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Therapeutic Crisis Intervention in Schools (TCI-S): An international exploration of a therapeutic framework to reduce critical incidents and improve teacher and student emotional competence in schools

Published online by Cambridge University Press:  17 May 2021

Stella Rodgers  and
Sharinaz Hassan
Stella Rodgers*
Affiliation:
Department of Education, School Psychology Services, Perth, Western Australia, Australia
Sharinaz Hassan
Affiliation:
Department of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia
*
*Email: [email protected]
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Abstract

Critical incident frameworks applied within schools are a means to support school staff to respond and guide planning to reduce critical incidents rates. This article explores the significance of the Therapeutic Crisis Intervention in Schools (TCI-S) critical incident framework to decrease the prevalence of behavioural critical incidents and to improve staff and student emotional competence in schools. The application of the TCI-S framework to reduce critical incidents within the United States and the United Kingdom school systems are demonstrated through upskilling school staff in social-emotional and co-regulation skills. It is suggested that TCI-S has the potential to support students with behavioural and emotional challenges and increase staff competency to implement trauma-informed practices that ultimately will reduce critical incidents.

Keywords

Traumatrauma-informed practicetherapeuticschoolsbehaviouremotional competencecritical incidents
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 31 , Special Issue 2: Actioning Research within Schools: Key Processes for Planning Successful Interventions , December 2021 , pp. 238 - 245
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Copyright
© The Author(s) 2021. Published by Cambridge University Press

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