Transcript Life Space Crisis Intervention Overview (LSDI)--K. Frederick

LSCI
Kevin Frederick
&
Kendra Nichols
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.
3 Possible Outcomes of a Crisis
Staff-Student
Relationship
IMPROVED
Staff-Student
Relationship
UNCHANGED
Staff-Student
Relationship
DAMAGED
CRISIS
WHAT IS THE CAUSE OF THE CRISIS?

An event that triggers a student’s self-concept
A child’s self-concept develops from the on-going feedback he gets from
significant adults and peers in life regarding the kind of person he is.

Over time, the child learns a specific way of thinking about him or herself.

He begins to make certain assumptions and develop certain beliefs about him
or herself.

The child also develops a personal set of beliefs about the people in their world
and what they are going to do with them.

They result in a characteristic way of perceiving, feeling, thinking, and behaving
in all current and future situations.
It can become the foundation of his/her
self-concept or character.
“I can’t do anything right”
vs.
“I’m good at things”
“I have to be in control of everything to survive”
vs.
“I can let things happen”
“Teachers care about me”
vs.
“Teachers don’t care.”
FOUR TYPES OF STRESS
1)
Developmental: The stress that results from life cycle
issues we all face; separation, learning, achievement,
belonging, independence, physical development, etc…
2)
Psychological: The stress that results when someone is
conscious or inadvertently depreciated or ridiculed or
made fun of, etc…
3)
Reality: The stress that results from things that shouldn’t
go wrong, but do go wrong each day that make life difficult.
4)
Physical: The stress that results from deprivation of
basic biological and physical issues like nutrition, sleep
deprivation, over-stimulated, physical injuries, etc…
STAGES OF CHILD DEVELOPMENT
Developmental Stage
Existential
Question
Irrational Beliefs if
Not Resolved
Abandonment
(Birth – 2 years old)
“Is the world a safe place?”
“I can’t trust anyone but
myself—I’ll do whatever it
takes to meet my needs?”
Inadequacy
(3 – 5 years old)
“Can I measure up to my
parents’ expectations?”
“I’ll never measure up, so
why try?”
Guilt
(6 – 9 years old)
“Can I measure up to my
own expectations?”
“I’m no good, so I deserve
to be punished!”
Conflict
(9 – 12 years old)
“Can I be accepted by my
peers?”
“I’m an outcast, so screw
them all!”
Identity
(12 years old – Adulthood)
“Do I have what it takes to
become the kind of adult I
want to be?”
“I don’t have what it takes
to make it; I’m lost!”
Irrational Beliefs or Cognitive Distortions

“I must be good at everything – otherwise I am a
failure.”

“Everybody ought to like me – or I am a loser.”

“If people don’t do things I like they are bad people –
and they must be punished.”

“Everything must go my way all the time –
otherwise I must be unimportant.”
Irrational Beliefs or Cognitive Distortions

“Everyone must treat me fairly all the time - because
I am entitled to it.”

“I never have any control over what happens to me in
my life - and therefore I am not responsible for my
problems.”

