Expectations Prioritize safety within the workshop Participate Fully Keep an open mind and be inquisitive Punctuality Focus on fundamentals instead of speed Successful completion of the written and s

kills assessments Help your fellow participants and facilitat

or(s) learn Have fun!

The Mindset Training The Mindset Training CurriculumCurriculum

The purpose of this training program is to The purpose of this training program is to facilitate insight, raise awareness, enhance skills, facilitate insight, raise awareness, enhance skills, and ultimately certify professionals in a system and ultimately certify professionals in a system of preventing and managing aggressive behaviorof preventing and managing aggressive behavior

Keys to SuccessKeys to Success A comprehensive and A comprehensive and

clear policy and procedureclear policy and procedure Restraint/Seclusion must Restraint/Seclusion must

be the intervention of last be the intervention of last resortresort

Staff must be trained in Staff must be trained in de-escalation techniquesde-escalation techniques

Adequate and well Adequate and well prepared staffprepared staff

Consumer (student) Consumer (student) involvementinvolvement

A system of data collection A system of data collection and analysisand analysis

Strategies for Strategies for organizational changeorganizational change

Performance measurement Performance measurement systemssystems

Emphasis on staff and Emphasis on staff and consumer (student) consumer (student) strengthstrength

Cultural CompetenceCultural Competence Effective consumer Effective consumer

(student) and staff (student) and staff debriefingdebriefing

An environment that An environment that prioritizes the consumer prioritizes the consumer (student) dignity(student) dignity

Prevention and pro-Prevention and pro-activeactive

The greatest disservice a risk or safety The greatest disservice a risk or safety management program can have for any management program can have for any organization is to devolve into a system organization is to devolve into a system that primarily focuses on the physical that primarily focuses on the physical management of aggressive behavior. The management of aggressive behavior. The goal of the MindSet training curriculum is goal of the MindSet training curriculum is to set in motion a process of increased to set in motion a process of increased awareness, skill development, and awareness, skill development, and appropriate parameters for individuals and appropriate parameters for individuals and organizations to eliminate the need for organizations to eliminate the need for physical restraint or seclusionphysical restraint or seclusion

QuestionsQuestions

What do you see as your personal, What do you see as your personal, professional, and legal professional, and legal responsibilities to be in regards to responsibilities to be in regards to safety management?safety management?

What relevance does this information What relevance does this information have for our training?have for our training?

What do you foresee as the keys to What do you foresee as the keys to success in your classroom, school or success in your classroom, school or system?system?

The MindsetThe Mindset

Punitive measures are not appropriate Punitive measures are not appropriate when dealing with aggressive behaviorwhen dealing with aggressive behavior

Emphasize everyone’s strengths to Emphasize everyone’s strengths to maximize a safe environmentmaximize a safe environment

A crisis situation is a learning A crisis situation is a learning opportunityopportunity

Consistency is essentialConsistency is essential Empowerment fosters learning and trustEmpowerment fosters learning and trust

Guiding Principles (4)Guiding Principles (4)Promote Choice and TrustPromote Choice and Trust

A person in crisis can and will A person in crisis can and will choose alternatives to aggressive choose alternatives to aggressive behavior if given the opportunitybehavior if given the opportunity

Fear and a sense of powerlessness Fear and a sense of powerlessness often fuel aggressionoften fuel aggression

Trust and opportunities for choice Trust and opportunities for choice can counteract fear and the sense of can counteract fear and the sense of powerlessnesspowerlessness

Avoid Power StrugglesAvoid Power Struggles

Human emotions can “tip the scale” Human emotions can “tip the scale” in a crisis situationin a crisis situation

Present yourself as an ally and Present yourself as an ally and assess your body languageassess your body language

Get in your CAR (calm, aware, Get in your CAR (calm, aware, respectful) before, during, and after respectful) before, during, and after crisis situationscrisis situations

Seek Pro-Action vs. Re-Seek Pro-Action vs. Re-ActionAction

Timing is essential in effectively Timing is essential in effectively managing a crisis situation managing a crisis situation

Use good judgment in not under Use good judgment in not under reacting or over reactingreacting or over reacting

Both staff/teachers and Both staff/teachers and consumer/students should develop consumer/students should develop specific pro-action strategies relative specific pro-action strategies relative to creating a safe environment. to creating a safe environment.

