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ALSUP 2020 & Proactive Solutions (Lives in the Balance)

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LAGGING SKILLS
This section will help you understand why the child is responding so maladaptively to problems and frustrations. Please note that
these lagging skills are not the primary focal point of intervention. In other words, you won’t be discussing the lagging skills with the
student, nor will you be teaching most of the skills explicitly. The primary targets of intervention are the unsolved problems you’ll be
documenting in the next section.
q
Diculty maintaining focus
q
Diculty seeing “grays”/concrete, literal, black & white, thinking
q
Diculty handling transitions, shifting from one mindset
or task to another
q
Diculty taking into account situational factors that would
suggest the need to adjust a plan of action
q
Diculty considering the likely outcomes or consequences
of actions (impulsive)
q
Inflexible, inaccurate interpretations/cognitive distortions or
biases (e.g., “Everyone’s out to get me,” “Nobody likes me)"
q
Diculty persisting on challenging or tedious tasks
q
Diculty attending to or accurately interpreting social cues/
poor perception of social nuances
q
Diculty considering a range of solutions to a problem
q
Diculty shifting from original idea, plan, or solution
q
Diculty expressing concerns, needs, or thoughts in words
q
D
i
fficulty appreciating how
their
behavior is affecting others
q
Diculty managing emotional response to frustration so as
to think rationally
q
Diculty starting conversations, entering groups,
connecting with people/lacking other basic social skills
q
Chronic irritability and/or anxiety significantly impede
capacity for problem-solving or heighten frustration
q
Diculty empathizing with others, appreciating another
person’s perspective or point of view
q
Sensory/motor diculties
q
Diculty handling unpredictability, ambiguity, uncertainty, novelty
CHILD'S NAME _______________________________________________________________ DATE ________________
The ALSUP is intended for use as a discussion guide rather than as a freestanding check-list or rating scale. It should be used to identify
specific lagging skills and unsolved problems that pertain to a particular child or adolescent.
UNSOLVED PROBLEMS
Collaborative
& Proactive Solutions
THIS IS HOW PROBLEMS GET SOLVED
ASSESSMENT OF LAGGING SKILLS & UNSOLVED PROBLEMS
ALSUP 2020
Unsolved problems are the specific expectations a child is having difficulty meeting. The wording of an unsolved problem will
translate directly into the words that you’ll be using when you introduce an unsolved problem to the child when it comes time to solve
the problem together. Poorly worded unsolved problems often cause the problem-solving process to deteriorate before it even gets
started. Please reference the ALSUP Guide for guidance on the four guidelines for writing unsolved problems.
SCHOOL/FACILITY PROMPTS:
Are there specific tasks/expectations the student is having difficulty completing or getting started on?
Are there classmates this student is having difficulty getting along with in specific conditions?
Are there tasks and activities this student is having difficulty moving from or to?
Are there classes/activities the student is having difficulty attending/being on time to?
As you think about the start of the day to the end, are there any other expectations the student has difficulty reliably meeting or that
you find yourself frequently reminding the student about?
HOME/CLINIC PROMPTS:
Are there chores//tasks/activities the child is having difficulty completing or getting started on?
Are there siblings/other children the child is having difficulty getting along with in specific conditions?
Are there aspects of hygiene the child is having difficulty completing?
Are there activities the child is having difficulty ending or tasks the child is having difficulty moving on to
As you think about the start of the day to the end, are there any other expectations the child has difficulty reliably meeting or that you find
yourself frequently reminding the child about?
livesinthebalance.org
REV 102020
The Assessment of Lagging Skills and Unsolved Problems (ALSUP) is a discussion guide created to assist caregivers in
identifying a child’s lagging skills and unsolved problems. Lagging skills provide caregivers with new lenses. Rather than viewing
a child’s diculties as attention-seeking, manipulative, coercive, unmotivated, lazy, or limit testing, lagging skills provide more
accurate, productive, actionable lenses.
INSTRUCTIONS FOR IDENTIFYING LAGGING SKILLS:
How hard could it be to check o lagging skills? Not that hard, but here are a few important reminders:
• Go in order…you don’t want to miss anything.
