Texas Department of Criminal JusticeCID – Management Operations

Correctional Training and Staff Development

FY 2011Program Title: Pre-Service Training

Subject Title: Communciation - Defusing Techniques Subject Code: COMMDEF200

Proponent: Miller and Washington

Date: September 01, 2010 Revision:      

Technical Approval Signature:

Technical Approval Date: September 01, 2010

Timeframe: Target Population: Total: 2:00 Hours: 2:00 Min: 0:00 Pre-Service participants

Performance Objectives:

1. List the three selves relating to verbal communication.2. Define anger.3. List three good results and three bad results of anger.4. Explain how to prevent angry feelings from becoming a problem.5. List four purposes of defusing skills.6. Demonstrate the use of four learned defusing skills.

Participant Materials:

HandoutStudent Study Guide

Evaluation Procedures:

Written Examination     

Training Aids/Instructor Materials:

** Team Teaching Required

Offender clothing No PowerPointNo Video

References:Michigan Department of Corrections - De Marse Corrections AcademyAmerican Correctional Association

Instructor Note: This class requires team teaching and includes one instructor in uniform and the other in offender clothing. The first hour of instruction will only need the uniformed instructor.

I. INTRODUCTION

This block of instruction is intended to provide correctional personnel with insights and skills relevant to the use of defusing techniques. Defusing techniques are designed to assist employees encountering a potentially threatening situation restore calm and order. The appropriate use of these techniques will also enhance staff effectiveness in handling argumentative offenders without needlessly resorting to physical intervention.

Defusing is defined as a process for reducing tensions in a crisis or situation.

Instructor Note: Review performance objectives.

PERFORMANCE OBJECTIVES

1. List the “Three Selves” relating to verbal communication.

2. Define anger.

3. List three good results of anger.

4. List three bad results of anger.

5. Explain how to prevent angry feelings from becoming a problem.

6. List four purposes of defusing skills.

7. Demonstrate the use of learned defusing techniques.

II. PRESENTATION

A. Verbal Communication

When we engage in a verbal conversation with others, several factors may hinder us from getting our message across. During a confrontation situation, one of the largest barriers to effective communication may be one’s ego.

1. Ego is a dangerous ingredient in any confrontational situation. These are some commonly used phrases where ego has influenced the intake of information or the perception of what needs to be said:

a. I’m running this

b. How dare you question my authority

c. You’re an offender, you don’t have an opinion

d. being in charge makes me right

e. Regardless of what you say, you’re going to mind

2. All of these statements are in most cases correct; however, there are ways in which they can be communicated without letting your ego take charge of the situation.

3. Ego is characterized by self-awareness, self-esteem, devoted entirely to one's own interests or feelings.

4. If your ego is influencing your intake of information process, then the situation may possibly become confrontational in an environment where you are well out numbered.

5. It is important to remember that each of us is composed of three selves: Parent, Adult, and Child.

a. Parental - During a verbal confrontation, it is important for correctional personnel to remember that, although they are in a position of authority, "talking down" to the offender often only serves to further alienate them and cause more problems.

(1) Do not allow yourself to slip into speaking in a parental manner to an offender. This act may leave them thinking that you have little or no respect for them as adults.

(2) Using statements such as, “You should know better” or “Hey, weren't you taught better than that” will often cause the offender to respond in a rebellious manner.

(3) This is their way of letting it be known that they are adults and want to be spoken to as such.

(4) Belittling or demeaning an offender by insinuations of immaturity may place the offender in a position whereby they feel they must act out in a threatening or abusive manner to prove their adult status.

Instructor note: Provide a brief demonstration of the parental approach in a conversation. Briefly discuss.

b. Adult - Offenders will usually respond as adults if you speak to them as adults. All offenders, regardless of their status, want and need to be spoken to as adults.

(1) The communication lines are easier to establish when the correctional employee starts by speaking to the adult ego first.

(2) One of the best methods of resolving conflicts is to speak to that person in an adult-to-adult manner.

(3) This acts to diffuse the situation and allows the offender to walk away with their self-respect and a feeling of not having to save face (win-win resolution).

