Trust Based Relational Intervention (TBRI)
TBRI Tools and Tips for Foster Parents
TBRI Podcast
The TBRI® Podcast features conversations about Trust-Based Relational Intervention®, an attachment-based, trauma-informed intervention designed to meet the complex needs of vulnerable children.
TBRI Podcast
The TBRI® Podcast features conversations about Trust-Based Relational Intervention®, an attachment-based, trauma-informed intervention designed to meet the complex needs of vulnerable children.
TBRI Podcast
The TBRI® Podcast features conversations about Trust-Based Relational Intervention®, an attachment-based, trauma-informed intervention designed to meet the complex needs of vulnerable children.
Check out these resources for more information on TBRI.
What is TBRI?
- Family-based intervention designed for children who have experienced relationship-based traumas.
- TBRI is attachment based, trauma-informed, and evidence-based intervention.
- Based on neuropsychological theory.
Background
- Developed by Dr. Karyn Purvis and Dr. David Cross from TCU institute of Child Development in 1999.
- Developed from the research and intervention project Hope Connection Camp.
6 Risk Factors that Affect Attachment / Trust
1. Abuse
2. Neglect
Children from neglectful backgrounds often suffer from the most severe behavioral problems and developmental delays.
3. Trauma
Any number of traumas in the child’s life such as loss, health issues, car crash, natural disaster.
4. Difficult Pregnancy
- Can be for reasons including medical, drugs alcohol, crisis or other trauma.
- Can be due to persistent, high level of stress throughout pregnancy (domestic violence)
5. Early Hospitalization
Children who experience early hospitalization often experience painful touch rather than nurturing, comforting touch in the first few days of life.
6. Difficult Birth
Practice Principles of TBRI
Redo’s
Redo’s are a powerful way to correct behaviors and teach more desirable behaviors.
Example
“Beep Beep Beep. You are running in the kitchen, but we know that isn’t safe. Let’s back up and try that again and walk.”
There are two main benefits to practicing redo’s with our kids:
- It gives them an opportunity to be successful with their behavior and gives us an opportunity to praise them for it.
- It allows them to put the positive behavior into muscle memory, so they are more likely to do that correct behavior the next time.
Choices & Compromises
Offer two choices or a compromise -guiding the child in using their voice and their words to be heard, rather than old survival strategies.
- Offer children appropriate amounts of control.
- The choice should contain two options that both the caregiver and child can be happy with.
- It should not contain a right and a wrong choice.
- Don’t budge from the choices, but if the child wants to ask for a compromise allow it!
Time In
- Allow children to regulate with adult assistance.
- Use a time-in and keep children close rather than sending them away (as in a traditional time-out). This lets them know that you are there for support and guidance.
- “I’m going to sit here with you until you’re ready to talk.”
IDEAL Response
Immediate
Respond within 3 seconds. Learning occurs best when behavior is addressed immediately.
Direct
Use engagement strategies. Get on the child’s level and use soft eye contact.
Efficient
Use only the amount of intervention necessary to get behavior back on track
Action-based
Guide children through a re-do or compromise.
Leveled at behavior not child
For children from hard places, self-esteem is very fragile. Be clear that children are not defined by their behavior. For instance, “It is not okay to hit” as opposed to “Mean people hit; don’t let me see you hit again.”
Levels of Response
Level 1: Playful Engagement
Child – “Give me the toy!”
Caregiver – “Are you asking me or telling me?”
Level 2: Structured Engagement
Child – “I was telling you! Give me that toy!”
Caregiver – “No, you have two choices. You ask for the toy or you go find another toy on your own. Which do you choose?”
Level 3: Calming Engagement
Child – “You aren’t my mother and can’t tell me what to do. Your choices are stupid, and I don’t have to mind you!”
Caregiver – “Sit here, breathe quietly, and think about what you could have done differently. When you are ready to tell me, say ‘Ready’ and I’ll be right here waiting for you.”
Level 4: Protective Engagement
Child – begins hitting and kicking, becomes aggressive.
Caregiver – Separate the child from others for safety
Transitions
Attention
Ask for eyes and hands, touch, eye contact
Mention
Mention what is going to happen, “Hey buddy in 5 minutes we are going to go take out bath.”
Distract
Get them off the activity, can be with anything. “What book do you want to read tonight?”
Act
Stay with them until they respond positively, saying ‘Hey buddy, let’s go to the bath,’ and then walk with them.