DE-ESCALATION TECHNIQUES

The intent of this document is to give staff alternatives, tools, and guidelines to use when in an
intervention with a client. There are many more techniques that may be utilized other than the ones
listed here.
The Venture Academy Team

1. Assessment Try to address the behaviour before it occurs.

Have a thorough knowledge of the situation.
Have knowledge of the client/student and his/her
2. Separation background.
Do not argue or debate with the client/student.
Make "anger" the issue.
3. Listen Make "behaviour" the issue.
Listen to what the client/student has to say.
4. Thinking Errors Allow the client/student to have the last word.
5. Sincerity Demonstrate knowledge of thinking errors.
6. Empathy Be sincere. .
7. Positive Touch Be empathetic - Not sympathetic.
8. Consequences Before intervention, touch early and often.
Know of consequences (imposed, natural, self-imposed, etc.)
Prior to giving consequences, allow the client/student to calm
down.
9. Para – Verbals Allow client/student to have input to his/her consequences
Be aware of your tone, rate and volume.
Speak slowly and clearly.
10. Options Use pauses to slow the process
11. Proximity down.
12. Intervention Give the client/student options.
13. Humour Intervene from a non-threatening distance.
Use the term "intervention" rather than "confrontation."
14. Sharing Use humour appropriately, not to demean or degrade or make
15. Interest Relating light
16. Affirmation of personal issues.
17. Inductive Questioning When appropriate, share experiences. (remember to stay on topic)
Share common interests.
Affirm the positives.
Ask questions rather than making
statements.
 What is your plan?
18. Time Out  How is this going to help you?
19. Permission  What do you want out of this?
20. Hand – Off  What are you doing to get what you want?
 How is this working for you so far?
21. Detachment Use "time out" as an option.
22. Mirroring Give client/student permission to calm down, not to talk, etc.
23. Empowering Switch staff (ask for assistance). The staff that started the
24. Accountability confrontation should be the one who finishes it whenever possible.
25. Restructuring
26. Activity Do not personalize. Refer to the program norms.
Mirror the behaviour you want the client to have.
27. Agreement Empower the client/student (to make a decision).
28. Professionalism Make client/student take accountability for their actions.
Change the atmosphere/setting.
Interact with the client/student while having them do something
useful.
Try to agree with the
client/student to establish
common ground.
Be aware of your own body
language (is it threatening?)
Staff must control their own
emotions.
Emotional coaching - recognize and identify the client's emotions.
Plan the intervention.
Ask the client/student to please calm down.
Ask the client/student to breathe deeply and relax.
Have knowledge of the facility expectations and client
orientation book.
Be non-judgmental.
Do not generalize ("all 14 year olds are immature").

29. Coaching Avoid absolutes, such as "always and never."

30. Plan Avoid the words "but" and “however.”
31. Calming Do not label.
Do not use the term "criminal" to describe the client/student.
32. Expectations Do not interrupt the client/student (be respectful and demand
the same).
33. Non-Judgmental Avoid perceived derogatory statements (towards family, etc.)
34. Delivery Do not use sarcasm.
Allow the client/student to vent, both orally and written.
Put things in perspective. "Is this situation that important to you?"
Put things into time perspective "Will this matter in a year?
Anchor the client/student to an event from his/her past.
Attempt to talk to the client/student on his/her level.
Process before and after.
Allow other clients to give feedback to the troubled client/student.

35. Venting Present acceptable, responsible options to the client/student.

36. Importance Place negative behaviours in the past tense.
37. Future Pacing Bring up client/student's past positive behaviours.
38. Anchoring
39. Relating
40. Processing
41. Feedback
42. Forward Perspective