LCIS April 2017

Professional Learning Offering:

Life Space Crisis Intervention—Staten Island

SIX Day Certificate Course April 4, 5, 21, 25, 27, 28, 2017—All DAYS MUST BE ATTENDED

TIME: 8:30 am—3:00 pm

LOCATION will be given when registered.

NOTE: By registering on April 4th, you are registering for SIX days of training.


Register on Cornerstone:  


Description: Life Space Crisis Intervention (LSCI) is a six-day nationally-certified course that is evidenced-based. Research has shown that LSCI reduces incidents and suspensions, improves attendance, and supports students with disabilities in the least restrictive environment. Participants will learn how to de-escalate students in distress, discover the underlying cause(s) of the problem behavior, help students gain insight into their responsibility in the situation, teach and practice replacement behavior(s) for the next time the stressful situation occurs, prepare the student for return to class, and afterwards share the plan with staff.                    


Crisis intervention teams and capacity builders (administrators, deans, counselors, clinicians, teachers and paraprofessionals) are recommended for this training.  It is highly suggested that team members attend together.

The LSCI training is a six-day certificate course.  Attendance at all sessions is required from 8:30 to 3:00All participants are required to take two competency tests for certification:  A multiple-choice exam and a role-play test.  Participants must commit to attending all six sessions and to completing the two required assessments.


LSCI is particularly effective with students who:

·         Escalate incidents into no-win power struggles

·         Bring in problems from home or elsewhere

·         Distort or misperceive reality

·         Are involved in destructive peer relationships

·         Lack social skills

·         Exhibit bullying behavior

·         Are self-abusive

·         Instigate others


3) The Differences between Life Space Crisis Intervention (LSCI) and Therapeutic Crisis Intervention in Schools (TCIS)

The basic difference between the two programs is the depth of knowledge and skill-building that is offered.  TCIS offers generic de-escalation, listening and problem-solving strategies.  LSCI goes much deeper and focuses on six categories or chronic behavior patterns that commonly occur and provides specific strategies to remedy each of the patterns.  The problem behavior patterns identified are:


·         Red Flag—bringing problems in from home or elsewhere

·         Reality Rub—errors in perception and thinking errors

·         New Tools—inadequate social skills

·         Symptom Estrangement—bullying behavior with little conscience

·         Massaging Numb Values—feelings of worthlessness resulting in self-destructive behavior

·         Manipulation of Body Boundaries—destructive peer relationships


There are specific strategies to help students who exhibit each of these behavior patterns. There is a different response to a student who bullies others vs. a student who has good intentions but lacks social skills to be successful.  LSCI is not a one-size-fits-all model.


LSCI offers insight into why students do what they do by a discussion of how trauma affects the brain and resulting behavior problems; how kids use defense mechanisms; how the stages of child development influence behavior; and how irrational beliefs and negative thinking habits develop and undermine healthy social development. 


Both TCIS and LSCI discuss the adult reaction to a student in distress as the determining factor as to whether a crisis will be escalated or de-escalated.  LSCI goes deeper with the “Conflict Cycle” providing insight about the student’s thinking, irrational beliefs and self-fulfilling prophecies which may be at work to perpetuate behavior problems.


For students with disabilities, LSCI provides valuable information for the IEP (PLOP, management needs, goals) and informs the Functional Behavioral Assessment and Behavioral Intervention Plan.