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TCI for Schools

Therapeutic Crisis Intervention

TermDefinition
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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