1. A model for understanding a kid with social, emotional and behavioural challenges COLLABORATIVE PROBLEM SOLVING IN SCHOOLS PART 2

2.  ALSUP Review  Practice  Plan B  Break  Video  Hide and Go Seek  Practice PLAN

3.  ALSUP meant to be used as a discussion guide for achieving consensus  Helps clarify things that caregivers can actually do something about  Avoid reasons – theories, hypotheses and causal statements  Goal is to have a meaningful discussion about how lagging skills apply to the student  Unsolved problems are examples of a child’s lagging skills creating difficulty responding to environmental demands  When discussing lagging skills wait for the “Wow” moment where teacher discovers child is not being a pain but has lagging skills and recognition that old intervention have no worked – then move discussion to specific unsolved problems  Language – “Student has difficulty with...” ALSUP REVIEW

4.  In small groups of approximately 5-6 discuss the ALSUP assignment from our last session  Focus on:  What went well  What you would change  Questions you still have about the ALSUP SMALL GROUP DISCUSSION

5.  Choose a partner to be the lead CPS teacher and the other a teacher with a student exhibiting challenging behaviour  CPS teacher can introduce the ALSUP with the other teacher  Lagging Skills  Specific Unsolved Problems  Put them in Priority Order  How did it go?  What worked well?  What challenges did you have?  Switch roles PRACTICE 1 AND 2

6.  Plan A – adult imposed will (sometimes presents itself as nagging).  This works for many kids, but for the explosive child, who do not have a Plan A brain, do not have the skills to deal with demands placed on them.  Plan B – Collaborative Problem Solving  Plan C – dropping the expectations FOR NOW. Video PLAN B

7.  Two kinds of Plan B  Emergency B: used to de-escalate a situation  Proactive B: True Plan B where we work toward durable solutions PLAN B

8. WHEN PLAN B ISN’T AN OPTION  Criteria  Safety issues  Cognitive delays / Student with developmental disabilities  Complex behaviour  We must always default to the philosophy of CPS and then use skills and knowledge of PBS to support behaviour until CPS can be used Every student will do well if they can CPS Plan B Plan C Plan A Changing undesirable patterns of behaviour PBS

9.  You and the student work together – to solve the problems  Some “wisdom” has told us we don’t collaborate with a child b/c the adult is “in charge”. You are still in charge, but willing to take action to change the course and solve the problem  CPS is not a “quick fix” to magically transform a child quickly. PLAN B COLLABORATIVE PROBLEM SOLVING  CPS also corrects the age old paradigm that if we continually try the same interventions we should not be surprised with the same outcome

10. 1.The Empathy Step – gathering information from the child to try and understand his concern about the unsolved problem.  Build rapport  “I’ve noticed that you […]. What’s up?”  Fact finding on who, what where, when  Move on once we reach the “A-HA” moment 2.Define the Problem – communicate your concern of the same unsolved problem.  “The thing is...” 3.The Invitation – You and your child discuss and agree on a solution that will address each other’s concerns.  “What are some of things we could do …” or “What do you think you could do…” PLAN B – THREE STEPS

11.  The goal of the Empathy step is to gather information from the student to achieve the clearest possible understanding of his concern or perspective on a given unsolved problem  Kids have legitimate concerns: hunger, fear, fatigue, the desire to do certain things, the tendency to avoid things that are scary/uncomfortable or at which they don’t fell competent.  If you dismiss an explosive child’s concerns – THEY CAN EXPLODE  You don’t lose authority by gathering information, understanding and empathizing. You gain a problem solving partner.  The information gathering and understanding process begins with a neutral observation.. I’ve noticed that …. (State the unsolved problem) and then ask the question, What’s Up? THE EMPATHY STEP – STEP 1

12.  “I’ve noticed that you often need multiple reminders to complete your math homework on time. What’s up?”  “I’ve noticed that when you play with your friends during AM recess there is often conflict in class after. What’s up?”  “I’ve noticed that in music you have difficulty coming in and sitting down ready for class. What’s up?” EXAMPLES OF THE EMPATHY STEP

13.  The empathy step is NOT statements like:  “I’ve noticed that you are trying to ruin my life. What’s up?”  “I’ve noticed that you bully your friends. What’s up?”  “I’ve noticed you are a complete asshole. What’s up?”  “I’ve noticed you won’t do your homework, so I’m taking gym away until you do. What’s up?”  “I’ve noticed with all the phone calls you are a mommies boy and lack the guts to stand up to her. What’s up?”  “I’ve noticed you dress like a complete loser and it embarrasses me to be around you. What’s up?”  I’ve noticed you annoy the crap out of me by the time Friday comes around. What’s up?” THE EMPATHY STEP IS NEUTRAL