(4) Correctional personnel must remain ever mindful that intentionally embarrassing or demeaning offenders in front of peers is an extremely dangerous act.

(5) The embarrassed, demeaned or verbally abused offenders often find themselves “forced” to verbally respond in-kind or physically act out to “save face.”

(6) Remember, offenders have to return to the cellblock and live with their peers.

(7) Don't put them in a no-win situation to save their self-respect. The offender’s ego will then be a factor to be dealt with.

(8) Even if an offender responds in a childish manner, such as attempting to argue or disagree, you must maintain your adult attitude. Your self-respect will improve and the offenders will have enhanced respect for you when you maintain your adult attitude.

Instructor note: Provide a brief demonstration of the adult approach in a conversation and discuss.

c. Child - Your self-respect will suffer, you will feel inadequate, and offenders will not respect you if you assume a childlike attitude toward those under your authority.

(1) This attitude is characterized by a lack of self-control and the inability to make a decision.

(3) Some correctional employees exhibit the child ego by losing their temper when dealing with offenders.

(4) Others may respond to offenders with verbal threats or an irrational action, such as a tantrum.

Instructor note: Provide a brief demonstration of the childish approach in a conversation and briefly discuss.

d. Combination - There may be times when the parental attitude is necessary. There are times when it is essential to actively listen to an offender.

However, if you maintain an adult attitude in every verbal confrontation, your confidence will grow and offenders will learn to respect you as a professional.

Instructor note: Provide a brief demonstration of the combination approach in a conversation and briefly discuss.

B. Non-Verbal Communication

A significant portion of our everyday communication is accomplished without words.

1. Approximately 87% of all communication is non-verbal in nature.

2. During a confrontational situation, both the offender and staff member reveal, from time to time, noticeable changes in:

a. posture

b. viewpoint

c. voice

d. vocabulary

e. other aspects of behavior

3. Notable clichés

a. “Your actions speak louder than words”

b. “What I see you saying means more that what I hear you saying."

c. “The body doesn't lie”

4. Non-verbal communication is much like verbal communication in that there is a sender and a receiver.

5. When encountering an offender that you believe is aggravated or aggressive, there are a number of indicators you need to be looking for. These are some of the indicators as to how volatile the offender may be:

a. Clinched or clinching fists

b. Deep or rapid breathing

c. Sweating (such as above the top lip)

d. Clenched teeth and face muscles

e. Body tense and arms folded across the chest

f. Intense and fixed eye contact or the inability to maintain reasonable eye contact

g. Continuously shifting body weight from one foot to the other

6. There is a direct link between distress and emotional upheaval.

7. Understand that these are warning signs that should prepare you when attempting to defuse a possible stressful situation.

8. The Precipitators: Stress, Anger and Aggression. It is important that you understand the relationship that exists between these terms.

a . Stress: A response to a demand that is put on us.

(1) It is a physical and mental reaction. It is the tension or excitement created by a situation.

(2) Stress can be either negative or positive.

(a) Example of negative stress: Getting a divorce or losing a loved one is obviously stressful.

(b) Example of positive stress: But so is getting married, becoming a parent, or winning the lottery.

(3) Although positive stress is often called "excitement" and negative stress is called "stress," they are the same thing--your body's reaction is the same in either situation.

b. Anger is an emotion, like joy or sadness.

(1) People don't wake up and say, “Today I'll be happy, or today I'll be sad.” Things happen during the day to cause these emotions.

(2) Likewise, people don't choose to be angry--it just happens.

(3) When we get angry, several things happen - our blood pressure goes up, our adrenaline starts pumping, we get hyper, we talk faster and louder, and we lose our patience.

(4) So, an event happens and anger can result.

c. Aggression: The final term we will be dealing with is aggression. When anger reaches the point where physical or verbal confrontations occur, it's called aggression.

(1) It is important for you to understand the progression to aggression.

(a) An event occurs--some people will get angry.

(b) Some of the angry people can turn their anger to aggressive acts.

