Therapeutic Crisis Intervention (TCI) Past Paper PDF, Edition 7

Therapeutic Crisis Intervention (TCI) Edition 7 Tests A-B-C with Answers for Participants Certifying in Physical Restraint Protocol and Test Instruments for Direct TCI Training Contents Direct TCI Training Pro...

Therapeutic Crisis Intervention (TCI) Edition 7 Tests A-B-C with Answers for Participants Certifying in Physical Restraint Protocol and Test Instruments for Direct TCI Training Contents Direct TCI Training Protocol Knowledge Tests A-B-C with Answers Skills Competency Checklists Participant Appraisal Direct TCI Training Protocol Overview For you and your agency to assess whether participants in your training understand and can demonstrate the principles and skills inherent in Therapeutic Crisis Intervention (TCI), it is essential that you evaluate their knowledge and skills. Enclosed, you will find knowledge-based tests to complement the skills-based checklists that are in your TCI Activity Guide. Please use them as appraisal and feedback instruments in your direct TCI training. The knowledge-based instrument demonstrates a participant’s understanding and knowledge of the basic principles and concepts of TCI. The skills-based instrument documents the participants’s ability to demonstrate verbal and physical skills such as the LSI and the physical interventions. The participant’s trainer-supervisor appraisal allows the TCI trainer to evaluate the strengths and needs of the participant in the areas of overall performance, participation in training activities, and general understanding of the TCI principles, skills and material, and communicate this performance to their supervisor. The participants attitude regarding the use of TCI should also be evaluated and documented in the appraisal. The use of this appraisal form is an essential component to the trainer/supervisor dialogue. You can expect that participant’s trainer-supervisor will demonstrate competence in all three sections of this evaluation after training. If your agency does not use physical interventions such as the small child or the prone restraint, and you do not train staff in those skills, omit them from the evaluation. Your agency should maintain copies of the results for each employee throughout their employment history. Accurate and complete copies of your employee’s training are necessary for your state’s licensing, your agency’s accreditation, and human resources records. These records can verify that you have an active and relevant training program with documented trained staff if ever your agency is involved in a civil or criminal matter. There are three different tests included in this package. You can use any test or re-combine them to make a fourth or fifth test. The only caution is that you always include safety questions if your agency uses physical interventions. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 The testing principles and goals TCI testing is a work-related corrective feedback process whose goal is the participant’s maximum learning, skill acquisition, and improved job performance. The testing system complies with agency accreditation standards and maintains your own TCI accreditation standards. The protocol favors the training of new workers, but its use in agency refreshers is also appropriate. The TCI testing process gives the TCI trainer (and the agency administration) a means to evaluate and monitor whether a staff member: 1) knows and can recall fundamental TCI concepts, 2) can apply them in simple ways, 3) can perform verbal skills and strategies, and 4) can perform physical interventions with no safety violations. The protocol supports trainer-staff corrective feedback and supports staff-trainer- supervisor communication, and corrective feedback before and after staff starting on the job. Maintain the integrity of the testing process The TCI trainer has to assure that the testing process is fair and consistent and that there is an equal opportunity for practice, coaching, and study for all participants. Maintaining an adequate level of test security is important. Trainers should: Maintain a presence in the testing evaluation room. Keep the room free from unnecessary distractions. Remember, this testing process may impact a person’s job responsibilities and career. Keep the conversation in the room on testing only. Maintain a fair and consistent scoring system Use the knowledge test answers for your “correct or acceptable” answers. Keep the passing grade consistent from one training program to the next training program. If your agency is going to raise or lower the passing grade, please let participants know ahead of time. Again, it is your agency administration, through the human resources or personnel office, that determines the acceptable standard of performance for your agency. You may also supplement or modify this test with items that are agency-specific, items that highlight or reinforce knowledge, or skills tailored to your agency needs and circumstances. You may also wish to develop additional items specific to agency refreshers or updates. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  When scoring the skills checklist, please keep in mind there are a range of skill sets required to be able to successfully prevent crises, de-escalate crises, safely manage crises, and support children in learning and practicing new coping skills. These include assessment skills, verbal skills, motor skills, cognitive strategies, and others. Competency standards in the TCI skill areas should be measured with “real-life” performance in mind and not be lowered for the purposes of just getting people through the training because of organizational issues (e.g. staffing). When filling out the trainer-supervisor appraisal, the trainer should comment so that the participant’s supervisor may be able to use the information to address strengths and needs in supervision and coaching. Maintain a fair and consistent test re-taking system Some participants will not meet the standards that your agency sets, so it is wise to determine a fair and consistent procedure for re-testing participants. Remember, the testing may have an impact on employment or advancement in the agency. Opportunities for re- taking the test should be consistent from one participant to another, and from one training program to another. If there are changes in the re-testing procedure, they should be announced in advance and in writing. Opportunities for re-test training, practice, coaching, and supervision should meet the standards of fairness and consistency. Please remember that under the current Federal, state, and accreditation regulatory requirements, it is essential that your agency’s administration, its human resource or personnel office support and approve the TCI testing and appraisal system. They should be mindful of and active in designing the TCI training schedule, appraisals, re-appraisals, evaluation and corrective feedback methods, grading, record-keeping, and any other pertinent topics that arise within your agency. If you and your agency have any questions, please feel free to call or e-mail the Residential Child Care Project. Trainer Tips Knowledge appraisal Keep in sight the participants who are taking the written test to ensure that the answers reflect the participant’s knowledge of the TCI materials. Skill appraisal Place the participants at ease. We suggest having them stretch before the appraisal to help put them at ease and limber them up. Tell the participants that you may not be able to see everything that they do, so you may ask them to perform the steps again. Tell them that when you ask them to perform something twice because you did not see a step, it will not affect the appraisal of their performance. