SLIDE 1
VERBAL DE-ESCALATION
“Building A Safer Workplace”
SLIDE 2 ABOUT US
APB Consulting Solutions provides quality services to its clients by combining consultants who are expes in their fields, with solutions tailored to meet the needs of our clients in both the private, and public sector. APB provides a wide variety of services from educational classroom curriculums, to in depth professional consulting services tailored to increase safety, productivity, and efficiency for our clients, and their employees. APB owners and trainers have over a centuries woh of combined Law Enforcement, and training background, and have trained tens of thousands of individuals throughout their
- careers. APB is commied to providing the highest level of personal,
and professional services to meet the needs of your business.
SLIDE 3 LEGAL DISCLAIMER
APB Consulting Solutions L.L.C. training courses are designed to assist students with safety in their workplace, skills to de-escalate tensions and provide ethical standards for best practices in their field. Our courses are designed to increase employees, employers and all of our students, awareness and ways to respond to difficult and sometimes dangerous encounters and situations. Our courses are designed to minimize the number of escalated encounters, and to minimize the damage from dangerous encounters; however, APB Consulting Solutions L.L.C. wants to make the clear and direct point that sometimes escalated encounters, dangerous and even deadly incidents may still occur. Our goal is to teach our students best practices to deal with those situations. 1 2 3
SLIDE 4
WHO CAN USE VERBAL DE-ESCALATION TO STAY SAFE?
SLIDE 5
SLIDE 6
OBJECTIVES
Teach how to identify an agitated person.
SLIDE 7
OBJECTIVES
Teach how to identify an agitated person. Teach how to de-escalate an agitated person.
SLIDE 8
OBJECTIVES
Teach how to identify an agitated person. Teach how to de-escalate an agitated person. Teach how to assist fellow employees or staff with de-escalating.
SLIDE 9
OBJECTIVES
Teach how to identify an agitated person. Teach how to de-escalate an agitated person. Teach how to assist fellow employees or staff with de-escalating. Identify long term programs that will prevent future flair ups with angry employees and customers.
SLIDE 10
CROSSING THE LINE INTO CRISIS SITUATIONS
It is impoant to develop strategies for ensuring personal safety in potentially problem situations.
SLIDE 11
In any conflict, there are two choices:
Escalate the incident fuher.
SLIDE 12
In any conflict, there are two choices:
Escalate the incident fuher. De-escalate the situation.
SLIDE 13
COMMON SIGNS OF AGITATION
Raised Voice High-pitched Voice Rapid Speech Pacing Excessive Sweating Excessive Hand Gestures Fidgeting Shaking Balled Fists Erratic Movements Aggressive Posture Verbally Abusive
SLIDE 14
IDENTIFYING THE 7 STAGES OF BEHAVIOR ESCALATION
SLIDE 15 CALM
Person is relatively calm and cooperative.
Colvin, G., & Sugal, G. (1989). Understanding and Managing Escalating Behavior (ppt). Retrieved 22 January 2012 from hp://www.pbis.org/common/pbisresources.
IDENTIFYING THE 7 STAGES OF BEHAVIOR ESCALATION
1
SLIDE 16 TRIGGER
Person experiences unresolved conflicts that trigger the person’s behavior to escalate.
IDENTIFYING THE 7 STAGES OF BEHAVIOR ESCALATION
2
Colvin, G., & Sugal, G. (1989). Understanding and Managing Escalating Behavior (ppt). Retrieved 22 January 2012 from hp://www.pbis.org/common/pbisresources.
SLIDE 17 AGITATION
Person increasingly unfocused and upset.
IDENTIFYING THE 7 STAGES OF BEHAVIOR ESCALATION
3
Colvin, G., & Sugal, G. (1989). Understanding and Managing Escalating Behavior (ppt). Retrieved 22 January 2012 from hp://www.pbis.org/common/pbisresources.
SLIDE 18 ACCELERATION
Conflict remains unresolved and the person FOCUSES on the conflict.
IDENTIFYING THE 7 STAGES OF BEHAVIOR ESCALATION
4
Colvin, G., & Sugal, G. (1989). Understanding and Managing Escalating Behavior (ppt). Retrieved 22 January 2012 from hp://www.pbis.org/common/pbisresources.
