Collaborative Problem Solving Training

This program involves the family or other support systems in the individual's treatment: Any caregivers, educators, and other supports are essential to the success of the approach.Caregivers, teachers and other adult supporters are taught to use the approach with the child outside the context of the clinical setting.

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The approach can also be delivered in the home with greater frequency/intensity, such as twice a week for 90 minutes.

Parent training group sessions occur once a week for 90 minutes over the course of 4 or 8 weeks. Effectiveness of Collaborative Problem Solving in affectively dysregulated children with oppositional defiant disorder: Initial findings.

Specifically, the CPS approach focuses on teaching the neurocognitive skills that challenging kids lack related to problem solving, flexibility, and frustration tolerance.

Unlike traditional models of discipline, this approach avoids the use of power, control, and motivational procedures and instead focuses on teaching at-risk kids the skills they need to succeed.

For information on which materials are available in these languages, please check on the program's website or contact the program representative (contact information is listed at the bottom of this page). Participants were randomized to the parent training version of CPS or parent training (PT). Surveys administered to staff during at a 15-month post-intervention follow-up showed a significant decrease in rates of restraint and seclusion and a decrease in the length of restraint procedures and injuries.

The typical resources for implementing the program are: Trained personnel. Measures utilized include the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children—Epidemiologic version (K-SADS–E), the Wechsler Intelligence Scale for Children—Revised, the Parent–Child Relationship Inventory (PCRI), the Parenting Stress Index (PSI), the Oppositional Defiant Disorder Rating Scale (ODDRS), and the Clinical Global Impression–Improvement (CGI-I). Limitations include lack of Martin, A., Krieg, H., Esposito, F., Stubbe, D., & Cardona, L. Reduction of restraint and seclusion through Collaborative Problem Solving: A five-year, prospective inpatient study. Type of Study: One group pretest-posttest study Number of Participants: 755 Population: of Collaborative Problem Solving (CPS) for working with aggressive children and adolescents.

young adult or transition age youth) For children/adolescents ages: 3 – 21 For parents/caregivers of children ages: 3 – 21 CPS is an approach to understanding and helping children with behavioral challenges who may carry a variety of psychiatric diagnoses, including oppositional defiant disorder, conduct disorder, attention-deficit/hyperactivity disorder, mood disorders, bipolar disorder, autism spectrum disorders, posttraumatic stress disorder, etc.

CPS uses a structured problem solving process to help adults pursue their expectations while reducing challenging behavior and building helping relationships and thinking skills.

It can be obtained by contacting the Director of Research and Evaluation, Dr. There is formal support available for as listed below: Treatment Manual: Greene, R. Results indicated that a significant reduction in parenting stress occurred for mothers as a result of the intervention and parents reported increased empathy for child problem behaviors.

Limitations included small sample size, lack of Schaubman, A., Stetson, E., & Plog, A. Reducing teacher stress by implementing collaborative problem solving in a school setting. Type of Study: One group pretest-posttest study Number of Participants: 16 Population: of Collaborative Problem Solving (CPS) to reduce teacher stress.

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