Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-29T00:31:59.442Z Has data issue: false hasContentIssue false
  • English
  • Français

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]
Get access

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
Check for updates
Copyright
© The Author(s) 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Australian Institute of Family Studies. (2019). The effect of trauma on the brain development of children: Evidence-based principles for supporting the recovery of children in care. https://aifs.gov.au/cfca/publications/effect-trauma-brain-development-children Google Scholar
De Bellis, M.D., & Zisk, A. (2014). The biological effects of childhood trauma. Child and Adolescent psychiatric clinics of North America, 23, 185–222. doi: 10.1016/j.chc.2014.01.002 CrossRefGoogle ScholarPubMed
Dorodo, J., Martinez, M., McArthur, L., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8, 163–176. doi: 10.1007/s12310-016-9177-0 CrossRefGoogle Scholar
Holden, M., Holden, J., & TCI-S Instructors of the Residential Child Care Project. (2012). Therapeutic crisis intervention, reference guide (1st ed.). Cornell University.Google Scholar
Marshall, K. (2013). Burnout hits one in four teachers. The Age. https://www.theage.com.au/national/victoria/burnout-hits-one-in-four-teachers-20131005-2v13y.html Google Scholar
Morgan, A., Pendergast, D., Brown, R., & Heck, D. (2015). Relational ways of being an educator: Trauma-informed practice supporting disenfranchised young people. International Journal of Inclusive Education, 19, 1037–1051. doi: 10.1080/13603116.2015.1035344 CrossRefGoogle Scholar
Perry, B. (2007). Stress, trauma and post-traumatic stress disorders in children. The ChildTrauma Academy, https://childtrauma.org/wp-content/uploads/2013/11/PTSD_Caregivers.pdf Google Scholar
Substance Abuse and Mental Health Services Administration (SAMHA). (2014). SAMHAS’s concept of trauma and guidance for a trauma-informed approach. https://store.samhsa.gov/system/files/sma14-4884.pdf Google Scholar
Smith, E.G., Nunno, M.A., Martin, W.R., & Sellers, D.E. (2019, April). Does the CARE Program Model Reduce Use of Psychotropic Medications in Residential Care? Poster presented at the 63rd Annual Conference of the Association of Children’s Residential Centers, New Orleans, LA.Google Scholar
Sullivan, A., Johnson, B., Owens, L., Conway, B., Lucas, B., & Baak, M. (2014). Behaviour at School Study (A framework for developing and enacting humane behaviour policies and practices in schools). Australian Research Council Linkage Grant. https://www.bass.edu.au/files/1914/1565/8195/Framework_for_Humane_Behaviour. pdfGoogle Scholar
Therapeutic Crisis Intervention System for Schools (TCI -S). (2012). Information Bulletin. Cornell University. Retrieved from https://rccp.cornell.edu/_assets/TCIS_SYSTEM_BULLETIN.pdf Google Scholar
WorkCover. (2014). Annual Report 2013-2014. https://www.workcover.wa.gov.au/wp-content/uploads/2014/Documents/Resources/Annual%20reports/WorkCoverWA-Annual-Report-2013_2014_Introduction_Interactive.pdf Google Scholar