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| Defusing a
confrontation NYSUT members learn how to cool down a potential crisis 
February 12, 2003 Imagine being in the hall when a student becomes agitated. His mood quickly escalates, and he becomes aggressive toward the other students - at first, verbally, but there is more than a hint of physical intimidation. What do you do? Talk. That's the first, best response in a potential crisis situation, says Bruce Chapman, president of a company specializing in safe restraint. Chapman recently led "train-the-trainer" sessions for New York State United Teachers members, including teachers, School-Related Professionals and school nurses, on patented techniques for defusing a crisis. NYSUT received $20,000 in grants from the New York State Department of Labor Occupational Safety and Health Training and Education for training sessions in Syracuse and Elmsford, Westchester County. (As always, NYSUT safety experts note that district policies vary, and you need to know what your district expects as a staff response in difficult situations. In some cases, staff may be specifically prohibited from getting involved. Check with your local union president for the policy in your district.) Chapman believes the verbal component is always foremost in a tense situation. "Verbal intervention is based on the simple assumption that an angry or fearful person in crisis is aware of his emotional instability and instinctively seeks equilibrium by holding onto or attaching himself to a larger or more stable object or person - a relationship," Chapman said. The student in crisis will "test" the emotional stability of that relationship by activating anger and fear responses. This makes it essential for the adult to identify potential emotional liabilities in a crisis and learn how to manage them. Chapman eschews teaching specifics on what to say to an agitated student; instead, he focuses on how to respond in a way that defuses tension. "We try to help people identify their emotionally reactive issues," Chapman said. "Some people underreact and don't take a solid position; others become aggressive. Both need to adjust their thermostats." Chapman, president of Handle With Care, a company in Gardiner, Ulster County, says it is essential for staff to remain calm, centered and focused while the agitated student "tests" them. This allows you to remain the "solid object" sought by the distressed person. If verbal intervention does not work, Chapman demonstrates what he terms "safe physical restraint" - a technique that comes with lots of caveats: Those who attempt to use it should be well trained and authorized to intervene by their employers. Also, trainees must learn when intervention should not even be attempted. Again, safety is the paramount concern. The patented Primary Restraint Technique taught by Chapman involves getting behind or to the side of the person in distress, bracing your feet, engaging both their arms with their elbows underneath your armpits, positioning your chest against their back, and holding your forearms and hands rotated so your fingertips and wrists are pointing straight up, on an axis parallel to the spine. Both of you are standing. "This (standing position) calms them; you will be surprised," Chapman said. "The PRT communicates control." Joe Mabry, pictured far right learning the PRT with Chapman playing the role of an agitated person, works as a crisis intervention assistant at Abbott School, a school for emotionally troubled students in Westchester County created by a special act of the state Legislature. Although he has been trained in other methods of crisis prevention and intervention, Mabry said the PRT differs: Instead of focusing on maneuvering away from an attack and re-establishing a position, it uses swift, proactive movements. "It makes you feel a lot more equipped to handle a situation," said Mabry, who has had students come at him with a razor blade and a shovel. When he was asked to attend the train-the-trainer session by the president of the Abbott School Teachers Association, Elzeria Barnes, Mabry was enthusiastic: "Who better to bring this type of program back to school than someone on the front lines?" he asked. Just one week after training, he used the PRT at school, exclaiming how effective it was. Chapman says PRT is about closeness and therapeutic control. "If you push the person away, you push them into a punching position," he said, showing how a punch needs space for effect. "You want to reduce the potential for impact by reducing the distance," he said. "Sometimes two children are out of control and they're brought to the nurse's office for a time out," said nurse Susan Archer, a member of New Rochelle Federation of United School Employees at Jefferson Elementary. "Or it's a medication issue. Ultimately, we want to use verbal skills but, in case of restraint, we had questions on proper techniques." After learning how to use PRT, she commented, "I feel this is safe." Learning the techniques in a training session instills confidence, Chapman said. "When you're operating out of confidence, you're more effective," he said. He taught his moves, with a swooping motion and peppery banter and song outbreaks. His facial expressions were pure Jim Carrey - elongated, exaggerated features as he made fun of his own body positions while zeroing in on the center of gravity. Sandra Mazueta, a social worker new to the Mount Vernon district, said that, after this training, she feels that she has more control. Elementary school social worker Janet McKenna said she works with small groups in classes giving lessons around social skills, resolving conflict and using non-violent techniques: "More and more, we see kids use violence to stop problems. This training is very helpful to be proactive," said McKenna, a member of the Mount Vernon Federation of Teachers. "There's a verbal and physical component. It's also helpful because in school I'm a resource. I work with nurses and administrators in school when there's a crisis," she said. McKenna said she once had an angry 5-year-old who tried to run away from school, and she had to stop him. "I thought everything was under control. I had him sitting on the floor with me. Then he head-butted me," McKenna said. The PRT could have prevented that. Ninth-grade teacher Carolyn Hartman of Mount Pleasant Cottage School for special education students, said her school administration sent several teachers to the training and will have them train the rest of the staff. Handle With Care has programs in 43 states and within Europe, said Chapman. "People are realizing the importance of training, and of managing children safely," said Chapman. - Liza Frenette Union focuses its training The number one cause of injury to special education teachers and BOCES aides/assistants in 2000 was from restraining students, according to results of an ergonomics injury survey conducted by New York State United Teachers Polling Center. "Knowing this was a significant problem, sometimes resulting in permanent disability, we wanted to make training available that might better prepare staff to keep students safe and avoid injury," said Pauline Kinsella, NYSUT's executive director of field and legal services. "We hired a consultant to help search for restraint training programs that would meet the needs of the members and conform to state standards. We also conducted focus groups around the state." Based on feedback about training, NYSUT chose Handle with Care because it met more of the needs expressed during focus groups, said Wendy Hord, NYSUT's health and safety specialist. Local presidents interested in training for members may call NYSUT at (800) 342-9810, and ask for Jeannine Doggett, ext. 6249.
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