TCI Flashcards
Developmental relationships are characterized by (4)
1) Attachment
2) Reciprocity
3) Progressive Complexity
4) Balance of power
Spaces within the therapeutic milieu (5)
1) Social
2) Physical
3) Ideological
4) Cultural
5) Emotional
Setting condition
Anything that makes challenging behaviors more or less likely to occur
Foundations for the intentional use of self (4)
1) Self-awareness
2) Self-regulation
3) Relationship skills and attunement
4) Self-care
Pain-based behaviors include (9)
1) Inability to regulate emotions
2) Overreaction to situations
3) Impulsive outbursts
4) Trauma-re-enactment
5) Defiance
6) Inflexibility
7) Running away through anger or fear
8) self-injury
9) withdrawal
The goals of crisis intervention are (2)
SUPPORT and TEACH
The four questions we ask ourselves in a crisis situation are
1) What am I feeling right now?
2) What does this child feel, need, expect, or want?
3) How is the environment affecting the situation?
4) How do I best respond?
Non-verbal techniques of active listening: (4)
1) Silence
2) Facial expression
3) Eye contact
4) Tone of voice
Encouraging and eliciting techniques of active listening (4)
1) Minimal encouragements
2) Door openers
3) Closed questions
4) Open questions
8 behavior support techniques
1) Managing the environment
2) Prompting
3) Caring gestures
4) Hurdle help
5) Redirection and distractions
6) Proximity
7) Directive Statements
8) Time Away
Criteria for directive statements (5)
1) The child has a trusting relationship with the adult
2) The expectation is important enough to risk escalating the situation
3) The child has the ability to meet the expectation
4) The child is still in control enough o hear and understand the statement and respond positively to the request
5) the request is made respectfully and calmly
Criteria for time away (4)
1) the child has demonstrated an ability to self-regulate
2) the child is not too highly escalated
3) the child can of somewhere to relax, be quiet, and think
4) the purpose is to help quiet their emotions, not to punish
The goals of emotional first aid (4)
1) Provide immediate support to reduce emotional intensity
2) Identify and resolve the underlying concerns causing distress
3) Keep the child in the activity
The strategies for emotional first aid include (3)
1) Co-regulate emotions
2) Maintain the relationship and lines of communication
3) Plan and anticipate
We can avoid the power struggle by (4)
1) Listening and validating feelings
2) Managing the environment
3) Five choices and the time to decide what to do next
4) Dropping or changing the expectation
Non-verbal messaging in crisis situations includes (5)
1) Eye-contact
2) Body language
3) Personal space
4) Height and gender
5) Sensitivity to cultural issues
The four elements of a potentially violent situation include
1) the SPARK
2) the TARGET
3) the WEAPON
4) LEVEL OF STRESS OR MOTIVATION
What to think in a crisis situation (2)
1) ask yourself the four questions
2) Use positive self-talk
What to do in a crisis situation (5)
1) Take a deep breath and slowly exhale
2) Give the child space and time
3) Use silence
4) If safe, step away from the child’s sight
5) Assume a neutral stance and concerned facial expression
What to say (3)
1) Say very little
2) Speak calmly, assertively, and respectfully
3) Understanding responses
The goals of a LSI are (5)
1) SECURE - provide a sense of emotional safety
2) CLARIFY - help clarify events for the child and adult
3) REPAIR AND SECURE - repair and restore the relationship between the child and the adult
4) TEACH - help the child learn to regulate emotions
5) RE-ENTER - re-enter the child back into the routine
The steps of the LSI are (7)
I: Identify a time and place to talk
E: Explore the child’s point of view
S: Summarize the feelings and content
C: Connect trigger to feelings to behavior
A: Alternative responses to feelings discussed
P: Plan developed/practice
E: Enter child back into the routine
Options to handle physical violence (4)
ELIMINATE one of the elements of a violent situation
RELEASE use releases and maintain a safe distance
RESTRAIN employ physical restraint techniques
LEAVE the situation and get assistance
Physical restraints should not be used to (4)
1) Demonstrate authority
2) Enforce compliance
3) Inflict pain or harm
4) Punish or discipline
High-consequence decisions require (8)
1) Training and competence
2) Dynamic risk assessment skills
3) Knowledge of child’s medical condition and trauma history
4) Informed consent
5) Safety plans and ICSPs
6) Staff and team debriefing
7) LSIs between child and staff
8) Organizational monitoring
The letting go process:
1) States what is expected of the young person
2) Is directed by the leader
3) Is supportive of the young person
Sets the tone for the recovery phase
Predisposing risk factors to asphyxia (7)
1) Obesity
2) Substance use
3) Prolonged agitation
4) Underlying disease
5) Hot, humid environment
6) Medication side effects
7) Trauma history
Improper restraint techniques include (4)
1) Pressure on the neck or chest
2) Incorrect positioning of arms
3) Obstructing the nose or mouth
4) Abnormal positioning of the body
Monitor during restraints (7)
1) correct restraint position
2) assure there are no breathing problems
3) skin color
4) Respiration
5) Level of consciousness
6) Level of agitation
7) Range of motion in the extremities
Recommendations to reduce the risk of injury or death (11)
1) never place weight on chest
2) never put anything over their face
3) Never put pressure on their neck
4) never compress their neck
5) never place arm behind their back
6) never bend them forward
7) correctly position their body
8) never ignore warning signs
9) never fail to take emergency medical action
10) never allow them to lie on the floor after the restraint
11) Never use these restraint techniques on someone younger than five
