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Collaborative Problem Solving (CPS)

Collaborative Problem Solving (CPS). Developed by Dr. Ross Greene. Session Highlights. Philosophy of the CPS model Basic steps Video clips- CPS in action Opportunities to practice. Common Points of View. “He just want the attention” “She is making bad choices”

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Collaborative Problem Solving (CPS)

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  1. Collaborative Problem Solving (CPS) Developed by Dr. Ross Greene

  2. Session Highlights • Philosophy of the CPS model • Basic steps • Video clips- CPS in action • Opportunities to practice

  3. Common Points of View “He just want the attention” “She is making bad choices” “They have a bad attitude” “He just wants his own way”

  4. Philosophy Behind CPS Model • “If kids could do well they would do well”- If the kid had the skills to exhibit adaptive behavior, he wouldn’t be exhibiting challenging behavior • “Behind every challenge behavior is an unsolved problem and a lagging skill”

  5. Identify Unsolved Problems & Lagging Skills • Identify the unsolved problem(s) • Shifting from one specific task to another • Getting started on/completing class assignments • Hypothesize what lagging skill(s) is contributing to the unsolved problem • Difficulty handling transitions, shifting from one mindset or task to another • Difficulty persisting on challenging or tedious tasks • A tool to assist this process is the Assessment of Lagging Skills and Unsolved Problems (ALSUP) • Can’t fix everything at once- will need to prioritize problems ****

  6. Collaborative Problem Solving (Plan B) • Once lagging skills and unsolved problem are identified, it is time to begin CPS with the student 3 ingredients to the process: 1. Empathy Step- This is where you gather information so as to clarify the student’s concern or perspective on the unsolved problem 2. Define the Problem Step- Here, the teacher communicates their concerns or perspective on the unsolved problem. 3. The Invitation Step- Student and teacher brainstorm solutions to address the concerns

  7. Step 1: Empathy • This is where you gather information so as to clarify the student’s concern or perspective on the unsolved problem • Goal is to get the student talking to obtain the best possible understanding of the unsolved problem • Important to start with a neutral statement “I’ve noticed…” “What’s up?” “Tell me more about it” “I am wondering what is going on?” • Be willing to be patient- allow for silence if needed ***

  8. Step 2: Define the Problem • Here, the teacher communicates their concerns or perspective on the unsolved problem • Generally adult concerns fall into 3 categories- safety, learning, or how the behavior is affecting one’s self or others • Sample statements to use: “My concern is…” “The thing is…” ***

  9. Step 3: The Invitation Step • Student and teacher brainstorm solutions to address both concerns • Must let student know you want to get both concern’s addressed • The step involves restating the two concerns so as to summarize the problem to be solved Sample statement: “I wonder if there is a way…” • Then give the student the first opportunity to generate a solution Sample statement: “Do you have any ideas…” ***

  10. Brainstorming Solutions • Solution must be realistic and mutually satisfactory • Sample statements: “ Hey, there’s an idea. The only problem is I don’t know if its realistic for you to ______ . Let’s see if we can come up with a solution that you can do…” “Well, there’s an option. The only thing is if I let you do______ your concern would be addressed but my concern wouldn’t. Let’s see if we can come up with a solution that works for both of us.”

  11. Video Clip- Plan B in Action http://www.livesinthebalance.org/simple-plan-b • http://www.livesinthebalance.org/plan-b-goes-awry-part-1 • http://www.livesinthebalance.org/plan-b-goes-awry-part-2

  12. Three Options for Unmet Expectations • There are three ways in which adults try to solve problems (unmet expectations) with kids: • Plan A (impose teacher will) • Plan C (temporarily dropping problems) • Plan B (that's the one you want to get really good at).

  13. Final Notes • Plan B works best when it is proactive- don’t wait until the problem behavior is occurring to have the discussion • There is often no quick fix to helping students with challenging behaviors- often the first solution you agree to won’t fix the problem

  14. Helpful Resources www.livesinthebalance.org http://www.livesinthebalance.org/sites/default/files/ALSUP-Likert-Scale-12-5-08.pdf Lost at School by Dr. Ross Greene Your PBS External Coach

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