plan b collaborative problem solving

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• Collaborative Problem Solving – Plan B

Note: This is the first in a series of columns on Collaborative Problem Solving, or CPS. Also, though I have retained the phrase “Collaborative Problem Solving”, Dr. Ross Greene’s organization, Lives in the Balance, now uses the term “Collaborative and Proactive Solutions”.

Collaborative Problem Solving, or CPS, emerged based on the work of Harvard psychologist Ross Greene. It proceeds from the premise that problematic behaviors arise not from faulty choices but from deficits in cognitive skills. Green encapsulates this with a phrase that acts as a CPS motto: Kids do well when they can. He contrasts this with conventional wisdom: Kids do well when they want to. The heart of CPS is Plan B.

Plan B is the collaborative method of solving problems. The conventional method of adult-child problem solving, in which the adult imposes their will on the child, Greene calls Plan A. While Plan A might be used on occasions, Greene advocates for using it sparingly. Even when necessary, Plan A imposes significant costs. Plan B is preferred. Moreover, Plan B is most effective when used proactively, in advance of difficult behaviors. It has three steps:

1. The Empathy Step

Here, the adult gathers information in an empathetic way until they understand the problem from the child’s perspective.

2. Defining the Problem

This is where the adult communicates their concerns and presents the unsolved problem from their point of view.

3. The Invitation

This is where the adult invites the child into the process of finding a solution that honors everyone’s concerns. The child is always given the first opportunity to propose a solution.

Dr. Greene first outlined this approach in his 1998 book, The Explosive Child. He followed this with the publication of numerous other titles that describe a CPS approach for schools (Lost at School, and Lost and Found) as well as one aimed at parents of all children (Raising Human Beings). CPS has been widely adopted by school districts seeking to reduce suspensions, expulsions, truancy, and school violence. It has been adopted by many who work in the juvenile justice and mental health systems.

I first came across CPS when my child’s therapist gave me a copy of The Explosive Child. My child, then twelve, was exhibiting rage-filled, sometimes destructive tantrums several days per week. CPS has helped reduce my child’s explosive outbursts and increased his ability to perform the critical executive function skill of perspective-taking. Moreover, it has deepened the trust in our relationship. It’s helped me see that he, deep down, wants to meet my expectations. I use it in my classroom as well.

But Plan B is not easy. It takes work and sustained practice. It takes an expanded capacity to empathize with a child, even in difficult, emotionally charged moments. We will turn to empathy next.

References:

https://www.livesinthebalance.org/

Matthew King lives with his fifteen-year-old son in Corvallis, Oregon, where he’s taught English for thirteen years. He also does advocacy work in the school district for children who have experienced trauma in early childhood. In his spare time he hikes, reads, writes, practices meditation, and watches his son ride dirt bikes. He welcomes comments and feedback and can be contacted at [email protected]

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The CPS Model

Collaborative & Proactive Solutions  (CPS) is recognized as an empirically-supported, evidence-based treatment by the  California Evidence-Based Clearinghouse for Child Welfare  (CEBC). Here’s an overview of its basic tenets:

When kids have difficulty meeting certain expectations, they become frustrated. Some kids are lacking the skills — flexibility, frustration tolerance, emotion regulation, and problem solving — to handle that frustration adaptively. And that’s when they exhibit concerning behaviors. In other words, concerning behavior is simply the way in which some kids communicate that there are expectations they are having difficulty meeting. In the CPS model, those “unmet” expectations are called “unsolved problems.” The emphasis of the CPS model isn’t on modifying the concerning behavior by imposing consequences. Rather the model focuses on identifying unsolved problems and then engaging kids in solving them. Solved problems don’t cause concerning behavior; only unsolved problems do. Consequences don’t solve problems.

In the CPS model, the problem solving is of the  collaborative  and  proactive  variety. This is in contrast to many of the interventions that are commonly applied to kids, which are of the unilateral and emergent variety. As such, the CPS model is non-punitive and non-adversarial, decreases the likelihood of conflict, enhances relationships, improves communication, and helps kids and adults learn and display skills on the more positive side of human nature:  empathy, appreciating how one’s behavior is affecting others, resolving disagreements in ways that do not involve conflict, taking another’s perspective, and honesty.

