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Collaborative Problem Solving
Transcript of Collaborative Problem Solving
Premise: to help behaviorally challenged kids What:
identify skills they are lacking
allows a time and space for the child to express their concern (Proactive) Plan B: Empathy: Plan A: Impose Your Will Plan C: Drop the Expectation Completely used when there are bigger problems needing solving CPS Philosophy: This will cause challenging behaviour What it does: teaches/models behaviour based on what is convenient What does it do: .... giving in (because there are bigger fish to fry) Brainstorm solutions together that address both concerns in a respectful manner. Define the Problem: Introduce the concern of the adult. Usually fits into 3 categories:
How the behavior affects self or others? Dr. Ross Greene's Approach Emergency Plan B emotions are heightened Offer space for the concerns of the child to be recognized and held as important. Second Step Third Step Why:
making sure everyone gets what they need challenging behaviour: demands of environment exceed a child's capacity to respond adaptively Remember, challenging behaviour takes awhile to form, so it is going to take a while to get rid of! Practice at every opportunity in non-stress activities so that when you need the skills, you have it. Resources Books: The Explosive Child R.W. Green
: Treating Explosive Kids Workshops: http://www.jackhirose.com/ Invitation: First Step Websites: www.livesinthebalance.org Creates a space to respect each other, listen to each other and move forward by working together. Keep it neutral. Build a problem solving team KIDS DO WELL IF THEY CAN!!! Epstein, T., & Saltzman-Benaiah, J. (2010). Parenting children with disruptive behaviors: Evaluation of a Collaborative Problem Solving pilot program. Journal of Clinical Psychology Practice, 27-40.
Greene, R.W., Ablon, J.S., & Martin, A. (2006). Innovations: Child & Adolescent Psychiatry: Use of Collaborative Problem Solving to Reduce Seclusion and Restraint in Child and Adolescent Inpatient Units. Psychiatric Services 2006; doi: 10.1176/appi.ps.57.5.610 http://ps.psychiatryonline.org/article.aspx?articleid=96647&link_type=googlescholar References ACTIVITY I noticed you are having trouble______. What's up? Define problem: Brainstorm Solutions Empathy: The thing is... or My concern is... Try saying: Invitation: Don't rush. Handouts: Plan B Cheat sheet,
Flowchart, Skill Assessment. Role Play Practice Activity Adult acts as surrogate frontal lobe pursue adult expectations while... productively interacting with the child to solve the problem. **simultaneously teaching lagging cognitive skills** Move from Behaviour Management to Active Participation (Pursue only adult expectations) “Adoption of the model results in improvement in mechanisms for staff communication and significant augmentation of the role of direct care staff, from mere "behavior managers" to active participants in each resident's assessment and treatment”(Greene, Ablon & Martin, 2006). (Does not pursue adult expectations at all) *Reduces explosive epsiodes*
“CPS, by teaching parents to acknowledge and empathize with their children’s deficits instead of promoting consequences for negative behaviors, is an approach that is respectful of children”
(Epstein & Saltzman-Benaiah, 2010). CPS works well for teachers and can be shared with families to help them build skill in their relationship with each other. should not be relied on too much Bravery + Effort + (adult gets their concern on the table) uses empathy, define the problem and invitations steps Practice, Practice, Practice When: Training of other skills alongside Plan B language skills
emotion regulation skills
cognitive flexibility skills
social skills Three Ingredients to moving toward a place that works for everyone. CPS is a ... Inflexibility + Inflexibility = EXPLOSION get them talking!! Tips Enter with a blank open mind
Do Not Rush!
Both concerns are clearly defined
Wide range of solutions