Download Provincial Violence Prevention Module 4 Communication Basics

Provincial Violence Prevention
Curriculum
Module 4 – Communication Basics
VERSION 2.3
JANUARY, 2011
VIOLENCE PREVENTION
TABLE OF CONTENTS
Acknowledgements ............................................................................................................ iii
Course Overview ................................................................................................................. 1
Course introduction ............................................................................................................. 1
Course objectives ............................................................................................................... 2
Communication and Violence Prevention ............................................................................ 3
Introduction ....................................................................................................................... 3
What are the different communication types? ......................................................................... 3
Why is effective communication important? ............................................................................ 4
How does effective communication benefit patients? ............................................................... 4
How does effective communication benefit me? ...................................................................... 5
Non-verbal Communication ................................................................................................. 6
Personal Space .................................................................................................................... 7
Introduction ....................................................................................................................... 7
Why is important to maintain personal space? ........................................................................ 7
What are some guidelines for personal space? ........................................................................ 8
How does culture affect personal space? ................................................................................ 8
What do I need to do if entering someone’s personal space? .................................................... 9
How should I distance myself from someone who is not respecting my personal space? ............. 10
Body Language .................................................................................................................. 11
Introduction ..................................................................................................................... 11
Use a ready posture .......................................................................................................... 11
Eye contact ...................................................................................................................... 12
Be aware of your facial expressions ..................................................................................... 13
Negative body language .................................................................................................... 14
Touch ................................................................................................................................ 15
Introduction ..................................................................................................................... 15
Why shouldn’t I touch a patient?......................................................................................... 15
When is it okay for me to touch a patient? ........................................................................... 15
Test Your Knowledge #1 ................................................................................................... 16
Recognizing Patient Cues for Violence............................................................................... 17
Introduction ..................................................................................................................... 17
Personal space ................................................................................................................. 17
Eye communications.......................................................................................................... 17
Gestures and postures ....................................................................................................... 18
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Facial expressions ............................................................................................................. 18
Vocal Communication ........................................................................................................ 19
What is vocal communication? ............................................................................................ 19
Speed of speech ............................................................................................................... 19
Pitch ............................................................................................................................... 20
Tone ............................................................................................................................... 20
Volume ............................................................................................................................ 21
Verbal Communication ...................................................................................................... 22
Introduction ..................................................................................................................... 22
What are the best words to use? ......................................................................................... 22
What words and phrases should I avoid? ............................................................................. 22
General Guidelines for Good Communication ..................................................................... 23
Test Your Knowledge #2 ................................................................................................... 24
What You’ve Learned ........................................................................................................ 25
Module 4 Quiz.................................................................................................................... 26
Test Your Knowledge - Answer Keys ................................................................................. 28
Test Your Knowledge #1 .................................................................................................... 28
Test Your Knowledge #2 .................................................................................................... 28
Module 4 Quiz Answer Key ................................................................................................ 29
Notes ................................................................................................................................. 30
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ACKNOWLEDGEMENTS
This Violence Prevention Curriculum was developed as a project of the Provincial
Violence Prevention Steering Committee (PVPSC) to fill a need for effective,
recommended and provincially-recognized violence prevention training for all
British Columbia healthcare workers across a range of care settings, including
affiliate organizations. The Curriculum includes eight online and five classroom
modules.
The PVPSC wishes to acknowledge the generous support and commitment of the
management and the subject matter experts representing the following health
authorities and healthcare unions. Without their expertise the development of this
curriculum would not have been possible.
British Columbia Nurses’ Union
Union of Psychiatric Nurses of BC
Hospital Employees’ Union
Health Sciences Association of BC
Fraser Health Authority
Interior Health Authority
Vancouver Coastal Health Authority
Northern Health Authority
Vancouver Island Health Authority
Providence Health Care
Provincial Health Services Authority
WorkSafeBC
Occupational Health and Safety Agency for Healthcare (OHSAH) in BC
The PVPSC would also like to acknowledge the British Columbia Ministry of Health
funding received through the Joint Quality Worklife Committee and the financial
support provided by OHSAH for the Provincial Violence Prevention Curriculum
Project.
The copying, reproduction and distribution of this guide to promote effective
Violence Prevention activities in the Healthcare Industry is encouraged; however,
the current owner, the Provincial Health Services Authority (PHSA), should be
acknowledged. Written permission must be received from PHSA if any part of this
curriculum is used for any other publication. This curriculum, whether in whole or
in part, must not be used or reproduced for profit.
This course has been developed by Andrea Lam, Ana Rahmat, Chris Back, Charles
Ballantyne, Dailaan Shaffer, Deb Niemi, Helen Coleman, Joe Divitt, Kathryn
Wellington, Lara Acheson, Larry Bryan, Leslie Gamble, Lynn Vincent, Marg
Dhillon, Marty Lovick, Michael Sagar, Peter Dunkley, Phil Goodis, Rob Senghera,
Sheile Mercado-Mallari, Sherry Moller and Tara McDonnell. The information on the
fight/flight/freeze response and self settling strategies was contributed by Shayna
Hornstein.
Bringing a group of subject matter experts to the table to develop a curriculum
such as this takes vision, passion and a diversity of experience and practice. The
creators of this curriculum drew on their skill in and knowledge of the following
disciplines:
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VIOLENCE PREVENTION
o
o
o
o
o
o
o
o
Mental Health and Addictions
Occupational Health and Safety
Social work
Healthcare Violence Prevention programs
Geriatric care
Nursing
Psychiatry
Physical strategies and team response training
Course Materials Designed by Tanya Schecter and Brad Eastman.
Photographic contributions by fotografica studio ltd.
This curriculum was developed during 2010 by the Provincial Violence Prevention
Curriculum Team at Vancouver, British Columbia, Canada.
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VIOLENCE PREVENTION
COURSE OVERVIEW
O U R S E
I N T R O D U C T I O N
Effective communication is an important element of any successful relationship.
When dealing with patients and visitors in the healthcare system effective
communication becomes even more important. It is one of the main ways in
which you can help to influence a situation's outcome.
Communication involves both verbal and physical aspects. Violence may occur
when someone:

