TCI TRAINING LATEST ACTUAL EXAM TEST BANK 2024 ACTUAL EXAM QUESTIONS AND ANSWERS, Exams of Psychotherapy

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TCI TRAINING LATEST ACTUAL EXAM

TEST BANK 2024 ACTUAL EXAM

QUESTIONS AND ANSWERS (VERIFIED

ANSWERS) | LATEST UPDATE |

GUARANTEED A+

What are are the discussion questions we must ask? (Module 1) -----CORRECT ANSWER----------------- What is the child experiencing?

• What thoughts and perceptions might this child have about adults? About the world in general?
• What behaviours might we expect from this child?
• What will this child need to feel safe? What is a trauma informed organization? (Module 1) -----CORRECT ANSWER------------- ---One that supports and facilitates trauma-informed care through:
• policies
• procedures
• practices What does a trauma-informed organization ensure that staff do? (Module 1) ----- CORRECT ANSWER----------------- understand what trauma is and how it impacts everyone within the system
• recognize behaviours and patterns that reflect past or present trauma
• respond in ways that avoid re-traumatization What are developmental relationships characterized by? (Module 1) -----CORRECT ANSWER----------------- attachment
• reciprocity
• progressive complexity
• balance of power

How does the TCI system assist organizations? (Module 1) -----CORRECT ANSWER--- -------------- prevent crises from occurring

• de-escalate potential crises
• manage acute physical behaviour
• reduce potential and actual injury to children and staff
• develop a learning organization What does effective TCI implementation include? What are the Six Domains (Module 1) -----CORRECT ANSWER----------------- child and family inclusion
• clinical participation
• supervision and post-crisis response
• training and competency standards
• documentation, incident monitoring, and feedback
• leadership and program support What is the TCI system theory of change? (Module 1) -----CORRECT ANSWER----------- ------provide organizational support and accountability
• Everyone has a role in creating a nurturing, safe and predictable environment
• Through TCI training leadership, supervisors learn the knowledge and skills necessary to create this environment
• Organizational self assessment, reflective practice and quality improvement help create a learning organization and a culture of collaboration and self reflection What is a therapeutic milieu? (Module 1) -----CORRECT ANSWER----------------the combination of people, emotions, attitudes, and objects that create a sense of safety, respect, belonging, care and accountability What are the spaces within the therapeutic milieu? (Module 1) -----CORRECT ANSWER----------------- idealogical
• physical
• cultural
• social
• emotional

What are setting conditions? (Module 1) -----CORRECT ANSWER----------------anything that makes challenging behaviour or traumatic stress responses more or less likely to occur What is an idealogical space? (Module 1) -----CORRECT ANSWER----------------- communicates a philosophy of care

• supports developmentally appropriate practice
• provides opportunities for children to participate successfully in activities
• involves children, families, and staff members in decision making
• encourages relationship building activities
• creates a learning organization What is physical space? (Module 1) -----CORRECT ANSWER----------------- makes good use of space for personal and public use
• is clean, orderly and inviting
• feels safe and nurturing
• has soft lighting and reasonable calming noise level
• is furnished and decorated appropriately for the age group living there What is cultural space? (Module 1) -----CORRECT ANSWER----------------- develops culturally competent staff
• accepts and celebrates cultural differences
• supports family connections and involvement
• allows for culturally diverse staff-child interactions What is social space? (Module 1) -----CORRECT ANSWER----------------- values attachments and developmental relationships
• balances structure and flexibility to meet individual and group needs
• creates opportunities to participate and contribute
• has goals, structure and is designed to help children develop skills
• allows for practice of important life skills What is emotional space? (Module 1) -----CORRECT ANSWER----------------- takes into consideration specific effects of trauma
• facilitates an atmosphere of safety and acceptance
• encourages warm and responsive relationships

