collaborative problem solving alsup

PROVIDER MENU

The CPS Model

Collaborative & Proactive Solutions  (CPS) is recognized as an empirically-supported, evidence-based treatment by the  California Evidence-Based Clearinghouse for Child Welfare  (CEBC). Here’s an overview of its basic tenets:

When kids have difficulty meeting certain expectations, they become frustrated. Some kids are lacking the skills — flexibility, frustration tolerance, emotion regulation, and problem solving — to handle that frustration adaptively. And that’s when they exhibit concerning behaviors. In other words, concerning behavior is simply the way in which some kids communicate that there are expectations they are having difficulty meeting. In the CPS model, those “unmet” expectations are called “unsolved problems.” The emphasis of the CPS model isn’t on modifying the concerning behavior by imposing consequences. Rather the model focuses on identifying unsolved problems and then engaging kids in solving them. Solved problems don’t cause concerning behavior; only unsolved problems do. Consequences don’t solve problems.

In the CPS model, the problem solving is of the  collaborative  and  proactive  variety. This is in contrast to many of the interventions that are commonly applied to kids, which are of the unilateral and emergent variety. As such, the CPS model is non-punitive and non-adversarial, decreases the likelihood of conflict, enhances relationships, improves communication, and helps kids and adults learn and display skills on the more positive side of human nature:  empathy, appreciating how one’s behavior is affecting others, resolving disagreements in ways that do not involve conflict, taking another’s perspective, and honesty.

How do you identify a kid’s lagging skills and unsolved problems? By completing the Assessment of Lagging Skills and Unsolved Problems (ALSUP). And how do you solve those problems? By doing Plan B, which involves three basic ingredients. The first ingredient – called the Empathy step – involves gathering information so as to achieve the clearest understanding of what’s making it hard for a kid to meet a particular expectation. The second ingredient (called the Define the Problem step) involves entering the adult’s concern or perspective into consideration (i.e., why it’s important that the expectation be met). The third ingredient (called the Invitation step) involves having adults and kids brainstorm solutions so as to arrive at a plan of action that is both realistic and mutually satisfactory…in other words, a solution that addresses both concerns and that both parties can actually do.

In countless families, schools, inpatient psychiatry units, group homes, residential facilities, and juvenile detention facilities, the CPS model has been shown to be an effective way to solve problems, reduce conflict, improve behavior, and enhance the skills kids need to function adaptively in the real world.

You can learn more about the CPS model on the website of the non-profit  Lives in the Balance , where you’ll find vast free resources to help you use the model, including streaming video, a listening library, and lots more.  Various books, CDs, and DVDs describing the model are available in the  CPS Store  on this website, and training options can be found on the Workshops/Training  page.

Is there a one-page description of the model that I can download?

Sure thing! Just  click here to view and print it.  

Didn’t Dr. Greene originally refer to his model by the name Collaborative Problem Solving?

Yes, you can read more about the name change  here . It’s not a pretty tale…

Collaborative and Proactive Solutions™

• TEA Website
• Contact TEA
• Sign Up For Updates

Collaborative and Proactive Solutions

• Building Relationships, Managing Emotions, and Decision-Making Skills
• Intervention

What is the practice?  

Collaborative and Proactive Solutions (CPS) is an evidence-based, trauma-responsive approach to working with children who are experiencing social, emotional, and behavioral challenges in families, schools, and treatment facilities. CPS helps children and caregivers solve the problems that are causing the concerning behaviors. The problem solving is collaborative, not unilateral, and proactive, not reactive. The model has been shown to be effective at not only solving problems and improving behavior, but also at enhancing skills.  

Who is the practice for?  

This approach works with children and adolescents and is most effective with ages 4-14.   

What outcomes does the practice produce?  

• Improve relationships  
• Improve communication  
• Improve skills of empathy, appreciating how one’s behavior is affecting others, resolving disagreements in collaborative ways, taking another’s perspective, and honesty  
• Decrease the likelihood of conflict  

What is the evidence?  

Tshida, J.E., Maddox, B.B., Bertollo, J.R., Kuschner, J.S., Miller, J.S., Ollendick, T.H., Greene, R.W., & Yerys, B.E. (2021). Caregiver perspectives on interventions for behavior challenges in autistic children. Research in Autism Spectrum Disorders. 81. https://livesinthebalance.org/wp-content/uploads/2021/06/Autism-Spectrum-Disorders_0.pdf  

Results of this study indicate that caregivers of school-age children with a diagnosis of Autism Spectrum Disorder, a reported IQ equal or greater than 70, and behavioral challenges rated medications and CPS as significantly more helpful at improving behavior challenges. Additionally, medications, CPS, ABA, and “other interventions” were rated as leading to significantly greater maintained improvements.  

Greene, R.W., & Winkler, J. (2019), Collaborative & Proactive Solutions: A review of research findings in families, schools, and treatment facilities. Clinical Child and Family Psychology Review, 22(4), 549-561. https://rdcu.be/bHMLV   

Collaborative & Proactive Solutions (CPS) is a psychosocial treatment model for behaviorally challenging youth, which has been applied in a diverse array of settings, including families, schools, and therapeutic facilities. Numerous studies have documented its effectiveness and examined factors that mediate and moderate the effectiveness of the model. Data have thus far shown that, with regard to behavioral improvements, CPS is at least the equivalent of the standard of care for externalizing youth, Parent Management Training, and that CPS may hold additional benefits as regards parent-child interactions and children’s skill enhancement.   

