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

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  • Author(s): Rodgers, Stella; Hassan, Sharinaz
  • Language:
    English
  • Source:
    Journal of Psychologists and Counsellors in Schools. Dec 2021 31(2):238-245.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: [email protected]; Web site: https://www.cambridge.org/core/what-we-publish/journals
    • Peer Reviewed:
      Y
    • Source:
      8
    • Subject Terms:
      Crisis Intervention; Therapy; Critical Incidents Method; Social Emotional Learning; Self Control; Skill Development; Behavior Problems; Student Behavior; Emotional Problems; Trauma; Prevention; Foreign Countries
    • Subject Terms:
      United States; United Kingdom
    • Accession Number:
      10.1017/jgc.2021.2
    • ISSN:
      1037-2911
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1319055