• requires emotionally competent staff
• allows for the development of co-regulation and self-regulation skills What are the foundations for intentional use of self? (Module 1) -----CORRECT ANSWER----------------- self-awareness
• self-regulation
• relationships skills and attunements
• self-care What is self-awareness? (Module 1) -----CORRECT ANSWER----------------- knowing our own attitudes, values and beliefs about children and how they influence behaviours
• understanding our own cultural values, fears, and beliefs
• understanding how our previous life experiences can influence current behaviours
• knowing our beliefs about trauma and pain based behaviour What is self regulation? (Module 1) -----CORRECT ANSWER----------------- ability to consciously focus attention
• awareness of our on physical and emotional state
• skills to manage our emotions and behaviour
• ability to draw on memory and experience to adapt effectively in the present situation What are relationship skills and attunement? (Module 1) -----CORRECT ANSWER-------- --------to build developmental relationships, adults need to:
• listen and engage the child
• "tune in" to what the child is saying and feeling
• be aware of their own feelings
• respond to the child
• be attuned to how the child is experiencing adults What is self care? (Module 1) -----CORRECT ANSWER----------------- monitor personal levels of stress
• maintain a healthy lifestyle
• use reflective supervision

What is the triune brain? What are the parts of the triune brain? (Module 1) ----- CORRECT ANSWER----------------Three basic processing regions; Survival, Emotional, and Thinking brain Survival Brain Brain stem (also called the reptilian brain) responsible for survival functions such as breathing, heart rate, circulation and autonomic functions that do not require conscious thought Emotional brain The Limbic system is the center for emotions, emotional behavior and motivation. Contains the amygdala (also called the sentry). The amygdala is to determine whether or not something is a threat Thinking Brain This is the neocortex and is responsible for higher functions such as reasoning, creativity and abstract thought What are pain based behaviours? What are some examples (Module 1) -----CORRECT ANSWER----------------- behaviours that are the result of emotional and psychological pain

• examples:
• inability to regulate emotions
• overreaction to situations
• impulsive outbursts
• trauma re enactment
• defiance
• inflexibility
• running away through anger or fear
• self injury
• withdrawal What to consider when assessing behaviour? (Module 1) -----CORRECT ANSWER------ ----------- all behaviour has meaning
• behaviour reflects emotions and needs
• trauma affects children's ability to manage feelings and behaviours When does a crisis occur? (Module 2) -----CORRECT ANSWER----------------a child's fight, flight or freeze response is activated and they are unable to regulate their emotions and behaviours

What are the goals of crisis intervention? (Module 2) -----CORRECT ANSWER------------ ----- SUPPORT: provide immediate emotional and environmental support to reduce stress, risk and increase child's sense of safety

• TEACH: help children learn and practice ways to regulate their emotions and behaviours What is the Stress Model of Crisis? (Module 2) -----CORRECT ANSWER----------------- Stress model of crisis identifies the phases a person goes through in a typical crisis
• baseline behaviour
• triggering event
• escalation phase
• outburst phase
• recovery phase What are the possible recovery phase outcomes? (Module 2) -----CORRECT ANSWER- ---------------- higher: The child learns strategies to regulate emotions, the child's thinking brain will become stronger and the child will become stronger and the child will be able to better handle stressful situations We learn from the experience and become more aware of what might help the child increase their ability to manage their emotions
• no change: Everyone will respond in the same manner The child has not acquired any new skills and does perceive us as a support for learning new skills
• lower: The outcome was harmful What are the 4 questions we ask ourselves in a crisis situation? (Module 2) ----- CORRECT ANSWER----------------1. What am I feeling right now?

2. What does child, feel, need, expect or want?
3. How is the environment affecting the situation?
4. How do I best respond? ask throughout entire crisis How do I best respond?(Module 2) -----CORRECT ANSWER----------------- exercise self control over feelings the situation may evoke (stay in control)

• engage child and defuse pain based behaviour (provide emotional support)
• manage the environment to neutralize potential triggers (provide environmental support)
• assess impact of the response on the child and the situation (decrease level of stress_

What are non verbal techniques in active listening? (Module 3) -----CORRECT ANSWER----------------- silence

• facial expression
• eye contact
• tone of voice What are encouraging and eliciting techniques? (Module 3) -----CORRECT ANSWER--- -------------- minimal encourages: "Go on", "I see"
• door openers: "I'd like to hear more"
• closed questions: "Do you like your teacher"
• open questions: "How did you respond" What is a reflective response ?(Module 3) -----CORRECT ANSWER----------------- connect with the child's feelings " you look upset" "you sound angry" What is an empathic response? (Module 3) -----CORRECT ANSWER----------------- connect with the child's experience "it must be awful to feel like that" "this is really hard for your, isn't it" What does active listening allow? (Module 3) -----CORRECT ANSWER----------------- helps children express their thoughts and feelings
• reduces defensiveness and opposition
• promotes change
• communicates we understand and have a desire to help
• helps children learn to self soothe as we model to respond (co regulation)
• helps children "talk out rather than act out" What are behaviour support techniques? (Module 3) -----CORRECT ANSWER------------- ---- managing the environment
• prompting

