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Training > Reducing Workplace Violence
Reducing Workplace Violence
Over the past five years The Mandt System® has received data from organizations using our programs. A significant reduction in aggressive and violent behaviors is reflected in the data. You can find information on a couple of these reports under the ‘Why Mandt- Reduction of workplace violence menu.’
Training Foundation
The Mandt System® training courses are based upon the philosophy that all people have a right to be treated with dignity and respect, the right to personal identity, the right to normalization and the right to the least restrictive and most appropriate environment. We believe that all individuals should be seen as people first. Therefore, we believe that relationships should be based on principles in which people are allowed to participate in decisions about their lives. We recognize and consider people´s behavior, even negative behavior, as a form of communication. Our approach to relationships with people requires that we proactively meet the needs of others striving to improve relationships by learning to avoid repeating mistakes.
The Training
The Mandt System® presents a system of gradual and graded alternatives for de-escalating and managing people, using a combination of interpersonal communication skills and physical interaction techniques designed to reduce injury to all the participants in an encounter.
“Reducing Workplace Violence means Increasing Workplace Safety
through Positive Behavior Supports”
Relational Level Training
Relationships are the context in which the work gets done. This statement is true not only in human service settings, but in almost every human endeavor concerned with production, achievement, or service. When people feel safe in the context of these relationships, they are freed up to commit themselves to the task.
We designed the Relational Chapters for you if you interact on a daily basis with people who, for the most part, are cooperative. We feel that the Relational Chapters provide an adequate level of interpersonal interaction skills for use in most of these situations. The most important part of any crisis interaction training is having the proper attitude and philosophy. Therefore, we stress the importance of de-escalating and interacting with people - not controlling them. If you can manage and control yourself, you can better interact with other people.
In the first three chapters, Relational Chapters, you will review what it takes to build Healthy Relationships in the workplace. These three chapters are the most important ones we teach!
Chapter One: Building Healthy Relationships
This chapter is the basis not only for this section but the entire course. In a five-day train-the-trainer course, we will spend almost the entire first day on this chapter to highlight its importance and to ensure we lay down the foundation upon which this course is built. Chapter highlights include:
- Foundational Beliefs
- Working as a Team
- Understanding and Working with Emotions
- Behavior Support and Supporting People
- Understanding Stress
- Crisis Cycle
Chapter Two: Building Healthy Communication
This chapter provides information on how communication takes place, and explores the different elements of communication. Communication is the key to resolving conflict and one of the keys to building healthy relationships. This chapter will provide information as well as opportunities to use this information in role-play and activities. Chapter highlights include:
- The Communication Process
- Nonverbal Elements in Communication
- Vocal Elements in Communication
- Verbal Elements in Communication: Strategies for De-Escalation
Chapter Three: Building Healthy Conflict Resolution
This chapter introduces basic approaches to conflict resolution. This chapter provides a definition for conflict and an approach, which ties conflict resolution into relationship building. We do not see the two as separate activities, but rather see conflict resolution as well as communication as two related tools to build healthy relationships. Chapter highlights include:
- The SODAS Method of Conflict Resolution
- Communication and Relationships
- Understanding Conflict Cycles
- Perceptions and Conflict
- Learning How to Resolve Conflicts
“Reducing Workplace Violence means Increasing Workplace Safety
through Positive Behavior Supports”
Conceptual Level Training
Remember that injury does not have to be physical. As children many of us said, “Sticks and stones will break my bones but words will never hurt me.” Truth be told, most of us were wounded far worse by words than any stick or stone that could be hurled. In the Relational chapters, you were introduced to the concepts of Interactions, Incidents, and Crises. The intention of The Mandt System® is to give you the tools needed to keep interactions at the interaction level. Therefore, the Conceptual Chapters now focus on using skills and competencies
We designed the Conceptual Chapters for you, if you interact on a daily basis with people who may become uncooperative. We feel that the Conceptual Chapters provide an adequate level of interpersonal interaction for use in most situations. We emphasize the use of a gradually progressive system of alternatives that involves the least restrictive means of interpersonal interaction.
Once healthy relationships have been established, there are four core competencies we want to give you so you can not only build healthy relationships but also use skills to address conflicts and meet unresolved needs. These next four chapters now focus on using skills and competencies.
Chapter Four: Trauma Informed Services
This chapter was written to help you work better with people who have experienced significant and in many cases ongoing trauma. There are people who may have experienced some type of traumatic event that was a “one time” occurrence, such as a natural disaster. Or they may have been victimized by other people: terms like abuse, exploitation, dehumanization, degradation can best describe what has happened to the person.
At a conceptual level, we want to give you the background information that may help you to become more aware of the effects of trauma on the people you serve, and provide a safer environment in which they can live, learn, work, and play with an increased feeling of safety. It may also give you the ability to support people and to respond to them in ways that do not retraumatize them.
