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TCI - Therapeutic Crisis Intervention Test
Review 2025 | comprehensive Q&A for
certification success | A+ Guide solution
power struggles -correct-answer-Non-productive conflicts for the express purpose
of establishing control, usually between teachers and students
("drop the rope")
Dropping the Rope (strategies) (we can avoid/end the power struggle by:) -
correct-answer-Strategies:
1.) Listen and validate the child's feelings - use active listening and empathic
responses to understand the child's feelings.
2.) manage the environment - remove all additional stimulation (including
audiences) to avoid child "saving face" and avoid others and encouraging the
struggle
3.) give the child choices and the time to decide what to do next - remind the child
of positive choices they have made in the past and what choices are available
now.
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4.) drop or change the expectation - adjust or drop the expectation if there is no
immediate danger and the child is unable to meet the expectation at the present
time - (if it is valid to fit certain youth's needs) - feels, needs, wants, etc.
"what am I feeling now?" (power struggles) -correct-answer-- 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?"
effects of anger (power struggle) -correct-answer-- "when we are at our angriest,
we are at our stupidest"
- don't use "sorry" in deflective statements
non-verbal messaging -correct-answer-- eye contact
- body language (hand gestures - open hands)
- personal space
- height and gender
- sensitivity to cultural issues
micro expressions and body language
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- ask staff/peers for feedback
element of a potentially violent situation -correct-answer-(outburst phase)
- the spark (triggers, argument, etc.)
- the target (a person most likely, can change)
- the weapon (equipt, anything can be used as a weapon)(can be verbal or even a
knife)
- level of stress or motivation (social pressure leads into trying to protect
themselves)
(target = 1st thing to remove)
remove the spark -correct-answer-- never touching an angry/potentially violent
child
- avoiding any aggressive moves and provocative statements
- avoiding the power struggle and counter aggression
- removing others who might spark the violence
- (important) body language is crucial
- body language - approach from the side, never the front
TCI - Therapeutic Crisis Intervention Test
Review 2025 | comprehensive Q&A for
certification success | A+ Guide solution
power struggles -correct-answer-Non-productive conflicts for the express purpose
of establishing control, usually between teachers and students
("drop the rope")
Dropping the Rope (strategies) (we can avoid/end the power struggle by:) -
correct-answer-Strategies:
1.) Listen and validate the child's feelings - use active listening and empathic
responses to understand the child's feelings.
2.) manage the environment - remove all additional stimulation (including
audiences) to avoid child "saving face" and avoid others and encouraging the
struggle
3.) give the child choices and the time to decide what to do next - remind the child
of positive choices they have made in the past and what choices are available
now.
,2|Page
4.) drop or change the expectation - adjust or drop the expectation if there is no
immediate danger and the child is unable to meet the expectation at the present
time - (if it is valid to fit certain youth's needs) - feels, needs, wants, etc.
"what am I feeling now?" (power struggles) -correct-answer-- 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?"
effects of anger (power struggle) -correct-answer-- "when we are at our angriest,
we are at our stupidest"
- don't use "sorry" in deflective statements
non-verbal messaging -correct-answer-- eye contact
- body language (hand gestures - open hands)
- personal space
- height and gender
- sensitivity to cultural issues
micro expressions and body language
, 3|Page
- ask staff/peers for feedback
element of a potentially violent situation -correct-answer-(outburst phase)
- the spark (triggers, argument, etc.)
- the target (a person most likely, can change)
- the weapon (equipt, anything can be used as a weapon)(can be verbal or even a
knife)
- level of stress or motivation (social pressure leads into trying to protect
themselves)
(target = 1st thing to remove)
remove the spark -correct-answer-- never touching an angry/potentially violent
child
- avoiding any aggressive moves and provocative statements
- avoiding the power struggle and counter aggression
- removing others who might spark the violence
- (important) body language is crucial
- body language - approach from the side, never the front