9. As stated, anger is an emotion or feeling, like joy or sadness.

a. When something bothers us, we can ignore it or we can get angry.

b. When we get angry:

(1) We lose our patience

(2) Our blood pressure goes up

(3) We feel hyper

(4) We may not control what we say or do

(5) We may throw things, break things, hit people, or curse them

(6) That kind of behavior is called aggression. If we don't deal with our feelings of anger, they often lead to aggression. And we may end up hurting someone.

10. So, anger and aggression are related. Anger is a feeling, and aggression is an action against someone or something that was stimulated by anger.

a. While we often consider anger to be a negative feeling, it can also have some positive aspects.

(1) Energy - First, anger gives us energy. If we are in danger, anger gives us extra energy. It gives us a lift when we need it.

(2) Communication - Second, anger helps us talk with others. Anger helps us talk about our feelings. That helps keep stress from building up.

(3) Information - Third, anger gives us information. When we feel angry, we should try to stop and think why we are angry. Something may be happening that is making us feel tense or uptight. Our anger could be a hint that something is making us feel stress.

(4) Control - Finally, anger gives us a feeling of being in charge. Sometimes anger makes us feel like we are in control. It is good to be in control of situations and our selves. Be careful not to confuse this with your ego telling someone you’re in charge.

b. Negative Aspects of Anger: Here are three of its bad points.

(1) Excitement - First, anger stops us from thinking, feeling, and acting clearly.

(a) When we are very angry, we see red and find it hard to think clearly.

(b) That stops us from finding better ways to act. We end up doing something before we think about it.

(2) Mask - Second, we use anger to mask other feelings.

(a) We use anger to defend ourselves when we do not need to.

For example, when we are embarrassed, we may become angry because it's easier to be angry than to feel embarrassed.

(b) It's easier to hurt others than to have our pride hurt.

(3) Aggression - Finally, anger and aggression are closely related. We may be angry for a long time, or may become angry very often. In those cases, we became aggressive.

When we became aggressive, we say or do things that hurt others.

Instructor note: Remind your audience that we are discussing anger and aggression to extent in order for them to understand the anatomy of a situation which requires defusing.

c. Concerns about Anger

(1) Frequency - During a week, there are times when everyone has a right to become angry.

For example, if you leave work today and find your car was damaged in a hit and run in the parking lot, you would naturally get angry.

You would lose your patience, your blood pressure would go up, you would become anxious, and your adrenaline would flow. This response would be natural.

(2) Strength - The second area of concern with anger is having it become too strong. Sometimes anger is stronger than at other times.

(a) For example, someone cutting you off as you drive to work is a lot different from the hit and run.

[1] Both situations may make you angry, but being cut off is merely an annoyance.

[2] You might mumble about the other driver and get on with life. The hit and run, however, is going to have a greater impact.

[3] You will feel intense anger. When your anger becomes very strong, you will think less clearly.

[4] There's a good chance that you will act before you think.

[5] You can avoid problems by remembering to stop, think, and then respond.

[6] When you are very angry, you put a lot of stress on your body. Keeping the level of your anger down can help the wear and tear on your body.

(3) Length - The third problem area is the length of time one is angry.

(a) The stress on your body is worse if you are angry for a long time.

(b) Your body doesn't get a chance to gear down and return to normal.

(c) That makes you feel even worse and more easily upset.

(d) You may end up keeping yourself angry. You might do this by remembering all the times that you were upset in the past. For example, the person who got angry when his car was hit in the parking lot is acting normally. If that person remains angry while home and even into the next day - over the next several days - a problem may arise.

(4) Aggression - The fourth area for concern is not to let your anger drag on until it becomes aggression.

(a) You have heard before that anger can lead to aggression.

(b) That usually happens when angry feelings last too long or happen too often.

[1] When you are angry, therefore, it is important to ask, "Is it really worth it?" Most times, the answer will be "No," and you can let it go immediately.

[2] If not, you need to ask yourself whether you can do something about the situation. If so, take the action and release your anger. If you

can't do anything about the situation, work on coping with your anger.

[3] Try to avoid situations that trigger your anger and aggression.

11. These are but a few examples of non-verbal communication. Correctional staff should remain ever alert to non-verbal messages they are sending and those being sent by offenders. Being aware of such messages is especially important during the initial phases of a verbal conflict.

