Emotional First Aid: Crisis Management Quiz

Understanding one's own emotions, thoughts, and behaviors

Managing one's emotions and behaviors effectively

Understanding and sharing the feelings of another

Using body language and tone of voice to communicate

Providing immediate support to reduce emotional intensity

Providing immediate emotional and environmental support to reduce stress, increase safety, and improve a young person's sense of security.

Understanding, recognizing, & responding to trauma when working with youth.

A relationship marked by attachment, reciprocity, progressive complexity, and a balanced power dynamic.

A system that prevents, teaches, develops, de-escalates, manages, and reduces risks related to a crisis.

Part of crisis intervention, helping young people manage emotions and behaviors.

Factors that can increase the chance of violence, often involving a spark, target, weapon, and level of stress/motivation.

A person or thing that is at risk of being harmed in a potentially violent situation.

Analyze the state of mind to understand potential violence risk.

Creating a safe space to manage emotions and reduce harm from conflicts.

Aims to mend and enhance the relationship after a conflict or crisis situation.

Establish a suitable time and location for a conversation.

Understand the young person's thoughts and feelings.

A physical position of defense; palms open, one foot ahead, and pushing away with the same-side hand.

A physical reaction to increase safety if someone is becoming aggressive.

An additional step to maintaining situational awareness by pulling away from a vulnerable side.

Calm presence to help manage shared emotional state.

Process of assessing a situation & responding effectively in a crisis. Four questions to guide response.

Conflict where neither party gains control or wants to yield.

Communication through body language, eye contact, and space.

Strategies to provide support in emotional crises.

Model of the brain with three interacting parts: thinking, emotional, and basic functions.

Stages of recovery: high, no change, low, representing intensity of improvement.

Actions used to manage or express pain stemming from trauma or distress.

To help, educate, and empower individuals in distress.

Framework to understand and effectively respond to emotional distress.

Stages of improvement after a crisis or challenging event, ranging in severity from high to low.

Actions driven by past emotional or physical pain, potentially affecting a young person's conduct.

A framework to understand and respond to a young person's behavior during a crisis, considering feelings, environment, and appropriate responses.

Different aspects of a situation influencing behavior (physical, emotional, social, cultural etc.).

Aims of TCI (Trauma-Focused Cognitive Behavioral Intervention) are Support and Teach.

Giving cues or instructions to encourage a desired behavior.

Using alternative activities or interests to divert attention from challenging behaviors.

Communicating using body language, facial expressions, and tone of voice.

A strong emotional bond in a developmental relationship.

Circumstances that trigger or exacerbate challenging behaviors.

A verbal process transforming crisis events into learning experiences.

Deprivation of oxygen to living cells.

Actions taken after a crisis, often including documentation and staff reviews

First actions taken during a crisis event.

Facilitating the LSI process with a troubled youth.