The Conflict Cycle
Name the one step in the conflict cycle that we as the staff have control over.
What is adult's response?
Name the term that describes the normal functioning of a young person.
Baseline
Name the acronym we use to list the LSI.
I-ESCAPE
The understanding response we use in active listening to show the young person that we are identifying and validating their feelings.
Reflective Response
Name the only reason we restrain a young person.
Safety
Name the step that begins the conflict cycle.
What is stressful incident?
The step in the Stress Model of Crisis that is often synonymous with violence.
Outburst/Crisis
Name the LSI step where we complete an actual role play with the young person.
Plan/Practice alternative behaviors
What four questions do we ask ourselves when preparing for Crisis Co-regulation and intervening with a potentially violent young person.
What am I feeling? What does the young person feel, need or want? How is the environment affecting the young person? How do I best respond?
In order for a young person to be placed in a small child restraint, that young person needs to be below the height of the restraining staff member's ______.
Shoulder
Name the typical outcome for a youth when the conflict cycle is not avoided.
Violence, Outburst, or Crisis
Please list the three outcomes that are possible during the Recovery Phase.
Higher(Educator), No Change(Firefighter), Lower(Abuser)
At what stage during the Stress Model of Crisis do we complete the LSI?
Baseline or Recovery
Name one thing that Active Listening is not.
Arguing or blaming, putting up road blocks, necessarily time consuming, giving permission for behaviors, giving advice or solving the problem
The number of staff members speaking during "the letting go process" of a restraint.
One
Name the typical outcome for Staff members if the conflict cycle is not avoided.
Unwarranted physical intervention
Name the two goals of crisis intervention. Give their names and descriptions.
Support: environmentally and emotionally to reduce stress and risk
Teach: to teach young people new ways to cope with stress (coping skills)
Name two goals of the LSI.
Return the young person to normal functioning, repair and resore the relationship, clarify events, teach new coping skills, return the young person to program
Remember the TCI concept of the iceberg. As a staff member, what do we see from the young person that represents the tip of the iceberg?
Behaviors
Please list 5 potential pain-based behaviors.
running away, aggression, impulsive outbursts, self-harm, dysregulated eating, hoarding, promiscuity, defiance, inability to regulate emotions, trauma re-enactment
Name three strategies for avoiding the conflict cycle.
Positive self-talk, Drop or change the expectorations, listen and validate feelings, give choices and time to decide, manage environment, appealing to young person's self interest, redirect to a positive activity
Name the term for the dotted lines that move from the different points on the Stress Model of Crisis into the Recovery Phase.
Off Ramps
Name the step of the LSI where we use most of our active listening skillset.
Explore the young person's point of view
Name two nonverbal strategies we can use when intervening with a potentially violent young person.
Take a deep breath, step back, protective stance, sit down in appropriate, give the situation time, remember the importance of body language and facial expression
A young person in your care is currently violent and is a clear safety risk to themselves or others. Their Guidance Plan states that they are eligible to be restrained. Name a reason or situation why we might choose not to restrain.
Young person has a weapon, the environment is not safe for a restraint, we cannot safely control the young person, we are in a public place, we are not emotionally in control, sexual stimulation is the young person's motive, the restraint may retraumatize the young person, a medical condition prohibits the restraint, a medication prohibits the restraint