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
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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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
Kids in stress
create in adults
their feelings, and
if not trained, the
adults will mirror
their behavior.
Haim Ginott
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LSCI
Institute
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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13
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.
2.
3.
4.
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Developmental
Psychological
Reality
Physical
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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Most troubled
students are not
motivated to seek
self-improvement
programs, but to
seek ways of
justifying their
faulty thinking.
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Seven Defense Mechanisms
Regression
Denial
Denial
Conversion
Rationalization
Projection
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Projection
Sublimation
Displacement
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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
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 studentХs
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:
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