Collaborative Problem Solving
Understanding and Helping Difficult Kids
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Dr. Ross Greene
Originator of the Collaborative & Proactive Solutions Approach
Collaborative & Proactive Solutions (CPS) is the model of care Dr. Greene originated and describes in his various books.
The CPS model is based on the premise that challenging behavior occurs when the demands and expectations being placed on a kid exceed the kid’s capacity to respond adaptively…and that some kids are better equipped (i.e., have the skills) to handle certain demands and expectations. So the emphasis of the model isn’t on kids' challenging behavior, which is – whether it’s whining, pouting, sulking, withdrawing, crying, screaming, swearing, hitting, spitting, biting, or worse – just the manner in which they’re expressing the fact that there are expectations they’re having difficulty meeting. Nor does the model focus on psychiatric diagnoses, which are simply categories of challenging behaviors. Rather the model focuses on identifying the skills a person is lacking and the expectations they’re having difficulty meeting. (In the CPS model, those unmet expectations are referred to as unsolved problems.) Then the goal is to help them solve those problems, rather than trying to modify their behavior through application of rewards and punishments.
In the CPS model, the problem solving is of the collaborative and proactive variety. This is in contrast to many of the interventions that are commonly applied to kids, which are of the unilateral and emergent variety. The goal is to foster a problem-solving, collaborative partnership between adults and kids and to engage kids in solving the problems that affect their lives. As such, the CPS model is non-punitive and non-adversarial, decreases the likelihood of conflict, enhances relationships, improves communication, and helps kids and adults learn and display the skills on the more positive side of human nature: empathy, appreciating how one’s behavior is affecting others, resolving disagreements in ways that do not involve conflict, taking another’s perspective, and honesty.
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collaborative problem solving (cps) developed by dr. ross greene
- COLLABORATIVE PROBLEM SOLVING (CPS) Developed by Dr. Ross Greene
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COLLABORATIVE PROBLEM SOLVING (CPS) Developed by Dr. Ross Greene Slide 2 Session Highlights Philosophy of the CPS model Basic steps Video clips- CPS in action Opportunities to practice Slide 3 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 Slide 4 Philosophy Behind CPS Model If kids could do well they would do well- If the kid had the skills to exhibit adaptive behavior, he wouldnt be exhibiting challenging behavior Behind every challenge behavior is an unsolved problem and a lagging skill Slide 5 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) Cant fix everything at once- will need to prioritize problems **** Slide 6 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 students concern or perspective on the unsolved problem 2. 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 Slide 7 Step 1: Empathy This is where you gather information so as to clarify the students 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 Ive noticed Whats up? Tell me more about it I am wondering what is going on? Be willing to be patient- allow for silence if needed *** Slide 8 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 ones self or others Sample statements to use: My concern is The thing is *** Slide 9 Step 3: The Invitation Step Student and teacher brainstorm solutions to address both concerns Must let student know you want to get both concerns 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 *** Slide 10 Brainstorming Solutions Solution must be realistic and mutually satisfactory Sample statements: Hey, theres an idea. The only problem is I dont know if its realistic for you to ______. Lets see if we can come up with a solution that you can do Well, theres an option. The only thing is if I let you do______ your concern would be addressed but my concern wouldnt. Lets see if we can come up with a solution that works for both of us. Slide 11 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-1 http://www.livesinthebalance.org/plan-b-goes- awry-part-2 http://www.livesinthebalance.org/plan-b-goes- awry-part-2 Slide 12 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). Slide 13 Final Notes Plan B works best when it is proactive- dont 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 wont fix the problem Slide 14 Helpful Resources www.livesinthebalance.org http://www.livesinthebalance.org/sites/default/f iles/ALSUP-Likert-Scale-12-5-08.pdf Lost at School by Dr. Ross Greene Your PBS External Coach
People. Passion. Complete On-site Solutions Performance....With Generator CPS 3.5-10 CPS 4.5 CPS 5.0 CPS 5.5 CPS 2.5 G CPS 3.5 G Normal effective working pressure bar (g) 10 7 7 7
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One of the treatment methods I offer children and their families is Collaborative Problem Solving (CPS), by Dr. Ross Greene.
What is Collaborative Problem Solving?
CPS is a method parents and care givers can learn to help children solve problems and learn skills. It will help children become less challenging.
