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Ohio CCBD 2009Life Space Crisis Intervention
• Thomas G. Valore, Ph.D.
• Positive Education Program
• 3100 Euclid Ave.
• Cleveland, Ohio 44115
• 216.361.7760 ext. 127
ObjectivesParticipants will…• be introduced to the six reclaiming
interventions of LSCI,• be introduced to the six stages of LSCI, and• understand the dynamics of the Conflict
Cycle.
Three Possible Outcomes of a Crisis
Staff-StudentRelationshipIMPROVED
Staff-StudentRelationshipUNCHANGED
Staff-StudentRelationshipDAMAGED
CRISISCRISIS
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LIFE SPACE CRISIS INTERVENTION
A therapeutic skill which enables us to make the best out of a stressful
student incident when we get the worst of it.
LIFE SPACE CRISIS INTERVENTION
A therapeutic skill which enables us to make the best out of a stressful
student incident when we get the worst of it.
LSCI Institute
The Six Reclaiming Interventions
Reality Rub: Errors in Perception
Red Flag: Imported Problems
New Tools: Poor Social Skills
Symptom Estrangement: Delinquent Pride
Massaging Numb Values: Behavior Driven by Guilt
Manipulation of Body Boundaries: Exploitation of Peers
Cognitive Map of the Six Stages of the LSCI Process
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Drain Off
Timeline
Central Issue
Insight
New Skills
Transfer of Training
Staff de-escalating skills to drain off the student;intense feelings while controlling one's counter-aggressive
reactions
Staff relationship skills to obtain and validate the student's perception of the crisis.
Staff diagnostic skills to determine if the crisis represents one of six LSCI patterns of self-defeating behavior
Staff clinical skills to pursue the student's specific pattern of self-defeating behavior for personal insight and accountability
Staff empowering skills to teach the student new social skills to overcome his pattern of self-defeating behavior
Staff consultation and contracting skills to help the student re-enter the classroom and to reinforce and generalize his new social skills
Dia
gnostic S
tages
Recla
imin
g S
tages
THE
SIX LSCIRECAIMING
INTERVENTIONS
Reality Rub
-- Considerable anxiety and confusion about what happened;
-- Distorts reality;
-- Perseverates on one aspect of the event;
-- Arrives at conclusions using faulty thinking;
-- Tests limits;
-- Interviewer uses Conflict Cycle to organize reality.
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Red Flag
-- An unusual overreaction; intense feelings and behaviors;
-- Defiant, oppositional, and irrational behaviors;
-- Student "needs" to escalate the crisis into an intense power struggle;
-- Drain off and managing staff counter-aggression are important;
-- Displacement is a feature.
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New Tools
-- During the Timeline, identify the student's "right intentions" vs. "wrong behaviors;"
-- The Interviewer makes the connection;
-- Interviewer and student join forces around common goals;
-- Interviewer teaches pro-social behaviors;
-- Interviewer sets up positive reinforcement programs with staff support;
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Symptom Estrangement
-- Little difficulty with Drain off or Timeline stages;
-- Little or no observable guilt about behavior;
-- Assumes the role of victim and rationalizes his behavior;
-- Receives secondary group status and power from his aggressive acts;
-- Interviewer uses benign confrontation to create discomfort with cruel behavior.
106
MY WAY OR THE HIGHWAY!
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-- Considerable anxiety during Drain off and Timeline stages;
-- Interviewer listens for self-abusive statements and guilt;
-- Interviewer looks for signs of self- punishment or setting up others to punish;
-- Note that the major concern at this time is self-abuse--other precipitating issues are secondary;
-- Interviewer logically attacks irrational beliefs;
-- Interviewer affirms all acts of self-control;
-- Interviewer notes staff awareness of positive behavior and gains.
Massaging Numb Values
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-- Interviewer begins with the victim;
-- Interviewer determines if this is a "false friendship" or a "set up;"
-- Note that if the victim is aggressive, it is likely he was set up (usually by a bright, passive aggressive peer);
-- If false friendship, student are interviewed together -- if set up, students are seen separately;
-- Interviewer exposes the manipulation.
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Manipulation of Body Boundaries
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COGNITIVE THEORY
Stream of Consciousness: Continuous flow of observation and thought in the present.
Perceptual Set: Fundamental beliefs based on personal history.
