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LifeSpaceCrisisIntervention:WorkingwithStudentsinCrisis
Mary Tax Choldin KateTax CholdinSpecialEducationTeacher, SpecialEducationTeacherGlenbrookSouthHighSchool NilesCentralHighSchoolSeniorTrainer, SeniorTrainer,LifeSpaceCrisis Intervention LifeSpaceCrisis Intervention
3March2017
LifeSpaceCrisisInterventionBuildingBetterRelationshipsandRespondingEffectivelytoConflict
Advanced, verbal skills for professional staff
working with challenging children and youth.
www.lsci.org
Atherapeuticskillthatenablesusto
makethebestoutofastressfulstudent
incidentwhenwegettheworstofit.
LifeSpaceCrisisIntervention
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IntegratingLSCIwithExistingSchoolandOrganization-WideInterventions
• LifeSpace CrisisIntervention isastrategy that isbeingusedinpre-schools,schoolsanddistrictsthroughoutthecountryasapart oftheir PBIS/RTIinitiatives
• LSCIsupportsschool-widepositivebehaviorinterventionsandsupports(SWPBIS) andResponsetoIntervention –behavior (RTI)initiatives inanumberofways
• Providesasystematic, comprehensive approach toaddressing escalating behavior that canbeusedforstudentsinpreschoolthroughhighschoolacrossallthreetiersofthePBIS/RTImodelaswellasinspecialeducationsettings
Walker&Muscott,2011
Staff- ChildRelationship Improved
Staff- ChildRelationshipUnchanged
Staff- ChildRelationship Damaged
LifeSpaceCrisisInterventionThreePossibleOutcomesofaCrisis
Ifmanaged well,crisiscanbecome anopportunityforpositivechange.
LSCIcanhelpanadulttake abadsituationandmakesomethinggoodofit.
LSCIcanhelpthestudent andthe staffbuildarelationshipbasedontrustwhichleadstochanges inperceptions,feelings,andbehaviors.
LifeSpaceCrisisInterventionThreePossibleOutcomesofaCrisis
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“Thesinglemostcommonfactorforchildrenwhodevelopresilienceisatleastonestableandcommittedrelationshipwithasupportiveparent,caregiver,orotheradult.Theserelationshipsprovidethepersonalizedresponsiveness,scaffolding,andprotectionthatbufferchildrenfromdevelopmentaldisruption.
Theyalsobuildkeycapacities—suchastheabilityto…regulatebehavior—thatenablechildrentorespondadaptivelytoadversityandthrive.”
(CenterontheDevelopingChild,HarvardUniversity,2016)
PositiveInfluences
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Think&Write
1.Writeaboutastudentwhoisexceptionally‘easy’toworkwith…
2.Writeaboutastudentwhoisexceptionally‘challenging’toworkwith…
Think&Write
1.Writeaboutateacheroradultfromyourchildhoodwhomadeapositivedifferenceinyourlife.
2.Writeaboutateacheroradultfromyourchildhoodwhomadeanegativeimpressiononyourlife.
Howdoyouwanttoberememberedbyachild?
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•Theywillnotrememberwhatwesaid.
•Theywillnotevenrememberwhatwedid.
•Buttheywillneverforgethowwemadethemfeel.
LSC I In sti tu te
MayaAngelou
TheConflictCycle&Differencesin
PsychologicalWorlds:
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Whatkidsbelieveaboutthemselvesismore importantindeterminingtheirbehaviorthananyfactsabout them.
WhatdoeseverychildneedinordertodevelopaPositiveSelf-Concept?
Student in Stress: Helpful Adult:
Perceptions One-dimensionalSeesOnlyOnePerspective
Able toConsiderMultiplePerspectives
Thoughts Negative ThinkingStuck(OptionsLimited)Irrational/ I llogical/Generalized
LogicalCognizant ofOptionsPositiveSelf-TalkThinks:HowDoI ValidatetheChild’sExperience?
Feelings FloodedVolatileDefensive;Self-Protective
Accepts& inControlof FeelingsCalm
Behaviors Aggressive; Passive-Aggressive;Passive-Resistant
ModelsSelf-ControlRespondsto StudentNeedsRatherthanBehavior
DifferencesinPsychologicalWorlds:AStudentinStressandaHelpfulAdult
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THOUGHTS&FEELINGS
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TheLimbicSystem
TheNeocortex
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PositiveStress• Adverse experiences that are short-lived• Part ofthenormaldevelopmental process
TolerableStress• More intensebutrelatively short-lived• Withadequate support,unlikelytocauselong-term problems
ToxicStress• Sustained adversity• Childrenare unabletomanage toxicstress bythemselves• Canleadtopermanent changes inbraindevelopment
TypesofStress
1. The brainstemisresponsibleforsurvivalfunctions,suchasheart rate andrespiration. “State” memories are stored inthebrainstemandcanbetriggered duringperiodsofstress (e.g.whyyourheart beats faster when youarenervous).
