Communication & Crisis

Objectives
to identify the role of communication in crisis intervention to understand communication techniques for establishing rapport, calming, and defusing

to describe strategies for working with mentally ill, developmentally disabled, hostile people, & witnesses
to explain the effects of crises & trauma on officer health to identify practices for healthy communication with self and others for stress inoculation

Stress/Crisis Cycle: Vicious or Benevolent

Organizational Culture & Policy

Debriefing
Immediate Stress Response Post Traumatic Response Coping Methods & Skills

Officer Personality

Crisis Situation

Performance Effects

Officer Role Behavior

Impact on Family

Personality Traits of Emergency Workers: A Paradox

1. Need to be in control 2. Desire to do a perfect job 3. Strive for consistency 4. Strong intrinsic motivation 5. Action oriented 6. Stimulation seeking/easily bored 7. Need for immediate feedback 8. Risk taker 9. Need to rescue/be needed 10. High dedication

Law enforcement is one of the very few professions that can drastically change a personality.
Guy Schiller, International Critical Incident Stress Management Foundation

Cops are the ones who are running toward, what everybody else is running away from

Nonverbal Communication

The role of communication in crisis intervention

over 90% of law enforcement activities involve communication with people most interventions involve dealing with intense emotions prior to gaining information or compliance the first minute of an interaction often determines its direction and outcome

how people react to an interaction is largely dependent on the cues they pick up from you
the quality of the interaction strongly influences future interactions with you and other officers

Control yourself before you control others

officers, like other people, can leak nonverbal cues that can complicate or escalate situations mentally rehearse your procedures tense and relax muscles relax more deeply breath slowly and deeply self-talk yourself calmer

scan the environment before you enter dont rush

know what you want to accomplish take a time-out ask them to think about it for a minute

The medium is the message

Paralanguage: Nonverbal Behavior gestures & voice

some nonverbal behaviors, especially facial expressions, are consistent across cultures (sadness, anger, fear, surprise, disgust, happiness) young children respond faster to nonverbals people comply with speaker requests whose speaking rate is similar to their own touching lightly on the arm often increases compliance gestures vary considerably across people and cultures within known groups, you can assume certain nonverbals mean similar things

Gestures may not mean what you think they mean Cross-Cultural Nonverbals
1. 2. 3. 4. 5. eating, receiving or touching with the left hand pat or touch the heads of children curling index finger upward to call someone over direct eye contact with Latin Americans, Japanese, Koreans OK sign with thumb & forefinger to

6.
7. 8. 9.

nodding yes or no
sitting relaxed or foot crossed on knee firm, solid handshake thumbs-up

10. pointing with a finger 11. laughing 12. loud tone with expansive gestures

Defusing Anger

Nice Doggy

What are the differences between these two canines? How do dogs test & establish a connection? How would you deal with each?

Nonverbal signs of anger (as if you had to guess)

Early signs touching or rubbing nose inappropriate smile (dont believe you) turning body slightly away (uninterested) rubbing back of neck (frustration) scuffing shoes Late signs loud volume voice rapid speech short, quick breaths clenched fists flaring nostrils reddened face

Nonverbal Calming
dont stand with hands on hips or near weapon use open palm and open arm gestures

avoid touching angry people; herd with open gestures

use intermittent eye contact rather than stare down relax your facial features, smile, show concern use soft tones and normal to low volume move slowly dont move or talk head on turn slightly sideways (armed side away) show interest in other items remove cap dont hold control items (baton, flashlight, mace) have everyone seated

Nonverbal signs to indicate your authority

Sit or stand erect with square shoulders Match their expression (except anger); be sincere Elevate your hands to nose level about 8 10 inches away from the face Avoid touching your face or hair that indicates nervousness Use the persons name to give a sense of caring - it makes them feel like a person, not a number. Get them moving offer them a chair or take them to a private area. This demonstrates your concern. Offer them a beverage it takes their mind off their main concern and gives you a breather to give some information. Acknowledge their feelings paraphrase what they have said Only offer assistance that you can provide. Use "I," "What I can do is." Offer them an alternative if one is appropriate and available. Be courteous and let them vent but for no more than two minutes. After two minutes, interrupt by using their name or dropping something on the floor.

Defusing Anger
1. Acknowledge the feeling. keep your voice calm. Use eye contact, the person's name, and slow but firm gestures.

