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dc.contributor.authorHassan, Shari
dc.contributor.authorRodgers, Stella
dc.contributor.editorEdwards, Elizabeth
dc.date.accessioned2021-09-24T06:57:52Z
dc.date.available2021-09-24T06:57:52Z
dc.date.issued2021
dc.identifier.citationHassan, S. and Rodgers, 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.urihttp://hdl.handle.net/20.500.11937/85651
dc.identifier.doi10.1017/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.languageEnglish
dc.publisherCambridge University Press (CUP)
dc.subjectTrauma, Trauma-informed practice, school, behaviour, therapeutic, emotional competence
dc.titleTherapeutic 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.typeJournal Article
dcterms.source.volumeFirst View articles
dcterms.source.startPage1
dcterms.source.endPage8
dcterms.source.issn2055-6365
dcterms.source.titleJournal of Psychologists and Counsellors in Schools
dc.date.updated2021-09-24T06:57:52Z
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.departmentCurtin School of Population Health
curtin.accessStatusOpen access
curtin.facultyFaculty of Health Sciences
dcterms.source.eissn2055-6373


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