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  Tell participants that if they find themselves doing something wrong, they should stop the steps when safe and begin again. When evaluating and testing the physical interventions, stand and walk around for a better view of the participant’s performance. When testing for the LSI, sit at 45 degrees to the role-play participants and pay attention to not get too close or get into their space. Trainer/supervisor appraisals Keep your appraisal simple and to the point. Anchor your comments to your observations of the individual’s participation in a large and small group activity. Document any concerns that you have with participants, especially if your concerns are about a person’s willingness to use, or inability (for any reason) to correctly implement, TCI knowledge and skills on-the-job. Questions and answers The following are questions posed by TCI trainers that are using the direct test. You may find the answers helpful if similar questions arise in your training. 1. I am curious why the direct test is fill-in-the-blank, T/F, and scenarios, and the trainer test that I took is multiple choice. It is a good question that gets to the fundamental difference between the goals of the train- the-trainer program and the direct TCI training. Direct TCI training teaches TCI knowledge and skills to be used with children. The direct test protocol has the goal of performance evaluation and monitoring in a training environment, as well as the purpose of communicating this performance to the supervisor. The direct test assesses (and re-assesses in the refreshers) whether participants have the necessary knowledge to perform (choose to use) active listening, LSIs, self-assessments, self-talk, and physical interventions within a TCI framework with the children and young people. The direct test (fill-in-the-blank, scenarios, and True-False) monitors something fundamentally different than the multiple-choice test trainer’s test. The direct test measures the knowledge necessary for successful performance with children. The trainer test monitors the knowledge required to demonstrate and train. The direct test is measuring knowledge and skills necessary for success in practice with children who are in crisis, and in this way, is the more critical test. The test strategies and conditions have to be closer to the conditions of their use to be meaningful. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 The fill-in-the-blank questions ask for essential TCI knowledge. Knowledge that should be quickly recalled, even under some pressure. Fill-in-the-blank test items are good test strategies for the TCI framework. The literature is definite that one of the first steps to choose a strategy is to recall that strategy. For the most part, the fill-in-the-blank questions ask for a recall of basic and essential TCI information necessary to know before successfully executing a TCI strategy. The questions are good examples of this kind of essential information. The true/false test gives the tester a quick way to evaluate TCI concepts as they are applied in everyday use. One or two of the questions are probably more appropriate to training rather than evaluation. Still, they offer a good point of discussion if a supervisor has any questions about the application of TCI concepts, or a participant’s attitude. The scenarios provide a series of choices that a participant has to make based on common core experiences. 2. Do we have to use the direct test as supplied by Cornell, or can we “invent” our own (using those questions, but maybe making it multiple choice). The concern is that our staff has enough trouble passing a multiple-choice test, and we wonder if they will be able to pass a fill-in-the-blank exam. There are a couple of problems with changing the test strategy from fill-in-the-blank to multiple-choice. Multiple-choice questions are harder to write. They need reliability measures and tests for validity. A “fill-in-the-blank” question gets right to the point. Can someone recall essential TCI knowledge and strategies without prompts and under some pressure? It is a better test condition that reflects more of the real-life application of the skill and strategy. This testing strategy may uncover or make apparent reading difficulties and even illiteracy. These are both problems to directly address, especially if reading and writing are conditions of employment – case notes, ICSPs, medication labels, and warnings. Remedial reading and writing support may be necessary. Rather than changing the test format to multiple- choice, it might be changed from a written to an oral testing format. An oral test format would address the problem of testing recall independent of reading and writing proficiency. There is a question of “How do participants read and comprehend the Student Workbook?” If they are having so much trouble reading and understanding the test, how can they read and understand the Student Workbook? 3. If we do use that test, how do we “grade” the test? Does each question receive the same weight? Or can each part of the question be assigned a point? You can grade the knowledge tests any way that you wish. Just grade them consistently and fairly. Please use the test performance to judge your performance as trainers, e.g, take the information from grading the test to inform your future training. It might be that if most participants are missing a particular question then it might not have been well presented or developed in the training. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 4. How can we assure consistency among/between all the trainers in grading the tests? What if someone doesn’t use the precise word, but seems to have the essence? To ensure consistency in grading, talk with a staff person from RCCP or another TCI colleague about what answers are acceptable and what responses are just wrong. Keep a catalog of acceptable “almost answers” for the “essence answers.” Use the answer sheet that we provide as the basis for your satisfactory answers. 