2.
3. 4.

Start with lighter and move to heavier interventions when necessary.

Give options. Having choices conveys respect and acknowledges power in a positive way. Model respectful behavior. Treat people in an manner even if their behavior is childish. DON'T scold or humiliate them. adult

5.

At first signs of anger, decide whether probing the content or acknowledging the feeling is preferable. Sometimes an open-ended of factual question redirects the party and allows them to cool down. In some situations, calling attention to the emotion at the moment of escalation can actually increase the intensity of the feeling.

6.

Don't allow abusive behavior to escalate and be even more difficult to handle. You will also be sanctioning the pain that they are inflicting on each other. Offer positive, encouraging suggestions: "Let's just stop for a minute and take a deep breath. You're feeling the tension of tackling some important and difficult issues. We're making some progress, though." Don't panic or conclude that the mediation is hopeless. Acknowledge to yourself and to the parties that intense feelings are a apart of resolving difficult issues.

7.

8.

9.

Normalize the feeling if not the behavior. "Most people I work with feel the way you do in this situation-- really between a rock and a hard place. It often seems hopeless just before things start to move ahead."

10. Rely on your relationships and the power of your position to maintain or regain control. Remind them that your responsibility is to keep them focused positively toward a resolution and that you intend to do this. 11. Finally, if you feel uneasy with intense anger, either co-mediate, or refer the parties to someone else. Know and respect your own limits.

12. Give the person time-- take the pressure off and allow cooling out time. People de-escalate at different rates. Usually, the more upset the person is, the longer it will take to calm down. Sitting quietly for a moment may be enough, or suggest a short break if necessary.

13. Don't try to discuss the content until the person is calm.
14. Don't threaten to take action unless you are prepared to carry it out.

15. Be aware that the person may become more easily aroused again -- and that the other person may escalate as well. Anger can have a contagious effect.
16. Use empathic statements carefully. Overstating or understating the intensity of the feeling may trigger the person. Some empathic statements can sound insincere or condescending, such as "I can tell you're feeling angry." 17. Ensure your own safety. Don't put yourself physically between two angry, out-of-control people. Rather, give them short, specific commands to help them regain control.

Questions to avoid escalating

Why? while getting out information, it tends to challenge, blame, or ask the person to justify Dont you think this is a disguised leading statement that tries to get the listener to agree Multiple questions when two or more questions are asked in succession without allowing the person time to think and answer they can become more frustrated Yes/no questions this narrows the amount of information obtained and requires judgments rather than thinking

Working with Disabled People

Recognizing persons with developmental disabilities

people with DD have 7 times more contact with officers during their lifetimes they may behave in unusual ways that draws the concern of others (posturing, laughing, staring) they may not readily recognize or understand the badge, vehicle, or uniform they may present misleading indicators of guilt such as poor eye contact, evasive speech, indifference, changing topic they may have difficulty following directions or commands their pain threshold may make them more or less reactive to restraints and holds

Recognizing persons with developmental disabilities (cont)

they may escalate behavior due to fear, noise, bright or flashing lights, or complexity of a situation they are prone to false confessions and misleading statements they are often victimized, lack credibility as victimwitnesses, and require victim-witness interview techniques

they often respond intensely to challenge, change, and unexpected events

they may be intensely preoccupied with special objects or themes If taken into custody you should document the person may have a developmental disability

Recognizing persons with developmental disabilities (contd)

they may have memory problems problems and be unable to recall commonly known information

they may be compliant, nod & say they understand, but may not comprehend
they may have very limited vocabulary and abstract thinking

making choices in a stressful situation may be overwhelming

they often have very low frustration tolerance

speech disorders may make them sound intoxicated

Conditions presenting as mental illness or intoxication

medication side effects allergies coronary crisis diabetes

encephalitis/meningitis
epilepsy head/brain injury sensory handicaps

learning disability
developmental disability retardation chronic nervous system illness

Lying & false confessions

What do we know about lying? 60% of people lie, males more than females (3x), average 25 times a day Officers and general public hold misconceptions about lying behavior Uncovering lying is easier for younger, women, trained people Actors are better than non-actors, and practice improves lying

Good liars may use details to make their stories believable, but may have to search for details, be inconsistent, or elaborate over time

Possible verbal indicators of lying

1) Expand contractions, stressing full-form verbs, such as "did not" and "could not," to convince people they're speaking the truth. 2) Deny lying, making emphatic claims to be telling the truth, such as "I have no reason to lie." Pause and use nonword sounds during hesitations in their speech ("uh," "er" and "ah" are examples). 3) Make speech errors and more frequent gaffes than people who speak the truth. Errors can include grammar, tense and losing thought in midsentence. 4) Stutter, stammer and become tongue-tied. 5) Clear their throats and make other noises. 6) Use qualifiers and modifiers, explanatory words, such as "however," "sometimes" and "generally."

