Practice Test Flashcards
What is the term that can make challenging behavior less likely to occur?
Setting Conditions
5 things that can make challenging behavior less likely to occur:
Organizations Environment Program Related Personal Relationship
Name the 2 goals of crisis intervention:
Support and Teach
List the 5 stages of the stress model of crisis in order:
Pre-crisis Triggering event Escalation Outburst crisis Recovery
List the 3 outcomes of the recovery phase
Higher
No change
Lower
Name the 4 questions we ask ourselves in crisis
What am I feeling
What is the child feeling, need, want
How is the environment affecting the young person
How do I best respond
List 5 pain based behaviors
Impulsive outbursts Running Self injury Aggression Defiance
List 5 nonverbal active listening techniques
Facial expression Eye contact Body language Use of silence Head nods
List 5 verbal active listening responses
Tone of voice Minimal encouragements Open questions Reflective responses Summarization
List 5 behavior support techniques
Caring gesture Proximity Time away Hurdle help Redirection/distraction
3 goals of emotional first aid
Provide immediate help and support to reduce emotional intensity
Resolve the immediate crisis
Keep the child in the program/activity
List the 4 parts of the conflict cycle
Stressful situation
Child’s feelings
Child’s behavior
Adults response
Name the 2 types of aggressions and what guides them
Proactive - goal oriented
Reactive - loss of control
List the 4 elements of a potentially violent situation
A potential trigger to violence
A target
A weapon
Level of stress or motivation
What is the first step to crisis co regulation?
Ask yourself the 4 questions
List 5 nonverbal techniques to use in crisis co regulation
Take a deep breath Use protective stance Step back Provide time Body language and facial expression
List out IESCAPE
Isolate the conversation Explore young persona point of view Summarize the feelings and content Connect feelings to behavior Alternative behaviors discussed Plan developed/practice new behavior Enter young person back into the routine
List 5 strategies to avoid the conflict cycle
Positive self talk Listening and validating feelings Managing the environment Giving choices and the time to decide Redirecting or dropping the expectation
Verbal strategies in crisis co regulation
I can see you’re upset… (validate feelings)
When you use this coping skill… (encourage positive behaviors)
I know you’re looking forward to… (emphasize desirable outcome)
I am sorry that this happened… (offer an apology)
List 4 options to manage physical violence without engaging in a restraint
Eliminate one of the elements of a violent situation
Make a directive statement that clearly communicates that the violence must stop
Maintain a safe distance
Leave the situation and get assistance
Physical restraint should only be used when:
Agency policies and state regulations approve restraint
The young persons individual crisis management plan indicates it
Our professional dynamic risk assessment indicates it
The goal of physical intervention
To ensure safety
Define acute physical behavior
Behavior likely to result in physical injury
The young person, other clients, staff members, or others are at imminent risk of physical harm
Physical restraint is not used to
Demonstrate authority
Enforce compliance
Inflict pain or harm
Punish or discipline
Define asphyxia
The deprivation of oxygen to living cells
Define positional asphyxia
Fatal respiratory arrest in which the ability to breath is compromised by the positioning of the body
Predisposing risk factors to asphyxia
Obesity Under the influence of alcohol or drugs Underlying natural disease Hot, humid environments Certain medications
Warning signs of asphyxia
Goes limp and ceases to breath spontaneously States they cannot breathe Breathing is rapid or abnormal Grunting noises Vomiting
Errors to avoid when using TCI that could increase risk
Hands on the wrist
Dropping child
Pressure on head neck or back
Hyper extending joints
During restraints monitor these 6 things
Position of child and staff Skin color Respiration Level of consciousness Level of agitation Range of motion and/or swelling in extremities
