What does TCI stand for?
Therapeutic Crisis Intervention
Effective TCI Implementation Includes
Leadership Clinical Supervision Training Documentation
A Positive Organizational Culture Includes:
Developmentally appropriate practices.
Opportunities for children to participate successfully.
Children, families and staff in decision making.
Encourages relationship building activities.
Creates a learning organization.
Treat Each Child As An Individual With:
Individual baseline behavior.
Different strength and abilities.
Specific effects of trauma.
Underdeveloped co-regulation and self-regulation skills.
Possible physical discomfort, e.g., illness, medication.
A need for an individual crisis management plan (PSP).
Emotional Competence Means:
Being aware of personal goals, values, beliefs.
Understanding cultural and ethnic differences.
Demonstrating self-regulations skills.
Knowing personal triggers.
A Crisis Occurs When:
A young person’s inability to cope results in a change in behavior.
The Goals of Crisis Intervention Are To:
Support: environmentally and emotionally reduce stress and risk.
Teach: children better ways to cope with stress.
Recovery Phase(s):
Higher (educator)
No change (fire fighter)
Lower (abuser)
Skills Building Pyramid:Self-Awareness:
Co-regulation Skills + Strategies: LSI Crisis Co-Regulation Emotional First Aid Behavior Support Techniques Active Listening Crisis Communication Self-Awareness Four Questions
Four questions we ask ourselves in a crisis situation:
- What am I feeling now?
- What does this young person feel, need, or want?
- How is the environment affecting the young person?
- How do I best respond?
Most important question of the four questions is?
How do I best respond?
Provide environmental support.
Provide emotional support.
Exercise self-control.
Pain Based Behaviors Includes
Impulsive outbursts Aggression Running away Self-injury Defiance Inability to regulate emotions Trauma re-enactment
Nonverbal Techniques
Silence
Nods
Facial expression
Eye contact
Meaning in Emotional Communication
Meaning =
55% Facial Expression
38% Tone of Voice
7% Words
Behavior Support Techniques
Managing the environment Prompting Caring gesture Hurdle help Redirection and distractions Directive statements Time away
Goals of Emotional First Aid
- Provide immediate support and help co-regulate
- Resolve the immediate crisis
- Keep the child in the program/activity
Conflict Cycle
Stressful Situation/Incident
Young Person’s Feelings
Young Person’s Behavior
Adult’s Response
Understanding Aggressive Behavior:
Reactive Aggression: responding to situations.
Proactive Aggression: Will watch and wait
What should you concentrate on teaching a reactive aggressor?
Coping skills
Self-regulation skills
Anger management
What should you concentrate on teaching a proactive aggressor?
Appropriate thinking and social skills and values
Reward socially appropriate behavior
What should you respond a reactive aggressor?
Safety
Understanding and support
Remove or reduce stimulus
What should you respond a proactive aggressor?
Safety
Containment and negotiation
Engagement and reasoning
Nonverbal Behaviors:
Eye contact Body language Personal space Height differences Gender differences Cultural differences
What to do (nonverbal strategies)
Take a deep breath Use proactive stance Step back and take a break Give the situation time Sit down if appropriate Remember your body language and facial expression
