Life Space Crisis Intervention

Establishing effective positive helping relationships with children

Diagnosing and breaking self defeating patterns of behavior

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

Thoughts---Feelings---Behavior

The Power of Language

Self Defeating Behavior

Versus

Bad Behavior

Children Who Are Heard Listen

• Children want to tell their story

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

Thoughts---Feelings---Behavior

Thre

e

Foundations of LSC

IPerceiving 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

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The Conflict Cycle

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Haim Ginott

Kids in stress create in adults

their feelings, and if not trained, the adults will mirror their behavior.

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Activity #1

Discuss the students reactions and behavior

Discuss the teachers reactions and behavior

What was the driving force and interest for each of them

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What kids believe about themselves is

more important in determining behavior than

any facts about them.

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

EPICTETUS,1st Century A.D.

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Four Types of Stress

1. Developmental2. Psychological3. Reality4. Physical

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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.

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Most troubled students are not motivated to seek self-improvement programs, but to

seek ways of justifying their faulty thinking.

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Denial Projection

Projection

RegressionDenial

Seven Defense Mechanisms

Displacement

SublimationConversion Rationalization

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

Thoughts---Feelings---Behavior

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

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

DRAIN OFFTIMELINE

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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:

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

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