• caring gesture
• hurdle help
• redirection and distractions
• proximity
• directive statements
• time away What are the criteria for using directive statements? (Module 3) -----CORRECT ANSWER----------------- the child has a trusting relationship with the adult
• the expectation is important enough to risk escalating the situation
• the child has the ability to meet the expectation and has demonstrated this ability in the past when they were at the same level of arousal
• the child is still in control enough to hear and understand the statement and respond positively to the request
• the request is made respectfully and calmly What is the criteria for using time away? (Module 3) -----CORRECT ANSWER------------- ---- the child has demonstrated an ability to self regulate
• the child is not too highly escalated
• the child can go somewhere to relax, be quiet and think
• the purpose is to help the child quiet their emotions not to punish How can adults be a source of strength for children by? (Module 3) -----CORRECT ANSWER----------------- seeing the situation from the child's POV (empathic response)
• lending enough support (emotional and environmental) to help bring the situation within the child's ability to manage
• celebrating the child's efforts and success What are the goals of emotional first aid? (Module 3) -----CORRECT ANSWER------------ ----- provide immediate support to reduce emotional intensity
• identify and resolve the underlying concerns causing distress
• keep the child in the activity What are the strategies for emotional first aid? (Module 3) -----CORRECT ANSWER----- ------------ co regulate emotions, be a calm presence
• maintain the relationship and lines of communication

• plan and anticipate, be a coach What is a power struggle? (Module 3) -----CORRECT ANSWER----------------A way for children to express their autonomy and independence by questioning authoring The milieu (ideological, social, cultural, emotional, physical spaces) contribute to the frequency of power struggles How can we avoid or end the power struggle? (Module 3) -----CORRECT ANSWER------ ----------- listening and validating feelings
• managing the environment (ie removing others)
• give choices and time to decide what to do next
• dropping or changing the expectation What are some examples of non verbal messaging in a crisis? (Module 4) ----- CORRECT ANSWER----------------- eye contact
• body language
• personal space
• height and gender
• sensitivity for cultural issues What are the elements of a potentially violent situation? (Module 4) -----CORRECT ANSWER----------------- the spark
• the target
• the weapon
• level of stress or motivation How do you remove the spark of a potentially violent situation? (Module 4) ----- CORRECT ANSWER----------------- never touching an angry and potentially violent child
• avoiding any aggressive moves and provocative statements
• avoiding the power struggle and counter aggressive
• removing others who might spark the violence
• body language is critical

How do you remove the target of a potentially violent situation? (Module 4) ----- CORRECT ANSWER----------------- asking the targeted person to leave

• if you are the target, reminding the child of your relationship or leaving the situation and asking a neutral staff to manage the incident
• the target may shift during the episode How do you avoid the weapon of a potentially violent situation? (Module 4) ----- CORRECT ANSWER-----------------discreetly removing objects
• maneuvering away from weapons
• staying a safe distance away How do you decrease the level of stress or motivation of a potentially violent situation? (Module 4) -----CORRECT ANSWER----------------- using your relationship (intentional use of self)
• actively listening to identify feelings (reflective responses) and communicate understanding (empathic responses)
• removing the audience
• using co regulation strategies (reactive aggression)
• offering alternative, non aggressive ways to achieve goals (if motivation) What is the objective of crisis co-regulation? (Module 4) -----CORRECT ANSWER-------- --------to provide support in a way that reduces stress, risk and increases the child's sense of safety What to think (self talk)? (Module 4) -----CORRECT ANSWER----------------- ask yourself the four questions
• use positive self talk What to do (nonverbal strategies) (Module 4) -----CORRECT ANSWER----------------- take a deep breath and slowly exhale
• give the child space and time
• use silence
• if safe, step away from the child's sight
• assume a neutral stance and concerned facial expression

What to say (verbal strategies) (Module 4) -----CORRECT ANSWER----------------- very little

• speak calmly, assertively, respectfully
• understanding responses:
• affirm and validate the child's feelings
• communicate understanding before making a respect
• share our belief that you can work through the situation together
• offer an apology
• remember the importance of tone of voice What does effective implementation include? (Module 5) -----CORRECT ANSWER------- ---------1. Immediate Response (is everyone ok?)