Is unable to express themselves in other ways

Feels frustrated that they are not being "heard"

Feels disrespected
A significant stressor that may lead to a violent expression is the perception of
being treated unfairly or disrespectfully. In terms of violence prevention, using
effective communication techniques helps you to minimize or eliminate this risk.
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C
O U R S E
O B J E C T I V E S
By the end of this course, you will be able to:

Identify how effective communication can help prevent violence

Identify the different ways of communicating non-verbally

Identify non-verbal cues for violence

Identify how to effectively communicate with your voice

Identify how to effectively communicate with words

Identify general guidelines for effective communication
In order to complete this course, you need the following materials:
This participant guide

Optional: a computer with internet access to look up additional
resources (e.g., glossary, references)
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum

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COMMUNICATION AND VIOLENCE PREVENTION
I
N T R O D U C T I O N
Using effective communication can help to prevent violence in health care.
However, ineffective communications can have a negative impact on both
patients and staff.
H A T
A R E
T H E
D I F F E R E N T
C O M M U N I C A T I O N
T Y P E S
?
There are three types of communication:

Non-verbal (body language, gestures, etc.)

Vocal (tone, rate/speed, pitch/volume)

Verbal (words)
Typically, two or three types are used at the same time.
For example, when a neutral question is asked in a condescending tone (vocal),
the listener will often hear and react to the negative tone instead of answering
the neutral question. Likewise, when having a conversation with someone who is
fidgeting (non-verbal), the speaker may conclude that the fidgeting person is not
interested in what he or she has to say.
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VIOLENCE PREVENTION
W
H Y
I S
E F F E C T I V E
C O M M U N I C A T I O N
I M P O R T A N T
?
Since communication is a complex mix of verbal, non-verbal and vocal
messages that takes place between two (or more) people, it is important to
learn about communication components.
When communicating, you need to be aware of both:
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum
H
O W
D O E S

What you are communicating

How the person is responding to you
E F F E C T I V E
C O M M U N I C A T I O N
B E N E F I T
P A T I E N T S
?
As a healthcare worker, you have the additional responsibility of bringing
effective communication skills into a situation, since patients and families in
healthcare settings are often under stress. This can influence how they:

Hear what you are saying

Interact with you and other health care workers
Effective communications can impact on patients by decreasing:

Their confusion, resulting from mixed messages (i.e., patients and
families get the wrong information or perceive information
differently from the way in which the communication was intended)

