Transcript Document

Ohio CCBD 2009
Life Space Crisis Intervention
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Thomas G. Valore, Ph.D.
Positive Education Program
3100 Euclid Ave.
Cleveland, Ohio 44115
216.361.7760 ext. 127
[email protected]
Objectives
Participants 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-Student
Relationship
IMPROVED
Staff-Student
Relationship
UNCHANGED
S
SSIIS
I
I
CCRR
Staff-Student
Relationship
DAMAGED
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LIFE SPACE CRISIS
INTERVENTION
LIFE SPACE CRISIS
INTERVENTION
A therapeutic skill which
enables us to make the
A therapeutic skill which
best out of a stressful
enables us to make the
student incident when we
best out of a stressful
get the worst of it.
student incident when we
get the worst of it.
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Cognitiv e M ap of the Six Stage s
of the LSCI Proce ss
Stage 1
Drain Off
Stage 2
Timeline
Staff relationship skills to obtain and validate the student's
perception of the crisis.
Stage 3
Central Issue
Staff diagnostic skills to determine if the crisis represents one
of six LSCI patterns of self-defeating behavior
Stage 4
Insight
New Skills
Staff empowering skills to teach the student new social skills to
overcome his pattern of self-defeating behavior
Stage 6
Transfer of Training
Staff consultation and contracting skills to help the student re-enter
the classroom and to reinforce and generalize his new social skills
Reclaiming Stages
Staff clinical skills to pursue the student's specific pattern of
self-defeating behavior for personal insight and accountability
Stage 5
Diagnostic Stages
Staff de-escalating skills to drain off the student;
intense feelings while controlling one's counter-aggressive
reactions
THE
SIX LSCI
RECAIMING
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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103
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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105
MY WAY
OR THE
HIGHWAY!
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.
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Massaging Numb Values
-- Considerable anxiety during Drain off and
Timeline stages;
-- Interviewer listens for self-abusive
statements and guilt;
-- Interviewer looks for signs of selfpunishment 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.
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Manipulation of Body
Boundaries
-- 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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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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What kids
believe about
themselves is
more important
in determining
behavior than
any facts about
them.
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e
SC I
Thre
fL
ation
d
n
u
so
o
F
PERCEIVING THINKING
FEELING AND BEHAVING:
UNDERSTANDING THE
DIFFFERENCES IN
PSYCHOLOGICAL WORLDS
Understanding the Dynamics of the
Conflict Cycle
Developing the Art of Listening:
Attending
Responding
Decoding
LSCI Institute
The Difference in Psychological
Worlds Between a Student in Stress
and a Helping Staff
Staff Re actions
Stude nt
Re actions
Perceiving
Diverse
Multidimensional
Concrete
One Dimensional
Thinking
Logical
Cognitvely-Based
Illogical
Omnipotent
Irrational Trap
Feeling
Accepts and
Controls
Flooded
Explosive
Behaving
Accepts
Responsibility for
Behavior
Does Not Accept
Responsibility
for Behavior
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THE
SIX STAGES OF
LSCI
Most
troubled
students
want to tell
their story
but lack the
necessary
skills and
trust.
LSCI Institute
Cognitiv e M ap of the Six Stage s
of the LSCI Proce ss
Stage 1
Drain Off
Stage 2
Timeline
Staff relationship skills to obtain and validate the student's
perception of the crisis.
Stage 3
Central Issue
Staff diagnostic skills to determine if the crisis represents one
of six LSCI patterns of self-defeating behavior
Stage 4
Insight
New Skills
Staff empowering skills to teach the student new social skills to
overcome his pattern of self-defeating behavior
Stage 6
Transfer of Training
Staff consultation and contracting skills to help the student re-enter
the classroom and to reinforce and generalize his new social skills
Reclaiming Stages
Staff clinical skills to pursue the student's specific pattern of
self-defeating behavior for personal insight and accountability
Stage 5
Diagnostic Stages
Staff de-escalating skills to drain off the student;
intense feelings while controlling one's counter-aggressive
reactions
DRAIN OFF
1
DRAIN OFF
TIMELINE
1
2
DRAIN OFF
TIMELINE
CENTRAL ISSUE
1
2
3
DRAIN OFF
TIMELINE
CENTRAL ISSUE
INSIGHT
1
2
3
4
DRAIN OFF
TIMELINE
CENTRAL ISSUE
INSIGHT
NEW SKILLS
1
2
3
4
5
DRAIN OFF
1
TIMELINE
CENTRAL ISSUE
INSIGHT
NEW SKILLS
TRANSFER OF TRAINING
2
3
4
5
6
e
SC I
Thre
fL
ation
d
n
u
so
o
F
Perceiving Thinking Feeling Behaving:
Understanding the Differences in
Psychological Worlds
UNDERSTANDING
THE DYNAMICS OF
THE CONFLICT
CYCLE
Developing the Art of Listening:
Attending
Responding
Decoding
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Kids in stress
create in adults
their feelings, and
if not trained, the
adults will mirror
their behavior.
Haim Ginott
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Institute
LSCI
Remember,
during crisis, act
like a thermostat,
not like a
thermometer!
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BREAKING THE
CONFLICT CYCLE:
CREATING A
RECLAIMING
ENVIRONMENT
Changing the Conflict Cycle to a
Coping Cycle
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Think Conflict Cycle
Use Self-Talk
Stop “YOU” Messages
Use “I” Messages
Post the Conflict Cycle
Teach the Conflict Cycle