• Don’t spend time hypothesizing or theorizing about causal factors (why the student is lacking these skills)…you can’t establish
cause with any level of precision, and your time will be better spent identifying lagging skills and unsolved problems
• Don’t spend any time talking about the child’s behavior either…the behavior is simply the way children communicate that
there are expectations they are having diculty meeting
• Checking o a lagging skill is not a democratic process and shouldn’t take more than 3-5 seconds each. If any caregivers
in the meeting think the lagging skill applies to the child, check it o.
• While lagging skills provide you with new lenses -- a worthy goal -- lagging skills are not the primary targets of
intervention. The unsolved problems you’ll be identifying are the primary targets of intervention. If you solve those
problems collaboratively and proactively, the child’s skills will be enhanced.
INSTRUCTIONS FOR IDENTIFYING UNSOLVED PROBLEMS:
An unsolved problem is an expectation a child is having diculty meeting. Writing unsolved problems is harder, because the
wording of the unsolved problem on the ALSUP is going to translate directly into the words that you’re going to use to introduce
the unsolved problem to the child when it comes time to solve the problem together. As such, there are four guidelines for
writing unsolved problems:
They should contain no reference to the child’s challenging behaviors. Since you won’t be talking with children about their
behavior, there’s no need to include the behavior in the wording of the unsolved problem. Instead, almost all unsolved problems
begin with the words Diculty, followed by a verb (a variety of verbs are shown in the examples below as well). So you wouldn’t
write Screams and swears when having diculty completing the word problems on the math homework…instead write Diculty
completing the word problems on the math homework.
They should contain no adult theories. So you wouldn’t write Diculty writing the definitions to the spelling words in English…
because his parents were recently divorced).
They should be split, not clumped (so you wouldn’t write Diculty getting along with others but rather Diculty getting along
with Trevor on the school bus in the morning.
They should be specific. To make an unsolved problem as specific as possible, there are two strategies:
• Include details related to who, what, where, and when
• Ask What expectation is the child/student having diculty meeting?
The above guidelines -- and a variety of sample verbs -- are embodied in the following examples (they’re grouped based on setting,
but the verbs apply across settings):
SCHOOL/FACILITY:
• Diculty getting started on the double-digit division problems in math
• Diculty completing the map of Europe in geography
• Diculty participating in the discussions in morning meeting
• Diculty moving from choice time to math
• Diculty ending computer time to come to circle time
• Diculty walking in the hallway between classes
• Diculty raising hand during Social Studies discussions
• Diculty keeping hands to self in the lunch line
• Diculty lining up for the bus at the end of the school day
• Diculty remaining quiet when a classmate is sharing his or her ideas in English
• Diculty waiting for his turn during the four-square game at recess
• Diculty retrieving Geography notebook from locker before Geography class
HOME/CLINIC:
• Diculty getting out of bed at 7 am in the morning to get ready for school on weekdays
• Diculty going to church on Sundays
• Diculty taking turns when playing chess with brother
• Diculty sitting next to sister at dinner
• Diculty putting the dishes into the dishwasher after dinner
• Diculty taking the trash out on Tuesdays
• Diculty brushing teeth before going to bed at night
• Diculty ending Xbox at 8 pm
• Diculty making bed before school on weekday mornings
There are also a variety of verbs that should be avoided, including accepting, appreciating, staying calm,
asking for help, listening, paying attention, focusing, considering, understanding, persisting, controlling.
ALSUP GUIDE
Collaborative
& Proactive Solutions
THIS IS HOW PROBLEMS GET SOLVED
livesinthebalance.org
REV 102020
PROBLEM SOLVING PLAN
CHILD'S NAME _______________________________________________________________ DATE ________________
UNSOLVED PROBLEM #1
Adult taking the lead on Plan B:
Kid concerns identified:
(Empathy step)
DATE____________
Adult concerns identified:
(Define Adult Concerns Step)
DATE____________
Solution agreed upon:
(Invitation step)
DATE____________
Problem Solved?
YES? _____ DATE___________
NO? _____ COMMENT:
UNSOLVED PROBLEM #3
Adult taking the lead on Plan B:
Kid concerns identified:
(Empathy step)
DATE____________
Adult concerns identified:
(Define Adult Concerns Step)
DATE____________
Solution agreed upon:
(Invitation step)
DATE____________
Problem Solved?
YES? _____ DATE___________
NO? _____ COMMENT:
UNSOLVED PROBLEM #2
Adult taking the lead on Plan B:
Kid concerns identified:
(Empathy step)
DATE____________
Adult concerns identified:
(Define Adult Concerns Step)
DATE____________
Solution agreed upon:
(Invitation step)
DATE____________
Problem Solved?
