Crisis Prevention in the Classroom October 1, 2020 · 2020. 9. 30. · Crisis Prevention in the Classroom October 1, 2020 THURSDAY, October 1st 7:45 am Pre-Program Countdown 8:00

Crisis Prevention in the Classroom

October 1, 2020

THURSDAY, October 1st

7:45 am Pre-Program Countdown

8:00 am Welcome - Rachel Hafner, The Arc, Upper Valley

8:10 am Opening Session - State Superintendent Kirsten Baesler

8:55 am Keynote Introduction - Rachel Hafner

9:00 am Keynote Session - Dr. Ross Greene

10:15 am Morning Break

10:30 am Dr. Greene Continues

12:00 pm Lunch Break

12:30 pm Dr. Greene Continues

1:45 pm Afternoon Break

2:00 pm Dr. Greene Continues

3:30 pm Closing - Rachel Hafner

Thank you! GOLD Sponsors

SILVER Sponsors

PATH

ND State Council on Developmental Disabilities

BRONZE Sponsors

Family Voices of ND

Schneider Law Firm

Other Sponsors

Designer Genes of ND

Anne Carlsen Center

Ross W. Greene, Ph.D. www.livesinthebalance.org

www.cpsconnection.com

“Man masters nature not by force but by understanding.”

Jacob Bronowski

“We cannot solve problems with the same thinking that created them.”

Albert Einstein

“To empathize is not to condone, and to explain is not to excuse.”

Jonathan Liew

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”

Benjamin Franklin

“I hope that someday we will learn the terrible cost we all pay

when we ignore or mismanage those people in society

who most need our help.”

The Hon. Judge Sandra Hamilton,

Provincial Court of Alberta, Canada

“If you want to make a difference, you do whatever it takes.”

Paul Newman

Please refrain from using recording devices or taking pictures of

Dr. Greene’s slides during this presentation. Thanks!

©Ross W. Greene, Ph.D., 2019

All rights reserved

http://www.livesinthebalance.org/

http://www.livesinthebalance.org/

© Dr. Ross Greene

FIVE BIG SHIFTS/KEY THEMES

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1. Emphasis is on problems (and solving them) rather than on behaviors (and modifying them)…§ Challenging behavior is simply the signal by which

a child communicates that they are having difficulty meeting certain expectations § “I’m stuck…there are expectations I’m having difficulty

meeting”

§ Behaviors are not the only observable, objective, quantifiable data…unsolved problems are too

§ This will require different assessment practices

© Dr. Ross Greene

FIVE BIG SHIFTS

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2. The problem solving is collaborative, not unilateral

§ Something you’re doing with the kid rather than to them

© Dr. Ross Greene

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3. The problem solving is proactive, not reactive § Unsolved problems are highly predictable, but only

after we answer two questions:§ Why are challenging kids challenging?

§ Answer: Because they’re lacking the skills to not be challenging

§ When are challenging kids challenging?§ Answer: When expectations outstrip skills

§ Once lagging skills and unsolved problems are identified, there are very few surprises left (an unsolved problem is a surprise only the first time it happens)

© Dr. Ross Greene

SEQUENCE OF RESTRAINT & SECLUSION

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© Dr. Ross Greene


4. Kids do well if they can§ If the kid could do well, they would do well

§ Not True:§ Attention-seeking§ Manipulative§ Coercive§ Unmotivated§ Limit-testing

5. Doing well is preferable§ We’ve been focused on motivation when we

should have been focused on skills

© Dr. Ross Greene

LIMITATIONS OF MODIFYING BEHAVIOR

§ Rewards and punishments solve no problems and teach no skills

§ Rewards and punishments are distracting…they cause us to focus on signals rather than the problems that are causing those signals

§ There is significant disproportionality in the ways in which rewards and punishments are administered

§ Better to be disproportional on problem solving than on detentions, suspensions, expulsions, paddling, restraint, and seclusion

© Dr. Ross Greene

SKILLS INVOLVED IN HANDLING FRUSTRATION ADAPTIVELY

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ü Executive skills

ü Language processing/communication skills

ü Emotion regulation skills

ü Cognitive flexibility skills

ü Social skills

© Dr. Ross Greene

MORE SKILLS

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Skills That Foster the Better Side of Human Nature

§ Empathy

§ Appreciating how one’s behavior is affecting others

§ Resolving disagreements without conflict

§ Taking another’s perspective

§ Honesty

© Dr. Ross Greene

IMPORTANT…

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Skills are not the primary target of intervention in the CPS model

§ Unsolved problems are the primary target of intervention

§ Lagging skills are for lenses§ The skills are being enhanced by engaging

kids in the process of solving problems collaboratively

© Dr. Ross Greene

A LITTLE MORE ON WHEN:The Clash of the Two Forces

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LAGGING SKILLS

EXPECTATIONS

§ Challenging kids aren’t always challenging… they are challenging only under certain conditions…when expectations outstrip skills (resulting in ”incompatibility episodes”)

© Dr. Ross Greene

KEY HELPER ROLES IN CPS

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§ Identify lagging skills and unsolved problems§ Lagging skills are for lenses§ Makes incompatibility episodes highly predictable and

intervention proactive rather than reactive…otherwise, you’re in perpetual survival mode

§ Solve problems collaboratively and proactively§ Promotes a problem-solving partnership§ Engages kids in solving the problems that affect their lives§ Produces more effective, durable solutions§ Simultaneously enhances skills

© Dr. Ross Greene

ASSESSMENT OF LAGGING SKILLS AND UNSOLVED PROBLEMS (ALSUP)

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© Dr. Ross Greene

ASSESSMENT OF LAGGING SKILLS AND UNSOLVED PROBLEMS (ALSUP)

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§ On the left side is a representative list of the skills frequently found lagging in challenging kids