Their anxiety levels

The likelihood that they become verbally or physically violent
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VIOLENCE PREVENTION
O W
D O E S
E F F E C T I V E
C O M M U N I C A T I O N
B E N E F I T
M E
?
Effective communication can benefit you in the following ways:

Increased opportunities for proactively solving problems (prevent
escalation)

Increased staff morale

Increased ability to effectively engage with families and patients

Decreased stress

Decreased risk of violence

Decreased chance of being misunderstood
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VIOLENCE PREVENTION
NON-VERBAL COMMUNICATION
Non-verbal communication is defined as communication that takes place through:

Use of personal space

Body language (e.g., posture or gestures)

Touch

Eye contact
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum
Non-verbal communication is often the most important part of any
communication, since 55% of your message is expressed by your body language,
rather than the words you use. Using supportive body language may help prevent
a situation from escalating.
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VIOLENCE PREVENTION
PERSONAL SPACE
I
N T R O D U C T I O N
You are often in a patient's personal space when providing care and interacting
with them. For many people, this is very stressful. Maintaining personal space
(yours and the patient's) is an important component of violence prevention.
H Y
I S
I M P O R T A N T
T O
M A I N T A I N
P E R S O N A L
S P A C E
?
Perceived invasion of personal space is a major stressor for everyone.
Respecting someone's personal space by not getting too close helps:

Reduce the stress that they are experiencing

Keep you and others safe
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W
H A T
A R E
S O M E
G U I D E L I N E S
F O R
P E R S O N A L
S P A C E
?
Most people have expectations around personal space. As a health care
worker, you need to be aware of these. Generally, these are:
H
O W
D O E S

Intimate zone (approximately 1.5 feet) - this zone is for family and
friends

Personal zone - space where casual acquaintances are not expected
to enter:
C U L T U R E

Front (approximately 3 feet)

Rear (approximately 5 feet)

Side (approximately 1.5 feet)
A F F E C T
P E R S O N A L
S P A C E
?
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum
Different cultures have different ideas as to what constitutes personal space. For
example, North Americans tend to require more personal space than other
cultures.
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VIOLENCE PREVENTION
H A T
S P A C E
D O
I
N E E D
T O
D O
I F
E N T E R I N G
S O M E O N E
’
S
P E R S O N A L
?
As a health care worker, you must often enter into someone's personal and
intimate space. This unique aspect of health care can increase your risk of
violence.
In these cases, doing the following will help to protect you:

Keep a leg's length distance away until you are sure that it is safe to
approach

Be respectful when entering someone's personal space

Make sure that the patient sees or hears you before making any
physical contact

Explain what you are going to do

Watch for signs that the patient may be upset

Move slowly
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VIOLENCE PREVENTION
H
O W
S H O U L D
R E S P E C T I N G
I
M Y
D I S T A N C E
P E R S O N A L
M Y S E L F
S P A C E
F R O M
S O M E O N E
W H O
I S
N O T
?
If someone is distressed or in some way invading your personal space:
Keep at least a leg's distance away from the person

Take a step back

Place your hands in front of you to maintain some space between
you and the other person

Leave the situation and get someone to help you if you feel
threatened

Never turn your back on the person

Don't let the person get between you and the exit
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
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BODY LANGUAGE
I
N T R O D U C T I O N
Using appropriate and supportive body language can help prevent violence.
S E
A
R E A D Y
P O S T U R E
Avoid standing face-to-face with the person. Instead, stand at a 45 degree
angle.
Do not keep your hands:

Hidden

In your pockets

Clenched
Instead, keep your hands open, visible, and above your waist. This appears
non-threatening and allows you to defend yourself more quickly if the
situation escalates.
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VIOLENCE PREVENTION
E
Y E
C O N T A C T
Eye contact and facial expressions provide important emotional information.
Appropriate eye contact is different in different cultures. For example, in
some cultures it is considered disrespectful to look a person in the eye.
Direct eye contact with someone who is anxious or distressed may result in a
negative response. When interacting with a patient:

Make eye contact without glaring or staring

Don't force eye contact

Don't roll your eyes
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This can reduce or eliminate the likelihood that violence will occur.
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VIOLENCE PREVENTION
E
A W A R E
O F
Y O U R
F A C I A L
E X P R E S S I O N S
When talking to a patient:

