Ppt module 6 crisis management and safety v 22.01.2013

(c) Copyright CTA CODE of Course CHC51408, MODULE 6 Version Date: 22.01.2013
Module 6
Crisis Management
and Safety
CHCYTH608D Manage service response to young
people in crisis
HLTWHS401A Maintain workplace WHS processes
1

Crisis and Safety
Adolescence is fraught with danger.
The fact that young people are mobile; as
big as their parents but haven’t got the
maturity to guard themselves adequately
from dangerous situations... means that as
a Youth Worker you can find yourself
dealing with one crisis after another.
2

Crisis and Safety
 While these units do not specifically teach
suicide intervention, you will find on the
mypbworks site a number of resources for
suicide which you should read and ask
questions about.
 Youth Suicide is
obviously one of the
outcomes of crisis and
your ability to manage
that is important.
3

Workplace Health and Safety:
Working Safely in Youth Work and
understanding your obligations with
respect to Workplace Health and Safety.
4

Plan and conduct work safely
 When starting out as a youth worker, one of the
first issues that you need to think about is
safety.
 You may not have realised that the youth work
profession is just like other professions in that it
needs fairly tight safety regulations.
 These constraints for operating within the
industry come from WHS legislation,
professional standards as set out by welfare
associations, and the standards of safety as set
down by the organisation you work in.
 So plan to work safely as a youth worker.
5

What is a hazard?
 A source or situation that
actually exists, with the
potential for harm in terms
of human injury or ill-
health, damage to
property, the environment,
or a combination of these
6

What kinds of risks (or potential problems)
can we identify in youth work?
In relation to any hazard, a risk means the
probability and consequences of injury,
illness or damage resulting from exposure
to a hazard
Discuss
7

Risk Management
1. Identify the hazards in the workplace.
2. Provide a score out of 10 for the
probability of the hazard causing a
problem.
3. Provide a score out of 10 for the severity
of injury that would be sustained if it
occurred.
4. Multiply these two scores together to get
a % score. This will indicate the relative
importance of dealing with the situation.
8

Risk Management Matrix
HAZARD Probability/10 Severity/10 % risk factor
Drugs on the
premises
7 10 70%
Fight breaking out 7 7 49%
Stairs trip hazard 9 8 72%
An example of a basic risk matrix
9

 What kinds of things could we come across in
youth work contexts that are hazardous?
 Depending on our work environment they
may be the same kinds of things that other
industries should be on the guard against
including:
 Chemicals, bodily fluids, sharps, noise,
manual handling, work posture, underfoot
hazards, moving parts of machinery, cytotoxic
(toxic) medicines and waste
 There are more however...
10

These include:
 Compassion fatigue - burnout
 Stress between workers
 Fatigue & Personal stress of workers
 Disgruntled clients; pulling down our reputation
(Hurt people – hurt people)
 Violent clients
 Drug & Alcohol affected clients
 Risk seeking behaviours
 Copy cat behaviours
11

How can you address hazards before
starting work as a youth worker?
Ask for familiarisation with your
organisations policies and procedures for
workplace health and safety
This may include policy and procedures for:
 Working with children positive notice blue
card for child related employment
 Client confidentiality and privacy provisions
12

 Working closely in private settings with opposite
gender clients
 Always having someone else available within
the building
 Supervision requirements
 Reporting arrangements with risk and injury to
clients, staff or property (incident reports)
 Home visit procedures e.g. conducted in pairs
 Residential care / Crisis shelter rules
 Working with clients who are intoxicated
13

 You may also need to be aware of
continuing risk issues even after measures
have been taken
14

You will need to be able to
put your hand on the
paperwork that will be
needed to report incidents
and injuries and know who
you will need to talk to for
really urgent situations
15

 WHS Housekeeping...
 The everyday obvious care that is needed
to ensure people are safe includes
workplace and personal routines designed
to improve health and safety
For example:
 cleaning up spills, keeping walkways, exits
and traffic areas clear
16

 As well as being able to work within the
organisation’s procedures, we all have
responsibility to keep up to date with
knowledge of WHS issues as they may
apply to the youth work context.
 Crown Content is an example of an OHS
Bulletin up-to-date with vital health and
safety issue
 Working with minors is a key area of
course
17

