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SCIP

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by

Susie Haynes

on 29 May 2013

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Transcript of SCIP

Adrenalin
Anxiety and emotional stress
Be aware and willing to deescalate a situation
Avoid power struggles
'Swop out' Fight or flight response Incident reports
ABC Charts
Monitoring
Behaviour Plans Documentation Environmental Calming Checklist Preventative
Looking at what can be done before a situation escalates
Incorporates planning
Devising strategies
Emphasis on environment Four Story Exercise Being aware of what is happening in the present Mindfulness Positive expectations have a positive effect on the behaviour of others
As staff we must be as free as possible from stereotyped notions of what individuals with learning disabilities are like and what they can and cannot do
Expectations can either challenge or limit growth of individuals
Cultural, societal and family factors have an influence
Beliefs, values and attitudes can change Summary Look at the Values Checklist
Complete the exercise in your booklet
Discuss and decide
the top 10 values
within your group Activity A belief is an internal feeling that something is true, even though that belief may be unproven or irrational.
- e.g. I believe that walking under a ladder brings bad luck, or I believe that there is life after death.

A value is a measure of the worth or importance a person attaches to something; our values are often reflected in the way we live our lives.- - e.g. I value freedom of speech, or I value my family.

An attitude is the way a person expresses or applies their beliefs and values, and is expressed through words and behaviour.
- eg I get really upset when I hear about cruelty to children and animals, or I hate school. Beliefs, Values and Attitudes
Strategies to resolve crisis situations safely and effectively
Used when an individual has reached ‘tipping point’
Focus on quick reactions and a measured response Reactive strategies “minimum reasonable force to prevent injury or serious damage to property, or to avert an offence being committed.”
“the scale and nature…must be proportionate to the behaviour of the individual and the nature of the harm they might cause” The Law regarding Physical Intervention Open minded
Clear and concise
Appropriate to the person
Open to new approaches or forms of communication Communication Strategies to avoid imminent crisis
Emphasis on use of calming techniques
Increased staff intervention
‘Tipping point’
Early warning signs Active Holistic approach
Considering the communicative elements of behaviour
Explores the functions of behaviour
Avoids punishers
Emphasis on the environment as opposed to ‘problems’ within the individual Positive Behaviour Support Conditions or events occurring outside the person which increase the chance of a behaviour occurring.

* THINK ENVIRONMENT * External Antecedents
(Causes) Stages of behaviour management Proactive – looking at what can be done before to prevent and/or reduce incidences of challenging behaviour

Active – focusing on what can be done during the onset of challenging behaviour, with an emphasis on early warning signs.

Reactive – steps to be taken after (or at the height of) challenging behaviour to bring episode to a safe conclusion. “It is the intent of PROACT SCIPr-UK to minimise the use of physical interventions and to emphasise sound behavioural support strategies based upon an individual’s needs, characteristics and preferences” Mission Statement Know yourself and the individual
Present a calm and confident approach
Maintain an awareness of how your volume, mood and approach can have a huge impact
Try to look past any issues and search for the root or reason Things to remember A least restrictive approach should be used
Always use for shortest possible time
Be aware of health & safety points Physical Interventions Look for or identify hazards
Decide who may be harmed and how
Evaluate the risks and decide whether more should be done
Record your findings
Review 5 Steps to Risk Assessment
Conditions within the body that contribute to challenging behaviour.

*THINK MEDICAL FIRST* Internal Antecedents
(Causes) Plans are proactive - focus on meetings needs and training skills before negative behaviour occurs Plans are reactive - they wait until the negative behaviour occurs and then start Try to use ‘natural consequences’ Reinforcers/punishers may not relate to the behaviour Assist the person to meet needs in a socially acceptable fashion Staff use negative consequences, such as punishers The root/cause of negative behaviours is starting point Frequency of negative behaviours is starting point for plan Understands and meets needs by teaching skills to reduce negative behaviours Reduces frequency of negative behaviours REACTIVE
10%
(After)
Quick response
Physical Interventions
Minimal force
Ensure safety of all
Distraction ACTIVE
20%
(During)

‘Tipping Point’
Early warning signs
De-escalation
Calming PROACTIVE
70%
(Before)

Personalised support
Considering individuals needs, wants & desires
The environment
Communication
Choice P I C S T C A O R P risis revention ntervention risis trategies herapy void ptions ange ositive Sinus problems Hayfever Sore throat Psoriasis IBS Digestion Arthritis In grown toe nails Blisters Poor circulation Broken bones Constipation UTI Stomach ache Diabetes Eczema Breathing Heart problems Mouth ulcers Tooth ache Vision Headache Ear ache/ infection Chest infection Panic Anxiety Stress Depression Allergies Sinus problems Hayfever Sore throat Psoriasis IBS Digestion Arthiritis In grown toe nails Blisters Poor circulation Broken bones Constipation UTI Stomach ache Diabetes Eczema Breathing Heart problems Mouth ulcers Tooth ache Vision Headache Ear ache/ infection Chest infection Panic Anxiety Stress Depression Allergies Hormonal changes PMS Period cramps Body Mapping Exercise Identify as many internal antecedents as you can think of, by labelling them on the body map
Group 1 to focus on male
Group 2 to focus on female Antecedents What is challenging behaviour? "Behaviour of such an intensity, frequency or duration as to threaten the quality of life and or the physical safety of the individual or others and is likely to lead to responses that are restrictive, aversive or result in exclusion." Categories of 'Challenging Behaviour'
Hitting
Kicking
Scratching
Biting
Spitting
Pulling hair
Touching
SSB
Self injurious behaviour Physical Ignoring
Perceived stubbornness
Non compliance Non Physical Categories of 'Challenging Behaviour' (2) Passive Avoidance
Non attendance
Shyness Verbal Swearing
SHOUTING
Loud vocalising
Repetitive speech/ questioning
Repetitive noise You Environment Others How is your... Body language
Interaction
Tone of voice
Talking - what, where, when
Volume levels
Environmental factors 1. Light
2. Noise
3. People
4. Surfaces
5. Distraction
6. Neutralise (turn lights off or use natural light) (remove noises - music, people etc.) (are they helping? If not reduce numbers of people quickly) (soft, remove hazards) (if sensory overload continues can you divert attention?) (and possibly add to the environment) Intensive Interaction Developed by Dave Hewett at Harperbury Hospital
Uses concepts of 'augmented mothering' May work well with a person who is:
very 'difficult to reach'
socially isolated
has a range of self-stimulatory behaviours Systemic Communication The importance of sharing information
Staff meetings
Communication books
- Between services
- Between families and staff
- Sharing details such as medication, food and activities Communication ABC & STAR Exercise Using the story provided, complete either an ABC or STAR Chart as a group, ensuring information is put in the correct places Background Challenging behaviour Positive & Proactive Support Recording Reactive You PROACT-SCIPr-UK
Refresher Course Awareness Tom Andrews
Susie Haynes Values Checklist Achievement
Adventure
Affection
Change and variety
Community
Country
Decision making
Friendships
Having a family
Helping others
Independence Leadership
Money
Order
Freedom
Privacy
Religion
Self respect
Truth
Working with others
Working alone (cc) photo by medhead on Flickr PROACT-SCIPr-UK Principles Activity Divide into 2 teams
List 6 behaviours (one per sheet)
Swap
Use post-it notes
Explore functions In groups
Discuss and make a list - Are the staff using behaviour support or behaviour control strategies?
What could you do to support the individuals more effectively?
Full transcript