2. The limbicsystemistheemotioncenterofthebrain.Itplaysthemajorroleinthebody’sresponsetostress.“Sensory” memoriesare stored inthelimbicsystem.Thispartofthebrainhasnolanguage.
3. The limbicsystemhousestheAmygdala,whichisresponsibleforthe fight,flight,orfreeze reaction.
4. The neocortex istheexecutive functioningcenter ofthebrain,where planning,problem-solving,reasoning,andabstractthoughtalltake place.Thisisalsothestorage area for facts,figures, dates,numbers,etc.
Summary
5. Thememoriesofachildwholivesinchronicstress,orwhohassufferedtrauma,arestoredlargelyinthelimbicsystem,wherethereisnolanguage.Withoutlanguageandtheabilityto“timestamp”atroublingevent,thedifficultmemoriesarealwaysliveandplayinginthebackground.
6. Thesekidsoperateataconstantlyhighstateofarousal—attoxicstresslevels--andexperiencemanyeventsintheirenvironmentassafetythreatsandemotionaltriggers.
7. ThegoalofLSCIistobringlanguagetoemotion—tointerruptrepetitivetraumaandcrisisre-enactmentpatterns.
Summary(continued)
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https://www.youtube.com/watch?v=gm9CIJ74Oxw
DifferencesinPsychologicalWorlds:ThoughtsTriggeredbyStressCanLeadtoConflicting
Adult-StudentGoals
StressedAdult’sThoughts/BeliefsthatmaybeTriggeredbyStudentBehaviorinResponsetoStressfulTaskCompletion:
“Wehavetogetthisworkdone.”“Childrenshouldcomply,doastheyaretold.”andnotquestionauthority.”“Myjobistogetyoutogetyourworkdone.”“Wearerunningoutoftime.”“Herewegoagain-- Ican’tbelievethis.”“I can’tletthischildruinthisclassforeveryoneelse.”“Mytimeandeffortshouldbespentonkidswhotry.”
StressedStudent’sThoughts/BeliefsmaybeTriggeredDuringTaskCompletioncausing
feelingsandactions:
“WhydoI havetodothis?”“Whydopeopleneedtolearnthiscrap?”“IfI try,I ’lllookfoolish.”“Great,moreproofthatI suckateverything.”“Everyoneknowshowtodothisbutme.”“Iwisheveryonewouldjustleavemealone.”“Thisisyourfault(teacher)- ifyou’dgetoutofmyface,everythingwouldbebetter.”“Ifeelstupid;I feellikealoser.”“Youcan’tmakemedothis.”“Ihavetogetoutofhere!”“Igiveup.I ’mdone.Tryandmakeme.”
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COGNITIVETHEORY
• StreamofConsciousness: Continuousflowofobservationandthoughtinthepresent.
• PerceptualSet: Fundamentalbeliefsbasedonpersonalhistory.
• ActiveSelf-Talk: ConsciousinternaldialoguefilteredbythePerceptualSet.
LSC I In sti tu te
StreamofConsciousnessKidsmaybewordless,buttheyareneverthoughtless.
Theyarefloodedwith“consciousness.”
Kidsmaybecomeconfusedorsilentastheysortthroughtheirmanythoughtsinsearchofanacceptableresponse.
LSC I In sti tu te
PerceptualSet• Pre-disposedmindsets(beliefsbasedonpersonalexperience)influencethestreamofconsciousness.
• AllexperiencesarefilteredthroughourPerceptualSetandshapeourfeelingaboutevents:
• Reading aloud• Runningamile• Doingamathproblem• Socializingduringlunch• Anyeveryday event
LSC I In sti tu te
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ActiveSelf-Talk• OurPerceptualSettriggersaninterpretationofaneventandinfluenceswhatwesaytoourselves;ourinternaldialogue.
• Self-talkgeneratesassociatedfeelings;it’snottheeventwhichcausesthefeeling,it’showwethinkaboutit.
• Someself-talkisirrational.
LSC I In sti tu te
It’snottheeventwhichcausesthefeeling…
It’sHOWyouthinkaboutit.
CommonIrrationalBeliefsofChildrenandYouth
• I mustbegoodateverythingI do (otherwise, I amafailure).
• Everyonemust likeme(otherwise, I amaloser).
• Ifpeopledo things I don’t like, theyarebadpeople(and theymustbepunished)!
• Everythingmustgomywayall the time (otherwise, I amunimportant).
• Everyonemust treatmefairlyall the time(because I amentitled to it).
• I neverhaveanycontroloverwhathappens tome inmylife(and therefore I amnot responsible formyproblems).
• Whensomething badhappens tome, I canneverforgetit (and I must thinkaboutitall the time).
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FiveCognitiveTraps
•MentalFilter
• DiscountingthePositive
• JumpingtoConclusions
• EmotionalReasoning
• “Should”Statements
LSC I In sti tu te
Mosttroubledstudentsarenotmotivatedtoseekself-improvementprograms,but toseekwaysofjustifyingtheirfaultythinking.
