Crisis Intervention Team (CIT) Training
Crisis Intervention Team Training2016Crisis Intervention Team (CIT) TrainingInstructor GuideDe-Escalation TrainingActive Listening Skills
Crisis Intervention Team TrainingCOURSE TITLE PAGEProgram:Crisis Intervention Team (CIT) TrainingBlock:De-escalation TrainingCourse#/Title:Active Listening SkillsAccreditation#:NM15101GCourse Level:Advanced TrainingPrerequisites:NoneInstructional Method:Lecture, Power Point, Exercises, DiscussionTime Allotted:1 HourTarget Group:New Mexico Law Enforcement Basic and CertifiedOfficers; Basic and Certified TelecommunicatorsInstructor/Student Ratio:1/35Evaluation Strategy:Pre-Test/Post-Test, Class discussionRequired InstructorMaterials:Lesson Plan, Power Point, Handouts, Discussion,Required StudentMaterials:Note-taking materials, Student ManualSuggested InstructorCertification:General InstructorSpecialized InstructorCIT InstructorProfessional LecturerMaster InstructorNoesner, G., & Webster, M. (1997). Crisis Intervention:Using Active Listening Skills in Negotiations. LawEnforcement Bulletin. FBI.SourceDocument/Bibliography:Rogers, C., & Dymond, R. (1954). Psychotherapy andPersonality Change. Chicago: University of ChicagoPress.Price, O., & Baker, J. (2012). Key components of deescalation techniques: A thematic synthesis.International Journal of Mental Health Nursing, 310319.Bowers, L. (2014). A model of de-escalation.International Journal of Law and Psychiatry.Livingston, J., Desmarais, S., Verdun-Jones, S.,Page 2 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Parent, R., Michalak, E., & Brink, J. (2014).Perceptions and experiences of people with mentalillness regarding their interactions with police.International Journal of Law and Psychiatry, 334-340.Black, M.J. and Yacoob, Y. (1995). Recognizing facialexpressions under rigid and non-rigid facial motions.Proceedings of the IEEE International Workshop onAutomatic Face and Gesture Recognition ‘95, pp. 1217.Thompson, G. (1983). Verbal judo: Words as a forceoption. Springfield, Ill.: Charles C. Thomas.Thompson, G. (1994). Verbal judo: Redirectingbehavior with words. Jacksonville, Fla.: Institute ofPolice Technology and Management.Thompson, G., & Jenkins, J. (2004). Verbal judo: Thegentle art of persuasion. (Rev. ed.). New York: Quill.Ekman, P. (1992a). Are There BasicEmotions?. Psychological Review, 99(3), 550-553.Lazarus, R. S. (1991). Emotion and Adaptation. NewYork: Oxford University Press.Davidson, J. A. and Versluys, M. 1999. Effects of brieftraining in cooperation and problem solving on successin conflict resolution. Peace and Conflict: Journal ofPeace Psychology, 2: 137–148.Vecchi, G. M., Hasselt, V. B., & Romano, S. J. (2005).Crisis (hostage) negotiation: Current strategies andissues in high-risk conflict resolution. Aggression andViolent Behavior, 10(5), 533-551.Page 3 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
COURSE GOAL:To prepare the student to handle situations involving people with mental illness and in crisis with deescalation skills to reduce unnecessary force and develop rapport.LEARNING OBJECTIVE(S):Upon completion of training, the participant will be able to demonstrate the following measurablelearning objectives:1. Describe commonly used active listening skills.2. Apply active listening skills.3. Demonstrate active listening skills.Page 4 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Welcome (Slide 1) Welcome students and introduce yourself. You may want to include your name on thisPowerPoint or write it on a whiteboard or flip chart.Provide a brief overview of the class and what to expect.Ask for cell phones and computers to be turned off.Definition (Slide 2)Active Listening A com m unication technique that a listener uses toshow the speaker that they paying attention andunderstand the m essage that is being relayed. Clinical evidence and research suggest that it is aneffective was to induce behavioral changes inothers.2Crisis Inter vention Training A communication technique that a listener uses to show the speaker that they paying attentionand understand the message that is being relayed. Active listening is a communication technique used in counselling, training and conflictresolution, which requires the listener to feed back what they hear to the speaker, by way of restating or paraphrasing what they have heard in their own words, to confirm what they haveheard and moreover, to confirm the understanding of both parties.Page 5 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Why Active Listening (Slide 3)Why Active Listening? Em pathy Understanding Retention Rappor t Influence Com pliance3Crisis Inter vention Training Before showing slide ask class why or how Active Listening Skills are helpful.Briefly talk about points on this slide.Optional talking point: Empathy vs SympathyEmpathy: Understanding what others are feeling because you have experienced it yourself orcan put yourself in their shoes.Sympathy: Acknowledging another