14.  Ross Greene calls this “drilling for information”. We prefer active questioning and listening…  Ask the who, what, where, when questions without the why  Use clarifying statements:  “I don’t quite understand, can you tell me more about that?”  “I am really interested in that, what do you mean?”  There is a difference between how people are feeling and what they are thinking  You are questioning until you reach an “A-HA!” moment.  Stay neutral and non-defensive  We are in the “solutions free zone” so remember to avoid jumping into solutions before it is time QUESTIONING

15.  Remember there are closed ended and open ended questions with open ended more effective for fact finding  Use wait time if needed – student may not be resistive, they may just be processing  EXAMPLES  “Is there a time when this does not happen?”  “Being on time sounds very important to you” (Value statements)  “When is this more likely?”  “What does this look like for you”  “How do you feel when that happens?”  “What are you thinking about when that happens?”  “Who is around when this occurs?”  “I’m confused – what do you mean?”  “Tell me more about that” QUESTIONING 2

16.  With a partner choose one to be the child (this will be easier for some than others!) and another to be the teacher. Choose a real Specific Unsolved Problem you uncovered in the ALSUP and practice the empathy step with them.  REMEMBER:  Build rapport  “I’ve noticed that you […]. What’s up?”  Fact finding on who, what where, when  Switch roles. PRACTICE 3 AND 4

17.  This step is to bring your concern or perspective into consideration  “The thing is…” or “My concern is…”  State how the problem is affecting the child (e.g. health, safety, social skills, learning)  State how the problem is affecting others (e.g. health, safety social skills, learning).  This step is reserved for concerns (yours and the kids) not two solutions (a.k.a. a power struggle).  Now two concerns are on the table and should be worked on collaboratively.  Remember that the student needs to understand your concerns in a clear manner. DEFINE THE PROBLEM – STEP 2

18.  The thing is, by not getting your homework done, you are not practicing what you have learned in class, and your marks are dropping.  What are some of the difficulties created when you...?  My concern is that when you hit your friend, it hurts her and she might not want to play with you if you keep hurting her.  The thing is, when you don’t listen to the story/lecture you miss out on what we are doing in class.  With you doing that in class what are some of the issues you think might be created?  PRACTICE: Create one of your own based on one of the examples you have been working from. DEFINING THE PROBLEM EXAMPLES

19.  With a partner choose one to be the child and another to be the teacher. Choose a specific unsolved problem and practice defining the problem  REMEMBER: Avoid complex explanations of concerns.  Switch roles. PRACTICE 5 AND 6

20.  In this step you brainstorm solutions to the defined problem  Let the child know this is something you are doing together and not doing to him/her  Crucial to prove to the kid you are as invested in getting his/her concern addressed as you are in getting your own concern addressed  Wording can be hard because you must recap concerns and invite solutions…  “I wonder if there is a way…”  “Are there any ideas you have to…”  “I am curious how you feel we could…”  Great solutions meet following criteria: 1) Realistic and 2) Mutually Satisfactory THE INVITATION STEP – STEP 3

21.  FORMULA... “The thing is [INSERT A-HA MOMENT HERE]. What do you think we/you can do to solve this?”  IMPORTANT considerations:  If the agreed upon solution has minimal chance for success then this must be discussed and addressed  The last steps of the Invitation Step should include  Agreement to use Plan B again if solution(s) do not work  Affirmation to the student that the solution can succeed if everyone does their part  Affirmation that staff care about the student THE INVITATION STEP

22.  With a partner choose one to be the child and using your example work through the Invitation Step  REMEMBER:  “The thing is [INSERT A-HA MOMENT HERE]. What do you think we/you can do to solve this?”  Get agreement for Plan B if solution does not work  Communicate care and concern  Switch roles PRACTICE 7 AND 8

23.  Sample video of a seamless Plan B VIDEOVIDEO  While watching the video look for:  Empathy step  Defining the Problem  Invitation  Remember that it rarely goes in such a linear way  Often you define the problem, make the invitation and realize from the response that you haven’t finished clarifying and questioning. Sometime to go forward you must go backward. PUTTING IT TOGETHER

24.  It takes time to get good at it  It’s not a technique; it’s a way of life  Be Persistent  You don’t need to be the expert  SCHOOL WORK: Use a formal or informal Plan B before next meeting and be ready to report on:  What went well  What you would do differently  Questions you remain unsure or uncomfortable with regarding Plan B GET READY TO COLLABORATIVELY PROBLEMS SOLVE