§ Unsolved problems are identified on the right side

§ The ALSUP is meant to be used as a discussion guide…not simply a checklist or mechanism for quantifying

§ The ALSUP helps caregivers focus on things they can actually do something about (if we only focus on things we can’t do anything about, we are likely to come to the conclusion that we can’t do anything to help)

§ We’re not trying explain how the kid became challenging

© Dr. Ross Greene

USING THE ALSUP

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§ Participants receive a blank copy of the ALSUP§ The kid is not present in the meeting

§ Start at the top and work your way down in order…don’t “cherry-pick” lagging skills

§ After checking off a given lagging skill, identify the unsolved problems that spring to mind when thinking of that lagging skill § “Can you give me some examples of expectations Theresa is

having difficulty meeting when you think of her having (repeat lagging skill)…”

§ Lagging skills are now prompts§ Identify as many unsolved problems as possible for

each endorsed lagging skill

© Dr. Ross Greene

USING THE ALSUP

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Guidelines for Wording Unsolved ProblemsA problem well stated is a problem half solved.”

-Charles Kettering

The wording of the unsolved problem on the ALSUP is going to translate into the words that are used when the unsolved problem is introduced to the child when it comes time to solve it together.

© Dr. Ross Greene

GUIDELINES FOR WRITING UNSOLVED PROBLEMS

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§ Free of challenging behaviors (Most unsolved problems start with the word “Difficulty,” followed by a verb…)

§ Free of adult theories (no need to explain anything)§ Split, not clumped

§ “Split early, maybe you can clump later…but if you clump early, you’ll never find out”

§ As specific as possible§ STRATEGY #1: Who, What, Where/When…NOT Why)§ STRATEGY #2: What expectation is the child having

difficulty meeting?Reminder: “Can you give me some examples of expectations Theresa is having difficulty meeting when you think of her having (repeat lagging skill)…”

© Dr. Ross Greene

USING THE ALSUPA Few More Guidelines

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§ Don’t go down the entire list of lagging skills and then go back to identify unsolved problems

§ Don’t identify unsolved problems first and then go back to decide which lagging skills apply to that unsolved problem

§ No need to write the same unsolved problem more than once

§ No need to establish which lagging skill best explains a particular unsolved problem…multiple lagging skills can contribute to the same unsolved problem

§ Verb selection is the hardest part

§ Don’t write ”aftermath” unsolved problems (e.g., Difficulty staying calm…”)

§ The wording of unsolved problems should be kid-friendly

§ You’re not looking for “hundred percenters”…just expectations that a kid is having difficulty meeting reliably

© Dr. Ross Greene

USING THE ALSUPExpect lightbulbs to go on when…

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§ Caregivers come to recognize that a kid is, in fact, lacking many skills and having difficulty meeting many expectations

§ Caregivers come to recognize why prior interventions have been ineffective

§ Caregivers begin to regret the way they’ve been treating the child based on incorrect assumptions

§ Caregivers become aware that unsolved problems occur under highly specific conditions

§ Caregivers recognize that unsolved problems are predictable and can therefore be solved proactively

© Dr. Ross Greene

MORE UNSOLVED PROBLEMSAsk the Kid

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§ “What are people getting on your case about?”

§ “What are you getting in trouble for?”

© Dr. Ross Greene

NEXT GOALPrioritizing

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§ You can’t work on everything at once

§ Focus on the “big fish” first§ SAFETY: Unsolved problems contributing to

unsafe behavior

§ FREQUENCY: Unsolved problems contributing to incompatibility episodes most often

§ GRAVITY: Unsolved problems having the greatest negative impact on the kid or others

© Dr. Ross Greene

THE PROBLEM SOLVING PLAN

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© Dr. Ross Greene

KEEPING TRACKThe Problem Solving Plan (Plan B Flowchart)

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§ Specify high-priority unsolved problems

§ Designate person primarily responsible for solving the problem with the child

§ Follow the remaining sequence to track the three steps involved in solving the problem collaboratively

§ Add new unsolved problems as old ones are solved

© Dr. Ross Greene

OPTIONS FOR HANDLING UNSOLVED PROBLEMS

PLAN A: Solve the problem unilaterally

PLAN B: Solve the problem collaboratively

PLAN C: Set the problem aside for now

© Dr. Ross Greene

PLAN ASolve the problem unilaterally

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§ The adult decides what the solution is and imposes it, often accompanied by adult-imposed consequences§ “I’ve decided that…”

§ PLAN A causes incompatibility episodes in challenging kids

§ PLAN A is not a partnership§ PLAN A does not involve kids in solving the problems

that affect their lives§ PLAN A provides no information whatsoever about the

factors making it difficult for the kid to meet a given expectations…solutions arrived at through Plan A are “uninformed”

© Dr. Ross Greene

PLAN CSet the problem aside for now

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Not about giving in or giving up…it’s about prioritizing (and stabilizing)

§ EMERGENCY C: “OK”

§ PROACTIVE C:

§ don’t bring it up

§ an agreed-upon interim plan for tabling the problem for now

Good parenting and good teaching meanbeing responsive to the hand you’ve been dealt

© Dr. Ross Greene

PLAN BSolve the problem collaboratively

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1. Empathy Step Gather information from the child about what’s hard about meeting the expectation

2. Define Adult Concerns Step Identify adult concerns

3. Invitation StepCollaborate on a solution that is realistic and mutually satisfactory

© Dr. Ross Greene

GOAL:Gather information from kids so as to understand their concern or perspective on a given unsolved problem…especially, what’s making it hard for them to meet the expectation.

INTRODUCTION:The Empathy step begins with the words “I’ve noticed that” followed by an unsolved problem and an initial inquiry (“What’s up?”)

