Show Less
Restricted access

Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

Series:

Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
Show Summary Details
Restricted access

42. A Comprehensive Evaluation of Life Space Crisis Intervention (L.S.C.I.)

Extract

| 578 →

CHAPTER FORTY-TWO

A Comprehensive Evaluation of Life Space Crisis Intervention (L.S.C.I.)

Larry F. Forthun, Jeff W. McCombie, & Caroline Payne



INTRODUCTION

Crisis intervention skills are essential for all educators. However, many teachers enter the profession feeling unprepared to manage a student crisis (Lewis, Parsad, Carey, Bartfai, Farris, & Smerdon, 1999; Merrett & Wheldall, 1993), and as a result, it falls upon the local school district to provide training and support. For most classroom teachers and staff, professional development typically consists of short-term (1 day or less) in-service seminars and workshops (Parsad, Lewis, & Farris, 2001). However, there is concern that short-term training may not be enough to effectively learn crisis intervention skills and generalize the skills to the classroom (Parsad et al., 2001). Life Space Crisis Intervention (LSCI) is different. Life Space Crisis Intervention is a competency-based professional development training for educators. Unlike traditional professional development opportunities, LSCI is a highly intensive, strength-based training that teaches educators a new approach to intervention for students in crisis. It trains educators in crisis intervention skills from verbal de-escalation of a crisis to intervention strategies that help students develop better coping skills. Studies have shown that educators who implement LSCI in the classroom often experience fewer disruptive behaviors among students and are less likely to refer students for disciplinary action (Dawson, 2003; Forthun, McCombie, & Freado, 2006; Grskovic & Goetze, 2005; Naslund, 1987).

Life Space Crisis Intervention (LSCI)...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.