The outcome of many interventions hinges on the quality of staff’s
relationship with the child
Targeted and intensive Intervention considerations
Targeted and Intensive Intervention
• 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
Three
Foundations of LSCI
Perceiving 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
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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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.
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•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
Cognitive Restructuring
"People are disturbed not by things, but by the views which they take of them."
EPICTETUS,1st Century A.D.
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THE CONFLICT CYCLE
1STRESSFUL
EVENT
2STUDENT'S FEELINGS
3STUDENT'S
OBSERVABLE BEHAVIOR
4ADULT/PEERREACTIONS
STUDENT'S SELF CONCEPTIRRATIONAL 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
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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 1Drain 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 3Identify 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