Possible nonverbal indications of lying

Avert their gaze, trying to avoid eye contact. Close their hands/interlock their fingers. Cross their arms as if creating a barrier. Drink and swallow more often than those who tell the truth. Use fewer hand gestures, staying stiff, controlling the movements of their hands. Shrug their shoulders and flip their hands over in an "open" (palms up) fashion. Perform hand-to-face grooming, touching their face, ears and hair. Handle objects, such as pens, papers and eyeglasses. Blink less than people who tell the truth. Do less finger pointing. Lean and shift leaning forward, resting their elbows on desktops or their knees. They also shift often when sitting. Lick their lips often. Pucker and tighten their lips. Sigh and take deep breaths. Smile more and laugh inappropriately. Touch, scratch and rub their nose frequently.

NLP the eyes have it

Visual Constructed Image Visual Memory

Self-Talk

Recall Feelings Sensations

Recall Sound

Analysis of Clintons testimony regarding Lewinsky affair

21 of the 23 indicators were clearly present, half the signs increased by more than 100% during truthful portions he did not lean at all, but during lying he leaned many times during a 16 minute segment of truthful testimony Clinton never touched his nose, but did so repeatedly while lying speech errors (1733%), stuttering (1444%), modifiers & qualifiers (402%), drinking & swallowing (355%), reduced blinking (268%), hand to face touching (250%), averting gaze (219%), expanded contractions (117%), leaning (100%), denials (63%),

How good a judge of lying are you?

Specially trained FBI, CIA, military agents 56-73%
Psychologists regarding safety 58-68% Judges 56-62% Officers 56% General public 50% Most people are not that much better than chance!

Obtaining confessions
1. Feigned sympathy and friendship. 2. Appeals to God and religion. 3. Blaming the victim or an accomplice. 4. Placing the suspect in a soundproof, starkly furnished, room. 5. Approaching the suspect too closely for comfort. 6. Overstating or understating the seriousness of the offense and the magnitude of the charges. 7. Presenting exaggerated claims about the evidence. 8. Falsely claiming that another person has already confessed and implicated the suspect. 9. Other forms of trickery and deception. 10. Wearing a person down by a very long interview session.

False confessions
80% of crimes are solved due to obtaining confession, but 5-11% are wrongful convictions 80% of suspects waive their right to have lawyer present during questioning, & innocents are more likely if you put somebody in a situation they believe is hopeless, and give them a choice between two bad options, you can get him to say just about anything repeated direct questioning of children can impose false memories of events (e.g., McMartin School abuse case) a

long interrogations involving deprivation of sleep, food or breaks, repeated & leading questions, use of threats, intimidation, and promises or incentives, use of profanity, derision and name-calling, officers' unyielding expectation of guilt and refusal to accept contradictory information.

More confessions
People who are mentally ill may confess for attention, unrelated guilt, confusion, intimidation People who are developmentally disabled, learning disabled, illiterate, retarded, very young, often have a strong desire to please authority figures and are easily influenced

The type to confess? In 1995 a study was conducted to see just who would confess to an offense they didnt commit:
Students were asked to type letters as fast as they could be pronounced by the speaker, but avoid the ALT key that would crash the system. One minute into the study it was made to crash and the students were blamed told that the researcher had seen them hitting the key. The researcher gave them a hand written confession and told them to sign, the result being a serious verbal reprimand from their senior advisor.

