the explosive child: summary cps by dr. ross greene
DESCRIPTION
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.TRANSCRIPT
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The Explosive child
Dr. Ross Greene
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Your explanation
you
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“BRAINLOCK”
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Pathways and Triggers
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Pathways...
What pathways set the stage for explosions?
Each category includes a specific thinking skill:
1. Executive skills
2. Language processing skills
3. Emotion regulation skills
4. Cognitive flexibility skills
5. Social skills
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This doesn’t describe explosive children
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...Cognitive Flexibility Skills...
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Cognitive Flexibility Skills
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Social skills are considered among the hardest skills to learn
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Provided the child with lots of positive attention to reduce thedesirability of negative attention?
Issued fewer and clearer rules?
Taught the child that compliance is expected and enforced for all parental commands ? That child must comply quickly because command will only be repeated once or twice?
Implemented a record-keeping system? (points, stickers, happy faces, etc.) Track child’s performance on targeted behaviour?
Delivered consequences and rewards such as allowance money and special privileges- and punishments like time outs and loss of privileges-depending on child's performance?
Taught the child that you, as a parent, ‘won’t back down’ in the face of explosions?
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Why??
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There is a simple equation to summarize this phenomenon:
Inflexibility + Inflexibility=EXPLOSION
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Be sure the other adults in the child’s life have a clear
understanding of the child’s difficulties…united front!
It may be necessary to put some of your parenting
agenda on the back burner, at least temporarily
There is nothing about CPS that will have you feeling like
you are a pushover
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You may have to come to terms with the fact that your child is a little
different. For parenting this child, this means ‘being responsive to the
hand you’ve been dealt’
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Another Important Point:Explosions are actually
predictable
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Homework*
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Plan A
Plan B
Plan C
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Plan A
Plan CPlan B
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Plan A
Plan A
Plan A
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An explosive outburst-like other forms of
maladaptive behaviour-occurs when the cognitive demands being placed upon
a person outstrip that person’s capacity to respond adaptively
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KABOOM!
Plan A Plan APlan A
KABOOM!!
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Plan CPlan C
Plan C
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Plan C
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Plan BCollaborative Problem Solving
(CPS)Discussing and working out mutually
satisfactory solutions to the problems that you have been experiencing with your child
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The 3 steps for doing Plan B
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Now we’ll have two concerns that have yet to be reconciled, your child’s and yours..
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only be one solution left on the table Plan B
1
ONE SOLUTION ONLYONE ISSUE
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potential solutions to the problem
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with
to
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Plan B needs you to consider...
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Emergency Plan B-in the moment, usually the heat of the moment!
Proactive Plan B-using Plan B ahead of time, not in the heat of the moment.
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Remember tracking your child’s frustrations,
explosions and inflexibility?
Homework*:
Proactive Plan B
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First goal, take fuel out of the fire by:
PLAN A
PLANS B AND C DRAMATICALLY
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Time outs?
punishment
everyone
forget them!
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1. The first mistake is to think your child’s behaviour is unplanned and unintentional
when it really isn’t
2.The second mistake is thinking your child’s behaviour is planned and intentional when it really isn’t
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There are 3 basic skills necessary for kids to be able to participate with Plan B
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...now to identify and articulate their concerns...
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gimme a minute”
“I can't talk about that right now”
“I need help”
“I don’t feel right”
“ This isn’t going the way I thought it would”
“ I don’t know what to do”
“this label is bothering my neck”
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...Consider a Range of Possible Solutions...
solutions to problems
1 of 3 general categories:
1) Asking for help
2) Meeting half way/giving in a little
3) Doing it a different way
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happy, sad and of course, frustrated.
USE PICTURES IF YOU NEED TO...
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HAPPY, SAD AND/OR FRUSTRATED
frustrated is too complex, angry or mad
Confused excited bored annoyed...
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Gather Evidence
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Gather Evidence
“I’m so STUDID!!”
“I know you sometimes think you are stupid, but I don’t
think someone ‘stupid’ could do so well in their
art project, like you did!!’
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Family Matters...
An explosive child can bring difficulties and challenges to any family. Even families who might not have major difficulties in life, if ‘handed’ a challenging child, can end pulling other huge issues to the surface that may
have otherwise worked themselves out.
But family issues pre-existing the difficult child, (or run parallel) can complicate or impede
implementation of Plan B.
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With an explosive child, it is especially troublesome...
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...
FAIR DOES NOT MEAN EQUAL
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Siblings...
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Siblings
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Speculation...
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Speculation
not
KABOOM!
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Have a family ‘Speculation’ RULE:
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Don’t pathologize or psychologize , and don’t use your own value judgements
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When issues are brought up ahead of time in a way what doesn’t elicit defensiveness, most of these
children are willing or even eager to talk about important desired topics
such as...
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How many times do I have to
tell you?!?!?
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counterproductive
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Tips...Control
Stay on topic
Recognize
back on track
things that are frustrating to you both
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Parents
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ParentsIf these things occur with your child,
the issues need to be addressed. Sometimes marital therapy might be
necessary
Many parents feel like they have no energy left for anything
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GrandparentsWe need to make sure the grandparents are ‘with the program’. If grandparents are an integral part of the
family unit they need to be brought into the loop,
and become part of ‘united front’
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Grandparents
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won’t explode at school
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Some possible factors...
The Embarrassment factor:
They’d be embarrassed if they exploded at school in front of
friends. Embarrassment
doesn't happen at home.
The Tightly Wrapped factor:
The child puts so much energy
into holding it together at school, he’ll unravel the
minute he gets home
afterschool
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The Herd Mentality
factor:
Because school days tend to be
relatively structured and
predictable, making it user
friendly for these kids
The Chemical factor:
Students and teachers are usually the
primary beneficiaries of
pharmacotherapy. Medications usually
wear off by late afternoon or evening.
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Zero tolerance is a very much a roadmap for
Plan A
Think about this...
Standard school disciplinary practices don’t work for the students to whom they are most frequently applied, and aren’t
needed for the students to whom they are
never applied.
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In other words, the school discipline program isn’t the reason
well behaved kids act well behaved. They do it because they
can.
We have little to show for all the consequences-detentions, suspensions, expulsions, and
so forth...
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Philosophy:
“Children do well if they can”
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Time
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Expertise:
You need expertise in these domains:
• Five pathways
• Three plans
• Three steps for doing Plan B
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A Plan B road map:Goal 1: achieve consensus on a given student’s pathways and
triggers. Input from school staff, mental health professionals and child’s parents
Goal 2: prioritize which problems are to be proactively solved (triggers) and which skills are to be proactively taught (pathways) Now you can assign roles for everyone at the table.
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A Plan B road map:Key points:
There are no quick fixes
Ensuring good communication among adults is absolutely essential
Blaming doesn't help
B
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Community of learners
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Community of learners
frequent opportunities for practicing social
interactions
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Community of learners
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Community of learners
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Community of learners
integral
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Community of learners
“Fair does not mean equal”
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Community of learners
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Thanks for your participation in this overview
ANY QUESTIONS?