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TCIS
| Question | Answer |
|---|---|
| What is the most important tools in therapeutic interventions with children and young people? | Ourself |
| What are the 5 components/domains of successful TCI implementation? | 1. Leadership & administrative support 2. Social work & clinical services participation 3. Supervision & post crisis response 4. Training & competency standards 5. Data driven incident monitoring & feedback |
| What is setting condition? | Anything that makes challenging behavior more or less likely to occur. |
| What are 5 categories of setting conditions? | 1. Organizational culture 2. Environment 3. Instruction, activities, & routines 4. Personal 5. Relationship based |
| Describe self-regulation of emotions | When you are aware of your feelings & control/manage emotional responses |
| Behaviors recognized as "typical" for a particular young person is coined as ______________ in the stress model of crisis. | baseline |
| In the Stress Model of Crisis, state the phases/stages of the degree of stress: | 1. Pre-crisis state (baseline) 2. Triggering event (agitaiton) 3. Escalation phase (aggression) 4. Outburst crisis (violence) 5. Recovery (baseline) |
| In the Stress Model of Crisis, what are the behavioral changes associated with each phase/stage? 1. Pre-crisis State: __________ 2. Triggering Event: __________ 3. Escalation Phase: __________ 4. Outburst Crisis: __________ 5. Recovery: __________ | 1. Baseline 2. Agitation 3. Aggression 4. Violence 5. Baseline |
| What are the 2 goals of crisis intervention? | 1. Support environmentally & emotionally to reduce stress & risk. 2. Teach students better ways to cope with stress. |
| What are the possible outcomes during the recovery phase? | 1. Lower level outcome (Abuser) 2. No change/no growth (Fire Fighter) 3. Higher level outcome (Educator) |
| Self-awareness is a key element in a crisis situation. What is the first question we should ask ourselves when confronted with a difficult situation? | What am I feeling now? |
| In dealing with a potential crisis situation asking the question ___________________________________ can lead us to a discovery of what the child's goals are or what purpose the aggression or challenging behavior serves for the young person. | what does the student feel, need or want? |
| 7 pain-based behaviors: | 1. Impulsive outbursts 2. Aggression 3. Running away 4. Self-injury 5. Defiance 6. Inability to regulate emotions 7. Trauma re-enactment |
| All behavior has ___________. Therefore, ____________ reflects need. | meaning; behavior |
| ___________ is defined as repeated acts of aggression, intimidation, or coercion against a victim who is weaker that the perpetrator in terms of physical size, psychological/social power, or other factors that might result in a notable power differential. | Bullying |
| School-wide programs to reduce bullying should include (4) | 1. Policies against bullying 2. Instructions for staff & students on anti-bullying 3 Open discussions 4. Pro-social skills training |
| A young persons inability to cope results in a change in _____________. | behavior |
| What 4 questions do we ask ourselves in a crisis situation? | 1. What am I feeling right now? 2. What does the student feel, need, or want? 3. How is the environment affecting the student? 4. How do I best respond? |
| School policy & procedures should be (4): | 1. Clearly written 2. Communicated to all staff 3. Easily available 4. Applied consistently |
| Name 4 nonverbal techniques of Active Listening. | 1. Silence 2. Nods 3. Facial expression 4. Eye contact |
| How does Active Listening support the student? (6) | 1. Identifies & validates feelings 2. Reduces defensiveness 3. Promotes change 4. Communicates that we care & understand 5. Is an effective co-regulation strategy 6. Helps student "talk out rather that act out" |
| Explain why it is so important to be aware or your facial expression and tone of voice during crisis communication. | Facial expression accounts for 55% and tone of voice accounts for 38% of the way communication is made during crisis. |
| What are 8 Behavior Support Techniques? | 1. Managing the environment 2. Prompting 3. Caring gesture 4. Hurdle help 5. Redirection & distractions 6. Proximity 7. Directive statements 8. Time away |
| Behavior support techniques are examples of __________ __________ supports that reduce risk and stress for students in the __________ and __________ stages of crisis. | crisis intervention; triggering; escalation |
| The key to successfully using behavior support techniques is to match them to student ________. | needs |
| What are the 3 goals of Emotional First Aid? | 1. Provide immediate help & support to reduce emotional intensity (co-regulation) 2. Resolve the immediate crisis 3. Keep the student in the activity |
| What are 4 strategies for Emotional First Aid? | 1. Drain off emotions 2. Clarify events 3. Maintain the relationship & lines of communication 4. Remind the student of expectations and mediate the situation if necessary |
| Label the elements of the Power Struggle model in order: | 1. Stressful situation/incident 2. Students feelings 3. Students behavior 4. Adults response |
| What are some strategies you can use to avoid the power stuggle? | 1. Use positive self-talk 2. Listen & validate feelings 3. Manage the environment 4. Give choices and time to decide 5. Redirect the student to another positive activity 6. Appeal to the student's self-interest 7. Drop or change the expectation |
| When adult care-givers calm and soothe a young person through their interactions, this process is called ____________. | co-regulation |
| Name the 2 types of aggressive behavior. | 1. Reactive aggression 2. Proactive aggression |
| A student who is wide eyes, red faced, acting disorganized and impulsively, has an angry tone or voice and appears highly emotionally aroused is demonstrating ______________ aggression. | reactive |
| What are the 4 elements of a potentially violent situyation? | 1. Trigger 2. Target 3. Weapon 4. Level of stress or motivation |
| What are the 4 steps in the "help me help myself" crisis co-regulation process? | 1. What to think 2. What to do 3. What to say (very little) 4. What to do when it is over |
| What are the 6 nonverbal strategies (What to do) of Crisis Co-Regulation)? | 1. Take a deep breath 2. Use an open and off-centered stance 3. Step back 4. Give the situation time 5. Sit down if appropriate 6. Remember the importance of body language and facial expression |
| What are the 4 types of understanding responses that make up the verbal strategies (what to say) of Crisis Co-Regulaiton? | 1. "I can see..." (validate feelings) 2. "When you..." (encourage positive behaviors) 3. "I know we..." (emphasize desirable outcomes) 4. "I am sorry..." (offer an apology) |
| What are the 5 goals of the Life Space Interview (LSI)? | 1. Return the student to normal functioning 2. Clarify events 3. Repair & restore the relationship 4. Teach new coping skills 5. Reintegrate the student back into class |
| What are the 7 steps of the Life Space Interview (LSI)? | 1. Isolate the conversation 2. Explore the students point of view 3. Summarize the feelings & content 4. Connect feelings to behaviors 5. Alternate behaviors discussed 6. Plan develop / Practice new behaviors 7. Enter student back into the program |
Created by:
aveisenstein1