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“Effective Strategies for Moving from Control to Collaboration”

“Effective Strategies for Moving from Control to Collaboration”. Portions developed by NTAC, 2003/2004; Adapted by Caldwell 2004, Adapted for Hogg Training Program 2006 . DEFINITIONS. Control:

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“Effective Strategies for Moving from Control to Collaboration”

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  1. “Effective Strategies for Moving from Control to Collaboration” Portions developed by NTAC, 2003/2004; Adapted by Caldwell 2004, Adapted for Hogg Training Program 2006

  2. DEFINITIONS Control: “Authority or power to regulate, direct, or dominate. A means of restraint; To exercise restraining or directing influence over…”

  3. Collaboration: • “To work jointly with others.” (Merriam-Webster, 1997) • Staff who focus on collaboration do not engage in interactions that are demanding, disrespectful, dominating, coercive or controlling. Rather, staff respond to consumer behaviors with empathy, active listening skills and questions that engage the consumer in finding solutions

  4. The underlying philosophy of 'collaborating' is premised on 'treating everybody with dignity and respect' • One respects the consumer/family/staff enough TO APPROACH HIM/HER IN EVERY INTERACTION using a kind and sensitive voice tone.

  5. One views the consumer/family member as a capable human being • who deserves to be treated well at all times, • who deserves to be part of everyday decisions about his/her life, and • who deserves to be an active and respected participant in identifying and developing solutions to whatever problems are being faced.

  6. Research & Knowledge Base • Literature on Neurobiological and Psychological Effects of Trauma • The Science of Early Child Development • Emerging Science of Trauma Informed Care & Focus on Prevention and Creating Positive Learning Environments • Emerging Research/Practices on Learning Styles, Emotional Regulation & use of Sensory Modulation

  7. TRANSFORMING THE WAY WE DO BUSINESS Moving from ‘how we have always done things’ to giving staff NEW TOOLS

  8. “The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem as last year.” John Frederick Douglas

  9. MOVING FROM POWER AND CONTROL TO COLLABORATION “People do well if they can. If they can't then it’s our job to find out why and teach them the skills they need so they can do well.” -- Ross Greene, Ph.D.

  10. Public Health Prevention Model Primary Secondary Tertiary

  11. Stages of Prevention and Definitions (Review) • Primary/Universal Prevention • Interventions aimed at preventing and reducing the need for S/R and other restrictive interventions • Secondary/Selected Prevention • Early interventions designed to minimize and quickly resolve conflicts if they do occur, using the least restrictive method possible and avoid the use of S/R

  12. Stages of Prevention and Definitions • Tertiary/Indicated Prevention • Interventions that attempt to repair harm and minimize negative effects if S/R or other restrictive procedures are used

  13. PRIMARY PREVENTION AREAS • ENVIRONMENTS – calm, nurturing, healing • STAFF WHO ARE: caring, compassionate & use active listening • METICULOUSLY INTERVIEW for and observe for triggers and warning signs • ADJUST ENVIRONMENT to prevent triggers

  14. PRIMARY PREVENTION AREAS • UNDERSTAND ABC APPROACH (Antecedent, Behavior, Consequence) • OBSERVE FOR ANTECEDENTS (e.g., warning signs and triggers) • USE A RANGE OF PREVENTION TOOLS (e.g., safety tools, sensory modulation, pre-teaching, respectful interactions, focus on collaboration and remove all controlling aspects of environment).

  15. PRIMARY PREVENTION AREAS • MODEL TEACH MODEL TEACH TO REGULATE EMOTIONS (use shaping!) • Train staff in conflict resolution/alternative dispute resolution • Review every aspect of the program about control • Train staff in using Choice in most interactions

  16. The Golden Rule As Management does unto Staff… So shall Staff do unto Consumers

  17. Empowerment • An empowered staff leads to empowered consumers and families • Share ALL information with everyone • Replace the hierarchy with teams

  18. Common Elements of Evidence Based Programs • Clear philosophy, beliefs, and values • Specific treatment components (treatment technologies) • Treatment decision making (within the program framework) • Structured service delivery components. • Continuous improvement components • (NIRN, FMHI, USF, 2005)

  19. Core Implementation Components • Selection • Pre-service Training • External & Internal Consultation & Coaching • Staff Evaluation • Program Evaluation • Facilitative Administrative Supports • (NIRN, FMHI, USF, 2005)

  20. Empowerment Empowerment is not a program. It is a core condition for quality. You can’t give, bestow, grant, authorize, delegate, or impose empowerment. You create conditions to develop it. - Stephen Covey

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