The Collaborative and Proactive Solutions (CPS) model, developed by Dr. Ross Greene, is an approach to understanding and helping behaviorally challenging kids. It emphasizes collaboration between adults and children, with the goal of solving problems together. As we dive deeper into understanding the model and utilizing it with children, it becomes clear that empathy and understanding are crucial components of the model; they are the foundation of the approach as we support children.
Building trust and rapport is a cornerstone of this process. When children sense that they are truly seen and heard, the foundation of safety and respect gets established. This, in turn, sets the stage for effective problem solving and the success of the CPS model. Empathy is at the root of this process and is a crucial starting point. Empathy involves being open and genuinely attempting to understand the child’s perspective and emotions, especially when it comes to tricky situations where problem behaviors resurface. By doing this, we can begin to uncover the underlying factors contributing to the child’s difficulties.
One of the primary goals of the CPS model is to avoid power struggles. Instead of imposing solutions and demanding obedience, the model guides collaboration with the child to find mutually agreeable answers. The process of understanding the child’s perspective, emotions and concerns allows for a more respectful and constructive conversation, which ultimately leads to problem-solving and strengthened parent-child relations. Only through understanding of the child’s specific lagging skills and unsolved problems can interventions and supports be tailored to directly address the root causes of the child’s behavior. Additionally, as we engage in a collaborative problem-solving journey, both the child and adult become active participants in identifying and evaluating possible solutions. Through this process, a sense of ownership and responsibility for implementing the identified strategies are promoted and nurtured.
Moreover, the empathy component in the process is instrumental in promoting emotional regulation and emotional intelligence. The model provides the ability to work on skills such as recognizing and managing emotions, self-advocacy, understanding others’ perspectives and effective communication. As both the adult and child understand the child’s triggers and specific needs, helpful strategies arise to help the child navigate difficult moments and prevent escalations with confidence.
Ultimately, through empathy and understanding, the CPS model aims to create a supportive environment where children feel valued and empowered to work collaboratively with adults to address challenging behaviors and situations. We at Dandelion are here to support families every step of the way through utilizing the CPS model and help make significant strides in helping children thrive.
References:
Greene, R. W. (2010). The explosive child. New York, NY: Harper.
Greene, R. W., & Ablon, J. S. (2006). Treating explosive kids: The collaborative problem-solving approach. New York, NY: Guilford Press.
Greene, R. W., Ablon, J. S., Monuteaux, M. C., Goring, J. C Henin, A., Raezer-Blakely, L., . . . Rabbit, S. (2004). Effectiveness of Collaborative Problem Solving in Affectively Dysregulated Children With Oppositional-Defiant Disorder: Initial Findings. Journal Of Consulting And Clinical Psychology, 72, 1157-1164.doi:10.1037/0022-006X.72.6.1157
Penner, L. A., Cline, R. J. W., Albrecht, T. L., Harper, F. W. K., Peterson, A. M., Taub, J. M., & Ruckdeschel, J. C. (2008). Parents’ empathic responses and pain and distress in pediatric patients. Basic and Applied Social Psychology, 30 , 102-113. Doi: 10.1080/01973530 802208824
Stewart, S. L., Rick, J., Currie, M., & Rielly, N. (2009). Collaborative problem-solving approach in clinically-referred children: A residential program evaluation. Unpublished manuscript, Department of Applied Research and Education Child and Parent Resource Institute, London, Ontario, Canada.