Safety Plan
First Steps
Roll the Dice
True or False
Um, can you say that again?
100

What are types of people could be in a student's support system?

Friends, family, JC staff, peers, community members

100

What is the first 3 steps to do when there is a crisis?

1. Assess the scene.

2. Identify involved parties.

3. De-escalate and calm parties.

100

What is the value at Job Corps this month?

Respect! Think of the Golden Rule and treat the students with respect and care.


100

Everyone defines crisis the same.

False, everyone has different levels of what is a crisis to them based on life experience. 

100

Calm down.

How could I be helpful in this moment? Would you like to do some deep breathing together?

200

What are some internal coping skills? (i.e., things you can do on your own)

Listening to music, going for a walk, draw, workout, ect.

200

How should you look when entering the scene? Body language? Tone? Facial expressions? Distance between you and the involved parties?

A calm and warm presence is essential! Come from a place of curiosity vs accusation 

200

What questions should you ask yourself before entering the scene?

Is it safe? Do I have the capacity to be involved? Do I need to get additional support?

200

It is better to lie or make promises to make the student feel better. 

False! Lying ruins credibility and trust.

200

You are just overreacting.

It sounds like this has been really frustrating for you.

300

What do you do if there is no imminent threat or danger during a crisis situation?

During training day:

1. Report to supervisor

2. Ensure supervisor CALLS to inform the Center Director, CSIO, Social Development Director, and Administration Director

After Hours:

1. Report to Shift Manager (they will relay)

300
What are types of things to assess for when evaluating the scene?

Surroundings (i.e.,. people, sounds, objects)

Hazards (physical or environmental)

BE ALERT! (watch verbal and non-verbal clues)

300

Why should you not fight anger with anger?

This heightens the tension within the situation, think about the prefrontal cortex.

300

Active listening is listening to the other person with the intent to understand. 

True! Active listening includes:

1. Showing you are listening (remove distractions, use verbal/nonverbal communication)

2. Encourage sharing (ask open-ended q's, use reflections)

3. Strive to understand (be present, listen with an open mind)

300

Look at me when I am talking to you.

Would you mind not using your phone during our conversation? 

*neurodivergent caveat: just because someone is not making eye contact does not mean that they are not listening

400

If you do not know what to do, what should you do?

Ask for help! No one knows everything and new perspectives = new ideas

400

Should you agree with everything the student says?

No, you are not their parent and do not gang up on other people.

400

What are some breathing exercises?

1. Square or box breathing

2. Progressive Muscle Relaxation

3. Leaves on a Stream 

400

Since I have not experienced ___, I cannot empathize. 

False, connect to the feeling, and be nonjudgmental even if you cannot relate to their experience. 

400

You are clearly feeling ____.

Sometimes when someone is experiencing ___, they can feel ___. Does that sound similar to what you are experiencing/going through?

500

Thinking of the airline mask analogy and reducing burnout: What are things that you do to take care of yourself? 

Find what works best for you. We cannot show up and support these students if we are burnt out. 

500

What are examples of de-escalation interventions?

Separate the groups, talk to parties 1-on-1, do deep breathing together, actively listen and validate
500

Who remembers the acronym DEARMAN from last year? Hint: this is a tool to help students advocate for themselves

Describe (Why are you having a conversation?)

Express (I feel..., I think...)

Assert (Why should the other person care?)

Reinforce (How would this be beneficial to the other person?)

Mindfulness (stay on one topic)

Appear confident (tone, body language)

Negotiate (be open to finding a middle ground where both people's needs are met)

500

If you did not intend to hurt someone's feelings, then they cannot be mad.

False. Do not invalidate! Intent and impact are two different things. 

500

You are just a kid, you do not know what you want.

Listen empathetically. 

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