Dr. Ross Greene uses the term lenses to understand ‘why’ children do what they do.
And, there are two very important lenses you need to learn as you work with this model.
- Children are challenging due to lagging cognitive skills. In other words, they lack the cognitive skills to handle the tasks being asked of them.
- The best way to solve the challenging episodes is to collaboratively solve the problems with the child. In other words, work together to solve the problems.
Many interventions used by parents, care providers, or service providers are adult directed.
Parents, family members, care givers, psychologists, social workers, psychiatrists, teachers, teacher's aids, and other service providers get together and decide how to solve the child's problem and enforce it through sheer will or through behaviour plans.
The child is not involved or invited.
Collaborative problem solving invites and seeks input from the child about what the problem(s) might be.
The CPS model offers an opportunity to:
a) get to the root of the problem with the child
b) see the problem from the child’s view , and
c) solve the problem with the child.
Why are C hildren C hallenging?
As stated earlier, challenging children lack the cognitive skills necessary to do a task or meet the requirement being asked of them. What exactly does this mean?
Take a child who does not want to do his math homework.
Every time the child is asked to do the homework, the child will throw the papers, perhaps sit there and stare at the page, scream, or do anything to not comply with the request at all. In this situation there could be many reasons ‘why’ the child does not or cannot do his math homework. However, there is one thing you can be sure of: The child is being asked to do a task he finds difficult and has a lagging skill that is interfering with his success.
We need to remember children do not wake up every morning and ask themselves “ Now, where can I mess up today? ” Children want to do well and want other people to like them.
Therefore, a major theme of Collaborative Problem Solving is:
"Kids do well if they can."
This view has been supported and is continuing to be supported by years of research in neuroscience.
When are children challenging?
Children are challenging when the demands or expectations exceed their skill level.
It is usually at this point that children ‘look bad’. And looking bad can be described through many words like temper tantrums, screaming, hitting, swearing, non compliance, reckless behaviour. The list could go on forever.
An important goal for those engaging in CPS is to determine a child’s lagging skills and to discover the situations or conditions where the lagging skill results in challenging behaviour. In CPS, these situations are referred to as unsolved problems.
Wow, that was an earful.
Let me give you a visual to help explain this aspect of CPS:
Find lagging skill… Find situations where child is challenging… and you have an unsolved problem.
What does CPS look like?
In the beginning, you as a parent or service provider will complete the Assessment of Lagging Skills and Unsolved Problems (ALSUP). This assessment will be used as a tool to discuss the child’s lagging skills, to pinpoint the situations that are challenging, and to outline the unsolved problems.
From this point you will be asked to pick three unsolved problems to work on .
Yes, only three problems. You cannot fix every problem at once and as you begin to problem solve, you may even probably notice that some of the issues will begin to disappear without even addressing them.
In sessions, you and the child will begin the problem solving task.
You read that right...
... both of you begin to work on the problem.
You will learn about Plan A, Plan C , and Plan B .
- Plan A is the adult telling the child what will be done. In other words, you are imposing adult will.
- In plan C, you choose to ignore the challenging behaviour.
- But in Plan B you are problem solving with the child.
Plan B consists of three steps:
Step 1: Empathy – you gather as much information on the problem as you can from the child. It takes time and patience.
Step 2: Defining the problem – you contribute the adult perspective and concerns.
Step 3: Invitation – you and the child brainstorm solutions that will meet both party’s needs. The solution must be realistic and mutually agreed upon.
As you begin to use these steps, you will learn more about CPS and how each plan and step works within your unsolved problems.
Where you can learn more about CPS?
Dr. Ross Greene has a great website which is full of information and resources on CPS. Please go to www.livesinthebalance.org .
It’s not “Collaborative Problem Solving” anymore!
Dr. greene’s model is now called collaborative & proactive solutions….
While Dr. Greene originally called his model "Collaborative Problem Solving" -- and referred to his work by that name in his books and scientific papers until 2013 -- he now refers to his model as Collaborative & Proactive Solutions (CPS).