“When something bad happens to me I can never
forget it - and I must think about it all the time.”
7 Defense Mechanisms
1)
Denial- When an individual protects himself or herself from unpleasant aspects of
reality by ignoring or refusing to perceive them, remaining unaware of facts that
could create one side of a conflict.
2)
Regression- When an individual retreats to an earlier developmental level involving
less mature responses and a lower level of aspiration.
3)
Withdrawal- Involving emotional, intellectual, or physical retreat from a situation.
Rationalization- Socially approved reasons to justify past, present, or proposed
behavior are used. Helps to justify actions and beliefs, and it aids in softening
disappointment connected with unattainable goals.
4)
5)
Sublimation- The acceptance of a socially approved substitute goal for a drive
whose normal channel of expression or normal goal is blocked.
6)
Projection- A transfer of blame for shortcomings, mistakes, and misdeeds to others
or attributes to others his or her own unacceptable impulses, thoughts, and desires.
7)
Displacement- When a shift of emotion, symbolic meaning, or fantasy from a person
or object toward which it was originally directed to another person or object.
THE 6 STAGES of LSCI
DIAGNOSTIC STAGES
STUDENT CRISIS
Staff de-escalating skills to drain off the student; intense feelings while
controlling one’s counter-aggressive reactions
Stage 1
STUDENT TIMELINE
Stage 2
RRRR
Staff relationship skills to obtain and validate the student’s perception
of the crisis
STUDENT CENTRAL ISSUE
Stage 3
Staff diagnostic skills to determine if the crisis represents one of six
patterns of self-defeating behavior.
RECLAIMING STAGES
STUDENT INSIGHT
Stage 4
Staff clinical skills to pursue the student’s specific pattern of selfdefeating behavior for personal insight and accountability
STUDENT NEW SKILL
Stage 5
Staff empowering skills to teach the student new social skills to
overcome their pattern of self-defeating behavior
STUDENT TRANSFER OF TRAINING
Stage 6
Staff consultation and contracting skills to help the student reenter
the classroom and to reinforce and generalize their new social skills
Stressful
Event
EVENT
Adult/Peer
Reaction
CYCLE
1
INGREDIENTS OF THE
CONFLICT CYCLE
INCIDENT
Student
Feelings
Student’s
Observable
Behavior
Stressful
Event
Adult/Peer
Reaction
CYCLE
2
INCIDENT
EXPANDS
Student
Feelings
Student’s
Observable
Behavior
Stressful
Event
Adult/Peer
Reaction
CYCLE
3
Student’s
Observable
Behavior
Student
Feelings
CRISIS
7 Essential Questions
When
2) Where
3) Target
4) Duration
5) Frequency
6) Intensity
7) Contagion
1)
FOUNDATIONS OF LSCI
Developing the Art of Listening
 Attending
 Responding
 Decoding
Attending Skills
Entering the Dialogue
 Attending: Being fully present with the student;
attending to verbal and non-verbal
communication.
Deepening the Dialogue
 Attending: Remaining fully present; being aware of
one’s own verbal and non-verbal messages to the
student.
Responding Skills
Entering the Dialogue
 Responding: Keeping the dialogue going; reducing
stress; remaining non-judgmental; building trust.
Deepening the Dialogue
 Responding: Affirming; checking for
understanding; creating a sense of mutual
problem-solving.
Decoding Skills
Entering the Dialogue
 Decoding: Searching for the meaning behind the
message; “listening” to what is not being said.
Deepening the Dialogue
 Decoding: Connecting feeling and behavior; adding
more meaning; leading student to insight.
Remember, During a crisis, act like a
thermostat…not like a thermometer.
The Difference in Psychological
Worlds Between a Student in Stress
and a Helping Staff…
THE PROCESS
STAFF REACTION
STUDENT
REACTION
PERCEIVING
DIVERSE
MULTIDEMENSIONAL
CONCRETE ONE
DEMENSIONAL
THINKING
LOGICAL
COGNITIVELY-BASED
ILLOGICAL
IRRATIONAL TRAP
FEELING
ACCEPTS AND
CONTROLS
FLOODED EXPLOSIVE
BEHAVING
ACCEPTS
RESPONSIBILITY FOR
BEHAVIOR
DOES NOT ACCEPT
RESPONSIBILITY FOR
BEHAVIOR
THE MOST IMPORTANT THING WE CAN DO TO HELP
A CHILD IS TO ALWAYS TREAT THEM WITH
RESPECT….EVEN WHEN THEY’RE DISRESPECTFUL!
They will not remember what we said…..
They will not even remember what we did…..
But they will never forget how we made them
feel.
-Maya
Angelou
How you say it is more important than
what you say…
Facial Expression 55%
Tone of Voice 38%
Words 7%
Good
Morning
Timothy
The Art of Decoding
On his first visit to kindergarten, while mother was still with him, Bruce, age five, looked over
the paintings on the wall and asked loudly, "Who made these ugly pictures?“ Mother was
embarrassed. She looked at her son disapprovingly and hastened to tell him, "It's not nice to call
the pictures ugly when they are so pretty.“ The teacher, who understood the meaning of the
question, smiled and said, "In here you don't have to paint pretty pictures.You can paint mean
pictures if you feel like it." A big smile appeared on Bruce's face, for now he had the answer to
his hidden question: "What happens to a boy who doesn't paint so well?“ Next Bruce picked up
a broken fire engine and asked self-righteously, "Who broke this fire engine?“ Mother answered,
"What difference does it make to you who broke it? You don't know anyone here.“ Bruce was
not really interested in names. He wanted to find out what happened to boys who break toys.
Understanding the question, the teacher gave an appropriate answer: "Toys are for playing.
Sometimes they get broken. It happens.“ Bruce seemed satisfied. His interviewing skill had
netted him the necessary information: "This grownup is pretty nice. She does not get angry
quickly, even when a picture comes out ugly or a toy is broken. I don't have to be afraid. It is safe
to stay here." Bruce waved good-bye to his mother and went over to the teacher to start his
first day in kindergarten.
ESCALATING THE CONFLICT CYCLE
Stop “YOU” messages!
•
•
•
•
•
•
•
•
•
•
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Can’t you do anything right?
With your attitude you’ll never amount to anything!
You apologize immediately!
Don’t you dare speak to me like that!
Why do you have to be so disgusting?
You need to start acting your age!
You have no respect for anyone or anything!
You don’t listen to anyone, do you?
You are a disappointment to me, your friends, and your
family.
You never use your head!
You’re more trouble than you’re worth.
Student’s Self-Fulfilling Prophesy

