Crisis Prevention
A trauma-informed organization supports and fascilitates trauma-informed care through
POLICIES, PROCEDURES, PRACTICES
Behaviors that are the result of emotional and psychological pain
Pain-Based Behaviors
What are the Recovery Phase Outcomes?
HIGHER - crisis handled and all learned from experience
NO CHANGE - ONLY crisis handled
LOWER - child and staff relationship damaged; no resolve
During the escalation phase, what do staff use to provide additional support strategies to reduce stress and risk and keep situation manageable?
BEHAVIOR SUPPORT TECHNIQUES
What are the (4) Elements of a Potentially Violent Situation?
•The spark
•The target
•The weapon
•Level of stress or motivation
Developmental Relationships Are Characterized By (you are the teacher developing relationships with your students)
ATTACHMENT RECIPROCITY PR0GRESSIVE COMPLEXITY BALANCE OF POWER
Explain the the location of a child's FEELINGS, NEEDS, and BEHAVIORS with the Iceberg Theory.
TIP of the Iceberg... Behaviors
Below the tip the scary part.....Feelings, Needs, Memories, and Thoughts
What Non-Verbal Techniques are used to facilitate ( demonstrate to your client)Active Listening?
Silence, Facial Expressions, Eye Contact, Tone of Voice
Think!! Ears Eyes mouth
Name the (8) B.S.T.
Managing the environment
Prompting
Caring Gesture
Hurdle Help
Redirection and Distractions
Proximity
Directive Statements
Time Away
During Crisis Co-regulation (Help Me, Help Myself), What should staff assess to best respond?
1. What To Think (Self-Talk)
2. What To Do (Nonverbal Strategies)
3. What To Say (Verbal Strategies)
4. What To Do (When It Is Over) - Prepare for LSI
Name the (5) spaces within the therapeutic milieu
(S) Social (P) Physical (I)Ideological (C)Cultural (E)Emotional
The goalS of Crisis Intervention are To:
•SUPPORT: provide immediate emotional and environmental support to reduce stress and risk and increase child's sense of safety
•TEACH: help children learn and practice ways to regulate their emotions and behaviors
What are examples of Encouraging/Eliciting Techniques to facilitate Active Listening?
How do we get a student to engage in active listening ?
Minimal Encouragements, Door Openers, Closed Questions, and Open Questions
What are the Goals of Emotional First Aid?
•Provide immediate support to reduce emotional intensity
•Identify and resolve the underlying concerns causing distress
•Keep the child in the activity
What are the steps to the Life Space Interview?
(I)dentify a place and time to talk
(E)xplore the young person's point of view.
(S)ummarize the feelings and the content.
(C)onnect trigger to feelings to behavior
(A)lternative responses to feelings discussed.
(P)lan developed/ Practice new behaviors.
(E)nter the young person back into routine.
Name the (4) foundations for the Intentional Use of Self
(what do you need to be able to do prior to intervening)
Self-Awareness, Self-Regulation, Self-Care , Relationship Skills and Attunement
What tool or visual explains how staff help children work through crisis step-by-step and what are the steps
Stress Model of Crisis
Baseline Trigging event, Escalation , Outburst, Recovery
What is the purpose of Reflective responses? Empathic Responses? Summarization?
Reflective - Connect with FEELINGS
Empathic - Connects with EXPERIENCE
Summarization - Sums up feelings and content
When an adult asks a child to do something but they're unwilling/unable to comply....
Power Struggle
What is the goal of physical interventions?
To REDUCE risk
Name the Parts of the TRIUNE (3) BRAIN
(1) Thinking Brain Neocortex (2) Emotional Brain (amygdala turns on fight and Flight) (3) Survival Brain (Brain Stem)
What are the (4) Questions you ask yourself prior to responding..
•What am I feeling now?
•What does this child feel, need, expect, or want?
•. How is the environment affecting the situation?
•. How do I best respond?
Name benefits of Active Listening PRELEC
•Helps children express their thoughts and feelings E
•Reduces defensiveness and opposition R
•Promotes change P
•Communicates we understand and have a desire to help C
•Helps children learn to self-soothe as we model ways to respond (co-regulation) L
•Helps children “talk out rather than act out E
What are the (4) methods used to "Drop the Rope"?
•Listening and validating feelings
•Managing the environment (e.g., removing others)
•Giving choices and the time to decide what to do next
•Dropping or changing the expectation
What predisposing factors are we concerned about while physically intervening with a child?
•Obesity
•Influence of alcohol or drugs
•Prolonged violent physical agitation
•Underlying natural disease (i.e., enlarged heart, asthma, sickle cell trait, high blood pressure, diabetes)
•Hot humid environments
•Young people taking certain types of medication
•Effects of severe trauma history