LIFE SPACE CRISIS

INTERVENTION: LSCI

A review of the training institute attended June 2010

Given By: Valin Jordan, Yvonne Esquillin, & Emily Patterson

AGENDA Overview/History/ Philosophy

Conflict Cycle

6 Stages of a Life Space Crisis Intervention

Role Play

Q & A

OVERVIEW: WHAT IS LSCI Life Space Crisis Intervention (LSCI) is a

nationally recognized, professional training and certification program sponsored by the Life Space Crisis Intervention Institute of Hagerstown, Maryland.

LSCI is an advanced, interactive therapeutic strategy for turning crisis situations into learning opportunities for children and youth with chronic patterns of self-defeating behaviors. LSCI views problems or stressful incidents as opportunities for learning, growth, insight, and change. This non-physical intervention program uses a multi-theoretical approach to behavior management and problem solving. LSCI provides staff a roadmap through conflict to desired outcomes using crisis as an opportunity to teach and create positive relationships with youth.

HISTORY Life Space Crisis Intervention grew from the creative contributions of Redl and

Wineman's theory of Life Space Interviewing (LSI) developed for treatment of delinquent youth in the 1950s. They were the first to document using crisis as a core therapeutic component of treatment. To accomplish this goal, they trained the staff who spent the most time with the youths to use LSI during a crisis and to become central professional members of the treatment team. The interest in LSI grew, gaining key contributors who shaped the concepts for broad applications across a variety of settings.

William Morse and Nicholas Long brought LSI into the schools where the skills are essential as students increasingly bring intense emotions into the classroom. Mary Wood integrated LSI into Developmental Therapy-Teaching and with Nicholas Long, authored the first textbook, Life Space Intervention in 1992. In the same year, Nicholas Long and Frank Fecser took the next step and developed a certified program in LSCI, creating the professional structure and standards for future training.

This training program also involved making some refinements and modifications to LSI theory to facilitate teaching this model: the name was changed from "Life Space Interviewing," which was too restrictive a term to "Life Space Crisis Intervention," which was more inclusive of other therapeutic methods now incorporated with the psycho-educational model.

In 1996, Long and Fecser produced a video series, Life Space Crisis Intervention which shows the concepts being used in real-life crisis situations. A second edition of the textbook, Life Space Crisis Intervention; Talking With Students in Conflict, authored in 2001 by Long, Wood, and Fecser, brings LSCI into the new millennium.

Today, more than 30,000 professionals working with troubled and troubling children and youth have been trained and certified in LSCI by the Life Space Crisis Intervention Institute. Seminars are conducted throughout the United States and in Canada, Germany, Scotland, Belgium, Norway, New Zealand, Portugal, South Africa, and Australia.

PHILOSOPHY

To provide skills for special educators, counselors, psychologists, juvenile justice staff, child care workers and others who work with troubled and troubling children and youth to enable them to prevent and resolve crises, to build good relationships with challenging youth, and to help them learn to change repetitive patterns of self-defeating behavior.

CONFLICT CYCLE

CONFLICT CYCLE: EXAMPLE Jamie is a 16 year old resident of a group home who seems like

he is always angry about something. Staff who know him best understand that he was neglected as a child and realize that he takes being overlooked by adults or rejected by peers very personally.

Today, Mr. Johnson is handing out Pizza Hut gift certificates for students who earned their points this week. “Oops! Looks like I’m one short, Jamie,” Mr. Johnson says when he finally comes to him. “Don’t worry, though. I’ll swing by the restaurant tonight and bring yours in tomorrow, How’s that?”

Jamie is hurt and scowls, “@#&% it Johnson. Don’t do me any favors, you know? It’s not like I need your damned pizza anyway.”

Johnson is stunned, especially since he’s paying for this out of his own pocket. He lashes out, “if that’s the way you feel about it, fine! I'll eat it myself.”

Jamie’s pain turn to infuriation. “Yeah, whatever, you fat piece of @#&%.” EH gets up to leave, shoving a chair, but Johnson doesn’t want hime to have the last word. “Smart @$$. See how you feel when you miss tonight's movie for that comment.” The two engage in a power struggle, neither one willing to let the other get the last word…

CONFLICT CYCLE An incident occurs (frustration, failure, etc.) that ACTIVATES a

troubled student’s irrational beliefs (e.g., “Nothing good ever happens to me,” “Adults are unfair!”), which in turn defines it as a stressful incident

These negative beliefs and thoughts determine and TRIGGER the intensity of the student’s feelings.

These intense feelings – not the student’s rational forces – DRIVE his or her inappropriate behaviors.

The inappropriate behaviors (yelling, threatening, sarcasm, refusing to speak) INCITE adults.

Adults not only pick up the student’s feelings, but also they frequently MIRROR the student’s behaviors (yell back, threaten, etc.).

These negative adult REACTIONS increase the student’s level of stress, escalating the conflict into a self-defeating crisis.

Although the student may lose this battle (i.e., he or she is punished), the student wins the war! His or her SELF-FULFILLING PROPHECY (irrational belief about adults) is REINFORCED. Therefore, the student has no motivation to change or alter the irrational beliefs or the inappropriate behaviors.

CONFLICT CYCLE

Clip - The Breakfast Club_0001.wmv

When finished, list various reasons that teachers sometimes have a “short fuse” (become irritated) on certain days or in certain situations with certain kids. What things influence our perceptions and reactions?

CONFLICT CYCLE

Given that “no nonsense” teachers tend to view defiant students as the enemy, let us for the moment, talk in their terms.

If one is “fighting” an enemy, it is best to gather information about them in order to increase one’s chances of success.

LSCI AND THE 6 STAGES

LSCI AND THE 6 STAGES: STAGE 1

Drain-off or De-escalation Here you let the child fully calm down.

LSCI AND THE 6 STAGES: STAGE 2

Timeline This is most likely THE MOST IMPORTANT PART of

a LSCI. This is where you are the fact finder and gather

all of the information that may have impacted the student and caused their negative behavior.

LSCI AND THE 6 STAGES: STAGE 3

Central Issue All of the problems children have can be

identified into one of 6 central issues.

CENTRAL ISSUES

LSCI AND THE 6 STAGES: STAGE 4

Insight As the educator you will help the child understand

what happened and encourage them to gain insight of what they did and ways they could have handled their emotions in a more positive way.

LSCI AND THE 6 STAGES: STAGE 5

New Skills This is where you help the child practice the new

plan you have developed for reacting in a more positive way.

LSCI AND THE 6 STAGES: STAGE 6

Transfer of Training As the teacher you will discuss how the child will

re-enter the room and share the new plan with other staff to ensure success.

Q & A