- Two Models to Understanding Traumatic Stress
- Responding to Acute Episodic Trauma
- The Effects of Trauma - Interpersonal Violence
Chapter Five: Positive Behavior Support
This chapter was written to help people implement behavior support plans, not to write them. The more people know about positive behavior support, the easier it will be to help the people writing those plans by giving them the information they need. and to implement the approaches within support plans. This chapter focuses on:
- Two Views of behavior
- Antecedent - behavior - Consequence Model
- Setting Events
- Relationships and behavior
- Understanding Positive behavior Intervention and Supports
- Assessments
- Intervention Strategies
- The Crisis Cycle and behavior Support Interventions
Chapter Six: Liability and Legal Issues
This chapter provides an introduction to the legal issues surrounding the provision of services to people in educational, developmental disabilities, mental health and substance abuse, and other human services settings. Since none of us are attorneys, we cannot give legal advice, but we can give legal education by sharing the knowledge we have gained through the use of our skills and competencies as administrators, educators, social workers, expert witnesses, and direct support professionals. This chapter focuses on:
- Defining Liability
- Standards of Care
- Personal Liability and the Basis for Litigation
- Supervisory and Organizational Liability
- Reasonable Person Standard
- Reducing Exposure to Lawsuits
Chapter Seven: Medical Risk Factors
This chapter was written to provide an overview of the risks of physical restraint, using literature written by medical professionals. None of the authors of this chapter are licensed medical professionals. If you have any concerns about the health and welfare of people, whether people who receive services or people who give services, seek the advice of a licensed medical professional. This chapter focuses on:
- The Risks of Restraint Use
- CWLA Best Practice Guidelines
- Special Risks in Restraining Small Children
- Risk of Injury to Staff
“Reducing Workplace Violence means Increasing Workplace Safety
through Positive Behavior Supports”
Technical Level Training
We learned in the Relational chapters that treating people with dignity and respect was critical to the development of healthy relationships. The focus of the Relational and Conceptual chapters was on non-physical ways to treat people with dignity and respect in our interactions with them. We also focused on treating people with dignity and respect when an interaction became an incident.
We designed the Technical Chapters for you, if you interact on a daily basis with people who may become uncooperative and/or confused. We present a system of gradual and graded alternatives for de-escalating and managing people, using a combination of interpersonal communication skills and physical interaction techniques designed to reduce injury to all the participants in an encounter. The interpersonal skills from the Relational and Conceptual Chapters are reviewed and practiced, but emphasis is placed on learning appropriate physical skills while maintaining a high level of dignity and respect.
That same criteria must be present as we consider the possibility of an incident becoming a crisis. Just because there is a crisis and an increased risk of harm does not mean that we no longer treat people with dignity and respect. In these next chapters, we will focus more on teaching concepts than on teaching techniques.
Chapter Eight: Assisting and Supporting
This chapter will focus on assisting and supporting people who may be confused or disoriented, or who may have difficulty maintaining their balance. They may also have difficulty with following directions and responding to requests due to changes in medication, seizure activity, or other personal issues. In this chapter, we will not be focusing on the possibility of aggression. This chapter includes:
- Implementation of Physical Interaction Skills
- Introduction to Assisting
- Stance and Balance
- Body Mechanics and Movements
- Body Positioning
- One - and Two-Person Assisting
- One - and Two-Person Supporting
Chapter Nine: Separating
This chapter addresses questions that arise when people may grab you, or other people, or objects. Not all such acts, though, are aggressive in nature, and we will provide you with a model to assess the act of being grabbed. This chapter includes:
- Physical Interaction Concepts
- Non-Physical Ways of Separating
- Physical Releases from Holds
- Biting
- Hair Pulling
- Clothing Holds
- Finger Holds
- Separating Two People Who Are Fighting
Chapter Ten: Restraint (Standing or Seated Only)
This chapter will provide two ways to restrain adults and two ways to restrain children or people of relatively shorter stature. This chapter teaches the application of the principles discussed above for the purpose of limiting and redirecting movement, but not immobilizing a person. Restraint, even when properly applied, can result in physical or emotional and psychological harm. The risks and benefits of imposing a restraint must be balanced against the risks and benefits of not doing a restraint. This chapter includes:
- Restraint Usage and Associate Injuries
- Risk Factors Associated with Restraint
- Minimizing Risk and Injury
- Three Types of Asphyxiation Associated with Restraint
- Monitoring Restraint Usage
- Standing Restraints
- Restraints of Children
- Moving People During Restraint
- Time Limits When Restraint is Used
“Reducing Workplace Violence means Increasing Workplace Safety
through Positive Behavior Supports”
Advanced Training Program:
Important: To become an advanced trainer, you must already be a currently certified Relational/Conceptual/ Technical trainer.
The purpose of the Advanced Technical Trainer Course is to provide trainers the opportunity to deepen skill levels in the application of techniques for dealing with people with serious (violent) chronic problems, and to broaden your perspective on how to provide better, safer care by approaching the task systematically. By doing this, you will be able to provide more support to each other as staff and the people whom you serve. The primary purpose of this course is to teach advanced skills by helping you “connect the dots” between all the principles taught in the Relational, Conceptual, and Technical chapters of The Mandt System®. In the Advanced Technical Training we will teach physical skills that are consistent with the values taught in the Relational, Conceptual, and Technical chapters.
The Advanced Technical Training is taught as a single chapter, with the following topic headings:
-
Physical Interaction Policy - Mandt System Standard of Care
Proactive Approach – Using the RADAR Model
Advanced De-escalation and Team Skills
Physical SODAS
Team Approach with Aggression and Violence
Threat Stimuli
S.A.F.E. (Staff Are Fear Educated)
Threat stimuli and trauma
Advanced Stance and Balance Skills
Standing Positions - Walking, Turning, Stepping, Sliding, and Pivoting
Lying Positions – Moving, Sliding, and Rolling
Transitions – Lying to Seated to Standing: Standing to Seated to Lying
Seated Positions – Moving, Sliding, and Pivoting
Advanced Distancing Skills
Moving in
Moving away
Preventing and Providing Exits
Advanced Separating Skills
Hand Choke
Arm Choke
Choking w/ Objects
Separating Two People
Advanced Re-Directing Skills
Escape from Corners (Moving Around/Duck Under drill)
Punching
Kicking
Throwing Objects
Jabbing Objects
Swinging Objects
Advanced Restraint Skills
Escorting/Accompanying (Children’s Health Act)
Lifting from Floor (Standing)
Lifting to a Carry (Carrying)
Moving Restraint (Standing)
IM Procedure
Mechanical Restraint Applications