How do you identify a kid’s lagging skills and unsolved problems? By completing the Assessment of Lagging Skills and Unsolved Problems (ALSUP). And how do you solve those problems? By doing Plan B, which involves three basic ingredients. The first ingredient – called the Empathy step – involves gathering information so as to achieve the clearest understanding of what’s making it hard for a kid to meet a particular expectation. The second ingredient (called the Define the Problem step) involves entering the adult’s concern or perspective into consideration (i.e., why it’s important that the expectation be met). The third ingredient (called the Invitation step) involves having adults and kids brainstorm solutions so as to arrive at a plan of action that is both realistic and mutually satisfactory…in other words, a solution that addresses both concerns and that both parties can actually do.

In countless families, schools, inpatient psychiatry units, group homes, residential facilities, and juvenile detention facilities, the CPS model has been shown to be an effective way to solve problems, reduce conflict, improve behavior, and enhance the skills kids need to function adaptively in the real world.

You can learn more about the CPS model on the website of the non-profit  Lives in the Balance , where you’ll find vast free resources to help you use the model, including streaming video, a listening library, and lots more.  Various books, CDs, and DVDs describing the model are available in the  CPS Store  on this website, and training options can be found on the Workshops/Training  page.

Is there a one-page description of the model that I can download?

Sure thing! Just  click here to view and print it.  

Didn’t Dr. Greene originally refer to his model by the name Collaborative Problem Solving?

Yes, you can read more about the name change  here . It’s not a pretty tale…

Collaborative and Proactive Solutions™

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Collaborative and Proactive Solutions

• Building Relationships, Managing Emotions, and Decision-Making Skills
• Positive Youth Development
• Intervention

How to access this practice/program?

Visit https://cpsconnection.com/workshops-and-training/ to review training options.

What is the practice/program?  

Collaborative and Proactive Solutions (CPS) is an evidence-based, trauma-responsive approach to working with children who are experiencing social, emotional, and behavioral challenges in families, schools, and treatment facilities. CPS helps children and caregivers solve the problems that are causing the concerning behaviors. The problem solving is collaborative, not unilateral, and proactive, not reactive. The model has been shown to be effective at not only solving problems and improving behavior, but also at enhancing skills.  

Who is the practice/program for?  

This approach works with children and adolescents and is most effective with ages 4-14.   

What outcomes does the practice/program produce?  

• Improve relationships  
• Improve communication  
• Improve skills of empathy, appreciating how one’s behavior is affecting others, resolving disagreements in collaborative ways, taking another’s perspective, and honesty  
• Decrease the likelihood of conflict  

What is the evidence?  

Tshida, J.E., Maddox, B.B., Bertollo, J.R., Kuschner, J.S., Miller, J.S., Ollendick, T.H., Greene, R.W., & Yerys, B.E. (2021). Caregiver perspectives on interventions for behavior challenges in autistic children. Research in Autism Spectrum Disorders. 81. https://livesinthebalance.org/wp-content/uploads/2021/06/Autism-Spectrum-Disorders_0.pdf  

Results of this study indicate that caregivers of school-age children with a diagnosis of Autism Spectrum Disorder, a reported IQ equal or greater than 70, and behavioral challenges rated medications and CPS as significantly more helpful at improving behavior challenges. Additionally, medications, CPS, ABA, and “other interventions” were rated as leading to significantly greater maintained improvements.  

Greene, R.W., & Winkler, J. (2019), Collaborative & Proactive Solutions: A review of research findings in families, schools, and treatment facilities. Clinical Child and Family Psychology Review, 22(4), 549-561. https://rdcu.be/bHMLV   

Collaborative & Proactive Solutions (CPS) is a psychosocial treatment model for behaviorally challenging youth, which has been applied in a diverse array of settings, including families, schools, and therapeutic facilities. Numerous studies have documented its effectiveness and examined factors that mediate and moderate the effectiveness of the model. Data have thus far shown that, with regard to behavioral improvements, CPS is at least the equivalent of the standard of care for externalizing youth, Parent Management Training, and that CPS may hold additional benefits as regards parent-child interactions and children’s skill enhancement.   

