CPI Certification Test Guide

CPI Certification Test 4 Behavior Levels 1. Anxiety 2.Defensive 3. Acting Out Person 4. Tension Reduction Staff Attitude and Approach to Anxiety Be Supportive an emphatic non-judgemental attempt to alleviate anxiety Staff Attitude and Approach to Defensive directive-attempt to control the situation and begin to set limits Staff Attitude and Approach Acting Out Person non-violent physical crisis intervention Staff Attitudes for Tension Reduction therapeutic rapport decrease in energy regaining of rationality integrated Experience we can set the tone for whether or not the behavior escalates or de-escalates non-verbal-proxemics (personal space) area surrounding your body considered an extension of self. 1 1/2 to 3 feet (typically) culture, height, gender, age, status, appearance, and familiarity. kinesics (body language) non-verbal message transmitted by motion and body posture. Factors: eye contact, facial expressions send a very strong message gestures, how we stand (stance) hands 3 reasons for using the CPI supportive stance safety less threatening communicates respect components of the communication pyramid verbal communication, para verbal coomunication, and non-verbal communication what is paraverbal communication how we say what we say tone volume cadence three components of paraverbal communication total voice control what is the verbal escalation continuum? the kite 1. Questioning 2. Refusal 3. Release 4. Intimidation 5. Tension-Reduction what is questioning information-seeking what is an intervention for questioning give a rational response redirect what is refusal? non-compliance what is an intervention for refusal set limits give options what is release high energy outburst intervention for release let it happen isolate the situation what is intimidation verbal or non verbal threats intervention for intimidation take it seriously get help document what is tension reduction decreased energy and regaining rationality what is an intervention for tension reduction therapeutic rapport 3 keys to setting limits 1/3 1. keep it simple 2. reasonable 3. enforceable what is empathetic listening active process to discern what a person is really saying 5 things to do during active listening 1. give un-divided attention 2. be non-judemental 3. listen for feelings 4.allow for silence 5. restate to clarify what are precipating factors the internalor external causes for behavior over which staff has little or no control rational detachment the ability to stay in control of our own behavior and not take the student's behavior personally intergrated experience the concept that attitudes and behaviors of staff impact and influence the attitudes and bahaviors of students and vice versa 3 unproductive reactions to fear and anxiety 1. freezing 2. over-reacting 2. responding inappropriately 3 productive responses to fear and anxiety 1. increase in speed & strength 2. increase in sensory acuity 3. decrease in reaction time definition of a strike a weapon coming into contact with a target examples of strikes kicking punching throwing definition of grab an attempt to control or damage part of one's body examples of grabs biting scratching hair pulling principles of personal safety regarding strikes (name two) 1. block or deflect 2. move the targey principles of personal safety regarding grabs. Name 2 1. gain physiological advantage 2. gain psychological advantage Name the 3 control dynamics 1. reduce upper body strength by conrolling arms as weapons 2. reduce lower body strength by managing the back incline 3. reduce mobility by close body contact what should you consider when putting together a crisis team? -2 to 5 people per acting out person consider how your team is called consider the physical location of your team consider who will be on the team Name 3 reasons to use a team instead of solo intervention 1. safety 2. professionalism 3. litigation three characteristics of team leader 1. 1st person on the scene 2. confident and competent best rapport with client Name the team leader duties 1. assess the situation 2. plan the intervention 3. direct the team 4. communicate with the client Auxiliary Team Member Duties C-A-R-E 1. Check for the safety of the environment 2. Address safety issues 2/3 3. Recogize if the intervention needs to be changed 4. Engage and support what is the CPI COPING Model (strategy for therapeutic rapport) C-control physically and emotionally O-orient to the facts/ non-judgemental P-pattern-triggers and trends I-investigate alternatives/provide resources N-negotiate the contract or changes G-give support and responsibility 3 steps for facilitating through lecture 1. term 2. definition 3. example ( mine and participants) 3 steps for facilitating through activities 1. demonstrate/describe 2. participate/practice 3. explain/expand ways to respond to participants questions redirect deflect give a rational response parking lot ways to maintain safety during training following due care guidelines training room considerations-enough space, safe, discuss personal injuries practicing of physicals why do we use non violent crisis intervention to promote the care, welfare, safety, and security of all of our students 3/3