person's emotional hardships and providing comfort andassurance.Retention of knowledge by reciting it to the speaker.Rapport is gained through actions indicating your attention toward the speaker.Influence is achievable after rapport is built.Compliance has a higher success rate after rapport and influence have been established.Page 6 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Active Listening (Slide 4) Review the points on slide.Talk about the differences in eye contact.o Show an example of starring aggressively and looking at someone while listening.Open and inviting posture should not go against officer safety positioning or stance.Discussion – Physical Active Listening SkillsAsk for students to come up with examples of other Physical Active Listening Skills. Open hands Hand on chin Sitting (when safe) Respond appropriately Smile Talk to the person directlyWrite the new skills on the board or flip chart.Make sure to bring up officer/situational safety and never to give up personal safety to conduct activelistening skills.Page 7 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Seven Active Listening Skills (Slide 5)Seven Skills Reflecting/ Mirroring Open-Ended Questions Minim al Encouragers Em otion Labeling Paraphrasing “ I” Messages Effective Pauses5Crisis Inter vention Training Review slide and give examples of each skill.Attempt to use actual police encounters as examples.Reflecting/Mirroring:This should be simple and short. The user repeats key words or the last few spoken words thatthe speaker just said. This shows the speaker that the listener is trying to understand and isusing the speaker’s terms as reference. This also helps indicate to the speaker that the listenerwants them to continue the conversation and maybe talk more about what the listener reflectedback.o “Gist” of a sentenceo Repeating the last few wordso Results in more intelligence/informationo Voice inflection is important- Think of the tone of a questionExample: “Ever since we broke up I want to die”- Speaker“You want to die ”- Listener (Mirroring)“You want the pain to go away ” –Listener (Reflecting) Open Ended Questions:These are designed to encourage a full, meaningful answer using the subject’s own knowledgeand/or feelings. It is the opposite of close-ended questions, which encourages a short orsingle-word answer.Using the acronym WHaT can help you create open-ended questions.o Whato Howo (and)o “Tell me more about ”Page 8 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Minimal Encouragers:These are small signals that let the speaker know you are listening and understanding whatthey are saying.Examples:o “uh-huh”o “mmm”o “ok”o Head noddingNote: Be cautious using “ok” in certain situations. It can relay that you are approving of aninappropriate action.o Example: I am going to kill myself.”, and the listener responds “ok”.Emotion Labeling:This is an important step in building rapport. It helps the speaker know that the listener isseeing and understanding the emotions that are in play.You let the speaker know that you are seeing or hearing an emotion that they are experiencingor have experienced.Don’t be afraid of labeling the emotions incorrectly.Examples:o “This experience sounds horrifying to you.”o “You look deflated and sad.”The student manual has more emotions listed.Psychological research has classified six facial expressions which correspond to distinct universalemotions: disgust, sadness, happiness, fear, anger, surprise [Black,Yacoob,95]. It is interesting tonote that four out of the six are negative emotions.1.2.3.4.5.6.Paul Ekman’s initial research determined that there were six core emotions, which he termeduniversal emotions. These original universal emotions are:Happiness - symbolized by raising of the mouth corners (an obvious smile) and tightening ofthe eyelidsSadness - symbolized by lowering of the mouth corners, the eyebrows descending to the innercorners and the eyelids droopingSurprise - symbolized by eyebrows arching, eyes opening wide and exposing more white, withthe jaw dropping slightlyFear - symbolized by the upper eyelids raising, eyes opening and the lips stretchinghorizontallyDisgust - symbolized by the upper lip raising, nose bridge wrinkling and cheeks raisingAnger - symbolized by eyebrows lowering, lips pressing firmly and eyes bulgingThere is a seventh emotion that is sometimes considered universal.7. Contempt - symbolized by half of the upper lip tightening up (using what is called the risoriusmuscle) and often the head is tilted slightly back.Page 9 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Paraphrasing:You translate the conversation into your own words and let the speaker know.Let’s the speaker know you are listening.Helps you gain more information and clarify the information you have been given.”I” StatementsUsed to convey your concerns in a manner which is non-threating and does not put the subjectin an immediate defensive state.Helps to build rapport