions and
Supports; Bullying Behaviors,
Applying CPI’s Crisis Development
ModelSM
Call toll-free: 877.877.5390
Julie PorterDirector of
Instructor Services
Tina WerdermanGlobal Professional Instructor
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Slide 46
46© 2012
On-Demand Post-Test
1. Name one difference between teaching and facilitating.
2. What is one advantage of using the initial workbook as a refresher tool?
3. Provide one example of a section of course content and how you would apply that in your facility.
4. What is the purpose of the job aid in a hybrid refresher?
5. What do participants need to bring to class from the online portion of the hybrid refresher?
6. Consider other options for facilitating the content application from the job aid.
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