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39 Cards in this Set
- Front
- Back
what are the 4 crisis development behavior levels? |
1. anxiety 2. defensive 3. acting-out 4. tension reduction |
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what staff attitude or approach is appropriate for the anxiety behavior level? |
supportive |
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what staff attitude or approach is appropriate for the defensive behavior level?
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directive |
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what staff attitude or approach is appropriate for the acting-out behavior level?
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Nonviolent physical crisis intervention |
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what staff attitude or approach is appropriate for the tension reduction behavior level?
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therapeutic rapport |
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a noticeable increase or change in behavior |
anxiety |
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an empathetic, nonjudgmental approach attempting to alleviate anxiety |
supportive |
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the beginning stage of loss of rationality. At this point the individual often becomes belligerent and challenges authority |
defensive |
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an approach in which a staff member takes control of a potentially escalating situation |
directive |
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the total loss of control which often results in a physical acting-out episode |
acting-out |
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safe, nonharmful control and restraint techniques used to control an individual until he can regain control of his behavior. These techniques should be utilized as a last resort |
non violent crisis intervention |
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decrease in physical and emotional energy which occurs after a person has acted out, characterized by regaining of rationality. |
tension reduction |
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an attempt to re-establish communication with an individual who is experiencing tension reduction |
therapeutic rapport |
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an area surrounding the body which is considered an extension of self |
proxeomics |
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the nonverbal message transmitted by the motion and posture of the body |
kinesics |
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reasons for using the supportive stance posture |
1. communicates respect 2. nonthreatening/non challenging 3. contributes to staff's personal safety/ offers an escape route |
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three components of paraverbal communication |
1. tone 2. cadence 3. volume |
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5 steps of the CPI Verbal Escalation Continuum |
1. Questioning 2. Refusal 3. Release 4. Intimidation 5. Tension Reduction |
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Information seeking and challenging |
questioning |
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intervention for questioning |
set limits if have to, dont get into a power struggle, answer questions with a rational response, stick to topic, ignore the challenge |
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noncompliance, slight loss of rationalization |
refuse |
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interventions for refusal |
set limits |
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verbal acting-out, emotional outbursts |
release |
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interventions for release |
allow individual to let off steam, remove audience or acting-out individual from scene |
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individual is verbally and or nonverbally threatening staff in some manner |
intimidation |
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interventions for intimidation |
take all threats seriously, seek assistance and wait for team to intervene. Avoid hands on approach |
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a drop in energy after crisis situation |
tension reduction |
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intervention for tension reduction |
establish therapeutic rapport- re-establish communication with individual |
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keys to setting limits |
1. simple 2. enforceable 3. reasonable |
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internal or external causes of an acting-out behavior over which a staff member has little or no control |
precipitating factors |
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name some reasons for precipitating factors |
loss of personal power need to maintain self esteem fear need to displace anger failure attention seeking |
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ability to stay in control of ones own behavior and not take acting-out personally |
rational detachment |
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concept that behaviors and attitudes of staff have an influence on the behavior and attitudes of the youth and vice versa |
integrated experience |
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unproductive staff fear and anxiety |
freezing overreacting responding inappropriately |
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productive staff fear and anxiety |
increase in speed and strength increase in sensory acuity decrease in reaction time |
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a weapon coming into contact with a target |
strike |
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the control or destruction of a part of ones anatomy |
grab |
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3 reasons team intervention is better than solo intervention |
1. safety 2. professionalism 3. litigation (witness) |
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CPI C.O.P.I.N.G. model |
Control Orient Patterns Investigate Negotiate Give |