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
dc.contributor.author | Rodgers, Stella | |
dc.contributor.author | Hassan, Sharinaz | |
dc.contributor.editor | Edwards, Elizabeth | |
dc.date.accessioned | 2021-09-24T06:57:52Z | |
dc.date.available | 2021-09-24T06:57:52Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Rodgers, S. and Hassan, S. 2021. 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. Journal of Psychologists and Counsellors in Schools. | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/85651 | |
dc.identifier.doi | 10.1017/jgc.2021.2 | |
dc.description.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. | |
dc.language | English | |
dc.publisher | Cambridge University Press (CUP) | |
dc.subject | Trauma, Trauma-informed practice, school, behaviour, therapeutic, emotional competence | |
dc.title | 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 | |
dc.type | Journal Article | |
dcterms.source.volume | First View articles | |
dcterms.source.startPage | 1 | |
dcterms.source.endPage | 8 | |
dcterms.source.issn | 2055-6365 | |
dcterms.source.title | Journal of Psychologists and Counsellors in Schools | |
dc.date.updated | 2021-09-24T06:57:52Z | |
curtin.note |
This article has been published in a revised form in Journal of Psychologists and Counsellors in Schools http://doi.org/10.1017/jgc.2021.2. This version is free to view and download for private research and study only. Not for re-distribution or re-use. © The Authors. | |
curtin.department | Curtin School of Population Health | |
curtin.accessStatus | Open access | |
curtin.faculty | Faculty of Health Sciences | |
dcterms.source.eissn | 2055-6373 |