Managing the Crisis Flashcards
Module Four
What are the two types of aggression and their components?
Reactive aggression:
- affective / expressive
- loss of control + emotional flooding
- emotion dominant
Proactive aggression (rarer):
- instrumental / operant
- goal oriented
- cognition dominant
Draw the model for proactive aggression:
*see notes
What are immediate response priorities to reactive aggression?
Safety
Understanding + Support
Remove / Reduce Stimulus
What are immediate response priorities to proactive aggression?
Safety
Containment + Negotiation
Engagement + Reasoning
What are ongoing response priorities to reactive aggression?
Teach coping skills
Teach self-regulation skills
Anger management
What are ongoing response priorities to proactive aggression?
Teach appropriate thinking + values + social skills
Reward socially appropriate behaviour (not anti-social behaviour)
An individual crisis management plan (ICMP) is:
Functionally analyzing high-risk behaviour
A strategy for intervention, tailored to the client
Periodically reviewed + updated
What are non-verbal behaviours (component to nonverbal communication)?
Eye contact Body language Personal space Height differences Gender differences Cultural differences
What are the elements to a potentially violent situation?
Potential trigger to violence
A target
A weapon (can be a young person’s body)
Level of stress (reactive) or motivation (proactive)
How do we remove the potential trigger to violence in a situation?
Never touch angry / potentially violent person
Avoid aggressive moves + provocative statements
Avoid conflict cycle + counter aggression
Remove others who may trigger violence
BODY LANGUAGE IS CRITICAL
How do we remove the target of violence?
Ask the target to leave
If you, remind the young person of your relationship / leaving the situation (asking neutral staff to sub in)
TARGETS MAY SHIFT DURING EPISODES
How do we remove the weapon of violence?
Discreetly remove objects
Maneuver youth away from weapons
Maintain a safe distance away
How do we decrease levels of stress / motivation in a potentially violent situation?
Use your relationship
Actively listen to identify feelings
Remove the audience
Use co-regulation strategies for reactive aggression
Offer alternate, non-aggressive methods to achieve goals for proactive aggression
What is the goal of crisis co-regulation
To provide support in a way that reduces stress + risk
What should we think in crisis co-regulation?
SELF AWARENESS:
- ask self four questions
- use positive self-talk
What should we do in crisis co-regulation?
NON VERBAL STRATEGIES:
- take a deep breath
- use protective stance
- step back
- give the situation time
- sit down if appropriate
- remember the importance of body language + facial expression
What should we say in crisis co-regulation?
VERBAL STRATEGIES:
- say very little
- offer understanding responses
~ validate feelings ("I can see")
~ encourage positive behaviour ("when you")
~ emphasize desirable outcomes ("I know we")
~ offer an apology ("I am sorry")
- remember importance to tone of voiceWhen is crisis co-regulation over and what should we do when it is?
I) When the young person is no-longer potentially violent + complies with requests
II) LSI
What is an LSI?
Life Space Interview: A therapeutic, verbal strategy for intervening with a young person
What are the goals of an LSI?
- Return a young person to normal functioning
- Clarify events
- Repair + restore the relationship
- Teach new coping skills
- Reintegrate the young person back into the program
What are the steps to an LSI?
I - isolate the conversation
E - explore young person's point of view S - summarize the feelings + content C - connect feelings to behaviour A - alternative behaviours discussed P - plan developed + proactive new behaviour E - enter young person back into routine
