CPIT®: An Independent Alternative For Crisis Prevention & Intervention Training

CPIT®: An Independent Alternative to CPI® Training and Other Crisis Prevention Programs

Crisis Consultant Group provides independently developed crisis prevention, de-escalation, and safety training. Organizations evaluating training options are encouraged to compare training philosophy, curriculum content, practical application, physical safety methods, instructor development, and ongoing organizational support to determine which program best meets their needs.

What to Consider When Comparing Crisis Prevention & Intervention Training

Consideration	The CCG CPIT® approach	Questions to ask when comparing programs
Overall training philosophy	CPIT® is designed to help responders address challenging and aggressive behavior with professionalism, dignity, and respect while protecting the safety and rights of everyone involved.	Does the program balance personal safety with dignity, respect, fair treatment, and the needs of the individual experiencing crisis?
Prevention before intervention	CCG emphasizes recognizing behavioral changes, understanding the progression of crisis, and intervening as early as possible to reduce the likelihood of further escalation.	Does the curriculum teach participants how to recognize and respond to early indicators of escalation before a crisis becomes dangerous?
Self-awareness and responder behavior	Participants examine how their own communication, emotions, body language, stress responses, and potential for personalization may influence an encounter.	Does the program address how responder behavior can either reduce or unintentionally contribute to escalation?
Understanding individual needs	CPIT® examines individual needs, personal space, freedom of choice, communication, and other factors that may influence behavior and cooperation.	Does the curriculum help responders understand what may be driving behavior rather than focusing only on stopping the behavior?
Recognizing levels of escalation	CCG’s Emotional Response Levels (ERL) model helps participants recognize behavioral and physiological changes through stages that include Baseline, Disagreement, Resistance, Refusal, Cooperation, and Recognition.	Does the program provide a practical framework for recognizing changing levels of behavior and selecting an appropriate response at each stage?
Verbal de-escalation	Participants learn Verbal Intervention Techniques, active listening, The SOLVE Solution™, and the 5 Steps to De-escalation™ for use before, during, and after crisis situations.	Are participants provided with practical, structured communication tools they can understand, remember, and apply during high-stress encounters?
Active listening and communication	CPIT® emphasizes focused listening, observing verbal and nonverbal cues, gathering information through effective questions, and building trust through attention and understanding.	Does the training move beyond scripted phrases and develop practical listening, observation, and communication skills?
Choice, alternatives, and cooperation	Responders are taught to provide realistic choices and effective alternatives intended to support calm, encourage cooperation, and help individuals regain control of their behavior.	Does the curriculum teach participants how to preserve appropriate choice and encourage voluntary cooperation whenever possible?
Trauma-informed and person-centered considerations	The curriculum addresses trauma-informed care, diversity and inclusion, implicit bias, dignity, respect, and the importance of avoiding actions that may cause additional harm.	How does the program account for trauma, individual differences, bias, dignity, and the potential impact of intervention practices?
Real-world application	CCG combines crisis-intervention theory with discussion, practical examples, skill development, active participation, and application through challenging, reality-based scenarios uniquely designed to simulate real-world crisis encounters.	Does the training provide meaningful opportunities to practice and apply concepts through reality-based, real-speed scenarios rather than relying primarily on lecture, memorization, or low-intensity role-play?
Mental preparation for emergencies	Advanced CPIT® curriculum includes Mental Preparation for Emergencies™ to help participants understand and prepare for the psychological, emotional, and physical demands of crisis response.	Does the curriculum prepare responders to manage their own reactions and perform effectively when an encounter becomes unpredictable or dangerous?
Personal safety and escape skills	When included in the selected course, participants learn Escape and Evasion™ techniques intended to help prevent or reduce harm before or during a physical attack.	Does the program provide realistic personal-safety options for personnel facing aggressive or violent behavior?
Physical intervention as a last resort	CCG teaches that physical intervention should be reserved for circumstances involving imminent or immediate risk of harm when verbal intervention has not been—or is unlikely to be—effective.	Does the program clearly establish when physical intervention may be appropriate and reinforce verbal intervention whenever reasonably possible?
Physical intervention methods	When included, CPIT® teaches structured CCG Level One™, Level Two™, and Level Three™ methods designed to prevent, contain, and manage aggressive behavior while minimizing the risk of injury or harm.	Are physical methods practical, realistic, teachable, and designed to reduce unnecessary force, pain, injury, and trauma?
Avoidance of unnecessary ground intervention	CCG does not teach taking an individual to the ground as an automatic or required component of physical intervention. Ground-level intervention is reserved for circumstances in which the environment or situation does not permit safer standing alternatives. When ground-level intervention is necessary, CPIT® utilizes a seated intervention method. CCG does not teach prone or supine restraint positions.	Does the curriculum teach prone or supine restraint methods that may be prohibited or restricted in certain jurisdictions or service settings? Does the program provide practical, lower-risk standing intervention options without requiring responders to take an individual to the ground?
Team communication and coordinated response	CPIT® emphasizes communication, coordinated movement, Support Positions, Switch Outs, and clearly defined responder roles during physical intervention.	Does the program teach responders how to communicate and work together effectively during rapidly changing situations, including how to safely switch responders when necessary without compromising control or safety?
Medical and physical safety considerations	Advanced training addresses liability, positional asphyxia, respiratory concerns, injury precautions, continual monitoring, controlled release, and the need for medical attention when warning signs are observed.	How thoroughly does the curriculum address medical risk, physical monitoring, injury prevention, and emergency response during intervention?
Recovery after crisis	CCG’s After the Storm curriculum addresses regaining composure, returning toward baseline, providing reassurance, supporting positive choices, and planning appropriate next steps.	Does the program address what happens after immediate danger has passed—for both the individual and the responders involved?
Rebuilding rapport	CPIT® emphasizes restoring professional relationships, supporting emotional recovery, and avoiding unresolved personalization or negative emotions following a crisis.	Does the training teach participants how to rebuild trust and continue a productive relationship after a difficult intervention?
Debriefing and organizational learning	CCG teaches structured post-crisis debriefing to support emotional well-being, identify lessons learned, improve future responses, and help organizations document and evaluate intervention incidents.	Does the program provide a meaningful process for debriefing, documentation, organizational learning, and future crisis prevention?
Continued proficiency	CCG emphasizes that lasting competence requires continued self-awareness, regular review, practice, professional development, and reinforcement beyond attendance at a single course.	What resources, practice expectations, refresher opportunities, and ongoing support are available after the initial training?

Trademark and Non-Affiliation Notice: CPI® is a trademark of its respective owner. Crisis Consultant Group, Inc. and its Crisis Prevention & Intervention Training (CPIT)® program are independently developed and are not affiliated with, sponsored by, endorsed by, authorized by, or associated with the owner of the CPI® trademark. References to CPI® are provided solely for identification, informational, and comparative purposes.