Collaborative Problem Solving Examples

Caregivers, teachers and other adult supporters are taught to use the approach with the child outside the context of the clinical setting.School and clinical staff typically learn the model via single or multi-day workshops and through follow-up training and coaching.

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Family therapy: 8-12 weeks; In-home therapy: 8-12 weeks; Parent training groups: 4-8 weeks This program is typically conducted in a(n): includes a homework component: Identifying specific precipitants, prioritizing behavioral goals, and practicing the problem solving process are expected to be completed by the caregiver and youth between sessions. doi:10.1037/0022-006X.72.6.1157 Type of Study: Randomized controlled trial Number of Participants: 47 Population: of Collaborative Problem Solving in affectively dysregulated children with oppositional defiant disorder (ODD). The intervention provided biweekly staff training sessions that lasted one year on restraint training using the CPS model.

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.

Training can be obtained onsite, at Massachusetts General Hospital in Boston, at trainings hosted in other locations, online (introductory training only), or via video/phone training and coaching. Limitations included small sample size and length of follow-up. Results indicated after there was a transient increase in staff injuries through patient assaults. Parents completed the Eyberg Child Behavior Inventory (ECBI), Social Competence Scale, and the Parenting Stress Index-Short Form (PSI-SF) at four time points: baseline, pre-intervention, post-intervention, and at 2-month follow-up.

Ranges from a 1-day introductory session to more intensive (2.5 day) advanced sessions as well as hourly coaching: There currently are additional qualified resources for training: There are many certified trainers throughout North America who teach the model as well as well as systems that use the approach. Treating explosive kids: The Collaborative Problem Solving approach. Clinician Session Guide: Guides the clinician in all aspects of the treatment, from initial to ongoing work. Effects of a Collaborative Problem‐Solving approach on an Inpatient adolescent psychiatric unit. Limitations included results do not permit a clear delineation of which exact components were active in reducing use of restraint and seclusion due to several milieu changes were instituted at the same time as part of the CPS model of care, did not include objective measures of adherence to the CPS model, and no systematic data on child injuries. Program staff administered the Oppositional Defiant Disorder Rating Scale and the Clinical Global Impression Scale during parent phone interviews at four time points.

The list is available at measure has been developed that is available for systems interested in implementing the model. Can be downloaded free online at: CPS Coaching Guide: A guide specifically geared towards trainer individuals who are helping caregivers to implement the model over time. Research has been conducted on how to implement as listed below: Ercole‐Fricke, E., Fritz, P., Hill, L. Journal of Child and Adolescent Psychiatric Nursing, 29(3), 127–134. Two separate treatment groups were completed approximately one year apart.

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.

It describes significant decreases in the rates of restrictive practices used and improvements in youth outcomes during that time. Treatment of oppositional defiant disorder in children and adolescents.

The study (1) briefly describes the Collaborative Problem Solving (CPS) approach, (2) describes agency-wide of CPS, and (4) presents an exploratory analysis of improved youth outcomes that may support Le Bel and Goldstein’s assertion that reducing S/R contributes to improved outcomes through redistribution of staff time into therapeutic activities.

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.

The approach can also be delivered by direct care staff in a treatment setting and/or educators in a school system, in which case delivery is not limited to scheduled sessions, but occurs in the context of regular contact in a residence or classroom. Journal of Consulting and Clinical Psychology, 72(6), 1157-1164. Use of Collaborative Problem Solving to reduce seclusion and restraint in child and adolescent inpatient units. Type of Study: One group pretest-posttest study Number of Participants: 100 Population: The study evaluated the effectiveness of Collaborative Problem Solving (CPS) on staff restraint use in a sample of children and adolescents in an inpatient treatment program for severe oppositional defiance and aggressiveness.


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