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An Examination of Crisis Prevention & Intervention Alternatives
RETURNING TO DR. LAURA
Standing
(sometimes called a "basket hold")
Seated
Prone
PLAN A
"when adults pursue their original expectation by imposing their will upon the child, despite understanding that doing so may trigger externalizing behavior." (Pollastri et al, 2013, p. 190)
PLAN C
"when the adult chooses to withdraw the
expectation, at least for a short time, in order to decrease externalizing behavior... useful in stabalizing the situation... a preemptive strategy, communicated ahead of time to the child and should not be confused with “giving in...” (Pollastri et al, 2013, p. 190)
PLAN B
"...used when the adult attempts to solve the problem collaboratively with the child...successfully completed when both adult and child have agreed on a mutually satisfactory and realistic solution. ” (Pollastri et al, 2013, p. 190-191)
STEP 1
STEP 2
"...the adult gathers information in order to gain a clear under-
standing of the child’s concerns about a particular recurring problem or issue (e.g., “I don’t like stopping free time when I’m in the middle of reading, because it’s hard for me to find my place again later.”)” (Pollastri et al, 2013, p. 190)
STEP 3
"the adult states his or her concern or perspective (“My concern is that we need to move on to math at that time. I don’t want you to miss out on the beginning of math, because it will be hard to catch up later.")” (Pollastri et al, 2013, p. 190)
"adult and child brainstorm solutions that will address both their concerns. The child is given the first opportunity to generate a solution (e.g., “What if you warn me when we have a few minutes left, so I can find a good stopping point?”). No solutions are dismissed outright, and the adult helps the child to think through whether each solution addresses the concerns of both parties and whether it is realistic and feasible." (Pollastri et al, 2013, p. 191)
SOLHOT is...
"the force that says Black girlhood is to be celebrated in all of its complexities and while the center of this work is face to face time organizing with Black girls" (Brown, n.d.-b, para. 1)
"you can do SOLHOT when you, smack your lips, give freely, take whats yours , rap and write , make a friend and go together ; when you dream , set goals , take control , think critically , put yourself out there , and speak up for yourself ; when you’re loud , quiet , taking care ; and DEFINITELY when you tell your own truth." (Brown, n.d.-b, para. 3)
"where we meet physically face to face, heart to heart, and hand to hand, to discuss issues that are important to us and strategize together on ways we can make this world better for everyone" (Brown, n.d.-b, para. 2)
"You do SOLHOT when you love Black girls and care so much about us, you are transformed." (Brown, n.d.-b, para. 6)
Evidence Documenting Impact
"TCI-S currently being applied internationally in schools and is gathering an evidence base for demonstrating improvements across student mental health, academic engagement and the prevalence of critical incidents." (Rodgers & Hassan, 2021, p. 3)
"Initial evaluation of the program reported that in the midst of a public campaign to reporting child abuse in residential care, signigfigant decreases in child abuse reports occured in those facilities that implemented TCI. On the other hand, signigiant increases occured in those comparision facilities that did not implement TCI." (Nunno, Holden & Leidy, 2003, p. 312)
"After the implementation of TCI-S, school staff at WCS noted that they experienced more job satisfaction and that more students remained in the school program rather than being suspended for challenging behaviour. 'When teachers could repair relationships with students before the end of the day, they reported a significant positive impact on the following day’s events' as quoted by a residential teacher as noted in the WCS interview notes of the visit." (Rodgers & Hassan, 2021, p. 5)
“If a child cannot control their rage, frustration and anger, and they are in danger of injuring themselves or others, safe and therapeutic physical management techniques are taught to ensure that child’s acting out is contained and later used as an opportunity for learning, growth and discovery.” (Nunno, Holden & Leidy, 2003, p. 296)
"Direct care staff increased and retainted their crisis intervention knowledge and techniques. Staff reported that their confidence working with colleagues increased and overall there was a more consistent approach to children in crisis across units and among staff shifts within units" (Nunno, Holden & Leidy, 2003, p. 312)
"Between 1993 and 2003, there were 45 seclusion and estraint related fatalities in child and adolescent residential units in the United States, 7 of which were related to seclusions [9]. Additionally, their use can be re-traumatizing for children who have been victims of violence in the past." (Vidal et al, 2020, p. 648)
"...there is growing evidence that restraint and seclusion procedures may actually heighten aggressive behavior in children." (Pollastri et al, 2013, p. 188)
What's the long term psychological impact of restraint on kids?
How does experiencing physical restraint in school impact a student's ability to learn?
Is there any coorelation between being restrained in school & later dropping out? being incarcerated?
Are restraints always being applied correctly & as a true last resort?
How often are students of color unnecessarily restrained?
How often restraints actually being used in schools?
