# PWR-177 — Conflict de-escalation: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 15 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Basic stationery or digital tools — a qualified de-escalation simulation with explicit stop and safety roles.; Role cards with observable behaviour levels, allowed choices, prohibited topics and escalation triggers.; A room map, safe distance marks, exit, silent stop signal and observer rubric for safety, listening, limits, choices and escalation. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches de-escalation in a governed role-play: scan safety, keep space and exit, introduce yourself, listen for the immediate issue, reflect without agreeing to false claims, set one clear limit, offer choices and activate support early. It does not teach control of an aggressor or response to domestic abuse. Target outcome: In a qualified simulation, the learner keeps the exit clear, uses a calm brief sequence, offers two safe choices and calls the designated support at the predeclared trigger. ### Authority and setup conditions - Prepare a qualified de-escalation simulation with an actor, safety observer, explicit stop word, open exit and service-specific escalation role - Before the first conflict de-escalation attempt, write the exact result you will score: Predeclared conflict, restraint, injury and escalation outcomes within an authorized service. - The trainer confirms the learner’s authorised role, local policy, staffing, actor boundaries and who may end the scene. - No real grievance, abusive partner, weapon, restraint, surprise contact or untrained bystander appears in the simulation. ### Required or supplied materials - a qualified de-escalation simulation with explicit stop and safety roles. - Role cards with observable behaviour levels, allowed choices, prohibited topics and escalation triggers. - A room map, safe distance marks, exit, silent stop signal and observer rubric for safety, listening, limits, choices and escalation. ## 1. Scan safety before speaking Locate exit, other people, objects, distance and the designated support. If the trigger is already met, call support and do not begin conversation. Why: No wording makes an unsafe scene safe. Success check: The learner names exit, support and trigger before approaching the actor. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner names exit, support and trigger before approaching the actor.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Keep space and a clear route Stand at the marked distance, angle rather than block, keep hands visible and preserve both people’s exit route. Why: Space and exit reduce containment and allow disengagement. Success check: Neither person is cornered and the learner can step away without crossing the actor. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Neither person is cornered and the learner can step away without crossing the actor.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Introduce role and purpose Use one sentence: name, role and immediate purpose. Do not demand eye contact or give a long explanation. Why: A brief role statement reduces ambiguity without adding stimulation. Success check: The actor can repeat who the learner is and what they can help with. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The actor can repeat who the learner is and what they can help with.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Ask one open question Ask what the person needs right now or what happened, then allow a pause. Listen for the immediate practical issue. Why: One question gives the person room to speak without interrogation. Success check: The learner does not stack questions or interrupt the first answer. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner does not stack questions or interrupt the first answer.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Reflect facts and feeling cautiously Summarise the stated issue and use tentative language for emotion: “It sounds frustrating; have I got that right?” Why: Validation can acknowledge experience without agreeing to threats or false claims. Success check: The actor confirms or corrects the summary and no private state is asserted as fact. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The actor confirms or corrects the summary and no private state is asserted as fact.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Set one behavioural limit State the unsafe behaviour, the boundary and the action you will take: “I can keep talking while we both stay behind the line; if it is crossed, I will step out and call support.” Why: A specific limit is clearer than a threat or character judgement. Success check: The limit concerns observable behaviour and a consequence within the learner’s control. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The limit concerns observable behaviour and a consequence within the learner’s control.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Offer two real choices Give two safe, available options within role, including space or another staff member. Do not offer a false choice with the same penalty. Why: Real choices can restore agency without surrendering safety limits. Success check: Both options are available, understandable and may be refused. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Both options are available, understandable and may be refused.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Exit and escalate on trigger At the predeclared behaviour, stop talking, move to the safe position and activate support. Give a concise factual handover. Why: Early escalation prevents verbal persistence from replacing service safety systems. Success check: The learner exits without argument and reports behaviour, choices offered and current risk. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner exits without argument and reports behaviour, choices offered and current risk.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.