Therapeutic Crisis Intervention (TCI)|| 40
QUESTIONS || CORRECT SOLUTIONS||
100% VERIFIED
Effective TCI Implementation - ANSWER Includes leadership and program support, clinical participation,
supervision & post crisis response, training & competency standards, documentation & incident
monitoring and feedback
Setting Condition - ANSWER Anything that makes a crisis more or less likely to happen
-examples: the organizational culture, the environment, activities and routines, the individual young
person (history of trauma, medical issues, etc.), and the quality of the relationship
Emotional Competence of the Staff Member - ANSWER Awareness of personal goals, values and beliefs;
knowing personal triggers; understanding their own feelings, strengths, and limitations; and having the
skill to self-regulate their own emotion during stressful situations
Two goals of TCI - ANSWER Support-provide emotional and environmental support to reduce stress and
risk
Teach-teach better ways to cope with stress
The Stress Model of Crisis - ANSWER precrisis state (baseline)-->triggering event/agitation-->escalation
phase/aggression-->outburst crisis/violence-->recovery
assessing behavior - ANSWER all behavior has meaning, behavior reflects needs, trauma effects how
children behave
pain-based behavior - ANSWER challenging behavior that is an expression of emotional and
psychological pain that young people experience when they run out of coping skills
awareness of the environment - ANSWER -the physical environment (lighting, noise, clutter, etc.)
, -activities & routines (inadequate space or resources, is it too difficult, too long, etc.)
-agency policies & procedures (should help staff know what to do)
active listening - ANSWER helps us to answer the question, "what does this child feel, need, or want?" by
using verbal or nonverbal techniques to identify what the young person is feeling and then
communicating that understanding back to them. It communicates understanding and caring and is an
excellent source of co-regulation to help a young person calm down
-Doesn't take long
non-verbal techniques - ANSWER -silence, facial expressions, eye contact
encouraging and eliciting techniques - ANSWER -tone of voice, minimal encouragements, door openers,
questions (open and closed)
understanding responses - ANSWER -reflective responses (feelings and content)
-summarization
behavior support techniques - ANSWER managing the environment, prompting, caring gesture, hurdle
help, redirection and distraction, proximity, directive statement, time away
managing the environment - ANSWER -managing and structuring the environment to avoid setting
conditions or reduce stress
prompting - ANSWER -a signal to a young person to start a desired behavior or stop an inappropriate
action
caring gesture - ANSWER -a gesture that communicates "I care about you". Helping when a young person
is feeling insecure or overwhelmed
hurdle help - ANSWER -helping a young person with the first few steps of an overwhelming task
redirection & distraction - ANSWER -diverting or redirecting a young person's energy or attention
QUESTIONS || CORRECT SOLUTIONS||
100% VERIFIED
Effective TCI Implementation - ANSWER Includes leadership and program support, clinical participation,
supervision & post crisis response, training & competency standards, documentation & incident
monitoring and feedback
Setting Condition - ANSWER Anything that makes a crisis more or less likely to happen
-examples: the organizational culture, the environment, activities and routines, the individual young
person (history of trauma, medical issues, etc.), and the quality of the relationship
Emotional Competence of the Staff Member - ANSWER Awareness of personal goals, values and beliefs;
knowing personal triggers; understanding their own feelings, strengths, and limitations; and having the
skill to self-regulate their own emotion during stressful situations
Two goals of TCI - ANSWER Support-provide emotional and environmental support to reduce stress and
risk
Teach-teach better ways to cope with stress
The Stress Model of Crisis - ANSWER precrisis state (baseline)-->triggering event/agitation-->escalation
phase/aggression-->outburst crisis/violence-->recovery
assessing behavior - ANSWER all behavior has meaning, behavior reflects needs, trauma effects how
children behave
pain-based behavior - ANSWER challenging behavior that is an expression of emotional and
psychological pain that young people experience when they run out of coping skills
awareness of the environment - ANSWER -the physical environment (lighting, noise, clutter, etc.)
, -activities & routines (inadequate space or resources, is it too difficult, too long, etc.)
-agency policies & procedures (should help staff know what to do)
active listening - ANSWER helps us to answer the question, "what does this child feel, need, or want?" by
using verbal or nonverbal techniques to identify what the young person is feeling and then
communicating that understanding back to them. It communicates understanding and caring and is an
excellent source of co-regulation to help a young person calm down
-Doesn't take long
non-verbal techniques - ANSWER -silence, facial expressions, eye contact
encouraging and eliciting techniques - ANSWER -tone of voice, minimal encouragements, door openers,
questions (open and closed)
understanding responses - ANSWER -reflective responses (feelings and content)
-summarization
behavior support techniques - ANSWER managing the environment, prompting, caring gesture, hurdle
help, redirection and distraction, proximity, directive statement, time away
managing the environment - ANSWER -managing and structuring the environment to avoid setting
conditions or reduce stress
prompting - ANSWER -a signal to a young person to start a desired behavior or stop an inappropriate
action
caring gesture - ANSWER -a gesture that communicates "I care about you". Helping when a young person
is feeling insecure or overwhelmed
hurdle help - ANSWER -helping a young person with the first few steps of an overwhelming task
redirection & distraction - ANSWER -diverting or redirecting a young person's energy or attention