Once the adult responds in counter-aggressive,
hostile, withdrawn or rejecting ways the student’s
self-fulfilling prophesy ( SFP) is reinforced and
strengthened.

The stage is set for the next interaction.

The SFP is a troubled student’s way of validating their
beliefs and programming adults to behave in hostile
ways.
DE-ESCALATING THE CONFLICT CYCLE
“I” messages are…
Less likely to provoke more aggression.
 Less threatening to others.
 A model of honest exchange between people.
 More likely to open up communication.
 Helpful in interrupting a power struggle.
 Helpful in releasing adult stress in a helpful way.

When you use “I messages” you are
modeling coping behavior and respect.
Students are more inclined to listen.
4 Adults Choices in Responding
to Student Behavior
1)
Permit it
2)
Tolerate it
3)
Stop it
4)
Prevent it
KIDS IN STRESS
CREATE IN ADULTS
THEIR FEELINGS, AND IF NOT
TRAINED, THE ADULTS WILL
MIRROR THEIR BEHAVIOR.
DON’T PICK UP THE ROPE!
Why We Become Counter-Aggressive
 Caught in the conflict cycle
 Being in a bad mood
 Personal irritability
 Embarrassed for not meeting our professional
expectations.
 Fury due to personal helplessness.
 Student behavior triggers our own unfinished
business.
 Pre-judging a troubled student.
 Student violates our middle class values.
“I have come to the frightening conclusion that I am the
decisive element. It is my personal approach that creates the
climate. It is my daily mood that makes the weather. I possess
tremendous power to make life miserable or joyous. I can be a
tool of torture or an instrument of inspiration, I can humiliate
or humor, hurt or heal. In all situations, it is my response that
decides whether a crisis is escalated or de-escalated, and a
person is humanized or de-humanized. If we treat people as
they are, we make them worse. If we treat people as they ought
to be, we help them become what they are capable of
becoming.”
-Haim Ginott
How Can I Avoid the Power Struggle?
Nine Surface Management Strategies
1)
2)
3)
Planned Ignoring- If the behavior is not reinforced,
it will fade.
Proximity Control- Moving around the classroom
while teaching can prevent the problem from
starting.
Signal Interference- Quietly communicating to the
student that you are aware of the behavior that’s
leading to trouble can stop it before it becomes a
bigger problem.
Nine Surface Management Strategies
(Continued…)
4)
5)
6)
Interest Boosting- Learning activities that appeal
to a student’s interest helps keep him/her on task
and out of trouble.
Support from Routine- A predictable environment
reduces anxiety.
Support from Cognitive Restructuring- An adult
who can read the feeling tone of the group can help
change the perception from “glass half empty” to
“glass half full”.
Nine Surface Management Strategies
(Continued…)
7)
8)
9)
Direct Appeal to Values- The group can have a
positive influence on a members’ behavior.
Support Through Humor- Humor can sometimes
attract students’ attention away from a growing
problem.
Antiseptic Bouncing- As a student’s emotions
begin to mount, re-direct him/her to another
activity that can break the behavior chain.
SOMETIMES KIDS MAKE YOU FEEL LIKE A
Don’t take it personally and Don’t
get angry….That’s what they want!
Debrief (Drain off) with staff,
family, or friends. Take care of
yourself!