Greene, R. W., Ablon, J. S., Goring, J. C., Raezer-Blakely, L., Markey, J., Monuteaux, M. C., Henin, A., Edwards, G., & Rabbitt, S. (2004). Effectiveness of Collaborative Problem Solving in Affectively Dysregulated Children With Oppositional-Defiant Disorder: Initial Findings. Journal of Consulting and Clinical Psychology, 72(6), 1157–1164. https://doi.org/10.1037/0022-006X.72.6.1157  

This study compared the effectiveness of the CPS program to that of the parent training (PT) program. 50 children with oppositional-defiant disorder (ODD) between the ages of 4-12 were randomly assigned to either the CPS treatment group or PT group. The students were assessed both pre and post treatment based on parent stress and clinical evaluations. Students in the CPS treatment group saw significant improvement across multiple domains (i.e., ODD related behaviors, mood, communication) at the post assessment and 4-month mark. At the 4-month mark 60% students in the CPS treatment group saw clinically significant improvement compared to 37% in the PT group.  

How is the practice/program implemented?  

In the CPS model, a student’s concerning behaviors are simply the way in which they communicate that there are expectations they are having difficulty meeting. Those “unmet” expectations are called “unsolved problems.” The CPS model focuses on identifying the unsolved problems and then engaging the student in solving them. CPS utilizes the Assessment of Lagging Skills and Unsolved Problems (ALSUP) to identify the student’s lagging skills and “Plan B” to solve the problems. Plan B involves three basic steps: 1) the Empathy step which involves gathering information in order to achieve the clearest understanding of what’s making it difficult for a student to meet a particular expectation; 2) the Define the Problem step which involves figuring out why it is important to the adult that the expectation be met; and 3) the Invitation step which involves having adults and students brainstorm solutions in order to arrive at an action plan that is both realistic and mutually satisfactory.  

Who can implement the practice/program?  

Clinicians, educators, and parents can implement CPS.  

What are the costs and commitments associated with becoming trained in this practice/program?  

Cost and commitment associated with training differs depending on the individual and/or the group. For more information, please click on this link – https://www.cpsconnection.com/workshops-and-training    

What resources are useful for understanding or implementing the practice/program?  

• More information on CPS can be found here: https://www.cpsconnection.com/about
• More information on CPS tools can be found here: https://www.cpsconnection.com/paperwork  
• To find mental health providers and resources in your area visit the Texas School Mental Health Resource Database here: https://schoolmentalhealthtxdatabase.org/  

Rating: Promising  

Secondary components: Grief Informed and Trauma Informed Practices; Positive, Safe, and Supportive School Climate; Positive Behavior Interventions and Supports