2. LSI with the child (how can the young person recover at a higher level?)
3. Documentation (What happened?)
4. Incident Review (What have I learned from this?)
5. Incident Review with Team (How can we all learn from this?) What is the Life Space Interview (LSI) ?(Module 5) -----CORRECT ANSWER---------------

• a verbal process that helps turn crisis events into learning experiences What are the goals of the LSI? (Module 5) -----CORRECT ANSWER----------------- provide a sense of emotional safety
• help clarify events for the child and adult
• repair and restore the relationship between the adult and child
• help the child learn to regulate emotions
• re enter the child back into the routine What are the steps to an LSI? (Module 5) -----CORRECT ANSWER---------------- IESCAPE I: Identify a place and time to talk E: Explore the child's POV S: Summarize feelings and content C: Connect trigger to feelings to behaviour A: Alternative responses to feelings discussed P: Plan developed/Practice E: Enter child back into the routine conducted by a trusted adult who supported them throughout the event

What are potential pain based responses during the LSI? (Module 5) -----CORRECT ANSWER----------------- child does not respond (convey calm support and affirm silence, ask a focused question, reschedule LSI)

• child gets off subject (allow exploration and relate it to incident, focus on issue at hand)
• adult or child wants to just "fix it" (don't interrupt the child's thought process don't develop the plan for the child) What are options to handle physical violence? (Module 6) -----CORRECT ANSWER------ ----------- eliminate one of the elements of a violent situation
• use releases and maintain a safe distance with a protective stance
• employ physical restraint techniques (if indicated on the ICSP)
• leave the situation and get assistance What is the goal of physical intervention? -----CORRECT ANSWER----------------- to reduce risk what is the definition of physical restraint? (Module 6) -----CORRECT ANSWER----------- -----physical restraint: the use of trained and competent staff members to hold a child to contain acute physical behaviour acute physical behaviour: behaviour likely to result in physical injury. The child, other clients, staff members, or others are at imminent risk of physical harm What are the 3 physical restraint should only be used when? (Module 6) -----CORRECT ANSWER----------------- agency policies and state regulations regarding restraint allow it
• the child's ICSP prescribes it
• our professional dynamic risk assessment indicates it What is physical restraint not used for? (Module 6) -----CORRECT ANSWER--------------- -- demonstrate authority
• enforce compliance
• inflict pain or harm
• punish or discipline

What are the basic principles of physical intervention? (Module 6) -----CORRECT ANSWER----------------a maximum amount of care with a minimum amount of force and the goal of de-escalating the situation by reducing stimulation What are some protective interventions? (Module 6) -----CORRECT ANSWER------------- ---- participate only if physically and medically able

• offer no resistance in the role of the child (unless the trainers instruct you otherwise)
• remove objects that might cause injury
• be appropriately dressed
• practice only the techniques demonstrated What are some personal considerations and decision making? (Module 6) ----- CORRECT ANSWER----------------- What do you think and feel about the possibility of making the decision to use a high risk intervention?
• What are the possible emotional impacts of restraints? What are ethical issues (Duty of Care) (Module 6) -----CORRECT ANSWER----------------
• always act in the best interests of individuals and others
• not act or fail to act in a way that results in harm
• act within one own's competence
• not take on anything one does not believe they can do safely What are ethical issues (Duty of Candor) (Module 6) -----CORRECT ANSWER------------- ---- tell the child and family when something has gone wrong
• apologize to the child and family
• offer an appropriate remedy or support to put matters right, if possible
• explain fully to the child and family the short and long term effects of what has happened What do high-consequence decisions require? (Module 6) -----CORRECT ANSWER----- ------------ training and competence
• dynamic risk assessment skills
• knowledge of the child's medical condition and trauma history
• informed consent

• safety plans and ICSPs
• staff and team debriefing
• LSIs between the child and staff
• organizational monitoring What happens in the letting go process? (Module 6) -----CORRECT ANSWER------------- ---- states what is expected of the young person
• is directed by the leader
• is supportive of the young person
• sets the tone for the recovery phase When should restraint be avoided or discontinued? (Module 6) -----CORRECT ANSWER----------------- adults cannot control the child safely
• adult is not in control, too angry
• child is threatening, and is capable of harming staff
• sexual stimulation is the motivation
• in a public place
• child has a weapon
• child's medical condition prohibits it
• child has emotional problems risking traumatization
• child is on medications that affects their system What is the definition of asphyxia? (Module 6) -----CORRECT ANSWER---------------- asphyxia: the deprivation to living cells positional asphyxia: fatal respiratory arrest when breathing is compromised by the positioning of the body in relationship to its immediate surroundings What are predisposing risk factors? (Module 6) -----CORRECT ANSWER----------------- obesity
• influence of alcohol or drugs
• prolonged violent physical agitation
• underlying natural disease
• hot humid environments
• young person taking certain types of medication
• effects of severe trauma history