Greene, R. W., Ablon, J. S., Goring, J. C., Raezer-Blakely, L., Markey, J., Monuteaux, M. C., Henin, A., Edwards, G., & Rabbitt, S. (2004). Effectiveness of Collaborative Problem Solving in Affectively Dysregulated Children With Oppositional-Defiant Disorder: Initial Findings. Journal of Consulting and Clinical Psychology, 72(6), 1157–1164. https://doi.org/10.1037/0022-006X.72.6.1157  

This study compared the effectiveness of the CPS program to that of the parent training (PT) program. 50 children with oppositional-defiant disorder (ODD) between the ages of 4-12 were randomly assigned to either the CPS treatment group or PT group. The students were assessed both pre and post treatment based on parent stress and clinical evaluations. Students in the CPS treatment group saw significant improvement across multiple domains (i.e., ODD related behaviors, mood, communication) at the post assessment and 4-month mark. At the 4-month mark 60% students in the CPS treatment group saw clinically significant improvement compared to 37% in the PT group.  

How is the practice implemented?  

In the CPS model, a student’s concerning behaviors are simply the way in which they communicate that there are expectations they are having difficulty meeting. Those “unmet” expectations are called “unsolved problems.” The CPS model focuses on identifying the unsolved problems and then engaging the student in solving them. CPS utilizes the Assessment of Lagging Skills and Unsolved Problems (ALSUP) to identify the student’s lagging skills and “Plan B” to solve the problems. Plan B involves three basic steps: 1) the Empathy step which involves gathering information in order to achieve the clearest understanding of what’s making it difficult for a student to meet a particular expectation; 2) the Define the Problem step which involves figuring out why it is important to the adult that the expectation be met; and 3) the Invitation step which involves having adults and students brainstorm solutions in order to arrive at an action plan that is both realistic and mutually satisfactory.  

Who can implement the practice?  

Clinicians, educators, and parents can implement CPS.  

What are the costs and commitments associated with becoming trained in this practice?  

Cost and commitment associated with training differs depending on the individual and/or the group. For more information, please click on this link – https://www.cpsconnection.com/workshops-and-training    

What resources are useful for understanding or implementing the practice?  

• More information on CPS can be found here: https://www.cpsconnection.com/about
• More information on CPS tools can be found here: https://www.cpsconnection.com/paperwork  
• To find mental health providers and resources in your area visit the Texas School Mental Health Resource Database here: https://schoolmentalhealthtxdatabase.org/  

Rating: Promising  

Secondary components: Grief Informed and Trauma Informed Practices; Positive, Safe, and Supportive School Climate; Positive Behavior Interventions and Supports

Site by Encore Multimedia .

Parent Press

a Goally Publication

Assessment of Lagging Skills and Unsolved Problems

Home » Parent Press » Parenting Hacks » Assessment of Lagging Skills and Unsolved Problems

Ever felt like you’re trying to solve a puzzle with missing pieces when it comes to an understanding your neurodivergent child’s challenges? The “assessment of lagging skills and unsolved problems” (ALSUP) approach can be a game-changer for parents like you. In this blog post, we’ll guide you through the ALSUP process, helping you identify your child’s unique strengths and areas for growth. We’ll also discuss practical strategies to address these challenges and foster a supportive environment for your child’s development. So, let’s embark on this enlightening journey together!

Table of Contents

SPONSORED BY: Goally

Goally’s Kid’s Tablet has one of the largest libraries of skill-building videos (like “How to Share” and “What To Do When You’re Lost”) in the Goal Mine app.👇

Understanding the ALSUP Approach

First things first, let’s grasp the core concept of the ALSUP approach. Developed by Dr. Ross Greene, this method focuses on identifying the specific skills your child may be struggling with and the problems that arise as a result. The goal is to address these issues collaboratively rather than resorting to punitive measures or rewards. In short, it’s about understanding and empathy, not control.

Here are the key components of the ALSUP approach:

• Lagging Skills: Abilities your child may have difficulty with, such as emotional regulation, communication, or problem-solving.
• Unsolved Problems: Challenges that emerge due to lagging skills, like difficulty completing tasks, social conflicts, or emotional outbursts.
• Collaborative Problem Solving: The process of working together with your child to identify solutions to the unsolved problems, fostering a sense of partnership and mutual understanding.

Identifying Your Child’s Lagging Skills and Unsolved Problems

Now that you have a basic understanding of the ALSUP approach let’s dive into the process of identifying your child’s lagging skills and unsolved problems. This step is crucial, as it sets the foundation for effective problem-solving and support.

1. Observe and Reflect

Begin by observing your child in various situations, such as during playtime, mealtime, or social interactions. Take note of any patterns or behaviors that seem challenging for them. Reflect on your observations and consider which skills may be lagging behind. For example, if your child struggles with transitions, they may have difficulty with flexibility or adapting to change.

Here are some common lagging skills to look for:

• Emotional regulation
• Communication
• Problem-solving
• Flexibility
• Task initiation

2. Communicate with Others

Reach out to teachers, therapists, or other caregivers who interact with your child regularly. They can provide valuable insights into your child’s strengths and challenges, helping you form a more comprehensive understanding of their needs. By gathering information from multiple sources, you’ll be better equipped to support your child with the help of tools like Goally.

3. Use Assessment Tools

There are various assessment tools available to help you identify your child’s lagging skills and unsolved problems. These can include questionnaires, checklists, or even online resources. One popular tool is Dr. Greene’s ALSUP Inventory, which provides a comprehensive list of potential lagging skills and related unsolved problems.

