Targeted and intensive Intervention considerations
The outcome of many interventions
hinges on the quality of staff’s
relationship with the child
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
a
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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COGNITIVE THEORY
 Stream of Consciousness: Continuous flow
of observation and thought in the present.
 Perceptual
personal history.
Set:
Fundamental beliefs based on
 Active Self-Talk: Conscious internal dialogue
filtered by the Perceptual Set.
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13
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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Cognitive Restructuring
•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
"People
are
disturbed
not by
things, but
by the
views
which they
take of
them."
EPICTETUS,
1st Century A.D.
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21
THE
CONFLICT
The
Conflict
Cycle
CYCLE
STUDENT'S SELF CONCEPT
IRRATIONAL BELIEFS
1
STRESSFUL
EVENT
2
STUDENT'S
FEELINGS
4
ADULT/PEER
REACTIONS
3
STUDENT'S
OBSERVABLE
BEHAVIOR
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14
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
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Manipulation of Body Boundaries:
Exploitation of Peers
Cognitive Map of the Six Stages
of the LSCI Process
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 new social skills.
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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’s
intense feelings while controlling one's counter-aggressive reactions.
DRAIN OFF
1
DRAIN OFF
TIMELINE
1
2
DRAIN OFF
1
TIMELINE
CENTRAL ISSUE
2
3
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 Skills
Usually one to two days of training appropriate
for all building staff
LSCI Certification
A five day or semester long graduate course
format for professional staff
Ken Kramberg
• (802) 295-2095
• [email protected]