TCI - ANSWER purpose:
- trauma informed care/de-escalate
- having physical presence
- this technique works for ages 5 and up (no one younger than 5)
- all feelings are valid, how you respond is what is important
developmental relationships are characterized by: - ANSWER - attachment
- reci...
- this technique works for ages 5 and up (no one younger than 5)
- all feelings are valid, how you respond is what is important
developmental relationships are characterized by: - ANSWER - attachment
- reciprocity (ex: throwing a ball back and forth)
- progressive complexity (ex: the medal system)
- balance of power
a trauma informed organization: - ANSWER - supports and facilitates trauma-informed care through:
- policies
- procedures
- practice
a trauma informed organization ensures that staff: - ANSWER - understand - understand what trauma
is/how it impacts everyone within the system
- recognize - recognize behaviors and patterns that reflect trauma (past or present)
- respond - respond in ways that avoid bringing up trauma
the TCI system assists organizations to: - ANSWER - prevent crisis from occurring
, - de-escalate potential crises
- manage - acute physical behavior
- reduce - potential and actual injury to young people and staff
- teach - young people adaptive coping skills
- develop - a learning organization
competencies - ANSWER 1.) be able to prevent and/or de-escalate a potential crisis situation with a
child/young person
2.) be able to safely and therapeutically manage a crisis situation
3.) be able to process with children - help improve their capacity to regulate their emotions and use
positive coping strategies
feelings/needs/behaviors - ANSWER - child's behaviors (top of the iceberg - visible/surface level)
- child's feelings and needs/memories/thoughts (under the surface iceberg)
assessing behavior - ANSWER all behavior has meaning
- behavior reflects emotions/needs
- trauma affects children's ability to manage feelings and behaviors
("there's a bear in the room")
stress model of crisis - ANSWER reduces stress and anxiety
(diagram)
- baseline
- triggering even (agitated)
- escalation (aggression)
- outburst (violence)
- recovery
(band aid affect)
, recovery phase outcomes - ANSWER - create a healing environment trusting relationships, sense of
safety, practice new skills
- higher
- no change
- lower
a crisis occurs when - ANSWER a child's fight, flight or freeze response is activated and they are unable to
regulate their emotions/behaviors
- consistent and caring - what staff needs to be for youth
- move into pain based behaviors (fight, flight or freeze)
goals of crisis intervention - ANSWER - support - provide immediate emotional and environmental
support to reduce stress and risk and increase child's sense of safety
- teach - help children learn/practice ways to regulate their emotions/behaviors
questions we ask ourselves in a crisis situation - ANSWER these go in order
1.) what am I feeling now?
2.) what does this child feel/need/expect/want? (trauma informed word)
3.) how is the environment affecting the situation?
4.) how do I best respond?
how do I best respond? - ANSWER - exercise/self control (over our own feelings)
- assess impact of the response of the child/situation/environment (decrease stress levels)
nonverbal techniques - ANSWER while actively listening
- silence
- facial expressions
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