WEHAVECHOICES INHOWFEELINGSAREEXPRESSED
• Perceptions drive thoughts
• Thoughts drive feelings
• Feelings drive behaviors
LSC I In sti tu te
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• Actthemout
• Denyanddefend
• Acceptandown
LSCI In sti tu te
Three ChoicesinManagingPersonalFeelings
DefenseMechanisms
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1. Stream ofconsciousnessreferstothe continuousflowofthoughtsgoingthroughourminds.Itisourawarenessofwhatishappeninginthemomentandisalwaysongoing.
2. Ourperceptual setisourfundamentalbeliefsaboutthe world,basedonourlifehistories.Allofourexperiencesare filteredthroughourperceptual set.
3. Active self-talk istheconstantinternal dialoguewe havewithourselves. Itisheavilyinfluencedbyourperceptualset. Whatwesay toourselvesgenerates howwethink.
4. It’snottheevent that causes thefeeling; it’showwethinkaboutit.
5. LSCIusesthisunderstandingofthelinkbetween perceptions,thoughts,andfeelingstohelpthe childcreate lastingchanges inbehavior.
Summary
6. Under stress, kidsoftenexperience irrational self-talk that drivesself-defeating behavior. LSCIhelpskidsexamineandchangetheir irrational self-talk, inordertobringaboutreal changes inbehavior.
7. Kidsengage infiverigidpatterns ofperceiving andthinkingknownasCognitiveTraps.Each ofthese thinkingerrorscontributes toanegative operating mind-setanddistancesthestudentfrom takingresponsibilitytoimprovehisbehavior.
8. Cognitivere-structuring usesgoodlistening,responding,attending anddecodingskillstochangeachild’soperatingmindsetandself-talk.
Summary(continued)
HowStressCanDriveBehavior
TheConflictCycle
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4Choices– StudentBehavior
§Permit§Tolerate§Stop§Prevent
“Withmostkids,acrisisisapredictableandrepetitivepartofacycleofineffectivebehavior.Foryoungpeopletobeabletochangeapatternofbehaviorintosomethingmoreeffectiveandsociallyacceptable,theymustseethatpattern.Thebestwaytoshowthemthatpatternisforacaringadultto[enter]intothemiddleofacrisiswiththem.”
(Nawrocki,2007,p.8)
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Turn&Talk
1.Whatarethemostcommonbehavioralissuesthatcomeupinschool?
2.WhenastudentdoesX behavior,whatdoyouthinkheisreallytryingtosay?Whatneeddoeshehave?
1. LSCItakes intoaccountkeydifferences inthepsychologicalworldsofhelpingadultsandstudentsinstress.
2. Kidsareoften concrete intheirperceptions. Under stress, theyhave difficultyconsideringthingsfromalternate pointsofview.
3. Instressfulsituations,achild’sthinkingmaybecomeillogical.LSCIhelpskidschallengetheir irrationalbeliefs andillogicalthinking.
4. Inacrisis,kidscanbecomeexplosiveandfloodedbytheirfeelings.Helpingadultscanshowkidshowtoacceptandcontroloverwhelming emotions.
5. Forsomekids,accepting responsibilityforbehaviorislikeadmittingfailure. Itisapainfulprocessandonethatbenefitsfromadultsupport.
Summary
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THECONFLICTCYCLEPARADIGM
• A STRESSFUL EVENT occurs which activates a troubled student’s irrational beliefs.
• These NEGATIVE THOUGHTS determine and trigger feelings.
• FEELINGS, not rational forces, drive inappropriate behaviors.
• Inappropriate BEHAVIORS incite adults.
• Adults take on the student’s feelings and may MIRROR his behaviors.
• This negative adult REACTION increases the student’s stress, escalating the conflict into a self-defeating power struggle.
• The student’s SELF-FULFILLING PROPHECY (irrational beliefs) is REINFORCED; the student has no motivation to change thinking or behavior.
Student’sFeelings:
ANXIOUS
Student’s Behavior:“I’mnot
goingtodoit.Leavemethe#$%alone.”
Adult Reaction:“Don’ttalk
tomethatway.You’lldoasIsay.”
ConflictCycle1
Student’sStressfulEventTeacher:
“Answerthenextquestion.”
Student’sBelief: Adultsareallunfair…Ican’ttrustanyone…Ican’tdo
anythingright!
Student’sFeelings:
ANGRY
Student’s Behavior:“Youcan’tmakeme!You’renotmymother!”
AdultReaction:“No,if I were
yourmother,Iwouldhavetaughtyousomerespect!”
ConflictCycle2
Student’sStressfulEventTeacher:“Don’ttalk
tomethatway.You’lldoasIsay.”
Student’sBelief: Adultsareallunfair…Ican’ttrustanyone…Ican’tdo
anythingright!
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Student’sFeelings:
FURIOUS!!!!!
Student’s Behavior:Ihateyou!Ihatethis@#$school!I’mleaving!
