Ohio CCBD 2009 Life Space Crisis Intervention Thomas G. Valore, Ph.D. Positive Education Program 3100 Euclid Ave. Cleveland, Ohio 44115 216.361.7760 ext. 127 tvalore@pepcleve.org

Objectives Participants will… be introduced to the six reclaiming interventions of LSCI, be introduced to the six stages of LSCI, and understand the dynamics of the Conflict Cycle. Where do we have the most problems? Conflict, power struggles Thomas G. Valore, Ph.D.

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.

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 Workers 50s 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 Aichorn Filtered thru 200 referrals selected 8 of the most severely disturbed Detroit Children hospital at fresh air camp Nick 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. www.psychoed.net for a good history of psych approaches.

“ 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 names NY 900 sed Ts 10,000 teachers in NY RR: 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.

THE SIX LSCI RECAIMING INTERVENTIONS

COGNITIVE THEORY Stream 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

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 1918 -- 1930 young/old woman Gestalt figure and ground perceptions Kids will follow along with you and then lose it like a chemistry class Prince Phillip and Princess____ Anniversary T: 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.

THE SIX STAGES OF LSCI

Drain off the student’s intense emotions by acknowledging feelings. The Six Stages of LSCI DRAIN OFF 1 Drain off the student’s intense emotions by acknowledging feelings.

The Six Stages of LSCI DRAIN OFF 1 TIMELINE 2 By using affirming and listening skills, discover the student’s point of view.

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.

The Six Stages of LSCI DRAIN OFF 1 TIMELINE 2 CENTRAL ISSUE 3 INSIGHT 4 Use one of the Reclaiming Interventions to to help the student recognize his pattern of self defeating behavior.

Teach the new skills which lead to more responsible behavior. The Six Stages of LSCI DRAIN OFF 1 Teach the new skills which lead to more responsible behavior. TIMELINE 2 CENTRAL ISSUE 3 INSIGHT 4 NEW SKILLS 5

Prepare the student to re-enter the ongoing activity and setting. The Six Stages of LSCI Prepare the student to re-enter the ongoing activity and setting. DRAIN OFF 1 TIMELINE 2 CENTRAL ISSUE 3 INSIGHT 4 NEW SKILLS 5 TRANSFER OF TRAINING 6

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.

BREAKING THE CONFLICT CYCLE: CREATING A RECLAIMING ENVIRONMENT

Changing the Conflict Cycle to a Coping Cycle Think Conflict Cycle Use Self-Talk Stop “YOU” Messages Use “I” Messages Post the Conflict Cycle Teach the Conflict Cycle