Set-up Everyone For Set-up Everyone For SuccessSuccess

To achieve a “culture of prevention”, To achieve a “culture of prevention”, everyone involved must establish and everyone involved must establish and implement “customized strategies” for implement “customized strategies” for creating safe environments.creating safe environments.

Consistency and teamwork are essential Consistency and teamwork are essential ingredients of a safe environmentingredients of a safe environment

Consumers/students must be Consumers/students must be empowered to become their own risk empowered to become their own risk managersmanagers

QuestionsQuestions

What Specific strategies do you What Specific strategies do you currently utilize, or have seen others currently utilize, or have seen others utilize, that support any or all of utilize, that support any or all of these guiding principles?these guiding principles?

What specific strategies do you What specific strategies do you currently utilize, or have seen others currently utilize, or have seen others utilize, that do not support these utilize, that do not support these guiding principles?guiding principles?

How can you apply these principles How can you apply these principles emotionally, verbally, and physically?emotionally, verbally, and physically?

Creating A Culture of Creating A Culture of PreventionPrevention

QuestionsQuestions

What barriers do you have little or What barriers do you have little or no control over as a staff member?no control over as a staff member?

What barriers do you consider What barriers do you consider emotional, physical, or both?emotional, physical, or both?

What barriers exist for both staff What barriers exist for both staff members and the individuals members and the individuals served?served?

Awareness ChecklistAwareness Checklist

Environment-Physical Safety, Environment-Physical Safety, Emotional SafetyEmotional Safety

Individual Crisis Plans-Physical, Individual Crisis Plans-Physical, verbal, and non-verbal antecedents, verbal, and non-verbal antecedents, self-directed time outself-directed time out

Group Crisis Plans-Self directed work, Group Crisis Plans-Self directed work, remove the groupremove the group

Cultural-Race, gender, socio-Cultural-Race, gender, socio-economic, language and social normseconomic, language and social norms

Ten Steps for Defeating Ten Steps for Defeating Bias and Overcoming Bias and Overcoming

ResistanceResistance Non-emotional instead of emotional requests Non-emotional instead of emotional requests (control your bias)(control your bias)

Descriptive requestsDescriptive requests Do not use a question formatDo not use a question format Keep a safe distanceKeep a safe distance Make eye contactMake eye contact Two requests onlyTwo requests only Check tone of voiceCheck tone of voice Time to complyTime to comply More start requests than stop requestsMore start requests than stop requests Reinforce complianceReinforce compliance

Guidelines For Effective Guidelines For Effective Crisis CommunicationCrisis Communication

Get in your CAR! (calm, aware, Get in your CAR! (calm, aware, respectful)respectful)

Create a one-on-one (minimize Create a one-on-one (minimize distractions) distractions)

Timing is everything (be pro-active)Timing is everything (be pro-active) Avoid advice or quick fixesAvoid advice or quick fixes Make empathetic statements when Make empathetic statements when

possiblepossible Promote Choice and Trust!Promote Choice and Trust!

The Four-Step The Four-Step Counseling ModelCounseling Model

Step 1: Say what you see and/or Step 1: Say what you see and/or hearhear

Be concrete, non-judgmentalBe concrete, non-judgmental Focus on body languageFocus on body language Purpose-To let the student know they Purpose-To let the student know they

have your attention in a non-have your attention in a non-judgmental wayjudgmental way

Four- step counseling Four- step counseling modelmodel

Step 2: Establish the feelingStep 2: Establish the feeling ““Seems to me like you’re______”Seems to me like you’re______” Keep the communication focusedKeep the communication focused Feelings drive the behaviorFeelings drive the behavior Purpose-To connect a feeling to the Purpose-To connect a feeling to the

behavior in an effort to establish a behavior in an effort to establish a base or understanding for further base or understanding for further communication.communication.

Four-step counseling Four-step counseling modelmodel

Step 3: Connect the feeling to the Step 3: Connect the feeling to the sourcesource

Who, what, when, where, howWho, what, when, where, how Avoid why questionsAvoid why questions Ask open-ended questionsAsk open-ended questions Purpose- To connect the feeling to the Purpose- To connect the feeling to the

source or sources of distress.source or sources of distress.