SLIDE 19 PEAK
Person is out of control and exhibits severe behavior.
IDENTIFYING THE 7 STAGES OF BEHAVIOR ESCALATION
5
Colvin, G., & Sugal, G. (1989). Understanding and Managing Escalating Behavior (ppt). Retrieved 22 January 2012 from hp://www.pbis.org/common/pbisresources.
SLIDE 20 DE-ESCALATION
Person vents in the peak stage and displays confusion, but the severity of peak behavior subsides.
IDENTIFYING THE 7 STAGES OF BEHAVIOR ESCALATION
6
Colvin, G., & Sugal, G. (1989). Understanding and Managing Escalating Behavior (ppt). Retrieved 22 January 2012 from hp://www.pbis.org/common/pbisresources.
SLIDE 21 RECOVERY
Person displays willingness to paicipate in activities.
IDENTIFYING THE 7 STAGES OF BEHAVIOR ESCALATION
7
Colvin, G., & Sugal, G. (1989). Understanding and Managing Escalating Behavior (ppt). Retrieved 22 January 2012 from hp://www.pbis.org/common/pbisresources.
SLIDE 22 WHAT ARE THE STAGES OF ESCALATION?
Aggression can be unpredictable. A person may quickly move from slightly agitated to full scale aggression. Identification of escalation’s early stages will result in an effective response.
- 1. Calm
- 2. Trigger
- 3. Agitation
- 4. Acceleration
- 5. Peak
TIME INTENSITY
- 6. De-escalation
- 7. Recovery
SLIDE 23 WHAT ARE THE STAGES OF ESCALATION?
NON-CRISIS THINKING Logical Open Minded Reasonable
- 1. Calm
- 2. Trigger
- 3. Agitation
- 4. Acceleration
- 5. Peak
TIME INTENSITY
- 6. De-escalation
- 7. Recovery
SLIDE 24 WHAT ARE THE STAGES OF ESCALATION?
NON-CRISIS THINKING Logical Open Minded Reasonable CRISIS THINKING Illogical Close Minded Unfocused
- 1. Calm
- 2. Trigger
- 3. Agitation
- 4. Acceleration
- 5. Peak
TIME INTENSITY
- 6. De-escalation
- 7. Recovery
REMEMBER TIME!
SLIDE 25 TRAITS & FACTORS THAT MAY TRIGGER AGGRESSION
NORTH CAROLINA DIVISION OF SOCIAL SERVICES AND THE FAMILY AND CHILDREN RESOURCE PROGRAM: CHILDREN'SSERVICES PRACTICE NOTES, VOL. 3, 1998.
Psychiatric illness
SLIDE 26 TRAITS & FACTORS THAT MAY TRIGGER AGGRESSION
NORTH CAROLINA DIVISION OF SOCIAL SERVICES AND THE FAMILY AND CHILDREN RESOURCE PROGRAM: CHILDREN'SSERVICES PRACTICE NOTES, VOL. 3, 1998.
Psychiatric illness Substance abuse
SLIDE 27 TRAITS & FACTORS THAT MAY TRIGGER AGGRESSION
NORTH CAROLINA DIVISION OF SOCIAL SERVICES AND THE FAMILY AND CHILDREN RESOURCE PROGRAM: CHILDREN'SSERVICES PRACTICE NOTES, VOL. 3, 1998.
Psychiatric illness Substance abuse Prior history of violence
SLIDE 28 TRAITS & FACTORS THAT MAY TRIGGER AGGRESSION
NORTH CAROLINA DIVISION OF SOCIAL SERVICES AND THE FAMILY AND CHILDREN RESOURCE PROGRAM: CHILDREN'SSERVICES PRACTICE NOTES, VOL. 3, 1998.
Psychiatric illness Substance abuse Prior history of violence Highly stressful situations
Removal of children Involvement with DCS Cou proceedings Compliance with services Termination of parental rights
SLIDE 29 TRAITS & FACTORS THAT MAY TRIGGER AGGRESSION
NORTH CAROLINA DIVISION OF SOCIAL SERVICES AND THE FAMILY AND CHILDREN RESOURCE PROGRAM: CHILDREN'SSERVICES PRACTICE NOTES, VOL. 3, 1998.
