Presentation on theme: "Ohio CCBD 2009 Life Space Crisis Intervention"— Presentation transcript:
1 Ohio CCBD 2009 Life Space Crisis Intervention Thomas G. Valore, Ph.D.Positive Education Program3100 Euclid Ave.Cleveland, Ohio 44115ext. 127
2 Objectives Participants will… be introduced to the six reclaiming interventions of LSCI,be introduced to the six stages of LSCI, andunderstand the dynamics of the Conflict Cycle.Where do we have the most problems? Conflict, power strugglesThomas G. Valore, Ph.D.
3 We know that every conflict has three possible outcomes. Referring back to the videos, what do you think would be the typical staff response to these situations?Three Possible Outcomes of a Conflict/Crisis.LSCI is an intervention which can use a conflict to build relationships between staff and kids and to help kids gain some insight into their patterns of self-defeating behavior. Which do you think happens most frequently when a crisis occurs.
4 LSCI is a counseling intervention which exploits the crisis to allow staff to help students gain insight into their very predictable patterns of self-defeating behavior.Grounded in the work of Redl and Wineman in their NIMH groundbreaking studies, LSCI is the updated and refined iteration of Life Space Interviewing.In their research of aggressive youth, Redl and Wineman discovered 5 predictable patterns of self-defeating behaviors. Their interventions designed to bring insight into these patterns were updated and adapted for applications in schools and other settings for at-risk or ED students by Nicholas Long.Psychiatrist, Psychologists, Social Workers50s Some sort of psychotherapy, 50 minute hour, insight from which they benefit.Redl and Wineman thought kids were a little different and thought that their problems could be helped if we could help them change the way they PTFB.August AichornFiltered thru 200 referrals selected 8 of the most severely disturbedDetroit Children hospital at fresh air campNick House saw a job advertisement for a summer job. House Father: Free room and board and we’ll pay you. NL thought what could be easier? He was met with beh. that challenged him and showed him the definition of counter aggression. Nick would bring kids out of control to Redl and Wineman where they would change their beh. NL changed hi major o Psych.200 trainers Scotland, Ireland, Scotland, S. Africa, New Z, Australia, Germany Belgium, Hungary.for a good history of psych approaches.
5 “ One pattern Redl and Wineman discovered was the student who denies his/her contribution to the crisis he/she actually creates. The student uses projection to defend against feeling personally responsible. These students often misperceive reality by rigidly holding to the belief that what they heard, saw, or remembered could not have any other interpretation. Their perceptions are compromised, and by never entertaining an alternative perspective, are constantly blaming others for the situations in which they find themselves.Decide to keep the namesNY 900 sed Ts10,000 teachers in NYRR: Jamaul walking down the hall Ken accidently bumps into him Jamaul immediately jumps to the conclusion that he did it purposely.NT: This may sound lite in comparison to the others, but if you work with High functioning Aspergers Syndrome you know that they suffer a lot, sometimes even suicidal.
14 COGNITIVE THEORYStream 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.LSCI Institute
17 What usually shows up on IEPS What usually shows up on IEPS? The behavior section when we know the behavior is driven by the way we PT and F.P: Young and Old Lady You can’t change a persons perception unless you know how they perceive the situation. Images started young/old woman Gestalt figure and ground perceptionsKids will follow along with you and then lose it like a chemistry classPrince Phillip and Princess____ AnniversaryT: What’s the universal saying that kids have during a restraint. Nick the cat story Cat Burglar What thoughts might she have about the secret world of cats.F: We can hold back our impulses, bite our tongue. Kids have feelings, but te difference is that kids are had by their emotions.Jenny Hiram Amish country had Little House on the Prairie Quarterly during a center mtg. before I started here I didn’t know I had it in me to hate anyone.Kid will draw aspect of us that we didn’t know existed. Redl make that kid your teacher.B: Chocolate Milk Having one more thing to handle is just too much they impulsively deny it.Once we start we know we’ll face the enormity of the task. Maybe by organizing we’ll be able to fac the task with more confidence.
22 Drain off the student’s intense emotions by acknowledging feelings. The Six Stages of LSCIDRAIN OFF1Drain off the student’s intense emotions by acknowledging feelings.
23 The Six Stages of LSCIDRAIN OFF1TIMELINE2By using affirming and listening skills, discover the student’s point of view.
24 The Six Stages of LSCI DRAIN OFF 1 TIMELINE 2 CENTRAL ISSUE 3 Identify the student’s vital interest and select the appropriate LSCI Reclaiming Intervention.
25 The Six Stages of LSCI DRAIN OFF 1 TIMELINE 2 CENTRAL ISSUE 3 INSIGHT 4Use one of the Reclaiming Interventions to to help the student recognize his pattern of self defeating behavior.
26 Teach the new skills which lead to more responsible behavior. The Six Stages of LSCIDRAIN OFF1Teach the new skills which lead to more responsible behavior.TIMELINE2CENTRAL ISSUE3INSIGHT4NEW SKILLS5
27 Prepare the student to re-enter the ongoing activity and setting. The Six Stages of LSCIPrepare the student to re-enter the ongoing activity and setting.DRAIN OFF1TIMELINE2CENTRAL ISSUE3INSIGHT4NEW SKILLS5TRANSFER OF TRAINING6
30 In our work in NYC for over a decade, we found that more often than not, when an adult got involved in a student crisis, they escalated the situation. Adults made it worse. Why? Because they are caught up in the student’s conflict, they do not have de-escalation skills, and they do not understand that the student is caught up in his/her own cycle of self-defeating behavior.