5. To help people prepare and realize the seriousness of this, could we give written homework assignments each day that would include key learning points from that day’s training, including questions from the test but more than just that? Yes, give them the appropriate direct fill-in-the-blank questions within the homework assignments in slightly different formats. You can include other questions to mix it up. Also, integrate the fill-in-the-blank questions in your morning and afternoon refocus, and even in your training. Ask for a quick recall of specific knowledge points. They need to know this essential knowledge because staff are expected to use it. TCI instructors and trainers have different strategies for incorporating test items within training. You may wish to write or copy appropriate test items in chapters of your copy of the Student Workbook. Use them for your reference and to address specific questions for specific sections that are required reading. Some TCI trainers have taken the results of the knowledge and skills test and written them up for supervisors. Supervisors appreciate the information since it gives them substantial and concrete performance levels to discuss with their workers. Some TCI trainers have found written summaries impractical since they train a large number of new and experienced personnel. They do, however, communicate major problems with participants to supervisors. The direct knowledge test examines what exactly are the knowledge points, attitudes, and skills that staff need to know and to perform. What is expected of them? How consistently are staff expected to express this knowledge, and to perform the skills? Testing seems to get all parties focused on essential skills and knowledge, even trainers. TESTING ISSUES What if…… The person can’t demonstrate a physical technique during testing, but you have witnessed them doing it correctly in practice previously. You have spoken to the other trainer who has agreed they have seen them do it. Suggestions: Ask them to think carefully and do it again. You can have them repeat the technique more than once, if necessary. You can also ask them to tell you what is the most important thing about what they are doing, what is the purpose of that move, etc. This is to ascertain whether or not they have gotten the point and know what to do and why. If they still cannot do the technique, they should not be certified in that technique and should be scheduled for more training and practice until they can demonstrate it successfully. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  Someone has injured themselves and can’t demonstrate physical techniques during the testing period. Have them come back when they are healed and make arrangements to have them tested. If they have not mastered the techniques during practice, let them know they will have to attend another training. You are not sure if they demonstrated well enough to pass. If it is a physical technique, ask your co-trainer to watch them demonstrate the techniques and decide together. If it is the LSI, you or your co-trainer play the role of the child during a break and test to see if they get it. The person is too obese and puts weight on the child. This should have been addressed during the practice sessions. They must demonstrate the prone restraint up on their hand over the young person. They cannot pass if they place weight on the child. If they cannot do it – they cannot be certified in that technique. They can be certified in the all the other techniques that they can effectively demonstrate. The person has a learning disability, is hearing impaired, and/or English is their second language and they anticipate having difficulty with the written test. This should be established before the testing period. Arrange for them to have plenty of time to take the test. Do not hurry them or distract them during the test. If they are hearing impaired, offer to have the interpreters interpret the test. If there is some concern about the ‘fairness’ of the test based on a participant’s special condition, please talk it over with your co-trainer and consider your organization’s policy about testing accommodations. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  Therapeutic Crisis Intervention Edition 7 Direct Training Test A Part 1 Please use the knowledge that you learned in your TCI course to answer the following questions. 1. Please correctly label the stress model of crisis below. 2. Please list 3 situations in which restraint, while indicated, should be avoided. a. b. c. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 3. Please list 5 of the 8 behavior support techniques. a. b. c. d. e. 4. Anything that makes challenging behavior and traumatic stress responses more or less likely to happen is called a: 5. Please list 3 non-verbal crisis co-regulation “help me help myself” strategies to help a potentially violent child: a. b. c. 6. Please list the steps of a Life Space Interview (LSI) in the correct order. a. b. c. d. e. f. g. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 7. Please list 3 predisposing risk factors that will put a child at greater risk of serious injury during a physical restraint. a. b. c. Part 2 According to your TCI training, which of the following statements are True or False? 8. Crisis is an opportunity for growth. 9. A staff member’s attitude and actions should encourage respect for culture and diversity. 10. Active listening consists only of verbal techinques. 11. With a prone restraint, the child should be restrained on a soft surface. 12. “Here is what I heard you saying. You felt good at first, but the more Jamie kept picking on you, the more upset you became and then you started to yell and….” is an example of encouraging and eliciting techniques. 13. In any display of violence, safety is the most important priority. 14. Exposure to trauma affects how a child thinks, feels and behaves. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 Part 3 Scenarios 15. A child in your care is very upset and screaming because another child in the group accidently bumped into them causing them to drop and break a picture frame holding 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: a. provide emotional first aid. b. use co-regulation ‘help me help myself’. c. remove them from the group until they are calmed down. 16. As you enter the day room you find a child becoming potentially violent and threatening to hurt another child. Based on the information provided, which 1 of the 4 elements of a potentially violent situation would you choose to eliminate first? 17. What are the 3 basic processing regions of the Triune Brain Model? a. b. c. 18. A milieu is considered therapeutic when it provides a sense of safety, respect, belonging, care, and accountability. There are 5 spaces that make up the therapeutic milieu: Name 2 of those spaces. a. b. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 19. Please provide 3 examples of Pain-Based behaviors. a. b. c. 20. Please list the 3 outcomes for the Recovery Phase of the Stress Model of Crisis. a. b. c. 21. Describe 2 of the principles for the Letting Go Process. a. b. 22. Define Asphyxia. ________________________________________________________________________ ________________________________________________________________________ 23. Name 2 improper restraint techniques. a. b. 24. Name 2 things we monitor for during restraints. a. b. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  Therapeutic Crisis Intervention Edition 7 Direct Training Test A – with Answers Part 1 Please use the knowledge that you learned in your TCI course to answer the following questions. 