CPS Advanced Course - Session 2 of 2 - Ross W. Greene, PH.D

 Moving From Power and Control to Collaboration and Problem Solving (and Meeting Kids Where They're At)

Plan B - The Invitation Step

• The goal is to show kids that you’re as invested in addressing their concerns as you are in addressing your own.
• 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, prioritise which concerns are going to be addressed in this Plan B and which may be addressed in a subsequent Plan B.
  
• Before agreeing on a solution, give formal, deliberate consideration of whether the solution is realistic and mutually satisfactory…if not, refine the original solution or think of alternatives (one solution at a time…not brainstorming).
• The 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.
• Battling over solutions defines a power struggle (a win/lose proposition)…solving problems collaboratively is a win/win proposition.

What 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)

Application in Clinical Settings: 

• Type 1 Session: ASUP
• Type 2 Session: Three Plans, Three Steps of Plan B
• Type 3 Session: Demonstration of Plan B
• Type 4 Session: Coaching of Plan B
• Type X: Addressing Interfering Factors

 Reinforce the neutral position you hold and that you take neither side. Explain and ask that we are crystal clear about what each is saying for the process to work.

If you think the solution is n ot going to work, it is okay to say, "I don't think this solution is going to work, let's defer and revisit next time. Explain why you do not think it is going to work. Explain upfront that you are a problem-solving facilitator; however, we are here to support a solution that supports both parties. More worried about the parent buy in and my need to explain how it may look to them.

If you don't have 40 minutes, you may have to do it in 3 X 15-minute sessions. Do not feel rushed by time.

Not our role to be the moral police, e.g., cheating on tests, etc. Our job is to support solving the problem. Not condoning immoral actions, just not our place to address!

What 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 I first thought
• weren’t as mutually satisfactory as thought
• didn’t address all the concerns (those that hadn’t yet been identified or prioritised)

Implementation in Schools and Facilities

• Leadership (get the ball rolling and commit)

• Move from Behaviours to Problems
• Intro PD
• Structure Problem Identification (ASUP for targeted kids)

• Solve Problems Collaboratively and Proactively
• Structures
• Helper

• Time

We have structures and Systems in Place to Enhance Learning. How do we place or enhance structures and Systems to enable time for Problem-solving?

https://livesinthebalance.org/nz/  - check out here for us Kiwis

How are the skills enhanced?

• Skills are being modeled, practiced, and enhanced in each of the three steps of Plan B.

• Solving problems is faster than enhancing skills.

• Plan B also helps build a problem-solving repertoire.