Relax your facial muscles

Maintain a calm facial expression

Show interest and/or concern
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VIOLENCE PREVENTION
N
E G A T I V E
B O D Y
L A N G U A G E
The following examples of body language may be interpreted as
condescending or disrespectful and may prevent you from reacting quickly if
the situation escalates:
Pointing or shaking your finger

Crossing your arms

Putting your arms behind your back

Keeping your hands hidden, clenched, or in your pockets
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
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VIOLENCE PREVENTION
TOUCH
I
N T R O D U C T I O N
Touch can either soothe and relax or increase stress levels. When responding to a
patient, you must be very careful not to touch them in a way that may increase
their stress levels.
W
H Y
S H O U L D N
’
T
I
T O U C H
A
P A T I E N T
?
You should not touch a patient when they are anxious or stressed because
they may misinterpret physical contact or touch as hostile, threatening, or
provocative. Touching a distressed patient may increase the chance that they
respond negatively.
H E N
I S
I T
O K A Y
F O R
M E
T O
T O U C H
A
P A T I E N T
?
You must always touch with caution. This is even more important if a patient
is distressed. In this situation, err on the side of caution and don't touch the
patient.
If you need to touch the patient in order to provide care:

If possible, ask the patient for permission and get it before touching
them

Back off and try again later if the patient is responding negatively to
you

Ask someone to help you provide care
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VIOLENCE PREVENTION
TEST YOUR KNOWLEDGE #1
Select all statements that are TRUE. Once you’ve completed the quiz,
you can go to the end of this guide to check your answers.
1. Verbal communication (words) is the most important part of any
communication.
2. Respecting someone's personal space reduces their stress levels and
helps keep you and others safe.
3. If you are nervous, you can keep your hands hidden, clenched, or in your
pockets.
4. When responding to a patient, you must be very careful not to touch
them in a way that may increase their stress levels.
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum
5. Standing at a 45 degree angle with your hands open, visible and above
your waist is non-threatening and allows you to protect yourself if a
situation escalates.
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RECOGNIZING PATIENT CUES FOR VIOLENCE
I
N T R O D U C T I O N
Since effective communication requires two or more people, it is important to pay
attention to the other person's non-verbal cues as well as your own.
P
E R S O N A L
S P A C E
Pay attention to a patient who is moving in or advancing into your personal
space. In this case, take a step backwards or exit the situation.
Alternatively, if a patient is backing away in order to increase their own
personal space, respect their need to do so.
Y E
C O M M U N I C A T I O N S
A distressed person may look at you intently before acting out. The following
non-verbal cues can let you know that they are about to become violent:

Target glance (e.g., briefly looking at a person, object, or body part
that the person plans on striking)

Narrowed eyes

Intense gaze

Looking through you

Sizing you up

Glazed and/or watery eyes
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VIOLENCE PREVENTION
G
E S T U R E S
A N D
P O S T U R E S
The following gestures and postures are indications that a person is
distressed and may become violent:
F
A C I A L

Finger pointing

Crossed arms

Clenched fists

Leaning forward

Rapid hand movements

Fidgeting

Pacing
E X P R E S S I O N S
The following facial expressions, when expressed with other body language
cues, may be a warning that the person may become violent:
A change in facial colour (e.g., pale or flushed face)

A pinched look
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
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VOCAL COMMUNICATION
W
H A T
I S
V O C A L
C O M M U N I C A T I O N
?
Vocal communication includes:

The speed of your speech

The pitch of your voice

The tone of your voice

The volume of your voice
Vocal cues add meaning to verbal messages. These can influence the listener as
much, if not more, than the words themselves. Vocal cues can significantly add to
or take away from the listener's understanding of the message.
P E E D
O F
S P E E C H
How quickly you talk may affect how well your message is received. Pay
attention to how quickly you are talking. You may speak more quickly when
you are feeling nervous.
When speaking with someone that is distressed, speak at a slower rate
without being condescending. This will help you to get your message across
and reduce the likelihood of a violent incident.
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VIOLENCE PREVENTION
P
I T C H
Pitch is defined as varying your voice (higher or lower) to convey meaning. A
common sign of anxiety or stress is a rise in a person’s vocal pitch. When you
are speaking with a patient, it is important that you keep your pitch steady
and firm, even if you are nervous or stressed. This will help you sound calm
and credible, and communicate more effectively.
To help keep your vocal pitch even, take a moment to take a deep breath
and settle yourself before speaking.
T
O N E
The tone you use when you speak and how you emphasize different words or
syllables can express different feelings. For example, the words, “Can I help
you?” may express care, but if your general tone is expressing irritation and
impatience, your message will be lost.
The sentences below are the same, but have a different emphasis on specific
words. The meaning of each
sentence will change dramatically
depending on the tone you use.
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum
Examples:

Excuse me.