by establishing the listener as an individual and not a uniform.Example;o “I want to know what happened today, but it is hard for me to focus on your words whenyou have a knife in your hand.”Effective Pauses:This is a break in conversation when you do not say anything.Used immediately before or after saying something meaningful.Silence is uncomfortable for most people.Gives you a chance to gather your thoughts.You can demonstrate effective pauses in a fun way by making a statement or asking aquestion and then just not say anything. Take the time to look at your students and maybe pick on topay more attention to. Most of the time someone or the student you are looking at will say somethingto break the silence. This helps show how uncomfortable silence is.Page 10 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Optional Exercise: Emotion LabelingHave students partner up. You can complete the exercise with groups of three if needed.Have students sit facing each other.Explain you are passing out worksheets and for them not to show the other student what is ontheir worksheet.Pass out worksheet titled Emotion Label Exercise Participant 1 to one member of the group.Pass out worksheet titled Emotion Label Exercise Participant 2 to the other member.Explain that the student will act out the emotions on their sheet one at a time with their facialexpressions only.Express that the students should not uses words to describe their emotions.The participant that is not acting should be guessing the emotion that they are seeing on theface of the other student.Once Participant 1 is done let them know to switch and Participant 2 will be the actor.Use the after time to discuss what just happened. Difficultly not trying to explain the emotion. Ask for some of the emotion descriptions that were given. The importance of emotion labeling to open up dialog when someone is in crisis.Barriers to Active Listening (Slide 6)Barriers Arguing Patronizing Interrupting Moralizing Rescue Trap Police Jargon6Crisis Inter vention Training Review points on slide.Rescue trap is getting caught in the act of saving someone or stuck on one topic.o Get off the ledgeo At a safe distance only address a blunt or bladed weapon and not the communication.Police Jargon is common language in the police culture, like 10 codes or statue numbers.Page 11 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Discussion- Barriers to Active ListeningAsk the students to come up with additional barriers to active listening.o “Why” Questionso Quick Reassuranceso Advisingo PreachingVideo- Optional Video (Teaching active listening the office) Use video to talk about inappropriate ways to show active listening Body language can change the context of a conversationVideo- Optional (It’s not about the nail) People want to be heard Try not to jump to problem solvingS.A.F.E.R. (Slide 7)SAFER Security of Person/ Proper ty Attacked Flight Excessive Repetition Revised Priorities7Crisis Inter vention Training This is from Verbal Judo by Dr. George Thompson Used to articulate and understand when active listening should not be utilized Refer to student guide for more informationPage 12 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Conclusion (Slide 8)Sum m ar y Great to build rappor t Helps to show com passion Helps with de-escalation Helps m aintain professionalism8Crisis Inter vention Training Use this as a wrap up slide.Make sure to cover points that might have come up in questions throughout the course.Thanks (Slide 9) EndingThanks Questions, Com m ents, Etc Inser t Nam e, Phone, Em ail, or any contactinfor m ation you m ay have.9Crisis Inter vention Training Please insert your (instructor) name and contact information.Acknowledgements:This course was created with collaborations from the following people and organizations:Albuquerque Police Department:Matthew TinneyNils Rosenbaum, MDUniversity of New Mexico Clinical Education:Mary MagnussoPage 13 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Crisis Intervention Team TrainingACCREDITATION AND APPROVAL TRACKINGCourse#/Title:De-Escalation Training: Active Listening SkillsOriginal Accreditation#:NM15101GNew Accreditation#:Prepared By:Matthew TinneyDetectivePrinted NameTitleSignatureDateMental Health Response AdvisoryCommittee Review:Printed NameTitleSignatureDateCommander of Violent Crimes Review:Printed NameTitleSignatureDateDirector of Training Review:Printed NameTitleSignatureDatePage 14 of 14De-Escalation Training – Active Listening Skills – Instructor Guide
Crisis Intervention Team Training Page 2 of 14 De-Escalation Training – Active Listening Skills – Instructor Guide COURSE TITLE PAGE Program: Crisis Intervention Team (CIT) Training Block: De-escalation Training Course#/Title: Active Listening Skills Accreditation#: NM15101G Course Level: Advanced Training Prerequisites: None Instructional Method: Lecture, Power Point, Exercises, Discussion
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