Four-step counseling Four-step counseling modelmodel

Step 4: Plan of ActionStep 4: Plan of Action ““What else can you do?”What else can you do?” ““What have you tried?”What have you tried?” ““What are you willing to do?”What are you willing to do?” What are the pros and cons?”What are the pros and cons?” Purpose-to assist the person in crisis Purpose-to assist the person in crisis

towards establishing a plan of action in towards establishing a plan of action in getting their needs met in acceptable and getting their needs met in acceptable and safe ways “What do you want?”safe ways “What do you want?”

What current communication What current communication strategies do you effectively utilize in strategies do you effectively utilize in preventing aggressive behavior?preventing aggressive behavior?

What will be challenging about What will be challenging about applying the new techniques you applying the new techniques you have learned?have learned?

How can you apply the guiding How can you apply the guiding principles to these communication principles to these communication strategies?strategies?

Avoiding ContactAvoiding Contact

StanceStance MovementMovement ProtectionProtection

What challenges do you face in trying What challenges do you face in trying to avoid physical contact?to avoid physical contact?

What actions can other staff members What actions can other staff members take to increase safety?take to increase safety?

How can you apply the guiding How can you apply the guiding principles when avoiding contact?principles when avoiding contact?

How does your communication How does your communication change once aggression becomes change once aggression becomes physicalphysical

Physical ContactPhysical Contact

Aggression from the front (grasp, Aggression from the front (grasp, choke, bite)choke, bite)

Aggression from behind (arm twist, Aggression from behind (arm twist, choke, hair pull)choke, hair pull)

Assisted choke releaseAssisted choke release

What are ways you have experienced What are ways you have experienced forceful contact in the past?forceful contact in the past?

What is challenging about applying What is challenging about applying the techniques you have just the techniques you have just learned?learned?

How can you apply the guiding How can you apply the guiding principles to the techniques you principles to the techniques you have just learned?have just learned?

Safe Practice GuidelinesSafe Practice Guidelines(During Training)(During Training)

Ask questions following any facilitator Ask questions following any facilitator demonstrations.demonstrations.

Start the practice slowly and focus on the Start the practice slowly and focus on the fundamentals.fundamentals.

Utilize medium force and speed.Utilize medium force and speed. Help your partner learn and be patient with Help your partner learn and be patient with

yourself.yourself. Remove potentially harmful objects.Remove potentially harmful objects. Inform the facilitator of any pre-existing Inform the facilitator of any pre-existing

conditionsconditions Participate fullyParticipate fully

Safety ContinuumSafety Continuum(Staff /Teacher (Staff /Teacher

Response)Response) Ignore/Ten-step Process/Behavior Ignore/Ten-step Process/Behavior

ManagementManagement Crisis Communication/directed time-outCrisis Communication/directed time-out Avoid Contact/Set up for successAvoid Contact/Set up for success Communicate/Release/PositioningCommunicate/Release/Positioning Neutralize/Release/EmbraceNeutralize/Release/Embrace Embrace/Leveraged Embrace/Leveraged

Embrace/CommunicationEmbrace/Communication Embrace/Object RemovalEmbrace/Object Removal Horizontal ContainmentHorizontal Containment

In addition to the safe practice guidelines In addition to the safe practice guidelines established, additional guidelines must be followed established, additional guidelines must be followed when using vertical containment techniques.when using vertical containment techniques.

1)This technique should only be applied as a last 1)This technique should only be applied as a last resort and as a response to immediate or imminent resort and as a response to immediate or imminent dangerdanger

2)Always communicate and ask for what you want 2)Always communicate and ask for what you want (de-escalation)(de-escalation)

3)Use the least amount of force necessary3)Use the least amount of force necessary 4)Avoid using containment techniques as a 4)Avoid using containment techniques as a

response to oppositional/defiant behaviorresponse to oppositional/defiant behavior

When are you justified in applying When are you justified in applying physical restraint techniques?physical restraint techniques?

What circumstances do not justify What circumstances do not justify physical restraint?physical restraint?

How can the principles shape our How can the principles shape our attitudes and behaviors regarding attitudes and behaviors regarding physical restraint?physical restraint?

Vertical ContainmentVertical Containment

EmbraceEmbrace Leveraged EmbraceLeveraged Embrace Influential EscortInfluential Escort Size differentials and Size differentials and

adjustmentsadjustments

Describe restraint experiences you Describe restraint experiences you have been involved with.have been involved with.

What is challenging about applying What is challenging about applying the techniques you have just the techniques you have just learned?learned?

How can you apply the guiding How can you apply the guiding principles to the techniques you principles to the techniques you have just learned?have just learned?

