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

2. 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

3. Re-introduction of presenter

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

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

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

7. Exercise: (W)NBA Player

8. 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”?

9. 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?

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

11. 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”

12. 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

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

14. 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)

15. Likely outcomes of Plans A, B and C

16. 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

17. 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

18. 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

19. 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

20. 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

21. Example of Plan B

22. Positive outcomes with CPS
Teachers speak of their own experiences

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

24. 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

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

26. 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

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

28. 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
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),
Greene, R. W. (2010). Student behavior problems: Time to rethink and retool. Our Children, The National PTA Magazine
Greene, R.W. (2010). Calling all frequent flyers. Educational Leadership, 68(2),

29. 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

30. 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?

31. 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

32. Questions/comments