AdultReaction:“You’realways
a problem!There’snothingthatcanbedonewithyou.”
ConflictCycle3
Student’sStressfulEventTeacher:“No,if Iwereyourmother,Iwould
havetaughtyousomerespect!”
Student’sBelief: Adultsareallunfair…Ican’ttrustanyone…Ican’tdo
anythingright!
BreakingtheConflictCycle
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andifnottrained,theadultswillmirrortheirbehavior.
Kidsinstresscreateinadultstheirfeelings,
LSCI Ins ti tu te
WhyStaffBecomeCounter-Aggressive
• Caught intheConflictCycle
• Personalirritability
• Embarrassed fornotmeeting ourprofessionalexpectations
• Fury duetopersonalhelplessness
• Student behavior triggers ourownunfinishedbusiness
• Pre-judging atroubledstudent
• Student violates ourmiddleclassvalues
LSC I In sti tu te
PersonalPlanforButtonPushing
WhatamIsensitiveabout?
WhatdoITHINK&FEELwhenastudenttriestopushmybuttons?
WhatdoIDO? HowcanIchangemytypicalresponses?
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TheBreakfastClub
ConflictCycleVideoExample
ClicktoViewVideo:
LSC I In sti tu te
TheConflictCycleTrenton&theSaw
VideoExample
ClicktoViewVideo:
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LSCI Ins ti tu te
Cycle1EVENT
Behavior
Others’Reaction
Stress
Feelings&Anxieties
Cycle2INCIDENT
Behavior
Others’Reaction
Stress
Feelings&Anxieties
Others’Reaction
Cycle3INCIDENTEXPANDS
Behavior
Stress
Feelings&Anxieties
Unbroken,theConflictCyclespiralsintocrisis
Cycle1- Trentonbreaks thesaw blade
Cycle2– The teacherasksTrentontoput thesawaway
Cycle3– The teacherputsthesawaway.
ConflictCycleActivity
Remember,duringcrisisactlikea
thermostat,not likea
thermometer!
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“YouMessages”whichEscalatetheConflictCycle
LSCI Ins ti tu te
• Can’tyoudoanything right?
• Withyourattitudeyou’ll neveramount toanything.
• Youareadisappointment tome,your friends, andyourfamily.
• Youapologize immediately!
• Don’tyoudareuse that languagewithme!
• Whydoyouhavetobesodisgusting?
• Youbetter startactingyourage!
• Youhaveno respect foranyoneoranything!
• Youdon’t listen toanyone,doyou?
• Youneveruseyourhead.
• You’remoretrouble thanyou’reworth.
“IMessages”Are…
• Lesslikelytoprovokemoreaggression.
• Lessthreateningtoothers.• Amodelofhonestexchangebetweenpeople.
• Likelytoopenupcommunication
• Helpfulininterruptingapowerstruggle.
• Helpfulinreleasingadultstressinahealthyway.
LSC I In sti tu te
“Imessages”modelhealthycoping
behaviorandrespect.
Studentsaremoreinclinedtolisten.
“Youmessages”robstudentsoftheirdignity.
Anger,resentment,anddisrespectaretheresult.
LSC I In sti tu te
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TheArtofListening
EffectiveCommunicationSkills
Attending
Responding
Decoding
Listening
TheArtofListening
• Emotions are processed intherighthemisphere, anddonesononverbally &subconsciously
• Language tocommunicateaboutemotionsisprocessedinthelefthemisphere
• Learning to“link”thetwohemispheres through interaction withacaring adultprovidesthefirst steptowards effectivelyunderstanding andself-regulating feelingsandbehaviors
• When kidslearnhowtocommunicatepositivelyabouttheirneeds andemotionalexperiences, theyare abletodevelopempathy andcompassion.
Thepathtoself-regulationfortroubledchildrenandyouth
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AttendingSkillsEnteringtheDialogue
• Beingfullypresent withthe student
• Attending toverbal andnon-verbal communication
• Managing counter-aggression
DeepeningtheDialogue• Remainingfullypresent• Beingaware ofone’sownverbalandnon-verbal
messages tothe student.• Establishing“resonance” withthe student,sothathe
sensesat asubconsciouslevelthatyou“feelhisfeelings.”
LSC I In sti tu te
Verbal&Non-VerbalCommunication
FacialExpression 55%
ToneofVoice 38%
Words 7%
100%Communication
Themeaningtransmittedfromanyinteractionistheresultof:
RespondingSkillsEnteringtheDialogue
• Keepingthe dialoguegoing
• Reducingstress
• Remainingnon-judgmental
• Buildingtrust
• Verbal andnonverbalmessages MUST becongruent
DeepeningtheDialogue• Affirming• Checkingfor understanding• Creating asenseofmutualexperience andproblem-
solving.LSC I In sti tu te
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DecodingSkillsEnteringtheDialogue
• Searching forthemeaning behindthemessage
• Listeningtowhat isnotbeingsaid
• Linkingemotionstowords(leftandrighthemispheres)
• Helpingthe student tocalmdown,feelsupported,andaccess thefrontal lobeor“highroad.”
