TCI - Therapeutic Crisis Intervention Test
Review
"what am I feeling now?" (power struggles) - ANS - - an amygdala hijack - anger
or fear triggers fight, flight or freeze response (an emotional and physical state)
- the amygdala sends a danger message straight to the survival brain (objectively
is undermined)
- later we ask ourselves "what was I thinking?"
\3 techniques of co-regulation - ANS - "help me help myself"
- 1.) what to think (self talk) - ask yourself the 4 questions (how/what am I feeling,
what does the child need/want, how is the environment affecting the situation,
and how do i best respond), use positive self talk
2.) what to do (nonverbal strategies) - take a deep breath and slowly exhale, give
the child space and time, use silence, if safe - step away from the child's sight,
assume a neutral stance and concerned facial expression
3.) what to say - (verbal strategies) - say very little, speak
calmly/assertively/respectfully, understanding responses (affirm and validate the
child's feelings - " that's really frustrating" or "I get why you're upset" -
communicate understanding before making a request "you are very angry, let's
take a walk so you can tell me what's happening" and share your belief that you
can work through the situation together - offer an apology - "I'm sorry that
happened") - remember the importance of tone of voice
- what to do when it's over - it's over when... you do the LSI (Life space interview)
\a crisis occurs when - ANS - a child's fight, flight or freeze response is activated
and they are unable to regulate their emotions/behaviors
- consistent and caring - what staff needs to be for youth
- move into pain based behaviors (fight, flight or freeze)
\a trauma informed organization ensures that staff: - ANS - - understand -
understand what trauma is/how it impacts everyone within the system
- recognize - recognize behaviors and patterns that reflect trauma (past or
present)
- respond - respond in ways that avoid bringing up trauma
\a trauma informed organization: - ANS - - supports and facilitates
trauma-informed care through:
- policies
- procedures
, - practice
\active listening - ANS - - helps children express thoughts/feelings
- reduces defensiveness/opposition
- promotes change
- communicates we understand/desire to help
- self-soothe behaviors
- talk out rather than act out
- use more summary - hand it back into their court
- as we model ways to respond
\adults can be a source of strength for children by: - ANS - - seeing the situation
from the child's point of view (empathetic response)
- supportive (emotional/environmental)
- celebrate child's efforts/success
\assessing behavior - ANS - all behavior has meaning
- behavior reflects emotions/needs
- trauma affects children's ability to manage feelings and behaviors
("there's a bear in the room")
\avoid the weapon by - ANS - - discretely removing objects
- maneuvering away the weapons
- staying a safe distance away
\basic principles of physical intervention - ANS - - a maximum amount of care
with a minimum amount of force and the goal of de-escalating the situation by
reducing stimulation
\behavioral support techniques - ANS - - managing the environment (placement of
self/others)(staying within sight and sound, relaxed activities, dividing groups,
etc.)
- prompting (implying thought of their own - nonverbal cues)
- caring gesture (expressing you care for someone)
- hurdle help (lower stress - help youth with hurdles/problems)
- redirections and distractions - (be specific with redirections - youth given
options/choices - be specific)
- proximity (trusted adult close by calms youth - co-regulation)
- co-regulation - you being regulated, while regulating youth
-directive statements (take action, you're the authority
- time away (taking space)
these all work hand in hand with each other
active listening/processing alone should not last more than 5-10 minutes
Review
"what am I feeling now?" (power struggles) - ANS - - an amygdala hijack - anger
or fear triggers fight, flight or freeze response (an emotional and physical state)
- the amygdala sends a danger message straight to the survival brain (objectively
is undermined)
- later we ask ourselves "what was I thinking?"
\3 techniques of co-regulation - ANS - "help me help myself"
- 1.) what to think (self talk) - ask yourself the 4 questions (how/what am I feeling,
what does the child need/want, how is the environment affecting the situation,
and how do i best respond), use positive self talk
2.) what to do (nonverbal strategies) - take a deep breath and slowly exhale, give
the child space and time, use silence, if safe - step away from the child's sight,
assume a neutral stance and concerned facial expression
3.) what to say - (verbal strategies) - say very little, speak
calmly/assertively/respectfully, understanding responses (affirm and validate the
child's feelings - " that's really frustrating" or "I get why you're upset" -
communicate understanding before making a request "you are very angry, let's
take a walk so you can tell me what's happening" and share your belief that you
can work through the situation together - offer an apology - "I'm sorry that
happened") - remember the importance of tone of voice
- what to do when it's over - it's over when... you do the LSI (Life space interview)
\a crisis occurs when - ANS - a child's fight, flight or freeze response is activated
and they are unable to regulate their emotions/behaviors
- consistent and caring - what staff needs to be for youth
- move into pain based behaviors (fight, flight or freeze)
\a trauma informed organization ensures that staff: - ANS - - understand -
understand what trauma is/how it impacts everyone within the system
- recognize - recognize behaviors and patterns that reflect trauma (past or
present)
- respond - respond in ways that avoid bringing up trauma
\a trauma informed organization: - ANS - - supports and facilitates
trauma-informed care through:
- policies
- procedures
, - practice
\active listening - ANS - - helps children express thoughts/feelings
- reduces defensiveness/opposition
- promotes change
- communicates we understand/desire to help
- self-soothe behaviors
- talk out rather than act out
- use more summary - hand it back into their court
- as we model ways to respond
\adults can be a source of strength for children by: - ANS - - seeing the situation
from the child's point of view (empathetic response)
- supportive (emotional/environmental)
- celebrate child's efforts/success
\assessing behavior - ANS - all behavior has meaning
- behavior reflects emotions/needs
- trauma affects children's ability to manage feelings and behaviors
("there's a bear in the room")
\avoid the weapon by - ANS - - discretely removing objects
- maneuvering away the weapons
- staying a safe distance away
\basic principles of physical intervention - ANS - - a maximum amount of care
with a minimum amount of force and the goal of de-escalating the situation by
reducing stimulation
\behavioral support techniques - ANS - - managing the environment (placement of
self/others)(staying within sight and sound, relaxed activities, dividing groups,
etc.)
- prompting (implying thought of their own - nonverbal cues)
- caring gesture (expressing you care for someone)
- hurdle help (lower stress - help youth with hurdles/problems)
- redirections and distractions - (be specific with redirections - youth given
options/choices - be specific)
- proximity (trusted adult close by calms youth - co-regulation)
- co-regulation - you being regulated, while regulating youth
-directive statements (take action, you're the authority
- time away (taking space)
these all work hand in hand with each other
active listening/processing alone should not last more than 5-10 minutes
