Life Space Crisis Intervention Support Children in processing the conflict cycle by using a timeline. Stage 1-Drain-off- support the child in draining off through active listening and affirming feelings Stage 2-Timeline-Support child in recalling the events through the child’s perception Stage 3-Central Issue-Determine which of the following patterns this incident represents Stage 4-Insight-support the child in identifying the self-defeating behavior Stage 5-New Skills-Empower child to utilize new skills to change patterns of behavior Stage 6-Transfer of Training-support transition back into the classroom setting and routine
RED Flag Stress in a person’s life is carried to another setting where it sparks conflict · Over-react to normal rules and procedures with emotional outbursts · Attempt to create a no-win situation by engaging staff in a power struggle which ultimately results in more rejection and feelings of alienation Strategy-Support child in being able to identify coping mechanism for initial stress before a crisis occurs
Reality Rub Distorted perceptions and thinking errors lead to chronic emotional and behavioral problems · Blocked perception due to intense feelings · Misperceive reality due to triggering of personal emotional sensitivities · Restricted perception of reality due to perseveration on a single event leading to the crisis · Reconstructed reality through personal interpretation (assumptions) · Manipulated reality to test limits Strategy-Support child in identifying where their perception differs from reality
New Tools Problems are caused by an inadequacy in social skills and self-management competencies · Has the correct attitude and behaviors but lacks the appropriate social skills to be successful · Experiences confusion, frustration or shame by the failures experienced Strategy-Identify needed skill for improved outcome
Symptom Estrangement Person may be comfortable with bullying or delinquent behavior and show little conscience · Do not seem motivated to change · Justify their verbally and physically aggressive behavior · Perceive themselves as victims and respond aggressively · Receive secondary pleasure from the pain they cause to others · Appear to be comfortable in their approach Strategy- Identify alternative strategy for improved outcome
Massaging Numb Values Feelings of worthlessness, guilt and lack of self-respect result in self-destructive acting-out · Act out impulsively, then feel guilty about their behavior · Are burdened by intense feelings of remorse, shame, or inadequacy and seek additional punishment to cleanse their guilt · Internalize their anger and assume responsibility for all that goes wrong in their life · Make self-abusive statements and may engage in self-injurious behaviors Strategy-Identify positives within the context of the crisis and overall self-esteem and self-control, separate negative behavior from person
Manipulation of Body Boundaries Youth entangles in destructive peer relationships are vulnerable to manipulation · A naive student has been set-up by a false friend or a manipulating peer and doesn't realize it · A neglected, isolated, or loner student develops a self-defeating & false friendship with an exploitive classmate · A manipulative student takes pleasure in taking advantage of vulnerable peers Strategy-Identify true nature of relationship and use of personal decision making
Long, N.J., Wood, M.M, Fecser, F.A. (2001). Life Space Crisis Intervention: Talking with Students in Conflict. Second Edition. Pro-Ed: An International Publisher- Austin, TX.
Teacher Check Connect Expect (TCCE) Staff have been trained as needed on this intervention, please see Dawn or Emily before you use this with a child in your classroom to insure it is used effectively.