Other Non-Punitive, Non-Adversarial Models

While Lives in the Balance provides free information on Dr. Greene's Collaborative & Proactive Solutions (CPS) approach, it also encourages awareness of other non-punitive, non-adversarial, collaborative, proactive, skill-building, relationship-enhancing interventions. While this is not an endorsement of these models, nor an exhaustive list, here are some of the other models that incorporate some of those components:

Social Thinking

Social Thinking is a treatment framework and curriculum developed by Michelle Garcia Winner that targets improving individual social thinking abilities, regardless of diagnostic label. The Social thinking methods build social thinking and related skills in students and adults. Social Thinking books, workshops and trainings, created by Winner or based on Winner's work, now offer a range of strategies that address individual strengths and weaknesses in processing social information. 

Conscious Discipline

Conscious Discipline is a comprehensive social-emotional learning and classroom management program based on current brain research. Utilizing everyday events as the curriculum, Conscious Discipline addresses the adult’s emotional intelligence as well as the child’s, and integrates parenting and classroom management with social-emotional learning. This model allows adults to consciously respond to daily conflict, transforming it into an opportunity to teach critical life skills to children. Conscious Discipline is an evidenced-based model, and was named as a national model for character education by the Florida State Legislature.

Parent Effectiveness Training (P.E.T.)

Parenting Effectiveness Training (P.E.T.) offers communication and conflict resolution skills training to improve relationships among families. Very much like CPS, P.E.T. emphasizes troubleshooting family problems with conflict resolution and communication skills that ensure each family member feels genuinely understood. This in turn, promotes solutions that address the concerns of all family members involved.

Restorative Justice

Based on the foundation of genuine, active accountability for wrongdoing, Restorative Justice refers to a number of programs and practices rooted in a theory of justice that emphasizes repairing harm caused by criminal behavior. Restorative Justice is a collaborative process that invites offenders and those affected (victims) by wrongdoing to meet and discuss the harm inflicted, including how to best repair that harm. This model recognizes that crime hurts everyone involved, and focuses on repairing harm rather than punishing the offender.

Positive Parenting

Positive discipline is an approach to parenting that teaches children and guides their behavior, while respecting their rights to healthy development, protection from violence and participation in their learning. Positive discipline is based in research on children’s healthy development and effective parenting, and founded on child rights principles.

Nonviolent Communication

This model is based on the assumption that all humans are compassionate by nature, and that violent strategies — whether verbal or physical — are learned behaviors. Nonviolent Communication assumes that we all share the same, basic human needs, and that each of our actions is directed toward meeting one or more of those needs. Emphasizing empathetic listening and honest expression of personal needs, Nonviolent Communication underscores the concept of “power with” rather than “power over” others.

Parenting with Dignity

The Parenting with Dignity program provides a framework for instilling a sense of responsibility and decision-making accountability in children and teens, and offers a philosophy encouraging parents to examine their current disciplinary practices and procedures. The program advocates fostering independence and responsibility by permitting children to make some of their own decisions and to experience the consequences.

Dialectical Behavior Therapy

Dialectical Behavior Therapy (DBT) a comprehensive cognitive-behavioral treatment that was originally developed to treat chronically suicidal individuals suffering from borderline personality disorder (BPD). DBT has been found especially effective for those with suicidal and other multiply occurring severely dysfunctional behaviors. DBT combines standard cognitive-behavioral therapy techniques for emotional regulation and reality testing with concepts of distress tolerance, acceptance and mindful awareness. Research has shown DBT to be effective in reducing suicidal behavior, psychiatric hospitalization, treatment dropout, substance abuse, anger, and interpersonal difficulties.

Second Step

The Second Step program is a research-based program for social/emotional learning that provides a curriculum for teaching social-emotional skills such as empathy, emotion management and problem solving. Second Step is intended for use in school settings, including an early learning curriculum for fostering self-regulation and executive function skills. Research on the program has demonstrated improvements in academic performance as a result of increased social/emotional skills.

The Sanctuary Model

The Sanctuary Model represents a theory-based, trauma-informed, whole culture approach that has a clear and structured methodology for creating change in an organizational culture. The approach focuses on changing the environment to provide a cohesive context within which healing from psychological and social traumatic experience can be addressed. Structured around a philosophy and practice informed by the scientific study of attachment and child development and the impact of adversity, toxic stress and trauma, the Sanctuary Model aims to teach individuals and organizations the necessary skills for creating and sustaining nonviolent lives and nonviolent systems.