PLAN B The Empathy Step

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© Dr. Ross Greene

What happens after “What’s up?”§ The kid says something

§ The kid says nothing or “I don’t know”

§ The kid says, “I don’t have a problem with that” or “I don’t care”

§ The kids says, “I don’t want to talk about it right now”

§ The kid responds defensively (“I don’t have to talk to you!”)


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© Dr. Ross Greene

DRILLING STRATEGIES:1. Reflective listening and clarifying statements 2. Asking about the who, what, where/when of the unsolved

problem3. Asking about the situational variability of the unsolved

problems 4. Asking kids what they are thinking in the midst of the

unsolved problem5. Breaking the problem down into its component parts6. Discrepant Observation7. Tabling (and asking for more concerns)8. Summarizing (and asking for more concerns)

The Kid Says Something

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© Dr. Ross Greene

ADDITIONAL POINTERS:§ You’re not thinking about solutions yet (the Empathy step is a “Solution-Free Zone”)

§ Remember, “drilling” isn’t “grilling”…it involves “listening,” not “lessoning” or “lessening” (dismissing, trumping)

§ Stay neutral, non-defensive throughout (suspend your emotional response…the Empathy step isn’t about you)

§ Don’t rush (the Empathy step is not a mechanical formality…you’re really curious…you really want to know!)

§ You’re not ready to leave the Empathy step until you’ve summarized and asked for more and there is no more

PLAN B The Empathy StepThe Kid Says Something (cont.)

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© Dr. Ross Greene

WHAT TO DO:§ Don’t freak§ Keep drilling

IF HE’S STILL NOT TALKING, FIGURE OUT WHY:Adult Impediments§ You used Plan A§ You used Emergency Plan B instead of Proactive Plan B§ The unsolved problem was clumped instead of split, contained theories or

challenging behaviors, wasn’t specific enoughChild Impediments§ The kid doesn’t trust you and/or the process yet (he has a lot of experience with

Plan A)§ The kid really doesn’t know§ The kid has lost faith and doesn’t see the point in talking anymore§ The kid needs time to think (adults better get comfortable with silence)§ The kid is having difficulty putting their thoughts into words

§ Educated guessing/hypothesis testing

PLAN B The Empathy StepI Don’t Know/Silence

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© Dr. Ross Greene

"I don’t have a problem with that” or “I don’t care”§ that’s the beginning of his concern or perspective…start drilling!§ the kid almost certainly has a problem with all the conflict

surrounding the unsolved problem

“I don’t want to talk about it”§ first, assume they have a good reason§ next, give them permission not to talk§ see if they’ll talk about why they don’t want to talk about it§ don’t do anything today that will reduce the likelihood of the kid

talking to you tomorrow

Defensiveness (“I don’t have to talk to you!”)§ The kid may need reassurance that you’re not using Plan A

§ “I’m not telling you what to do”§ “You’re not in trouble”§ “I’m not mad at you”§ “I’m just trying to understand”

PLAN B The Empathy StepOther Responses to “What’s Up?”

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© Dr. Ross Greene

GOAL:Enter the adult’s concern or perspective into consideration (beginning with “The thing is…” or “My concern is…”)

WHAT’S HARD:Adults frequently don’t know what their concerns are…adult concerns are related to why it’s important that the expectation be met:

§ How the problem is affecting the kid (e.g., health, safety, learning)§ How the problem is affecting others (e.g., health, safety, learning)

PLAN B The Define Adult Concerns Step

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© Dr. Ross Greene

PLAN B The Invitation Step

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GOAL:Collaborate on a solution that is realistic and mutually satisfactory

WHAT’S HARD:§The Wording:

§ Should recap two concerns so as to summarize the problem to be solved (Starts with: “I wonder if there’s a way…”)

Generically: ”I wonder if there’s a way for us to do something about (one party’s concerns) and also do something about (the other party’s concerns)

§ The kid is given the first opportunity to generate solutions (“Do you have any ideas?”), but resolution of the problem is a team effort (collaborative)

© Dr. Ross Greene

§ Goal is to demonstrate to kids that you’re as invested in getting their concerns addressed as you are in getting your own concerns addressed

§ You don’t know where the plane is landing before it takes off (no preordained solutions)

§ If there are multiple concerns that cannot be addressed by the same solution, you’ll need multiple solutions (and more than one Plan B)

§ Before agreeing on a solution, give conscious, deliberate consideration to whether the solution is realistic and mutually satisfactory…if not, refine the original solution or think of alternatives (one solution at a time…no brainstorming)

§ Goal is to solve the problem so it doesn’t arise again…not to come up with a solution for what the kid should do in the heat of the moment when the problem recurs (don’t use the word “when” in the Invitation)

§ Battling over solutions define a power struggle (a win/lose proposition)…solving problems collaboratively is a win/win proposition

PLAN B The Invitation Step

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© Dr. Ross Greene

PLAN B The Invitation StepWHAT IF THE SOLUTION DOESN’T WORK OR STOPS WORKING?

§ Solving problems tends to be incremental…the first solution sometimes doesn’t solve the problem durably…many problems require more than one discussion

§ Solutions that don’t stand the test of time:§ weren’t as realistic as first thought§ weren’t as mutually satisfactory as thought§ didn’t address all the concerns (those that hadn’t yet

been identified or prioritized)

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© Dr. Ross Greene

HOW ARE THE SKILLS ENHANCED?