Psychiatric illness Substance abuse Prior history of violence Highly stressful situations
Removal of children Involvement with DCS Cou proceedings Compliance with services Termination of parental rights
Ages 15-40, esp. males
SLIDE 30 TRAITS & FACTORS THAT MAY TRIGGER AGGRESSION
NORTH CAROLINA DIVISION OF SOCIAL SERVICES AND THE FAMILY AND CHILDREN RESOURCE PROGRAM: CHILDREN'SSERVICES PRACTICE NOTES, VOL. 3, 1998.
Psychiatric illness Substance abuse Prior history of violence Highly stressful situations
Removal of children Involvement with DCS Cou proceedings Compliance with services Termination of parental rights
Ages 15-40, esp. males Ceain Feelings
Powerlessness Fear Grief Feeling of injustice Boredom Humiliation
SLIDE 31 TRAITS & FACTORS THAT MAY TRIGGER AGGRESSION
NORTH CAROLINA DIVISION OF SOCIAL SERVICES AND THE FAMILY AND CHILDREN RESOURCE PROGRAM: CHILDREN'SSERVICES PRACTICE NOTES, VOL. 3, 1998.
Psychiatric illness Substance abuse Prior history of violence Highly stressful situations
Removal of children Involvement with DCS Cou proceedings Compliance with services Termination of parental rights
Ages 15-40, esp. males Ceain Feelings
Powerlessness Fear Grief Feeling of injustice Boredom Humiliation
Access to weapons
SLIDE 32 TRAITS & FACTORS THAT MAY TRIGGER AGGRESSION
NORTH CAROLINA DIVISION OF SOCIAL SERVICES AND THE FAMILY AND CHILDREN RESOURCE PROGRAM: CHILDREN'SSERVICES PRACTICE NOTES, VOL. 3, 1998.
Psychiatric illness Substance abuse Prior history of violence Highly stressful situations
Removal of children Involvement with DCS Cou proceedings Compliance with services Termination of parental rights
Ages 15-40, esp. males Ceain Feelings
Powerlessness Fear Grief Feeling of injustice Boredom Humiliation
Access to weapons Physical disability or chronic pain
SLIDE 33 TRAITS & FACTORS THAT MAY TRIGGER AGGRESSION
NORTH CAROLINA DIVISION OF SOCIAL SERVICES AND THE FAMILY AND CHILDREN RESOURCE PROGRAM: CHILDREN'SSERVICES PRACTICE NOTES, VOL. 3, 1998.
Psychiatric illness Substance abuse Prior history of violence Highly stressful situations
Removal of children Involvement with DCS Cou proceedings Compliance with services Termination of parental rights
Ages 15-40, esp. males Ceain Feelings
Powerlessness Fear Grief Feeling of injustice Boredom Humiliation
Access to weapons Physical disability or chronic pain Personal history of child abuse
SLIDE 34
HOW DO YOU MANAGE CONFLICT?
What is your strategy for managing conflict?
How did you learn it? What is your instinctual reaction? What style comes naturally? (Remember your last tense moment.)
SLIDE 35
UNDERSTANDING CULTURAL DIVERSITY
SLIDE 36 It is impoant to understand that persons of different cultures and backgrounds may respond to stress differently. Their response to your effos to de-escalate things may have a different appearance.
UNDERSTANDING CULTURAL DIVERSITY
SLIDE 37 It is impoant to understand that persons of different cultures and backgrounds may respond to stress differently. Their response to your effos to de-escalate things may have a different appearance. While it may be difficult to understand every culture in great detail, the key is to realize that their can be inherent differences in how persons from different cultures respond to stress and that as the listener, facilitator, or even the person that is buying time to keep everyone safe, you realize this and carefully and patiently work through the strategies we will show you to de-escalate tensions.
UNDERSTANDING CULTURAL DIVERSITY
SLIDE 38 WHAT IS VERBAL DE-ESCALATION?
Verbal De-Escalation is an intervention used with people who are at risk for aggression. It is basically using calm language along with
- ther communication techniques, to diffuse, re-direct or
de-escalate a conflict situation.