69% signed the confession

65% believed they were guilty 35% created erroneous details to fit their admission 28% believed they were guilty

Working with victims

Interviewing victims/survivors the typical interview involves 4 open-ended questions and 26 closed questions, delivered rapid fire
offer something (e.g., beverage) active listening avoid interrupting conduct in comfortable, quiet setting be careful using touch dont express your own anger about the violence express care, concern continue to reassure of safety & not alone allow silent periods; pause between questions take breaks if needed careful of loaded words (victim, closure, etc.) be careful not to blame (words, tone, expression) increase confidence by having person make small decisions follow the victims memory, not presequenced questions express appreciation for their willingness & effort

TV Technique in Victim/Witness Interviews

Establish comfort, relaxation, safety

Remind memory is like TV replay

TV has controls (fade, commercials, change channel, etc.) Suggest that memory can replay on TV Reemphasize comfort & safety Start memory replay of crime incident on TV see what you can recall over there on the TV, back then, while you sit here, safe and comfortable now

If too uncomfortable, fade, turn down sound, etc.

Ask first to describe what survivor sees & hears (not feeling), then interview for detail questions

Eyewitness research
eyewitness testimony plays a part in 90% of convictions children & disabled people can be strongly influenced by recurrent or leading questioning lineup identification is seldom more than 50% accurate recollection is easily influenced by newspapers, police comments, discussion with other witnesses degree of confidence is a poor predictor of accuracy hypnosis, while aiding recall, can also implant new memories in a large study of childhood recollection, 50% had false memories; est. 10,000 wrong convictions/yr false memories are less vivid and have less detail

the greater the stressful event, the less accurate recall compared to true memories, lies are more vivid & detailed officers are more accurate than citizens, but may add more positive feedback increases confidence and distortion of recall

Effects of wording on speed estimates

How fast were the cars going when they smashed each other? How fast were the cars going when they collided? How fast were the cars going when they hit each other? How fast were the cars going when they bumped each other?

Recall under the gun

This study compared recall of 110 people who witnessed 22 bank robberies to police reports. Tellers were threatened with guns. Circumstances included time, day, date.

Guidelines on eyewitness evidence

include distractors who match witness description
remind witness that suspect may not even be in lineup/ID photos remind that lineup is to clear innocent as well as ID guilty avoid comments, tones, nonverbals that lead attention or choice ask for & record level of certainty immediately photograph lineup to make police more accountable to defense lineups are more accurate when double-blind

give sequential rather than simultaneous presentation

ask open-ended questions that dont lead encourage use of memory cues and context

Dealing with depressed and suicidal persons

Know the Signs

Depression, moodiness, sadness, lack of energy Talking directly or indirectly about dying or committing suicide Changes in sleeping habits (too much, too little) Changes in eating habits & weight Discouragement about future, self-criticism Lack of concern about physical appearance, hygiene Withdrawal from social contacts, communication difficulty Giving away prized possessions Drop in school grades or work performance Acquiring the means for suicide (guns, drugs, rope) Making final arrangements, writing a will Taking unusual risks Increased drug or alcohol use Preoccupation with death through poetry and/or artwork Previous suicide attempts (80% of those who kill themselves have attempted it before)

Donts for dealing with suicidal people

dont dismiss a threat dont act shocked dont give advice dont use guilt or blame dont lecture or argue dont preach or moralize dont give false assurances dont challenge or dare dont minimize their reasons dont say I know how you feel dont get lulled into complacency dont leave alone if there is a danger dont place yourself at risk

Dos for dealing with suicidal people

use good listening skills

dont avoid talking about suicide

remove means available for self-injury dont intervene alone

help the person express feelings

emphasize desire to help, show interest & concern identify personal strengths & resources

affirm confidence in their strengths that they confided

be accepting and supportive make a no-suicide agreement

realize that you cant always save a dedicated suicide

Reactions to suicide shock, disbelief, numb

physically sick
anger, rage at victim guilt

woulda, coulda, shoulda

obsessive replay fear of liability

sadness, grief, depression

fatigue demoralization gallows humor

Dealing with Officer Stress

Critical Incidents:
Sudden and unexpected disrupt our sense of control involve the perception of life threatening threat may involve physical or emotional loss

violate our values and beliefs about the way the

world ought to work The world is a good and safe place--bad things dont happen to good people

The world is meaningful, predictable, fair, and controllable

Just do the right thing and everything will work out OK

Perceptual distortions experienced by officers during extreme stress

83% visual distortions 83% time distortions

69% auditory distortion

67% tunnel vision 67% slow motion

51% diminished sound

18% intensified sound 16% fast motion 16% heightened detail

Heart Rate & Stress Effects (beats/min)