DeepeningtheDialogue• Connectingfeeling andbehavior• Addingmoremeaning• Leading studenttoinsight
LSC I In sti tu te
LISTENING SKILLS
Attending• Being fullypresent with thestudent• Attending toverbalandnon-verbal communication
Responding• Keeping thedialogue going• Reducingstress• Remaining non-judgmental• Building trust
Decoding• Searching forthemeaningbehind themessage• Listening towhat isnotbeingsaid
LSC I In sti tu te
Listening Skills
Entering theDialogue
LISTENING SKILLS
Attending• Remaining fullypresent• Beingawareofone’s ownverbalandnon-verbal messages to the
student.
Responding:• Affirming• Checking forunderstanding• Creatinga senseofmutualproblem-solving.
Decoding:• Connecting feelings andbehavior• Adding moremeaning• Leadingstudent to insight
LSC I In sti tu te
Listening Skills
Deepening theDialogue
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AttendingSkillsDavon
VideoExample
ClicktoViewVideo:
ListeningSkillsDavid
VideoExample
ClicktoViewVideo:
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ReassuringSkillsHelpfulStatements:• “Iamhere tohelp.”
• “Iwanttounderstand exactly what happened.”
• “Iwanttounderstand thingsfromyourpointofview.”
• “I’msurewecanfigure thisouttogether.”
• “We’re goingtowork thisout.”• “Ittakes courage totalk aboutwhat youare thinkingand
feeling.”
• “The more Ihearthingsfromyourpointofview,the better I’llbeabletohelp
AffirmingSkills
HelpfulStatements• “Ilikethewayyou’re usingwords.”
• “You’re doingagreat jobsettlingdownandgettingready totalk aboutthis.”
• “Thank youfortellingmethat.”
• “Thank youforbeingpatient.”
• “You are handlingadifficultsituationreallywell.”
• “Icanseethat washard foryoutosay.”
• “You are really trying toget yourselftogether.”
HelpfulValidatingStatements
• “Throwing the booktoldmethatyouwere frustrated withtheassignment,andthat’s really importantinformationforme– it’sOKjusttotellmenexttime.”
• “Itmade yousadwhennoonepickedyoutoplayduringrecessandcursingatmewas awaytoshowmethat somethingwasbothering you.”
• “Saying I’mstupidisawaytoaskforhelpwhenyoudon’tunderstand thedirections,Iunderstand,butIwantyoutoknowthat it’smyjobtohelpclarifywhenever studentsdon’tunderstand something– Idothatforstudentsalldaylong.”
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ValidatingSkills
Validatingstatementsconveytothestudentthatyounon-judgmentallyaccepttheirthoughts,feelingsandbehaviorsasimportant,realandunderstandable.Youreallyhearthem.
“Validate”TableActivity
1. Learning tolinktheleft andrighthemispheres ofthebrainthroughinteraction withacaring adultprovidesthe firststeptowards understandingandself-regulating feelings andbehavior
2. When weare listeningtokids,weare alwaystrying tolinkemotionswithwords
3. It’sdifficultformanykidstositdownanddialoguewithanadult.It’suptotheadulttocreate the right conditionsformakingachildfeelheard andunderstood
4. Communicationskillsarecriticaltoeffectively listeningtoachildandencouraging himtolinkemotionsandlanguage.
Summary
TheArtofListening:TIMELINE
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Where?
When?
Target?
Duration?
Frequency?
Intensity
Contagion?
Timeline:The7EssentialQuestions
TheTimelineWHAT HAPPENED?
Where?When?Target?Duration?Frequency?Intensity?Contagion?
WHAT THOUGHTS WENT THROUGH YOURMIND?
Whatwereyousayingtoyourself?
HOWDID YOU FEEL?
Howstrongwereyourfeelingsonascaleof1– 10?
WHAT DIDYOU DO?
Howdidyoushowyourfeelings?
HOWDID OTHERS REACT?
Didtheendresultofthissituationmakethingsbetterorworseforyou?
BEHAVIORWhatdidyoudowhenyouwerefeeling…(soupset)?Howdidyoushowyourfeelings?Onascaleof1to10,how(harddidyouhit…louddidyouyell…etc?
THOUGHTS“Whatwentthroughyourmind?”
Youmusthavehadsomethoughtsaboutthat.”
“Whatwereyousayingtoyourself atthispoint?”
QuestionstoAsktoObtainaGoodTimeline
SELFCONCEPT&IRRATIONALBELIEFS
STRESSHelpmeunderstand...
Whathappened?Wheredidithappen?Whendidithappen?Whowasinvolved?Howlongdiditgoon?Howtoughwasit?
Howoftendoesithappen?Wereothers involved?
