Discuss about the Non-Violent Crisis Interventions.
Teaching mentally challenged students is one of the most challenging tasks based on the needs of these children. One of the most common issues associated with such students is the fact that they are violent. For this reason, Non-Violent Crisis Interventions (NVCI) is encouraged for the purpose of minimizing associated crisis. NVCI requires that the physical restraint be the last resort of resolving a crisis. Verbal techniques are most preferred to enhance reasoning and communication among the subjects. The application of these methods has unlimited merits compared to the use of physical restraints. These advantages are explained in the following section.
Benefits of NVCI to the staff
Firstly, it increases the level of mature communication among the staff members and their mentally challenged students. The virtue of talking out a problem rather than fighting it off will be introduced and as result, mature reasoning will be established (Roberts, 2006). The pupils will be aware of better methods of resolving a conflict other than violent resolutions. The art will soon be part of the students and as a tutor; I will take pride in the achievement.
Secondly, It will alleviate the degree of stress and anxiety that can arise as a result of uncertainty and confusion mostly associated with violence. A stress-free working environment is important as the delivery of services will be swifter. Anxiety lowers even the morale of work and as a tutor, I must not deliver as expected. Therefore, non-violent methods should be advocated.
Thirdly, it boosts the level of the member of staff confidence to arise and step up in resolving the conflict using verbal means. Constant application of NVCI increases the ability of the teacher to apply it in future for the wellness of the teaching ability (Laundau & Miltal, 2016). It has been proven that constant application of methods becomes part of the staff member applying it. Confidence is an important component of enhancing the self-esteem of both the students and the teacher.
Fourthly, it helps reduce incidents of injury in the workplace which might occur as a result of using physical restrains as a way of resolving the conflict. In most cases, violent means result to injury, abuse or in extreme cases loss of life. Such incidents can be very traumatizing to the teacher and it is for this reason that NVCI should be encouraged (Walter, 2012). It will, in addition, reduce liabilities that are associated with injuries and damages. To avoid such incidents, it is important to train ourselves the importance of using non-violent means.
In addition, It helps in creating and maintaining a caring, respectful, and safe environment for those being served and for the staff. A good working environment is very important in helping the staff deliver and productivity will increase. The teacher will, therefore, have a safe environment free from the violence that can otherwise hinder the teaching practice of the mentally challenged children. Teachers and guardians taking care of these students are responsible for the creation and maintenance of such an environment (Greenstone & Leviton, 2012).
Another benefit of using NVCI is that the teacher receives staff guidance about making positive behavior choices in the future especially from the influence of another peer. This is facilitated by the fact that the method forms the culture of the organization and any new member of staff coming in is assimilated into the culture. Eventually, the mentally challenged children will have role models to copy from and in the changes will take place in them.
In addition to the above benefits, NVCI helps in establishing a Feeling support by fellow staff who are empathic, compassionate, and respectful in handling issues affecting them (Flannery, 2011). The result is that the environment will be good for all the stakeholders and in the end, the objectives of the institution will be met. Care and support have been established as the catalyst of positive behavior change. The feeling is mutual and from different stakeholders and thus love and care.
Finally, it is evident that violence or physical means of resolving conflicts is one of the least advocated methods. Children mentally challenged or normal just like any other human being can reason and therefore other means of resolving the conflicts should be encouraged (Cherry& Erford, 2010). Stabilization comes in with time and both the students and the teachers gain a good working environment. As a staff member working in the environment where the crisis is the order of the day, then knowing the best method of resolving them is of great importance.
Cherry, J & Erfoed, B. (2010). Crisis Intervention and Prevention. Chicago: Pearson Education.
Flannery, R. (2011). Crisis Intervention. Journal of Emergency Mental Health, 13-23.
Greenstone, P. &. (2011). Crisis Intervention Handbook for Interviews. Kent: Kendall Hunt.
Landau, j. &. (2016). Jornal of Marital and Family Therapy, 56-89.
Roberts, A. (2006). Assesment Crisis Intervention and trauma treatment. Brixton: Oxford University Press.
Water, J. (2012). Moving Forward From Crisis. Model Brief, 56-78.