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Collaborative Problem Solving Crossroads Children’s Centre Susan Perreault & Jessica House Red Flags Presentation: Behaviour Management.

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Presentation on theme: "Collaborative Problem Solving Crossroads Children’s Centre Susan Perreault & Jessica House Red Flags Presentation: Behaviour Management."— Presentation transcript:

1 Collaborative Problem Solving Crossroads Children’s Centre Susan Perreault & Jessica House Red Flags Presentation: Behaviour Management

2 Challenging Behaviour Identifying challenging behaviour can be difficult “What should we worry about, and what is normal?” Some things to look for include: Behaviour poses immediate risk to self or others Behaviour is frequent Behaviour is severe Behaviour is significantly different from child’s typical behaviour

3 Challenging behaviour…now what? Ensure there are clear, realistic, and developmentally appropriate expectations of child If there aren’t, establish these expectations If expectations are in place, and child continuously fails to meet expectation, stop to think, WHY?

4 Collaborative Problem Solving (CPS) Requires a change in mindset in how to work with children presenting with challenging behaviours (eg. inflexible, explosive) Focuses on how adults interact with children to manage their behavior

5 Theoretical Underpinnings of CPS CPS was developed to address a group of challenging core behaviors: temper outbursts persistent stubbornness resistance to direction unwillingness to compromise persistent testing of limits verbal and minor physical aggression

6 Goals of CPS To decrease adversarial interactions between parent/caregiver and child Improve the child’s capacity for flexibility, frustration tolerance, communication and self-regulation

7 Conventional Wisdom Because of poor (passive, permissive, inconsistent) parenting, challenging kids have learned that their behaviour is effective at getting things (e.g., attention) or escaping or avoiding things (e.g., homework).

8 Unconventional Wisdom: It’s a Learning Disability The child is delayed in the development of crucial cognitive skills (often including flexibility/adaptability, frustration tolerance, and problem-solving) or has significant difficulty applying these skills when they are most needed. Unconventional wisdom: “It is a learning disability”.

9 Crucial Cognitive Skills (Lagging Skills) 5 Pathways Executive Functioning Language Emotion Regulation Cognitive Flexibility Social

10 Executive Skills Shifting cognitive set: difficulty handling transitions, shifting from one mindset or task to another Working memory: difficulty reflecting on multiple thoughts or ideas simultaneously Impulsivity: difficulty considering the likely outcomes or consequences or actions Reflexive negativity: an immediate negative response before any thinking could have occurred Restricted repertoire: difficulty generating or reflecting on a range of solutions to a problem

11 Language Skills Language Skills Difficulty identifying or articulating what’s bothering you Difficulty expressing concerns, needs, or thoughts in words Difficulty understanding what is being said

12 Emotion Regulation Skills Difficulty managing emotional response to frustration so as to think rationally (poor separation of affect) Frequently cranky, grouchy, grumpy, irritable, or anxious (outside the context of frustration) Impedes capacity for problem-solving May be the byproduct of “chronic problems that have yet to be solved”

13 Cognitive Flexibility Skills Cognitive Flexibility Skills Difficulty seeing the grays, concrete, literal, black-and- white thinking Difficulty deviating from rules, routine, original plan Difficulty handling unpredictability, ambiguity, uncertainty, novelty Difficulty shifting from original idea or solution Difficulty taking into account situational factors that suggest need to adjust a plan Errors in logic that usually have basis in reality “I’m stupid”

14 Social Skills Difficulty starting or maintaining conversations, entering a group, making eye contact, reciprocity Difficulty appreciating how behaviour is affecting other people; is surprised by others’ responses to his/her behaviour Difficulty empathizing with others, appreciating another’s point of view

15 Kids do well if they can... …if they can’t, we need to figure out what’s getting in their way so we can help

16 Your explanation guides your intervention...

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18 CPS Links Reading: Treating Explosive Kids: The Collaborative Problem Solving Approach By Ross W. Greene, Ph.D. and J. Stuart Ablon, Ph.D.


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