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24 Cards in this Set
- Front
- Back
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5 Components/ domains of successful TCIS |
1. leadership and administrative support 2.social work and clinical services participation 3. supervision and post crisis response 4.training and competency standards 5. Data driven incident monitoring and feedback |
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Setting Condition |
Anything that makes challenging behavior more or less likely to occur. |
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5 categories of setting condition |
1. organizational culture 2. environment 3. Instruction- 4. Personal 5. Relationship based |
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Stress Model of Crisis |
Pre crisis-baseline Trigger Event-agitation Escalation Phase-Aggression Outburst Crisis-Violence Recovery-Baseline |
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Two Goals of Crisis Intervention |
1. Support-enviornmentally and emotionally to reduce stress and risk 2. Teach- students better ways to cope with stress |
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Recovery Phase 3 possible outcomes |
Higher-Educator -student learned/relationship strengthened No Change-firefighter-Crisis Over-Student did not learn Lower-abuser- relationship damaged |
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4 Questions to ask ourselves when confronted with a behavioral crisis situation? |
1. What am I feeling? 2.How does this student feel, need or want? 3. How is the environment affecting the student? 4. How do I best respond? |
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Pain Based Behavior |
Behaviors that are the result of psychological and emotional pain. oppositional behaviors aggression-running away, self injury defiance, inability to regulate emotions |
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Bullying |
Repeated acts of aggression, intimidation, or coercion against a victim who is weaker than the perpetrator in terms of physical size, psychological/social power, or other factors that might result in a notable power differential |
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4 Stages of Power Struggle |
Stressful situation/incident >students' feelings >Student's behavior >adults' response |
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Strategies you can use to avoid the power struggle? |
Using positive self talk Listening and validating feelings managing the environment -removing others Giving choices and time to decide Re-directing the student to another positive activity Appealing to the students' self interest Dropping or changing the expectation |
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4 non verbal techniques used during active listening |
Facial expression Eye Contact Body Language Use of Silence |
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How does active listening support the student? |
Identifies and validates feelings Reduces defensiveness Promotes Change Communicates that we care and understand An effective co-regulation strategy Helps students talk rather than act out |
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Why is it important to be aware of your facial expression and tone of voice during crisis communication |
meaning= facial expression55% + tone of voice 38% + words 7% |
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8 Behavior Support Techniques in TCIS |
Managing Environment Caring gesture Prompting Hurdle Help Redirection and distraction Directive Statements Proximity Time Away |
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Goals of Emotional First Aid |
1. Provide immediate help and support to reduce emotional intensity 2. Resolve the immediate crisis 3. Keep the student in the classroom/ activity |
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Strategies of Emotional First Aid |
Drain of emotions Clarify events Maintain the relationships and lines of communication Remind the students of expectations and mediate the situation if necessary |
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Two Types of Aggressive Behavior |
Reactive Proactive |
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A student who is wide eyed, red faced, acting disorganized and impulsively, has an angry tone of voice and appears highly emotional aroused is demonstrating |
Reactive Aggression |
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4 Elements of Potentially Violent Situation |
A potential trigger to violence A target A weapon Level of stress motivation |
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3 Steps in the Crisis co-regulation |
What to Think What to Say What to Do |
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Non-verbal Strategies of Crisis Co-Regulaiton |
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 |
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Different types of understanding responses that make up verbal strategies (What to Say)of Crisis Co-Regulation |
-Very little -Understanding Responses "I can see..." validates feelings "when you..." encourages positive behaviors "I know we..." (emphasize desirable outcomes) " I am sorry ..." (offer an apology) remember importance of tone of voice |
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7 Steps of LSI Life Space Interview |
Isolate the conversation Explore the student's point of view Summarize the feelings and content Connect feelings to behavior Alternate behaviors discussed Plan developed/ practice new behaviors Enter the student back into the program |
