Help
Options
Question
Two goals of crisis intervention
click to flip
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't know
Question
Support in Crisis
Remaining cards (29)
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
Therapeutic Crisis Intervention
| Question | Answer |
|---|---|
| Two goals of crisis intervention | Support and Teach |
| Support in Crisis | environmentally and emotionally reduce stress and risk |
| Teach in Crisis | coach children on better ways to cope with stress |
| Stress Model of Crisis | Baseline (agitation), Triggering Event (Aggression), Escalation , Outburst/Crisis (violence),Recovery (higher, no change, lower) |
| Recovery stage | the last stage in the stress model of crisis. Higher (educateur), no change (firefighter), lower (abuser) |
| Conflict cycle | stressful situation, young person's feelings, young person's behavior's, adult response |
| Ways to avoid conflict cycle | Positive self-talk, Listen/validate feelings, Manage environment, Give choice/time to decide, Redirect to positive activity, Appeal to self-interest,Drop/change expectation |
| Four questions we ask ourselves in a crisis situation | 1) What am I feeling now? 2) What does the child feel, need, or want? 3) How is the environment affecting the young person? 4) How do I best respond? |
| Setting condition | anything that makes a challenging behavior more or less likely to occur (room too hot, medical issue, change in routine, trama) |
| Pain Based Behavior | -impulsive outburst, -aggression, -running away, -self injury, -definace, -inability to regulate emotions, -trauma re-enactment |
| Behavioral Support Techniques | -manage environment, -prompting, -caring gesture, -hurdle help, -redirection, -proximity, -directive statement, -time away |
| Goals of Emotional First Aid | -provide immediate help and support, resolve immediate crisis, and keep child in program (Return to Baseline) |
| Strategies of Emotional First Aid | drain off emotions (validate feelings, open ended questions), clarify events (reflective statements, summarize), maintain the relationship/ lines of communication, remind students of expectations/mediate if necessary |
| Help me Help Myself | co-regulation |
| Co-regulation | provide support/reduce stress and risk |
| Help me Help Myself Non-Verbal Stragegies | -take a deep breath, -use protective stance, -step back, -give time, -sit down, -body language/facial expression |
| Help me Help Myself Verbal Stragegies | -very little talk, -understanding responses (Ï can see...", "When you...", Ï know we...","I am sorry..."), -tone of voice |
| LSI | Life Space Interview |
| Steps to LSI | -Isolate the converstaion, -Explore childs point of view, -Summarize feelings and situation, -Connect feelings to behavior, -Alternative behaviors discussed, -Plan developed and practiced, -Enter child back into program |
| Goals of LSI | -Return young person back to baseline, -Clarify events, -Repair and restore relationship, -Teach new coping skills, -Re-integrate child back to program |
| 4 elements of a potentially violent situation | 1) Trigger 2) Target 3) Weapon 4) Level of Stress/motivation (T-T-W-L) |
| Risk factors to be aware of before a restraint | obesity, influence of drugs and alcohol, prolonged violent physical agitation, disease, hot humid environment, medication |
| When to avoid a restraint | we are not in control (too angry), sexual stimulation is motivation, in a public place, child has a weapon, child has a medical condition, child has emotional problems, child is on medication |
| Physical Warning Signs during a restraint that a child is in Danger | position of child, skin color, repiration, level of consciousness, level of agitation, range of motion or swelling of body parts |
| During a restraint you should NEVER.... | never ignore warning conditions of asphyxia (suffocation) or fail to take action if there is a need to emergency medical treatment |
| Reactive Aggression | expressive, loss of control and emotional flooding, and emotions are dominant |
| Proactive Aggression | planned aggression, goal oriented, and cognitions (thoughts) are dominant |
| Ways to deal with Reactive Aggression | safety, understanding and support, remove or reduce stimulus, anger management |
| Ways to deal with Proactive Aggression | teach appropriate thinking, values, and social skills and reward socially appropriate behavior , not anti-social behavior |
| ICMP (individual crisis management plan) | functional analysis of high risk behavior, strategy of intervening, tailored to child, periodic review and update |
Created by:
Catherine_R