Some helpful assessment tools include:

• Dr. Greene’s ALSUP Inventory
• Behavior Rating Inventory of Executive Function (BRIEF)
• Social Skills Improvement System (SSIS)

Addressing Your Child’s Challenges: Collaborative Problem Solving

With a clear understanding of your child’s lagging skills and unsolved problems, it’s time to move on to the collaborative problem-solving process. This approach empowers your child by involving them in the solution-finding process, fostering a sense of ownership and responsibility. Goally can be a valuable tool in this process, providing structure and support for your child’s daily routines .

1. Empathy Step

Begin by expressing empathy and understanding for your child’s perspective. This can be through active listening and validating their feelings. For instance, you might say, “I can see that you’re feeling frustrated when it’s time to clean up your toys.”

2. Define the Problem

Next, work together with your child to define the problem clearly. This step involves identifying the specific unsolved problem and the related lagging skill. For example, “The problem is that cleaning up toys is difficult because it’s hard to transition from playtime to cleanup time.”

3. Brainstorm Solutions

Now, engage in a brainstorming session with your child to generate potential solutions to the problem. Encourage creativity and open-mindedness, and remember that no idea is too far-fetched at this stage. The goal is to create a list of possible solutions to explore further.

4. Evaluate and Choose

Together, evaluate the proposed solutions and choose the one that seems most feasible and effective. Consider the pros and cons of each option and how well it addresses the underlying lagging skill.

5. Implement and Monitor

Finally, put the chosen solution into action and monitor its effectiveness. Be prepared to make adjustments as needed, and remember that problem-solving is an ongoing process. Goally can help you track progress and make adjustments as needed, ensuring your child receives the support they need.

Goally | Apps To Support Child Development

Looking for fun ways to help your child learn life skills? Try Goally! The Goally tablet comes with award-winning learning apps and video classes to help kids develop the skills they need to become independent with FUN & evidence-based practices.

Our apps teach executive function , language , emotional regulation, finger dexterity skills , and more.

As your child develops new skills, you can increase the difficulty level of the tasks in the app to challenge and motivate them even further. This helps your child grow and progress at their own pace, while also keeping them engaged and excited about their development.

Empowerment Through Understanding

In short, the assessment of lagging skills and unsolved problems is a powerful tool for parents seeking to support their neurodivergent kids. By identifying your child’s unique challenges and working collaboratively to address them, you can foster a nurturing environment that empowers your child to thrive. Remember, understanding and empathy are the keys to unlocking your child’s full potential. With the help of tools like Goally, you can provide the structure and support your child needs to succeed.

This post was originally published on 05/18/2023. It was updated on 07/11/2023.

• Goally #molongui-disabled-link 7 Life Skills for Teens
• Goally #molongui-disabled-link The Best ADHD Calming Toys in 2024
• Goally #molongui-disabled-link 5 Free Apps for Nonverbal Autism
• Goally #molongui-disabled-link South Carolina

Company info

Media requests

Our Services

Terms Of use

Privacy Policy

Our Website

Neurodiversopedia

Privacy Overview

Celebrating 25 Years

• Join ADDitude
•  | 

• What Is ADHD?
• The ADHD Brain
• ADHD Symptoms
• ADHD in Children
• ADHD in Adults
• ADHD in Women
• Find ADHD Specialists
• New! Symptom Checker
• ADHD Symptom Tests
• All Symptom Tests
• More in Mental Health
• Medication Reviews
• ADHD Medications
• Natural Remedies
• ADHD Therapies
• Managing Treatment
• Treating Your Child
• Behavior & Discipline
• School & Learning
• Teens with ADHD
• Positive Parenting
• Schedules & Routines
• Organizing Your Child
• Health & Nutrition
• More on ADHD Parenting
• Do I Have ADD?
• Getting Things Done
• Relationships
• Time & Productivity
• Organization
• Health & Nutrition
• More for ADHD Adults
• Free Webinars
• Free Downloads
• ADHD Videos
• ADHD Directory
• eBooks + More
• Newsletters
• Guest Blogs
• News & Research
• For Clinicians
• For Educators
• Manage My Subscription
• Get Back Issues
• Digital Magazine
• Gift Subscription
• Renew My Subscription
• ADHD Parenting

What Are the Lagging Skills Holding Your Child Back?

Children don’t act out to gain attention or control their parents. they do it because they can’t meet our expectations, and that is incredibly frustrating. what they need is not punishment, but help identifying and strengthening the deficient skills that are to blame. here, ross w. greene, ph.d., offers a road map for parents..

Rewards and punishments are virtually worthless if caregivers don’t first spend time doing the following with their behaviorally challenging child :

• Identify lagging skills and unsolved problems
• Start solving these problems collaboratively and proactively

This is the central premise behind a proactive, positive parenting model called collaborative and proactive solutions (CPS), which is an empirically-supported, evidence-based treatment approach that really works to solve tough behavior challenges.

Identifying Lagging Skills

Behaviorally challenging kids typically lack one or more of the following:

• Executive skills
• Language processing and communication skills
• Emotion regulation skills
• Cognitive flexibility skills
• Social skills

[ Free Download: Is It More Than Just ADHD? ]

To make sense of your child and his or her most challenging behaviors, begin by diving into these categories and investigating lagging skills. Only then can you see your child through a more compassionate, accurate, and productive lens; only then can you stop taking a behavior personally. Specific skills lacking in behaviorally challenging kids may include:

• Exhibiting empathy
• Appreciating how one’s behavior is affecting others
• Resolving disagreements without conflict
• Taking another’s perspectives
• Exhibiting honesty

To determine your child’s deficient skills, use The Assessment of Lagging Skills and Unsolved Problems (ALSUP) , in combination with this 45-minute tutorial that teachers parents how to use it.

