Kick off your Crisis Development Model Instruction by Getting People on Their Feet!

There is not a more important unit in the CPI Nonviolent Crisis Intervention Program than its first unit, which introduces the Crisis Development Model (CDM). Because it is so important to understanding the other nine units of the course, it is critical that instructors generate meaningful conversation, allowing participants to commit the CDM to memory. Because I am a believer that people think best “on their feet,” I like to kick this unit off by asking participants to silently respond to six questions written on chart paper around the room:

• What does it look like when a person is worried or anxious?
• What does it look like when a person is agitated or defensive?
• What does it look like when a person has engaged in “risky” behavior?
• How do I help a person who is worried or anxious?
• How do I help a person who is agitated or defensive?
• How do I help a person who has engaged in “risky” behavior?

Since this is the beginning of the training, participants do not yet know the vocabulary used in our CDM. As a result, it is imperative with this activity to make the questions inviting to both those people who have seen the coursework before, and those who may be brand new to the content.

There are many advantages to having people write on the chart paper. First, it is important to note that the ideas shared on the chart paper may be guesses. People don’t have to be right for this activity to generate good conversation. The responses are written anonymously, so people are more likely to participate and contribute something that they think is right. Furthermore, participants are invited to put a “smiley face,” “star,” or “checkmark” next to answers they like. This allows for some responses to be validated by people aside from the instructor before the lecture has even begun. I normally allow for 5-10 minutes for this activity to transpire.

After people have been seated, I can move back to CPI’s tried and true adult learning formula, which is to provide the “term,” “definition,” and “examples” for each key piece of the CDM. However, thanks to the activity, we have examples that are ready to be discussed. So, after I provide the term “anxiety” and the definition to kick-off our study of the CDM, I can share the examples that fit our definition on the chart paper that asked “What does it look like when a person is worried or anxious?” To then allow for discussion, I ask if “anybody has a specific example that can be shared where you noticed one of these behaviors?” After people share, I ask people to share what they did when they encountered this anxiety, allowing for an easy transition into the staff response to anxiety: to be “supportive.”

It is possible to buzz through the CDM in less than 15 minutes. It is discussed several times in the subsequent units, right? However, I find that devoting such little time to this important concept is a mistake. Settle in and take the time to help your participants understand the CDM, even if it takes a little longer than CPI’s prescribed 15 minutes. The result will be participants who are eager to apply their understanding to later units, and you will have the added benefit of having established your “ethos” as instructor. You, and this course, have something to offer every participant, and this initial conversation will make sure everyone in the room knows it!