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§ Some skills can be trained explicitly (in the traditional sense)§ some social skills§ language processing/communication skills

§ But skills are being enhanced in each of the three steps of Plan B

© Dr. Ross Greene

IMPLEMENTATION CPS IN SCHOOLS AND FACILITIES

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§ Key Themes § Leaders Gotta Lead§ Start Small/Build Capacity

§ Formation of Core Group§ Become proficient at the ALSUP and Plan B§ Ensure that there are mentors to help others§ Create new structures to support the model before full-scale

implementation§ time, schedule§ paperwork§ priorities§ referral mechanisms§ communication/follow-up/follow through§ teacher evaluations

© Dr. Ross Greene

§ Why do the problems that affect kids’ lives so often cause conflict between us and them?

§ Are the ways in which we’re going about parenting, teaching, disciplining, and interacting with our kids teaching the skills on the better side of human nature?

FINAL QUESTIONS

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© Dr. Ross Greene

ADDITIONAL INFORMATION/RESOURCES

livesinthebalance.orgcpsconnection.comthekidswelose.com

truecrisisprevention.org40

UNSOLVED PROBLEMS GUIDE: Unsolved problems are the specific expectations a child is having difficulty meeting. Unsolved problems should be free of maladaptive behavior; free of adult theories and explanations; “split” (not “clumped”); and specific.

LAGGING SKILLS UNSOLVED PROBLEMS

q Difficulty handling transitions, shifting from one mindset or task to another

q Difficulty doing things in a logical sequence or prescribed order

q Difficulty persisting on challenging or tedious tasks

q Poor sense of time

q Difficulty maintaining focus

q Difficulty considering the likely outcomes or consequences of actions (impulsive)

q Difficulty considering a range of solutions to a problem

q Difficulty expressing concerns, needs, or thoughts in words

q Difficulty managing emotional response to frustration so as to think rationally

q Chronic irritability and/or anxiety significantly impede capacity for problem-solving or heighten frustration

q Difficulty seeing “grays”/concrete, literal, black & white, thinking

q Difficulty deviating from rules, routine

q Difficulty handling unpredictability, ambiguity, uncertainty, novelty

q Difficulty shifting from original idea, plan, or solution

q Difficulty taking into account situational factors that would suggest the need to adjust a plan of action

qInflexible, inaccurate interpretations/cognitive distortions or biases (e.g., “Everyone’s out to get me,” “Nobody likes me,” “You always blame me, “It’s not fair,” “I’m stupid”)

q Difficulty attending to or accurately interpreting social cues/poor perception of social nuances

q Difficulty starting conversations, entering groups, connecting with people/lacking other basic social skills

q Difficulty seeking attention in appropriate ways

q Difficulty appreciating how his/her behavior is affecting others

q Difficulty empathizing with others, appreciating another person’s perspective or point of view

q Difficulty appreciating how s/he is coming across or being perceived by others

q Sensory/motor difficulties

HOME EXAMPLES• Difficulty getting out of bed in the morning in time to get to school • Difficulty getting started on or completing homework (specify assignment)• Difficulty ending the video game to get ready for bed at night• Difficulty coming indoors for dinner when playing outside• Difficulty agreeing with brother about what TV show to watch after school• Difficulty with the feelings of seams in socks • Difficulty brushing teeth before bedtime

SCHOOL EXAMPLES• Difficulty moving from choice time to math• Difficulty sitting next to Kyle during circle time• Difficulty raising hand during social studies discussions• Difficulty getting started on project on tectonic plates in geography• Difficulty standing in line for lunch

ASSESSMENT OF LAGGING SKILLS & UNSOLVED PROBLEMS

CHILD'S NAME _______________________________________________________________ DATE ________________

INSTRUCTIONS: The ALSUP is intended for use as a discussion guide rather than as a freestanding check-list or rating scale. It should be used to identify specific lagging skills and unsolved problems that pertain to a particular child or adolescent.

If a lagging skill applies, check it off and then (before moving on to the next lagging skill) identify the specific expectations the child is having difficulty meeting in association with that lagging skill (unsolved problems). A non-exhaustive list of sample unsolved problems is shown at the bottom of the page.

ALSUP Collaborative & Proactive SolutionsTHIS IS HOW PROBLEMS GET SOLVED

livesinthebalance.orgFOSTERING COLLABORATION • TRANSFORMING LIVES• INSPIRING CHANGE

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ALSUPGuide

• TheAssessmentofLaggingSkillsandUnsolvedProblems(ALSUP)isbestusedasadiscussionguideratherthanasafree-standingchecklistorratingscale.

• Meetingsshouldbefocusedalmosttotallyonidentifyinglaggingskillsandunsolvedproblems.Itisnotthegoalofthemeetingtotrytoexplainwhyachildhasaparticularlaggingskillorunsolvedproblem,sohypothesesandtheoriesaboutcausearetobeavoided.Itisalsocounterproductivetohaveparticipantsgointogreatdetailaboutthebehaviorsthatachildexhibitsinresponsetoagivenunsolvedproblemsostorytellingistobeavoidedaswell.

• It’sbesttodiscusseachlaggingskill(ratherthan“cherry-picking”),startingatthetop

• Ifalaggingskillisendorsed,don’tcontinuemovingdownthelistoflaggingskills…moveovertoidentifytheunsolvedproblemsassociatedwiththelaggingskill

• Anunsolvedproblemisanexpectationachildishavingdifficultymeetinginassociationwithaparticularlaggingskill

• Toidentifyunsolvedproblems,beginwiththestem,“Canyougivesomeexamplesofexpectations(Theresa)ishavingdifficultymeetingwhenyouthinkofherhaving(thenrestatetheendorsedlaggingskill.Forexample,“CanyougivesomeexamplesofexpectationsTheresaishavingdifficultymeetingwhenyouthinkofherhavingdifficultymakingtransitions?”

• Identifyasmanyunsolvedproblemsaspossibleforeachendorsedlaggingskill…don’tmoveonafteridentifyingonlyoneunsolvedproblemhasbeenidentified.