(Lookforpatterns.) FEELINGS
Howdid that make youfeel?Onascaleof 1to10, howangry… sad…disappointed…
etc.were you?(Determine Intensity.)
OTHERS' REACTIONS
Howdid the teacher …other student(s) …
guard …etc. respond?
Then what happened?
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Mosttroubledstudentswanttotelltheirstorybutlackthenecessaryskillsandtrust.
LSCIhelpsthestudentandstaffbuildarelationshipbasedontrustwhichleadstochangesinperceptions,
thoughts,feelings,andbehavior
1. IntheTimelinestage, the adulthelpsthechildrecounttheevents ofthe crisissituationbyaskingkeyquestions.
2. IntheTimeline,the adultusesthesequence ofthe ConflictCycletofindoutaboutthechild’suniquesetofperceptions,thoughts,feelings,andbehaviors andtolearn aboutothers’rolesintheconflict.
3. AdultsusetheTimeline tounderstandthe child’sactiveself-talkandtounderstandhowheperceives things.
4. Mosttroubledstudents wanttotelltheir story butlackthenecessary skillsandtrust.TheLSCIprocesshelpsachildbuildtrusting relationshipswithadultsanddevelopskillstobringlanguage tohisemotions.
Summary
TheStructureofLSCI
TheSix Stages
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CognitiveMapoftheSixStagesofLSCIStage1:DrainOffStaffde-escalatingskillstodrainoffthestudent’sintensefeelingswhilecontrollingone’scounter-aggressivereactions
DiagnosticStages
Stage2:TimelineStaffrelationshipskillstoobtainandvalidatethestudent’sperceptionofthecrisis
Stage3:CentralIssueStaffdiagnosticskillstodetermineifthecrisisrepresentsoneofthesixLSCIpatternsofself-defeatingbehavior
Stage4:InsightStaffclinicalskillstopursuethestudent’sspecificpatternofself-defeatingbehaviorforpersonalinsightandaccountability
Stage5:NewSkillsStaffempoweringskillstoteachthestudentnewsocialskillstoovercomehispatternofself-defeatingbehavior
Stage6:TransferofTrainingStaffconsultationandcontractingskillstohelpthestudentre-entertheclassroomandtoreinforceandgeneralizenewsocialskills
ReclaimingStages
Stage1:TheDrainOffYouthStage StaffStage StaffSkills
CrisisStage De-EscalationStage De-EscalationSkills
I ’mupsetandoutofcontrol! I needtodrainoff theyouth’sintensefeelingsandhelphimcontrolhisinappropriatebehavior
• UnderstandingthedynamicsoftheConflictCycle
• Listening• Attending• Reassuring• Affirming• Validating• Decoding
Stage2:TheTimelineYouthStage StaffStage StaffSkills
TimelineStage RelationshipStage InterviewingSkillsThisiswhathappened tome
asI rememberit.I needtoencourage theyouth
totellhis story;tofeelheardandunderstood.
I needtovalidatetheyouth’sperceptions,thoughtsandfeelingsaboutthecrisis.
• UnderstandingthedynamicsoftheConflictCycle
• Listening• Attending• Reassuring• Affirming• Validating• Decoding
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Stage3:TheCentral IssueYouthStage StaffStage StaffSkills
Central Issue Stage DiagnosticStage DiagnosticSkills
Sothisis thecentralissueofmy crisis!
I needtodetermine:1. Is thiscrisis characteristicof
howthisyouthperceives,thinks,feels,andbehavesduringacrisis?
2. Isthiscrisisbestmanagedbyashort-termintervention,inordertogettheyouthbackintotheprogram?
3. IsthiscrisisbestmanagedbyusingoneofthesixLSCI’s?
• Understandingtheyouth’shistory andcurrentstressors
• Knowing thesixLSCI’sandselectingtherightone
• Statingthecentralissueindevelopmentally-appropriate language
Stage4:TheInsightYouthStage StaffStage StaffSkills
InsightStage ClinicalStage CounselingSkills
NowIunderstandhowIcontributetomycrisisandmakeitworse.
I needtofacilitatetheyouth’sinsightintohispatternofself-defeatingbehavior
CarryingoutthemostappropriateLSCI
Stage5:NewSkillsYouthStage StaffStage StaffSkills
NewSkillsStage EmpoweringStage Cognitive &BehaviorModification Skills
ThesearethesocialskillsI needtoimprovemyinterpersonalrelationships.
I needtoteachspecificskillsthatwillhelptheyouthimprovehisself-conceptandinterpersonalrelationships
• Pro-socialskills• Self-monitoringskills• Self-controlskills• Role-playingskills
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Stage6:TransferofTrainingYouthStage StaffStage StaffSkills
TransferofTrainingStage Transfer& Follow-UpStage Transfer&Follow-UpSkills
This ishowIneedtobehavetogetmoreofmyneedsmetwhenI returntoclass.
I needtoprepare theyouthtoreturntohisprogram.
Ineedtoreinforcehisnewinsightsandsocial skills.
