ERIC Number: EJ1319055
Record Type: Journal
Publication Date: 2021-Dec
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1037-2911
EISSN: N/A
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
Rodgers, Stella; Hassan, Sharinaz
Journal of Psychologists and Counsellors in Schools, v31 n2 p238-245 Dec 2021
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.
Descriptors: Crisis Intervention, Therapy, Critical Incidents Method, Social Emotional Learning, Self Control, Skill Development, Behavior Problems, Student Behavior, Emotional Problems, Trauma, Prevention, Foreign Countries
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: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; United Kingdom
Grant or Contract Numbers: N/A