Dr. Ross Greene presents Collaborative & Proactive Solutions
Collaborative & Proactive Solutions
The Next Generation of Solving Problems Collaboratively
Dr. Ross Greene first described his model in his book, The Explosive Child, and more recently in his book, Lost at School. Based on research in the neurosciences over the past 30-40 years, his empirically-supported model posits that challenging behavior is the result of lagging cognitive skills, especially in the domains of flexibility/adaptability, frustration tolerance, and problem-solving. The model helps adults and kids collaboratively solve the problems precipitating challenging behavior, while simultaneously teaching lagging skills. The model, which represents a dramatic departure from conventional wisdom and practice, has been found to be highly effective in an array of settings, including families, general and special education schools, therapeutic group homes, and inpatient, residential, and juvenile detention facilities. Participants in this workshop will leave with an understanding of the underpinnings of the model, along with practical assessment and intervention tools that can be brought back to and used in these diverse settings.
- Why are challenging kids challenging? Explanations for challenging behavior
- Key Questions/Key Themes
- When are challenging kids challenging? The clash of two forces
- The Spectrum of Looking Bad
- Identifying lagging skills and unsolved problems: The ALSUP
- Keeping track: The Plan B Flowchart
- Overview of The Plans
- Plan B: The fundamentally simple part
- The Empathy step: What’s hard?
- The Define the Problem step: What’s hard?
- The Invitation step: What’s hard?
- Special Topics
o Implementation in Systems
o Kids with Language Processing and Communication Delays
At the conclusion of the seminar, participants will be able to:
- Describe how different explanations for and interpretations of challenging behavior in kids can lead to dramatically different approaches to intervention, and why conventional reward and punishment procedures may not be effective for many challenging kids
- Identify and assess the various cognitive skills that are central to adaptively handling life’s social, emotional, and behavioral challenges
- Identify and prioritize unsolved problems precipitating challenging behavior
- Describe the three basic mechanisms by which adults handle unsolved problems and unmet expectations in kids (Plans A, B, and C) and what is accomplished by each, and the three steps or “ingredients” of Plan B
- Describe how to effectively implement Plan B to solve problems, teach skills, and reduce the frequency and intensity of challenging behavior
Ross W. Greene, Ph.D. is the originator of the Collaborative Problem Solving approach (now known as Collaborative & Proactive Solutions) and author of the books The Explosive Child and Lost at School. He is also Associate Clinical Professor in the Department of Psychiatry at Harvard Medical School, on the teaching faculty at Cambridge Hospital, adjunct Associate Professor in the Department of Psychology at Virginia Tech, and Senior Lecturer in the school psychology program in the Department of Education at Tufts University. Dr. Greene is the founder of the non-profit Lives in the Balance (www.livesinthebalance.org), which aims to disseminate his model through no-cost web-based programming and provide support to and advocacy on behalf of caregivers of behaviorally challenging kids. His research has been funded by the Stanley Research Institute, the National Institutes of Mental Health, the U.S. Department of Education, and the Maine Juvenile Justice Advisory Group. He consults extensively to families, general and special education schools, inpatient psychiatry units, and residential and juvenile detention facilities, and lectures widely throughout the world.
Greene, R. W. (1998, 2001, 2005, 2009, 2014). The explosive child: A new approach for understanding and parenting easily frustrated, "chronically inflexible" children. New York: HarperCollins.
Greene, R.W. (2008, 2010). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner.
Selected Scientific Papers/Articles/Chapters
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., 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., 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., 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. (2010). Conduct disorder and oppositional defiant disorder. In J. Thomas & M. Hersen (Eds.), Handbook of Clinical Psychology Competencies. New York: Springer Publishing, 1329-1350.
Greene, R. W. (2010). Collaborative Problem Solving. In R. Murrihy, A. Kidman, & T. Ollendick (Eds.), Clinician’s Handbook for the Assessment and Treatment of Conduct Problems in Youth. New York: Springer Publishing, 193-220.
Greene, R.W. (2011). The aggressive, explosive child. In M. Augustyn, B. Zuckerman, & E. B. Caronna (Eds.), The Zuckerman Parker Handbook of Behavioral and Developmental Pediatrics for Primary Care (3rdd Ed.). Baltimore: Lippincott, Williams, & Wilkins, 282-284.
$149.00 Early bird - Until 20th
$149.00 For 10 or more (Each)