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One of the treatment methods I offer children and their families is Collaborative Problem Solving (CPS),   by Dr. Ross Greene. What is Collaborative Problem Solving? CPS is a method parents and care givers can learn to help children solve problems and learn skills. It will help children become less challenging. Dr. Ross Greene uses the term lenses to understand ‘why’ children do what they do. And, there are two very important lenses  you need to learn as you work with this model. Children are challenging due to lagging cognitive skills.  In other words, they lack the cognitive skills to handle the tasks being asked of them. The best way to solve the challenging episodes is to collaboratively solve the problems with the child.  In other words, work together to solve the problems. Many interventions used by parents, care providers, or service providers are adult directed. Parents, family members, care givers, psychologists, social workers, psychiatrists, teachers, teacher's aids, and other service providers get together and decide how to solve the child's problem and enforce it through sheer will or through behaviour plans. The child is not involved or invited. Collaborative problem solving invites and  seeks input from the child about what the problem(s) might be. The CPS model offers an opportunity to: a) get to the root of the problem  with the child b) see the problem from the child’s view , and c) solve the problem with the child. Why are C hildren C hallenging? As stated earlier, challenging children lack the cognitive skills necessary to do a task or meet the requirement being asked of them. What exactly does this mean? Take a child who does not want to do his math homework. Every time the child is asked to do the homework, the child will throw the papers, perhaps sit there and stare at the page, scream, or do anything to not comply with the request at all. In this situation there could be many reasons ‘why’ the child does not or cannot do his math homework. However, there is one thing you can be sure of: The child is being asked to do a task he finds difficult and has a lagging skill that is interfering with his success. We need to remember children do not  wake up every morning and ask themselves “ Now, where can I mess up today? ” Children want to do well and want other people to like them. Therefore, a major theme of Collaborative Problem Solving is: "Kids do well if they can." This view has been supported and is continuing to be supported by years of research in neuroscience. When are children challenging? Children are challenging when the demands or expectations exceed their skill level. It is usually at this point that children ‘look bad’. And looking bad can be described through many words like temper tantrums, screaming, hitting, swearing, non compliance, reckless behaviour. The list could go on forever. An important goal for those engaging in CPS is to determine a child’s lagging skills and to discover the situations or conditions where the lagging skill results in challenging behaviour. In CPS, these situations are referred to as unsolved problems. Wow, that was an earful. Let me give you a visual to help explain this aspect of CPS: Find lagging skill… Find situations where child is challenging… and you have an unsolved problem. What does CPS look like? In the beginning, you as a parent or service provider will complete the Assessment of Lagging Skills and Unsolved Problems (ALSUP). This assessment will be used as a tool to discuss the child’s lagging skills, to pinpoint the situations that are challenging, and to outline the unsolved problems. From this point you will be asked to   pick three unsolved problems to work on . Yes, only three problems. You   cannot fix every problem at once  and as you begin to problem solve, you may even probably notice that some of the issues will begin to disappear without even addressing them. In sessions, you and the child will begin the problem solving task. You read that right... ... both of you begin to work on the problem. You will learn about Plan A, Plan C , and Plan B . Plan A is the adult telling the child what will be done. In other words, you are imposing adult will. In plan C, you choose to ignore the challenging behaviour. But in Plan B you are problem solving with the child.   Plan B consists of three steps: Step 1: Empathy – you gather as much information on the problem as you can            from the child. It takes time and patience. Step 2: Defining the problem – you contribute the adult perspective and            concerns. Step 3: Invitation – you and the child brainstorm solutions that will meet            both party’s needs. The solution must be realistic and mutually agreed            upon. As you begin to use these steps, you will learn more about CPS and how each plan and step works within your unsolved problems. Where you can learn more about CPS? Dr. Ross Greene has a great website which is full of information and resources on CPS. Please go to   www.livesinthebalance.org .