The name change was prompted by the actions of Massachusetts General Hospital , which demanded in 2008 that Dr. Greene relinquish his intellectual property (he refused) and took legal steps to prohibit him from referring to his model as "Collaborative Problem Solving." Handing his model over to a large hospital conglomerate was inconceivable, but, after five years of litigation in federal court, the endgame was, shockingly, achieved: since 2008, MGH has been marketing a product called "Collaborative Problem Solving" through its "Think:Kids" program.
Confused? Let's clear things up: - Neither the director of Think:Kids, Stu Ablon, nor MGH had any involvement in originating or developing Dr. Greene’s approach - Dr. Greene has not been associated with "Think:Kids" or MGH since 2008, nor with Ablon or any other individuals who are marketing and providing training on “Collaborative Problem Solving” - A federal jury has found that Ablon infringed on Dr. Greene's copyrighted materials - Dr. Greene does not approve of what MGH and Ablon have done with his work nor the distinctly non-collaborative way in which they came to independently market a variant of that work
Dr. Greene feels that individuals and institutions that are disseminating his work should conduct themselves in an honest, transparent manner that is consistent with the principles of the model. That's why he founded Lives in the Balance , a non-profit organization through which he and his colleagues disseminate the Collaborative & Proactive Solutions model. The Lives in the Balance website contains a vast array of free resources for people who want to learn more about the CPS model, and Lives in the Balance provides affordable consultation and training on the model to schools, treatment facilities, and other organizations, and training scholarships to schools with particularly high rates of punitive, exclusionary disciplinary practices and disproportionality. Dr. Greene does not receive a salary from Lives in the Balance.
An ethical complaint was filed against Ablon with the Commonwealth of Massachusetts Board of Registration of Psychologists, Division of Professional Licensure ( click here ) encapsulating many of the above issues. While the Board did not find that the factual allegations in the complaint were untrue, remarkably, it took no disciplinary action. Under Massachusetts General Law, all complaints, correspondence, and materials related to this complaint are a matter of public record.
"Don't ever confuse what is legal with what is moral...you're either principled or you're not." --- Oprah Winfrey
Educating a Future Educator
An Introduction to Collaborative Problem Solving (with Dr. Ross Greene)
I was first introduced to Dr. Ross Greene’s work on Collaborative Problem Solving during a discussion about at-risk students at Ed Camp Vic 2016 . While he has published several books and has a website about his practice that is filled with helpful tools, I decided to start learning about this approach by working through one of his video series, which I’ve included below. I’ve also included a few notes from each video about the points I found most interesting. Please keep in mind that while many of my notes are drawn directly from his videos, they are not direct transcripts, just key quotes/points that stood out to me.
Kids do well if they can
Kids do well when they can! It’s not a question of whether they want to or not, it’s a question of whether they have the tools to do so.
What’s Your Explanation (videos 1 and 2)
Conventional wisdom for why challenging kids are challenging: because of “passive, permissive, inconsistent, non-contingent parenting”. But then, what about the families who use traditional discipline and it works for some of their kids but doesn’t work for others? What about those kids where reward/punishment seems to make the child act out even more?
If you think a child is acting out because they want to get or avoid something, you will work hard to convince them that their behaviour isn’t working (generally using rewards or punishments). But what if their behaviour is because of delayed development of certain cognitive skills (flexibility, adaptability, frustration tolerance, problem solving?
If you start thinking about challenging kids as though they have a skill deficit rather than a motivation deficit, then you want to teach the skills rather than provide motivation (through reward/punishment) . Greene found that when teachers began to apply the same compassion towards these kids as you would towards any other child with a developmental delay their behaviour began to improve. In contrast, when they kept treating these kids as though they were “limit testing” and “unmotivated”their behaviour would tend to get worse.
Maladaptive behaviour occurs when the cognitive demands put on a individual exceed that person’s capacity to respond adaptively.
People who have well-behaved kids take too much credit for having well-behaved kids and parents whose kids aren’t particularly well-behaved are too often blamed for their children’s behaviour.
Don’t treat kids exactly the same because every child is different. Good teaching means figuring out what each child needs and making sure that they get it. In a classroom this means paying attention to the needs of individuals as well as the needs of the group. Because this is so hard to do, classroom teachers often sacrifice the individual for the well being of the group. Being responsive to the needs of individuals and the needs of the group need to be linked!
Check Your Lenses
We can view challenging behaviour through many lenses.