SLIDE 39
SLIDE 40 PHYSICAL FORCE IN DE-ESCALATION
NEVER CONSIDER the use of physical force as a first response. Without specialized training, there is no other choice. The use of physical force almost always results in someone geing
- Injured. That could be you or those you are trying to protect if you
don’t have specialized training.
SLIDE 41 THE THREE ASPECTS OF COMMUNICATION
Body language & positioning
55%
7% 38%
NON-VERBAL
Eye contact Posture Gestures Facial Expression
SLIDE 42 THE THREE ASPECTS OF COMMUNICATION
Body language & positioning Verbal tone & style
38%
7% 55%
HOW YOU SAY IT
Visual, Auditory, Kineasthetic Pitch Pace Volume Emotion Detail/High Level
SLIDE 43 THE THREE ASPECTS OF COMMUNICATION
Body language & positioning Verbal tone & style Choice of words
7%
55% 38%
WORDS
SLIDE 44
THE THREE ASPECTS OF COMMUNICATION
Body language & positioning Verbal tone & style Choice of words
Which one of these is the most impoant?
SLIDE 45
WHAT IS YOUR BODY LANGUAGE SAYING?
Examples and class discussion
SLIDE 46 MATCH THE BODY LANGUAGE TO ITS MESSAGE
Don’t talk down to the other person
TIPS TO CONSIDER
SLIDE 47 MATCH THE BODY LANGUAGE TO ITS MESSAGE
Don’t talk down to the other person Don’t make obscene gestures
TIPS TO CONSIDER
SLIDE 48 MATCH THE BODY LANGUAGE TO ITS MESSAGE
Don’t talk down to the other person Don’t make obscene gestures Don’t’ tip you hand toward any defensive tactics
TIPS TO CONSIDER
SLIDE 49 MATCH THE BODY LANGUAGE TO ITS MESSAGE
Don’t talk down to the other person Don’t make obscene gestures Don’t’ tip you hand toward any defensive tactics TRY not to show fear
TIPS TO CONSIDER
SLIDE 50 MATCH THE BODY LANGUAGE TO ITS MESSAGE
Don’t talk down to the other person Don’t make obscene gestures Don’t’ tip you hand toward any defensive tactics TRY not to show fear TRY not to show stress
(no pacing, fidgeting)
TIPS TO CONSIDER
SLIDE 51 MATCH THE BODY LANGUAGE TO ITS MESSAGE
Don’t talk down to the other person Don’t make obscene gestures Don’t’ tip you hand toward any defensive tactics TRY not to show fear TRY not to show stress
(no pacing, fidgeting)
Try not to touch
(be cautious, could be taken as aggression/threat and escalate the situation)
TIPS TO CONSIDER
SLIDE 52 MATCH THE BODY LANGUAGE TO ITS MESSAGE
Don’t talk down to the other person Don’t make obscene gestures Don’t’ tip you hand toward any defensive tactics TRY not to show fear TRY not to show stress
(no pacing, fidgeting)
Try not to touch
(be cautious, could be taken as aggression/threat and escalate the situation)
Don’t avoid conversation
(remember buying time saves lives and opens up options)
TIPS TO CONSIDER
SLIDE 53 MATCH THE BODY LANGUAGE TO ITS MESSAGE
Don’t talk down to the other person Don’t make obscene gestures Don’t’ tip you hand toward any defensive tactics TRY not to show fear TRY not to show stress
(no pacing, fidgeting)
Try not to touch
(be cautious, could be taken as aggression/threat and escalate the situation)
Don’t avoid conversation
(remember buying time saves lives and opens up options)
Don’t allow others to disrupt your effo
TIPS TO CONSIDER
SLIDE 54 TRY TO LOOK AS NON-THREATENING AS POSSIBLE
Appear calm and self-assured even if you don’t feel it.
SLIDE 55 TRY TO LOOK AS NON-THREATENING AS POSSIBLE
Appear calm and self-assured even if you don’t feel it. Maintain limited eye contact.
SLIDE 56 TRY TO LOOK AS NON-THREATENING AS POSSIBLE
Appear calm and self-assured even if you don’t feel it. Maintain limited eye contact. Maintain a neutral facial expression.