1. Please correctly label the stress model of crisis below. 2. Please list 3 situations in which restraint, while indicated, should be avoided. The staff cannot remain calm and in control; the staff is so angry with or afraid of the child that the staff might intentionally or unintentionally inflict harm as a result of restraint. The child is threatening the staff with bodily injury and appears to be capable of inflicting it. If sexual stimulation is the child’s motivation. If a child begins to act out in public at a location where physical intervention might easily be misinterpreted by the public. When the child has a weapon (e.g., a knife, broken glass, etc.) that could cause serious injury RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  When the child’s medical condition (e.g., asthma, seizure disorder, a heart problem, sickle cell trait, diabetes, pregnancy) would be aggravated by physical restraint. When the restraint may result in serious emotional trauma for the child If the child is on medication(s) 3. Please list 5 of the 8 behavior support techniques. managing the environment prompting caring gesture hurdle help redirection and distractions proximity directive statements time away 4. Anything that makes challenging behavior and traumatic stress responses more or less likely to happen is called a: setting condition 5. Please list 3 non-verbal crisis co-regulation “help me help myself” strategies to help a potentially violent child: take a deep breath and exhale slowly give the child space and time use silence if safe, step out of the child’s sight assume a neutral stance and concerned facial expression RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 6. Please list the steps of a Life Space Interview (LSI) in the correct order. a. identify a place and time to talk b. explore child’s point of view c. summarize the feelings and content d. connect trigger to feelings to behavior e. alternative responses to feelings discussed f. plan developed/practice g. enter child back into the routine 7. Please list 3 predisposing risk factors that will put a child at greater risk of serious injury during a physical restraint. obesity influence of drugs or alcohol prolonged violent physical agitation underlying natural disease, i.e., enlarged heart, asthma, sickle cell trait, high blood pressure, diabetes hot humid environments individuals taking certain medications effects of severe trauma history Part 2 According to your TCI training, which of the following statements are True or False? 8. T Crisis is an opportunity for growth. 9. T A staff member’s attitude and actions should encourage respect for culture and diversity. 10. F Active listening consists only of verbal techinques. 11. F With a prone restraint, the child should be restrained on a soft surface. 12. F “Here is what I heard you saying. You felt good at first, but the more Jamie kept picking on you, the more upset you became and then you started to yell and….” is an example of encouraging and eliciting techniques. 13. T In any display of violence, safety is the most important priority. 14. T Exposure to trauma affects how a child thinks, feels and behaves. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 Part 3 Scenarios 15. A child in your care is very upset and screaming because another child in the group accidently bumped into them causing them to drop and break a picture frame holding 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: X a. provide emotional first aid. b. use co-regulation ‘help me, help myself’. c. remove them from the group until they are calmed down. 16. As you enter the day room you find a child becoming potentially violent and threatening to hurt another child, based on the information provided, which 1 of the 4 elements of a potentially violent situation would you choose to eliminate first? target (the other child) or Stress level of the child 17. What are the 3 basic processing regions of the Triune Brain Model? thinking (neocortex) emotional (limbic system/amygdala) survival (brain stem/reptilian) 18. A milieu is considered therapeutic when it provides a sense of safety, respect, belonging, care, and accountability. There are 5 spaces that make up the therapeutic milieu: Name 2 of those spaces. physical social cultural emotional ideological RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 19. Please provide 3 examples of Pain-Based behaviors. overreaction to situations impulsive outbursts trauma re-enactment defiance inflexibility running away through anger or fear withdrawal self-injury 20. Please list the 3 outcomes for the Recovery Phase of the Stress Model of Crisis. higher no change lower 21. Describe 2 of the principles for the Letting Go Process. states what is expected of the young person is directed by the team leader is supportive of the young person sets the tone for the recovery process 22. Define Asphyxia. the deprivation of oxygen to living cells 23. Name 2 improper restraint techniques. pressure on the neck or chest incorrect positioning of the arms obstructing the mouth or nose abnormal positioning of the body RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 24. Name 2 things we monitor for during restraints. make sure the restraint position is correct (child and staff) assure there are no breathing problems observe and Assess: skin color respiration (no breathing problems) level of consciousness (is responsive) level of agitation (overexertion) range of motion in the extremities RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  Edition 7 Direct Training Test B Part 1 Please use the knowledge that you learned in your TCI course to answer the following questions. 1. What are the 2 goals of ‘crisis intervention’? a. b. 2. What are the first 3 questions we ask ourselves when facing a potential crisis? a. b. c. 3. During a potentially violent situation, name 3 aspects of non-verbal crisis communication that staff should consider. a. b. c. 4. Please list 5 physical warning signs during a restraint that indicate that the child is in danger. a. b. c. d. e. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 5. Please list examples of Pain-Based behavior. a. b. c. 6. Please list 2 strategies for emotional first aid. a. b. 7. Please list some verbal “what to say” statements you can make when using crisis co- regulation “help me help myself” with a potentially violent child. a. b. c. 8. What are 3 ways to avoid increasing the risk of injury or death in a TCI physical restraint? a. b. c. Part 2 According to your TCI training, are the following statements True or False? 9. After a restraint, a child should be allowed to go to sleep. 10. One way to reduce the risk and stress of a potential violent situation is to use crisis co-regulation “help me help myself”. 11. Time away is a good behavior support technique to use with children who have poor self-regulation skills. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 12. Active listening helps defuse situations. 13. According to TCI guidelines for physical restraint, children under five years of age should not be restrained. 14. The emotional brain is the part of the brain that is responsible for our survival functions such as breathing and heart rate that do not require conscious thought. 