1. Collaborative Problem Solving By Ross Greene Presented by Therese Bernier Burns

2. Important Questions If a student has the skills to go about getting, escaping, and avoiding in an adaptive fashion, then why is he/she going about getting, escaping and avoiding in such a maladaptive fashion? Doesn’t the fact that the student is going about getting, escaping, and avoiding in a maladaptive fashion indicate that he/she doesn’t have the skills to go about getting, escaping, and avoiding in an adaptive fashion?

3. Theoretical (and research) underpinnings: challenging behavior is a developmental delay The student is delayed in the development of crucial cognitive skills. They might include flexibility/ adaptability, frustration tolerance, and problem solving. Or they may have difficulty applying these skills when they are most needed.

4. Definition of Challenging Behavior Challenging behavior occurs when the cognitive demands being placed on the student outstrip the students capacity to respond adaptively. a student may exhibit a variety of challenging behaviors this occurs in specific situations we’ll call “unsolved problems”

5. Three Plans Common Approaches to Handling Unsolved Problems Plan A: Impose adult will Plan B: Collaborative Problem Solving Plan C: Drop it (for now at least)

6. Lagging skills and Unsolved Problems lagging skills are the why of incompatibility issues unsolved problems are the who, what, where, and when of incompatibility issues

7. Behind every challenging behavior is a lagging skill and a demand for that skill. In fact, it’s an unsolved problem.

8. Assessment Involves identification of lagging skills, environmental demands, and the clash between the two (unsolved problems) All three elements must be reflected in the case formulation.

9. Assessment: ALSUP Includes a list of the skills frequently found lagging in students with social, emotional, and behavioral challenges meant to be used as a discussion guide for achieving a consensus-not simply a checklist or mechanism for quantifying Also includes a list of unsolved problems that may precipitate challenging episodes

10. Assessment: The situational analysis The situations in which challenging behavior occurs provide rich information about unsolved problems focus on who, what, when, and where reporters may need assistance thinking situationally story telling can help…..but adults tend to start at the end of the story (rewind the tape) reporters seldom go into great detail about their own contribution to the problem an unsolved problem doesn’t have to precipitate challenging behavior with 100% reliability whose unsolved problem is it? Usually the raw material for the problem solving that is to follow

11. Challenging behaviors are highly predictable

12. A Productive Meeting Focuses on consensus building, understanding, and lens-changing This is accomplished by focusing on lagging skills, environmental demands, and the clash between them (unsolved problems) Once achieved, the goal is to prioritize actions

13. Does any of this matter??? He/she has bipolar disorder He/she has bad wiring His/her mother used illegal substances while pregnant He/she had a forceps delivery He/she just wants attention He/she just wants her own way He /she just doesn’t care He/she just wants control I’m not a mental health professional He/she will be gone next year anyway He/she is manipulating us He/she has a bad attitude

14. There’s more!! He/she’s making bad choices He/she has mental illness His/her fathers in jail Have you met his mother? You know what neighborhood he/she lives in right? This is a waste of time, he/she doesn’t want to do well. I’d love to help him/her, but I don’t have time I really need to focus on the kids that want to learn

15. And what about resisters? I don’t have time for this I think he/she just needs to try harder If he/she’s not challenging all the time, doesn’t that prove he/she does well when he/she wants? How do you know he/she’s not just doing this for attention? He/she’s got the wool pulled over your eyes! I’m not the problem, he/she is! Ok, I get the lagging skill thing, but don’t you think there are some things kids just have to do? How do you know he/she’s lacking skills? He/she’s not ready for Collaborative problem Solving.

16. Goals of Intervention create a helping relationship pursue unmet expectations solve problems teach lagging skills reduce challenging behavior

17. Three Plans (Common approaches to Handling Unmet Expectations Plan A: Impose Adult Will – e.g., No, You must, 1,2,3 – one way to pursue unmet expectations

18. Plan C: Drop it (for now at least) – e.g., ok – One way to reduce challenging behavior

19. Plan B: Collaborative Problem Solving – another way to pursue unmet expectations – create a helping relationship – solve problems – teach lagging skills – another way to reduce challenging behavior

20. Setting the student up for….? The student has shown that he/she needs someone to serve as his/her tour guide for solving problems you’re solving problems and teaching skills now so the student won’t need your help the rest of his/her life why don’t we just teach the kid the skills he/she’s lacking/ Why does this need to be collaborative?

21. Plan B Applications Emergency B –Takes place when an unsolved problem has already set in motion maladaptive behavior’ can be useful for solving problems, but more useful for crisis management/de- escalation Proactive B (far preferable) –Takes place well BEFORE an unsolved problem sets maladaptive behavior in motion, (crisis prevention) better timing on gathering information and solving problem durably Schedule an appointment? When?

22. It’s fine to know what to do when a student becomes assaultive and destructive…but it’s far more important to know what to do so he/she doesn’t become assaultive and destructive in the first place.

23. Plan B Entry Steps 1.Empathy 2.Define the Problem 3.Invitation

24. Empathy Step the goal of the empathy step is to gather information and achieve an understanding of the student’s concern or perspective on a given unsolved problem Proactive B: –begins with a neutral observation (I’ve noticed that) and an initial inquiry (what’s up?) Goal is to get the student talking Usually requires drilling for information/further clarification –drilling often focuses on the who, what, where, and when of the unsolved problem and trying to understand why the problem occurs in some settings but not others other clarifying statements might be how so..?, I don’t quite understand…I’m confused..Can you say more about that?? Don’t be a genius…you’re shooting for your AHA moment…..

25. Empathy continued -Stay neutral throughout -don’t rush- the Empathy step is not a formality-you’re not ready to move on until you have a clear understanding of the students concern or perspective -sometimes this requires going through the side door rather than the front door -be prepared for surprises

26. Define the problem step the goal of this step is to be sure the adults concern or perspective are brought into consideration (possibly beginning with, the thing is….or my concern is…) definition of a problem: two concerns that haven’t been reconciled adults often don’t know what their concerns are –solutions are not concerns –dueling solutions= a power struggle the first two steps of Plan B are exclusively for concerns common adult concerns: safety, learning, how behavior is affecting student and others

27. Invitation goal of this step is to brainstorm solutions together so as to address both concerns let’s the student know that their ideas count it is crucial to let the student know you are just as vested in getting his/her concerns met as you are your own you should recap the two concerns so you can summarize the problem to be solved (I wonder if there’s a way…) the student is given the first opportunity to come up with a solution (do you have any ideas?...but the resolution is collaborative don’t be a genius ends with an agreement to return to plan B if the resolution doesn’t stand the test of time

28. Definition of an Ingenious solution Any solution that the two parties agree is realistic and mutually satisfactory

29. Plan B Cheat Sheet 1.Empathy (I’ve noticed that…) 1.keep it neutral 2.drill/clarify well (who, what, when, where) –2. Define the problem (my concern is that….) –- usual adult concerns; safety, learning, how the behavior is affecting student or others –3. Invitation (I wonder if there’s a way…) –-summarize the two concerns, sticking as closely as possible to what was identified –-is the solution realistic and mutually satisfying? –-agree to return to plan B if necessary

30. Additional resources www.lostatschool.org www.explosivechild.com