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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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objectives
Objectives:

Identifyemotionaltriggers

UnderstandBodyLanguage

PracticeEffective “Active Listening”

Learn De-escalationstrategies

what is an emotional crisis
Whatisan “Emotional Crisis”?
  • Potentiallyviolent
    • self, otherstudents, teacher
  • Notconducivetoteaching and learning
  • “Outbursts,” “tantrums,”
  • NOT outrightdefiance
the pyschology of teaching
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
environmental triggers
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

creating a safe classroom environment
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
importance of body language
Importance of BodyLanguage

Body Line up experiment!

physical factors to consider
PhysicalFactorstoConsider

Eyecontact

Genderdifferences

Cultural differences

Height/sizedifferences

Individual bodyboundaries

Personalities

behavioral cues for aggression
BehavioralCuesforAggression
  • Verbal Cues
    • Whatisbeingsaid
    • HOW itisbeingsaid (volume, speed, silence)
  • PhysicalBehavioralCues
    • Pacing back and forth
    • Fidgeting
      • hyperactiveornervous? Notlikebaselineself?
    • Namecalling
    • Cursing
    • Posture
de escalation techniques and prevention strategies
De-escalationTechniques and PreventionStrategies
  • Managing the setting
      • Remove weapons (ANY potential weapon), stimulating lights, noises, crowdingchaos
    • Nonverbal techniques
      • Silence
      • nod
      • soft voice
      • eye contact
active listening
Active Listening

Beforehand, askself: How do I feelrightnow?

Comfortable personal space

Samelevel

Eyecontact

Nodding

Leaning in

“What I hearyousayingis…”

role play practice
Role Play Practice

1. ModelExample

2. Role Play

3. Reflect and Feedbackforpartner

reminders
Reminders

Prevent crises byclassroomstructures and routines

Be physicallyaware

Actively listen toupsetstudents

Preventing and de-escalatingemotional crises ispart of ourprimaryjobresponsibilities

questions or comments
QuestionsorComments?

Thankyouverymuchforyour time! Stay in touch!

Elizabeth Smith

EnglishLanguageFellow, CCNN

elfsmith@ccnn.org.ni

“EnglishLanguageFellow Nicaragua”