Crisis development model		 Session 2
Crisis intervention models

As you prepare for PEX the intersection between theory and practice is an important issue. This week we look at a poweful but simple model from the Crisis Prevention Institute and consider the role of self-efficacy in the motivation of students towards both behaviour and academic work.

The Crisis Development Model provides a framework for both students and teachers to review the steps that lead to crises and disruptions within the school setting. The model demonstrated in the video above and also represented here highlight the need to identify and intervene at the early stages of a crisis to avoid having to deal with major and often violent behaviours later on.

Work through the model and make sure you clear what each of the stages look like. Come up with examples from your recent experiences in schools behaviours you noticed at each of these stages.
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One of the most common issues driving ANXIETY and DEFENSIVE behaviour is self-efficacy. For many students an experience of success, support and personal accomplishment are largely non-existent. To overcome teachers need to calmly, positively and immediately intervene with the follow strategies:

Assess the capabilities of the student and present work that matches this current level of performance
Break work into chunks that can be quickly and accurately completed, building up the amount and difficulty of work in small increments.
Continually look for success or strengths in the student's work and provide feedback in multiple ways such as direct comments, charts, marks, positive consequences and enthusiasm.
Gently look for goals or markers that the student can aim for later in the lesson or in the next lesson and highlight when these are reached or exceeded.
(It is interesting that if you look at these strategies they correspond closely with the structure and design of many computer games, which seem very effective at holding the attention and enthusiasm of many students)
The Crisis Development Model and an awareness of issues of self efficacy result in teachers planning interventions for a variety of student needs and situations. An effective plan and the rehearsal of skills to make it work are crucial for success as a teacher, or in any situation. Look at this video of the plane that ditched in New York's Hudson River in 2009. Notice how the crew coped with the crisis and what lessons are there for us as we handle the unpredictable and yet foreseen problems of the classroom and playground.
Chapter 9 - Social cognitive and constructivist niews of learning: Pages 336 - 351
Chapter 10 - Motivation in learning and teaching: Pages 376 - 423