15. An Individual Crisis Support Plan helps staff choose an intervention or prevent escalation. 16. The objective of crisis co-regulation is to provide support in a way that reduces stress and risk. 17. “Drop the Rope” is a way to describe escalation in a power struggle with a child. Part 3 Scenario 18. A child is on the verge of losing control with you because they found out that you mistakenly eliminated them from an 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: ________________________________________________________________________ 19. What are the 4 Elements of a Potentially Violent Situation? a. b. c. d. 20. Name 2 of the skills that adults need for successful ‘Intentional Use of Self’ with children. a. b. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 21. Describe a Trauma-Informed Organization. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 22. A therapeutic milieu is made up of people, emotions, attitudes, and physical objects. A milieu is about the 5 spaces where children and staff live and work. One of the spaces is the ideological space. Please name 2 other spaces in the therapeutic milieu. a. b. 23. Describe 2 of the principles for the Letting Go Process. a. b. 24. Define Asphyxia. ________________________________________________________________________ ________________________________________________________________________ 25. Name 2 improper restraint techniques. a. b. 26. Name 2 things we monitor for during restraints. a. b. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  Therapeutic Crisis Intervention Edition 7 Direct Training Test B –with Answers Part 1 Please use the knowledge that you learned in your TCI course to answer the following questions. 1. What are the 2 goals of ‘crisis intervention’? support: provide immediate emotional and environmental support to reduce stress and risk and increase the child’s sense of safety teach: help children learn and practice ways to regulate their emotions and behaviors 2. What are the first 3 questions we ask ourselves when facing a potential crisis? What am I feeling now? What does this child feel, need, expect or want? How is the environment affecting the situation? 3. During a potentially violent situation, name 3 aspects of non-verbal crisis communication that staff should consider. eye contact body language personal space height and gender sensitivity to cultural issues RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 4. Please list 5 physical warning signs during a restraint that indicate that the child is in danger. goes limp and ceases to breathe spontaneously states they can’t breathe respiration is labored – shortness of breath, gasping, wheezing or coughing may make grunting noises gagging or vomiting changes in skin color – pale, gray/bluish, gray/whitish, gray/greenish change in level of responsiveness or consciousness sudden change in struggle bobbing of head, fatigue excessive sweating evacuation of bodily fluids (e.g. urination) 5. Please list examples of Pain-Based behavior. overreaction to situations impulsive ourbursts trauma re-enactment defiance inflexibility running away through anger or fear withdrawl self-injury 6. Please list 2 strategies for emotional first aid. co-regulate emotions – be a calm presence maintain the relationship and lines of communication plan and anticipate – be a coach 7. Please list some verbal “what to say” statements you can make when using crisis co- regulation “help me help myself” with a potentially violent child. “I can see…” (affirm and validate the child’s feelings) “You look angry. Let’s go for a walk …” (communicate understanding before making a request) “I am sorry…” (offer an apology) RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 8. What are 3 ways to avoid increasing the risk of injury or death in a TCI physical restraint? never place weight on a child’s chest, torso, stomach, rib cage or back never put pressure on the child’s neck never place the head in a position that causes the neck to be compressed never allow a child to stay in the prone or supine position once they are no longer a safety risk never place a child’s arms behind their back when in a prone restraint never bend a child forward or place pressure or weight on the child’s back in a seated position never place anything over or near the child’s face, mouth, or nose that can be inhaled or conform to the contours of the face never ignore any of the warning signs of pending asphyxia never fail to take immediate action if emergency medical attention is needed never allow the child to continue lying or sleeping on the floor after a restraint never restrain a child under the age of five make sure the position of the child’s body is correctly positioned as taught in training Part 2 According to your TCI training, are the following statements True or False? 9. F After a restraint, a child should be allowed to go to sleep. 10. T One way to reduce the risk and stress of a potential violent situation is to use crisis co-regulation “help me, help myself”. 11. F Time away is a good behavior support technique to use with children who have poor self-regulation skills. 12. T Active listening helps defuse situations. 13. T According to TCI guidelines for physical restraint, children under five years of age should not be restrained. 14. F The emotional brain is the part of the brain that is responsible for our survival functions such as breathing and heart rate that do not require conscious thought. 15. T An Individual Crisis Support Plan helps staff choose an intervention or prevent escalation. 16. T The objective of crisis co-regulation is to provide support in a way that reduces stress and risk and increases the child’s sense of safety. 17. __F_____ “Drop the Rope” is a way to describe escalation in a power struggle with a child. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 Part 3 Scenario 18. A child is on the verge of losing control with you because they found out that you mistakenly eliminated them from an 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: what to think (self-awareness and regulate your own emotions) 19. What are the 4 elements of a Potential Violent Situation? spark target weapon level of stress or motivation 20. Name 2 of the skills that adults need for successful ‘Intentional Use of Self’ with children. self -awareness self-regulation relationship skills and attunement self-care RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 21. Describe a Trauma-Informed Organization. A trauma-informed organization supports and facilitates trauma-informed care through its policies, procedures, and practices that recognize and respond to the traumatic events children have experienced. Specifically, this involves ensuring that staff: 1. understand what trauma is and how it impacts all individuals within the system and the system itself (i.e., children, families, staff), 2. are able to recognize when behaviors and patterns reflect the children’s and staff’s past or present trauma experience, 3. know how to avoid re-traumatization by responding to and interacting with children and families in ways that convey safety, trust, support, collaboration, and autonomy, and 4. are sensitive to young peoples’ unique perspectives and circumstances. 