Life Space Crisis Intervention (LSCI)
Life Space Crisis Intervention (LSCI) is a therapeutic strategy that is being used successfully by teachers, counselors, administrators and many others who deal directly with youth in conflict. This strategy is to be used in crisis situations to teach students alternatives to patterns of poor behavior. A student in crisis could be showing behaviors that include anger, manipulation, anxiety, fear and/or depression. These students need skilled and caring adults to help them leave the conflict cycle. If a crisis is handled poorly, it can lead to devastating cycles of bad behavior. However, if handled well, a crisis can give students an opportunity to learn new ways of thinking, feeling, and behaving. LSCI provides a non-physical intervention program, and a multitheoretical approach to behavior management and problem solving.
LSCI has six stages that should be worked through one at a time. The first three of these stages are diagnostic and the last three are reclaiming. Also, the program includes problem solving strategies for six specific types of self-defeating behavior.
LSCI has six stages that should be worked through one at a time. The first three of these stages are diagnostic and the last three are reclaiming. Also, the program includes problem solving strategies for six specific types of self-defeating behavior.
Stages of LSCI
www.lsci.org
1. Crisis
- De-escalate the crisis
- Help student drain off intense feelings and emotions
- Talk with student
- Find the student’s perspective of the crisis
- Determine the appropriate intervention strategy
- Examine if the crisis is part of a pattern
- Discuss with student the patterns of self-defeating behavior
- Develop a plan to change behavior
- Teach empowering and prosocial skills
- Reenter classroom
- Reinforce new skills
Types of Self-Defeating Behavior
1. Imported Problems: Students who come to school with a home/community problem and displace it on staff.
2. Errors in Perception: A student who is upset by frustrations in school that creates anxiety and distorts perception of reality.
3. Delinquent Pride: A student who is purposefully aggressive towards others and justifies the behavior and claims he/she is the victim.
4. Impulsivity and Guilt: A student who is impulsive but feels worthless or guilty after breaking the rules.
5. Limited Social Skills: A student who doesn’t have the proper social skills to build relationships with staff and peers.
6. Vulnerability to Peer Influence: A student who is emotionally needy, isolated and has a “false friendship.” Another type is a student who is aggressive and is tricked by a passive-aggressive student to behave poorly.
1. Imported Problems: Students who come to school with a home/community problem and displace it on staff.
2. Errors in Perception: A student who is upset by frustrations in school that creates anxiety and distorts perception of reality.
3. Delinquent Pride: A student who is purposefully aggressive towards others and justifies the behavior and claims he/she is the victim.
4. Impulsivity and Guilt: A student who is impulsive but feels worthless or guilty after breaking the rules.
5. Limited Social Skills: A student who doesn’t have the proper social skills to build relationships with staff and peers.
6. Vulnerability to Peer Influence: A student who is emotionally needy, isolated and has a “false friendship.” Another type is a student who is aggressive and is tricked by a passive-aggressive student to behave poorly.
Resources
LSCI Article.pdf | |
File Size: | 1938 kb |
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LSCI Dawson.pdf | |
File Size: | 1799 kb |
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