Nonviolent Crisis Intervention

Nonviolent crisis intervention – Training Course

July/Aug 2012

What was it?

Nonviolent crisis intervention was a programme, run over two days, facilitated by the Ministry of educated designed to educate us as teachers about the nature of escalating student behaviour and empower us with strategies to effectively deal with each level through the use of nonviolent interventions.

What did I learn?

-      An individual can act out in two ways: physical and verbal

-      4 levels of crisis development: Anxiety, Defensive, Acting out, Tension reduction.

- What to do:
Anxiety – Empathetic non-judgemental approach. Understanding
Defensive – Take control, redirect, stay calm
Acting out – Non-violent physical intervention
Tension reduction – Attempt to re-establish communication

-      Use CPI supportive stance, standing side on, palms open, 1m away, passive facial expression. This approach is non-threatening, helps with safety, and communicates respect.

-      Verbal escalation continuum: Questioning, Refusal, Intimidation and tension reduction.

-      What to do:
Questioning – Give instruction, set consequence (positive 1^st), walk away
Refusal – set limits (always positive first), stay calm
Release – Allow individual to let off steam, remove audience.
Tension reduction – as above.

-      Verbal intervention tips and strategies:
Limits need to be simple, clear, reasonable and enforceable. Give students a choice.
Remain calm
Isolate situation
Listen
Be aware of non-verbals
Don’t overeact
Don’t get into power struggle
Be threatening
 

How will I apply this to my classroom teaching?

Main focus – Verbal interventions to prevent escalation

I need to be aware of what stage students might be at. Look for signs of anxiety first and deal with these situations immediately through a supportive, empathetic, non-judgemental approach. E.g – “you are looking a bit tired today, did you get enough sleep last night? Is there anything I can do to help you today?

Understand when students have moved from anxiety to defensive. If questions are seeking information – answer them appropriately. If questions are of a challenging, belligerent nature, be clear with natural consequences and make sure that these are enforced. Do not get into a power struggle. Set limits, giving a choice – follow through.

If a student releases (has happened to me before), it is important to stay calm and let the student vent. Remove audience. Do not implement consequences at this point. Wait until student has experienced tension reduction and the relationship has been re-established. Intervene through non-violent means should the student become a physical threat to themselves or other students.