 The other key area for safety is not to be the
big hero but realise your own limits as a
worker and human being
 Tiredness means accidents can happen
 We can get grouchy, frustrated with clients
and other workers
 Look after yourself
and don’t go
beyond your limits
18

Support others in working safely
 Share information on safe work practices
and work procedures with members of the
work group
 How can we do this? Discuss
19

 Check the WHS practices of less
experienced members of the workgroup
 How can we do this? Discuss
20

 Provide guidance and coaching to less
experienced members of the workgroup
to support them in working safely
How can we do this? Discuss
21

Support members of the
workgroup to accurately
record incidents and complete
associated workplace
documentation according to
organisation procedures
22

Contribute to WHS participative
processes
 Sometimes the newest team members see
risk before those who have been in an
organisation a long time
 Alert people to things you have concerns
about
 Be humble about it!
In case you are wrong
23

processes
 Contribute to workplace
meetings, workplace
inspections or other
consultative activities in a
constructive manner to
improve safety
 How does your
organisation do this?
 Discuss
24

processes
 Provide assistance
to workgroup
members to
contribute to
workplace safety
 Discuss ways of
doing this
25

processes
In many workplaces there is a
nominated WHS rep. Get to know who
this person is, and how you can help
contribute to a safe working environment
26

Contribute to hazard identification, WHS
risk assessment and risk control
activities
If you observe
something hazardous...
Report it
Get someone’s attention
27

activities
 Checklists are a great
way to ensure that all
areas of the
workplace are safe
28

activities
There may be times
when you are
allocated the role of
doing a risk
assessment for the
organisation that you
work in as a youth
worker
29

activities
You may be required to
provide input to
development and
implementation of
control measures, with
reference to the
hierarchy of control
30

activities
What does this pyramid mean?
Discuss Personal Protective Equipment (PPE)
Administration controls – Training, supervision, policies and procedures.
Engineer new designs – equipment, safety features etc.
Isolate people from the hazard
Substitute for a lesser hazard
Eliminate the Hazard
31

Participate in the control of emergency
situations
Alarms of course can be
bells, whistles, high
pitched squeals, but we
also need to check faces
... someone else’s face
can indicate an
emergency
32

situations
 Take initial action to control and or confine
emergency according to organisation
procedures, and taking account of the
nature and scope of the emergency
 What does your workplace expect in
these situations?
 Discuss
33

situations
 Implement emergency response
procedures within scope of training and
competence
 If your workplace doesn’t provide any
training... what kinds of things can you do
to get the skills you need?
 Discuss
34

Assessment Tasks
Be on the lookout throughout your training
for ways to be proactive in safety issues
for yourselves and others in your course
Take care
35

In your role as a Youth Work leader you
will need to know the following:
• Legal and organisational policies relating
to safety within the work environment
• Legal – means relating to the laws that we
need to abide by in working with youth.
• There are Federal and State Laws
36

Federal laws:
 Family Law (Child Protection Convention)
Regulations 2003
 Human Rights and Equal Opportunity
Commission Act 1986 –
 Declaration of the United Nations
Conventions on the Rights of the Child.
 Occupational Health and Safety (Safety
Standards) Regulations 1994
 Disability Discrimination Regulations 1996
37

Youth Workers need to understand:
• State laws that differ from state to state:
• Child Protection Act 1999 Qld & Child
Protection Regulation 2011 Qld
• Commission for Children and Young
People and Child Guardian Act Qld &
Commission for Children and Young
People and Child Guardian Regulation
2011 Qld
38

 Organisational policies – are those that
particularly relate to the organisation you
work in…they will have policies and
procedures that have been put together
over time, to ensure that you, your clients
and the organisation can work in relative
safety
 We need to understand our obligations
both legislative and policy obligations
39

Relevant legislation and policy include:
 Statutory care and protection guidelines
 Confidentiality
 Age of consent
 Families' rights and responsibilities
 WHS
 Duty of care
 Professional code of conduct
 Non-discrimination
 Equal employment opportunities
40

Organisational policies and
procedures...
 These may relate to ‘lights out’ time in a
Youth Facility.
 Policies on accompanying a minor
 Smoking policies
 Procedures for locking a youth facility
etc.
41

Youth Workers need to get to know...
 Relevant specialist support services
and resources
 For example:
 Local doctors, elders, translation services,
youth health clinics, mental health services
for youth, AOD treatment facilities and their
waiting times, youth recreation facilities, not
for profits that may want to donate time or
money to support youth etc.
42