Diagnosis lens: doesn’t actually tell you what skills are lacking or what is precipitating the behaviour. Pathologies kids, when really it’s the demands of the environment exceed the child’s capacity to respond adaptively. Takes two to tango: the child’s lagging skills and the demands we are placing on the kid .
The lens of poor parenting or genetics: blaming parents/family for their child’s behaviour.
Lagging skills and unsolved problems are the filters Greene uses to screen information he gets about any given kid. These are two ares where we can actually do something to help!
What skills is this kid lacking ? What unsolved problem set them off? If you consistently treat kids who lack the skills like they are unmotivated, they will soon lose their motivation.
Three Options for Solving Problems
3 Options for solving problems:
Plan A) impose your will (this will cause challenging behaviour for challenging kids) because it requires cognitive skills to handle well. Plan A causes challenging behaviour in challenging kids. Meanwhile, the non-challenging kids may have the skills to deal, but you only teach those kids that might makes right.
Why do we use plan A then? Because it feels convenient, can make things happen quickly, and it is what many of us were taught.
Example. “Time to brush your teeth” (This is not plan A, just an expectation. How you handle an expectation is plan A, B, or C. Plans are only for UNMET expectations.)
“I’m not brushing my teeth”
Plan A response: You MUST!
Plan B: (discussed in a later video)
Plan C: Drop the expectation for now.
Emergency C: Drop the expectation in the moment (Example “I’m not brushing my teeth”. Emergency plan C: “Okay”
Alternative C would mean removing the expectation altogether because you know the reaction will be “NO”. Act as a tour guide when teaching kids how to regulate their emotions. Plan C is not about giving in. It’s about choosing a starting place (ex. teach empathy, then math). Focus on big problems first to avoid an outburst, deal with little stuff later.
Remember, expectations are a good thing! But when you encounter unmet expectations you may need to reassess if they are realistic in this point of the child’s development. Can this kid do what we are expecting? Plan C is about dropping expectations, at least FOR NOW. However, i f all you are doing is switching between plan A and plan C, you are just picking your battles.
Plan B is not about battling. It’s a way of operating with a kid who is lacking skill and has problems they are having difficulty following. Plan B isn’t going to work in a day. It’s going to take awhile!
Plan B (videos 1 and 2)
3 steps for plan B:
1) Empathy (information gathering from kid so as to understand his concern or perspective on the unsolved problem we are trying to talk to him about right now)
- Example: “I’ve noticed this has been happening. What’s up?”. The key to this observation is that it is NEUTRAL (ex. NOT “I’ve noticed you are trying to disrupt my class”. Non-neutral observations shut the kid up. Being neutral gets them talking!)
- Life gets interesting the moment you say “what’s up?” Something is going to happen. S/he will say something, or s/he won’t. S/he may just say nothing. You may need to be quiet and patient. Watch for nonverbal cues (already forgot the question, I don’t want to talk to you, I’m thinking).
- The first thing s/he says is unlikely to be the whole picture. You need to drill for more information. At each point ask yourself, “do I understand yet?” If not, keep asking.
- “I don’t know” scares people, but it just means that you need to do more exploring
- Kids have legitimate concerns, but adults often ignore them because they are afraid it will mean sacrificing their own concerns.
- Adults often think they already know what the kids concerns are. Try to enter plan B with an OPEN mind. Don’t rush! This is not emergency B, it’s preemptive B. Rushing makes it hard to gather information.
- All you are doing the first time you move into plan B is to gather information
2) Define Problem (adult or other party gets their concern or perspective on the table)
- Once the kids concern is on the table, you can bring your problem to the table. His concern needs to go first or else the kid will think you are sticking to plan A (going to push him around).
- What’s the hardest part about the empathy step? Asking the right questions and keeping an open mind! Adults don’t always know what their concerns are either.
- Dueling solutions/ power struggle: power struggles are ALWAYS win-lose. Someone has to lose. Collaborative problem solving is win-win. The goal is to address the concerns of both parties. You don’t know what problem you are trying to solve until BOTH concerns are on the table.
- Adult concerns can usually be fit in 3 categories 1) safety 2) learning 3) how your behaviour is affecting yourself or others
- Adults have legitimate concerns too. What about when the adults put their concerns on the table and the kids says “I don’t care” – maybe he is used to people not caring about his concerns? Plan A begets plan A, plan B begets plan B. It may take time to encourage empathy to flow both ways.