Above 175 bpm: irrational fight/flight freezing submissive behavior voiding bladder/bowel best gross motor skills

220 200 180 160

175 bpm: tunnel vision tunnel hearing loss of near vision loss of depth perception cognitive processing deteriorates vasoconstriction reduced bleeding 145 bpm: complex motor skills deteriorate 115 bpm: fine motor skills deteriorate 60-80 bpm: normal resting heart rate

115-145 bpm-- optimal survival & combat level complex motor skills visual reaction time cognitive reaction time

140 120 100 80

Stress and the Nervous System: Getting stuck in the on position Sympathetic Branch:
acute hearing visual scanning pupil dilation hyperalert inhibit salivation faster heart rate rapid breathing cold hands muscle tension adrenaline rush liver releases glucose loss of appetite slowed digestion contract sphincters constipation

Parasympathetic Branch
slower, deeper breathing slow heart rate constricts pupil warm extremities hunger, digestion tired, fatigued relaxed muscles contract bladder release sphincters

Rebound Reaction

Normal reactions to an abnormal situation

(officers involved in shooting situations)

58% heightened sense of danger 49% anger, blaming 46% sleep difficulties 45% isolation & withdrawal 44% flashbacks, intrusive thoughts 43% emotional numbing 42% depression 40% alienation 40% fear, anxiety 37% guilt, sorrow, remorse About 1/3 have mild or no reaction, 34% nightmares 1/3 have moderate reaction, and 28% stigmatized 1/3 experience a severe reaction 28% problems with the system 27% family problems 23% feeling crazy, lose control 18% sexual difficulties 14% alcohol/drug abuse

Selyes General Adaptation Syndrome (GAS):

Stages of the stress reaction

Alarm Stage 1

Recovery Stage 2

Exhaustion Stage 3

Normal level of performance Mobilization Faster Stronger Perceptive Hypervigilant Burnout

Initial shock Confusion Disorientation Slowness Unrealness

Fatigue Exhaustion Collapse Illness

Duration of Critical Incident Stress Symptoms

Long term 1 year 6 months 3 weeks 24 hours
0 20 40 60 80 100

Emergency Staff Affected (%)

No adverse effects 3-10%

Acute or delayed reaction with or without help and eventual full recovery 8085%
Continued lifelong PTSD 3-4%

Percent

Systems of the Body

Circulatory
Migraines Poor circulation Light headed High blood pressure Irregular heartbeat

Respiratory

Shortness of breath Respiratory colds Anxiety Allergies

Sore muscles Painful joints Muscular fatigue More colds Infections Fatigue Sleep disruption Anxiety Jittery Moody

Muscular

Immune

Digestive
Upset stomach Acid reflux Diarrhea Constipation Hemorrhoids

Nervous

Stress

Frequency Duration Intensity

Yerkes-Dodson Stress Curve:

Too little or too much

Performance

Stress Level

Common Reactions of Survivors & Rescuers

1. Numbness, unfeeling, over-conceptualization 2. Guilt for not giving enough support, intervening soon enough, etc. 3. Social embarrassment or shame 4. Anger, resentment, bitterness over not being allowed to help 5. Fear over liability 6. Grief over loss 7. Self doubt about skills or status 8. Personal fear confronting death 9. Re-experiencing personal unresolved issues

The organizational culture of some departments does more to create or contribute to stress than to prevent or resolve it. Its important to periodically conduct a culture audit of the department to see how it can be improved

The Dark Side of Officer Stress

30% of officers have ulcers or stomach problems Excessive alcohol use rates vary from 25-67% The suicide rate for officers is 7-30% higher than national average Twice as many officers kill themselves as die in the line of duty Divorce rate can be as high as 60-70%

20-30% of officers in urban areas will develop PTSD during careers

Shiftwork is related to higher levels of fatigue & sleep problems (80%), depression (5-15x higher), and gastro-intestinal problems (30%) Over 50% of marital relationships experience tension due to shiftwork

10% of spouses report being abused and 40% have been involved in violent behavior toward spouse or children
The precise statistics vary according to which study you read, but the message is clear Officers are at increased risk of stress and therefore must practice good stress management

Defusing
1. Rotate emergency staff: 2 hours on, half-hour off, for no more than 10 hours. Phase in/out. 2. Defuse away from crisis scene before leaving, within 20 minutes to 2 hours after incident 3. Takes 30-45 minutes 4. Identify & explain what reactions to expect 5. Caution against ineffective coping techniques 6. Set expectations for more detailed debriefing & identify additional resources

Debriefing (The Mitchell Model)

1. Introduction: ground rules, overview,
limitations

2. Fact Phase: Who are you, your role,

what happened?

