TCI Training exam |33 questions and answers

Setting Condition Anything that makes challenging behavior more or less likely to happen Setting Condition Examples 1. Organizational culture 2. Environment 3. Communication Goals of Crisis Intervention 1. Support - emotionally and environmentally to reduce stress and risk 2. Teach - better ways to cope with stress Recovery Phase 1. Higher (Educateur) - child learns from crisis 2. No change (fire fighter) 3. Lower (Abuser) child learns that their negative behaviors accomplish their goal, enabling. 4 Questions to ask yourself 1. What am I feeling? 2. What is this child feel, need, or want? 3. How is the environment affecting the child? 4. How do I best respond? Stress Model for Reactive Behavior 1. Pre-crisis or baseline 2. Triggering event 3. Escalation phase 4. Outburst crisis 5. Recovery Stress Model for Proactive Behavior 1. Pre-crisis or baseline 2. Irritation increases slightly 3. Behavioral Escalation 4 Recovery Iceberg Behavior is visible but feelings and needs are not Pain Based Behaviors Impulsive outbursts Aggression Running away Defiance Self-injury Inability to regulate emotions Running away Trauma re-enactment Code Green All available staff report immediately Behavior Support Techniques Managing the environment Prompting Caring gesture Hurdling help Redirection and distractions Proximity Directive statements Time away Goals of Emotional First Aid 1. Provide immediate help and support to reduce emotional intensity (co-regulation) 2. Resolve immediate crisis 3. Keep the child in program/activity Conflict Cycle 1. Stressful Situation 2. Young person's feelings 3. Young person's behavior 4. Adult's response Avoiding the conflict cycle 1. Using positive self-talk 2. Listening and validating feelings 3. Giving choices and the time to decide 4. Appealing to the young person's self-interest 5. Dropping or changing the expectation 6. Managing the environment 7. Redirecting the young person to another positive activity Nonverbal Behaviors 1. Eye contact 2. Body language 3. Personal space 4. Gender differences 5. Cultural differences 6. Height differences Elements of a Potentially Violent Situation 1. A potential trigger to violence 2. A target 3. A weapon 4. Level of stress or motivation Immediate response priorities REACTIVE Safety Understanding and support Remove or reduce stimuli Immediate response priorities PROACTIVE Safety Containment and negotiation Engagement and reasoning Ongoing response priorities REACTIVE Teach coping skills Teach self-regulation skills Anger management Ongoing response priorities PROACTIVE Teach appropriate thinking, values, and social skills Reward socially appropriate behavior, not anti-social behavior Objective of crisis co-regulation To provide support in a way that reduces stress and risk What to think (self-awareness) Ask yourself the four questions Use positive self-talk What to do (nonverbal strategies) Take a deep breath Use protective stance Step back Give the situation time Sit down if appropriate Remember the importance of body language and facial expression What to say (verbal strategies) Very little Understanding responses like: "I can see..." (Validate feelings) "When you..." (Encourage positive behaviors) "I know we..." (Emphasize desirable outcomes) "I am sorry..." (Offer an apology) Remember the importance of tone of voice Goals of the LSI 1. Return young person to normal functioning 2. Clarify events 3. Repair and restore the relationship 4. Teach new coping skills 5. Reintegrate young person back into the program Steps to the LSI I - isolate the conversation E - explore young person's point of view S - summarize the feelings and content C - connect feelings to behavior A - alternative behaviors discussed P - plan developed/practice new behavior E - enter young person back into the routine Physical restraint should only be used when 1. Agency policies and state regulations approve restraint 2. The young person's ICMP indicates it 3. Our professional dynamic risk assessment indicates it Options to handle physical violence Eliminate one of the elements of a violent situation Make a directive statement that clearly communicates that the violence must stop Use releases and maintain safe distance w/ a protective stance Leave the situation and get assistance Employ physical restraint techniques (if indicated on ICMP)