What are improper restraint techniques? (Module 6) -----CORRECT ANSWER------------- ---- pressure on the neck or chest

• incorrect positioning
• obstructing the nose or mouth
• abnormal positioning of the body What are the warning signs of asphyxia? -----CORRECT ANSWER----------------- due to neck compression (goes limp and ceases to breathe spontaneously)
• due to respiratory interference (states they cannot breathe, breathing is laboured, makes grunting noises, begins gagging or vomiting, change in skin colour"
• change in level of response or consciousness, goes limp and ceases to breathe ( a sudden change in the struggle, bobbing of head, excessive sweating, evacuation of body fluids) What should you monitor during restraints? (Module 6) -----CORRECT ANSWER--------- -------- make sure restraint technique is proper
• assure there are no breathing problems
• observe and assess (skin colour, respiration, level of consciousness, level of agitation, range of motion in the extremities)
• end the restraint immediately if there are signs of distress in TCI with children and young people, what is the most important tool adults have? -----
• CORRECT ANSWER-------------ourselves What are the 5 components/domains of successful TCIS implementation? ------ CORRECT ANSWER-------------1. Leadership & Admin. Support

2. Social Work & Clinical Services Participation
3. Supervision & Post-Crisis Response
4. Training & Competency Standards
5. Data-Driven Incident Monitoring & Feedback Setting Condition ------CORRECT ANSWER-------------Anything that makes challenging behavior more or less likely to occur

5 categories of setting confitions ------CORRECT ANSWER-------------1. Organizational Culture

2. Environment
3. Instruction, activities & routines related
4. Personal
5. Relationship-based Self-Regulation of Emotions ------CORRECT ANSWER-------------Scholars are aware of & able to manage/control how they feel/react In the Stress Model of Crisis, behaviors recognized as "typical" for a particular young person ------CORRECT ANSWER-------------"Baseline" True or False: Crisis is an opportunity for growth ------CORRECT ANSWER------------- True Stress Model of Crisis phases & corresponding stress/behaviors ------CORRECT ANSWER-------------1. Pre crisis - Baseline
6. Triggering Event - Agitation
7. Escalation Phase - Aggression
8. Outburst Crisis - Violence
9. Recovery - Baseline What are 2 goals of crisis intervention? ------CORRECT ANSWER-------------Support & Teach What are the 3 possible outcomes during the recovery phase of the Stress Model of Crisis? ------CORRECT ANSWER-------------1. Higher
10. No Change
11. Lower True or false? Self-awareness is key ------CORRECT ANSWER-------------True

In order, list the 4 key questions that we should ask ourselves when confronted with a behavioral crisis situation? ------CORRECT ANSWER-------------1. What am I feeling now?

2. What does this student feel, need, or want?
3. How is the environment affecting the student?
4. How do I best respond? In dealing with a potential crisis situation, asking what question can lead us to a discovery of what the child's goals are or what purpose the aggression or challenging behavior serves for the young person? ------CORRECT ANSWER-------------What does the student feel, need or want? 4 examples of pain-Based Behavior includes: ------CORRECT ANSWER-------------1. impulsive outbursts
5. aggression
6. running away
7. self-injury
8. defiance
9. inability to regulate emotions
10. trauma reenactments All behavior has ___________ therefore, __________ reflects needs. ------CORRECT ANSWER-------------meaning, behavior Defined as repeated acts of aggression, intimidation, or coercion against a victim who is weaker in terms of physical size, psychological or social power, or other factors that result in a notable power differential ------CORRECT ANSWER-------------Bullying School-wide programs to reduce bullying should begin with development of a Caring Community, followed by: ------CORRECT ANSWER-------------1. Policies against bullying
11. Instruction for staff & students
12. Open discussion protocol

In order, name the 4 stages of the power struggle ------CORRECT ANSWER-------------1. Stress Incident