• Understandinggroupdynamicsoftheprogram
• Collaborationwithsignificantstaff
• Assistingco-workers indevelopingpositivereinforcementprograms
TheStructureofLSCI
TheSixReclaimingInterventions
TheSixReclaimingInterventions
RedFlag:ImportedProblems
RealityRub:ErrorsinPerception
NewTools:PoorSocialSkills
IdentifyingtheRealSourceofStress
LearningNewWaystoUnderstand
BuildingPro-SocialSkills
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TheSixReclaimingInterventions
SymptomEstrangement:JustifyingHarmfulBehavior
MassagingNumbValues:BehaviorDrivenbyGuilt
ManipulationofBodyBoundaries:ExploitationofPeers
FosteringSocialResponsibility
NurturingSelf-Regulation
FindingPositiveFriends
RedFlag Red Flag Reclaiming Intervention
Use with students who:
Overreact to normal rules and procedures with emotional outbursts;
Attempt to create a no-win situation by engating staff in a power struggle which ultimately results in more rejection and feelings of alienation.
LSCI Institute
Stress inaperson‘slifespaceiscarriedtoanothersetting whereitsparksconflict.
• Over-reacttonormalrulesandprocedureswithemotionaloutbursts
• Attempttocreateano-winsituationbyengagingstaffinapowerstrugglewhichultimatelyresultsinmorerejectionandfeelingsofalienation.
Distorted perceptionsandthinkingerrors leadtochronicemotionalandbehavioralproblems
RealityRub
1. Have blockedperceptionsofreality duetointense feelings
2. Misperceive reality duetotriggering ofpersonalemotionalsensitivities
3. Have arestricted perception ofreality duetoperseveration onasingleevent leading tothecrisis
4. Privately reconstruct their ownreality asevents areinterpreted throughrigidperceptual filtersderived frompersonalhistory
5. Manipulate reality totest limits
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NewTools
Problemsarecausedbyaninadequacyinsocialskillsandself-managementcompetencies
1. Has thecorrect attitude andbehaviors butlackstheappropriate socialskillstobesuccessful
2. Experiences confusion,frustrationorshame bythefailuresexperienced
Mywayorthehighway.
SymptomEstrangementPerson may be comfortable with bullying or delinquent behavior and show little conscience
1. Donotseemmotivatedtochange.2. Justifytheirverballyandphysicallyaggressive
behavior.3. Perceivethemselvesasvictimsandrespond
aggressively4. Receivesecondarypleasurefromthepaintheycause
toothers5. Appeartobeverycomfortableintheirapproach
Feelingsofworthlessness,guiltandlackofself-respectresultinself-destructive acting-out
MassagingNumbValues
1. Actoutimpulsively,thenfeel guiltyabouttheir behavior.
2. Are burdened byintensefeelings ofremorse, shame,orinadequacy andseek additionalpunishmenttocleansetheirguilt
3. Internalize their anger andassume responsibilityforallthatgoeswrong intheirlife
4. Make self-abusive statements andmayengage inself-injuriousbehaviors
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Youth entangled in destructive peer relationships are vulnerable to manipulation
1. Anaïve studenthasbeen setup byafalsefriendoramanipulatingpeer anddoesn’tsee it
2. Aneglected, isolated,orlonerstudentdevelops aself-defeating &falsefriendship withanexploitiveclassmate
3. Amanipulativestudent takes pleasure intakingadvantageofvulnerable peers.
ManipulationofBodyBoundaries
Identifying theRealSourceofStress:TheRedFlag
ReclaimingIntervention
ARedFlagCrisisisexplosiveanddifficult tomanagebecausethestudentisactivelyresistanttohelpandishisownworstenemy.
Likeastudentdrowningemotionally, heuseshislastbreathtopushhisheadunderwater.
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Whenyou jumpinthewatertorescue
adrowningstudent, frequently
youendupstrugglingwith
him.
Nothingissosmallthatitcan’tbeblownoutofproportion.
Nothingcomesfromnothing.
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1. Attendtothestudent.
2. Maintainreassuringcommunication.
3. Useplentyofaffirmation
4. Validatethefeeling
5. Decodethemeaningbehindthemessage
DrainOffTechniques:
RedFlag
VideoExample
I ’mnotgoingtoopenthatbook!”
ClicktoViewVideo:
TheRedFlagReclaimingIntervention
Usewithstudentswho:
• Over-reacttonormalrulesandprocedureswithemotionaloutbursts
• Attempttocreateano-winsituationbyengagingstaffinapowerstrugglewhichultimatelyresultsinmorerejectionandfeelingsofalienation.
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Student’sPerception:“Everybody isagainstme.Nooneunderstandswhat’sgoingonwithmeandnoonecares.Ican’ttakeit!”
ProcessoftheDiagnosticStages:
1.Recognizethatthestudent’sbehaviorisdifferenttoday.
2.De-escalateself-defeatingbehaviorsanddeterminethesourceoftheintensefeelingsandbehaviors.