[Find more CPS Essentials here .]

Solving Problems Proactively and Collaboratively

There are three main ways to solve any family problem:

[ Read: How to Keep the Peace in Your ADHD Family ]

• Plan A: Solve the problem unilaterally.
• Plan B: Solve the problem collaboratively.
• Plan C: Set the problem aside for now to prioritize bigger problems. This can be stabilizing for children with many unsolved problems.

Plan A works if a child is in immediate danger, but it doesn’t create a long-term solution. In the CPS model, you will use plan B, which comprises three parts:

• Empathy: To solve a problem, you need to first sit down with your child and gather information to find out what is getting in his or her way of meeting an expectation.
• Define adult concerns: Next, you will explain — calmly and kindly — your concern about the unmet expectation.
• Invitation: Finally, you invite your child to collaborate on a solution that is realistic and satisfactory to everyone. That means both of you can do what you’re agreeing to do, and the solution has addressed the concerns identified in steps 1 and 2.

To start a CPS session, approach your child proactively and say, “You know what? There is something I would love to understand better than I do. Is there a time that you and I could have a discussion so you could help me understand it? You are not in trouble. I am not mad at you.” Then, it’s a good idea to tell your child what it is you’d like more information about so the problem isn’t sprung upon him. Make an appointment and give kids advanced warning.

It is a common parenting myth that adult-child conflict is inevitable. Conflict often arises from the methods parents typically use to solve behavioral problems. Solving problems unilaterally is about holding power over a child, and that power dynamic causes conflict. Plan B is about collaboration, which brings adults and children together as teammates.

The reality is that children and adults will disagree with each other, and children will have difficulty meeting some parental expectations. But conflict does not have to result from those disagreements. Parents and children can work together to jointly solve the problems that affect their lives.

When you parent collaboratively and proactively, you are simultaneously improving behavior and teaching kids the skills they need next time a challenge rises up. When children help to devise them, the solutions are more effective and more durable.

For more information, visit:

• www.livesinthebalance.org
• cpsconnection.com

What if my child won’t collaborate?

When I try to collaborate with my child, he answers, “I don’t know.” How can I get my child interested in teaming up on solution?

It’s important to use the right words when approaching your child. First, talk only about the expectation he is having trouble meeting, not the challenging behavior that results from missing that expectation.

Often, kids shut down when they think they’re in trouble. They get defensive and they don’t communicate. Or, parents try to intervene in the heat of the moment, which rarely works.

“I don’t know” can also mean:

• “I haven’t thought about my concerns in a very long time because I am so accustomed to them not being acknowledged.”
• “I don’t trust you or this process yet because adults in my life have never really listened to me.”
• “I don’t have the words.”

“I don’t know” could mean a lot of different things.

To break through, you can try the five fingers rating system. Five means very true, four means pretty true, three means sort of true, two means not very true, and one means not true at all. Then, you can make statements and your child can respond without having to verbalize. He can just hold up the fingers to respond to each statement.

This advice came from “Beyond Rewards & Consequences: A Better Parenting Strategy for Teens with ADHD and ODD,” ADDitude webinar lead by Ross W. Greene, Ph.D., in June 2018 that is now available for free replay here .

Ross W. Greene, Ph.D. , is a member of ADDitude’s  ADHD Medical Review Panel .

[ Free Resource: Your 13-Step Guide to Raising a Child With ADHD ]

Oppositional Behavior: Read These Next

How to Discipline a Child with Oppositional Defiant Disorder

The Top ADDitude Articles of 2023

When “No!” Is Your Child’s First Impulse: ODD Parenting Advice

The Parents’ Guide to Dismantling Oppositional, Defiant Behavior

Adhd newsletter, the adhd parenting guide, behavior & discipline, positive parenting, organization, happiness & more..

It appears JavaScript is disabled in your browser. Please enable JavaScript and refresh the page in order to complete this form.

Collaborative Problem Solving

• First Online: 01 January 2010

Cite this chapter

• Ross W. Greene 4  

4488 Accesses

7 Citations

1 Altmetric

Collaborative Problem Solving (CPS) is an evidence-based, cognitive-behavioral psychosocial treatment approach first described in the book The Explosive Child (Greene, 1998). The model blends many different lines of theory and research, including developmental theory, systems theory, social learning theory, and research in the neurosciences. CPS has been applied predominantly to youth with externalizing behavior problems, and has been implemented in a wide range of settings, including families, ­general and special education schools, inpatient psychiatry units, and residential and juvenile correction facilities. This chapter describes the most current rendition of the model, along with research findings to date.

