Collaborative & Proactive Solutions:
Understanding and Helping Kids with Social, Emotional, and Behavioral Challenges
9:30 a.m. - 5:00 p.m.
This is the evidence-based model Dr. Ross Greene described his influential books The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings. The CPS model has transformed thinking and practices in countless families, schools, inpatient psychiatry units, and residential and juvenile detention facilities throughout the world, and has been associated with dramatic reductions in adult-child conflict, challenging behaviors, disciplinary referrals, detentions, suspensions, seclusions, and physical, chemical, and mechanical restraints. The model represents a significant departure from discipline-as-usual: it focuses on solving problems rather than on modifying behavior, emphasizes collaborative rather than unilateral solutions, encourages proactive rather than reactive intervention, de-emphasizes diagnostic categories, and provides practical, research-based tools for assessment and intervention. Participants in this workshop will leave with an understanding of the underpinnings of the model, its refinements over the past 8-10 years, and practical assessment and intervention tools that can be brought back to and used in these diverse settings.
- Key Themes/Key Questions
- Why are challenging kids challenging? Explanations for challenging behavior
- When are challenging kids challenging? The clash of two forces
- Identifying lagging skills and unsolved problems: The ALSUP
- Keeping track: The Problem Solving Plan
- Overview of The Plans
- Plan B: The Empathy step: Drilling for Information and Other Topics
- The Define Adult Concerns step: How is the Problem Affecting the Child and/or Others?
- The Invitation step: Reaching Realistic and Mutually Satisfactory Solutions
- Special Topics
- Implementation in Systems: Start Small
- Plan B with Kids with Language Processing and Communication Delays
- How are the Skills Trained?
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
9:30 a.m. - 5:00 p.m.
Alienation from self in the context of abusive or dysfunctional parenting is a survival strategy that maintains children’s attachment to caregivers by disowning themselves as “bad” or “unlovable.” This deeply painful failure of self-acceptance results in lifelong shame and self-loathing, difficulty self-soothing, and complications in relationships with others. Without internal compassion and a sense of worth, it is difficult to take in the compassion and acceptance of others.
To overcome this alienation from self, therapy must focus on cultivating clients’ ability to observe painful emotions as signs of their disowned selves and disowned experience. When clients discover their trauma-related, structurally dissociated younger selves and bring them “home,” they spontaneously begin to feel an internal sense of warmth and safety that changes their internal experience. In this workshop, using strategies inspired by Structural Dissociation theory, Sensorimotor Psychotherapy and Internal Family Systems, we will explore the therapeutic power of fostering internal secure attachment to clients’ most deeply disowned selves.
You will learn to:
- Describe the relationship between early attachment or trauma and alienation from self
- Recognize signs of disowned parts and their internal conflicts in clients
- Identify parts that sabotage self-compassion or self-acceptance
- Describe interventions that create an increased somatic sense of connection or attachment to the body or self
- Capitalize on interpersonal neurobiology to increase the effectiveness of therapeutic interventions
- Foster ‘earned secure attachment’ as the outcome of attachment bonding between adult and child selves