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The outcome of many interventions hinges on the quality of staff’s relationship with the child...

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The outcome of many interventions hinges on the quality of staff’s relationship with the child Targeted and intensive Intervention: Considerations
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The outcome of many interventions hinges on the quality of staff’s

relationship with the child

Targeted and intensive Intervention: Considerations

Targeted and Intensive Interventions

Many good interventions fail due to inability of the implementing staff to establish a positive

helping relationship with the child

Life Space Crisis Intervention

Establishing effective positive helping relationships with children

Diagnosing and breaking self defeating patterns of behavior

The Power of Language

Self Defeating Behavior

Versus

Bad Behavior

Children Who Are Heard Listen

• Children want to tell their story

Thre

e

Foundations of LSC

IPerceiving Thinking Feeling Behaving:

Understanding the Differences in Psychological Worlds

Developing the Art of Listening: Attending

Responding Decoding

LSCI Institute

Understanding the Dynamics of the Conflict Cycle

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

13LSCI Institute

What is interesting about this photo of a vase?

Notice that you can see only one image at a time.

One image is always the foreground, the other, the background.

LSCI Institute

Cognitive Restructuring

• Children with self defeating patterns of behavior usually have self defeating patterns of thinking.

• In order to change the behavior we must first understand how they think

• With patience and structure children can learn to think differently and learn to self manage their own behaviors effectively

"People are disturbed not by things, but by the views which they take of them."

EPICTETUS,1st Century A.D.

21LSCI Institute

LSCI Institute

THE CONFLICT CYCLE

1STRESSFUL

EVENT

2STUDENT'S FEELINGS

3STUDENT'S

OBSERVABLE BEHAVIOR

4ADULT/PEERREACTIONS

STUDENT'S SELF CONCEPT

IRRATIONAL BELIEFS

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The Conflict Cycle

THE CONFLICT CYCLE

Play Video

To resolve an emotionally charged event you must first deal with the

feelings

Thoughts---Feelings---Behavior

The Six Reclaiming Interventions

Reality Rub: Errors in Perception

Red Flag: Imported Problems

New Tools: Poor Social Skills

Symptom Estrangement: Justifying Harmful Behavior

Massaging Numb Values: Behavior Driven by Guilt

Manipulation of Body Boundaries: Exploitation of Peers

LSCI Institute

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’sintense 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 new social skills.

Diagnostic Stages

Reclaiming Stages

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DRAIN OFF 1

Drain off the student’s intense emotions by acknowledging feelings.

DRAIN OFFTIMELINE

12

By using affirming and listening skills, discover the student’s point of view.

DRAIN OFFTIMELINE

12

CENTRAL ISSUE 3

Identify the student’s vital interest and select the appropriate LSCI Reclaiming Intervention.

The “Script”

•Acknowledge the feelings:

•Affirm. Make 2-3 affirming statements:

•Get the child’s perspective and restate:

•Set limits giving choices as needed:

Two Levels of Training

Foundation SkillsUsually one to two days of training appropriate

for all building staffLSCI Certification

A five day or semester long graduate course format for professional staff

Ken Kramberg

• (802) 295-2095

[email protected]


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