Additional GuidelinesAdditional Guidelines(Horizontal (Horizontal

Containment)Containment) 1)Communicate with your partner in addition to 1)Communicate with your partner in addition to the aggressorthe aggressor

2)SHOULDERS PERPENDICULAR to the 2)SHOULDERS PERPENDICULAR to the GROUNDGROUND

3)No direct pressure3)No direct pressure 4)Monitor breathing and circulation. Release 4)Monitor breathing and circulation. Release

immediately if problems detected.immediately if problems detected. 5)No single staff takedowns5)No single staff takedowns 6)Use only minor adjustments once containment 6)Use only minor adjustments once containment

is fully appliedis fully applied 7)Release when appropriate. (15 minute 7)Release when appropriate. (15 minute

checklist)checklist)

Horizontal ContainmentHorizontal Containment

Single StaffSingle Staff Dual StaffDual Staff Size differentials and Size differentials and

adjustmentsadjustments

What responsibilities can additional staff What responsibilities can additional staff members take on during a physical members take on during a physical restraint?restraint?

What action should you take if you What action should you take if you observe or sense physical duress in a observe or sense physical duress in a student being restrained on the ground?student being restrained on the ground?

How can you apply the guiding principles How can you apply the guiding principles to the horizontal containment to the horizontal containment procedures?procedures?

Ending the ContainmentEnding the Containment

LiFo (Last in, first out)LiFo (Last in, first out) Be patient and clearly define Be patient and clearly define

what you wantwhat you want

Size DifferentialsSize Differentials

Shoulders perpendicularShoulders perpendicular Staff/Teacher positioningStaff/Teacher positioning

Additional GuidelinesAdditional Guidelines(Object Containment)(Object Containment)

1)Communication and body 1)Communication and body language are your most powerful language are your most powerful toolstools

2)Never ask for the object to be 2)Never ask for the object to be handed to youhanded to you

3)Use a buffer when necessary3)Use a buffer when necessary 4)Check your proximity4)Check your proximity 5)Clear the audience!5)Clear the audience!

Object Containment and Object Containment and ReleaseRelease

Thumb rotation releaseThumb rotation release

Why would you focus on Why would you focus on communication with a student communication with a student threatening to use an object?threatening to use an object?

What is challenging about the thumb What is challenging about the thumb rotation technique?rotation technique?

How can you apply the four guiding How can you apply the four guiding principles to situations involving an principles to situations involving an object being used aggressively?object being used aggressively?

Additional GuidelinesAdditional Guidelines(Seclusion &Time Out)(Seclusion &Time Out)

1)Never seclude an individual for punitive 1)Never seclude an individual for punitive reasons or for staff conveniencereasons or for staff convenience

2)A secluded individual must be constantly 2)A secluded individual must be constantly monitored.monitored.

3)An individual should never be carried or 3)An individual should never be carried or dragged to a seclusion area (Horizontal dragged to a seclusion area (Horizontal containment should be used for active containment should be used for active aggression)aggression)

4)The requirements to end time-out and 4)The requirements to end time-out and seclusion must be clearly defined.seclusion must be clearly defined.

5)Separate documentation and notification 5)Separate documentation and notification requirements must be met.requirements must be met.

Seclusion and Time outSeclusion and Time out

Student and staff directed time-out Student and staff directed time-out (opportunity room)(opportunity room)

Door locks and observationDoor locks and observation

What are the dangers of secluding a What are the dangers of secluding a consumer or student during a crisis?consumer or student during a crisis?

What are the physical and What are the physical and psychological differences between psychological differences between time-out and seclusion?time-out and seclusion?

How can you apply the guiding How can you apply the guiding principles to seclusion and time-out?principles to seclusion and time-out?

Making it StickMaking it Stick Policy and ProcedurePolicy and Procedure Debriefing between Staff/Teacher and Debriefing between Staff/Teacher and

Consumer/StudentConsumer/Student Timing and Emotional ImpactTiming and Emotional Impact Exploring future solutionsExploring future solutions Staff/Staff debriefingStaff/Staff debriefing What went wellWhat went well What could be done differentlyWhat could be done differently Incident Report (Template)Incident Report (Template) Safety Director and CommitteeSafety Director and Committee Staff/Teacher and Student/Consumer Staff/Teacher and Student/Consumer

recognitionrecognition