1. Trainees will be able to describe and demonstrate critical skills relevant to preventing behavioral incidents, including differential reinforcement and elbow check.
2. Trainees will be able to describe and demonstrate critical skills relevant to minimizing behavioral incidents, including detection of antecedents, safety stance, and de-escalation.
3. Trainees will be able to describe and demonstrate physical safety skills for containing and managing aggressive behavior.
4. Trainees will be able to describe and demonstrate emergency physical intervention skills that are safe and follow a least restrictive intervention model.
Provides a broad set of methods for reducing the likelihood of behavioral crises and improving staff safety. That includes creating a safe and positive living environment, dressing for safety, and safe interaction with potentially aggressive individuals. Staff will also learn, practice, and demonstrate competency in differential reinforcement and basic preventative safety procedures.
Methods for identifying crises and stopping or reducing their intensity. That includes detecting antecedents (triggers and signals), predicting behavior, and getting assistance. Trainees will also learn and practice a comprehensive approach to intervention with agitated individuals, de-escalation, and reinforcement of non-crisis behaviors.
Review of Day 1
How to safely cope with a serious behavioral incident. Includes basic physical safety skills, releases, management of weapons, leadership during behavioral crises, procedures for safe holding, alternatives to holding, emergency release, planned rapid release, and emergency release. Organizations can choose not to use or train certain physical interventions if they believe they are not appropriate to their setting and mission.
Recovery procedures (what to do after a crisis) and debriefing of staff and, when appropriate, the individual.
Following the presentation of the Safety-Care curriculum, several role-plays of increasing intensity are presented. These are tailored to the kinds of problems that trainees encounter in their work settings. Role-plays are designed to teach staff not just how to use the skills they"ve learned, but when to use them and how to choose which approach to take.
Trainee"s Written Test