Excuuuse me.

Excuse me?

EXCUSE ME!!!
Before speaking with a patient,
settle yourself and think about using
a soft and respectful tone.
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VIOLENCE PREVENTION
O L U M E
People often speak more loudly when they become anxious or upset. This
may also happen when someone starts raising their voice at you: you may
automatically respond by raising your voice. This may escalate the situation
quite quickly.
No matter how you are feeling, never yell at the patient. Try not to speak too
loudly or quietly.
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VERBAL COMMUNICATION
I
N T R O D U C T I O N
Verbal communication refers to the actual words that you use.
W
H A T
A R E
T H E
B E S T
W O R D S
T O
U S E
?
Clear communication works best with words that are:

Short

Simple

Straight-forward
For example, "Yes I can help you."
W
H A T
W O R D S
A N D
P H R A S E S
S H O U L D
I
A V O I D
?
Try to avoid the following words or phrases since they can appear
condescending:
Calm down

Relax

Chill out

Whatever

Never mind
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum

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VIOLENCE PREVENTION
GENERAL GUIDELINES FOR GOOD
COMMUNICATION
The following are general guidelines for effective and respectful
communication:
Listen with care (i.e., focus on what is being said instead of thinking
about what you're going to say next)

Remove the audience

Keep it simple

Be aware of your body language

Don't interrupt and don't start to talk until the person stops talking

Allow silence to exist

Respect differences

Don’t make false promises

Pay attention to how the person is receiving the information and
adjust your actions accordingly
Modu l e 4 – Co mmu ni cat ion B a si c s

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VIOLENCE PREVENTION
TEST YOUR KNOWLEDGE #2
Select all statements that are TRUE. Once you’ve completed the quiz,
you can go to the end of this guide to check your answers.
1. If a patient is moving into your personal space, take a step backwards or
exit the situation.
2. Vocal cues do not change the listener's understanding of the message.
3. Clear communication works best with words that are short, simple, and
straight-forward.
4. When listening, you should be thinking about what you're going to say
next.
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum
5. It is important that you keep your pitch and volume steady, even if you
are nervous or anxious.
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VIOLENCE PREVENTION
WHAT YOU’VE LEARNED
In this module, you have learned the following key points:
Communication involves non-verbal, vocal, and verbal communication. Two or
more forms of communication are often used at the same time. 55% of the
message comes from body language.

Effective communications can help patients by decreasing confusion and
anxiety levels, and the likelihood that they become verbally or physically
violent.

Respecting someone's personal space helps reduce the stress that they are
experiencing and keeps you and others safe. When entering someone's
personal space: 1) keep at least a leg's length away, 2) make sure that the
patient sees or hears you before making any physical contact, 3) explain what
you are going to do, 4) watch for signs that the patient may be distressed,
and 5) move slowly.

Using appropriate body language means: 1) standing at a 45 degree angle,
keeping your hands visible and making eye contact without glaring or staring,
2) focusing your attention on the person when talking to them, and 3)
avoiding negative body language.

If a patient is distressed, err on the side of caution and do not touch the
patient.

A distressed person may look at you intently before acting out. Look for nonverbal cues to help determine if someone may become violent.

