Collaborative Problem Solving Examples

Collaborative Problem Solving Examples-23
Limitations include small sample size, lack of Stetson, E., & Plog, A. Collaborative Problem Solving in schools: Results of a year-long consultation project. Type of Study: One group pretest-posttest study Number of Participants: 49 Population: of Collaborative Problem Solving (CPS) to reduce teacher stress.

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

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

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.

If being delivered as parent group training, it requires a room big enough to hold the number of families (anywhere from a couple of parents up to 12 participants), as well as A/V equipment or printed materials for delivery of material in training curriculum. Minimizing seclusion and restraint in youth residential and day treatment through site-wide Greene, R. Results indicated CPS produced significant improvements across multiple domains of functioning at posttreatment and at 4-month follow-up. Measures utilized include demographic and clinical information from electronic medical records and psychiatric forms. Parenting children with disruptive behaviors: Evaluation of a Collaborative Problem Solving pilot program. Type of Study: One group pretest-posttest study Number of Participants: 12 Population: The study evaluated the effectiveness of Collaborative Problem Solving (CPS) in families with children with Tourette syndrome and oppositional defiant disorder.

Residential Treatment for Children & Youth, 33(3-4), 186-205. Ollendick (Eds.), Handbook of Interventions that work with children and adolescents: Prevention and treatment.

doi:10.1080/0886571X.2016.1188340 Type of Study: Two group pretest-posttest study Number of Participants: Not specified Population: This purpose of this study was to describe the results of one agency’s experience implementing the approach organization-wide and its effect on reducing seclusion and restraint (S/R) rates.

Target Population: Children and adolescents (ages 3-21) with a variety of behavioral challenges, including both externalizing (e.g., aggression, defiance, tantrums) and internalizing (e.g., implosions, shutdowns, withdrawal) who may carry a variety of related psychiatric diagnoses, and their parents/caregivers, unless not age appropriate (e.g.

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.

Results also indicate that students built skills in the areas of behavior regulation and emotional control.

Limitations include small sample size, lack of of Collaborative Problem Solving.

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