Overview of Training Overview of Training inin

Life Space Life Space Crisis Crisis

InterventionIntervention

Dr. Steve PareseDr. Steve Parese(336) 593-3533 (336) 593-3533

What is LSCI?What is LSCI?Counseling Skills for Counseling Skills for Reclaiming Troubled Reclaiming Troubled

YouthYouth

Caught in Self-Caught in Self-Defeating Patterns Defeating Patterns

of Behaviorof Behavior

Counseling Skills for Counseling Skills for Reclaiming Troubled Reclaiming Troubled

YouthYouth

Caught in Self-Caught in Self-Defeating Patterns Defeating Patterns

of Behaviorof Behavior

Training Training OptionsOptions1 day Foundation Skills in LSCI

for 30+ direct care staff & paraprofessionals

4.5 days Advanced Training in LSCI for up to 30 special ed teachers, crisis counselors & clinicians

Foundation Foundation Skills of Life Skills of Life

SpaceSpaceInterventionIntervention

UNDERSTANDING DIFFERENCES IN

PSYCHOLOGICAL WORLDS

Foundation Skill Foundation Skill #1#1

Psychological Psychological Difference #1Difference #1

Troubled youth hold

IRRATIONAL BELIEFS

about themselves and others.

TYPICAL SELF-TYPICAL SELF-DEFEATING BELIEFSDEFEATING BELIEFS

TYPICAL SELF-TYPICAL SELF-DEFEATING BELIEFSDEFEATING BELIEFS

‘I’m all alone… no one really

understands what I’m going through,

or even cares…’

TYPICAL SELF-TYPICAL SELF-DEFEATING BELIEFSDEFEATING BELIEFS

TYPICAL SELF-TYPICAL SELF-DEFEATING BELIEFSDEFEATING BELIEFS

‘It doesn’t matter what I do… I always mess it up!’

TYPICAL SELF-TYPICAL SELF-DEFEATING BELIEFSDEFEATING BELIEFS

TYPICAL SELF-TYPICAL SELF-DEFEATING BELIEFSDEFEATING BELIEFS

‘It’s better to be the class clown than the class

idiot…’

““Ah-Ah-Hah!”Hah!”Because troubled youth hold irrational BELIEFS, they

will often REACT irrationally to minor problems by:

DEFENDINGDENYING

BLAMINGRATIONALIZ

INGREGRESSING

Instead of simply taking RESPONSIBILITY!

Psychological Psychological Difference #2Difference #2

Troubled youth experience

CHRONIC STRESS with greater intensity,

frequency, and duration than helping adults.

#1 #1 Developmental Developmental StressStressNatural changes during

human growth & development

•Going to kindergarten•Learning to read•Moving to a new town•Going through puberty

#2 Psychological #2 Psychological StressStress

Individual worries and fears

•Feeling disliked by peers•Feeling ignored by parents•Worry about failing a test•Concern over weight

#3 Reality Stress#3 Reality StressMurphy’s Law: “What CAN

go wrong… WILL go wrong!”

•Missing bus on day of test•Accidentally bumping bully•Forgetting homework

#4 Physical Stress#4 Physical StressPhysical ailments

•Sleeplessness, hunger, cramps•Skin disorders (acne)•Mental illness (depression)

““Ah-Ah-Hah!”Hah!”

Because troubled youth experience

CHRONIC STRESSES of greaterFREQUENCY

INTENSITY

DURATIONthey will OFTEN

OVERREACT to otherwise minor problems.

UNDERSTANDING THE DYNAMICS OF THE

CONFLICT CYCLE

Foundation Skill Foundation Skill #2#2

Long’s Conflict Long’s Conflict CycleCycle

Behavior

Behavior

FeelingsFeelingsReactions

Reactions

Irrational Beliefs

Irrational BeliefsSituatio

nSituatio

nFeelings Intensify!Feelings Intensify!

BehaviorEscalates!Behavior

Escalates!

Stress Increases!

Stress Increases!

ReactionsWorsen!

ReactionsWorsen!

Self-Defeating

Beliefs

From Haim Ginott…From Haim Ginott…

“I’ve come to the frightening conclusion that I am the decisive

element in the classroom.

It’s MY personal approach that creates the climate;

It’s MY daily mood that makes the

weather……

“In all situations, it is MY response that decides whether a crisis will be escalated or de-escalated…

or a child humanized or de-humanized.

Dr. Haim Ginott

DEVELOPING EFFECTIVE

INTERVIEWING SKILLS

1.Attending Skills2. Decoding Skills3. Reflecting Skills

Foundation Skill Foundation Skill #3#3

What What emotionsemotions can you can you decode?decode?

• Hurt• Rejected• Angry

Reflective Listening: Reflective Listening: Practice 3Practice 3

“It sounds like you are ___________________

about _________________________________”

“And then they laughed at me and called me FAT! The b_____es! Why do they always have to be so hateful?”

Establishing aEstablishing a

TimelineTimelineEstablishing aEstablishing a

TimelineTimeline1. Events: What

actually happened?

2.Perceptions: What assumptions did the student make?

1. Events: What actually happened?

2.Perceptions: What assumptions did the student make?

““Ah-Ah-Hah!”Hah!”Youth in crisis WANT to tell their stories, but seldom

say exactly what they mean.

