8/31/24, 4:43 PM
TCI - Therapeutic Crisis Intervention Test Review
Jeremiah
Terms in this set (76)
purpose:
- trauma informed care/de-escalate
TCI - having physical presence
- this technique works for ages 5 and up (no one younger than 5)
- all feelings are valid, how you respond is what is important
- attachment
developmental relationships are - reciprocity (ex: throwing a ball back and forth)
characterized by: - progressive complexity (ex: the medal system)
- balance of power
- supports and facilitates trauma-informed care through:
a trauma informed organization: - policies
- procedures
- practice
- understand - understand what trauma is/how it impacts everyone within the system
a trauma informed organization ensures that
- recognize - recognize behaviors and patterns that reflect trauma (past or present)
staff:
- respond - respond in ways that avoid bringing up trauma
- prevent crisis from occurring
- de-escalate potential crises
- manage - acute physical behavior
the TCI system assists organizations to:
- reduce - potential and actual injury to young people and staff
- teach - young people adaptive coping skills
- develop - a learning organization
1.) be able to prevent and/or de-escalate a potential crisis situation with a child/young
person
competencies 2.) be able to safely and therapeutically manage a crisis situation
3.) be able to process with children - help improve their capacity to regulate their
emotions and use positive coping strategies
("the living") the combination of people, emotions, attitudes, and objects that create a
therapeutic milieu
sense of safety, respect, belonging, care and accountability
1/10
, 8/31/24, 4:43 PM
(these are the things that we can control - the spaces)
- ideological - connection/programming
- physical - safe/clean environment
spaces within therapeutic milieu
- cultural - diversity - accept/celebrate cultural differences
- social - attachments/relationships, develop skills
- emotional - safety/acceptance, effects of trauma
anything that makes challenging behavior/traumatic stress responses more or less likely
setting conditions
to occur
- self awareness - knowing own attitudes, beliefs, values (ready/willing/able -
'neutrality)
- self regulation - focus attention, awareness of physical/emotional state (regulate
foundations for intentional use of self behaviors)
- relationship skills/attunement - listen/engage, "tune-in" respond to child, be aware of
own feelings (be present and aware)
- self care - monitor personal, levels of stress, healthy lifestyle/reflexive supervision
- practiced process
- co-regulation techniques
(neocortex)
the triune brain
1.) the thinking brain - reasoning, higher functioning, thinking
2.) the emotional brain (limbic system) emotions and motivations
3.) the survival brain - (brain stem) heart rate, breathing, automatic
(fight, flight, or freeze)
- behaviors that are the result of emotional and psychological pain
pain-based behavior
- inability to regulate emotions, overreaction to situations, outbursts, withdrawl, running
away through anger/fear/defiance (depends on emotions displayed
- child's behaviors (top of the iceberg - visible/surface level)
feelings/needs/behaviors
- child's feelings and needs/memories/thoughts (under the surface iceberg)
all behavior has meaning
- behavior reflects emotions/needs
assessing behavior
- trauma affects children's ability to manage feelings and behaviors
("there's a bear in the room")
reduces stress and anxiety
(diagram)
- baseline
- triggering even (agitated)
stress model of crisis - escalation (aggression)
- outburst (violence)
- recovery
(band aid affect)
- create a healing environment trusting relationships, sense of safety, practice new skills
- higher
recovery phase outcomes
- no change
- lower
a child's fight, flight or freeze response is activated and they are unable to regulate their
emotions/behaviors
a crisis occurs when
- consistent and caring - what staff needs to be for youth
- move into pain based behaviors (fight, flight or freeze)
- support - provide immediate emotional and environmental support to reduce stress
goals of crisis intervention and risk and increase child's sense of safety
- teach - help children learn/practice ways to regulate their emotions/behaviors
2/10
TCI - Therapeutic Crisis Intervention Test Review
Jeremiah
Terms in this set (76)
purpose:
- trauma informed care/de-escalate
TCI - having physical presence
- this technique works for ages 5 and up (no one younger than 5)
- all feelings are valid, how you respond is what is important
- attachment
developmental relationships are - reciprocity (ex: throwing a ball back and forth)
characterized by: - progressive complexity (ex: the medal system)
- balance of power
- supports and facilitates trauma-informed care through:
a trauma informed organization: - policies
- procedures
- practice
- understand - understand what trauma is/how it impacts everyone within the system
a trauma informed organization ensures that
- recognize - recognize behaviors and patterns that reflect trauma (past or present)
staff:
- respond - respond in ways that avoid bringing up trauma
- prevent crisis from occurring
- de-escalate potential crises
- manage - acute physical behavior
the TCI system assists organizations to:
- reduce - potential and actual injury to young people and staff
- teach - young people adaptive coping skills
- develop - a learning organization
1.) be able to prevent and/or de-escalate a potential crisis situation with a child/young
person
competencies 2.) be able to safely and therapeutically manage a crisis situation
3.) be able to process with children - help improve their capacity to regulate their
emotions and use positive coping strategies
("the living") the combination of people, emotions, attitudes, and objects that create a
therapeutic milieu
sense of safety, respect, belonging, care and accountability
1/10
, 8/31/24, 4:43 PM
(these are the things that we can control - the spaces)
- ideological - connection/programming
- physical - safe/clean environment
spaces within therapeutic milieu
- cultural - diversity - accept/celebrate cultural differences
- social - attachments/relationships, develop skills
- emotional - safety/acceptance, effects of trauma
anything that makes challenging behavior/traumatic stress responses more or less likely
setting conditions
to occur
- self awareness - knowing own attitudes, beliefs, values (ready/willing/able -
'neutrality)
- self regulation - focus attention, awareness of physical/emotional state (regulate
foundations for intentional use of self behaviors)
- relationship skills/attunement - listen/engage, "tune-in" respond to child, be aware of
own feelings (be present and aware)
- self care - monitor personal, levels of stress, healthy lifestyle/reflexive supervision
- practiced process
- co-regulation techniques
(neocortex)
the triune brain
1.) the thinking brain - reasoning, higher functioning, thinking
2.) the emotional brain (limbic system) emotions and motivations
3.) the survival brain - (brain stem) heart rate, breathing, automatic
(fight, flight, or freeze)
- behaviors that are the result of emotional and psychological pain
pain-based behavior
- inability to regulate emotions, overreaction to situations, outbursts, withdrawl, running
away through anger/fear/defiance (depends on emotions displayed
- child's behaviors (top of the iceberg - visible/surface level)
feelings/needs/behaviors
- child's feelings and needs/memories/thoughts (under the surface iceberg)
all behavior has meaning
- behavior reflects emotions/needs
assessing behavior
- trauma affects children's ability to manage feelings and behaviors
("there's a bear in the room")
reduces stress and anxiety
(diagram)
- baseline
- triggering even (agitated)
stress model of crisis - escalation (aggression)
- outburst (violence)
- recovery
(band aid affect)
- create a healing environment trusting relationships, sense of safety, practice new skills
- higher
recovery phase outcomes
- no change
- lower
a child's fight, flight or freeze response is activated and they are unable to regulate their
emotions/behaviors
a crisis occurs when
- consistent and caring - what staff needs to be for youth
- move into pain based behaviors (fight, flight or freeze)
- support - provide immediate emotional and environmental support to reduce stress
goals of crisis intervention and risk and increase child's sense of safety
- teach - help children learn/practice ways to regulate their emotions/behaviors
2/10
