Life Space Crisis Intervention - SASED

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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 847.212.9268kcholdin@gmail.com mtcholdin@hotmail.com

Tentative datesforLSCIcertification andgraduate classsummer2017:June19– 23.

LSCICertificationTrainingwww.lsci.org