Upload
isaac-wellford
View
275
Download
3
Tags:
Embed Size (px)
Citation preview
COLLABORATIVE PROBLEM SOLVING (CPS)
Developed by Dr. Ross Greene
Session Highlights
Philosophy of the CPS model
Basic steps
Video clips- CPS in action
Opportunities to practice
Common Points of View
“He just want the attention”
“She is making bad choices”
“They have a bad attitude”
“He just wants his own way”
Philosophy Behind CPS Model
“If kids could do well they would do well”- If the kid had the skills to exhibit adaptive behavior, he wouldn’t be exhibiting challenging behavior
“Behind every challenge behavior is an unsolved problem and a lagging skill”
Identify Unsolved Problems & Lagging Skills
Identify the unsolved problem(s) • Shifting from one specific task to another • Getting started on/completing class assignments
Hypothesize what lagging skill(s) is contributing to the unsolved problem • Difficulty handling transitions, shifting from one
mindset or task to another • Difficulty persisting on challenging or tedious
tasks
A tool to assist this process is the Assessment of Lagging Skills and Unsolved Problems (ALSUP)
Can’t fix everything at once- will need to prioritize problems
****
Collaborative Problem Solving (Plan B) • Once lagging skills and unsolved problem are
identified, it is time to begin CPS with the student
3 ingredients to the process:1. Empathy Step- This is where you gather information so as to clarify the student’s concern or perspective on the unsolved problem2. Define the Problem Step- Here, the teacher communicates their concerns or perspective on the unsolved problem.3. The Invitation Step- Student and teacher brainstorm solutions to address the concerns
Step 1: Empathy
This is where you gather information so as to clarify the student’s concern or perspective on the unsolved problem
Goal is to get the student talking to obtain the best possible understanding of the unsolved problem
Important to start with a neutral statement“I’ve noticed…” “What’s up?” “Tell me more about it” “I am wondering what is going on?”
Be willing to be patient- allow for silence if needed***
Step 2: Define the Problem Here, the teacher communicates their
concerns or perspective on the unsolved problem
Generally adult concerns fall into 3 categories- safety, learning, or how the behavior is affecting one’s self or others
Sample statements to use:“My concern is…” “The thing is…”
***
Step 3: The Invitation Step Student and teacher brainstorm solutions to address
both concerns Must let student know you want to get both concern’s
addressed The step involves restating the two concerns so as to
summarize the problem to be solved
Sample statement: “I wonder if there is a way…”
Then give the student the first opportunity to generate a solution
Sample statement: “Do you have any ideas…”
***
Brainstorming Solutions
Solution must be realistic and mutually satisfactory
Sample statements:“ Hey, there’s an idea. The only problem is I don’t know if its realistic for you to ______ . Let’s see if we can come up with a solution that you can do…”
“Well, there’s an option. The only thing is if I let you do______ your concern would be addressed but my concern wouldn’t. Let’s see if we can come up with a solution that works for both of us.”
Video Clip- Plan B in Action
http://www.livesinthebalance.org/simple-plan-b
http://www.livesinthebalance.org/plan-b-goes-awry-part-1
http://www.livesinthebalance.org/plan-b-goes-awry-part-2
Three Options for Unmet Expectations There are three ways in which adults try
to solve problems (unmet expectations) with kids:o Plan A (impose teacher will)o Plan C (temporarily dropping
problems)o Plan B (that's the one you want to
get really good at).
Final Notes
Plan B works best when it is proactive- don’t wait until the problem behavior is occurring to have the discussion
There is often no quick fix to helping students with challenging behaviors- often the first solution you agree to won’t fix the problem
Helpful Resources
www.livesinthebalance.org
http://www.livesinthebalance.org/sites/default/files/ALSUP-Likert-Scale-
12-5-08.pdf
Lost at School by Dr. Ross Greene
Your PBS External Coach