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Life space interview
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Life space interview

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  • 1. ~.-- ~ GI1.c.-"/, ...-----:1--- Ic/s;~ 7~.~. SKVKli STEPS TO THE LIFE SPACEIRrnVUli~:~.: Once the child is again under control and accepting direction from the worker. a process of cleaning up and freshening up is undertaken. It is usually suggested that the child wash his hands and face with much assistance and warm support from the worker. The child may then get his clothes back in order and essentially get himself put back together. This is the time when the child and the worker are re-establishing the positives of their relationship. However. the child may be unwilling, to be touched by the adult following the holding. Sufficient distance should then be allowed while still communicating,acceptance and warmth. ~,./v (~ .i At this point the worker should make an assessment as to whether or.not the child is able to talk about what happened. The worker should bear inyl~ P P 11 mind that one of the major goals of the restraint is to help the child to learn another way of dealing with the onslaught of emotion that caused him to lose control in the first place. The life-space interview should take place at this point or at a later point if the child appears to be unable to discuss what happened. The interview should be non-blaming and supportive . V.s(;:,/~,¥"r- with an aim toward helping the child conceptualize what happened and Cj" ~. I possibly discuss some other ways he might handle upsetting feelings in the future. This interview is crucial is helping the child identify what happened before he lost control. learn that losing control does not work for him and that there are indeed other ways of managing those same feelings which will be more productive for him in the future •...- We will address this crucial aspect of the restraint process now ••• The Life Space Interview was developed by Fritz Redl and adapted for Physical Restraint Intervention by The House of the Good Shepherd in Utica, New York. The basic goals of this interview are: 1. To return to a level of emot iona11 ty at which the child can funct ton appropriately. 2. To use the upset to clarify the underlying causes or issues that caused the restraint to be necessary in the first place. 3. To develop a strategy for change with the child. There are seven steps to this interview, and THe can recall thelll using the by anagram. I ESCAPE, which stands for: 1- .....-: Isolate Child " Cqe( f-vG...(·h.ll-,~ ~l..i;..t-L. c1 ,J.)rf!..,t-J~, 0-:f-, /;-,./ 1., (; «i n Ct.~(~i ) ~ /,.,Ul", 7....:~.~f Explore his point of v.ie/ . ;".,1,1 r JvYJFh-.. <-..( /JH~ -y Ji~~~r.·-{~f-/!(::-""rh...- n:f{ .IEI - I / L.-i S I ! - t Share my view r-r ((v,ht.."-{//"r 7-.JS<j!(;,-:m.-,---) ~Ai...iA".f..r.lz >n-P;:-s ~?,•.,I.c.=-"jt-1 le- Connect Behavior to others i::!.o? ~~, ."..i<_::::. ffvct --l, .. ~, :.,-r--~/::n.;o. .~ <. .,c;, r //vT I i !A- Alternate behaviors discussed -- iP- Plan of implementing them agreed on il , . I " Ir: tJ.../i-" ~- Enter child back into the group/routine . Il.(infi/..( [» k0-?-vv .... ~7 ( 61 I I:: - ((./ il ,;;.... 1J)r;~{,/10) i(- PIC c..~(";P . _,..~ - _ .4-1)./0 (,..-Iv-J c~>--((.... • c..("&!J 1.,/.5fnif7,vr f?!w/~fv/(c...v -a.,tl~r,/f -</ / (J1i~ /: {,L..., _ (V.lI).tr,/-(.... 11~ 9A(.c/-H/, ;.A.1ptc1 (,/1/ ~a"/(,1~5 n.« c/irv/.J f.; LI//f)-v(E,
  • 2. j And symbolizes responsibility the loss of self-contr-ol s the child "escaping" for- their behavior-. r. In more detail, the interview should pr-oceedas follows, and should always be done with the child, depending on when the child is ready to engage themselves in this pr-ocess: 1. Isolating the child from the pr-oblemsituation, i.e., going Isolate around the corner. out into the hall, into the kitchen, etc. The purpose for this is essentially to decrease the amount of stimulation. distraction. or-stress the child must deal with. 2. Explore childs point of view; i.e., really listening to the .E:,xplore childs view of what has occurred, including the childs -, ,Co. - -,",~ ~C concerns in the situation, the goals of his choices, his .l v "Y:-<- ~ r :- :. ,O J? . J- ~" feelings, etc. Important is a sense of did the child think hist choices were good. Care must be taken to not interrupt, judge, 0 ol?"( or disagree. "WHY DID THAT JUST HAPPEN"? Is a good way to get at the childs perception of the episode. / 3. Share your views of what happened; i.e•• make sure this happens Share~v. Y• ..J v~--/ .,c- only after child has shared his point of view. Your sense of childs feelings, goals and effectiveness of choice, etc.,. "oJ Honestly, directness, and a clear sense of what your(~ Q.; expectations are is important. 0e-0:ff7 .l,V. 1 4. Develop a vieW of how this situation is like others in the childs life, i.e., frame the problem as a choice that needs to Connect C"J~~(T? "7 be made when the child has a particular feeling or want., jl-." Frustration, disappointment, hurt, lonelineess, etc. Hore often than not, ange r is not an adequate label. 5. Develop alternative behaviors and plan for their being tried; Alternatives i.e., help child think of different choices he could have made. Place a high value on the ideas coming from the child. Resist -making suggestions or giving directions. Conclude with the child having a clear sense of what he should do. 6. Develop roles in the plan; i.e •• plan on how and when child will Plan ~o the behavior decided upon. Be aware of needs for support, reinforcement, etc. Give yourself a role. 7. Return child to program; i.e., go back to wher-e problem Enter occurred. Deal with any consequences or clean-up and then have child rejoin group. {, r ~< >y =: .elI Ilk- ,",r.:::-1~fv"<{ k~1.~~ h:,( c·~ f_Na;;:. ••••• V.• ( J A,. I_-",·-.A c..(e..,.,. me: /.... !." ;j ...-tvC-Vv1 -7 V -0) , Jl.~" ~ I ~ ,-.., "- •..••"""-"""7 .. I "/;. ~ /. ....,y-I.. .2Vr;rv-,6 •........ .:; ,-J,A1J.-..LfI -0 GJ iJ.,</vvv/,S /"1 ~~I .e~1 I v, ~ ,,·f O"l.IVI:J - • (j) 17r ,jM) J I "",,v if,., iyl,0 &A,; 8J " U~-<4- 4.,,/- /.,r -r 1iI-"""

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