Collaborative Problem Solving (CPS) Living reference work entry First Online: 24 November 2020 Cite this living reference work entry Benjamin Rosen 4   51 Accesses Collaborative and Proactive Solutions (CPS) Introduction The Collaborative Problem Solving model (CPS) was developed by Dr. Ross Greene and his colleagues at Massachusetts General Hospital’s Department of Psychiatry. The model was created as a reconceptualization of the factors that lead to challenging or oppositional behaviors, and a shift in the targets of intervention for these behaviors. Dr. Greene published the book The Explosive Child in 1998, which was the first detailed description of CPS. Multiple research studies (detailed below) have followed in the time since the book’s publication. In the subsequent years there was a split between Dr. Greene and Massachusetts General Hospital. Massachusetts General Hospital has continued its work on CPS via the “Think:Kids” program under the direction of Dr. Stuart Ablon, who had previously collaborated with Dr. Greene. Dr. Greene has founded a nonprofit organization called “Lives in the Balance” to further his work on CPS, which... This is a preview of subscription content, log in via an institution to check access. Access this chapter Institutional subscriptions Becker, K., Chorpita, D., & Daleiden, B. (2011). Improvement in symptoms versus functioning: How do our best treatments measure up? Administration and Policy in Mental Health and Mental Health Services Research, 38 (6), 440–458. Article   Google Scholar   Bill of Rights for Behaviorally Challenging Kids. (n.d.). Retrieved from https://www.livesinthebalance.org/bill-rights-behaviorally-challenging-kids Drilling Cheat Sheet. (n.d.). Retrieved from https://www.livesinthebalance.org/sites/default/files/Drilling%20Cheat%20Sheet%20060417.pdf Greene, R. (2010). Collaborative problem solving. In Clinical handbook of assessing and treating conduct problems in youth (1st ed., pp. 193–220). New York: Springer. Google Scholar   Greene, R., & Winkler, J. (2019). Collaborative & Proactive Solutions (CPS): A review of research findings in families, schools, and treatment facilities. Clinical Child and Family Psychology Review, 22 (4), 549–561. Greene, R. W., Ablon, J. S., Goring, J. C., Raezer-Blakely, L., Markey, J., Monuteaux, M. C., Henin, A., Edwards, G., & Rabbitt, S. (2004). Effectiveness of collaborative problem solving in affectively Dysregulated children with oppositional-defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72 (6), 1157–1164. Ollendick, T. H., Greene, R. W., Austin, K. E., Fraire, M. G., Halldorsdottir, T., Allen, K. B., Jarret, M. A., Lewis, K. M., Smith, M. W., Cunningham, N. R., Noguchi, R. J. P., Canavera, K., & Wolff, J. (2016). Parent management training and Collaborative & Proactive Solutions: A randomized control trial for oppositional youth. Journal of Clinical Child and Adolescent Psychology, 45 (5), 591–604. Pollastri, A., Epstein, L., Heath, G., & Ablon, J. (2013). The collaborative problem solving approach: Outcomes across settings. Harvard Review of Psychiatry, 21 (4), 188–199. PubMed   Google Scholar   Download references Author information Authors and affiliations. The Family Institute at Northwestern University, Chicago, IL, USA Benjamin Rosen You can also search for this author in PubMed   Google Scholar Corresponding author Correspondence to Benjamin Rosen . Editor information Editors and affiliations. The Family Institute at Northwestern, Evanston, IL, USA Anthony Chambers Douglas C. Breunlin Section Editor information The Family Institute at Northwestern University, Evanston, IL, USA Jay L. Lebow Ph.D. Rights and permissions Reprints and permissions Copyright information © 2020 Springer Nature Switzerland AG About this entry Cite this entry. Rosen, B. (2020). Collaborative Problem Solving (CPS). In: Lebow, J., Chambers, A., Breunlin, D.C. (eds) Encyclopedia of Couple and Family Therapy. Springer, Cham. https://doi.org/10.1007/978-3-319-15877-8_1160-1 Download citation DOI : https://doi.org/10.1007/978-3-319-15877-8_1160-1 Received : 11 February 2020 Accepted : 12 February 2020 Published : 24 November 2020 Publisher Name : Springer, Cham Print ISBN : 978-3-319-15877-8 Online ISBN : 978-3-319-15877-8 eBook Packages : Springer Reference Behavioral Science and Psychology Reference Module Humanities and Social Sciences Reference Module Business, Economics and Social Sciences Publish with us Policies and ethics Find a journal Track your research Learn Collaborative Problem Solving » Essential Foundation in Collaborative Problem Solving » Essential Foundation in Collaborative Problem Solving The Essential Foundation in Collaborative Problem Solving (level 1) course covers all aspects of the Collaborative Problem Solving approach. Through lectures, role-play, video examples, case studies, and breakout groups, participants learn how to identify what’s really causing unmet expectations and challenging behavior and how to address those causes using a relational and replicable process. After completing the course, participants are eligible to take Advanced Concepts in Collaborative Problem Solving (level 2). Upon completion, you will be able to: Describe why a new approach is needed for working with individuals with challenging behaviors. Explain that a person's behavior is influenced by their thinking skills rather than their motivation to behave well Identify how implicit bias may impact judgment about a person's behavior. Differentiate between problems to be solved and challenging behaviors when doing a Collaborative Problem Solving Assessment. Identify