YES? _____ DATE___________
NO? _____ COMMENT:
Collaborative
& Proactive Solutions
THIS IS HOW PROBLEMS GET SOLVED
livesinthebalance.org
REV 102020
.
DRILLING CHEAT SHEET
T
he goal of the Empathy Step is to gather information from the child about
their
concern or perspective on the
unsolved problem you’re discussing (preferably proactively). For many adults, this is the most dicult part of Plan
B, as they often find that they are unsure of what to ask next. So here’s a brief summary of dierent strategies for
“drilling” for information:
REFLECTIVE LISTENING AND CLARIFYING STATEMENTS
Reflective listening basically involves mirroring what a child has said and then encouraging him/her to provide
additional information by saying one of the following:
• “How so?”
• “I don’t quite understand”
• “I’m confused”
• “Can you say more about that?”
• “What do you mean?”
Reflective listening is your “default” drilling strategy…if you aren’t sure of which strategy to use or what to say next,
use this strategy.
ASKING ABOUT THE WHO, WHAT, WHERE/WHEN OF THE UNSOLVED PROBLEM
EXAMPLES:
• “Who was making fun of your clothes?”
• “What’s getting the way of completing the science project?”
• “Where is Eddie bossing you around?”
AS
KING ABOUT WHY THE PROBLEM OCCURS UNDER SOME CONDITIONS AND NOT OTHERS
EXAMPLE: “You seem to be doing really well in your work group in math…but not so well in your work group in
social studies…what’s getting in the way in social studies?”
ASKING THE CHILD WHAT
THEY ARE
THINKING IN THE MIDST OF THE UNSOLVED PROBLEM
Notice, this is different than asking the child what
they are
feeling, which doesn’t usually provide much information
about the child’s concern or perspective on an unsolved problem.
EXAMPLE: “What were you thinking when Mrs. Thompson told the class to get to work on the science quiz?”
BREAKING THE PROBLEM DOWN INTO ITS COMPONENT PARTS
EXAMPLE: “So writing the answers to the questions on the science quiz is hard for you…but you’re not sure why.
Let’s think about the dierent parts of answering questions on the science quiz. First, you have to understand what
the question is asking. Is that part hard for you? Next, you need to think of the answer to the question. Is that part
hard? Next, you have to remember the answer long enough to write it down. Are you having trouble with that part?
Then you have to actually do the writing. Any trouble with that part?”
DISCREPANT OBSERVATION
This involves making an observation that diers from what the child is describing about a particular situation, and
it’s the riskiest (in terms of causing the child to stop talking) of all the drilling strategies.
EXAMPLE: “I know you’re saying that you haven’t been having any diculty with Chad on the playground lately, but
I recall a few times last week when you guys were having a big disagreement about the rules in the box-ball game.
What do you think was going on with that?”
TABLING (AND ASKING FOR MORE CONCERNS)
This is where you’re “shelving” some concerns the child has already expressed so as to permit consideration of
other concerns.
EXAMPLE: “So if Timmy wasn’t sitting too close to you, and Robbie wasn’t making noises, and the floor wasn’t dirty,
and the buttons in your pants weren’t bothering you…is there anything else that would make it dicult for you to
participate in Morning Meeting?”
SUMMARIZING (AND ASKING FOR MORE CONCERNS)
This is where you’re summarizing concerns you’ve already heard about and then asking if there are any other
concerns that haven’t yet been discussed. This is the recommended strategy to use before moving on to the Define
Adult Concerns step.
EXAMPLE: “Let me make sure I understand all of this correctly. It’s hard for you to do your social studies worksheet
for homework because writing down the answers is still hard for you…and because sometimes you don’t understand
the question…and because Mrs. Langley hasn’t yet covered the material on the worksheet. Is there anything else
that’s hard for you about completing the social studies worksheet for homework?”
Prepared with the assistance of Dr. Christopher Watson
Collaborative
& Proactive Solutions
THIS IS HOW PROBLEMS GET SOLVED
livesinthebalance.org
REV 102020
DEFINE ADULT CONCERNS STEP | INGREDIENT/GOAL
Enter the concern of the second party (often the adult) into consideration.