3) The Invitation/brainstorming (brainstorm solutions that will address the concerns of both parties that we have now explicitly laid out in our first 2 steps)
- One both party’s concerns are on the table it is time for 3rd step: brainstorm solutions together so as to address the concerns of both parties. Hard for people to start thinking beyond themselves. Takes bravery, effort and practice. Invitation means it is WITH the kid, not TO the kid. Once the kid knows you are trying to meet his concern too, then he will try to help solve the problem with you.
- Remember, a lousy plan B is still better than excellent plan A. It’s all a part of learning.
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Along with four school principals, Dr. Ross Greene -- originator of the Collaborative Problem Solving approach (now called Collaborative & Proactive Solutions) and author of The Explosive Child and Lost at School -- helps teachers and parents better handle behaviorally challenging kids in the classroom and at home through implementation of his approach to solving problems collaboratively. This program airs on the first Monday of each month (September through May) at 3:30 pm Eastern time.
Dr. Ross Greene Ross Greene PhD
- 4.3 • 27 Ratings
- DEC 7, 2021
A Hodge Podge of CPS Help
Lots of helpful topics covered today including adjusting the model for kids with language difficulties, drilling for information, wording unsolved problems, and more!
- NOV 20, 2017
Helping Behaviorally Challenging Students
On the first Monday of every month at 3:30 pm Eastern time, from September through May, Dr. Ross Greene and four principals from schools in the U.S. and Canada cover a wide range of topics related to behaviorally challenging students and school discipline in general and Dr. Greene's Collaborative & Proactive Solutions (CPS) model in particular. You can call into the program to get your questions answered or submit them via email here. And, if you can't listen live, all the programs are archived in the Listening Library on the Lives in the Balance website or through i-Tunes.
- OCT 10, 2017
The ALSUP Writes Your IEP For You
Well, we finally had our first program of the school year, and our primary focal point -- led by our newest co-host, Heidi O'Leary, Special Education Director in Topsham, Maine -- was on how to write a CPS-flavored IEP, driven by the Assessment of Lagging Skills and Unsolved Problems (ALSUP). This is big...
- MAY 1, 2017
Are CPS and Applied Behavior Analysis Compatible?
Applied behavior analysis (ABA) is very commonly applied for behaviorally challenging kids in schools these days...but is ABA compatible with CPS? Are we just talking different languages?
- APR 3, 2017
Rewards are "Working"? For Who?
Lots of territory covered on today's program, including a discussion about school values...but at the end of the program we discussed whether reward programs work for anyone in the building. We thought not...
- MAR 6, 2017
Can Traumatized Kids Participate in Plan B?
Kids with trauma histories may need Plan B even more than most, as it's where their concerns are heard and addressed and they begin to feel that they can influence outcomes. Of course, all kids need to feel that way.
- © Copyright Ross Greene (C/O Blogtalkradio)
I’m not an educator but I listened to all the parents episodes and now I’m listening to the educators episodes. I have to say the “Anytown” high school/elementary school episodes are amazing!! I learned so much from all the other episodes I’ve listened to over the last few months, but the Anytown episodes took learning the intricacies to another level. I was blown away honestly. I really can’t stop listening to these podcasts any chance I get. I’m going to be quite sad when I have no more to listen to 😂
Even though I am not a teacher or administrator, I found listening to this podcast incredibly helpful. It helped me to know what concerns teachers may have in starting CPS & how to answer those. Wish there were new episodes :)
Yet another PhD trying to monetize a patchwork theory based on other people’s data tailored to support his claims. If you are curious about their approach to science, listen to the 4/30/17 episode... they actually say that data are not everything. I’d be interested to find an employed physics researcher that continued to back their theory because “the data are not everything”.
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Collaborative Problem Solving was developed by Dr. Ross Greene, and is based on the simple premise that, “ All kids do well if they can.”
This view of children challenges the often held view that children with social and behavioral problems willfully cause problems and fail. The CPS approach implies that kids’ struggles are born out of a lack of skills and an inability to perform successfully. In other words, CPS holds the view that the reason children struggle with behavioral problems is because they lack skills, and they can’t do better. CPS then aims to target skill deficits and particular problems that arise through a supportive problem solving approach.