how responses to situations are consistent with Plan A, Plan B, and Plan C. Use Collaborative Problem Solving to build skills and address problems, not just challenging behaviors. Solve problems collaboratively with others. Upcoming Sessions Essential foundation in collaborative problem solving® | oct2024 | ce / pdp, essential foundation in collaborative problem solving®| nov2024 | ce / pdp, if the above days and times don't work for you, please submit this form to let us know what would work best for your schedule and we will be in touch when a class meets your schedule needs., additional information, earn ce and pdp credits in public training, think:kids/mgh is an accredited provider of continuing education (ce) credit and professional development points (pdp). this public course offers 12 continuing education credits/professional development points. learn how to get credit >>, who should attend, this beginner-level course is designed for social workers, educators, residential program staff, and mental health clinicians . please contact [email protected] if you are unsure if this course is for you.  , policies & important information, financial support: if you require financial support, please apply for assistance by completing this form . funds are limited, and the application does not guarantee an award., registration deadline: registration closes two business days before the start of the course or if we have reached our maximum capacity and the registration is no longer live on the website., cancelation and refund policy >>    , grievances and accommodations policy >>  , confidentiality of participant information policy >>, attendance and earning ce/pdp policy >>  , system requirements: users must join the training on their own devices, have access to a strong internet signal, use a web camera and microphone, and have downloaded zoom to their devices. review the zoom system requirements on their website >>, host a private training, if your organization is interested in hosting a private in-person or online training for your employees, please get in touch with us to learn about our customized training options, what our clients say, privacy overview. 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VISITOR_PRIVACY_METADATA 6 months Description is currently not available. 461 IMAGES PPT Plan B summary collaborative problem solving what are the steps for collaborative problem solving PPT PPT PPT VIDEO How to Develop Learners’ Collaborative Problem Solving Skills Don't Rely on a "Plan B" [Work Ethic] when you have plan B 😂 Plan B ; Fumando Pasto The Three Plans and the Three Steps of Plan B PLAN B _ Episode 5 COMMENTS PDF PLAN B CHEAT SHEET Collaborative & Proactive Solutions DEFINE THE PROBLEM STEP | INGREDIENT/GOAL Enter the concern of the second party (often the adult) into consideration. ... • Maybe you're using Emergency Plan B (instead of Proactive Plan B) • Maybe you're ... • Maybe he needs time to think Collaborative & Proactive Solutions THIS IS HOW PROBLEMS GET SOLVED livesinthebalance.org REV ... What Is Collaborative Problem Solving? And once again, the goal of Plan B, not just reducing challenging behavior and solving the problem, but also helping the child and the adult to practice a whole host of skills related to flexibility, frustration, tolerance, and problem-solving. So in summary, Collaborative Problem Solving provides a guiding philosophy and then a corresponding ... Cps Materials / Paperwork The Plan B Cheat Sheet provides a graphic overview of the key components you'll want to keep in mind when you're doing Plan B. PROBLEM SOLVING PLAN The Problem Solving Plan helps you keep track of the high-priority unsolved problems you're currently working on and the progress you're making in solving them, and it's printable/editable ... Our Solution Collaborative & Proactive Solutions (CPS) is the evidence-based, trauma-informed, neurodiversity affirming model of care that helps caregivers focus on identifying the problems that are causing concerning behaviors in kids and solving those problems collaboratively and proactively. The model is a departure from approaches emphasizing the use of ... Collaborative Problem Solving® (CPS) Flowing from this simple but powerful philosophy, CPS focuses on building skills like flexibility, frustration tolerance and problem solving, rather than simply motivating kids to behave better. The process begins with identifying triggers to a child's challenging behavior and the specific skills they need help developing. For Clinicians Collaborative Problem Solving® (CPS) is a completely different way of understanding and helping. Learn how to identify the neurocognitive skills kids lack and a compassionate and relational approach to building skills where adults partner with kids to develop solutions. CPS is evidence-based, neuro-biologically and trauma-informed, and child ... PDF For Behaviorally Challenging Kids Better to solve those problems collaboratively ("Plan B") so the kid is a fully invested participant, solutions are more durable, and (over time) the kid -- and often the adults as well -- learn the skills they were ... Dr. Greene is the originator of the Collaborative Problem Solving approach, and for many years referred to his model by ... Collaborative Problem Solving Plan B is the collaborative method of solving problems. The conventional method of adult-child problem solving, in which the adult imposes their will on the child, Greene calls Plan A. While Plan A might be used on occasions, Greene advocates for using it sparingly. Even when necessary, Plan A imposes significant