TCI TRAINING CORNELL UPDATED EXAM SCRIPT
QUESTIONS AND ANSWERS SURE A+
✔✔Emotional First Aid - ✔✔Quick intervention to get back to baseline behavior
Crisis is a good time to teach
✔✔Conflict Cycle - ✔✔Stressful situation/incident
Young person's Feelings
Young Person's Behavior
Adult's response
✔✔Ways to avoid the conflict Cycle - ✔✔Using positive self talk
Listening and validating feelings
Managing the environment - ie removing others
Giving choices and the time to decide
Redirecting the young person to another positive activity
Appealing to the young person's self-interest
Dropping or changing the expectation
✔✔Understanding Aggressive Behaviors - Types - ✔✔Reactive Aggression
Proactive Aggression
✔✔Reactive Aggression - - ✔✔no planning, reaction, may not even remember, it's over
Affective or expressive aggression
Loss of control and emotional flooding
Emotions are dominant
✔✔Proactive Aggression - ✔✔involves planning, remembers, may take time to carry out
Instrumental or operant
Goal oriented
Cognitions are dominant
✔✔Immediate response priorities - REACTIVE Aggression - ✔✔SAFETY
Understanding and support
Remove or reduce stimulus
✔✔Immediate response priorities - PROACTIVE - ✔✔SAFETY
Containment and negotiation
Engagement and reasoning
✔✔Ongoing response priorities - REACTIVE Aggression - ✔✔Teach coping skills
Teach self regulation skills
Anger management
, ✔✔Ongoing response priorities - PROACTIVE Aggression - ✔✔Teach appropriate
thinking, values and social skills
Responds to Reward socially appropriate behavior, not anti-social behavior
✔✔ICMP - ✔✔Functional analysis of high-risk behavior
Strategy for intervening tailored for the young
Periodic review and update
✔✔Elements of a potentially violent situation - ✔✔A potential trigger to violence
A target
A weapon
Level of stressor motivation - we can help deal with motivation
*looking for a way to relieve stress, some feel it is the only way
✔✔Remove the potential trigger to violence by - ✔✔Never touching an angry and
potentially violent person
Avoiding any aggressive moves and provocative statements
Avoiding the conflict cycle and counter aggression
Removing others who might trigger the violence
-Body language-
Options to handle physical violence
Eliminate one of the elements of a violent situation
Make a directive statement that clearly communicates (clear concise) that the violence
must stop
Use releases and maintain a safe distance with a protective stance
Leave the situation and get assistance
Employ physical restraint
✔✔Goal of physical intervention - ✔✔SAFETY
✔✔Definition of Physical Restraint - ✔✔The use of trained staff members to hold a
young person in order to contain ACUTE PHYSICAL BEHAVIOR
✔✔Acute physical behavior - ✔✔Behavior likely to result in physical injury
The young person, other clients, staff members, or others are at imminent risk of
physical harm.
✔✔Physical Restraint should only be used when - ✔✔ALL THREE MUST BE MET
Agency policies and state regulations approve restraint
The young person's individual crisis management plan indicates it
Our professional dynamic risk management indicates it
QUESTIONS AND ANSWERS SURE A+
✔✔Emotional First Aid - ✔✔Quick intervention to get back to baseline behavior
Crisis is a good time to teach
✔✔Conflict Cycle - ✔✔Stressful situation/incident
Young person's Feelings
Young Person's Behavior
Adult's response
✔✔Ways to avoid the conflict Cycle - ✔✔Using positive self talk
Listening and validating feelings
Managing the environment - ie removing others
Giving choices and the time to decide
Redirecting the young person to another positive activity
Appealing to the young person's self-interest
Dropping or changing the expectation
✔✔Understanding Aggressive Behaviors - Types - ✔✔Reactive Aggression
Proactive Aggression
✔✔Reactive Aggression - - ✔✔no planning, reaction, may not even remember, it's over
Affective or expressive aggression
Loss of control and emotional flooding
Emotions are dominant
✔✔Proactive Aggression - ✔✔involves planning, remembers, may take time to carry out
Instrumental or operant
Goal oriented
Cognitions are dominant
✔✔Immediate response priorities - REACTIVE Aggression - ✔✔SAFETY
Understanding and support
Remove or reduce stimulus
✔✔Immediate response priorities - PROACTIVE - ✔✔SAFETY
Containment and negotiation
Engagement and reasoning
✔✔Ongoing response priorities - REACTIVE Aggression - ✔✔Teach coping skills
Teach self regulation skills
Anger management
, ✔✔Ongoing response priorities - PROACTIVE Aggression - ✔✔Teach appropriate
thinking, values and social skills
Responds to Reward socially appropriate behavior, not anti-social behavior
✔✔ICMP - ✔✔Functional analysis of high-risk behavior
Strategy for intervening tailored for the young
Periodic review and update
✔✔Elements of a potentially violent situation - ✔✔A potential trigger to violence
A target
A weapon
Level of stressor motivation - we can help deal with motivation
*looking for a way to relieve stress, some feel it is the only way
✔✔Remove the potential trigger to violence by - ✔✔Never touching an angry and
potentially violent person
Avoiding any aggressive moves and provocative statements
Avoiding the conflict cycle and counter aggression
Removing others who might trigger the violence
-Body language-
Options to handle physical violence
Eliminate one of the elements of a violent situation
Make a directive statement that clearly communicates (clear concise) that the violence
must stop
Use releases and maintain a safe distance with a protective stance
Leave the situation and get assistance
Employ physical restraint
✔✔Goal of physical intervention - ✔✔SAFETY
✔✔Definition of Physical Restraint - ✔✔The use of trained staff members to hold a
young person in order to contain ACUTE PHYSICAL BEHAVIOR
✔✔Acute physical behavior - ✔✔Behavior likely to result in physical injury
The young person, other clients, staff members, or others are at imminent risk of
physical harm.
✔✔Physical Restraint should only be used when - ✔✔ALL THREE MUST BE MET
Agency policies and state regulations approve restraint
The young person's individual crisis management plan indicates it
Our professional dynamic risk management indicates it