Instructor Note: Use the following scenario/role-play. Involve participants in a class discussion of their responses.

WHAT IF . . .

Let's go back to the parking lot problem.

1. Would it be natural to get angry if your car was hit?

2. Should the anger be long or short-term?How would you define short-term anger?How would you show your anger?

3. How could your anger lead to aggression?

Instructor Note: Introduce the other instructor making sure everyone understands that they are an instructor role-playing as an offender.

C. Redirecting Negative Behavior

Correctional staff encountering a potential verbal conflict with an offender should attempt to redirect the negative behavior into a neutral or a positive channel.

1. The way to do this is to counter the offender's negative physical message with a combination of your own non-threatening verbal and non-verbal messages.

2. This technique is known as “verbal judo.”

a . That does not mean you get into a shouting match and the one who shouts loudest is the winner.

b . It does mean that words are used to disarm a potentially explosive situation.

c. The effective use of “verbal judo” techniques allows staff to regain and maintain control.

d. Verbal judo is the preferred and safest way for an employee to resolve a low threat, non-violent confrontation.

(1) Successful application of this technique will reduce the need for physical, and frequently injurious, uses of force.

(2) To be successful in this process requires a personal effort to identify, analyze, and understand the four elements of a confrontation.

(3) The acronym “PACE” is the key for analyzing the situation at hand. “PACE” stands for:

ProblemAudienceConstraints Ethics

(a) Problem: When an offender displays verbal or non-verbal communication indicating distress, acknowledge in a non-threatening way that something appears wrong. Be aware of and responsive to the offender's behavior level and attempt to learn what exactly has caused the conflict.

[1]If possible, determine any underlying circumstances.

[2]Keep in mind the messages being sent to the offender through your body language.

Instructor Note: Conduct role-play. Provide an appropriate example using the role-play offender. The role playing offender needs to display some non-verbal clues as to him/her being angry.

Instructor : Approach the offender being mindful of proxemics. Assume an interview stance and be flexible about maintaining a safe distance.

Offender : Be unresponsive to the officer’s attempt to speak with him/her.

Instructor Note: Advise the class to never touch the offender to get their attention.

Instructor : Ask the offender if there is a problem.

Offender : Deny there is a problem but make it obvious that you are angry.

Note: Make it anger; not aggressive.

Instructor: Listen to the offender allowing them to vent anger to avoid aggression.

Complete the role play with a brief discussion. See if the class can cue on the offender’s non-verbal language.

(b) Audience: Identification of the audience is an important clue about the offender's motivation.

[1] Is the offender alone?

[2] With friends?

[3] “Playing” to a group of friends or to someone else?

[4] Who are the offenders actually involved in the conflict?

[5] Can and/or should the offenders involved be isolated?

[6] Remember the warnings relating to embarrassing offenders in front of peers.

[7] The maintenance of self-respect is a powerful force for offenders and its abuse by an employee needlessly places all in the at-risk arena.

Role Play: Provide an appropriate example using the role-play offender. Have the offender discuss with the class what further problems could occur simply based on the following audiences: 1. Chow Hall full of offenders2. Dayroom full of offenders3. Recreation Yard full of offenders4. Main Corridor with offender traffic5. At work in an industry position 6. Etc.

(c) Constraints: What barriers or restrictions to communication are present?

[1] What behavior levels and verbal and non-verbal messages are observed?

[2] What is the location of the incident?

[a] Does the area environment pose detriments to effective communication and problem resolution?

[b] Is correctional awareness a significant factor to be considered during this element?

Instructor Note: Role Play: Provide an appropriate example using the role-play offender. Have the classroom all engage in a conversation. Give them about 30 seconds allowing them to get quite loud.

Instructor: Attempt to ask the offender the same questions you asked earlier.

Offender: Show your frustrations due to the fact you cannot hear well.

Instructor: Raise your voice to be heard by the offender.

Offender: Get loud and borderline aggressive by stating “You ain’t got to yell at”.

(d) Ethics: It is extremely important for correctional staff to remain in control of their emotions.

[1] They must remain alert and in control of their feelings, their non-verbal behavior, and the words they use.

[2] They should never make a promise to do something that is illegal or even questionable; and they should never make a promise they cannot keep.

