The Six Stages of a Crisis: The importance of stage 6 Post Incident Learning (PIL)
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Transcript of The Six Stages of a Crisis: The importance of stage 6 Post Incident Learning (PIL)
The Six Stages of a Crisis: The importance of stage 6 Post Incident Learning (PIL)
Colin Campbell. Asst. Advisory Officer, BST, SEELBJoe Duffy, Senior Ed. Psychologist, SEELB/QUB
22/11/13
Regional VP (Special) Conference: Nov 2013
Time
Anxiety / Trigger
Defensive / Escalation
Crisis
RecoveryDepression
Need for diversion, support and reassurance
Need for diversion, reassurance, clear limits, boundaries and choices
Possible need for Restrictive Physical Intervention appropriate for the service user
Need for coordinated letting go. Support, reassurance
Need for observation, support and monitoring - recovery and repair
Risk Restraint ReductionRisk Restraint Reduction
Follow UpNeed for positive listening and learning
Six Stages of a CrisisAdapted from Kapler and Wheelan 1980
CORE
Stage six of a crisis
The objective of Stage 6 of the Stages of a Crisis is for the child to understand that the reason why staff sometimes need tohold them is because they care aboutthem.This will involve staff listening to the child, linking their feelings to their behaviours and giving them the opportunity to learn from what they have done
Positive Listening and Learning.
Post Incident Support.
CORE
Staff – Child/Client
Relationship Improved
Staff – Child/Client
Relationship Unchanged
Staff – Child/Client
Relationship Damaged
Outcomes of a Crisis
CORE
Why Three Ls?
• Listen– What happened?
• Link– How did that make you feel?
• Learn– The next time you feel that way what could you do?
• Listen– To the child’s view first
• Link– Feelings to behaviours
• Learn– Find better ways for next time
Why Three Ls?
CORE
Conflict Spiral
Feelings
Experiences
Reactions
Behaviours
CONFLICT
Listen
Link
Learn
PIL - TELL
imeCannot rush it – only when they are ready
nvironmentComfortable and private
istenHear the individual’s view first
earnFind better ways for next time
PIL - HELP
earTo their side of the story first
xplainWhy staff took the action they did
inkTo show how feelings drive behaviour
lanTogether to find better ways
Pupils with communication difficulties
Ref: Cotton (2012)
Three Ls
LISTEN LINK LEARN
Communication Recognising Learning style feelings style
Any info regarding situation e.g. triggers:
What we did to rebuild our relationship
Pupil: ______________________Staff: ______________________Date: ______________________
Comic strip
Me
This happened…
I felt…
If I feel like this again I will…
Pupil: ______________
Staff: ______________
Date: ______________
When I was feeling sad or angry
I showed this by ____________________This was because ____________________
If I feel like this again I will_________________________ (strategy to de-escalate)
To help others know and to help make me happy Pupil: ______________________
Staff: ______________________
Date: ______________________
Behaviour
Feelings
ExperiencesEExperiences
What does the research say? [1]
The impact of training staff in special schools in safe handling: In one study involving 4 schools, all schools saw a
reduction in physical interventions post training. One school however witnessed more significant reduction Why?
- pupils were given the opportunity for listening & learning following incidents;
- the school had a dedicated staff member with overall responsibility for behaviour management;
- the entire staff was trained.
Source: www.team-teach.co.uk/casestudies/SEBDA_Article.pdf
What does the research say? [2]
Perkins & Leadbetter (2002) in an evaluative study of aggression training management in a special school found that, following training, the lack of supporting action by the school was identified as key inhibiting factor. They recommended:- the development of systems for auditing behaviour & assessing its underlying function [see next slide];- ensuring that IEPs contain a behavioural management component- clear management support & leadership;- supporting staff through formal review of practice ( e.g. debriefing)
Assessing the function of behaviour
In relation to pupils with SLD functional assessment has been identified as a factor which is able to improve the efficacy of numerous treatments (Hasting & Noone, 2005)
After a crisis staff need support during the recovery period.
A member of staff usually requires:- support, space, reassurance & guidance.
As with the child, as soon as possible after the incident.
Support meeting with staff(s) involved & line manager.
Module Eight:
The Process for Staff Support?
Objectives of the Process for Staff
Discuss what happened in a non-blaming, supportive, caring manner.
Use crisis situation to clarify underlying causes, issues and feelings.
Examine what techniques were used to de-escalate and/or physically manage the situation.
Develop a strategy for the next time the child/client begins to lose control.
All items discussed concerning professional practice issues should be documented
ReferencesCotton, D. (2012). What communication strategies can be used to support the mental health of children with classical autism? Kidderminster: BILD
Perkins, J. & Leadbetter, D. (2002) An evaluation ofaggression management training in a special educationalsetting. Emotional & Behavioural Difficulties, 7, (1), 19-34
Hastings, R.P. & Noone, S.J. (2005) Self-injurious behaviour& functional analysis: ethics & evidence. Education &Training in Developmental Disabilities, 40, (4), 335 -342