• Manylaggingskillsmaycontributetothesameunsolvedproblem…don’tspendvaluablemeetingtimetryingtobepreciseaboutwhichlaggingskillbestaccountsforagivenunsolvedproblem.

• Don’twritethesameunsolvedprobleminmorethanonce,evenifalaterlaggingskillsremindsyouofthesameunsolvedproblem.

• Therearesomeimportantguidelinesforwritingunsolvedproblems:Þ TheyusuallybeginwiththewordDifficulty,andthewordDifficultyisusually

followedbyaverb,forexample:

- Difficulty getting started on the double-digit division problems in math - Difficulty completing the map of Europe in geography - Difficulty participating in the discussions in morning meeting - Difficultly moving from choice time to math - Difficulty ending computer time to come to circle time - Difficulty coming into school in the morning - Difficulty going to the nurse for your medication before lunch

- Difficulty walking in the hallway between classes - Difficulty keeping hands to self in the lunch line - Difficulty lining up for the bus at the end of the school day - Difficulty sitting next to Trevor during circle time - Difficulty taking turns during class discussions in Social Studies - Difficulty raising hand during class discussions in Science - Difficulty remaining quiet when a classmate is sharing his or her ideas in English - Difficulty waiting for his turn during the four-square game at recess - Difficulty putting away the Legos after choice time - Difficulty retrieving his Geography notebook from his locker before Geography

class - Difficulty arriving at school on time at 8:30 am

Þ Theyshouldcontainnoreferencetothechild’schallengingbehaviors,thoughreferencetoexpectedbehaviorsisfine(soyouwouldn’twriteScreamsandswearswhenhavingdifficultycompletingthewordproblemsonthemathhomework…insteadwriteDifficultycompletingthewordproblemsonthemathhomework)

Þ Theyshouldcontainnoadulttheories(soyouwouldn’twriteDifficultywritingthedefinitionstothespellingwordsinEnglish…becausehisparentswererecentlydivorced)

Þ Theyshouldbesplit,notclumped(soyouwouldn’twriteDifficultyraisinghandbut

ratherDifficultyraisinghandduringsocialstudiesdiscussions)

Þ Theyshouldbespecific…therearetwostrategiestohelp:§ Includedetailsrelatedtowho,what,where,andwhen§ AskWhatexpectationisthechild/studenthavingdifficultymeeting?

©Ross W. Greene, Ph.D., 2019 All rights reserved

DRILLING CHEAT SHEET

The goal of the Empathy Step is to gather information from the child about his/her concern or perspective on the unsolved problem you’re discussing (preferably proactively). For many adults, this is the most difficult part of Plan B, as they often find that they are unsure of what to ask next. So here’s a brief summary of different strategies for “drilling” for information:

REFLECTIVE LISTENING AND CLARIFYING STATEMENTSReflective listening basically involves mirroring what a child has said and then encouraging him/her to provide additional information by saying one of the following:

• “How so?” • “I don’t quite understand” • “I’m confused” • “Can you say more about that?” • “What do you mean?”

Reflective listening is your “default” drilling strategy…if you aren’t sure of which strategy to use or what to say next, use this strategy.

ASKING ABOUT THE WHO, WHAT, WHERE/WHEN OF THE UNSOLVED PROBLEMEXAMPLES:• “Who was making fun of your clothes?”• “What’s getting the way of completing the science project?”• “Where is Eddie bossing you around?”

ASKING ABOUT WHY THE PROBLEM OCCURS UNDER SOME CONDITIONS AND NOT OTHERSEXAMPLE: “You seem to be doing really well in your work group in math…but not so well in your work group in social studies…what’s getting in the way in social studies?”

ASKING THE CHILD WHAT S/HE’S THINKING IN THE MIDST OF THE UNSOLVED PROBLEMNotice, this is different than asking the child what s/he is feeling, which doesn’t usually provide much information about the child’s concern or perspective on an unsolved problem.

EXAMPLE: “What were you thinking when Mrs. Thompson told the class to get to work on the science quiz?”

BREAKING THE PROBLEM DOWN INTO ITS COMPONENT PARTSEXAMPLE: “So writing the answers to the questions on the science quiz is hard for you…but you’re not sure why. Let’s think about the different parts of answering questions on the science quiz. First, you have to understand what the question is asking. Is that part hard for you? Next, you need to think of the answer to the question. Is that part hard? Next, you have to remember the answer long enough to write it down. Are you having trouble with that part? Then you have to actually do the writing. Any trouble with that part?”

DISCREPANT OBSERVATIONThis involves making an observation that differs from what the child is describing about a particular situation, and it’s the riskiest (in terms of causing the child to stop talking) of all the drilling strategies.

EXAMPLE: “I know you’re saying that you haven’t been having any difficulty with Chad on the playground lately, but I recall a few times last week when you guys were having a big disagreement about the rules in the box-ball game. What do you think was going on with that?”

TABLING (AND ASKING FOR MORE CONCERNS)This is where you’re “shelving” some concerns the child has already expressed so as to permit consideration of other concerns.

EXAMPLE: “So if Timmy wasn’t sitting too close to you, and Robbie wasn’t making noises, and the floor wasn’t dirty, and the buttons in your pants weren’t bothering you…is there anything else that would make it difficult for you to participate in Morning Meeting?”

SUMMARIZING (AND ASKING FOR MORE CONCERNS)This is where you’re summarizing concerns you’ve already heard about and then asking if there are any other concerns that haven’t yet been discussed. This is the recommended strategy to use before moving on to the Define Adult Concerns step.

EXAMPLE: “Let me make sure I understand all of this correctly. It’s hard for you to do your social studies worksheet for homework because writing down the answers is still hard for you…and because sometimes you don’t understand the question…and because Mrs. Langley hasn’t yet covered the material on the worksheet. Is there anything else that’s hard for you about completing the social studies worksheet for homework?”