SLIDE 57 TRY TO LOOK AS NON-THREATENING AS POSSIBLE
Appear calm and self-assured even if you don’t feel it. Maintain limited eye contact. Maintain a neutral facial expression. Place your hands in front of your body in an open and relaxed position.
SLIDE 58 TRY TO LOOK AS NON-THREATENING AS POSSIBLE
Appear calm and self-assured even if you don’t feel it. Maintain limited eye contact. Maintain a neutral facial expression. Place your hands in front of your body in an open and relaxed position. Maintain the same eye level. Encourage the client to be seated, but if he/she needs to stand, stand up also.
SLIDE 59 POSITIONING IS IMPORTANT
Do not approach a client head-on or from the back.
SLIDE 60 POSITIONING IS IMPORTANT
Do not approach a client head-on or from the back. Approaching at an angle is perceived as less confrontational.
SLIDE 61 POSITIONING IS IMPORTANT
Do not approach a client head-on or from the back. Approaching at an angle is perceived as less confrontational. Never turn your back during a hostile situation.
SLIDE 62 POSITIONING IS IMPORTANT
Do not approach a client head-on or from the back. Approaching at an angle is perceived as less confrontational. Never turn your back during a hostile situation. Best stance is at an angle, feet hips width apa, one foot in front. This allows for greater balance and mobility & exposes less of the body as a target. Stay far enough away from the other person so they cannot hit, kick or grab you.
SLIDE 63
WHERE’S YOUR COMFORT ZONE? ACTIVITY
SLIDE 64 WHERE’S YOUR COMFORT ZONE?
Divide group into two lines. Allow approximately 5 feet of empty space between the rows. Each person should be facing a paner. Ask one line to remain stationary while the other line gradually steps forward toward their paners. Ask the stationary line to put out their hands in a “stop” gesture when they feel their personal space is invaded. 1 2 4 3
SLIDE 65 WHERE’S YOUR COMFORT ZONE?
Divide group into two lines. Allow approximately 5 feet of empty space between the rows. Each person should be facing a paner. Ask one line to remain stationary while the other line gradually steps forward toward their paners. Ask the stationary line to put out their hands in a “stop” gesture when they feel their personal space is invaded. 1 2 4 3
How did you feel during this activity? How can this information help you during de-escalation?
SLIDE 66 PERSONAL SPACE!
Four Personal Spaces
Edward Hall, American anthropologist, Hidden Dimension, 1966.
Intimate space: interacting with friends, significant people,
hand-shaking, whispering, etc.
touch to 1.5 feet
1.5’
SLIDE 67 PERSONAL SPACE!
Four Personal Spaces
Edward Hall, American anthropologist, Hidden Dimension, 1966.
Intimate space: interacting with friends, significant people,
hand-shaking, whispering, etc.
touch to 1.5 feet
Casual space: interacting with close friends
1.5 feet to 4 feet
1.5’ 4’
SLIDE 68 PERSONAL SPACE!
Four Personal Spaces
Edward Hall, American anthropologist, Hidden Dimension, 1966.
Intimate space: interacting with friends, significant people,
hand-shaking, whispering, etc.
touch to 1.5 feet
Casual space: interacting with close friends
1.5 feet to 4 feet
Social space: interacting with acquaintances
4 feet to 12 feet
1.5’ 4’ 12’
SLIDE 69 PERSONAL SPACE!
Four Personal Spaces
Edward Hall, American anthropologist, Hidden Dimension, 1966.
Intimate space: interacting with friends, significant people,
hand-shaking, whispering, etc.
touch to 1.5 feet
Casual space: interacting with close friends
1.5 feet to 4 feet
Social space: interacting with acquaintances
4 feet to 12 feet
Public space: interacting with anonymous people
fuher than 12 feet
1.5’ 4’ 12’
SLIDE 70 WHY IS THIS RELEVANT?
Violence-prone individuals perceive the need for a wider territorial space in
- rder to feel comfoable – 5 times the normal physical space.
SLIDE 71
HOW YOU DELIVER THE MESSAGE IS EVERYTHING!
Tone expresses the speaker’s feelings or aitudes. The listener interprets the speaker’s message through tone; 38% of communication depends on tone.
