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TCI for Schools
Therapeutic Crisis Intervention
| Term | Definition |
|---|---|
| setting conditions | anything that makes challenging behavior more or less likely to occur |
| the five setting conditions | 1. Organizational Culture 2. The Environment 3. Classroom instruction, activities, and routines 4. Personal 5. Relationship-based |
| crisis | an inability to cope resulting in a change of behavior |
| trauma | effects how children think, feel, and behave |
| the goals of crisis intervention | to support and teach |
| the five phases of the stress model of crisis | 5. Recovery - teaching occurs 4. Outburst (Crisis) - violence 3. Escalation Phase - aggression 2. Triggering Event - agitation 1. Pre-crisis State - baseline |
| four questions to ask myself in a crisis situation | 1. How am I feeling? 2. What does this student feel, need, or want? 3. How is the environment affecting this student? 4. How do I best respond? |
| anger | an emotional and physical state undermines objectivity reduces cognitive abilities |
| pain-based behaviors | impulsive outbursts aggression running away self-injury defiance inability to regulate emotions trauma re-enactment |
| questions for identifying a student's needs | Is this the student's baseline behavior? Is this normal behavior for the age? Is this the student's or family's worldview? Pain-based behavior related to a past trauma? What feeling is being expressing? Does the student feel safe? |
| nonverbal techniques of active listening | silence nods facial expression eye contact |
| summarization | "This is what I hear you saying..." |
| reflective responses | recognizes a person's feelings or emotions |
| active listening | identifies and validates feelings reduces defensiveness promotes relationship building promotes change communicates that we care and understand is an effective co-regulation strategy HELPS STUDENTS "TALK OUT" rather then "ACT OUT". |
| behavior support techniques | Managing the environment Prompting Caring gesture Hurdle help Redirection and distractions Proximity Directive statements Time away (presented as something positive) |
| emotional first aid | helps students see the connection between feelings and behavior |
| goals of emotional first aid | Provide immediate help and support (co-regulate) Resolve the immediate crisis (quick fix; can talk about the issue later) Keep the student in the classroom or activity ("I'm really glad you're here.") |
| strategies for emotional first aid | Drain off emotions Clarify events Maintain the relationship and lines of communication Remind the student of expectations and mediate the situation as necessary |
| recovery phase | Higher (student learns new coping skills) No change (the student did not learn) Lower (the student was damaged) |
| goals of crisis intervention | support and teach |
| meaning in communication during crisis | meaning = 55% facial expression + 38% tone of voice + 7% words |
| a challenging condition is created | when there is an absence of setting conditions |
| encouraging techniques | -tone of voice -minimal encouragement ("Uh-huh," "Go on," "I see.") -door openers ("I'd like to hear more." "Tell me about that.") -closed questions ("Do you like your teacher?" -open questions ("What happened next? How did you respond?" |
| reflective responses and summarization | understanding responses |
| examples of NOT active listening | throwing up roadblocks arguing or blaming giving permission giving advice or solving the problem for the student necessarily time-consuming |
| the power struggle cycle | stressful situation/incident, student's feelings, student's behavior, adult's response, stressful situation/incident |
| the cause of a power struggle | when expectations do not meet reality |
| the definition of responsibility | your ability to respond in a way that is favorable to whatever life puts in front of you in any given moment |
| breaking the power struggle | Use positive self-talk. Listen and validate. Manage the environment. Give choices and the time to decide. Redirect the person to another positive activity. Appeal to the student's self-interest. Drop or change the expectation. |
| nonverbal communication behaviors | eye contact body language personal space height differences gender differences cultural differences |
| elements of a potentially violent situation | The trigger The target The weapon Level of stress or motivation |
Created by:
Ms. Wells
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