Prepared with the assistance of Dr. Christopher Watson


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Collaborative & Proactive SolutionsTHIS IS HOW PROBLEMS GET SOLVED

F.A.Q.

A more compassionate, productive, effective, approachto understanding and helping behaviorally challenged kids.

Dr. Ross Greene is the originator of the research-based approach-- now called Collaborative & Proactive Solutions (CPS)-- to understanding and helping behaviorally challenging kids, as described in his books The Explosive Child and Lost at School. The CPS model has been implemented in countless families, schools, inpatient psychiatry units, therapeutic group homes, and residential and juvenile detention facilities. The approach sets forth two major tenets. First, challenging behavior in kids is best understood as the result of lagging cognitive skills (in the general domains of flexibility/adaptability, frustration tolerance, and problem solving) rather than as the result of passive, permissive, inconsistent, noncontingent parenting. And second, the best way to reduce challenging episodes is by working together with the child – collaborating – to solve the problems setting them in motion in the first place (rather than by imposing adult will and intensive use of reward and punishment procedures). Here are some of the important questions answered by the model:

QUESTION: Why are challenging kids challenging?

ANSWER: Because they’re lacking the skills not to be challenging. If they had the skills, they wouldn’t be challenging. That’s because –and this is perhaps the key theme of the model – Kids do well if they can. And because (here’s another key theme) Doing well is preferable to not doing well. This, of course, is a dramatic departure from the view of challenging kids as attention-seeking, manipulative, coercive, limit-testing, and poorly motivated. It’s a completely different set of lenses, supported by research in the neurosciences over the past 30-40 years, and it has dramatic implications for how caregivers go about helping such kids.

QUESTION: When are challenging kids challenging?

ANSWER: When the demands or expectations being placed upon them exceed the skills that they have to respond adaptively. Of course, that’s when we all respond maladaptively: when we’re lacking the skills to respond adaptively. Thus, an important goal for helpers is to identify the skills a challenging kid is lacking. An even more important goal is to identify the specific expectations a kid is having difficulty meeting, referred to as unsolved problems… and to help kids solve those problems. Because unsolved problems tend to be highly predictable, the problem-solving should be proactive most of the time. Identifying lagging skills and unsolved problems is accomplished through use of an instrument called the Assessment of Lagging Skills and Unsolved Problems (ALSUP). You can find the ALSUP in The Paperwork section of the website of Lives in the Balance, the nonprofit Dr. Greene founded to help disseminate his approach (livesinthebalance.org).

QUESTION: What behaviors do challenging kids exhibit when they don’t have the skills to respond adaptively to certain demands?

ANSWER: Challenging kids communicate that they’re struggling to meet demands and expectations in some fairly common ways: whining, pouting, sulking, withdrawing, crying, screaming, swearing, hitting, spitting, kicking, throwing, lying, stealing, and so forth. But what a kid does when he’s having trouble meeting demands and expectations isn’t the most important part (though it may feel that way). Why and when he’s doing these things are much more important.

QUESTION: What should we be doing differently to help these kids better than we’re helping them now?

ANSWER: If challenging behavior is set in motion by lagging skills and not lagging motivation, then it’s easy to understand why rewarding and punishing a kid may not make things better. Since challenging behavior occurs in response to highly predictable unsolved problems, then the goal is to solve those problems. But if we solve them unilaterally, through imposition of adult will (referred to in the model as “Plan A”), then we’ll only increase the likelihood of challenging episodes and we won’t solve any problems durably. Better to solve those problems collaboratively (“Plan B”) so the kid is a fully invested participant, solutions are more durable, and (over time) the kid -- and often the adults as well -- learn the skills they were lacking all along. Plan B is comprised of three basic ingredients. The first ingredient – called the Empathy step – involves gathering information from the child so as to achieve the clearest understanding of his or her concern or perspective on a given unsolved problem. The second ingredient (called the Define Adult Concerns step) involves entering into consideration the adult concern or perspective on the same unsolved problem. The third ingredient (called the Invitation step) involves having the adult and kid brainstorm solutions so as to arrive at a plan of action that is both realistic and mutually satisfactory…in other words, a solution that addresses the concerns of both parties and that both parties can actually perform.

QUESTION: Where can I learn more about this model?

ANSWER: The Lives in the Balance website is a very good place to start. It has a ton of free resources to help you learn about and apply Dr. Greene's approach, including streaming video, audio programming, commentary, support, and lots more.

QUESTION: Isn't this the same model as what was previously known as Collaborative Problem Solving?

ANSWER: Dr. Greene is the originator of the Collaborative Problem Solving approach, and for many years referred to his model by that name in his research papers, scholarly articles, books, and workshops. He now calls his model Collaborative & Proactive Solutions (CPS). Be careful! There are others using the name Collaborative Problem Solving out there, but they had nothing to do with the origination or development of Dr. Greene's model and are not associated with Dr. Greene or Lives in the Balance in any way!


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PROBLEM SOLVING PLAN

CHILD'S NAME _______________________________________________________________ DATE ________________

UNSOLVED PROBLEM #1

Adult taking the lead on Plan B:

Kid concerns identified: (Empathy step)

DATE____________

Adult concerns identified: (Define the Problem step)

DATE____________

Solution agreed upon: (Invitation step)

DATE____________

Problem Solved?

YES? _____ DATE___________

NO? _____ COMMENT:

UNSOLVED PROBLEM #3



DATE____________


DATE____________


DATE____________

Problem Solved?

YES? _____ DATE___________

NO? _____ COMMENT:

UNSOLVED PROBLEM #2



DATE____________


DATE____________


DATE____________

Problem Solved?