22. A therapeutic milieu is made up of people, emotions, attitudes, and physical objects. A milieu is about the 5 spaces where children and staff live and work. One of the spaces is the ideological space. Please name 2 other spaces in the therapeutic milieu. physical social cultural emotional 23. Describe 2 of the principles for the Letting Go Process. states what is expected of the young person is directed by the team leader is supportive of the young person sSets the tone for the recovery process 24. Define Asphyxia. the deprivation of oxygen to living cells RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 25. Name 2 improper restraint techniques. pressure on the neck or chest incorrect positioning of the arms obstructing the mouth or nose abnormal positioning of the body 26. Name 2 things we monitor for during restraints. make sure the restraint position is correct (child and staff) assure there are no breathing problems observe and Assess: skin color respiration (no breathing problems) level of consciousness (is responsive) level of agitation (overexertion) range of motion in the extremities RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  Therapeutic Crisis Intervention Edition 7 Direct Training Test C Part 1 Please use the knowledge that you learned in your TCI course to answer the following questions. 1. What are the 2 goals of ‘crisis intervention’? a. b. 2. What are 2 skills needed for successful ‘Intentional Use of Self’? a. b. 3. What are the 4 elements of a potentially violent situation? a. b. c. d. 4. If the child is exhibiting acute physical behavior and is a safety risk, what 3 conditions have to be present to use a physical restraint? a. b. c. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 5. Please list 3 strategies to avoid or end the power struggle. a. b. c. 6. Please list 3 of the goals of a Life Space Interview (LSI). a. b. c. 7. Please list 3 options to manage physical violence that don’t include a physical restraint. a. b. c. Part 2 According to your TCI training, are the following statements True or False? 8. One way to reduce the risk and stress of a potentially violent situation is to use crisis co-regulation “help me, help myself”. 9. After a restraint, a child should be allowed to go to sleep. 10. Emotional competence is important for staff to be effective. 11. Active listening is a strategy for children to manipulate adults. 12. “You feel uncomfortable when your friends talk about school” is a reflective response. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 13. One of the first strategies we want to use for emotional first aid is to co-regulate emotions. 14. Active listening consists only of non-verbal techniques. 15. We use physical restraint to enforce compliance. 16. Individual baseline behavior is also known as the normal state of functioning specific to that child. 17. It is more important that a child be safe than feel safe. 18. The Thinking brain (also known as the neocortex) is the center for emotions, emotional behavior, and motivation. Part 3 Scenario 19. Which of the following are considered ‘Spaces’ within a therapeutic milieu? Mark all that apply _____ Ideological _____ Social _____ Physical _____ Self _____ Time and Space _____ Distractions 20. Name the 3 basic brain processing regions (also known as the Triune Brain Model). a. b. c. 21. List 2 effects of anger during a stressful situation. a. b. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 22. List 2 ways to develop the Cultural Space in an organization or program to decrease the likelihood of challenging behavior or traumatic stress responses. a. b. 23. Define Asphyxia. ________________________________________________________________________ ________________________________________________________________________ 24. Name 2 improper restraint techniques. a. b. 25. Name 2 things we monitor for during restraints. a. b. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20  Therapeutic Crisis Intervention Edition 7 Direct Training Test C – with Answers Part 1 Please use the knowledge that you learned in your TCI course to answer the following questions. 1. What are the 2 goals of ‘crisis intervention’? support: provide immediate emotional and environmental support to reduce stress and risk and increase the child’s sense of safety teach: help children learn and practice ways to regulate their emotions and behaviors 2. What are 2 skills needed for successful ‘Intentional Use of Self’? self-awareness self-regulation relationship skills and Attunement self-care 3. What are the 4 elements of a potentially violent situation? the spark the target the weapon the level of stress or motivation 4. If the child is exhibiting acute physical behavior and is a safety risk, what 3 conditions have to be present to use a physical restraint? agency policies and state regulations regarding restraint allow it the child’s individual crisis support plan prescribes it our professional dynamic risk assessment indicates it 5. Please list 3 strategies to avoid or end the power struggle. listening and validating feelings managing the environment (e.g. removing others) giving choices and time to decide what to do next dropping or changing the expectation RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 6. Please list 3 of the goals of a Life Space Interview (LSI). provide a sense of emotional safety help clarify the event for the child and adult repair and restore the relationship with the adult help the child learn and use emotional regulation skills re-enter the child back into the routine 7. Please list 3 options to manage physical violence that don’t include a physical restraint. eliminate one of the elements of a potentially violent situation use releases and maintain a safe distance with a protective stance leave the situation and get assistance Part 2 According to your TCI training, are the following statements True or False? 8. T One way to reduce the risk and stress of a potentially violent situation is to use crisis co-regulation “help me, help myself”. 9. F After a restraint, a child should be allowed to go to sleep. 10. T Emotional competence is important for staff to be effective. 11. F Active listening is a strategy for children to manipulate adults. 12. T “You feel uncomfortable when your friends talk about school” is a reflective response. 13. T One of the first strategies we want to use for emotional first aid is to co-regulate emotions. 14. F Active listening consists only of non-verbal techniques. 15. F We use physical restraint to enforce compliance. 16. T Individual baseline behavior is also known as the normal state of functioning specific to that child. 