Active Self-Talk: Conscious internal dialogue filtered by the Perceptual Set.
LSCI Institute
What kids believe about themselves is
more important in determining behavior than
any facts about them.
LSCI Institute
Thre
e
Foundations of LS
CIPERCEIVING THINKING
FEELING AND BEHAVING: UNDERSTANDING THE
DIFFFERENCES IN PSYCHOLOGICAL WORLDS
Developing the Art of Listening: Attending Responding Decoding
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Understanding the Dynamics of the Conflict Cycle
Staff ReactionsStudent
Reactions
PerceivingDiverse
MultidimensionalConcrete
One Dimensional
ThinkingLogical
Cognitvely-Based
Illogical Omnipotent
Irrational Trap
FeelingAccepts and
ControlsFlooded
Explosive
BehavingAccepts
Responsibility for Behavior
Does Not Accept Responsibility for Behavior
The Difference in Psychological Worlds Between a Student in Stress
and a Helping Staff
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13LSCI Institute
THE
SIX STAGES OF LSCI
Most troubled students
want to tell their story
but lack the necessary skills and
trust.
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Cognitive Map of the Six Stages of the LSCI Process
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Drain Off
Timeline
Central Issue
Insight
New Skills
Transfer of Training
Staff de-escalating skills to drain off the student;intense feelings while controlling one's counter-aggressive
reactions
Staff relationship skills to obtain and validate the student's perception of the crisis.
Staff diagnostic skills to determine if the crisis represents one of six LSCI patterns of self-defeating behavior
Staff clinical skills to pursue the student's specific pattern of self-defeating behavior for personal insight and accountability
Staff empowering skills to teach the student new social skills to overcome his pattern of self-defeating behavior
Staff consultation and contracting skills to help the student re-enter the classroom and to reinforce and generalize his new social skills
Dia
gnostic S
tages
Recla
imin
g S
tages
DRAIN OFF 1
Drain off the student’s intense
emotions by acknowledgin
g feelings.
DRAIN OFF
TIMELINE
1
2
By using affirming and
listening skills, discover the
student’s point of view.
DRAIN OFF
TIMELINE
1
2
CENTRAL ISSUE 3
Identify the student’s vital interest and select the
appropriate LSCI Reclaiming
Intervention.
DRAIN OFF
TIMELINE
1
2
CENTRAL ISSUE 3
INSIGHT 4
Use one of the Reclaiming
Interventions to to help the
student recognize his pattern
of self defeating behavior.
DRAIN OFF
TIMELINE
1
2
CENTRAL ISSUE 3
INSIGHT 4
NEW SKILLS 5
Teach the new skills which lead to more responsible behavior.
DRAIN OFF
TIMELINE
1
2
CENTRAL ISSUE 3
INSIGHT 4
NEW SKILLS 5
TRANSFER OF TRAINING
6
Prepare the student to re-enter the
ongoing activity and
setting.
Thre
e
Foundations of LS
CI
Perceiving Thinking Feeling Behaving: Understanding the Differences in
Psychological Worlds
Developing the Art of Listening: Attending Responding Decoding
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UNDERSTANDING THE DYNAMICS OF
THE CONFLICT CYCLE
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THE CONFLICT CYCLE
1STRESSFUL
EVENT
2STUDENT'S FEELINGS
3STUDENT'S
OBSERVABLE BEHAVIOR
4ADULT/PEERREACTIONS
STUDENT'S SELF CONCEPT
IRRATIONAL BELIEFS
14
LSCI Institute
Haim Ginott
Kids in stress create in adults
their feelings, and if not trained, the
adults will mirror their behavior.
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Remember, during crisis, act like a thermostat, not like a thermometer!
LSCI InstituteLSCI Institute
BREAKING THE CONFLICT
CYCLE
1STRESSFUL
EVENT
2STUDENT'S FEELINGS
3STUDENT'S
OBSERVABLE BEHAVIOR
4ADULT/PEERREACTIONS
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BREAKING THE CONFLICT CYCLE:
CREATING A RECLAIMING
ENVIRONMENT
Changing the Conflict Cycle to a Coping Cycle
• Think Conflict Cycle
• Use Self-Talk
• Stop “YOU” Messages
• Use “I” Messages
• Post the Conflict Cycle
• Teach the Conflict Cycle