Additional and updated therapeutic ideas and skills
added to the basic TCI programme
added to the basic TCI programme
TCI is the therapeutic course for child care. Many agencies looking for a training package that includes restraint skills choose TCI as the programme that includes therapeutic methods of preventing and de-escalating challenging behaviour. But we offer a version of TCI that provides an even more therapeutic approach, adding ideas and techniques developed since the latest version of TCI was released in 2009.
This is still a 5 day course. It still leads to testing and certification in TCI. But it adds a greater understanding of the latest research on developmental trauma and attachment and it teaches staff additional therapeutic skills.
TCI Plus adds to the TCI curriculum ideas and techniques based on the recent work of Bessel van der Kolk, Daniel Hughes, Kim Golding, Daniel Siegel, Amber Elliott and others. It includes the latest ideas on teaching young people how to understand and regulate their emotions based on the work of Matthew Lieberman and the insights of mindfulness.
This is still a 5 day course. It still leads to testing and certification in TCI. But it adds a greater understanding of the latest research on developmental trauma and attachment and it teaches staff additional therapeutic skills.
TCI Plus adds to the TCI curriculum ideas and techniques based on the recent work of Bessel van der Kolk, Daniel Hughes, Kim Golding, Daniel Siegel, Amber Elliott and others. It includes the latest ideas on teaching young people how to understand and regulate their emotions based on the work of Matthew Lieberman and the insights of mindfulness.
adds to the basic TCI curriculum updated information and skills to:
Understand behaviour
The work of Bessel van der Kolk, Martin Teicher and others on the effect of developmental trauma on the brain . How adaptations to the brain caused by trauma can affect how a child thinks, feels, perceives the world and behaves. The role of the amygdala, pre-frontal cortex and the hormone cortisol. The effect of trauma on attachment. Understanding and assessing the inner world of a child as the first step towards helping.
Understand unhelpful and therapeutic responses to behaviour
Why traditional child care techniques may not work with a child who has suffered developmental trauma. The very limited role of consequences. Using therapeutic techniques that convey acceptance and connection rather than judgement.
Deal with our own feelings
Understanding our reactions to defiant and challenging behaviour. Keeping calm using cues statements, affect labelling and some ideas from mindfulness.
Connect
The importance of connecting with children and young people who don’t like or trust adults. Techniques to connect with a young person using understanding, compassion and empathy. The calming effect of connection. The importance of connecting first before listening, problem solving, or giving directions. (Connection before cooperation.)
Negotiate
Understanding the real issue behind friction over routines and house rules. Using connection and active listening in a collaborative negotiation process.
Regulate emotions
Helping children understand and regulate their emotions. Coping strategies that work in the moment. Adapting the cue statement, affect labelling and mindfulness for young people. For more information on this see our page on the therapeutic task:
Understand and respond to self injury
An introduction to understanding and responding to young people who self injure. Explaining the mystery of why people who self injure can say it makes them feel better.
TCI PLUS WORKBOOK
The TCI Plus workbook is brief, simple, presented in plain English and is intended to be accessible and user-friendly. The book is copyright but an electronic version is available.
An introduction to understanding and responding to young people who self injure. Explaining the mystery of why people who self injure can say it makes them feel better.
TCI PLUS WORKBOOK
The TCI Plus workbook is brief, simple, presented in plain English and is intended to be accessible and user-friendly. The book is copyright but an electronic version is available.
Sample programme
The exact TCI Plus programme depends on whether training in restraints is required – and which restraints are needed.
DAY ONE
9.30 Introductions
1. Understanding the effects of developmental trauma. Brain adaptations to survive in a hostile world.
BREAK
2. Understanding how a young person thinks, feels, perceives and behaves: The inner world.
3. The therapeutic approach: What helps and what doesn’t help. Acceptance and connection rather than judgement
12.30 LUNCH
4. Assessing the situation.
5. Understanding our feelings and keeping calm. Awareness, labelling emotions, breathing.
BREAK
6. The therapeutic response. Understanding the young person’s feelings and needs.
4.30 FINISH
DAY TWO
9.30 Refocus
7. The stages of an incident: The stress model of crisis
8. Prevention: Making life easier for a young person who is easily triggered.
BREAK
9. Active listening
12.30 LUNCH
10. Practising active listening
BREAK
11. Making emotional connections: The therapeutic response. Connection before co-operation.
4.30 FINISH
DAY THREE
9.30 Refocus
12. Understanding problems with expectations and house rules
13. Negotiation skills. Collaborating over issues that cause friction
BREAK
14. De-escalating agitated behaviour: Behaviour support techniques.
12.30 LUNCH
15. Dealing with emotional outbursts: Emotional first aid
16. Avoiding power struggles: The conflict cycle
BREAK
17. Non-verbal behaviour. Understanding and controlling our body language.
18. Self protection techniques.
4.30 FINISH
DAY FOUR
9.30 Refocus
19.De-escalating potentially violent behaviour. Calming a young person flooded with emotion.
BREAK
20. Helping young people understand and regulate their feelings.
21. Talking to a young person after an incident. A therapeutic debriefing technique. (The LSI.)
12.30 LUNCH
22. The decision to use a restraint. Choosing a safety Intervention
23. The small child restraint
24. The standing restraint
25. The seated restraint
BREAK
26. The supine restraint
27. Letting go
28. Safety and physical intervention
4.30 FINISH
DAY FIVE
9.30 Refocus
29. Understanding self injury
30. The therapeutic response to helping young people suffering emotional turmoil
BREAK
31. Practice of physical skills
12.30 LUNCH
32. The support plan: Written plans to clarify the approach to helping a young person
33. Implementing the TCI system.
34. Testing of physical skills
35. Testing the LSI
36. Written knowledge test
37. Review of the course
4.30 FINISH