17. F It is more important that a child be safe than feel safe. 18. F The Thinking brain (also known as the neocortex) is the center for emotions, emotional behavior, and motivation. RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 Part 3 Scenario 19. Which of the following are considered ‘Spaces’ within a therapeutic milieu? Mark all that apply. ideological physical social 20. Name the 3 basic brain processing regions (also known as the Triune Brain Model). thinking brain (neocortex) rmotional brain (limbic) survival brain (brain stem/reptilian) 21. List 2 effects of anger during a stressful situation. anger can undermine objectivity anger is an emotional and physical state cognitive abilities are reduced 22. List 2 ways to develop the Cultural Space in an organization or program to decrease the likelihood of challenging behavior or traumatic stress responses. develop culturally competent staff accept and celebrate cultural differences support family connections and involvement allow for diverse staff-child interactions 23. Define Asphyxia. the deprivation of oxygen to living cells 24. Name 2 improper restraint techniques. pressure on the neck or chest incorrect positioning of the arms obstructing the mouth or nose abnormal positioning of the body RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 25. Name 2 things we monitor for during restraints. make sure the restraint position is correct (child and staff) assure there are no breathing problems observe and Assess: skin color respiration (no breathing problems) level of consciousness (is responsive) level of agitation (overexertion) range of motion in the extremities RCCP - Cornell University-TCI 7th Edition for Physical Restraint Certification - 3/11/20 Therapeutic Crisis Intervention: LIFE SPACE INTERVIEW NAME: ID #: STEPS RATING SCALE (Check each step) Did the participant: Yes No Comments I—Identify place and time to talk? Found a comfortable and quiet place to talk? E—Explore the child’s point of view? Focused interview on event? Used open questions? Used reflective responses? Used active listening to help the child describe what just happened? Helped the child sequence the events? Was supportive and conveyed empathy? Shared what you saw or heard to add to the description and help clarify the central issue? Explained rationale for any intervention? S—Summarize feelings and content? Summarized the feelings and content of what the child said? C—Connect trigger to feelings to behavior? Made a statement that connected the trigger to the child’s feelings with the behavior that needs to be changed? A—Alternative responses to feelings discussed? Encouraged the child to consider alternative responses? Accepted what the child offered? Guided the child to a realistic plan? P—Plan developed / Plan practiced? Chose a realistic plan? Had the child state the plan? Practiced plan using a concrete situation? Child felt successful? E—Enter child back into the routine? Helped the child anticipate other’s reactions when the child returned to the normal routine? Prepared the child for re-entry? The child felt hopeful? Note: In order to pass, the participant has to use Active Listening to PASS RETRAIN identify feelings and behaviors. THERAPEUTIC CRISIS INTERVENTION TRAINING: Residential Child Care Project, Cornell University Sgdp]odtshb Bphrhr Hmsdpudmshnm/ OPNSDBSHUD HMSDPUDMSHNMR M?LD/ HC / RSDOR P?SHMF RB?ID :ecah cNae psco( Wdr Mn Bnlldmsr Cdfidbshmf ] Rvhmf Pdkd]rd epnl Fp]ar/ Mmd Wql Svn Wql Mmd Wql vhsg svn gWmcr Pdkd]rd epnl G]hp Otkkr Pdkd]rd epnl Bgnidr/ Eqnms PdWq AWq Wql Apd]ihmf To ] Ehfgs R?EDSW UHNI?SHNM OkWbdc sgd bghkc r Wql adghmc sgd bghkc r aWbj/ Cksc) Am nqcdq sn oLrr sgd oLqshbhoLms gLr sn imnv Lmc sn oqnodqkw rdptdmbd sgd rsdor vhsgnts uhnkLshmf Lmw rLedsw bnmbdqmr,. uhnkLshnm ne L rLedsw qtkd hr LtsnlLshbLkkw L qdsqLhm, O?RR PDSP?HM SGCP:OCTSHA APHRHR HISCPUCISHNI SP:HIHIE, PdrhcdlshVj Aehjc AVod Oonidas Anoldjj Tlhtdorhsv Sgdp]odtshb Bphrhr Hmsdpudmshnm/ RS?MCHMF PDRSP?HMS M?LD/ HC / RSDOR P?SHMF RB?ID :ecah cNae psco( Chc sgd ]ctks/ Wdr Mn Bnlldmsr ?ooqnWbg eqnl sgd eqnms) gnkc sgd bghkc r Wql Wanud sgd vqhrs) nq WooqnWbg eqnl adghmc Wmc vqWo sgd Wctks r Wqlr Wqntmc sgd bghkc r ahbdor/ 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Tlhtdorhsv  Sgdp]odtshb Bphrhr Hmsdpudmshnm/ RD?SDC PDRSP?HMS M?LD/ HC / RSDOR P?SHMF RB?ID :ecah cNae psco( Chc sgd ]ctks/ Wdr Mn Bnlldmsr ?ooqnWbg eqnl sgd eqnms) gnkc sgd bghkc r Wql Wanud sgd vqhrs) nq WooqnWbg eqnl adghmc Wmc vqWo sgd Wctks r Wqlr Wqntmc sgd bghkc r ahbdor/ Rdbtqd sgd bghkc ax okWbhmf Wctks r Wql tmcdq sgd bghkc r Wqlohs aqhmfhmf sgd bghkc r Wql Wbqnrr sgd okWmd ne sgd Wctks r ancx Wmc rdbtqdkx gnkc hs WfWhmrs sgd Wctks r bgdrs vhsg sgd bghkc r gWmc Ws sgd Wctks r vWhrs/ Aqhmf sgd Wctks r ghor shfgs WfWhmrs sgd bghkc Wmc okWbd sgd gddk ne sgd Wctks r hmrhcd enns rkhfgskx WfWhmrs sgd gddk ne sgd bghkc/ Ohuns) rsdoohmf adghmc sgd bghkc/ FqWro sgdhq ’Wctks r( nvm toodq Wql vhsg sgdhq nvm gWmc) jddohmf sgd bghkc r Wqlr hm eqnms/ RsWmc rgntkcdq sn rgntkcdq vhsg nsgdq Wctks) adghmc sgd bghkc/ Aqhmf sgd bghkc sn sgd finnq ax rkhchmf cnvm W vWkk/ Rdbtqd sgd bghkc adsvddm sgd Wctksr) vhsg sgd Wctksr rgntkcdqr kdWmhmf WfWhmrs dWbg nsgdq/ Stqm sgdhq ’Wctksr ( gdWcr WvWx sn Wunhc fdsshmf gdWcatssdc/ Rdbtqd sgd bghkc r kdfr ax okWbhmf sgdhq hmrhcd kdfr nudq sgd bghkc r kdf/ R?EDSW UHNI?SHNM Cqno sgd bghkc/ EWkk vhsg sgd bghkc/ OkWbd sgd bghkc r Wql adghmc sgd bghkc r aWbj/ PnsWsd sgd bghkc r Wql hm Wm WamnqlWk onrhshnm/ IWl sgd Wctks r Wql hmsn sgd bghkc r Wqlohs/ Ots oqdrrtqd nm sgd bghkc r jmddr/ Cksc) Am nqcdq sn oLrr sgd oLqshbhoLms gLr sn imnv Lmc sn oqnodqkw rdptdmbd sgd rsdor vhsgnts uhnkLshmf Lmw rLedsw bnmbdqmr,. uhnkLshnm ne L rLedsw qtkd hr LtsnlLshbLkkw L qdsqLhm, O?RR PDSP?HM SGCP:OCTSHA APHRHR HISCPUCISHNI SP:HIHIE, PdrhcdlshVj Aehjc AVod Oonidas Anoldjj Tlhtdorhsv Sgdp]odtshb Bphrhr Hmsdpudmshnm/ RL?II BGHIC PDRSP?HMS M?LD/ HC / RSDOR P?SHMF RB?ID :ecah cNae psco( Chc sgd ]ctks/ Wdr Mn Bnlldmsr Fds adghmc sgd bghkc/ Hllnahkhyd sgd bghkc r Wqlr ax bqnrrhmf sgdl nudq sgd bghkc r bgdrs/ FqWro sgd bghkc r bqnrrdc Wqlr Wanud sgd vqhrsr/ OkWbd nmd ne sgd bghkc r Wqlr tmcdq sgd nsgdq) knbjhmf sgd dkanvr/ OkWbd sgdhq edds ntsrhcd ne sgd bghkc r edds/ Aqhmf sgd bghkc sn sgd finnq ax jddohmf sgd bghkc bknrd sn sgdhq ancx Wmc rsdoohmf aWbjvWqc) aqhmfhmf sgd bghkc cnvm sgd hmrhcd ne sgdhq kdf/ Mq rkhchmf cnvm W vWkk/ Rdbtqd sgd bghkc shfgskx WfWhmrs sgdhq ancx vhsgnts qdrsqhbshmf sgd bghkc r aqdWsghmf/ R?EDSW UHNI?SHNM Cqno sgd bghkc/ EWkk vhsg sgd bghkc/ Admc sgd bghkc enqvWqc) qdrsqhbshmf sgd bghkc r aqdWsghmf/ Bqnrr bghkc r Wqlr vhsgnts knbjhmf dkanvr/ Cksc) Am nqcdq sn oLrr sgd oLqshbhoLms gLr sn imnv Lmc sn oqnodqkw rdptdmbd sgd rsdor vhsgnts uhnkLshmf Lmw rLedsw bnmbdqmr,. uhnkLshnm ne L rLedsw qtkd hr LtsnlLshbLkkw L qdsqLhm, O?RR PDSP?HM SGCP:OCTSHA APHRHR HISCPUCISHNI SP:HIHIE, PdrhcdlshVj Aehjc AVod Oonidas Anoldjj Tlhtdorhsv Sgdp]odtshb Bphrhr Hmsdpudmshnm/ RTOHMD PDRSP?HMS M?LD/ HC / RSDOR P?SHMF RB?ID :ecah cNae psco( YTOODP ANCW[ Chc sgd ]ctks/ Wdr Mn ?ooqnWbg eqnl sgd eqnms) gnkc sgd xntmf odqrnm r Wql Wanud sgd vqhrs) nq WooqnWbg eqnl adghmc Wmc vqWo sgd Wctks r Wqlr Wqntmc sgd xntmf odqrnm r ahbdor/ Rdbtqd sgd xntmf odqrnm ax okWbhmf sgd Wctks r Wql tmcdq sgd xntmf odqrnm r Wqlohs aqhmfhmf sgd xntmf odqrnm r Wql Wbqnrr sgd okWmd ne sgd Wctks r ancx Wmc rdbtqdkx gnkc hs WfWhmrs sgd Wctks r bgdrs vhsg sgd xntmf odqrnm r gWmc Ws sgd Wctks r vWhrs/ Aqhmf sgd Wctks r ghor