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Collaborative ProblemSolvingSM CPS

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Title: Collaborative ProblemSolvingSM CPS

1
Collaborative Problem-SolvingSM (CPS)

Teaching Children with Social, Emotional, and
Behavioral Challenges
J. Stuart Ablon, Ph.D.
CPS Institute, Department of Psychiatry
Massachusetts General Hospital
Harvard Medical School

2
Children do well if they can...

if they cant, we adults need to figure out why,
so we can help

Your explanation guides your intervention...

4
Conventional Wisdom

Because of inconsistent, noncontingent
parenting, the child has learned that
explosive/noncompliant behavior is an effective
means of seeking attention or coercing adults
into giving in.

5
Logical Intervention

Train and motivate adaptive behavior through an
intensive, consistent program of contingent
consequences and ignoring.

6
Specific Components of Operant Approach

List of Target Behaviors
(priority is compliance)
Menu of Rewards and Punishments (differential
reinforcement)
Currency System

7
Limits of Operant Strategies

What Operant Strategies Can Do
- teach basic lessons about right from wrong
- facilitate extrinsic motivation

8
Limits of Operant Strategies

facilitate teaching/learning of basic lessons
(right from wrong)
It is highly likely that the child already knows
the basic lessons (dont hit, dont swear, dont
explode), and is already aware of the
consequences for these behaviors
Reward and punishment programs dont teach
complicated skills well

9
Limits of Operant Strategies

facilitate extrinsic motivation (to perform
behaviors one is already capable of consistently
performing)
If a child does not yet have the skills to behave
adaptively, adding incentives will not accomplish
the mission
Motivational programs make the possible more
possible, but they dont make the impossible
possible
It is highly likely that the child is already
motivated (not to be miserable)

10
Unconventional WisdomIts a Learning Disability

The child is delayed in the development of
crucial cognitive skills -- often including
flexibility/adaptability, frustration tolerance,
and problem-solving -- or has significant
difficulty applying these skills when they are
most needed.

11
Definition of Maladaptive Behavior

Maladaptive behavior -- including, but by no
means limited to, explosions -- occurs when the
cognitive demands being placed upon a person
outstrip the persons capacity to respond
adaptively.

12
Logical Intervention

Identify and teach the lagging skills setting the
stage for, and solve the problems precipitating,
maladaptive behavior (while maintaining adults as
authority figures).

13
True Fact 1

There is no quick fix.

14
True Fact 2

There is no cookie-cutter.

15
CPS Overview

Because the CPS model views maladaptive behavior
as the byproduct of a learning disability, the
emphasis is on entirely different
assessment raw material (cognition, not
behavior)
Whats going on in this kids head that we wish
wasnt?
What isnt going on in this kids head that we
wish was?
goals of intervention (teaching lacking thinking
skills and solving problems, not teaching adults
to be more effective at imposing their will and
ensuring that kids have the incentive to comply)

16
Special Considerations for Schools/Systems

Youre going to need a philosophy
(Children do well if they can)
and a vision, a mission, and goals specific to
kids with social, emotional, and behavioral
challenges
(What is our purpose? What do we hope to
become? How must we behave, and what specific
steps must we take, to make our vision and
mission a reality?)

17
Special Considerations for Schools/Systems

Youre going to need a relationship
- Almost irrespective of therapeutic modality,
the best predictor of success in helping people
change is the relationship between helper and
helpee
- Helping is messy
- Helping is a working alliance, a two-way
collaborative process, a two-person team effort
- Helping is not something that helpers do
to students rather, it is a process that
teachers and students work through together

18
Special Considerations for Schools/Systems

Youre going to need a community of learners
- students
- staff
- parents

19
Important Themes

Fair does not mean equal
In our classroom, everyone gets what they need
In our classroom we help each other

20
Special Considerations for Schools/Systems

Youre going to want a voice
- Teachers and staff need
- To have their concerns addressed
- Permission to innovate
- Permission to admit lacking knowledge
- Permission to evolve from traditional roles
- Permission to create a culture of optimism and
caring
- Requires a certain type of leader

21
Special Considerations for Schools/Systems

Youre going to need an open mind
Current disciplinary practices do not work for
the 10 percent of students to whom they are
applied (and arent needed for the 90 percent of
students to whom they are never applied)
The U.S. incarcerates more people than any other
nation
Differentiated discipline is no different than
differentiated instruction
Doing the right thing always takes less time than
the alternative

22
Important Themes

Remain calmly optimistic and relentlessly
persistent in the face of all odds
All change is incremental
Dont wait for somebody else to start
You are never alonefind your allies
Never forget Its about the kids

23
Food For Thought (for all kids)

If you teach a child that someone always has to
win and someone always has to lose, when does
s/he learn the skill of solving problems in a
mutually satisfactory manner (win/win)?
If you teach a child that winning depends on
being bigger and stronger (might makes right),
what do you do when s/he is bigger and stronger
than you?
If you teach a child that adults are the only
ones with good ideas, when does the child learn
that s/he has good ideas?

24
Additional Information/Resources