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A model for understanding a kid with social, emotional and behavioural challenges
COLLABORATIVE PROBLEM SOLVING IN
SCHOOLS
A structural model of the dimensions of teacher stress Boyle et al., British Journal of Educational Psychology, (1995). Found that Workload and Student Misbehaviour accounted for
most of the variance in predicting teaching stress.There are many other research studies that have linked
challenging student behaviour to teaching stress Insurance Industry
4A: Accountant, Pharmacist, Librarians 3A: Clergy, Speech Therapists, Horticulturist 2A: Farmer, Electrician, Plumber A: Crane Operator, Roofer, Furniture Mover B: Pilot, Air Traffic Controller, Armed Forces
BEFORE WE BEGIN
Cognitive dissonance: the discomfort felt by a person holding two or more conflicting ideas. Theory in social psychology proposes that
motivational drive to reduce dissonance by altering existing cognitions, adding new ones to create a consistent belief system, or alternatively by reducing the importance of any one of the dissonant elements.
BEFORE WE BEGIN…
*Why are challenging students challenging?When are challenging students challenging?Where are challenging students most likely to be
challenging?What do challenging students do when they are being
challenging?What are we going to do differently to help challenging
students be less challenging?
IMPORTANT QUESTIONS
* Why comes from the student and not our best guesses!
The FOUR keys to CPS (There is a test after this!) Kids do well if they can Doing well is always preferable to not doing well Challenging kids do not choose to be explosive or be challenging Every behaviour is communication
CPS PHILOSOPHY
*Students don’t choose to be challenging but respond to challenges by being challenging.
Because of passive, inconsistent, non-contingent behaviour management the kid has learned that his behaviour is an effective means of getting something (e.g. attention) or escaping or avoiding something (e.g. work)
TRADITIONAL ANSWER TO WHY CHALLENGING KIDS ARE CHALLENGING
They are challenging because they are lacking the skills not to be challenging. They are delayed in development of crucial skills Flexibility Adaptability Frustration tolerance Problem solving
Inadequate development of these crucial skills can contribute to a variety of behaviours – outbursts, explosions and aggression.
Challenging behaviour communicates that the kid does not have the skill to respond to the problem adaptively.
Simply said – They don’t have the skills at that time to do better
UNCONVENTIONAL ANSWER TO WHYCHALLENGING KIDS ARE CHALLENGING
Behind every challenging episode is a lagging skill and a demand for that skill which created an UNSOLVED PROBLEM Challenging behaviour is about delayed development or skill, NOT poor motivation
BELIEF
Lagging Skill(s)
Environmental
Expectation
UNSOLVED PROBLEM
CPS the ProcessSteps that can be followed in supporting challenging behaviour by focusing on specific unsolved problems
Process can be time intensive and is therefore used with challenging behaviour
CPS the PhilosophyThe philosophy that top down decisions, punishment and authoritarian styles do not change behaviour in the long term
Instead, we choose a collaborative process that builds independence and accountability
TWO SIDES TO CPS
CollaborationStudent focused respecting self determinismFigure out the lagging skills Identify Specific Unsolved Problem - Identify the situations in
which challenging episodes occur (Unsolved problems)Start Solving Problems
NOT WHY – Why comes from the student through the collaborative process
Who What Where When
KEYS TO CPS INTERVENTION
Use ALSUP to focus on lagging skillsUse lagging skills to zero in on
Specific Unsolved ProblemsPlace Specific Unsolved Problems
into priority order
Meet with student Build rapport “I noticed that…” (Specific Unsolved
Problem) and find out more information
Define the problem together (student and teacher concerns are equal)
Make invitation for solutions
BASIC STEPS TO CPS
Completed collaboratively before meeting with student
Each Specific Unsolved Problem is addressed separately
Executive Skills (attention, self-control)Language processing skills (understanding language and
communication skills)Emotional regulation skills (mood swings, explosive emotions)Flexibility/Adaptability (handling transitions and changes)Social Skills (turn taking, sharing, showing empathy, respect
of others)
CATEGORIES OF SKILLS
The ALSUP is meant to be used as a discussion guide for achieving agreement
The ALSUP helps caregivers focus on the “can” and not on the “can’t”
ALSUP: LAGGING SKILLS
“I have a list of lagging skills here. I am wondering if we could go through this together and choose some of the lagging skills you noticed affect Sandra’s functioning”
START ALSUP
He has ADHD (may tell the origin of the challenges, but not what we can do)
His mother’s crazyHe’s a middle childShe just wants attention (they don’t have the skill to seek
attention in a positive way)He just wants everything his own wayHe’s a foster childShe just wants controlHe’s manipulating us (that requires lots of skills forethought,
planning, impulse control, organization that are usually lagging skills of explosive kids)
She’s just making bad choices (needs the skills to make good choices)
*If you can’t do anything about it.. Don’t mention it
DEAD ENDS
The second section of the ALSUP is an area to list specific unsolved problems that come about because of challenging behaviours
Be as specific as possible about unsolved problems – with whom, over what, where and when are the challenging episodes occurring?
Focus on the specific problems, help make the general situation less ambiguous and LESS OVERWHELMING
The Unsolved Problems are the raw material for the Collaborative Problem Solving to Follow
THE ALSUP: UNSOLVED PROBLEMS
THE ALSUP: UNSOLVED PROBLEMS
Problems should be specific such as – Sandra is often the last student ready for classroom instruction after morning recess
We can then move specific unsolved problems into priority order according to how often then occur
LAGGING SKILLS +UNSOLVED PROBLEMS
Choose a partner to be the lead CPS teacher and the other a teacher with a student exhibiting challenging behaviour
CPS teacher can introduce the ALSUP with the other teacher playing along with a real challenging student Lagging Skills Specific Unsolved Problems Put them in Priority Order
How did it go? What worked well? What challenges did you have?
PRACTICE 1
Switch rolesCPS teacher can introduce the
ALSUP with the other teacher playing along with a real challenging student Lagging Skills Specific Unsolved Problems Put them in Priority Order
How did it go? What worked well? What challenges did you have?
PRACTICE 2