shfgs WfWhmrs sgd xntmf odqrnm Wmc okWbd sgd gddk ne sgd Wctks r hmrhcd enns rkhfgskx WfWhmrs sgd gddk ne sgd xntmf odqrnm/ Rsdo enqvWqc vhsg sgd ntsrhcd kdf) cqno cnvm sn sgd hmrhcd jmdd) Wmc aqhmf sgd xntmf odqrnm sn sgd finnq aqdWjhmf sgd xntmf odqrnm r eWkk ax okWbhmf sgd oWkl ne sgdhq gWmc nm sgd finnq/ Aqhmf sgd gWmc eqnl sgd tmcdq sgd xntmf odqrnm Wmc okWbd hs nm sgd rgntkcdq ne sgd xntmf odqrnm/ Bto sgd xntmf odqrnm r rgntkcdq vhsg sgdhq hmrhcd gWmc Wmc rdbtqd sgd xntmf odqrnm r Wql ax okWbhmf hs nm sgd finnq Wmc bnmshmthmf sn gnkc hs itrs Wanud sgd vqhrs vhsg sgdhq ntsrhcd gWmc/ Etkkx dwsdmc ansg sgdhq Wqlr kdWmhmf nudq sgd xntmf odqrnm Wmc rdbtqhmf sgd xntmf odqrnm ax qdlWhmhmf bknrd sn sgd xntmf odqrnm/ Admc sgd xntmf odqrnm r Wqlr) oWklr to snvWqc sgdhq gdWc ’Wr he sgd xntmf odqrnm vdqd zfidwhmffl( Wmc rdbtqd sgd xntmf odqrnm r dkanv ax okWbhmf sgdhq jmddr nm dWbg rhcd ne sgd xntmf odqrnm r Wql/ Rdbtqd sgd xntmf odqrnm r Wqlr sn sgd finnq ax fqWrohmf sgd Wql itrs Wanud sgd vqhrs Wmc rdbtqhmf sgd rgntkcdq ax btoohmf sgd xntmf odqrnm r rgntkcdq vhsg sgdhq hmrhcd gWmc/ Etkkx dwsdmc sgdhq Wqlr Wmc kdWm chqdbskx nudq sgd xntmf odqrnm sn rdbtqd sgd gnkc/ YINVDP ANCW[ Chc sgd ]ctks/ Wdr Mn ?rrhrs ax vqWoohmf sgd xntmf odqrnm r kdfr Wanud sgd jmddr) eWbhmf sgd xntmf odqrnm r gdWc/ RhfmWk sdWl ldladqr sgWs sgdx Wqd hm onrhshnm/ R?EDSW UHNI?SHNM Cqno sgd xntmf odqrnm/ Ots oqdrrtqd nm inhmsr ’vqhrsr) jmddr) dkanvr(/ OkWbd vdhfgs nm sgd xntmf odqrnm r Wacnldm vghkd lnuhmf sn sgd finnq/ PnsWsd sgd xntmf odqrnm r Wql hm Wm WamnqlWk onrhshnm/ IWl jmdd) Wql) nq “mfdqr hmsn sgd xntmf odqrnm r Wqlohs/ Cksc) Am nqcdq sn oLrr sgd oLqshbhoLms gLr sn imnv Lmc sn oqnodqkw rdptdmbd sgd rsdor vhsgnts uhnkLshmf Lmw rLedsw bnmbdqmr,. uhnkLshnm O?RR PDSP?HM ne L rLedsw qtkd hr LtsnlLshbLkkw L qdsqLhm, SGCP:OCTSHA APHRHR HISCPUCISHNI SP:HIHIE, PdrhcdlshVj Aehjc AVod Oonidas Anoldjj Tlhtdorhsv Sgdp]odtshb Bphrhr Hmsdpudmshnm/ OPNMD PDRSP?HMS YID?CDP[ M?LD/ HC / RSDOR P?SHMF RB?ID :ecah cNae psco( Chc sgd kd]c ]ctks/ Wdr Mn Bnlldmsr ?ooqnWbg eqnl sgd eqnms) gnkc sgd xntmf odqrnm r Wql Wanud sgd vqhrs) nq WooqnWbg eqnl adghmc Wmc vqWo sgd Wctks r Wqlr Wqntmc sgd xntmf odqrnm r ahbdor/ Rdbtqd sgd xntmf odqrnm ax okWbhmf sgd Wctks r Wql tmcdq sgd xntmf odqrnm r Wqlohs aqhmfhmf sgd xntmf odqrnm r Wql Wbqnrr sgd okWmd ne sgd Wctks r ancx Wmc rdbtqdkx gnkc hs WfWhmrs sgd Wctks r bgdrs vhsg sgd xntmf odqrnm r gWmc Ws sgd Wctks r vWhrs/ Aqhmf sgd Wctks r ghor shfgs WfWhmrs sgd xntmf odqrnm Wmc okWbd sgd gddk ne sgd Wctks r hmrhcd enns rkhfgskx WfWhmrs sgd gddk ne sgd xntmf odqrnm/ Rsdo enqvWqc vhsg sgd ntsrhcd kdf) cqno cnvm sn sgd hmrhcd jmdd Wmc aqhmf sgd xntmf odqrnm sn sgd finnq aqdWjhmf sgd xntmf odqrnm r eWkk ax okWbhmf sgd oWkl ne sgdhq gWmc nm sgd finnq/ OWrr sgd xntmf odqrnm r Wql Wbqnrr sgd okWmd ne sgd xntmf odqrnm r ancx sn sgd Wrrhrshmf Wctks/ OkWbd nmd gWmc adsvddm sgd xntmf odqrnm r rgntkcdq akWcdr Wmc sgd nsgdq gWmc tmcdq sgd rlWkk ne sgd xntmf odqrnm r aWbj Wmc qnkk sgd xntmf odqrnm nudq/ PdWbg Wbqnrr sgd xntmf odqrnm r snqrn Wmc rdbtqdkx gnkc sgd xntmf odqrnm r Wqlr sn sgd xntmf odqrnm r ancx vhsgnts okWbhmf vdhfgs nm sgd xntmf odqrnm/ R?EDSW UHNI?SHNM Cqno sgd xntmf odqrnm/ Chrsdmc sgd xntmf odqrnm r Wqlr nq rgntkcdqr/ OkWbd vdhfgs nm sgd xntmf odqrnm r snqrn/ Cksc) Am nqcdq sn oLrr sgd oLqshbhoLms gLr sn imnv Lmc sn oqnodqkw rdptdmbd sgd rsdor vhsgnts uhnkLshmf Lmw rLedsw bnmbdqmr,. uhnkLshnm ne L rLedsw qtkd hr LtsnlLshbLkkw L qdsqLhm, O?RR PDSP?HM SGCP:OCTSHA APHRHR HISCPUCISHNI SP:HIHIE, PdrhcdlshVj Aehjc AVod Oonidas Anoldjj Tlhtdorhsv Sgdp]odtshb Bphrhr Hmsdpudmshnm/ OPNMD PDRSP?HMS Y?RRHRSHMF ?CTIS[ M?LD/ HC / RSDOR P?SHMF RB?ID :ecah cNae psco( Chc sgd ]rrhrshmf ]ctks/ Wdr Mn Bnlldmsr ?ooqnWbg sgd xntmf odqrnm eqnl sgd eqnms Wmc sWjd gnkc ne sgd xntmf odqrnm r Wql Wanud sgd vqhrs/ Rdbtqd sgd xntmf odqrnm ax okWbhmf sgd Wctks r Wql tmcdq sgd xntmf odqrnm r Wqlohs aqhmfhmf sgd xntmf odqrnm r Wql Wbqnrr sgd okWmd ne sgd Wctks r ancx Wmc rdbtqdkx gnkc hs WfWhmrs sgd Wctks r bgdrs vhsg sgd xntmf odqrnm r gWmc Ws sgd Wctks r vWhrs/ Aqhmf sgd Wctks r ghor shfgs WfWhmrs sgd xntmf odqrnm Wmc okWbd sgd gddk ne sgd Wctks r hmrhcd enns rkhfgskx WfWhmrs sgd gddk ne sgd xntmf odqrnm/ Rsdo enqvWqc vhsg sgd ntsrhcd kdf) cqno cnvm sn sgd hmrhcd jmdd Wmc aqhmf sgd xntmf odqrnm sn sgd finnq aqdWjhmf sgd xntmf odqrnm r eWkk ax okWbhmf sgd oWkl ne sgdhq gWmc nm sgd finnq/ Gnkc sgd xntmf odqrnm r oWrrdc Wql vghkd rkhchmf cnvm sgd xntmf odqrnm r ancx) aqhmfhmf sgd xntmf odqrnm r nsgdq Wql bknrd sn sgd xntmf odqrnm r rhcd nm sgd finnq/ Jds fn ne sgd xntmf odqrnm r Wql ax sgd xntmf odqrnm r rhcd Wmc qdbWostqd hs Wesdq sgd qnkk/ Rdbtqd sgd xntmf odqrnm r kdfr vghkd gnkchmf sgd xntmf odqrnm r Wqlr) Wunhchmf otsshmf vdhfgs nm sgd xntmf odqrnm r inhmsr/ R?EDSW UHNI?SHNM Cqno sgd xntmf odqrnm/ Chrsdmc sgd xntmf odqrnm r Wqlr nq rgntkcdqr/ OkWbd vdhfgs nm sgd xntmf odqrnm r jmddr nq Wmjkdr/ Cksc) Am nqcdq sn oLrr sgd oLqshbhoLms gLr sn imnv Lmc sn oqnodqkw rdptdmbd sgd rsdor vhsgnts uhnkLshmf Lmw rLedsw bnmbdqmr,. uhnkLshnm ne L rLedsw qtkd hr LtsnlLshbLkkw L qdsqLhm, O?RR PDSP?HM SGCP:OCTSHA APHRHR HISCPUCISHNI SP:HIHIE, PdrhcdlshVj Aehjc AVod Oonidas Anoldjj Tlhtdorhsv Sgdp]odtshb Bphrhr Hmsdpudmshnm/ OPNMD PDRSP?HMS YVHSG ? SGHPC ODPRNM[ M?LD/ HC / RSDOR P?SHMF RB?ID :ecah cNae psco( Chc sgd sghpc odprnm/ Wdr Mn Bnlldmsr Bnld hm eqnl sgd noonrhsd rhcd/ OkWbd sgdhq toodq sghfg WfWhmrs sgd xntmf odqrnm r toodq Wql/ PdWbg Wbqnrr sgd xntmf odqrnm r ancx) Wmc rdbtqd sgd xntmf odqrnm r Wql vhsg ansg gWmcr ’he onrrhakd( nq vhsg nmd gWmc/ Rtoonqs ghl-gdqrdke WfWhmrs sgd nsgdq Wctks) rgntkcdq sn rgntkcdq/ R?EDSW UHNI?SHNM OkWbd vdhfgs nm sgd xntmf odqrnm r snqrn/ Cksc) Am nqcdq sn oLrr sgd oLqshbhoLms gLr sn imnv Lmc sn oqnodqkw rdptdmbd sgd rsdor vhsgnts uhnkLshmf Lmw rLedsw bnmbdqmr,. uhnkLshnm ne L rLedsw qtkd hr LtsnlLshbLkkw L qdsqLhm, O?RR PDSP?HM SGCP:OCTSHA APHRHR HISCPUCISHNI SP:HIHIE, PdrhcdlshVj Aehjc AVod Oonidas Anoldjj Tlhtdorhsv  Therapeutic Crisis Intervention (TCI) Edition 7 Direct Training Participant Appraisal Form Training participant’s name: ___________________________________________ What are the participant’s performance strengths? For example, how do they understand and demonstrate the basic concepts, strategies and skills of TCI such as the phases of a crisis, the power struggle, the LSI, the physical interventions, and the engagement skills? Please anchor your comments to their participation within the large and small group training activities. (use back of sheet, if necessary) What are the participant’s performance needs? For example, what do they need to understand and to demonstrate the basic concepts and skills of TCI such as the stages of a crisis, the power struggle, the LSI, the physical interventions, and the engagement skills more effectively? Please anchor to their participation within the large and small group training activities. (use back of sheet, if necessary) Is this employee’s training performance acceptable? Yes _____ No _____ (please check) Without the physical component __________ (please check) ________________________________________ TCI Trainer’s initials and date