costs. PDF About the CPS Model (Plan B) About the CPS Model (Plan B) Collaborative & Proactive Solutions (CPS) is the non-punitive, non-adversarial, trauma-informed model of care Dr. Greene originated and ... In the CPS model, the problem solving is of the collaborative and proactive variety. This is in contrast to many of the interventions that are commonly applied to kids, which ... Lives in The Balance Lives in the Balance advocates for our most vulnerable kids, and helps caregivers see them through more accurate, productive lenses and intervene in evidence-based ways that are collaborative, proactive, non-punitive, non-exclusionary, and effective. Our free resources, trainings, and outreach and advocacy efforts are driving the paradigm shift ... The CPS Model In the CPS model, the problem solving is of the collaborative and ... By doing Plan B, which involves three basic ingredients. The first ingredient - called the Empathy step - involves gathering information so as to achieve the clearest understanding of what's making it hard for a kid to meet a particular expectation. The second ... Collaborative and Proactive Solutions The problem solving is collaborative, not unilateral, and proactive, not reactive. The model has been shown to be effective at not only solving problems and improving behavior, but also at enhancing skills. ... Plan B involves three basic steps: 1) the Empathy step which involves gathering information in order to achieve the clearest ... PDF Collaborative & Proactive Solutions • Describe the three steps of Plan B • Describe how to effectively implement Plan B and the various roadblocks that can occur ... Innovations: Child Psychiatry: Use of Collaborative Problem Solving to reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services, 57(5), 610-616. Greene, R.W. (2010). Conduct ... Collaborative Problem Solving In plan C, you choose to ignore the challenging behaviour. But in Plan B you are problem solving with the child. Plan B consists of three steps: Step 1: Empathy - you gather as much information on the problem as you can from the child. It takes time and patience. Step 2: Defining the problem - you contribute the adult perspective and concerns. PDF COLLABORATIVE PROBLEM SOLVING Plan B - collaborative problem solving Plan C - dropping some expectations temporarily . PLAN B Three steps: 1. Empathy - The goal of the Empathy step is to achieve the clearest possible understanding of a kid's concern or perspective on a given unsolved problem. 2. PDF PROBLEM SOLVING PLAN Collaborative & Proactive Solutions PROBLEM SOLVING PLAN CHILD'S NAME _____ DATE _____ UNSOLVED PROBLEM #1 Adult taking the lead on Plan B: Kid concerns identified: (Empathy step) DATE_____ Adult concerns identified: ... Collaborative & Proactive Solutions THIS IS HOW PROBLEMS GET SOLVED livesinthebalance.org REV 102020. Books & Resources A collection of Collaborative Problem Solving books, tools, and resources for parents, educators, and clinicians. ... The Plan B Cards have been a huge hit among parents and professionals who find them helpful for both maintaining the mindset that "kids do well if they can," and for keeping Plan B discussions on track. Each card lists the ... Collaborative Problem Solving Collaborative Problem Solving ("Plan B") is an effective way to pursue expectations without increasing the likelihood of incompatibility episodes while simultaneously training and practicing emotion regulation, frustration tolerance, problem-solving, flexibility, and a host of other lagging skills (in both interaction partners). ... PDF Collaborative & Proactive Solutions Better to solve those problems collaboratively ("Plan B") so the kid is a fully invested participant, solutions are more durable, and (over time) the skills the kid is lacking are enhanced. ... but not anymore! A product called "Collaborative Problem Solving" is now being marketed by a large hospital corporation, but we don't have ... PDF PLAN B PREPARATION WHAT WHO will have the conversation? WHILE DOING Instructions: Complete solidboxesbeforePlan B, and dottedboxesduringPlan B. Have the conversation at a time and in a place where everyone can be calm. If your relationship is good, you can start with a tougher problem. If your relationship is strained, start with an easier problem or invite a trusted other. As you GATHER INFORMATION…: • . Collaborative Problem Solving (CPS) The Collaborative Problem Solving model (CPS) was developed by Dr. Ross Greene and his colleagues at Massachusetts General Hospital's Department of Psychiatry. The model was created as a reconceptualization of the factors that lead to challenging or oppositional behaviors, and a shift in the targets of intervention for these behaviors. PDF Moving From Power and Control to The Problem Solving Plan (Plan B Flowchart) 15 § Specify high-priority unsolved problems § Designate person primarily responsible for solving the problem with the child § Follow the remaining sequence to track the three steps involved in solving the problem collaboratively § Add new unsolved problems as old ones are solved Essential Foundation in Collaborative Problem Solving The Essential Foundation in Collaborative Problem Solving (level 1) course covers all aspects of the Collaborative Problem Solving approach. Through lectures, role-play, video examples, case studies, and breakout groups, participants learn how to identify what's really causing unmet expectations and challenging behavior and how to address those causes using a relational and replicable process. assignment essay homework paper phd report resume review speech thesis