[3] Staff must avoid expressing personal feelings or opinions.

[4] When personal opinions and feelings are introduced, correctional staff greatly reduces their ability to remain in control of the situation.

[5] By giving your personal opinion, you may be choosing sides in a conflict.

[6] The best policy is to remain neutral (firm, fair and consistent). If advice is given, it should be strictly professional.

Instructor Note: Role Play: Provide an appropriate example using the role-play offender.

Offender : Approach the instructor want to discuss some news you got from home. Display a very anxious demeanor. The news you got was concerning a possible unfaithful spouse.

Instructor : Tell the offender that you have been through the same thing and he/she can’t trust anyone.

Ask the class what they found wrong with the last role play. Provide them with the following explanation:

There is a danger of losing your professionalism by saying, “I know exactly what you are feeling because I went through the same thing.” This is usually followed with a telling of your story. It gives control of the situation to the offender and severely reduces your credibility. You become the one seeking advice. Besides reducing your credibility, it makes you subordinate to the offender.

Instructor Note: Role Play: Provide an appropriate example using the role-play offender.

Offender : Approach the instructor want to discuss some news you got from home. Display a very anxious demeanor. The news you got was concerning a possible unfaithful spouse.

Instructor : “I understand what you are telling me. There is not a lot personally I can do.”

“If you desire, I can get the proper forms and help you fill them out so that you can get the help you need.”

Explain to the class that the officer could then suggest the offender request an appointment with the chaplain, warden, or counselor.

3. By using the “PACE” technique of analyzing a situation, the employee should be able to redirect the negative behavior before it has a chance to escalate into more destructive behavior. Does this example also touch on an issue relating to offender manipulation techniques? Can the sharing of like

experiences" between staff and offenders create “fertile ground” for bonding?

D. Defusing Techniques

1. The purposes of defusing skills are:

a. To restore calmb. To prevent the situation from escalatingc. To use the least forceful, least restrictive interventiond. To separate offenders

2. Since staff often reacts to offenders in new situations the same way they have in the past, their interventions can become predictable and ineffective.

a. Therefore, by increasing their repertoire of verbal defusing skills, staff can become more effective in handling argumentative offenders without the need for physical intervention.

b. These skills are designed to be used where the situation is potentially dangerous, but currently at a manageable level--if staff approach quickly and intervene decisively.

c. Defusing techniques are designed to help staff restore calm and order and create a break in the argument. Some defusing techniques include:

3. Do nothing

a. The Problem - You come upon a situation where two offenders are arguing. You know one offender has a strong personality and one has a weaker personality.

b. The Skill

(1) Approach the offenders and stand a bit closer to the weaker offender and stand quietly.

(2) Remember to keep a safe distance from both offenders (practice proxemics).

(3) As soon as the aggressor takes notice of you, address him and remove him from the area if needed to gain resolution.

(4) Always carefully observe confrontational offenders and assess your personal at-risk factor before physically intervening.

(5) Notify your supervisor of your observations and actions as appropriate.

Instructor Note: Conduct role play: Provide an appropriate example using two role-play offenders. Instructor can put on an offender shirt. Pick a volunteer to act as an officer.

Offender 1 : You are the aggressor. Engage in a verbal argument concerning what program you want on the dayroom television.

Offender 2 : You are the weaker offender. Act very passive but do tell offender #1 that you were watching the program voted on.

Officer : Approach the argument and position yourself closer to the weaker offender. Do not say anything.

Offender #1 and #2 : Once you see the instructor approach the argument get quite and walk away.

Instructor should debrief the role play and discuss.

4. Calm and Soothing

a. The Problem - You approach two or more offenders who are agitated. Your knowledge of these offenders leads you to believe that you would help the situation by urging them to calm down.

b. The Skill

(1) Offer help and remain calm as you ask the offender to “calm down” or “take it easy.”

(2) Approach quickly; initially talk in a rather loud voice, matching the volume of the offenders.