CPS asserts that emotional-social-behavioral problems are to be viewed as a learning disability, and should be treated as such. Just as a student may have a learning disability in math or reading, so too a student can have a “learning disability” in the area of behavior. Further, it is understood that students with a learning disability in math would do better if they could , but struggle to achieve because of skill deficits in that particular subject. Likewise, students with behavior problems are viewed as having certain “lagging skills” in the area of behavior, and would do better if they had the skills. Just as with a math disability, a learning disability in behavior is addressed through support, teaching, and problems solving….not through consequences and punishment. Ross Greene has developed a list of Lagging Skills and Unsolved Problems to guide the problem solving process.
It is said, “Behind every behavior problem is an unsolved problem and a lagging skill.”
CPS seeks to stop looking at problem behavior through a “pathological lens,” and instead through more of a developmental delay lens.
Behavior problems then are seen as “incompatibility episodes,” meaning the expectations being placed on a student are incompatible with their skills and ability to succeed. When this is the case we need to look at making changes in the environment, with the demands, and/or in the approach we are using with a student.
CPS identifies three basic approaches to unmet expectations and problem behaviors. These approaches are known as “plans:”
Plan A is an authoritarian approach in which the adult imposes their will on the child. One might hear things like, “you need to,” “the consequences will be,” or “it better stop by the time I count to three.” Imposing lots of rules with consequences would be in the Plan A realm. Having expectations would be preferable to lots of rigid rules. Plan A approaches typically trigger and increase challenging behaviors in children. Plan A does have a place for children who are so out of control that they present safety risks and concerns. Caregivers would want to utilize Plan A in order to take control of a child who might otherwise hurt himself or others.
Plan C is the approach that allows us to “drop” the issue, “at least for now.” This approach acknowledges that the child doesn’t have the skill to handle the particular demand, so we are going to drop the expectation for the time being. Plan C allows caregivers to address higher priority behaviors, while dropping other behaviors in the meantime. Plan C has the effect of reducing challenging behaviors.
Plan B is the Collaborative Problem Solving plan in which the caregiver and the child sit down and solve a problem in a mutually satisfactory fashion. This plan is designed to solve problems, teach lagging skills, and create a positive helping relationship between the child and caregiver. There are two types of Plan B’s. One is the reactive or “Emergency” Plan B that is used in immediate response to a behavior. The other is “Proactive” Plan B that is used in response to a predictable problem, and is utilized ahead of time in order to prevent the problem from occurring again. Ideally, we strive to rely on Proactive Plan B to resolve problems.
Plan B is a problem solving process that has three distinct steps. The first is the “Empathy” step. The goal of this step is for the caregiver to gather information and gain an understanding of the child’s problem or concern. This is achieved through a process of “drilling” in which the caregiver asks the child questions until they have an “aha” moment in understanding what the problem behavior is really about. The second is the “Define the Problem” step in which the caregiver expresses his/her concerns about the situation. Typically, a caregiver’s concerns are rather simple and boil down to issues of physical safety, emotional well being of others, education, etc. Once both sets of concerns are on the table the process moves into the third step which is the “Invitation.” In this step the two parties work to solve a problem in a way that is mutually satisfactory (addresses both concerns), is realistic and is durable or lasting.
The Explosive Child by Ross Greene
Treating Explosive Kids by Ross Greene
Lost at School by Ross Greene
CPS Website : livesinthebalance.org
ABOUT JOHN M. GREENE, M. D.
Dr. Greene is board certified in both General and Forensic Psychiatry. He began practicing in the San Francisco Bay Area in 1997. He became a member of Stanford University’s Adjunct Clinical Faculty in 2005, and currently teaches topics on psychiatry and the law to the residents in the Department
of Psychiatry at Stanford. With extensive training and expertise, Dr. Greene is regularly relied upon to provide expert testimony in civil and criminal cases regarding mental illness.
Dr. Greene provides comprehensive treatment, tailored to the individual, addressing the biological, psychological, and social aspects through medication management and therapy.
- Resident training from the Stanford University Department of Psychiatry
- Extensive experience in psychopharmacology and therapy
- Treatment offered for young adults, adults, and older adults
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Dr. Greene provides legal evaluations in civil and criminal settings, in counties of the Bay Area and Northern California. His evaluations are comprised of extensive client examination, collateral investigation, and psychological testing.