YES? _____ DATE___________

NO? _____ COMMENT:


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If we don’t start doing right by kids with social, emotional, and behavioral challenges, we’re going to keep losing them at an astounding rate. Doing the right thing isn’t an option…it’s an imperative. There are lives in the balance, and we all need to do everything we can to make sure those lives aren’t lost.

BEHAVIORALLY CHALLENGING KIDS HAVE THE RIGHT:

1. To have their behavioral challenges understood as a form of developmental delay in the domains of

flexibility/adaptability, frustration tolerance, and problem-solving.

2. To have people -- parents, teachers, mental health clinicians, doctors, coaches...everyone -- understand that challenging behavior is no less a form of developmental delay than delays in reading, writing, and arithmetic, and is deserving of the same compassion and approach as are applied to these other cognitive delays.

3. Not to be misunderstood as bratty, spoiled, manipulative, attention-seeking, coercive, limit-testing, controlling, or unmotivated.

4. To have adults understand that challenging behavior occurs in response to specific unsolved problems and that these unsolved problems are usually highly predictable and can therefore be solved proactively.

5. To have adults understand that the primary goal of intervention is to collaboratively solve these problems in a way that is realistic and mutually satisfactory so that they don't precipitate challenging behavior any more.

6. To have adults (and peers) understand that time-outs, detentions, suspensions, expulsion, and isolation do not solve problems or "build character" but rather often make things worse.

7. To have adults take a genuine interest in their concerns or perspectives, and to have those concerns and perspectives viewed as legitimate, important, and worth listening to and clarifying.

8. To have adults in their lives who do not resort to physical intervention and are knowledgeable about and proficient in other means of solving problems.

9. To have adults who understand that solving problems collaboratively -- rather than insisting on blind adherence to authority -- is what prepares kids for the demands they will face in the real world.

10. To have adults understand that blind obedience to authority is dangerous, and that life in the real world requires expressing one's concerns, listening to the concerns of others, and working toward mutually satisfactory solutions.

BILL OF RIGHTSFOR BEHAVIORALLY CHALLENGING KIDS


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DEFINE ADULT CONCERNS STEP | INGREDIENT/GOAL Enter the concern of the second party (often the adult) into consideration.

WORDS | Initial Inquiry (neutral observation)“The thing is (insert adult concern)….” or “My concern is (insert adult concern)…"

WHAT YOU'RE THINKING"Have I been clear about my concern? Does the child understand what I have said?”

MORE HELPMost adult concerns fall into one of two categories:• How the problem is affecting the kid• How the problem is affecting others

DON'T• Start talking about solutions yet• Sermonize, judge, lecture, use sarcasm

INVITATION STEP | INGREDIENT/GOAL Generate solutions that are realistic (meaning both parties can do what they are agreeing to) and mutually satisfactory (meaning the solution truly addresses the concerns of both parties)

WORDS | Initial Inquiry (neutral observation)Restate the concerns that were identified in the first two steps, usually beginning with “I wonder if there is a way…”

WHAT YOU'RE THINKING“Have I summarized both concerns accurately? Have we truly considered whether both parties can do what they’ve agreed to? Does the solution truly address the concerns of both parties? What’s my estimate of the odds of this solution working?”

MORE HELP• Stick as closely to the concerns that were identified in the first two steps• While it’s a good idea to give the kid the first opportunity to propose a solution, generating solutions is a team effort• It’s a good idea to consider the odds of a given solution actually working …if you think the odds are below 60-70 percent,

consider what it is that’s making you skeptical and talk about it• This step always ends with agreement to return to Plan B if the first solution doesn’t stand the test of time

DON'T• Rush through this step either• Enter this step with preordained solutions• Sign off on solutions that both parties can’t actually perform• Sign off on solutions that don’t truly address the concerns of both parties

PLAN B CHEAT SHEET

EMPATHY STEP | INGREDIENT/GOAL Gather information about and achieve a clear understanding of the kid’s concern or perspective on the unsolved problem you’re discussing.

WORDS | Initial Inquiry (neutral observation)“I’ve noticed that...(insert unsolved problem)... what’s up?”

DRILLING FOR INFORMATIONUsually involves reflective listening and clarifying questions, gathering information related to the who, what, where, and when of the unsolved problem, and asking the kids what they’re thinking in the midst of the unsolved problems and why the problem occurs under some conditions and not others.

WHAT YOU'RE THINKING“What don’t I yet understand about the kid’s concern or perspective? What doesn’t make sense to me yet? What do I need to ask to understand it better?”

DON'T• Skip the Empathy step• Assume you already know what the kid’s concern is and treat the

Empathy step as if it is a formality• Rush through the Empathy step

• Leave the empathy step before you completelyunderstand the kid's concern or perception

• Talk about solutions yet

MORE HELPIf the kid doesn’t talk or says “I don’t know”, try to figure out why:

• Maybe the unsolved problem wasn’t free of challengingbehavior, wasn’t specific, wasn’t free of adult theories, or was“clumped” (instead of split)

• Maybe you’re using Emergency Plan B (instead of Proactive Plan B)• Maybe you’re using Plan A

• Maybe he really doesn’t know• Maybe he needs the problem broken down into its

component parts• Maybe he needs time to think

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REFERENCES/RESOURCES

BOOKS Greene, R.W. (2016). Raising human beings: Creating a collaborative partnership with your child. New York: Scribner. Greene, R.W. (2016). Lost and found: Helping behaviorally challenging student (and while you’re at it, all the others). San Francisco: Jossey-Bass. Greene, R.W. (2008, 2009, 2014). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner. Greene, R. W. (1998, 2001, 2005, 2010, 2014). The explosive child: A new approach for understanding and parenting easily frustrated, "chronically inflexible" children. New York: HarperCollins.