2. Students's Feelings
3. Student's Behavior
4. Adult's Response Name FOUR STRATEGIES you can use to avoid the power struggle? ------CORRECT ANSWER-------------1. use positive self-talk
5. listen & validate students feelings
6. manage the environment
7. redirect student to another positive activity
8. appeal to students self-interest
9. drop or change expectations Name 4 nonverbal techniques during active listening (FEBS) ------CORRECT ANSWER- ------------F - facial expression E - eye contact B - body language S - silence How does Active Listening support the student? ------CORRECT ANSWER-------------It is NOT time consuming - it :

• identifies and validates feelings
• reduces defensiveness
• promotes change
• communicates that we care & understand
• effective co-regulation strategy True or false: does active listening help students talk out rather than act it out ------ CORRECT ANSWER-------------TRUE Explain why it is so important to be aware of your facial expression and tone of voice during crisis communication ------CORRECT ANSWER-------------facial expression= 55% tone of voice = 38%

words are only 7 % (percentages not on test) Behavior Support Techniques are examples of __________________ support that reduce the risk and stress for students in the _____________ and ____________ escalation stages of crisis ------CORRECT ANSWER-------------crisis intervention, triggering, escalation In what stages of the crisis intervention cycle do the behavior support techniques reduce the risk and stress? ------CORRECT ANSWER-------------triggering and escalation stages True or false: reflective response is different than summarization ------CORRECT ANSWER-------------true List 5 behavior support techniques in TCIS ------CORRECT ANSWER-------------1. managing the environment

2. prompting
3. carrying gesture
4. hurdle help
5. redirection & distractions
6. proximity
7. directive students
8. time away The key to successfully using behavior support techniques is to match them to student __________ ------CORRECT ANSWER-------------needs What are the GOALS (PRK) of Emotional First Aid ------CORRECT ANSWER------------- P - provide immediate help & support to reduce emotional intensity (co-regulation) R - resolve the immediate crisis K - keep the student in the activity

What are the STRATEGIES of Emotional First Aid? ------CORRECT ANSWER-------------

1. Drain off emotions
2. Clarifying events
3. Maintain the relationship & lines of communication
4. Remind the student of expectations & mediate the situation if necessary When adult care-givers calm & soothe a young person through their interactions, this process is called: ------CORRECT ANSWER-------------co-regulation Name 2 types of aggressive behavior ------CORRECT ANSWER-------------1. Reactive Agression
5. Proactive Aggression When a student who is wide eyed, red faced, acting disorganized and impulsively, has an angry tone of voice and appears highly emotionally aroused is demonstrating ______________ aggression ------CORRECT ANSWER-------------reactive What are the 4 elements of a potentially violent situation? ------CORRECT ANSWER----- --------1. a potential trigger to violence
6. a target
7. a weapon
8. level of stress of motivation What are the 3 steps in the crisis co-regulation "help me help myself" process? ------ CORRECT ANSWER-------------1. what to think
9. what to do
10. what to say List the nonverbal strategies (what to do) of crisis co-regulation ------CORRECT ANSWER-------------1. take a deep breath
11. use an open & off centered stance
12. step back
13. give the situation time

5. sit down if appropriate
6. remember the importance of body language & facial expression List the different types of understanding responses that make up the verbal strategies (what to say) of Crisis Co-Regulation: ------CORRECT ANSWER-------------"I Can See" "When You" "I Know We" "I am Sorry" In oder, identify the 7 steps of the LSI: ------CORRECT ANSWER-------------1. isolate the conversation
7. explore students point of view
8. summarize the feelings and content
9. connect feelings to behavior
10. alternative behaviors discussed
11. plan developed/practice new behavior
12. enter student back into the program Reflective Responses ------CORRECT ANSWER-------------"you feel uncomfortable when your friends talk about school." "You're angry about your visit being canceled. I'd be upset, too." Difference between proactive and reactive aggression ------CORRECT ANSWER--------- ----reactive - emotions are dominant NOT cognition proactive - thought out aggression Stress model of crisis -----CORRECT ANSWER--------------Baseline Triggering event, Escalation phase, Outburst crisis, Recovery. 3 situations in which restraint, while indicated, should be avoided -----CORRECT ANSWER--------------cannot control YP safely, sexual stimulation is the motivation, in a public place