(3) Quickly reduce your volume and use a firm, calm voice and professional demeanor.

c. This approach allows room for a stronger intervention if the one being used does not work.

d. Approaching the situation "as if nothing is wrong" may redefine the scene into one of problem solving. Always carefully observe confrontational offenders and assess your personal at-risk factor

before physically intervening. Notify your supervisor of your observations and actions as appropriate.

Role Play: Provide an appropriate example using two role-play offenders. Instructor can put on an offender shirt. Pick a volunteer to act as an officer.

Offender 1 : Engage in a verbal argument concerning what program you want on the dayroom television.

Offender 2 : Argue back that your program won the vote and the other offender is “stuck out”.

Officer : Be positioned in talking distance and advise them to calm down.

Offender #1 and #2 : Once you hear the instructor get louder and ignore him/her.

Officer : Move quickly to the argument and raise you voice a bit louder than their. Order them to “get off of it”.

Offender #1 and #2 : Once you hear the instructor get quiet.

Instructor should then debrief on the role play and discuss.

5. Separation

a. The Problem - Once again you approach a pair of offenders who are arguing, but the situation is dangerous due to the fact that one or both of the offenders has a history of assault.

b. The Skill

(1) Stand in a position where one offender has to turn to face you.

(2) Firmly instruct that you intend to talk with them separately, or if possible, talk with one while another staff member talks with the other.

(3) This may be done in a non-verbal manner. Always carefully observe confrontational offenders and assess your personal at-risk factor before physically intervening.

(4) Notify your supervisor of your observations and actions as appropriate.

Instructor Note: Conduct role play: Provide an appropriate example using two role-play offenders. Instructor can put on an offender shirt. Pick a volunteer to act as an officer.

Offender 1 : Engage in a verbal argument concerning what program you want on the dayroom television.

Offender 2 : Tell the other offender to shut up and stop whining.

Officer : Position yourself where one offender has to turn to talk to you. Tell the offender that he/she will follow you to another side of the classroom to discuss this. Instruct the other offender to stay there and remain quiet.

Offender #1 and #2 : Comply with the officer’s orders.

Officer : Follow one of the offenders away from the situation positioning yourself where you can see both offenders. Advise an onlooker call for a supervisor.

Instructor should then debrief the role play and discuss.

6. Fake Misunderstanding

a. The problem - You approach and find two offenders arguing. Knowing that these offenders have a stake in ignoring you, you do not attempt to give directions. The technique described below is designed to mislead, compelling the offenders to correct you.

b. The Skill

(1) Even though you clearly understand the conflict, make believe you do not understand.

(2) Your intention is to "hook" them into explaining the problem to you.

(3) Always carefully observe confrontational offenders and assess your personal at-risk factor before physically intervening.

(4) Notify your supervisor of your observations and actions as appropriate.

Instructor Note: Conduct role play: Provide an appropriate example using two role-play offenders. Instructor can put on an offender shirt. Pick a volunteer to act as an officer.

Offender 1: You are the aggressor. Engage in a verbal argument concerning what program you want on the dayroom television.

Offender 2: You are the weaker offender. Act very passive but do tell offender #1 that you were watching the program voted on.

Officer: Carefully position yourself where both offenders will have to turn to see and her you. Ask them if they heard what was just said on the television.

Offender #1 and #2: Both answer no and start watching the television.

Officer: Tell them if it was something about tomorrow’s weather to let you know.

Instructor should then debrief the role play and discuss.

7. Confusing - Soft Shock

a. The Problem - You approach two offenders who are in an argument. You know that neither of them is invested in the argument, but just sort of “caught up” in the energy of the scene.

b. The Skill

(1) Use a response somewhat out of character or one that is inappropriate, such as asking a small favor or commenting on something which has nothing to do with the conflict.

(2) Always carefully observe confrontational offenders and assess your personal at-risk factor before physically intervening.

(3) Notify your supervisor of your observations and actions as appropriate.

Instructor Note: Conduct role play: Provide an appropriate example using two role-play offenders. Instructor can put on an offender shirt. Pick a volunteer to act as an officer.

Offender 1 : You are the aggressor. Engage in a verbal argument concerning what program you want on the dayroom television.

Offender 2 : You are the weaker offender. Act very passive but do tell offender #1 that you were watching the program voted on.