3. Thought Phase: What was first (worst)

thought?

4. Reaction Phase: Express & label feelings;

ventilation; what was worst part for you?

5. Symptoms Phase: Personal signs of distress

6. Teaching Phase: Normalizing & learning, stress

symptoms, effective coping

7. Reentry: Summary & closing

Common themes & concerns during debriefing

fear of repetitions (leads to hypervigilance

distress regarding vulnerability & relative powerlessness

distress regarding threatened loss of control (leads to isolation) distress regarding feelings of responsibility (leads to guilt) depression and reaction to loss (leads to numbness) distress regarding aggressive impulses (particularly shootings) emotional lability (may include startle response) anger or rage toward victims, onlookers, media, administration

questioning of career choice & professional identification

reaffirmation of ones professional & individual efficacy & competence

Stress Management Methods

Resolution (very effective) Mind quieting: thought stopping, meditation, letting go, self hypnosis, self talk, etc. Body quieting: progressive relaxation, stretching & yoga, hot shower/bath, etc. Tension release: exercise, sports Emotional release: debriefing with peers, spouse, family, friends Distraction (marginally effective) watch TV, read hobbies, crafts walk dog Questionable (complications) choir practice extreme sports isolation stuffing it

Impact of Stress on Families

Officer Role Behavior

and its potential effects Command presence Calming behavior Unemotional Procedural Consistent Organized Objective Decisive

Officer Self-Talk
Dont have time (next call) Others would take advantage Wouldnt get promotion Would affect performance ratings What would others think If I let out a little, it would be a lot Cops dont do this

Resulting Behavior
Dont show weakness Dont show real feelings Withhold intense reactions Control anger & disgust Stuff your reaction

The possible effects of prolonged stress exposure

Blow Out
Normal sensitivity threshold Hypersensitivity Insensitivity

Excessive force Property damage Outrage Recklessness Spouse abuse Intoxication Quitting Suicide

Risk Indicators isolation restricted social police action media cynicism disregard animals family secondary vest & pistol

Ripple Effects on Spouses

Careful & guarded Little talking or sharing Resent job, spouse, or both Increased unproductive arguing Fear for family & over-protectiveness Little talking or sharing Lifestyles, interests, & friends diverge Use of problematic coping methods

What spouses/partners need

Need to know youre safe provide check-in Need to know what you want how they can help; ask for what you need Need you to respond to their needs too ask what they need Need you to show that family is a high priority

Post a schedule & honor commitments

Work out good sleep arrangements Quality & quantity time for family activities Build mutual social networks

Childrens Experience of Critical Incidents

Vicarious victims react to parents reaction Moody, clinging Withdrawn, uninterested Acting out conduct Eating & Sleep disturbance Vague somatic complaints More illness, absenteeism Regressive behavior New phobias School performance decline May be initially milder and be delayed May play funeral or undertaker Anxious at parental absence Preoccupation & activity disturbance

Helping Parents Respond

1. Parents model healthy reaction; dont rely on child 2. Gauge responses to childs developmental level 3. Encourage questions & discussion; check understanding 4. Encourage but dont force involvement in rituals 5. More contact time for young children 6. Use crisis as example of people helping, heroism and community coming together 7. Make family disaster plan & discuss safety 8. Firm core values, flexible peripheral 9. Resume normal activities soon as possible

Dangerous Opportunity:
Positive Outcomes of Family Stress Inoculation
Requires deliberate family interaction & planning Models & teaches effective coping skills Increases family cohesion Enhances self-mastery of children Increases community awareness Promotes relationship growth Teaches pride in service

Resilience the ability to bounce back after a setback, disappointment, stress, or trauma Use available supports Recall your personal assets & qualities Reaffirm your career goals & motivations Get organized & take one thing at a time Stay focused on the positive Identify what you have learned from it Get plenty of rest, exercise, & good nutrition Be cautious about big decisions during this time

Stick to your principles & values