Assisting young people in crisis...
We need to be aware of typical danger
situations and the possible factors which
contribute to young people entering crisis
situations
For example:
 suicide by a friend or another young
person
 family breakup
 availability of drugs and alcohol
43

Assisting young people in crisis...
 lack of recreational opportunities
 homelessness
 family use of drugs or alcohol
 disability like ADHD or Autism
 lack of positive role models
 lack of employment opportunities
44

Crisis management
This will be linked to the kind of crisis that
the young person is facing.
Examples may include:
 Mediation and negotiation
 Counselling/planning
 Health and mental health supports
 Housing assistance
 Family counselling/intervention
 Creating new youth services and facilities
45

To protect young people and ourselves
as youth workers...
 We will also need to identify characteristics
of aggressive and abusive behaviour
 Some behaviours are fairly obvious, like
posturing, hitting, punching, kicking, yelling
and so on
 Others may include bullying of a covert
nature, resistance to suggestion or
authority, lying, stealing etc.
46

To protect young people and ourselves
as youth workers...
 Victim – Perpetrator
 When people are threatened a typical
pattern of behaviour can be acting the
victim and switching quickly to the
perpetrator…
 The middle ground of reasoned discussion
and understanding can be totally missed!
47

Skills and Knowledge required:
Methods of promoting less
aggressive/abusive behaviour
 Including, soothing and ‘talking down’ a
situation.
 Mediation techniques...focusing on the
problem being external to the people
involved and getting both parties working
on the solution.
48

We need to know:
 Finding out how and why a young person
may be feeling powerless (the feelings
underneath – aggressive/abusive
behaviour)
 Treating the symptoms as well as the
reactions
 Not losing our temper or composure and
modelling pro social behaviour (behaving
in ways to help)
 Use of humour, distraction etc
49

We need to ‘get’...
 Possible repercussions of
inappropriate intervention of worker
behaviour
 If a young person is feeling upset or
powerless in a situation they are facing
and acts inappropriately and we match
that behaviour with ‘power over’ tactics we
simply add fuel to the fire.
 We may win the small battle but ultimately
lose the war.
50

We need to ‘get’...
Not responding to a crisis well can of
course mean the young person is
harmed...
whether this is not calling for medical
attention, getting housing organised or
food etc.
51

Youth Workers Essential Skills
 It is critical that a youth worker
demonstrates the ability to ensure that the
crisis response strategies employed meets
the requirements of their particular
workplace…
 And one workplace may
have a different mission
to another…
 For example a youth
detention centre and the PCYC!
52

Crisis will relate to:
 Those faced by the client group
 Potential or actual crises
 People at immediate risk or threat of
emotional, physical, psychological,
spiritual, sexual and financial distress and
emergency
 Response to physical, mental, emotional
or sexual abuse
 Client's relationship with other agencies
e.g. legal system, welfare services
53

Organisational policies and procedures to
maximise physical and emotional safety:
 Anti-discrimination policy and guidelines
 Guidelines to deal with violent behaviour
 Rights of worker and service users
 Organisational rules e.g. concerning drug
and alcohol use, sexual behaviour, visitors
 WHS
 Emergency/safety procedures
 Security of premises
 Debriefing procedures
54

To handle crisis situations you will need
the basics in the following:
 counselling and professional debriefing
techniques
 conflict resolution/management
 effective communication skills including
mediation and negotiation
 people management including provision of
feedback
55

To handle crisis situations you will need
the basics in the following:
You will need to maintain
documentation as required,
Including effective use of
relevant information
technology in line with WHS
guidelines
56

Practical Workshop
 Counselling and professional
debriefing techniques
 Pair up with another student (or
colleague/friend)
 Each person can take turns in talking
about a sad or frustrating event in their life
followed by an exciting win in their life.
57

Practical Workshop
When not telling their stories the other
student should use microskills such as:
 minimal prompts: ah ha, I see, wow,
that’s great, ‘oh no’ etc
 paraphrasing: to be sure you
understood what is said and the feeling
the person had
 refrain from talking about your own
issues or giving advice...focus on
‘getting it’. (this will take 20 minutes – 10 mins each)
58

Practical Workshop
Conflict resolution / Conflict management
Watch video clip: On the spot mediation
Notice the steps…
1. Distract…
2. Compliment….
3. Ask what is happening…
4. Emphasize the benefit of good
relationships
5. Use a sensible suggestion to support
59