Officer : Speak loud enough to get offender#1 attention. Ask the offender “Look outside and tell me if offender Doe is out there.”

Offender #1 and #2 : Comply with the officer’s orders.

Instructor should then debrief the role play and discuss.

8. Direct Instruction

a. The Problem - You are facing two offenders arguing. It seems clear to you that one would like to get out of the situation. By giving that offender an easy thing to do, you give that offender an “easy out” so they do not lose face. You want to make your expectations clear.

b. The Skill

(1) Use simple explanations and instructions.

(2) Being very calm and speaking quietly, explain what you expect to happen and give clear instructions to the individuals of what you would like for them to do (“Go sit over there, I'll be right with you.”).

(3) Pay close attention to all concerned and use appropriate body language.

(4) Always carefully observe confrontational offenders and assess your personal at-risk factor before physically intervening.

(5) Notify your supervisor of your observations and actions as appropriate.

Instructor Note: Conduct role play: Provide an appropriate example using two role-play offenders. Instructor can put on an offender shirt. Pick a volunteer to act as an officer.

Offender 1 : Engage in a verbal argument concerning what program you want on the dayroom television. You ask the officer if there can be a revote.

Offender 2 : You are satisfied with the program because it was voted on and won.

Officer : You very firmly state that the vote stands as is and if they continue to argue they will be sent back to their cell and wrote up.

Offender #1 and #2 : Comply with the officer’s orders.Instructor should then debrief the role play and discuss.

9. Confrontation - Hard Shock

a. The Problem - When two offenders are arguing and suddenly become louder, you need to break the emotional level; you want to take an active role, but first you need a few seconds to regain control.

b. The Skill

(1) Enter the situation at a similar emotional level, perhaps using a command voice instruction of “quiet” or “stop that!”

(2) Caution: Confrontation-Hard Shock is a high-risk method.

(3) It allows little room for less forceful intervention. This may be the last resort before a hands-on intervention.

(4) Always carefully observe confrontational offenders and assess your personal at-risk factor before physically intervening.

(5) Notify your supervisor of your observations and actions as appropriate.

Instructor Note: Conduct role play: Provide an appropriate example using two role-play offenders. Instructor can put on an offender shirt. Pick a volunteer to act as an officer.

Offender 1 : Engage in a verbal argument concerning what program you want on the dayroom television. You ask the officer if there can be a revote?

Offender 2 : You are satisfied with the program because it was voted on and won. You tell the other offender to stop all the crying and grow up.

Offender #1 and #2 : Get real loud arguing about the television programs.

Officer : With a loud command voice you order the offenders to stop the arguing right now. Tell them if you hear anything else about the television vote they will be sent back to their cell and written up.

Ask them individually if they understand and have both answer “Yes Sir/Maam”.

Offender #1 and #2 : Comply with the officer’s orders.

Answer yes sir/maam separately.

Instructor should then debrief the role play and discuss.

III. APPLICATION

Instructor Note: To assist participants in the learning process, have them answer the following questions as a personal project. The answers are provided below.

1. to restore calm; to prevent the situation from escalating; to use the least forceful, least restrictive intervention; to separate offenders

2. (a) do nothing; (b) calm and soothing; (c) separation; (d) fake misunderstanding; (e) positive reinterpretation; (f) confusing – soft shock; (g) direct instruction; (h) confrontation – hard shock

ESSENTIAL ELEMENTS

1. What are the four purposes of defusing skills?

2. List the eight defusing techniques.(1) (2) (3) (4) (5) (6) (7) (8)

IV. SUMMARY

We have learned that when confronted with a potential violent problem with an offender, we should use defusing skills prior to any type of physical force. Correctional staff may effectively use these skills to restore calm, to prevent the situation from escalating, to use the least forceful and least restrictive intervention, and to separate offenders. If we can increase our understanding and use of these skills, we can become more effective in handling argumentative offenders.

We have demonstrated and practiced each of these skills in an effort to realize that by using and perfecting said skills, we enhance our ability to interact with “problem offenders or offenders with problems,” thereby, enhancing our personal safety and institutional security.

Instructor Note: Review performance objectives.

V. EVALUATION

Written Examination