Crisis Prevention
A trauma-informed school supports and facilitates trauma-informed experiences through...
Policies
Procedures
Practices
The goals of crisis intervention are...
To Support- (provide immediate emotional and environmental support to reduce stress and risk and increase student's sense of safety)
To Teach- (help students learn and practice ways to regulate their emotions and behaviors
Nonverbal techniques we can use are...
Silence
Facial Expression
Eye Contact
Tone of Voice
Elements of a potentially violent situation are...
The Spark
The Target
The Weapon
Level of stress or motivation
The foundations for intentional use of self are...
Self-Awareness
Self-Regulation
Relationship skills and attunement
Self-care
Developmental relationships are characterized by...
Attachment
Reciprocity
Progressive Complexity
Balance of Power
The three parts of the Triune Brain are...
The Thinking Brain
The Emotional Brain
The Survival Brain
Encouraging and eliciting techniques we can use are...
Minimal Encouragements: "uh-huh" "go on" "I see"
Door Openers: "I'd like to hear more" "Tell me about that"
Closed Questions: "Do you like your new book bag?"
Open Questions: "How did you respond?" "What happened next" (AVOID WHY QUESTIONS)
Goals of the LSI are..
Provide a sense of emotional safety
Help clarify events for the student AND adult
Repair and Restore the relationship between the adult and student
Help the student learn to regulate emotions
Re-enter the student back into the routine
Avoid or end a power struggle by...
Listening and validating feelings
Managing the environment (e.g. removing others)
Give choices and the time to decide what to do next
Dropping or changing the expectation
(DROP THE ROPE)
Spaces within a caring and responsive classroom community are....
Ideological
Physical
Cultural
Social
Emotional
A crisis occurs when...
a student's fight, flight, or freeze response is activated and they are unable to regulate their emotions and behaviors
2 part question:
Reflective responses _______ and empathic responses _______
Reflective responses connect with the student's feelings and empathetic responses connect with the student's experience.
Reflective examples: You look upset. You seem fed up about something. You sound angry.
Empathetic examples: This is really hard for you. It must be awful to feel like that. You are having a tough time at the moment.
The objective of Crisis Co-Regulation is..
to provide support in a way that reduces stress and risk and increases the student's sense of safety
Physical restraint should only be used when...
District policies and State/Provincial and /or Federal regulations regarding restraints allow it
The student's Individual Crisis Support Plan prescribes it
Our professional dynamic risk assessment indicates it
There is a school framework in place to review restraints
A setting condition is...
Any thing that makes challenging behavior or traumatic stress responses more or less likely to occur
Recovery phase outcomes are....
Higher
No Change
Lower
Behavior Support Techniques we could use are...
Managing the environment
Prompting
Caring gesture
Hurdle Help
Redirection and distractions
Proximity
Directive Statements
Time Away
During crisis co-regulation:
What should you think, do and say?
Think: Ask yourself the four questions and use positive self-talk
Do: Take a deep breath and slowly exhale, give the student space and time, use silence, if safe step away from the student's sight, assume a neutral stance and concerned facial expression
Say: Very little, speak calmly, assertively, respectfully, use understanding responses (affirm and validate the student's feelings, communicate understanding before making a request, share your belief that you can work through the situation together and offer an apology)
Demonstrate authority
Enforce compliance
Inflict pain or harm
Punish or discipline
Effective TCIS Implementation includes...
Student and Family Inclusion
Clinical and Social Work Participation
Coaching and Post-Crisis Response
Training and Competency Standards
Documentation, Incident Monitoring, Data-Driven Decision Making, Feedback
Leadership and Administrative Support
Four questions adults ask themselves in a crisis situation are
1. What am I feeling now?
2. What does this student feel, need, expect, or want?
3. How is the environment affecting the situation?
4. How do I best respond?
Strategies for Emotional First Aid...
Co-regulate- Be a calm presence
Maintain the relationship and lines of communication
Plan and anticipate- Be a coach
7 steps of the LSI are...
I- Identify a place and time to talk
E- Explore student's point of view
S- Summarize feelings and content
C- Connect trigger to feelings to behavior
A- Alternative responses to feeling discussed
P- Plan developed/Practice
E- Enter student back into the routine
Behaviors that are the result of emotional and psychological pain...
Inability to regulate emotions
Overreaction to situations
Impulsive outbursts
Trauma re-enactment
Defiance
Inflexibility
Self-injury
Withdrawal
Runaway (through fear or anger)