Practical workshop
 Demonstrate on the spot mediation...
 In groups of 3 and practice the technique
 Full mediation method- trainer to
demonstrate…
1. Thank the participants for willingness to sort
out the difficulties.
2. Explain the mediation rules, no raising
voices, no interruptions, respect the
mediator and desire to get a resolution.
60

Practical workshop
3. Allow both sides the opportunity to tell their
story.
4. Find a common position/problem to work on –
the common denominator.
5. Ask both sides for solutions to the problem (add
some if they are stumped but don’t rush in)
6. Select the best solutions
7. Set a time line in motion when suggestions
come into effect.
8. Thank both parties, encourage them and set a
time to review.
61

Practical Workshop
 Youth workers need to be able to work with
everyone; co-workers, carers and young people
 This means you need people management
skills and you need to ask for and receive
feedback
 Break into trios or pairs; Take turns asking the
following:
 What do you think are my best points for
working as a youth worker?
 What do you think I need some more practice
in…or could improve in?
62

Practical Workshop
 Debrief...
 What new points did you learn from a
basic counselling technique?
 What did you learn about on the spot
conflict resolution?
 What did you learn about mediation?
 How did it feel to ask for feedback and
then give it?
 What was it like to receive it?
63

Implement a framework for preventing
crisis situations
 At a Diploma level it will be expected that
you will not only be able to work as a
worker under supervision but will have the
capacity to work as a manager of a service
if required
 This will mean that it may have to be YOU
that develops a framework to address
prevention and response to critical
situations
64

Implement a framework for preventing
crisis situations
 A framework that accounts for all the
people involved; the young people, the
workers and the organisation!
 You may have to define the details of the
organisation's responsiveness to crisis
situations and articulate this to relevant
personnel.
65

Workshop Activity
 Divide into 2 teams, work out a prevention and
response strategy for the following – then
share what you come up with. (Write up on
Butchers paper)
 You work at the PCYC...and have been
monitoring the darts and the pool tables on a
Friday night.
 It is usually pretty harmless and all the kids that
come pay their $1 entry, have the hot chocolate
and bikkies and play for a few hours and get
picked up...it has been a pleasant enough work
environment.
66

Workshop Activity
 Recently however there are a few new
young people coming in. You had a really
bad feeling about them.
 Last Friday night two of the young people
ended up collapsing on the floor and
appeared drugged...they are not the sort
of kids to do drugs. You fear that the new
comers have spiked the milo!
67

Workshop Activity cont...
• As a larger group discuss:
1. What resources and mechanisms might
be needed to assist workers to deal with
crisis situations such as the one in the
last example?
2. How important is it to record, store and
maintain all information related to crisis
situations? How would you do it?
3. How might you prepare young people for
this kind of crisis and support them in the
future?
68

Workshop Activity
 Imagine you go home and take some time
to consider all the issues in responding to
the situation that has just occurred. You
realise that the staff had no idea this kind
of thing could happen and they were really
shocked…and really didn’t have a clue
what they should do. They were panicking.
 You realise as the leader you need to
support staff in responding to a crisis.
69

Workshop Activity
In pairs or three’s have a go at designing
the following:
1. Good ‘protocols’ for managing potential and
actual crisis situations
2. Draft some procedures for the management
of crises including communication with staff
and other relevant personnel,
3. Ensure crisis management procedures
developed are consistent with legal and
organisation obligations and constraints
70

Workshop Activity
What kind of PD would be needed to assist staff in
appropriate crisis response training?
 Physical restraint strategies
 Drug use and overdose signs and what to
do about them
 Communication lines
 What the police and ambulance can do
and when to call
 Supporting youth and families after a crisis
 Self care and debriefing channels
71

Workshop Activity
Follow up crisis situations – Discuss
How a youth worker can do the following
practically:
1. Complete all required reporting and
ensure it is comprehensive, accurate and
consistent with organisation's policies and
procedures
2. Define debriefing procedures and
implement routinely
72

Workshop Activity
3. Provide opportunity for participation in
review and evaluation of organisation
responsiveness
4. Identify needs of all specific parties which
arise from a crisis situation and develop
strategies to ensure they are addressed
73

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Ppt module 6 crisis management and safety v 22.01.2013