Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
TCI Edition 7
practice questions for edition 7 TCI
| Question | Answer |
|---|---|
| The TCI System helps Organizations | Prevent Crisis, De-escalate potential crisis, Manage acute Physical behavior, Reduce potential and actual injury to children and staff, Teach children adaptive coping skills, Develop a learning organization |
| What are the six domains in TCI? | 1. Leadership and program support 2. Child and family inclusion 3. Clinical participations 4. Supervision and post-crisis response 5. Training and competency standards, and 6. Documentation, incident monitoring and feedback |
| What are the six modules of TCI? | 1. Crisis Prevention, Creating a Safe place for learning. 2. Crisis as Opportunity 3. De- Escalating the Crisis 4. Managing the Crisis 5. Recovery 6. Safety Interventions |
| A trauma informed organization | Supports trauma-informed care through Policies, Procedures and Practices |
| A Trauma informed Organization Endures that Staff | Understand- Understand what trauma is and how it impacts everyone in the system Recognize- Recognize behaviors and patterns that reflect past and present trauma |
| Developmental Relationships are characterized by | Attachment, Reciprocity, Progressive Complexity, and Balance of Power |
| What are the definition of Crisis? | Is an upset in a steady or normal state. |
| Reactive Aggression | When there is a loss of ability to regulate emotions, and emotions instead of reason drive the child's actions. |
| Proactive Aggression | Is planned and is used to obtain something: reason and the thinking brain dominate not emotions. |
| What is the flight, flight, or Freeze response? | It is the stress response |
| What can trigger a stress response? | A small thought, or perceived danger |
| What is the Therapeutic Milieu? | The combinations of people, emotions, attitude, and objects that create a sense of safety, respect, belonging, care, and accountability. |
| What are the spaces in the Therapeutic Milieu | Ideological, Physical, Cultural, Social, Emotions |
| What are setting conditions? | Anything that makes challenging behavior or traumatic stress responses make or less likely to occur. |
| Ideological Space 1,2,3 | 1. Communicates a philosophy or care 2. Supports developmentally appropriate practice. 3. Provides opportunity for children to participate successfully in activities. |
| Ideological Space 4, 5, 6 | 4. Involves children, families, and staff in decision making. 5. Encourages relationship building. 6. Creates a learning organization. |
| Physical Space | 1. Makes good use of space for personal and public use. 2. Is clean, orderly, inviting, 3. Feels safe and nurturing. 4. Has soft lighting and reasonable calm noise level. 5. It furnished and decorated appropriately for the age group living there. |
| Cultural Space | 1. Develops culturally, competence staff. 2. Accepts and celebrates cultural difference. 3. Supports family connections and involvement. 4. Allows for culturally diverse staff child interactions. |
| Social space 1,2.3 | 1. Values attachments and developmental relationships. 2. Balances structure and flexibility to meet individual and group needs. 3. Creates opportunities to participate and contribute. |
| Social Space 4,5 | 4. Has goals, structure, and is designed to help children develop skills. 5. Allows for practice of important life skills |
| Emotional Space 1, 2, 3 | 1. taken into consideration specific effects of trauma. 2. Facilitates an atmosphere of safety and acceptance. 3. Encourages warm and response relationships |
| Emotional Space 4, 5 | 4. Requires emotionally competent staff. 5. Allows for development of co-regulation and self regulation skills. |
| 4 Foundations for intentional Use of Self | 1. Self awareness 2. Self Regulation 3. Relationship skills and attunement 4. Self-Care |
| Self Awareness 1, 2 | 1. Knowing our attitudes, values, and beliefs about children and how they influence our behaviors. 2. Understanding our own cultural values, fears, and beliefs |
| Self Awareness 3, 4 | 3. Understanding how our previous life experiences can influence current behaviors. 4. knowing our beliefs about trauma and pain-based behavior. |
| Self Regulations | Ability to consciously focus attention Awareness of our own physical and emotional state Skills to marriage our own emotions and behaviors Ability to draw on memory and experience to adapt effectively in the present situation. |
| Relationship skills and attunement | To build developmental relationships, and adults need to: -Listen and engage the child -"Tune in" to what the child is saying and feeling -Be are of their own feelings -Respond to the child -Be attuned to how the child is experiencing adults. |
| Self-Care | -Monitor personal levels of stress -Maintain a healthy lifestyle - Use reflective supervision |
| Knowing the child | to help them therapeutically to a child, you need to have a understanding of what is driving the child's emotions and behaviors |
| The Truine Brain Model | Pail McLean described three basic brain processing regions, The Survival Brain, The Emotion Brain, The Thinking Brain. |
| The Survival Brain | Also known as the reptilian brain, It is responsible for survival functions like breathing, heart rate, circulations and most bodily functions that don't require conscious thought. |
| The Emotional Brain | Also called the limbic system and is for center emotions, emotional behavior, and motivation. This is also amygdala is and is also known as the sentry. Amygdala plays the role to help determine whether or not something is a threat. |
| The Thinking Brain | This is the neocortex and is responsible for higher functions like reasoning, language, creativity, and abstract thought. Children with trauma often perceive things differently or sense danger even when there is not. struggle with emotional regulation |
| Assessing Behavior | -All behaviors has meaning -Behavior reflects emotions and needs. -Trauma affects children's ability to manage feeling and behaviors. |
| A crisis Occurs when: | A child's flight, fight, and free regulate their emotions and behaviors. |
| Goals of Crisis Intervention | 1. Support provides immediate emotional and environmental support to support to reduce and risk and increase child's sense of safety 2. Teach: Help children learn and practice ways to regulate their emotions and behaviors |
| Trauma Driven Perception | Potential Danger Emotional Brain Survival Brain Panic |
| Rational Perception | Potential Danger Emotional Brain Thinking Brain Two outcome "no Danger" "Panic" |
| Stress Model of Crisis | Baseline Triggering Event Escalation Outburst Recovery |
| Baseline Behavior | |
| Recovery Phase Outcome | Higher No change Lower |
| 4 Questions We ask ourselves in a Crisis Situation | 1. What am I feeling now? 2. What does this child feel, need, expect, or want? 3. How is the environment affecting the situation? 4. How do I respond? |
| How do I Respond? | Exercise self-control, over feelings the situation may evoke (stay in control) Engage child and defuses pain-based behavior(provide emotional support) Manage the environment to neutralize potential triggers (Provided environmental support) |
| Nonverbal Techniques | Silence Facial Expression Eye Contact Tone of Voice |
| Encouraging and Eliciting Techniques | Minimal Encouragement Door Openers Closed Questions Open Questions |
| Reflective and Emphatic Response are ways? | Connect with child's feelings, Connect with the child Experience |
| Summarization | Sum up feelings and content |
| Active Listening | Helps children express their thoughts and feelings. Reduce defensiveness and opposition. Promotes Change Communicates we understand and have a desire to help. Helps children learn to self-soothe as we model ways to respond (Co Regulation) |
| Behavioral Support Techniques | Redirection and Distractions managing the Environment Prompting Proximity Direct Statements Caring Gesture Time Away Hurdle Help |
Created by:
10159626888868739