Addressing The Entire Spectrum Of Human Conflict

VDI For Healthcare

Interventions For Patients With Challenging Behaviors

Learning Objectives

By the end of the VDI For Healthcare Instructor 5-day course, the student should be able to do each of the following:

General

Explain the need for conflict resolution

Explain what our service to the community is

Uphold the course social contract

Explain what emotionally safe performance-driven instruction is

State their personal expectations for the course

Five Maxims

List the 5 Maxims

Perform a 5 Maxim rap

Explain the concepts of dignity and respect

State the Platinum Rule

Explain the importance of developing peace stories

Present a personal peace story (instructor only)

Be Alert and Decisive; Respond, Don’t React

Explain the importance of having a pre-planned response

Explain the importance of developing best practices

Identify a personal hot button

Perform an emotional guard for a personal hot button

Identify the levels and descriptions of the conditions of awareness spectrum

Responsive Proxemics

Describe the purpose of proxemics

Demonstrate the “thinker stance”

Perform the “stop” and “two-handed stop” tactics

Perform the “guiding hands” tactic

Demonstrate the “tactical sitting” position

“Showtime” Mindset

Explain the importance of a Showtime mindset

Perform the “stacking your blocks” procedure

Define procedural justice

Assess whether procedural justice was achieved in a situation

Identify peace phrases and anti-peace phrases

Explain why “tactical profanity” fails

Describe the four different levels of verbal intensity and give an example of the appropriate time for each level

Identify ways to improve personal responses to stress

Universal Greeting

List the four parts of a complete Universal Greeting

Explain how the Universal Greeting establishes a supportive atmosphere

Beyond Active Listening

Explain the four elements of the Vistelar communication model

List the components of Beyond Active Listening

Use empathy to identify possible opportunities and risks in a situation

Ask the appropriate type of questions in order to clarify a situation

Paraphrase in order to redirect the conversation

Summarize in order to conclude a segment of the transaction

Identify the four keys for dealing with someone in crisis

Tactics/skill building:

Learn how to remain alert, be decisive, and develop a pre-planned, practiced response to crisis situations.

Learn how to respond to behaviors rather than react to diagnoses (whether they are known or unknown).

Learn the time-tested and street proven crisis intervention tactic. A system of crisis intervention skills developed by treatment professionals, patients, and first responders.  A system that focuses on keeping everyone safe, until the appropriate public safety and/or treatment professional can be brought to the scene.

Learn the pre-intervention tactic, proven to keep responders calm in crisis situations.

Learn the crisis intervention format, used to communicate with and direct people in crisis.

Learn how to reduce stimulation, i.e., manage your presence in a manner that prevents pushing people under simple stress into full-blown crisis.

Learn how to separate and support, i.e., manage the scene/environment to make it incompatible with violent and/or self-destructive behavior.

Learn how to adapt communication, i.e., communicate with people under stress to prevent crisis (non-escalation) and with people in active crisis (de-escalation). 

Learn how to identify and meet urgent unmet needs quickly and efficiently, in order to prevent, reduce, or eliminate violent and/or self-destructive behavior.

Redirections

Name the kinds of redirections

Perform a serious deflector

Use empathy in order to generate a serious deflector (instructor only)

Transition from a deflector into the next step of the Persuasion Sequence

Use redirections to enforce the social contract and stop gateway behaviors

Persuasion Sequence

Explain the GVC 3.0 concept

Apply the Greed Principle to identify positive and negative options in a situation

Perform the persuasion sequence script

Create a persuasion sequence script for a common encounter (instructor only)

Use the close down sequence in persuasion sequence

Perform the full initial contact sequence

When Words Alone Fail

Identify the two indicators that words alone have failed

Explain why posturing alone does not indicate that words alone have failed

Explain the Fighting Words doctrine

Describe a When Words Alone Fail procedure for your discipline

State the criteria for a technique to be justifiable

Bystander Mobilization

State the two reasons why bystanders typically do not intervene

Describe when professionals have a duty to intervene

List the three methods for ethical intervention

Demonstrate a tap-out procedure

Develop direct and indirect intervention options (instructor only)

Review & Report

Explain the closure principle

Explain the purpose of debriefing

Use VDI language to describe your actions and decision-making procedure

Use a debrief in order to improve best practices

State why video may not tell the whole story of an incident

Develop an action plan for incorporating VDI principles in your organization

Instructor

Explain the distinction between education and training

Explain the role of activities, practice, and the stretch zone in adult learning

Describe Performance-Driven Instruction

Teach VDI content using the Communicating under Pressure chart

Use the language of VDI correctly in explaining concepts to students

Give directions for at least two Performance-Driven Instruction activities

Lead a training debrief session