A
Explain the ICEBERG image when understanding minors' behaviors.
Behaviors are on top: what is visible
Feelings and needs are on the bottom: These are not always visible. There is more to a child than what we see on the surface.
True or False
The goals of Crisis Intervention are to SUPPORT and MANAGE
False. SUPPORT AND TEACH
What is a setting condition?
How does Safe Haven reinforce positive behavior for TFC and Shelter minors?
Safe Haven Point System
Scenario: A 12 year old minor is in class and does not want to complete the assigned classwork. A CCW notices that when the teacher passed around a worksheet, the minor threw it on the ground and said out loud that she is not going to do the assignment and threw it on the floor. What type of Pain Based Behavior is minor expressing? What type of Behavioral Support technique could be used?
Defiance
Caring Gesture: "Looks like you're having a hard time with the classwork, I'll be right over here if you need me."
Hurdle Help: "I see you're having a hard time completing the homework. This subject can be really hard. Do you want me to help you?"
Why don't you take a break and we can try again later.
What does ABC stand for in the ABC Model stand for?
Antecedent, Behavior, Consequence
Antecedent: The antecedent refers to the action, event, or circumstance that led up to the behavior and encompasses anything that might contribute to the behavior. For example, the antecedent may be a request from a teacher/CCW, the presence of another person or student, or even a change in the environment.
Behavior: The behavior refers to what the student does in response to the antecedent and is sometimes referred to as "the behavior of interest" or "target behavior." The behavior is either pivotal—meaning it leads to other undesirable behaviors—a problem behavior that creates danger for the student or others, or a distracting behavior that removes the child from the instructional setting or prevents other students from receiving instruction.
Consequence: The consequence is an action or response that follows the behavior. A consequence is an outcome that reinforces the child's behavior or seeks to modify the behavior. While the consequence is not necessarily a punishment or disciplinary action. For example, if a child screams or throws a tantrum, the consequence may involve the adult (the Foster parent or teacher) withdrawing from the area or having the student withdraw from the area, such as being given a timeout.
True/False: Tone of voice is the largest factor impacting the meaning of what is communicate
False
What is a reflective response?
are statements; they are not questions. If we are accurate reflecting back what is heard, this will encourage the young person to continue speaking. (e.g., You are really upset with Lola)
What are the goals of Emotional First Aid?
Immediate help and support to reduce emotional
resolve the immediate crisis
Scenario: A 7 year old minor was being escorted to a sponsor visit and while he was entering the program's van, he looked around and noticed staff were not looking at him. The minor started to run away from the group towards the end of the street. What Behavior Support Technique can be used to get minor's attention and have him return with the group?
Direct Statement: If children are highly stressed, it may be necessary to provide them with clear guidance. Directive statements tell children specifically what is expected of them. These statements range from requests to a statement of expectation.
Directive statements should be phrased in positive ways, such as:
Please talk in a quiet voice.
Remember, bedtime is at 10 pm. Please turn off the lights.
Please put the game away and get ready for class to begin.
What are the 5 phases of the Stress Model of Crises chart?
Baseline behavior, triggering event, Escalation phase Outburst crisis and Recovery
What are the outcomes to the recovery phase of the Stress Model of Crisis? Explain each one.
Change, No Change, Lower
Which are 3 ways to avoid power struggle/ conflict cycle?
Use positive self-talk, Listening and Validating Feelings, Managing the environment and removing others, giving choices and time to decide, Redirecting the child to another positive activity, Appealing the young’s person self-interest, Dropping or changing the expectation.
In what phase of the stress model of crisis do we conduct the LSI?
The Recovery Phase - He last phase of the Stress Model of Crisis/ DUring this phase, the adult (staff) will provide the minor with an opportunity to learn from the crisis experienced. After an outburst, the minor should be allowed to calm down and return to their baseline.
In this phase we can generate the most change and rebuild out relationship with the minor.
When do Clinicians implement behavioral plans?
When minors present with a difficult/challenging behavior, Clinician's will create a behavioral plan/chart along with the minor to discuss these behaviors and look for alternative ways to react.
Behavioral plans/charts will have to be created with positive influenced language (i.e., Minor will raise his hand to ask questions. Instead of "Minor will not call out answers/questions while in class." We want to make sure that we are influencing the desired behavior and not negatively calling out the behavior that should not be done. This allows the minor to believe that they can engage in this new behavior.
Clinician's will provide a copy of the behavioral plan/chart to all staff. It is imperative all staff follow through behavioral plan as minor will expect staff to address minor the way it is laid out in the behavioral plan. This allows everyone to be able to meet minor's expectations and vice versa to create new positive behavior from minor.
Mention 4 Skills Building for Co-Regulation Strategies in TCI
LSI, Emotional First Aid, Active listening, Behavior Support Techniques, Self Awareness and Crisis Co regulation
What are the 4 questions we ask ourselves in a Crisis Intervention?
How am I feeling ?, What does the child feel, need, want and expect?, How is the environment affecting the child?, How do I best respond?
What are 4 behavior support techniques ?
Managing the Environment, Prompting, Caring Gestures, Hurdle Help, Redirection and Distractions, Proximity, Directive Statement, Time Away
What are the elements of a potentially violent situation?
Trigger, a target, a weapon, level of stress or motivation
What is the difference between a behavioral plan and an in-care safety plan?
An in-care safety plan is designed to help the young child manages their emotions and behaviors during a stressful situation. The in-care plan safety plans also provide strategies for staff to use to help manage the young child’s behavior at the first sign of distress.
The in-care safety plan
Describes the young child’s stressors.
Identifies the young child’s stages of agitation.
Coping Strategies for the child to use to manage his emotions and feelings.
Strategies that staff can use to respond and intervene effectively.
What can trigger a problem behavior?
Learning and Attention, Past trauma, Current situation, Frustration with school, Family problems, Size of a classroom, Overhearing conversations, Misinterpreting Language, Nearby distractions.
Name ALL Pain-Based Behavior
Impulsive Outburst, Self injury, Running Away, Inflexibility, Defiance, Inability to self-regulate emotions, Trauma reenactment, Agression
A child in your care is very upset and screaming because another child in the group accidentally bumped into them causing them to drop and break the picture frame of one of their favorite photos from home. The child is not out of control and you want them to stay in the group that is currently working together on a project. What would be the best technique to use?
Emotional First Aid
What are the steps to the LSI
I ESCAPE
Isolate the conversation.
Explore the young person’s point of view.
Summarize the feelings and content .
Connect feelings to behavior.
Alternative behavior discussed.
Plan develop/practice new behavior.
Enter the young person back into the routine.
How can we use active listening skills with a minor?
Active listening is the ability to identify what young people are feeling and then to communicate that understanding back to them. We want the child to talk it out rather than act it out.
The combination of nonverbal and verbal techniques is active listening.
We use these techniques to help to answer the question, “What does this child feel, need, or want?
A child’s ability to regulate their emotions through interactions with an adult caregiver who reflect and validate their feelings, which then calms and soothes the child. This is called Co-regulation.
Co-regulation helps build and improve a relationship between child and staff.