• Oppositional Defiant Disorder
• Interaction Partner
• Unsolved Problem
• Challenging Behavior
• Externalize Behavior Problem

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

H. Abikoff, R.G. Klein, Attention-deficit hyperactivity disorder and conduct disorder: Comorbidity and implications for treatment. Journal of Consulting and Clinical Psychology 60 , 881–892 (1992)

Article   PubMed   Google Scholar  

American Psychiatric Association, Diagnostic and statistical manual of mental disorders , 4th edn. (Author, Washington, DC, 1994)

Google Scholar  

A. Angold, E.J. Costello, Depressive comorbidity in children and adolescents: Empirical, theoretical, and methodological issues. American Journal of Psychiatry 150 , 1779–1791 (1993)

PubMed   Google Scholar  

L. Baker, D.P. Cantwell, A prospective psychiatric follow-up of with speech/language disorders. Journal of the American Academy of Child and Adolescent Psychiatry 26 , 546–553 (1987)

R.A. Barkley, Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin 121 (1), 65–94 (1997a)

R.A. Barkley, Defiant children: A clinician’s manual for assessment and parent training , 2nd edn. (Guilford Press, New York, 1997b)

J.H. Beitchman, J. Hood, A. Inglis, Psychiatric risk in children with speech and language disorders. Journal of Abnormal Child Psychology 18 , 283–296 (1990)

J.H. Beitchman, J. Hood, J. Rochon, M. Peterson, Empirical classification of speech/language impairment in. II. Behavioral characteristics. Journal of the American Academy of Child and Adolescent Psychiatry 28 , 118–123 (1989)

R. Bell, A reinterpretation of the direction of effects in socialization. Psychological Review 75 , 81–95 (1968)

J. Belsky, The determinants of parenting: A process model. Child Development 55 , 83–96 (1984)

P.A. Brennan, E.R. Grekin, S.A. Mednick, Prenatal and perinatal influences on conduct disorder and serious delinquency, in Causes of conduct disorder and juvenile delinquency , ed. by B.B. Lahey, T.E. Moffitt, A. Caspi (Guilford, New York, 2003), pp. 319–344

E.V. Brestan, S.M. Eyberg, Effective psychosocial treatment of conduct-disordered children and adolescents: 29 years, 82 studies, and 5, 272 kids. Journal of Clinical Child Psychology 27 (2), 180–189 (1998)

I. Bretherton, J. Fritz, C. Zahn-Waxler, D. Ridgeway, Learning to talk about emotions: A functionalist perspective. Child Development 57 , 529–548 (1986)

Article   Google Scholar  

C.L. Budman, R.D. Bruun, K.S. Park, M.E. Olson, Rage attacks in children and adolescents with Tourette’s disorder: A pilot study. Journal of Clinical Psychiatry 59 (11), 576–580 (1998)

P. Chamberlain, G.R. Patterson, Discipline and child compliance in parenting, in Handbook of parenting (Vol.4): Applied and practical parenting , ed. by M.H. Bornstein (Lawrence Erlbaum, Mahwah, NJ, 1995)

S. Chess, A. Thomas, Origins and evolution of behavior disorders: From infancy to early adult life (Brunner/Mazel, New York, 1984)

D. Cicchetti, M. Lynch, Toward and ecological/transactional model of community violence and child maltreatment. Psychiatry 56 , 96–118 (1993)

D. Cicchetti, M. Lynch, Failures in the expectable environment and their impact on individual development: The case of child maltreatment, in Developmental psychopathology , ed. by D. Cicchetti, D.J. Cohen. Risk, disorder, and adaptation, vol. 2 (Wiley, New York, 1995), pp. 32–71

Coie, J. D., & Dodge, K. A. (1998). Aggression and anti-social behavior. In W. Damon (Ed.), Handbook of child psychology (5th ed.): Vol. 3. Social, emotional, and personality development (pp. 779–862). New York: Wiley

M.B. Denckla, A theory and model of executive function: A neuropsychological perspective, in Attention, memory, and executive function , ed. by G.R. Lyon, N.A. Krasnegor (Paul H. Brookes, Baltimore, MD, 1996), pp. 263–278

T.J. Dishion, G.R. Patterson, Age affects in parent training outcomes. Behavior Therapy 23 , 719–729 (1992)

Feindler, E. L. (1990). Adolescent anger control: Review and critique. In M. Hersen, R. M. Eisler, & P. M. Miller (Eds.), Progress in behavior modification (Vol. 26, 00. 11–59). Newbury Park, CA: Sage.

E.L. Feindler, Cognitive strategies in anger control interventions for children and adolescents, in Child and adolescent therapy: Cognitive-behavioral procedures , ed. by P.C. Kendall (Guilford Press, New York, 1991), pp. 66–97

E.L. Feindler, An ideal treatment package for children and adolescents with anger disorders, in Anger disorders: Definition, diagnosis, and treatment , ed. by H. Kassinove (Taylor & Francis, Washington, DC, 1995), pp. 173–195

E.J. Garland, M. Weiss, Case study: Obsessive difficult temperament and its response to serotonergic medication. Journal of the American Academy of Child and Adolescent Psychiatry 35 (7), 916–920 (1996)

B. Geller, J. Luby, Child and adolescent bipolar disorder: Review of the past 10 years. Journal of the American Academy of Child and Adolescent Psychiatry 36 (9), 1–9 (1997)

G. Gottlieb, Individual development and evolution: The genesis of novel behavior (Oxford University Press, New York, 1992)

J. Gottman, The world of coordinated play: Same and cross-sex friendship in children, in Conversations of friends: Speculations on affective development , ed. by J.M. Gottman, J.G. Parker (Cambridge University Press, Cambridge, England, 1986), pp. 139–191

R.W. Greene, Students with ADHD in school classrooms: Teacher factors related to compatibility, assessment, and intervention. School Psychology Review 24 (1), 81–93 (1995)

R.W. Greene, Students with ADHD and their teachers: Implications of a goodness-of-fit perspective, in Advances in clinical child psychology , ed. by T.H. Ollendick, R.J. Prinz (Plenum, New York, 1996), pp. 205–230

