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The Explosive Child: Summary CPS by Dr. Ross Greene

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.

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The Explosive Child: Summary CPS by Dr. Ross Greene

  1. 1. The Explosive child Dr. Ross Greene
  2. 2. Your explanation you
  3. 3. “BRAINLOCK”
  4. 4. Pathways and Triggers
  5. 5. 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
  6. 6. This doesn’t describe explosive children
  7. 7. ...Cognitive Flexibility Skills...
  8. 8. Cognitive Flexibility Skills
  9. 9. Social skills are considered among the hardest skills to learn
  10. 10. Provided the child with lots of positive attention to reduce the desirability 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?
  11. 11. Why??
  12. 12. There is a simple equation to summarize this phenomenon: Inflexibility + Inflexibility=EXPLOSION
  13. 13.  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
  14. 14. 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’
  15. 15. Another Important Point: Explosions are actually predictable
  16. 16. Homework*
  17. 17. Plan A Plan B Plan C
  18. 18. Plan A Plan C Plan B
  19. 19. Plan A Plan A Plan A
  20. 20. 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
  21. 21. KABOOM! Plan A Plan A Plan A KABOOM!!
  22. 22. Plan C Plan C Plan C
  23. 23. Plan C
  24. 24. Plan B Collaborative Problem Solving (CPS) Discussing and working out mutually satisfactory solutions to the problems that you have been experiencing with your child
  25. 25. The 3 steps for doing Plan B
  26. 26. Now we’ll have two concerns that have yet to be reconciled, your child’s and yours..
  27. 27. only be one solution left on the table Plan B 1 ONE SOLUTION ONLY ONE ISSUE
  28. 28. potential solutions to the problem
  29. 29. with to
  30. 30. Plan B needs you to consider...
  31. 31. 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.
  32. 32. Remember tracking your child’s frustrations, explosions and inflexibility? Homework*: Proactive Plan B
  33. 33. First goal, take fuel out of the fire by: PLAN A PLANS B AND C DRAMATICALLY
  34. 34. Time outs? punishment everyone forget them!
  35. 35. 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
  36. 36. There are 3 basic skills necessary for kids to be able to participate with Plan B
  37. 37. to identify and articulate their concerns...
  38. 38. 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”
  39. 39. ...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
  40. 40. happy, sad and of course, frustrated. USE PICTURES IF YOU NEED TO...
  41. 41. HAPPY, SAD AND/OR FRUSTRATED frustrated is too complex, angry or mad Confused excited bored annoyed...
  42. 42. Gather Evidence
  43. 43. 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!!’
  44. 44. 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.
  45. 45. With an explosive child, it is especially troublesome...
  47. 47. Siblings...
  48. 48. Siblings
  49. 49. Speculation...
  50. 50. Speculation not KABOOM!
  51. 51. Have a family ‘Speculation’ RULE:
  52. 52. Don’t pathologize or psychologize , and don’t use your own value judgements
  53. 53. 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...
  54. 54. How many times do I have to tell you?!?!?
  55. 55. counterproductive
  56. 56. Tips... Control Stay on topic Recognize back on track things that are frustrating to you both
  57. 57. Parents
  58. 58. Parents If 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
  59. 59. Grandparents We 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’
  60. 60. Grandparents
  61. 61. won’t explode at school
  62. 62. 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
  63. 63. 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.
  64. 64. 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.
  65. 65. 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...
  66. 66. Philosophy: “Children do well if they can”
  67. 67. Time
  68. 68. Expertise: You need expertise in these domains: • Five pathways • Three plans • Three steps for doing Plan B
  69. 69. 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.
  70. 70. 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
  71. 71. Community of learners
  72. 72. Community of learners frequent opportunities for practicing social interactions
  73. 73. Community of learners
  74. 74. Community of learners
  75. 75. Community of learners integral
  76. 76. Community of learners “Fair does not mean equal”
  77. 77. Community of learners
  78. 78. Thanks for your participation in this overview ANY QUESTIONS?