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TCI > TCI > Flashcards

TCI Flashcards

1
Q

Effective TCI Implementation

5 domains

A
  1. Leadership and program support
  2. Clinical participation
  3. Supervision and post crisis response
  4. Training and competency standards
  5. Documentation and incident monitoring and feedback
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2
Q

Setting conditions

A

Anything that makes challenging behavior more or less likely to occur

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3
Q

Baseline behavior

Pre-crisis state

A

Normal state of functioning

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4
Q

Emotional competence

A

Being aware of personal goals, values, beliefs.

Understanding cultural and ethnic differences and each other’s worldview

Demonstrating self-regulation skills

Knowing personal triggers

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5
Q

When does a crisis occur?

A

When a young person’s inability to cope results in a change in behavior

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6
Q

What are the goals of crisis intervention?

A

To SUPPORT and TEACH.

To support environmentally and emotionally to reduce stress and risk.

To teach children better ways to cope with stress.

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7
Q

Recovery Phase

A

Higher (Educatuer)

No Change (Fire Fighter)

Lower (Abuser)

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8
Q

What are the four questions that we ask ourselves in a crisis situation?

A

What am I feeling right now?

What does this young person feel, need, or want?

How is the environment affecting the young person?

How do I best respond?

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9
Q

Assessing Behavior

A

All behavior has meaning

Behavior reflects needs

trauma affects how children behave

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10
Q

What does Pain-Based Behavior include?

A

Impulsive outbursts

Aggression

Running Away

Self-Injury

Defiance

Inability to regulate emotions

Trauma re-enactment

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11
Q

How to identify a young person’s needs

A

What is this individual child’s baseline behavior?

Is this normal for a young person of this age?

Does this behavior reflect the child or family’ worldview?

Is this a pain-based behavior related to past trauma?

What feeling is the child expressing?

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12
Q

Managing the Environment

A

Examine the physical setting for:

possible weapons

Stimulating lights or noise levels

Crowding

Chaotic, messy, disorganized messages

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13
Q

Managing the Environment

A

Are the Activities and Routines:

Causing frustration, boredom, anger?

Can children fully participate?

is there enough space and equipment?

Building on strengths or pointing out weaknesses?

Allowing individuals to agitate each other?

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14
Q

Managing the Environment

A

Agency policies and procedures should be:

Clearly written

Communicated

Understood

Applied

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15
Q

What are non-verbal techniques used in active listening?

A

Silence

Nods

Facial Expression

Eye Contact

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16
Q

Emotional Communication

A

Say what you expect.

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17
Q

What are encouraging and eliciting techniques?

A

Tone of Voice

Minimal Encouragements: “go on,” “uh-huh,” “I see”

Door Openers: “I’d like to hear more” “Tell me about that”

Closed questions

Open questions

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18
Q

Reflective Responses

A

“You feel comfortable when your friends talk about school.”

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19
Q

Summarization

A

“Here is what I hear you saying, you felt good at first, but now….”

20
Q

What is Active Listening?

A

Identifies and validates feelings

Reduces defensiveness

Promotes Change

Communicates that we care and understand

Is an effective co-regulation strategy

Helps young people “talk out rather than act out”

21
Q

Active listening is not

A

Throwing up roadblocks

Arguing or blaming

Giving permission

Giving advice or solvong the problem for the child

Necessarily time consuming

22
Q

What a Behvaior Support Techniques?

A

Managing the environment

Prompting

Caring Gesture

Hurdle Help

Redirection and Distractions

Proximity

Directive Statements

Time away

23
Q

How can adults can help children?

A

Seeing the incident from the child’s perspective

Helping children see the connection between feelings and behavior

Encouraging children to be responsible for their actions

24
Q

What are the goals of Emotional First Aid?

A

Provide immediate help and support to reduce intensity (co-regulation)

Reslove the immediate crisis

Keep the child in the program/activity

25
Q

What are the Strategies for Emotional First Aid?

A

Drain off emotions

Clarify events

Maintain the relationship and lines of communication

Remind the child of expectations and mediate the situation if necessary

26
Q

What should the child believe that the care worker?

A

Believes that the child has the ability to successfully participate in the activity

Will have time to talk later if needed

27
Q

What is the Conflict Cycle?

A

Stressful Situation/Incident ->

Young person’s feelings ->

Young person’s behaviors ->

Adult’s reponse -> stressful situation…..

28
Q

How can the conflict cycle be avoided?

A

Using positive self-talk

Listening and validating feelings

Managing the environment

Giving choices and time to decide

Redirecting the young person to another positive activity

Appealing to the young person’s self-interest

Dropping or changing the expectation

29
Q

Reactive Aggression

A

Affective or expressive aggression

Los of control and emotional flooding

Emotions are dominant

30
Q

Proactive Aggression

A

Instrumental or operant aggression

Goal oriented

Cognitions are dominant

31
Q

Immediate Response Priorities to Reactive Aggression

A

Safety

Understanding and support

Remove or reduce stimulus

32
Q

Immediate Response Priorities to Proactive Aggression

A

Safety

Containment and negotiation

Engagement and reasoning

33
Q

Ongoing Response Priorities to Reactive Aggression

A

Teach coping skills

Teach self-regulation skills

Anger management

34
Q

Ongoing Response Priorities to Proactive Aggression

A

Teach appropriate thinking, values, and social skills

Reward socially appropriate behavior, not anti-social behavior
\

35
Q

Individual Crisis Management Plan (ICMP) (Safety Plan)

A

Functional analysis of high-risk behavior

Strategy for intervening tailored for the young person

Periodic review and update

36
Q

Nonverbal Behaviors

A

Eye contact

Body language

Personal space

Height differences

Gender differences

Cultural differences

37
Q

Elements of a Potentially Violent Situation

A

Potential trigger

Potential target

Weapon

Level of stress or motivation

38
Q

Remove Potential Trigger

A

Never touching angry or potentially violent person

Avoidning any aggressive moves and provocative statements

Avoiding conflict cycle and counter aggression

Removing others who might trigger violence

Be mindful of body language

39
Q

Remove Potential Target

A

Asking targeted person to leave

Remind young person of relationship or leaving the situation, ask a “neutral” staff to manage situation

40
Q

Avoid Weapon

A

Discreetly remove objects

Maneuvering away from weapons

Staying a safe distance away

41
Q

Decrease Level of Stress or Motivation

A

Using your relationship

Actively listening to identify feelings

Remove the audience

Use co-regulation strategies

Offer alternative, nonaggressive ways to achieve goals (proactive aggression)

42
Q

Objective of Co-regulation

A

Provide support in a way that reduces stress and risk

43
Q

What to Think (Self-awareness)

A

Ask yourself the four questions

Use positive self-talk

44
Q

What to Do (Nonverbal Strategies)

A

Take a deep breath

Use protective stance

Step back

Give the situation time

Sit down if appropriate

Remember the importance of body language and facial expression

45
Q

What to Say ( Verbal Strategies)

A

Very little

Understanding responses:
“I can see..” (Validate feelings)
“when you…” (encourage positive behaviors_
“I know we…..” (emphasize desirable outcomes)
“I am sorry….” (offer an apology)

Remember tone of voice is important

46
Q

What to do when it’s over

A

It’s over when the …….

Life Space Interview (LSI)

TCI (1 decks)

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