SLIDE 72
PARALINGUISTICS
Paralinguistic features in verbal communication are the vocal signals beyond the basic verbal message. Paralinguistic elements in a person's speech convey meaning beyond the words and grammar used. Examples of paralinguistic features include pitch, rate, quality of voice and amplitude.
SLIDE 73 TRY IT!
Say the following sentence with different tones.
“I want this to stop PLEASE!”
- 1. in a suspicious tone
- 2. in a happy ton
- 3. in a patronizing tone
- 4. in an irritable tone
SLIDE 74 IT’S NOT JUST WHAT YOU SAY BUT HOW YOU SAY IT
TONE
Stern: confidence, possibly aggression Timid/wavering: fear, lack of self-assurance Lowered: unceainty Raised: anger, agitation
SLIDE 75 IT’S NOT JUST WHAT YOU SAY BUT HOW YOU SAY IT
TONE
Stern: confidence, possibly aggression Timid/wavering: fear, lack of self-assurance Lowered: unceainty Raised: anger, agitation
VOLUME
Loud, overpowering: authority, unwillingness to hear others So, unassuming: docility, possibly fear
SLIDE 76 IT’S NOT JUST WHAT YOU SAY BUT HOW YOU SAY IT
TONE
Stern: confidence, possibly aggression Timid/wavering: fear, lack of self-assurance Lowered: unceainty Raised: anger, agitation
VOLUME
Loud, overpowering: authority, unwillingness to hear others So, unassuming: docility, possibly fear
RATE OF SPEECH
Slow but rhythmic rate: soothing Controlled: both calm and firm promote confidence
SLIDE 77 IT’S NOT JUST WHAT YOU SAY BUT HOW YOU SAY IT
TONE
Stern: confidence, possibly aggression Timid/wavering: fear, lack of self-assurance Lowered: unceainty Raised: anger, agitation
VOLUME
Loud, overpowering: authority, unwillingness to hear others So, unassuming: docility, possibly fear
RATE OF SPEECH
Slow but rhythmic rate: soothing Controlled: both calm and firm promote confidence
POLITENESS
Be respecul: No name calling. “Please” & “thank-you” and “Mr.” & “Mrs.” indicate respect.
SLIDE 78
VERBAL DE-ESCALATION TIPS
SLIDE 79 VERBAL DE-ESCALATION TIPS
Do not be defensive even if comments, curses or insults are directed at you. They are not about you.
SLIDE 80 VERBAL DE-ESCALATION TIPS
Do not be defensive even if comments, curses or insults are directed at you. They are not about you. Be honest. Lying to calm someone down may lead to future escalation if the dishonesty if discovered. If possible, wait to convey fuher upseing news.
SLIDE 81 VERBAL DE-ESCALATION TIPS
Do not be defensive even if comments, curses or insults are directed at you. They are not about you. Be honest. Lying to calm someone down may lead to future escalation if the dishonesty if discovered. If possible, wait to convey fuher upseing news. Explain limits and rules in an authoritative, firm, but respecul tone. Give choices, where possible, in which both alternatives are safe ones. “Would you like to continue our meeting calmly or would you prefer to stop now and continue tomorrow?”
SLIDE 82 VERBAL DE-ESCALATION TIPS
Do not be defensive even if comments, curses or insults are directed at you. They are not about you. Be honest. Lying to calm someone down may lead to future escalation if the dishonesty if discovered. If possible, wait to convey fuher upseing news. Explain limits and rules in an authoritative, firm, but respecul tone. Give choices, where possible, in which both alternatives are safe ones. “Would you like to continue our meeting calmly or would you prefer to stop now and continue tomorrow?”
SLIDE 83 VERBAL DE-ESCALATION TIPS
Be respecul when firmly seing limits or calling for help. The agitated individual is very sensitive to feeling shamed & disrespected. Utilize the core conditions at all times.
SLIDE 84 VERBAL DE-ESCALATION TIPS
Be respecul when firmly seing limits or calling for help. The agitated individual is very sensitive to feeling shamed & disrespected. Utilize the core conditions at all times. Empathize with feelings but not with behavior. “I understand that you may feel angry, but it is not okay for you to threaten me.”
