WHY TEACH YOUR STUDENTS ABOUT COLLABORATIVE & PROACTIVE SOLUTIONS (CPS)?
Unfortunately, many practices applied to kids are not backed by research. So it’s imperative that rising professionals in mental health and education learn about evidence-based practices like Collaborative and Proactive Solutions (CPS). It’s also important for them to understand that kids’ concerning behavior is a frustration or distress response, and that focusing on what kids are frustrated or distressed about — the expectations they’re having difficulty meeting — is far more productive than focusing on their concerning behavior. In the CPS model, those unmet expectations are called “unsolved problems.” It’s essential for your students to learn how to solve those problems collaboratively (with the full involvement of kids) and proactively (not in the heat of the moment). And, they need to know that those problems will not be solved with time-outs, stickers, detentions, suspensions, expulsions, corporal punishment, restraint, or seclusion.
You can hear more from Dr. Greene in the video below, and you’ll find additional resources on this page to help you get started.
HEAR FROM PROFESSORS WHO TEACH ABOUT CPS
Educators in psychology, social work, education, school counseling, speech and language pathology, and occupational therapy are making sure future professionals understand the power of the CPS model. Click on the videos below to hear directly from professors about why they teach CPS and how they bring it to life in their classrooms.
IS CPS APPLICABLE TO A COURSE I’M TEACHING?
If the course you’re teaching is about children — teaching them, helping them, knowing what they’re about — odds are the CPS model is applicable. Here’s a listing of courses in which we’ve seen people expose their students to the CPS model. But it’s not exhaustive.
Educational Programs
- Teaching children with disabilities
- Courses addressing school-based discipline, history of approaches to discipline, and schools as systems
- Courses on Social Emotional Learning
- Teaching students with exceptionalities
- Inclusion classes/teaching in inclusive settings
School Psychology
- Any course teaching classroom management and responding to behavior problems in the classroom
- Teaching children with disabilities
- Courses addressing school-based discipline, history of approaches to discipline, and schools as systems
- Consultation
- Developmental psychopathology
- Social, emotional, behavorial assessment
- Psychoeducational consultation and collaboration
- Seminars supporting field-based experiences (practicum and internships)
Guidance Counseling
- Fundamentals of School Counseling
- Counseling Theories, Principles, and Practices
- Cultural Responsiveness in Counseling
- Psychological & Educational Assessment
- Neuropsychology of Learning & Behavior
- Intervention Strategies: Social & Emotional
- Behavorial Assessment & Intervention
- Consultation & Collaboration: Schoo/Family/Community
Social Work
- Race, equity, and inclusion
- Implications of Race, Culture, and Oppression for Social Work Practice
- Clinical Assessment & Intervention
- Children/Adolescents with Emotional and Behavorial Challenges
- Schools Social Work
WHERE TO FIND INFORMATION FOR TEACHING CPS CONTENT
GUIDED TOUR
The Guided Tour will take you through the three key facets of the CPS model.
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CPS WITH YOUNG KIDS
Many people think you can’t solve problems collaboratively with very young kids. Not so!
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PAPERWORK
All of the instruments and resources of the CPS model are here.
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RESEARCH
Here’s all the research supporting CPS as an evidence-based model.
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