- Forensic psychiatry training from the UC Davis Department of Forensic Psychiatry
- Approach to assessments in a comprehensive, objective manner
- His opinions have been relied upon by both plaintiff and defense counsel
- Board Certification in General Psychiatry and Forensic Psychiatry
- Specific training in Forensic Psychiatry from the University of California at Davis
- General Psychiatry training at the Stanford University Department of Psychiatry
- Adjunct Clinical Assistant Professor in the Department of Psychiatry at Stanford University
Download Dr. Greene's complete curriculum vitae >
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For general questions, please contact Dr. Greene’s office by completing the form below. Dr. Greene’s staff will reply to your response as soon as possible. Alternatively, you can call Dr. Greene’s office at 408-871-1418 (Fax: 408-354-1401), to schedule an appointment or consultation.
15466 Los Gatos Boulevard
Los Gatos, CA 95032
634 N. Santa Cruz Avenue
Los Gatos, CA 95030
Phone: (408) 871-1418
Fax: (408) 354-1401
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Bradley A. Greene, MD, FACS
Dr. Greene was born and raised here in the San Francisco Bay Area. He began his practice in 1992 in Chicago. Then, after serving as a surgeon in the United States Air Force in the late 1990′s, Dr. Greene opened his private facial cosmetic practice in the Bay Area. He is Board Certified in Facial Plastic Surgery and Head and Neck Reconstructive Surgery. He devotes and limits his practice exclusively to facial plastic, cosmetic, and rejuvenation procedures and services.
After completing his pre-medical studies at UCLA and overseas at Sussex University in England, Dr. Greene completed a combined MD/MBA program at Tulane University in New Orleans. He then moved on to complete his surgical internship and residency at the University of Illinois, Chicago before practicing as a surgeon in the United States Air Force.
Dr. Greene is a fellow of the American College of Surgeons and an active member of the American Academy of Facial Plastic and Reconstructive Surgery.
Dr. Kenneth Greene, MD
Internal Medicine • Male • Age 65
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Dr. Kenneth Greene, MD is an Internal Medicine Specialist in Santa Clara, CA and has over 39 years of experience in the medical field. He graduated from STANFORD UNIVERSITY in 1984.
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Dr. Greene frequently treats the following conditions: Irritable Bowel Syndrome, Diarrhea, and Tremor. See more on Healthgrades.
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Dr. Greene's office is located at 710 Lawrence Expy Ste 372, Santa Clara, CA 95051. You can find other locations and directions on Healthgrades.
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- Permanente Medical Group Inc. 700 Lawrence Expy , Santa Clara , CA 95051 map Call for an Appointment
- Permanente Medical Group Inc. 710 Lawrence Express Way , Santa Clara , CA 95051 map Call for an Appointment
Dr. Kenneth Greene is an internist in Santa Clara, CA. He diagnoses & treats a host of diseases & ailments in adult patients.
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700 Lawrence Expy , Santa Clara , CA 95051-5173
Permanente Medical Group Inc. 700 Lawrence Expy, Santa Clara, California 95051-5173 • (650) 742-2000
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About Dr. Greene Dr. Greene
Dr. Kenneth Greene graduated from Stanford University School of Medicine in 1983.
Dr. Greene has two offices in California where he specializes in Internal Medicine.
Dr. Greene works with eight hundred and eighty-five doctors including Dr. Elise Rosen-levin and Dr. Kim Hartwig .
The specialty of internal medicine is an area of primary care for adults. Dr. Greene specializes in diagnosing and treating cross-system illnesses that may affect multiple organ systems. When necessary, Dr. Greene can also refer patients to specialist physicians when medically needed. As an example, patients with severe liver problems could be referred to a hepatologist for additional medical tests or treatments.
Education & Training
Stanford University School of Medicine MD • 1983
- Kaiser Foundation Hospitals
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Dr. Ross Greene — Collaborative & Proactive Solutions Dr. Ross Greene Dr. Greene is the originator of the Collaborative & Proactive Solutions (CPS) model and author of the books The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings. Dr.
Dr. Greene's approach sets forth two major tenets: first, that social, emotional, and behavioral challenges in kids are best understood as the byproduct of lagging cognitive skills (rather...
