TEST STUDY GUIDE

TCI REFRESHERJUNE – DECEMBER 2015

THE STRESS MODEL OF CRISIS: A TYPICAL CRISIS 11

SUPPORT: environmentally and emotionally to reduce stress

and risk

TEACH: children better ways to cope with stress

THE STRESS MODEL OF CRISIS: A TYPICAL CRISIS 10

ASSESSING THE SITUATION 14

1. What am I feeling now?

2. What does this young person feel, need, or want?

3. How is the environment affecting the young person?

4. How do I best respond?

A young person’s inability to cope

results in a change in behaviour

THE STRESS MODEL OF CRISIS: A TYPICAL CRISIS 9

CRISIS COMMUNICATION AND ACTIVE LISTENING 26

Silence

Nods

Facial Expression

Eye Contact

BEHAVIOUR SUPPORT TECHNIQUES 33

Managing the environment

Prompting

Caring gesture

Hurdle help

Redirection and distractions

Proximity

Directive statements

Time away

MANAGING AGGRESSIVE BEHAVIOUR 47

Functional analysis of high-risk behaviour

Strategy for intervening tailored for the young person

Periodic review and update

THE LIFE SPACE INTERVIEW 67

I – Isolate the conversation

E – Explore young person’s point of view

S – Summarise the feelings and content

C – Connect feelings to behaviour

A – Alternative behaviours discussed

P – Plan developed/Practice new behaviour

E – Enter young person back into the routine

Conducted by the care worker

CHOOSING A SAFETY INTERVENTION 71

(All three criteria must be met)

Agency policies and state regulations approve restraint

The young person’s individual crisis management plan indicates

it

Our professional dynamic risk assessment indicates it