Collaborative Problem Solving Examples

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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.

Limitations included small sample size, lack of Schaubman, A., Stetson, E., & Plog, A. Reducing teacher stress by implementing collaborative problem solving in a school setting. Type of Study: One group pretest-posttest study Number of Participants: 16 Population: of Collaborative Problem Solving (CPS) to reduce teacher stress.

Measures utilized include the Index of Teaching Stress (ITS), and the Thinking Skills Inventory.

Measures utilized include the Child and Adolescent Functional (CANS).

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Results indicate that during the time studied, frequency of restrictive events in the residential facility decreased from an average of 25.5 per week to 2.5 per week, and restrictive events in the day treatment facility decreased from an average of 2.8 per week to 7 per year. Typically family therapy (in which the youth is the identified patient, but the parents are heavily involved in the sessions so that they can get better at using the approach with their child on their own) occurs once per week for approximately 1 hour.The approach can also be delivered in the home with greater frequency/intensity, such as twice a week for 90 minutes.Results indicate that all participants had significant reductions in SNAP-IV ODD, ADHD, and total Conners' and FBIM scores, both at postintervention and at 6-month follow-up.Eight of the children, although significantly improved on ODD scores and the Conners' emotional liability subscale at post-intervention, had almost no improvement in hyperactivity/impulsivity.In addition, CPS operationalizes principles of trauma-informed care.This program involves the family or other support systems in the individual's treatment: Any caregivers, educators, and other supports are essential to the success of the approach.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.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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