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learning about collaborative problem solving the Ross Greene model. Samantha Hook, Michelle Lawson, Courtney Witmer, Melissa Blakeney, Mary Herzig. Quote from Ross Greene’s Book: Treating Explosive Kids.

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## learning about collaborative problem solving the Ross Greene model

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**learning about collaborative problem solvingthe Ross Greene**model Samantha Hook, Michelle Lawson, Courtney Witmer, Melissa Blakeney, Mary Herzig**Quote from Ross Greene’s Book: Treating Explosive Kids**“Paradoxically they [students] are among the most poorly understood child and adolescent clinical populations.” (p. 1)**Ross Greene**Collaborative Problem Solving -Student and teacher working together to create a solution after both have voiced their concerns in great detail and both parties understand. -Takes less time than yelling, writing names on the board, or taking away tickets..it saves time!!**Plan B Tasks to Complete to Problem Solve**• 1st – Unsolved Problem • 2nd – Adult taking the lead • 3rd – Kid’s Concerns Identified (empathy) • 4th – Adult’s Concerns Identified (defining the problem) • 5th – Solution agreed upon**Unsolved problems**Identify the specific conditions under which challenging behavior is occurring (with whom, over what, where, and when are challenging episodes occurring)**Adult Taking Lead on Plan B**The person who is talking with the student to figure out their concerns about the problem Plan B Video**Kid’s concerns identified (empathy)**Adult is trying to gather information to clarify kid’s concerns/perspective about the unsolved problem. The main goal is to make the best possible sense of kid’s concerns/perspective • "I’ve noticed that homework has been a bit of a struggle lately, and I know that’s no fun for you“. • using "I've noticed" is the best way to show empathy because shows meaning.**Adult concerns identified (define the problem step)**Adults show their perspective and concerns on the unsolved problem. • The definition of defining the problem is simply two concerns that have yet to be reconciled. • Plan B cannot move forward if the adults concerns are poorly specified. You have to have both concerns on the table in order for this step to move on**Solution agreed upon(invitation)**Child and teacher are brain storming solutions together. The main goal is to come up with a solution that will address the concerns of each party. • The key word in initiation of the invitation is "Let's" • Let's think about how we can solve that problem. • Let's see if we can figure that out. • Let's see what we can do about that.**Is the problem solved?**Check Yes or No and comment on the solution. If the problem has not been solved return to empathy step.**Useful for keeping track of the unsolved problems you’re**currently working on and where you are in the process of solving them.**Plan B Flow Chart**Adult Taking Lead on Plan B-The person who is talking with the student to figure out their concerns about the problem Unsolved Problem- Identify the specific conditions under which challenging behavior is occurring (with whom, over what, where, and when are challenging episodes occurring) Adult concerns identified (define the problem step) –Adults show their perspective and concerns on the unsolved problem. Kid’s concerns identified (empathy step)- Adult is trying to gather information to clarify kid’s concerns/perspective about the unsolved problem. The main goal is to make the best possible sense of kid’s concerns/perspective. Solution agreed upon (invitation) – child and teacher are brainstorming solutions together. The main goal is to come up with a solution that will address the concerns of each party. Problem Solved?Check Yes or No and comment on the solution. If the problem has not been solved return to empathy step.

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