Chapter   Google Scholar  

R.W. Greene, The explosive child: Understanding and parenting easily frustrated, “Chronically Inflexible” children (HarperCollins, New York, 1998)

R.W. Greene, Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them (Scribner, New York, 2008)

Greene, R.W. (2010). Conduct disorder and oppositional defiant disorder. In J. Thomas & M. Hersen (Eds.), Handbook of Clinical Psychology Competencies . New York: Springer Publishing, 1329–1350

Greene, R.W. (2010). Collaborative problem solving: The model and its application across settings. New York: Guilford (in press)

R.W. Greene, R.R. Abidin, C. Kmetz, The index of teaching stress: A measure of student-teacher compatibility. Journal of School Psychology 35 (3), 239–259 (1997)

R.W. Greene, S.A. Ablon, A. Martin, Innovations: Child psychiatry: Use of collaborative problem solving to reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services 57 (5), 610–616 (2006)

R.W. Greene, J.S. Ablon, M. Monuteaux, J. Goring, A. Henin, L. Raezer, G. Edwards, J. Markey, S. Rabbitt, Effectiveness of collaborative problem solving in affectively dysregulated youth with oppositional defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology 72 , 1157–1164 (2004)

R.W. Greene, J. Biederman, S. Zerwas, M. Monuteaux, J.C. Goring, S.V. Faraone, Psychiatric comorbidity, family dysfunction, and social impairment in referred youth with oppositional defiant disorder. American Journal of Psychiatry 159 , 1214–1224 (2002)

R.W. Greene, A.E. Doyle, Toward a transactional conceptualization of oppositional defiant disorder: Implications for assessment and treatment. Clinical and Family Psychology Review 2 (3), 129–147 (1999)

R.W. Greene, T.H. Ollendick, Behavioral assessment of children, in Handbook of psychological assessment , ed. by G. Goldstein, M. Hersen, 3rd edn. (Elsevier Science (Pergamon), Oxford, 2000), pp. 453–470

J.D. Harnish, K.A. Dodge, E. Valente, Mother-child interaction quality as a partial ­mediator of the roles of maternal depressive symptomatology and socioeconomic status in the development of child conduct problems. Child Development 66 , 739–753 (1995)

S.C. Hayes, R.O. Nelson, B.B. Jerrett, The treatment utility of assessment: A functional approach to evaluating assessment quality. American Psychologist 42 , 963–974 (1987)

S.P. Hinshaw, B.B. Lahey, E.L. Hart, Issues of taxonomy and comorbidity in the development of conduct disorder. Development and Psychopathology 5 , 31–49 (1993)

A.E. Kazdin, Treatment of conduct disorder: Progress and directions in psychotherapy research. Development and Psychopathology 5 , 277–310 (1993)

A.E. Kazdin, Parent management training: Evidence, outcomes, and issues. Journal of the American Academy of Child and Adolescent Psychiatry 36 (10), 1349–1356 (1997)

A.E. Kazdin, K. Esveldt-Dawson, N.H. French, A.S. Unis, Problem-solving skills training and relationship therapy in the treatment of antisocial child behavior. Journal of Consulting and Clinical Psychology 55 , 76–85 (1987)

A.E. Kazdin, T.C. Siegel, D. Bass, Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and Clinical Psychology 60 (5), 733–747 (1992)

P.C. Kendall, Toward a cognitive-behavioral model of child psychopathology and a critique of related interventions. Journal of Abnormal Psychology 13 , 357–372 (1985)

P.C. Kendall, Guiding theory for therapy with children and adolescents, in Child and adolescent therapy: Cognitive-behavioral procedures , ed. by P.C. Kendall (Guilford Press, New York, 1991), pp. 3–22

P.C. Kendall, J.P. MacDonald, Cognition in the psychopathology of youth and implications for treatment, in Psychopathology and cognition , ed. by K.S. Dobson, P.C. Kendall (Academic Press, San Diego, CA, 1993), pp. 387–426

C.B. Kopp, Regulation of distress and negative emotions: A developmental view. Developmental Psychology 25 (3), 343–354 (1989)

B.B. Lahey, R. Loeber, Framework for a developmental model of oppositional defiant disorder and conduct disorder, in Disruptive behavior disorders in childhood , ed. by D.K. Routh (Plenum, New York, 1994)

J.E. Lochman, Cognitive-behavioral interventions with aggressive boys. Child Psychiatry and Human Development 16 , 45–56 (1992)

J.E. Lochman, P.R. Burch, J.F. Curry, L.B. Lampron, Treatment and generalization effects of cognitive-behavioral and goal-setting interventions with aggressive boys. Journal of Consulting and Clinical Psychology 52 , 915–916 (1984)

J.E. Lochman, L.B. Lampron, T.C. Gemmer, S.R. Harris, Anger coping intervention with aggressive children: A guide to implementation in school settings, in Innovations in clinical practice: A source book , ed. by P.A. Keller, S.R. Heyman, vol. 6 (Professional Resource Exchange, Sarasota, FL, 1987), pp. 339–356

A. Martin, H. Krieg, F. Esposito, D. Stubbe, L. Cardona, Reduction of restraint and seclusion through Collaborative Problem Solving: A five-year, prospective inpatient study. Psychiatric Services 59 (12), 1406–1412 (2008)

R.J. McMahon, K.C. Wells, Conduct problems, in Treatment of childhood disorders , ed. by E.J. Mash, R.A. Barkley, 2nd edn. (Guilford, New York, 1998), pp. 111–210