WORDS | Initial Inquiry (neutral observation)
“The thing is (insert adult concern)….” or “My concern is (insert adult concern)…"
WHAT YOU'RE THINKING
"Have I been clear about my concern? Does the child understand what I have said?”
MORE HELP
Most adult concerns fall into one of two categories:
• How the problem is aecting the kid
• How the problem is aecting others
DON'T
• Start talking about solutions yet
• Sermonize, judge, lecture, use sarcasm
INVITATION STEP | INGREDIENT/GOAL
Generate solutions that are realistic (meaning both parties can do what they are agreeing to) and mutually satisfactory (meaning the
solution truly addresses the concerns of both parties)
WORDS | Initial Inquiry (neutral observation)
Restate the concerns that were identified in the first two steps, usually beginning with “I wonder if there is a way…”
WHAT YOU'RE THINKING
“Have I summarized both concerns accurately? Have we truly considered whether both parties can do what they’ve agreed to?
Does the solution truly address the concerns of both parties? What’s my estimate of the odds of this solution working?”
MORE HELP
• S
tick as closely to the concerns that were identified in the first two steps
• While it’s a good idea to give the kid the first opportunity to propose a solution, generating solutions is a team effort
• It’s a good idea to consider the odds of a given solution actually working… if you think the odds are below 60-70
percent, consider what it is that’s making you skeptical and talk about it
• This step always ends with agreement to return to Plan B if the first solution doesn’t stand the test of time
DON'T
• Rush through this step either
• Enter this step with preordained solutions
• Sign o on solutions that both parties can’t actually perform
• Sign o on solutions that don’t truly address the concerns of both parties
PLAN B CHEAT SHEET
EMPATHY STEP | INGREDIENT/GOAL
Gather information about and achieve a clear understanding of what's making it hard for a kid to meet a given expectation.
WORDS | Initial Inquiry (neutral observation)
“I’ve noticed that...(insert unsolved problem)... what’s up?”
DRILLING FOR INFORMATION
Involves using a variety of drilling strategies -- as shown on the drilling cheat sheet -- to gather information from the child about what's
making it hard for them to meet a given expectation.
WHAT YOU'RE THINKING
“What don’t I yet understand about the kid’s concern or perspective? What doesn’t make sense to me yet? What do I need to ask to
understand it better?”
DON'T
• Skip the Empathy step
• Assume you already know what the kid’s concern is and treat the
Empathy step as if it is a formality
• Rush through the Empathy step
• Leave the
Empathy
step before you completely
understand the kid's concern or perception
• Talk about solutions yet
MORE HELP
If the kid doesn’t talk or says “I don’t know," try to figure out why:
• Maybe the unsolved problem wa
sn’t free of concerning
behavior, wasn’t specific, wasn’t free of adult theories, or was
“clumped” (instead of split)
• Maybe you’re using Emergency Plan B (instead of Proactive Plan B)
• Maybe you’re using Plan A
• Maybe
they really don't
know
• Maybe they need the problem broken down into
its
component parts
• Maybe
they need time t
o think
Collaborative
& Proactive Solutions
THIS IS HOW PROBLEMS GET SOLVED
livesinthebalance.org
REV 102020
If we don’t start doing right by kids with social, emotional, and behavioral challenges, we’re
going to keep losing them at an astounding rate. Doing the right thing isn’t an option…it’s
an imperative. There are lives in the balance, and we all need to do everything we can to
make sure those lives aren’t lost.
KIDS WITH CONCERNING BEHAVIOR HAVE THE RIGHT:
1.
To have caregivers understand that their maladaptive responses to problems and frustrations are due
to lagging skills -- not lagging motivation or faulty learning -- especially in the domains of fle
xibility
/
adaptability
,
frus
tr
a
tion
t
oler
anc
e
,
emotion regulation, and
pr
oblem-solving.
2.
To have caregivers understand that concerning behavior is no less a form of developmental
delay than delays in reading, writing, and arithmetic, and is deserving of the same compassion
as is applied to these other cognitive delays.
3.
Not to be characterized as bratty, spoiled, manipulative, attention-seeking, coercive, limit-testing,
controlling, or unmotivated.
4.
To have caregivers recognize that concerning behavior occurs in response to specific expectations
kids are having difficulty meeting -- called unsolved problems -- and that these unsolved problems
are usually highly predictable and can therefore be solved proactively.
5.
