Collaborative and Proactive Solutions: Part 2 Laura L. Fuller, Ph.D. Department of Psychiatry University of Iowa

Objectives Participants will Be able to state the core philosophy of CPS and how it applies to educational settings Practice the 3 parts of a proactive problem solving conversation Identify book and web-based resources regarding CPS

Re-introduction of presenter

The core philosophy of CPS: Anyone remember from last time?

The core philosophy of CPS: Kids do well if they can

Kids do well if they want to Contrast Kids do well if they can With Kids do well if they want to

Exercise: (W)NBA Player

Discussion: Changing your lenses What is the potential impact of viewing challenging behavior as the result of lagging skills rather than viewing the child as “ornery” “attention seeking” or “manipulative”?

Discussion: Changing your lenses What is the potential impact of viewing challenging behavior as the result of lagging skills rather than focusing only on simple behavioral explanations (escape/avoid, obtain) or on explanations based on diagnosis or situation?

Using the ALSUP The ALSUP Start with lagging skills Think about one student and the lagging skills you think s/he has

More About using the ALSUP Then go to Unsolved Problems Think about the lagging skill you just noted, then move to the times when the student has difficulty-this is the Unsolved Problem Phrase your Unsolved Problem as “difficulty with…” and don’t use theories or challenging behaviors in your wording Example: “Difficulty raising hand to ask questions in math”

More About using the ALSUP Then go to Unsolved Problems Continue your way down the lagging skills section until you have covered it all. Each time you check a lagging skill, move to the right hand column to state the Unsolved Problem. If you have already listed an Unsolved Problem you don’t need to do it again Repeat until done Split, don’t lump

Timing is everything Use your knowledge of the student and the situation to help you decide what “Plan” to use

Review of Plans A, B and C Whose concern is addressed What it sounds like Plan A- adult’s concern is addressed (unilateral problem solving) Plan B- both adult’s and child’s concerns are addressed (Collaborative Problem Solving) Plan C- child’s concern is addressed “No” “You must” “you can’t” “Let’s think of a way that we can (address your concern) and (address my concern)” “OK” (or adult says nothing at all)

Likely outcomes of Plans A, B and C

99% of your problem solving should be happening proactively If not now, when? As you begin to think in terms of Plans A, B, and C and what each is likely to accomplish, you may notice your focus shifting from what to do in the moment… 99% of your problem solving should be happening proactively

The 3 parts of a problem solving conversation review Part 1: Empathy- clarify the child’s concern Part 2: Defining the Problem- get adult’s and child’s concerns on the table Part 3: Invitation to Problem Solving- ask child to brainstorm ideas with you

How to have a problem solving conversation Part 1: Empathy- clarify the child’s concern State what you noticed in a neutral manner Ask “what’s up” or something similar Use reflective listening “Drill down” until you are clear about the child’s concern

How to have a problem solving conversation Part 2: Defining the Problem- get adult’s and child’s concerns on the table Once you are clear about child’s concern, restate it, and then say “My concern is..” Adult concerns are often about learning, relationships, or safety

How to have a problem solving conversation Part 3: Invitation to Problem Solving- ask child to brainstorm ideas with you Can you think of a way we can (address child’s concern) and (address adult’s concern)? Solutions need to be mutually satisfactory and realistic

Example of Plan B http://vimeo.com/70903502

Positive outcomes with CPS Teachers speak of their own experiences http://vimeo.com/65672659

Group Practice Split into groups 1 person is the “student” 1 person is the “teacher” Others in group will be observers

Group Practice Practice the Empathy step by using reflective listening (repeat back what student is saying, say “I hear you,” etc) Drill down until you feel you have a good handle on the student’s concern

Group Practice One group share what the concern was for their student How would we phrase our concern? How would we phrase the Invitation?

Review: How to have a problem solving conversation Part 1: Empathy- clarify the child’s concern Part 2: Defining the Problem- get adult’s and child’s concerns on the table Part 3: Invitation to Problem Solving- ask child to brainstorm ideas with you

Did that seem easy? It takes time! (but not nearly as much time as continuing to do something that doesn’t solve problems)

Further resources: Lost at School by Ross Greene, Ph.D. The Explosive Child by Ross Greene, Ph.D. Raising Human Beings will be coming out in 2016 www.livesinthebalance.org Katherine Reynolds Lewis , What if Everything You Knew About Disciplining Kids was Wrong? Mother Jones, July/August 2015. Greene, R.W. (2011). Collaborative Problem Solving* can transform school discipline. Phi Delta Kappan, 93(2), 25-28. Greene, R. W. (2010). Student behavior problems: Time to rethink and retool. Our Children, The National PTA Magazine. 11-12. Greene, R.W. (2010). Calling all frequent flyers. Educational Leadership, 68(2), 28-34.

Objectives- did we meet them? Are you now able to: State the core philosophy of CPS and how it applies to educational settings More easily demonstrate the 3 parts of a proactive problem solving conversation (compared to Part 1) Identify book and web-based resources regarding CPS

How to get better at Collaborative Problem solving Practice! Work with someone who is good at CPS Read the books, visit the website, join the groups Go to a workshop Return to the idea that “kids do well if they can” and reframe the challenging behavior as stemming from lagging skills Summer class?

Discussion/Conclusion CPS is an individualized, proactive, skill-building approach to working with kids who have challenging behavior (or any situation where there is conflict) CPS has been found to be effective in the schools at reducing challenging behaviors and disciplinary actions, and increasing desired behaviors Kids who aren’t so challenging can still benefit from this approach

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