SLIDE 85 VERBAL DE-ESCALATION TIPS
Be respecul when firmly seing limits or calling for help. The agitated individual is very sensitive to feeling shamed & disrespected. Utilize the core conditions at all times. Empathize with feelings but not with behavior. “I understand that you may feel angry, but it is not okay for you to threaten me.” Suggest alternative behaviors where appropriate.
SLIDE 86 VERBAL DE-ESCALATION TIPS
Be respecul when firmly seing limits or calling for help. The agitated individual is very sensitive to feeling shamed & disrespected. Utilize the core conditions at all times. Empathize with feelings but not with behavior. “I understand that you may feel angry, but it is not okay for you to threaten me.” Suggest alternative behaviors where appropriate. Don’t be loud, so words if possible. “Would you like to take a break and have a cup of coffee or some water?”
SLIDE 87 THE MAIN OBJECTIVE FOR DE-ESCALATION
Reduce the level of anxiety to encourage the possibility for discussion. Reasoning with an enraged person is not possible.
CRISIS CALM
SLIDE 88 THE MAIN OBJECTIVE FOR DE-ESCALATION
Reduce the level of anxiety to encourage the possibility for discussion. Reasoning with an enraged person is not possible.
HELP STRATEGY
Prompt communication Reinforce approximations
CRISIS CALM
PROMPT STRATEGY
Incompatible behaviors High probability behaviors
WAIT STRATEGY
Position yourself safely Wait for behavior to improve
SLIDE 89 THE MAIN OBJECTIVE FOR DE-ESCALATION
Reduce the level of anxiety to encourage the possibility for discussion. Reasoning with an enraged person is not possible.
HELP STRATEGY
Prompt communication Reinforce approximations
CRISIS CALM
PROMPT STRATEGY
Incompatible behaviors High probability behaviors
WAIT STRATEGY
Position yourself safely Wait for behavior to improve
SLIDE 90 THE MAIN OBJECTIVE FOR DE-ESCALATION
Reduce the level of anxiety to encourage the possibility for discussion. Reasoning with an enraged person is not possible.
HELP STRATEGY
Prompt communication Reinforce approximations
CRISIS CALM
PROMPT STRATEGY
Incompatible behaviors High probability behaviors
WAIT STRATEGY
Position yourself safely Wait for behavior to improve
SLIDE 91 TECHNIQUES THAT SHOW YOU ARE LISTENING
- 1. Minimal input or input as needed…..
- 2. Reflecting and showing interest
- 3. Ask open-ended questions and allow for more…..
Why is this impoant? People in crisis oen just want to be heard!
SLIDE 92 MINIMAL INPUT
- 1. Brief nonverbal statements (positive head nodding)
- 2. Simple verbal responses
Okay Uh-huh I see I am listening Minimal encouragers demonstrate to the person that they are listening without stalling the dialogue or creating an undue interruption.
Asheville, NC Law Enforcement Academy: Crisis Intervention Team Training ppt, 2010. Retrieved 28 February 2012 from hp://naminc.org/nn/blet/bunc-de- escalation.ppt
SLIDE 93 REFLECTING
- 1. Show evidence of active listening by repeating what the person has said.
- 2. These statements should be brief. Do not interrupt the agitated person.
EXAMPLE “I am tired of everyone disrespecting me, and it’s making me angry.” “Jim, you don’t feel respected, and you are angry.”
SLIDE 94 ASK OPEN-ENDED QUESTIONS
- 1. Allow for information
- 2. Assesses whether the situation is potentially dangerous
- 3. Assesses whether the person is rational
SLIDE 95 CONCLUSION
- 1. How to identify an agitated person. (Learned It!)
- 2. How to de-escalate an agitated person. (Learned It!)
- 3. How to assist fellow employees or staff with de-escalating situations.
- 4. Long term programs to avoid future flair ups with angry employees or customers.
Again EASY!, training. That’s what were doing now, and Policy. Design training and policy to help employees and customers succeed in resolving tensions and have policy structure to help them de-escalate tensions.
SLIDE 96
VERBAL DE-ESCALATION
QUESTIONS?
“Building A Safer Workplace”
