TCIS training

pain based behaviors

inability to regulate

overreacting to situations

impulsive outbursts

defiance

running away through fear/anger

self-injury

withdrawal

trauma re-enactment

there are 8 behavior support techniques

hurdle help

time away

proximity

directive statements

caring gesture

managing the environment

prompting

redirection + distractions

the steps of the life space interview in correct order I ESCAPE

I- identify a place and time to talk

E-explore students point of view

S-summarize feelings + content

C-connect trigger to feelings to behavior

A-alternative responses to feelings discussed

P-plan developed/practice

E-enter students back into routine

name each stage 1-5 on the stress model of crisis

1-baseline

2-triggering event

3-escalation

4-outburst

5-recovery

a trauma-sensitive practice environment (“SPICE”) where students feel safe, welcomed and supported, considers 5 spaces which are:

ideological

physical

cultural

social

emotional

The three possible outcomes of the recovery phase of the stress model of crisis are:

higher

no change

lower

*always aim for higher

define setting conditions

anything that makes challenging behavior or traumatic stress response more or less likely to occur ex: loud classroom

2 goals of crisis intervention

support + teach

the four questions we ask ourselves when a crisis arises:

what am i feeling now ?

what does the student feel, need, expect or want ?

how is this environment affecting the situation ?

how do i best respond ?

the 3 basic processing regions of the Triune Brain are:

the thinking brain

the emotional brain

the survival brain

drop the rope

de-escalation concept used to stop and avoid a power struggle with a child or younger person.

listening + validating feelings

managing the environment

giving choices and time

dropping or exchanging the conversation

crisis co-regulation : help me help myself

calm a distressed student by first managing their own internal state and non-verbal presence, allowing to reduce emotional intensity and help student regain self-control.

what to think : 4 question

what to do: deep breath + low voice, time no rushing, step back to give personal space

what to say: use a calm, low reassuring tone, validate feelings, keep statements brief + clear.