TCI Training Cornell |40 questions and answers

Crisis occurs when A young person's inability to cope results in a change in behavior The Goals of a crisis intervention are to SUPPORT : environmentally and emotionally to reduce stress and risk TEACH: children better ways to cope with stress SUPPORT : environmentally and emotionally to reduce stress and risk TEACH: children better ways to cope with stress Skills Building Pyramid LSI Crisis CoRegulation Emotional First Aid Behavior Support Techniques Active Listening Crisis Communication Self Awareness - Four Questions Stress model of crisis Pre-crisis State (Baseline) Triggering Event - Agitation Escalation Phase - Aggression Outburst CRISIS - Violence Recovery FOUR questions to ask ourselves in a crisis situation What am I feeling now? What does this young person feel need want How is the environment affecting the young person? How do I respond? How do I best respond? Provide environmental support by managing the environment to neutralize potential triggers Provide emotional support by engaging the young person Exercise self-control over your own feelings What am I feeling now? Anger can undermine objectivity Anger is an emotional and physical response Cognitive abilities are reduced Pain based behavior includes Impulsive outbursts Aggression Running away Self Injury Defiance Inability to regulate emotions Trauma reenactment Substance Abuse Managing environment Possible weapons Stimulating lights or noise Crowding Chaotic, messy, disorganized messages Behavior Support Techniques *More effective in warning phase Managing the Environment Prompting Caring gesture Hurdle help Redirection and Distraction Proximity Directive statements Time away Goals of Emotional First Aid 1. Provide immediate help and support to reduce emotional intensity (co-regulation) 2. Resolve the immediate crisis 3. Keep the child in the program/activity Emotional First Aid Quick intervention to get back to baseline behavior Crisis is a good time to teach Conflict Cycle Stressful situation/incident Young person's Feelings Young Person's Behavior Adult's response Ways to avoid the conflict Cycle Using positive self talk Listening and validating feelings Managing the environment - ie removing others Giving choices and the time to decide Redirecting the young person to another positive activity Appealing to the young person's self-interest Dropping or changing the expectation Understanding Aggressive Behaviors - Types Reactive Aggression Proactive Aggression Reactive Aggression - no planning, reaction, may not even remember, it's over Affective or expressive aggression Loss of control and emotional flooding Emotions are dominant Proactive Aggression involves planning, remembers, may take time to carry out Instrumental or operant Goal oriented Cognitions are dominant Immediate response priorities - REACTIVE Aggression SAFETY Understanding and support Remove or reduce stimulus Immediate response priorities - PROACTIVE SAFETY Containment and negotiation Engagement and reasoning Ongoing response priorities - REACTIVE Aggression Teach coping skills Teach self regulation skills Anger management Ongoing response priorities - PROACTIVE Aggression Teach appropriate thinking, values and social skills Responds to Reward socially appropriate behavior, not anti-social behavior ICMP Functional analysis of high-risk behavior Strategy for intervening tailored for the young Periodic review and update Elements of a potentially violent situation A potential trigger to violence A target A weapon Level of stressor motivation - we can help deal with motivation *looking for a way to relieve stress, some feel it is the only way