B. Milner, Aspects of human frontal lobe function, in Epilepsy and the functional autonomy of the frontal lobe , ed. by H.H. Jasper, S. Riggio, P.S. Goldman-Rakic (Raven Press, New York, 1995), pp. 67–81

W. Mischel, Delay of gratification as process and as person variable in development, in Interactions in human development , ed. by D. Magnusson, V.P. Allen (Academic Press, New York, 1983), pp. 149–165

T.E. Moffitt, D. Lynam, The neuropsychology of conduct disorder and delinquency: Implications for understanding antisocial behavior, in Experimental personality and psychopathology research 1994 , ed. by D.C. Fowles, P. Sutker, S.H. Goodman (Springer, New York, 1994), pp. 233–262

G.R. Patterson, P. Chamberlain, A functional analysis of resistance during parent training therapy. Clinical Psychology: Science and Practice 1 (1), 53–70 (1994)

G.R. Patterson, M.E. Gullion, Living with children: New methods for parents and ­teachers (Research Press, Champaign, IL, 1968)

G.R. Patterson, J.B. Reid, T.J. Dishion, Antisocial boys (Castalia, Patterson, OR, 1992)

B.F. Pennington, S. Ozonoff, Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry 37 , 51–87 (1996)

R.J. Prinz, G.E. Miller, Family-based treatment for childhood antisocial behavior: Experimental influences on dropout and engagement. Journal of Consulting & Clinical Psychology 62 , 645–650 (1994)

A. Sameroff, Early influences on development: Fact or fancy? Merrill-Palmer Quarterly 21 , 263–294 (1975)

A. Sameroff, General systems theory and developmental psychopathology, in Developmental psychopathology (Vol. 1): Theory and methods , ed. by D. Cicchetti, D.J. Cohen (Wiley, New York, 1995), pp. 659–695

C.A. Stifter, T.L. Spinrad, J.M. Braungart-Rieker, Toward a developmental model of child compliance: The role of emotion regulation in infancy. Child Development 70 (1), 21–32 (1999)

T.K. Taylor, A. Biglan, Behavioral family interventions for improving child rearing: A review of the literature for clinicians and policy makers. Clinical Child and Family Psychology Review 1 (1), 41–60 (1998)

C. Webster-Stratton, Enhancing the effectiveness of self-administered videotape parent training for families with conduct-problem children. Journal of Abnormal Child Psychology 18 , 479–492 (1990)

D. Zillman, Cognition-excitation interdependencies in aggressive behavior. Aggressive Behavior 14 , 51–64 (1988)

Download references

Author information

Authors and affiliations.

Harvard Medical School, Newton, USA

Ross W. Greene

You can also search for this author in PubMed   Google Scholar

Editor information

Editors and affiliations.

Royal North Shore Hospital, Health Psychology Unit, University of Technology Sydney, St. Leonards, Sydney, 2065, New South Wales, Australia

Rachael C. Murrihy

Antony D. Kidman

Child Study Center, Department of Psychology, Virginia Tech, Blacksburg, 24060, Virginia, USA

Thomas H. Ollendick

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer New York

About this chapter

Greene, R.W. (2011). Collaborative Problem Solving. In: Murrihy, R., Kidman, A., Ollendick, T. (eds) Clinical Handbook of Assessing and Treating Conduct Problems in Youth. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-6297-3_8

Download citation

DOI : https://doi.org/10.1007/978-1-4419-6297-3_8

Published : 17 August 2010

Publisher Name : Springer, New York, NY

Print ISBN : 978-1-4419-6295-9

Online ISBN : 978-1-4419-6297-3

eBook Packages : Behavioral Science Behavioral Science and Psychology (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Dr. Ross Greene

Originator of the Collaborative & Proactive Solutions Approach

Welcome to the world of New York Times bestselling author Dr. Ross Greene and Collaborative & Proactive Solutions (CPS)! Dr. Greene is a clinical psychologist, and he’s been working with children and families for over 30 years. His influential work is widely known throughout the world.

This website was launched to celebrate the release of Dr. Greene’s newest book, Raising Human Beings. While he’s already a household name in families of behaviorally challenging kids, in this much-anticipated book he extends his work to all kids and all families. The book was released in August, 2016!

If you’re unfamiliar with Dr. Greene and CPS, you’re going to learn a lot on this website. And there are links to other websites to help you learn even more.

All content © Dr. Ross Greene

• Collaborative Problem Solving® »

Collaborative Problem Solving® (CPS)

At Think:Kids, we recognize that kids with challenging behavior don’t lack the will  to behave well. They lack the  skills  to behave well.

Our Collaborative Problem Solving (CPS) approach is proven to reduce challenging behavior, teach kids the skills they lack, and build relationships with the adults in their lives.

Anyone can learn Collaborative Problem Solving, and we’re here to help.

What is Collaborative Problem Solving?

Kids with challenging behavior are tragically misunderstood and mistreated. Rewards and punishments don’t work and often make things worse. Thankfully, there’s another way. But it requires a big shift in mindset.

Helping kids with challenging behavior requires understanding why they struggle in the first place. But what if everything we thought was true about challenging behavior was actually wrong? Our Collaborative Problem Solving approach recognizes what research has pointed to for years – that kids with challenging behavior are already trying hard. They don’t lack the will to behave well. They lack the skills to behave well.

Learn More About the CPS Approach

Kids do well if they can.

