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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