We must draw out their stories by: ATTENTIVELY LISTENING

DECODING HIDDEN FEELINGSREFLECTING & VALIDATING EMOTIONS

Advanced Advanced Skills of Life Skills of Life

SpaceSpaceInterventionIntervention

Advanced LSCI teaches staff how to calm the emotionally

distraught student, then explore both actual events and the youth’s “private logic” regarding them.

Every intervention follows the same initial of

exploration of stages.

Advanced LSCI Advanced LSCI SkillsSkills

Stages of LSCIStages of LSCI

2: Timeline

1: Drain Off

3: Central Issue

4: Insight5: New Skills

6: Transfer

Advanced LSCI also teaches staff how to recognize and

address six (6) specific patterns of self-defeating behavior.

Each pattern has its own unique characteristics and intervention

strategies.

Advanced LSCI Advanced LSCI SkillsSkills

#1 Red Flag#1 Red Flag

Goal: Recognize SOURCE of anger and stop displacing it onto others

Use when a stressed out student has brought in a problem from another setting & is TAKING IT OUT on others, especially staff.

Typical Typical CharacteristicsCharacteristics

• Have significant stress at home, school or in personal lives

• Act out by overreacting to normal requests, picking a fight with staff

• Quickly create massive counter-aggressive feelings in staff

Students who would benefit from Red Flag generally:

#2 Reality Rub#2 Reality RubUse when an impulsive student REMEMBERS ONLYREMEMBERS ONLY PARTPART of the story, or has MISINTERPRETEDMISINTERPRETED someone’s actual intentions.

GOAL: Gain a clearer perception of real events and impact on others

Typical Typical CharacteristicsCharacteristics

Students who would benefit from Reality Rub often:

• Make incorrect assumptions about what is “really going on.”

• Jump to wrong conclusions based on partial information

• Misperceive others’ intentions

#3 New Tools#3 New Tools

GOAL: Develop social skills and social judgment to fit in better

Use when a socially awkward student is TRYING TRYING TO FIT INTO FIT IN or do the right thing, and is confused by the rejection or failure he experiences.

Typical Typical ChacteristicsChacteristics

Students who would benefit from New Tools often:

• Look and act different from peers

• Have poor social skills and poor personal hygiene

• Look to adults for primary approval

• Have poor insight and judgment regarding their problems

#4 Symptom #4 Symptom EstrangementEstrangement

Use when a self-centered student feels NO CONCERNNO CONCERN for others, and NO NO RESPONSIBILITYRESPONSIBILITY for harmful actions.

GOAL: Gain insight to feel guilt and take responsibility for actions

Typical Typical CharacteristicsCharacteristics

Students who would benefit from Symptom Estrangement:• Easily justify breaking rules

• Hurt others without provocation

• Motivated by power and control

• Behave antisocially without loss of temper

#5 Massaging #5 Massaging Numb ValuesNumb Values

Use when a student with low self-esteem is feeling TOO MUCH GUILT, demeaning himself over a mistake.

GOAL: Put mistakes into better perspective, improve self-esteem

TYPICAL TYPICAL CHARACTERISTICSCHARACTERISTICS

Students who would benefit from Massaging Numb

Values often:• Have low self-esteem

• Have impulse control problems

• Over-react to mistakes by blaming themselves and making problems worse

#6 Manipulating #6 Manipulating

Body BoundariesBody Boundaries

I: False Friendship:

Naïve student is being misused by a FALSE FRIENDFALSE FRIENDGOAL: Redefine “friend” and respond assertively to manipulator

II: Set Up:

Aggressive student is being set off by a MANIPULATIVE MANIPULATIVE PEERPEERGOAL: Recognize manipulation and improve self-control

MBB I: MBB I: False False FriendshipFriendship

TYPICAL TYPICAL CHARACTERISTICSCHARACTERISTICS

Students who would benefit from MBB: False Friendship

are often:• Isolated or new to school

• Looking for approval/belonging

• Easily misled by others

MBB II: Set UpMBB II: Set UpTYPICAL TYPICAL

CHARACTERISTICSCHARACTERISTICSStudents who would benefit from MBB: Set Up are often:

• Aggressive and impulsive

• Easy targets for quick-thinking peers -- but are provoked only when staff are around

Certification Certification requires:requires:

• Attend all sessions on time• Complete all in-class activities• Read LSCI textbook and articles• Pass written test of knowledge• Pass practical test of skills

• Optional: Complete 5-7 page paper within 90 days for graduate credit in Sped or Psych from Augustana College

Training in LSCI Training in LSCI includes:includes:• Informative mini-lectures• Real-life stories• Relevant discussions • Skillful demonstrations• Guided practice in role plays• Entertaining video examples• Competency-based testing• College credit available

Training OptionsTraining Options1 day Foundation Skills in LSCI

for 30+ direct care staff & paraprofessionals

4.5 days Advanced Training in LSCI for up to 30 special ed teachers, crisis counselors & clinicians

Training CostsTraining Costs1 day Foundation Skills in LSCI $150/person or $2,000 flat fee for 30+ staff (mat included)

4.5 days Advanced Training in LSCI $495/person or $7,500 flat fee for up to 30 staff (+ $125 materials)

*Minimum 10 people, travel expenses additional*Minimum 10 people, travel expenses additional

4.5 day training need not be consecutive days4.5 day training need not be consecutive days

Contact Contact informationinformation

Dr. Steve PareseSenior Trainer, LSCI Institute

PO Box 336 Danbury, NC 27016(336) 593-3533

www.TACT2.com

SBParese@aol.com