list 4 of the 8 behavior support techniques -----CORRECT ANSWER--------------manage environment, prompting, caring gesture, hurdle help anything that makes challenging behaviors more or less likely to happen is called a ----- CORRECT ANSWER--------------setting condition list some non-verbal crisis co-regulation "help me help myself" strategies to help a potentially violent child -----CORRECT ANSWER--------------take a deep breath, protective stance, step back, give situation time LSI correct order -----CORRECT ANSWER--------------IESCAPE IESCAPE -----CORRECT ANSWER--------------isolate conversation, explore YP's POV, summarize feelings and content, connect feelings to behavior, alternative behaviors discussed, plan developed, enter YP back to routine list 3 predisposing risk factors that will put the YP at greater risk of serious injury during physical restraint -----CORRECT ANSWER--------------obesity, certain medications, asthma Crisis is an opportunity for growth -----CORRECT ANSWER--------------true a care worker's attitude and actions should encourage respect for culture and diversity - ----CORRECT ANSWER--------------true active listening takes a lot of time -----CORRECT ANSWER--------------false

with a prone restraint, child should be restrained on soft surfce -----CORRECT ANSWER--------------false "here is what I hear you saying. you feel good at first, but now..." is an example of summarization -----CORRECT ANSWER--------------true in any display of aggression or violence, safety is the most important priority ----- CORRECT ANSWER--------------true exposure to trauma affects how a YP, feels, thinks, and behaves -----CORRECT ANSWER--------------true a YP in your care is very upset and screaming because another YP in the group accidentally bumped into them causing them to drop and break the picture frame of one of their favorite photos from home. The child is not out of control, and you want them to stay in the group that is currently working together on a project, the best choice would be to -----CORRECT ANSWER--------------provide emotional first aid an example of a setting condition that may make challenging behavior more or less likely to happen with a YP in your care is -----CORRECT ANSWER--------------the organizational culture as you enter the day you room you find a youth become potentially violent and threatening to hurt another youth, which one of the 4 elements of a potentially violent situation would you choose to eliminate first? -----CORRECT ANSWER--------------target what are the 2 goals of crisis intervention? -----CORRECT ANSWER--------------Support & Teach

what are the first 3 questions we ask ourselves when facing a potential crisis? ----- CORRECT ANSWER--------------what am i feeling now? what does the YP feel, need, or want? how is the environment affecting the YP? during a potentially violent situation, name 3 aspects of non-verbal crisis communication that staff should consider -----CORRECT ANSWER--------------eye contact, gender difference, personal space list 5 physical warning signs during a restraint that indicate that the young person is in danger -----CORRECT ANSWER--------------skin turning purple, saying "i can't breathe," body going limp, grunting noises, vomiting 3 examples of pain based behavior -----CORRECT ANSWER--------------self harm, AWOL, outbursts 3 goals of emotional first aid -----CORRECT ANSWER--------------provide immediate help, resolve immediate crisis, keep YP in activity list some verbal "what to say" statements you can make when using crisis co-regulation "help me help myself" with a potentially violent child -----CORRECT ANSWER-------------- "I can see..." "when you..." "i am sorry..." what are 3 errors to avoid when using a TCI physical restraint that could increase the risk of injury or death? -----CORRECT ANSWER--------------putting pressure on joints, placing weight on YP chest/back, don't bend YP forward after a restraint a child should be allowed to go to sleep -----CORRECT ANSWER-------- ------false

one way to reduce the risk and stress of a potential violent situation is to use crisis co- regulation "help me, help myself" -----CORRECT ANSWER--------------true Time away is a good behavior support technique to use with children who have poor self-regulation skills? -----CORRECT ANSWER--------------false active listening helps defuse situations -----CORRECT ANSWER--------------true using tci physical restraint techniques, children under 5 should not be restrained ----- CORRECT ANSWER--------------true proactive aggression is goal oriented -----CORRECT ANSWER--------------true an ICMP helps staff understand a child's behavior -----CORRECT ANSWER-------------- true the objective of crisis co-regulation is to provide support in a way that reduces stress and risk -----CORRECT ANSWER--------------true a youth is on the verge of losing control with you because they found out that you mistakenly eliminated them from an off grounds activity. you decide to use the co- regulation "help me, help myself" strategy to provide immediate support to decrease stress and risk. the first step in the process is -----CORRECT ANSWER--------------what to think conflict cycle -----CORRECT ANSWER--------------Stressful situation/incident--> young person's feelings--> young person's behavior--> adult's response