PUBLICATIONS (JOURNAL ARTICLES AND CHAPTERS) Greene, R.W. & Winkler, J.L. Collaborative & Proactive Solutions: A review of research findings in families, schools, and treatment Facilities, under review. Ollendick, T.H., Greene, R. W., Booker, J. A., & Dunsmore, J.C. Emotional lability as a mediator of treatment outcomes for youth with oppositional defiant disorder, under review. Booker, J.A., Capriola-Hall, N.N., Greene, R.W., & Ollendick, T.H. (2019). The parent-child relationship and post-treatment child outcomes across two treatments for oppositional defiant disorder. Journal of Clinical Child and Adolescent Psychology, published online, February 2019. Booker, J.A., Capriola, N.N, Dunsmore, J.C., Greene, R.W., & Ollendick, T.H. (2018). Change in maternal stress for families in treatment for their children with oppositional defiant disorder: Indirect influence of children’s perceived relations with parents, Journal of Child and Family Studies, in press. Ollendick, T.H., Booker, J.A., Ryan, S., & Greene, R.W. (2018) Testing Multiple Conceptualizations of Oppositional Defiant Disorder in Youth, Journal of Clinical Child & Adolescent Psychology, 47:4, 620-633. Greene, R.W. (2018) Transforming School Discipline: Shifting from power and control to collaboration and problem solving, Childhood Education, 94:4, 22-27. Booker, J.A., Ollendick, T.H., Dunsmore, J.C., & Greene, R.W. (2016). Perceived parent-child relations, conduct problems, and clinical improvement following the treatment of oppositional defiant disorder. Journal of Child and Family Studies, 25, 1623-1633. Ollendick, T.H., Greene, R.W., Fraire, M.G., Austin, K.E., Halldorsdottir, T., Allen, K.B., Jarrett, M.E., Lewis, K.M., Whitmore, M.J., & Wolff, J.C. (2015). Parent Management Training (PMT) and Collaborative & Proactive Solutions (CPS) in the Treatment of Oppositional Defiant Disorder in Youth: A Randomized Control Trial. Journal of Child and Adolescent Psychology. Wolff, J. C., Greene, R.W., & Ollendick, T.H. (2008). Differential responses of children with varying degrees of reactive and proactive aggression to two forms of psychosocial treatment. Child and Family Behavior Therapy, 30, 37-50. Greene, R.W., Ablon, S.A., & Martin, A. (2006). Innovations: Child Psychiatry: Use of Collaborative Problem Solving to reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services, 57(5), 610-616. Greene, R.W., Ablon, J.S., Monuteaux, M., Goring, J., Henin, A., Raezer, L., Edwards, G., & Markey, J., & Rabbitt, S. (2004). Effectiveness of Collaborative Problem Solving in affectively dysregulated youth with oppositional defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72, 1157-1164. Greene, R.W., Biederman, J., Zerwas, S., Monuteaux, M., Goring, J., Faraone, S.V. (2002). Psychiatric comorbidity, family dysfunction, and social impairment in referred youth with oppositional defiant disorder. American Journal of Psychiatry, 159, 1214-1224. Greene, R.W., Biederman, J., Faraone, S.V., Monuteaux, M., Mick, E., DuPre, E., Fine, C., & Goring, J.C. (2001). Social impairment in girls with ADHD: Patterns, gender comparisons, and correlates. Journal of the American Academy of Child and Adolescent Psychiatry, 40(6), 704-710. Greene, R. W., & Doyle, A.E. (1999). Toward a transactional conceptualization of oppositional defiant disorder: Implications for treatment and assessment. Clinical Child and Family Psychology Review, 2(3), 129-148. Greene, R. W., Biederman, J., Faraone, S. V., Sienna, J., & Garcia-Jetton, J. (1997). Adolescent outcome of boys with attention-deficit/hyperactivity disorder and social disability: Results from a 4-year longitudinal follow-up study. Journal of Consulting and Clinical Psychology, 65(5), 758-767. Biederman, J., Faraone, S. V., Milberger, S., Garcia, J., Chen, L., Mick, E., Greene, R. W., & Russell, R. (1996). Ischildhood oppositional defiant disorder a precursor to adolescent conduct disorder? Findings from a four-year follow-up study of children with ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 35(9), 1193-1204. Greene, R. W. (1996). Students with ADHD and their teachers: Implications of a goodness-of-fit perspective. In T.H. Ollendick & R. J. Prinz (Eds.), Advances in Clinical Child Psychology, pp. 205-230. New York: Plenum.

If you've seen the Lives in the Balance documentary film, The Kids We Lose, then you know it's a jungle out

there for kids with social, emotional, and behavioral challenges. And it's not a walk in the park for parents,

educators, mental health professionals, staff in facilities, or law enforcement professionals either. Fortunately, there

is hope, but we're going to need your help to facilitate the changes in lenses, practices, structures, and systems that

are needed to end the counterproductive, punitive practices -- detentions, suspensions, expulsions, paddling, restraint, and seclusion -- that are still commonly

employed in schools and facilities. There are a lot of things you can do to heighten awareness and advocate for

change.

Visit www.livesinthebalance.org/advocators to get involved in any or many of the following:

Sign up for our Newsletter, The Advocator

Check out our Punitive Index to familiarize yourself

with the states where things are really bad

Join our Facebook Group

Sign up to Round Up! by rounding up your credit card purchases, you'll help Lives in the Balance fund

the effort

Stay on top of the most current news on how kids with behavioral challenges are being treated

http://www.thekidswelose.com/

http://www.livesinthebalance.org/advocators

Crisis Prevention in the Classroom October 1, 2020 · 2020. 9. 30. · Crisis Prevention in the Classroom October 1, 2020 THURSDAY, October 1st 7:45 am Pre-Program Countdown 8:00

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