3.Theadultcontrolspersonalcounter-aggressivefeelingstowardthestudentwhileworkingthroughmultiplelayersofresistance.
• Childrenwhowithholdemotionalexpressionuntiltheyreachasafesettingdemonstrateadegreeofemotionalcontrolnotavailabletoseriouslytraumatizedchildren.
• Theirfightorflightreactionisundersomelevelofmodulation,thoughitislikelynotconscious.
• Yet,childrenwhowaittoexpresstheiranger,resentment,orfearhaveaparadoxicalproblem;thereallifestrugglesthatarethesourceoftheirstressrequiresupportsystems,buttheirunleashingofabusiveorviolentbehaviorupon“safe”individualsalienatesthewould-besupporters.Inthatway,thechild’sunderlyingbeliefthatheisunworthyisvalidated.
• TheLSCIprocesshelpsadultsavoidfurtheringthechild’sself-fulfillingprophecyandhelpshimgainself-awarenessandinsightintohisself-destructivepattern.
TheRoleofTraumaInaRedFlagCrisis
TheSequenceofaRedFlagReclaimingIntervention
• Thestudentexperiencesastressfulsituationathome(e.g.isbeaten,overstimulated)
• Theexperiencetriggersintensefeelingsofhelplessness,anger,guilt,etc.
• Thesefeelingsarenotexpressedtotheabusivepersonforfearofretaliation.
• Hecontainsthefeelingsuntilheboardsthebusorenterstheschoolbuilding.
LSC I In sti tu te
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TheSequenceofaRedFlagReclaimingIntervention(continued)
• Ratherthanaskforhelp,heactsouthisfeelingsinthesaferenvironmentbycreatingintenseconflictwithstaff.
• Heover-reactstonormalrequests.
• Heactuallywantstofightwithstaff.
• Hisinterpretationofinteractionsisillogical.
• Hequicklycreatesmassivecounter-aggressivefeelingsinstaff.
THISISTHEDYNAMICOFDISPLACEMENTLSC I In sti tu te
• Toidentify thesource oftheRedFlag problem:• Carry-In:Problemoccursearlyintheday.
Hassourceinothersetting.• Carry-Over:Frustrationoccursinonesetting(e.g.classroom)
andiscarriedoverandactedoutinthenextclass.• Tap-In:Problemoccursduringadiscussionortaskwhich
triggerspersonalissue.Studentisoverwhelmedandactsout.
OutcomeGoals:
• Toidentify thedynamicsofdisplacementandtoacknowledgethat theproblemskidscauseare notthe causesoftheirproblems.
• Topractice newways ofmanagingthe thoughtswhicharouseintense feelingsanddrive problembehavior.
Student’sNewInsight:
• Someonedoesunderstandmypersonalpainandcanreadbeyondmybehavior.
• Ineedtotalktostaffaboutmyrealproblemsandnotcreatenewones.
• Ineedtostopthisself-defeatingpatternofbehavior.
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Theproblemskidscausearenotthecausesoftheirproblems
RedFlagReclaimingIntervention
VideoExample
ClicktoViewVideo:
1. The RedFlagisthemostfrequently usedReclaimingIntervention.2. InaRedFlagcrisis,thechild:
• Over-reacts toaminorrequest withahugeanduncharacteristic emotionaloutburst
• Tries toengage anadultinano-winpowerstruggle, resultinginmorerejection andalienation
• Displaceshisanger ontoanunsuspectingperson3. The keytomanaging aRedFlag situationistheDrainOff.4. The helpingadultmustalso:
• Recognizethat the child’sbehaviorisdifferentthanusual• Identify thedynamicsofdisplacement• Controlcounter-aggression andavoidgetting caught inthe
ConflictCycle5. There are 3typesofRedFlag crises:Carry In,CarryOver &Tap In
Summary
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IntegratingLSCIwithExistingPrograms&Interventions
LSCIprovidesasystematic, comprehensiveapproach toaddressing escalatingbehavior thatcanbeused forstudents inpreschool throughhighschool acrossmulti-tiered systemsof support inbothgeneraland special educationsettings
� LSCIsupports school-wide positive behavior interventions andsupports (SWPBIS)andResponse toIntervention (RTI)initiatives inanumberofways, including:
� Tier1Prevention trainingandpracticefocus� Connectsmultiple foundation skills to real studentneeds andbehaviors� LinkswithSchoolwide SESscreening fordecision-making andproactive
planning� Isaccessible tostudents, staffand families� Links toPBIS/MTSSpractices� Foundation forLSCIpracticesatTiers2&3� EmbedwithFBA/PBS planning (ConflictCycleWorksheet)
Formore informationregarding certification inLifeSpaceCrisisIntervention, please contact:
Kate Tax Choldin Mary Tax Choldin847.508.1182 [email protected] [email protected]
Tentative datesforLSCIcertification andgraduate classsummer2017:June19– 23.
LSCICertificationTrainingwww.lsci.org