Dr. Ross Greene is the New York Times bestselling author of the influential books The Explosive Child, Lost at School, Raising Human Beings, and Lost & Found. He is the originator of the innovative, evidence-based treatment approach called Collaborative & Proactive Solutions (CPS) described in these books.
The CPS model is based on the premise that challenging behavior occurs when the demands and expectations being placed on a kid exceed the kid's capacity to respond adaptively…and that some kids are better equipped (i.e., have the skills) to handle certain demands and expectations.
Speaker(s):Dr. Ross Greene, originator of Collaborative & Proactive Solutions approach and best-selling author.'In the Know' provides expert speakers on topi...
COLLABORATIVE PROBLEM SOLVING (CPS) Developed by Dr. Ross Greene Slide 2 Session Highlights Philosophy of the CPS model Basic steps Video clips- CPS in action Opportunities to practice Slide 3 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 Slide 4 Philosophy Behind CPS …
Step 1: Empathy - you gather as much information on the problem as you can from the child. It takes time and patience. Step 2: Defining the problem - you contribute the adult perspective and concerns. Step 3: Invitation - you and the child brainstorm solutions that will meet both party's needs. The solution must be realistic and mutually agreed
Collaborative Problem Solving by Ross Greene Posted by Ben on Tuesday, November 23, 2010 · Leave a Comment A wonderful approach to help student and teachers work together. "Challenging behavior occurs when the cognitive demands being placed upon a person outstrip the person's capacity to respond adaptively." Ross Greene, Ph.D. Dr. Greene's website
While Dr. Greene originally called his model "Collaborative Problem Solving" -- and referred to his work by that name in his books and scientific papers until 2013 -- he now refers to his model as Collaborative & Proactive Solutions (CPS).
I was first introduced to Dr. Ross Greene's work on Collaborative Problem Solving during a discussion about at-risk students at Ed Camp Vic 2016. While he has published several books and has a website about his practice that is filled with helpful tools, I decided to start learning about this approach by working through one of his…
Collaborative Problem Solving: Steps in the Process by Rod Windle and Suzanne Warren This chapter describes a methodology for resolving conflict in a collaborative manner, but does not refer to Dr. Ross Greene's Collaborative Problem Solving approach, as first described in his book The Explosive Child. For more information on Dr. Greene's ...
Along with four school principals, Dr. Ross Greene -- originator of the Collaborative Problem Solving approach (now called Collaborative & Proactive Solutions) and author of The Explosive Child and Lost at School -- helps teachers and parents better handle behaviorally challenging kids in the classroom and at home through implementation of his …
Collaborative Problem Solving was developed by Dr. Ross Greene, and is based on the simple premise that, "All kids do well if they can.". This view of children challenges the often held view that children with social and behavioral problems willfully cause problems and fail. The CPS approach implies that kids' struggles are born out of a ...
Adjunct Clinical Assistant Professor in the Department of Psychiatry at Stanford University. For general questions, please contact Dr. Greene's office by completing the form below. Dr. Greene's staff will reply to your response as soon as possible. Alternatively, you can call Dr. Greene's office at 408-871-1418 (Fax: 408-354-1401), to ...
Dr. Ross Greene is the originator of the Collaborative Problem Solving approach (he now calls his model Collaborative & Proactive Solutions) and author of The Explosive Child, Lost at School, Raising Human Beings, and Lost & Found.
Bradley A. Greene, MD, FACS. Dr. Greene was born and raised here in the San Francisco Bay Area. He began his practice in 1992 in Chicago. Then, after serving as a surgeon in the United States Air Force in the late 1990′s, Dr. Greene opened his private facial cosmetic practice in the Bay Area. He is Board Certified in Facial Plastic Surgery ...
Dr. Greene frequently treats the following conditions: Irritable Bowel Syndrome, Diarrhea, and Tremor. See more on Healthgrades. What is Dr. Kenneth Greene, MD's office address? Dr. Greene's office is located at 710 Lawrence Expy Ste 372, Santa Clara, CA 95051.
Permanente Medical Group Inc. 710 Lawrence Express Way, Santa Clara, CA 95051 map. Call for an Appointment. Dr. Kenneth Greene is an internist in Santa Clara, CA. He diagnoses & treats a host of diseases & ailments in adult patients.