CPS helps adults shift to a more accurate and compassionate mindset and embrace the truth that kids do well if they can – rather than the more common belief that kids would do well if they simply wanted to.

Flowing from this simple but powerful philosophy, CPS focuses on building skills like flexibility, frustration tolerance and problem solving, rather than simply motivating kids to behave better. The process begins with identifying triggers to a child’s challenging behavior and the specific skills they need help developing.  The next step involves partnering with the child to build those skills and develop lasting solutions to problems that work for everyone.

The CPS approach was developed at Massachusetts General Hospital a top-ranked Department of Psychiatry in the United States.  It is proven to reduce challenging behavior, teach kids the skills they lack, and build relationships with the adults in their lives. If you’re looking for a more accurate, compassionate, and effective approach, you’ve come to the right place. Fortunately, anyone can learn CPS. Let’s get started!

Bring CPS to Your Organization

Attend a cps training.

6 out of 10 teachers report reduced stress.

Significant reductions in parents’ stress.

74% average reduction in use of seclusion.

73% reduction in oppositional behaviors during school.

Parents report improvements in parent-child interactions.

71% fewer self-inflicted injuries.

reduction in school office referrals.

Significant improvements in children’s executive functioning skills.

60% of children exhibited improved behavior 

Privacy overview.

144 episodes

Along with four school principals, Dr. Ross Greene -- originator of the Collaborative Problem Solving approach (now called Collaborative & Proactive Solutions) and author of The Explosive Child and Lost at School -- helps teachers and parents better handle behaviorally challenging kids in the classroom and at home through implementation of his approach to solving problems collaboratively. This program airs on the first Monday of each month (September through May) at 3:30 pm Eastern time.

Dr. Ross Greene Ross Greene PhD

• 4.3 • 28 Ratings
• DEC 7, 2021

A Hodge Podge of CPS Help

Lots of helpful topics covered today including adjusting the model for kids with language difficulties, drilling for information, wording unsolved problems, and more!

• NOV 20, 2017

Helping Behaviorally Challenging Students

On the first Monday of every month at 3:30 pm Eastern time, from September through May, Dr. Ross Greene and four principals from schools in the U.S. and Canada cover a wide range of topics related to behaviorally challenging students and school discipline in general and Dr. Greene's Collaborative & Proactive Solutions (CPS) model in particular.  You can call into the program to get your questions answered or submit them via email here.  And, if you can't listen live, all the programs are archived in the Listening Library on the Lives in the Balance website or through i-Tunes.

• OCT 10, 2017

The ALSUP Writes Your IEP For You

Well, we finally had our first program of the school year, and our primary focal point -- led by our newest co-host, Heidi O'Leary, Special Education Director in Topsham, Maine -- was on how to write a CPS-flavored IEP, driven by the Assessment of Lagging Skills and Unsolved Problems (ALSUP). This is big...

• MAY 1, 2017

Are CPS and Applied Behavior Analysis Compatible?

Applied behavior analysis (ABA) is very commonly applied for behaviorally challenging kids in schools these days...but is ABA compatible with CPS? Are we just talking different languages?

• APR 3, 2017

Rewards are "Working"? For Who?

Lots of territory covered on today's program, including a discussion about school values...but at the end of the program we discussed whether reward programs work for anyone in the building. We thought not...

• MAR 6, 2017

Can Traumatized Kids Participate in Plan B?

Kids with trauma histories may need Plan B even more than most, as it's where their concerns are heard and addressed and they begin to feel that they can influence outcomes. Of course, all kids need to feel that way.

• © Copyright Ross Greene (C/O Blogtalkradio)

Customer Reviews

I’m not an educator but I listened to all the parents episodes and now I’m listening to the educators episodes. I have to say the “Anytown” high school/elementary school episodes are amazing!! I learned so much from all the other episodes I’ve listened to over the last few months, but the Anytown episodes took learning the intricacies to another level. I was blown away honestly. I really can’t stop listening to these podcasts any chance I get. I’m going to be quite sad when I have no more to listen to 😂

Parent listening...

Even though I am not a teacher or administrator, I found listening to this podcast incredibly helpful. It helped me to know what concerns teachers may have in starting CPS & how to answer those. Wish there were new episodes :)

Yet another PhD trying to monetize a patchwork theory based on other people’s data tailored to support his claims. If you are curious about their approach to science, listen to the 4/30/17 episode... they actually say that data are not everything. I’d be interested to find an employed physics researcher that continued to back their theory because “the data are not everything”.

Top Podcasts In Education

Buff Bulletin Board

University of Colorado Boulder

Login to create bulletin

Join the study: Collaborative problem solving in STEM

The iSAT Lab is recruiting participants for a research study who are fluent English speakers, are 18 years old or older, and who have basic computer proficiency. 

These studies take place at the Center for Innovation and Technology, Room 184G. In this type of study we investigate collaborative problem solving in science, technology, engineering and mathematics domains. In the study you will be working with other participants on a series of group problem-solving tasks.

During the study we’ll be using cameras and microphones to record the interactions you and your group have with one another and with the tasks at hand. You will also be required to wear a head-mounted camera (e.g., a GoPro) while you complete the tasks in this study. Collecting video and audio data of you and your group’s interactions is mandatory for this study. If you do not want to be recorded with video and microphone, you may decide not to participate in this study at any time.  

These studies last two hours each, and compensation is awarded in the form of $50 ($25 per hour). To get directions to our lab, or for more information, please email [email protected]. Sign up now.