AN ALTERNATE CASE STUDY
RETURNING TO OUR CASE STUDY WITH NEW EYES
Bhattacharyya, S. Breslow, A. S., Carrasco, J. & Cook, B. (2021) When Structural Inequity Is Ubiquitous, Can Force Ever Be Compassionate? AMA J Ethics. 2021;23(4):E340-348. doi: 10.1001/amajethics.2021.340.
Brown, R. N. (n.d.-a). SOLHOT. Ruthnicolebrown. Retrieved May 7, 2022, from https://www.ruthnicolebrown.com/solhot
Brown, R. N. (n.d.-b). What is solhot? SOLHOT. Retrieved May 7, 2022, from https://www.solhot.com/what-is-solhot
Couvillon, M., Peterson, R. L., Ryan, J. B., Scheuermann, B., & Stegall, J. (2010). A review of crisis intervention training programs for schools. TEACHING Exceptional Children, 42(5), 6–17. https://doi.org/10.1177/004005991004200501
Crisis Prevention Institute Inc. (n.d.). About Us. Crisis Prevention Institute. Retrieved May 4, 2022, from https://www.crisisprevention.com/About-Us
de Hert, M., Dirix, N., Demunter, H., & Correll, C. U. (2011). Prevalence and correlates of seclusion and restraint use in children and adolescents: A systematic review. European Child & Adolescent Psychiatry, 20(5), 221–230. https://doi.org/10.1007/s00787-011-0160-x
Doughty, J., & Houglet, R. (2021, April 2). DISABILITY JUSTICE AND THE PROJECT OF ABOLITION How crisis responses can and must center community. The indy. Retrieved March 3, 2022, from https://www.theindy.org/article/2340
Greene, R. W. (2014). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them (1st ed.). Scribner Book Company.
Kaufman, S. [TEDx Talks]. (2017, December 15). Hearing our voices: Peer support and mental illness | Stefanie Kaufman | TEDxBrownU [Video]. YouTube. https://www.youtube.com/watch?v=bd797eF62k8
Kluth, P. (2003). You’re Going to Love This Kid!: Teaching Students With Autism in the Inclusive Classroom (1st ed.). Paul H Brookes Pub Co.
Laura, C. [EHE Distance Education and Learning Design]. (2016, February 22). Dr. Crystal Laura presentation [Video]. YouTube. https://www.youtube.com/watch?v=kc8BnKoxvL8
Laura, C. T., Ayers, W., Quinn, T., & Meiners, E. R. (2014). Being Bad: My Baby Brother and the School-to-Prison Pipeline (The Teaching for Social Justice Series). Teachers College Press.
Left of Black [John Hope Franklin Center at Duke University]. (2014, April 28). Left of Black with Ruth Nicole Brown [Video]. YouTube. https://www.youtube.com/watch?v=wzCJWEIDyzY&t=661s
Nunno, M. A., Holden, M. J., & Leidy, B. (2003). Evaluating and monitoring the impact of a crisis intervention system on a residential child care facility. Children and Youth Services Review, 25(4), 295–315. https://doi.org/10.1016/s0190-7409(03)00013-6
Pollastri, A. R., Epstein, L. D., Heath, G. H., & Ablon, J. S. (2013). The collaborative problem solving approach: Outcomes across settings. Harvard Review of Psychiatry, 21(4), 188–199. https://doi.org/10.1097/HRP.0b013e3182961017
Rodgers, S., & Hassan, S. (2021). 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. Journal of Psychologists and Counsellors in Schools, 31(2), 238–245. https://doi.org/10.1017/jgc.2021.2
Spinzy, Y., Maree, S., Segev, A., & Cohen-Rappaport, G. (2018). Listening to the patient perspective: Psychiatric inpatients’ attitudes towards physical restraint. Psychiatric Quarterly, 89(3), 691–696. https://doi.org/10.1007/s11126-018-9565-8
The Residential Child Care Project at the Bronfenbrenner Center Transitional Research. (n.d.). Therapeutic Crisis Intervention Overview. Cornell University. Retrieved May 4, 2022, from https://rccp.cornell.edu/TCI_LevelOne.html
Trader, B., Stonemeier, J., Berg, T., Knowles, C., Massar, M., Monzalve, M., Pinkelman, S., Nese, R., Ruppert, T., & Horner, R. (2017). Promoting Inclusion Through Evidence-Based Alternatives to Restraint and Seclusion. Research and Practice for Persons with Severe Disabilities, 42(2), 75–88. https://doi.org/10.1177/1540796917698830
Westling, D. L., Trader, B. R., Smith, C. A., & Marshall, D. S. (2010). Use of Restraints, Seclusion, and Aversive Procedures on Students with Disabilities. Research and Practice for Persons with Severe Disabilities, 35(3–4), 116–127. https://doi.org/10.2511/rpsd.35.3-4.116
Zaccaro, D. E. (2014, May). Unregulated, untrained, and unaware: Restraint and seclusion practices in educational settings (Thesis). University of Northern Iowa.