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Therapeutic Crisis Intervention : De- Escalation Techniques

Therapeutic Crisis Intervention : De- Escalation Techniques. Elizabeth Smith English Language Fellow. Objectives :. Identify emotional triggers Understand Body Language Practice Effective “Active Listening ” Learn De- escalation strategies. What is an “ Emotional Crisis”?.

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Therapeutic Crisis Intervention : De- Escalation Techniques

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  1. Therapeutic Crisis Intervention: De-EscalationTechniques Elizabeth Smith EnglishLanguageFellow

  2. Objectives: Identifyemotionaltriggers UnderstandBodyLanguage PracticeEffective “Active Listening” Learn De-escalationstrategies

  3. Whatisan “Emotional Crisis”? • Potentiallyviolent • self, otherstudents, teacher • Notconducivetoteaching and learning • “Outbursts,” “tantrums,” • NOT outrightdefiance

  4. ThePyschology of Teaching • Teachingis social human and emotional • Hormonal changes (adolescents) • Cognitivestages as ageappropriate • Individual InternalFactors: • Mental health, familysituations, effects of poverty, sleepdeprivation, self-esteem, exposuretodiversity

  5. EnvironmentalTriggers Whatdistractsyou as a learner? Whatcan create a frustratinglearningenvironment? Ex: “I am partiallyhearingimpaired, thereforeitisveryfrustratingfor me toteach/learnwhenthere are loudnoisesoutsidelikelawnmowers, musicorparades.” Turn and talkwith a partner

  6. Creating a SafeClassroomEnvironment • SeatingArrangements • Roomorganization/Deskplacement • Material availability • Temperature control • Time of Day • Sunexposure • Hunger/AmpleEnergy • Clutter vs. Organization • Physicalspace as reflection of our mental space • *Maintainstructure, predictability and routines

  7. Importance of BodyLanguage Body Line up experiment!

  8. PhysicalFactorstoConsider Eyecontact Genderdifferences Cultural differences Height/sizedifferences Individual bodyboundaries Personalities

  9. BehavioralCuesforAggression • Verbal Cues • Whatisbeingsaid • HOW itisbeingsaid (volume, speed, silence) • PhysicalBehavioralCues • Pacing back and forth • Fidgeting • hyperactiveornervous? Notlikebaselineself? • Namecalling • Cursing • Posture

  10. De-escalationTechniques and PreventionStrategies • Managing the setting • Remove weapons (ANY potential weapon), stimulating lights, noises, crowdingchaos • Nonverbal techniques • Silence • nod • soft voice • eye contact

  11. Active Listening Beforehand, askself: How do I feelrightnow? Comfortable personal space Samelevel Eyecontact Nodding Leaning in “What I hearyousayingis…”

  12. Role Play Practice 1. ModelExample 2. Role Play 3. Reflect and Feedbackforpartner

  13. Reminders Prevent crises byclassroomstructures and routines Be physicallyaware Actively listen toupsetstudents Preventing and de-escalatingemotional crises ispart of ourprimaryjobresponsibilities

  14. QuestionsorComments? Thankyouverymuchforyour time! Stay in touch! Elizabeth Smith EnglishLanguageFellow, CCNN elfsmith@ccnn.org.ni “EnglishLanguageFellow Nicaragua”

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