TCIS TEST 2026 TRAUMA INFORMED CARE
WORKBOOK SOLVED QUESTIONS
COMPILATION
◉ feelings/needs/behaviors.
Answer: - child's behaviors (top of the iceberg - visible/surface
level)
- child's feelings and needs/memories/thoughts (under the surface
iceberg)
◉ assessing behavior.
Answer: all behavior has meaning
- behavior reflects emotions/needs
- trauma affects children's ability to manage feelings and behaviors
("there's a bear in the room")
◉ stress model of crisis.
Answer: reduces stress and anxiety
(diagram)
- baseline
- triggering even (agitated)
- escalation (aggression)
,- outburst (violence)
- recovery
(band aid affect)
◉ recovery phase outcomes.
Answer: - create a healing environment trusting relationships, sense
of safety, practice new skills
- higher
- no change
- lower
◉ a crisis occurs when.
Answer: a child's fight, flight or freeze response is activated and they
are unable to regulate their emotions/behaviors
- consistent and caring - what staff needs to be for youth
- move into pain based behaviors (fight, flight or freeze)
◉ goals of crisis intervention.
Answer: - support - provide immediate emotional and
environmental support to reduce stress and risk and increase child's
sense of safety
, - teach - help children learn/practice ways to regulate their
emotions/behaviors
◉ questions we ask ourselves in a crisis situation.
Answer: these go in order
1.) what am I feeling now?
2.) what does this child feel/need/expect/want? (trauma informed
word)
3.) how is the environment affecting the situation?
4.) how do I best respond?
◉ how do I best respond?.
Answer: - exercise/self control (over our own feelings)
- manage environment (to neutralize potential triggers)
- engage child/defuse pain-based behavior (provide emotional
support)
- assess impact of the response of the child/situation/environment
(decrease stress levels)
◉ nonverbal techniques.
Answer: while actively listening
- silence
- facial expressions
WORKBOOK SOLVED QUESTIONS
COMPILATION
◉ feelings/needs/behaviors.
Answer: - child's behaviors (top of the iceberg - visible/surface
level)
- child's feelings and needs/memories/thoughts (under the surface
iceberg)
◉ assessing behavior.
Answer: all behavior has meaning
- behavior reflects emotions/needs
- trauma affects children's ability to manage feelings and behaviors
("there's a bear in the room")
◉ stress model of crisis.
Answer: reduces stress and anxiety
(diagram)
- baseline
- triggering even (agitated)
- escalation (aggression)
,- outburst (violence)
- recovery
(band aid affect)
◉ recovery phase outcomes.
Answer: - create a healing environment trusting relationships, sense
of safety, practice new skills
- higher
- no change
- lower
◉ a crisis occurs when.
Answer: a child's fight, flight or freeze response is activated and they
are unable to regulate their emotions/behaviors
- consistent and caring - what staff needs to be for youth
- move into pain based behaviors (fight, flight or freeze)
◉ goals of crisis intervention.
Answer: - support - provide immediate emotional and
environmental support to reduce stress and risk and increase child's
sense of safety
, - teach - help children learn/practice ways to regulate their
emotions/behaviors
◉ questions we ask ourselves in a crisis situation.
Answer: these go in order
1.) what am I feeling now?
2.) what does this child feel/need/expect/want? (trauma informed
word)
3.) how is the environment affecting the situation?
4.) how do I best respond?
◉ how do I best respond?.
Answer: - exercise/self control (over our own feelings)
- manage environment (to neutralize potential triggers)
- engage child/defuse pain-based behavior (provide emotional
support)
- assess impact of the response of the child/situation/environment
(decrease stress levels)
◉ nonverbal techniques.
Answer: while actively listening
- silence
- facial expressions