Use words that are short, simple, and straightforward to communicate
effectively. Avoid using words or phrases that can escalate the situation (e.g.,
calm down, relax, chill out, whatever, and never mind).
Modu l e 4 – Co mmu ni cat ion B a si c s

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VIOLENCE PREVENTION
MODULE 4 QUIZ
Please complete the following quiz once you have finished this module. Circle the correct
answer(s) for each question.
1) Which of the following statements are true?
A.
Communication involves two or more of the following types of communication: verbal,
vocal and non-verbal
B.
55% of your message is expressed by your body language
C.
Verbal communication (i.e., the words you use) is the most important part of any
communication
D.
All of the above
2) Effective communication is important because:
A.
It can help decrease a patient’s confusion or anxiety
B.
It can help decrease the likelihood that a patient may become verbally or physically violent
C.
It can increase your ability to engage effectively with patients and their families
D.
All of the above
3) Respecting a patient’s personal space reduces their stress levels and helps keep you and others
safe.
o True
o False
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum
4) All patients, regardless of their cultural background, require the same amount of personal space.
o True
o False
5) When entering a patient’s intimate space, you should:
A.
Keep at least a leg’s length away until you are sure that it is safe to approach
B.
Explain what you are going to do
C.
Move quickly and quietly
D.
Make sure the person sees or hears you before making any physical contact
6) Standing at a 45 degree angle with your hands open, visible and above your waist is nonthreatening and allows you to protect yourself if a situation escalates.
o True
o False
7) If someone is invading your personal space or you feel threatened, you should not leave the
situation and get help.
o True
o False
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VIOLENCE PREVENTION
8) Which
A.
B.
C.
D.
of the following are examples of supportive body language?
Making eye contact without glaring or staring
Crossing your arms
Showing interest and/or concern with your facial expression
Putting your hands behind your back
9) If you need to touch a patient to provide care, you should:
A.
Ask for and get permission from the patient before touching them
B.
Continue to provide care if you notice that they are becoming more anxious and stressed
C.
Back off and try again later if the patient is responding negatively to you
D.
All of the above
10) A person’s non-verbal cues (e.g., invasion of your personal space, pacing, glaring, flushed face)
can help you determine if they may become violent.
o True
o False
11) It is important that you keep your pitch and volume steady even if you are nervous or anxious.
o True
o False
12) What you say (i.e., verbal communication) is sometimes more important than how you say it (i.e.,
vocal and non-verbal communication).
o True
o False
14) Listening without _________ is one of the best ways of making someone feel heard and respected.
A.
Frowning
B.
Judging
C.
Distractions
15) Effective and respectful communication involves which of the following?
A.
Thinking about what you’re going to say next while listening to someone speak
B.
Paying attention to how the other person is responding to you
C.
Not paying attention to your body language
D.
Making false promises (e.g., Saying, “I’ll be with you in 15 minutes” when it will likely take
a lot longer for you to help someone.)
Page 27
Modu l e 4 – Co mmu ni cat ion B a si c s
13) You should avoid using words or phrases (e.g., calm down, whatever, never mind) that may be
perceived as condescending.
o True
o False
VIOLENCE PREVENTION
TEST YOUR KNOWLEDGE - ANSWER KEYS
T
E S T
Y
O U R
K
N O W L E D G E
#1
1. False - Non-verbal communication is often the most important part of any
communication - 55% of what a person hears comes from your body
language.
2. True - Respecting someone’s personal space reduces their stress levels and
helps keep you and others safe.
3. False - Never keep your hands hidden, clenched or in your pocket since it
may prevent you from reacting quickly if the situation escalates.
4. True - When responding to a patient, you must be very careful not to touch
them in a way that may increase their stress levels.
5. True - Standing at a 45 degree angle with your hands open, visible and above
your waist is non-threatening and allows you to protect yourself if a situation
escalates.
T
E S T
Y
O U R
K
N O W L E D G E
#2
1. True - If a patient is moving into your personal space, take a step backwards
or exit the situation.
2. False - Vocal cues can significantly add to or take away from the listener's
understanding of the message.
3. True - Clear communication works best with words that are short, simple, and
straight-forward.
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum
4. False - When listening, you should focus on what is being said instead of
thinking about what you're going to say next.
5. True - It is important that you keep your pitch and volume steady, even if you
are nervous or anxious.
Page 28
VIOLENCE PREVENTION
MODULE 4 QUIZ ANSWER KEY
1) A, B
2) D
3) True
4) False
5) A, B, D
6) True
7) False
8) A, C
9) A, C
10) True
11) True
12) False
13) True
14) B
Modu l e 4 – Co mmu ni cat ion B a si c s
15) B
Page 29
P ro vin c ia l V iol en c e P re v ent ion Cu r ri cu lum
NOTES
Page 30