To have caregivers understand that the primary goal of intervention is to collaboratively solve these
problems in a way that is realistic and mutually satisfactory so that they no longer
precipitate concerning behavior.
6.
To have caregivers (and peers) understand that time-outs, detentions, suspensions, expulsion, paddling,
restraint, seclusion, and arrests do not solve problems and often make things worse.
7.
To have caregivers recognize that the best source of information on what’s making it hard for a child to
meet an expectation is the child, and that kids’ concerns are legitimate, important, and worth listening to
and clarifying.
8.
To have adults in their lives who are aware of the damage caused by physical intervention and are
knowledgeable about and proficient in solving problems.
9.
To have adults who understand that solving problems collaboratively -- rather than insisting on blind
adherence to authority -- is what prepares kids for the demands they will face in the real world.
10.
To have adults understand that blind obedience to authority is dangerous, and that life in the real
world requires expressing one's concerns, listening to the concerns of others, and working toward
mutually satisfactory solutions.
REV 6/2021
livesinthebalance.org
Collaborative &
Proactive Solutions
THIS IS HOW PROBLEMS GET SOLVED
Collaborative & Proactive Solutions
THIS IS HOW PROBLEMS GET SOLVED
A more compassionate, productive, effective, approach
to understanding and helping kids with concerning behaviors.
Collaborative & Proactive Solutions (CPS)
is the evidence-based approach for understanding and helping kids with concerning
behaviors, as described in Dr. Ross Greene’s books The Explosive Child, Lost at School, Lost & Found, and Raising Human
Beings. The CPS model has been implemented in countless families, schools, inpatient psychiatry units, and residential and juvenile
detention facilities. The approach sets forth two major tenets. First, the reason some kids respond maladaptively to problems and
frustrations is that they’re lacking the skills -- especially in the realms of flexibility/adaptability, frustration tolerance, emotion
regulation, and problem solving -- to respond adaptively. Second, the best way to reduce concerning behaviors is by solving the
problems that are causing those behaviors. The problem solving should be collaborative (something that’s being done with the child
rather than to them) and proactive (rather than reactive). The model does not rely at all on adult-imposed consequences aimed at
modifying behavior. Here are some of the important questions answered by the model:
QUESTION:
Why do kids exhibit concerning behavior?
ANSWER: Again because they’re lacking the skills to respond more adaptively to problems and frustrations. If they had the skills, they
wouldn’t be exhibiting concerning behaviors. That’s because -- and this is perhaps the key theme of the model -- Kids do well if they can.
And because (here’s another key theme) Doing well is preferable. These new “lenses” are supported by research in the neurosciences over
the past 40-50 years, and have dramatic implications for how caregivers go about helping such kids. These new lenses also represent a
dramatic departure from the view that kids with concerning behaviors are attention-seeking, manipulative, coercive, limit-testing, and poorly
motivated. An important goal for caregivers is to identify the skills a child with concerning behaviors is lacking, a goal accomplished by the
completion of an instrument called the Assessment of Lagging Skills and Unsolved Problems (ALSUP).
QUESTION: When are challenging kids challenging?
ANSWER:
When they’re having difficulty meeting certain expectations. Thus, another important goal for caregivers is to identify the specific
expectations a kid is having difficulty meeting, referred to as unsolved problems… and to help kids solve those problems. Because unsolved
problems tend to be highly predictable, the problem-solving can be proactive most of the time. Identifying unsolved problems is also
accomplished through use of the ALSUP. You can find the ALSUP on the website of Lives in the Balance (livesinthebalance.org).
QUESTION: What behaviors do kids exhibit when they don’t have the skills to respond adaptively to certain
demands?
ANSWER:
You’ve probably heard the cliché behavior is communication. Now you know what concerning behaviors are communicating:
that there’s an expectation a child is having difficulty meeting. Some kids communicate that through whining, pouting, sulking, withdrawing,
and crying. These behaviors are referred as “lucky” because they’re likely to elicit empathy, nurturance, and support from caregivers. Other
kids communicate that they’re having difficulty meeting expectations by screaming, swearing, hitting, spitting, kicking, throwing, lying,
stealing, and so forth. These “unlucky” behaviors are far less likely to elicit empathy, nurturance, and support from caregivers. But whether
lucky or unlucky, the concerning behaviors are communicating the same thing.
QUESTION: What should we be doing differently to help these kids better than we’re helping them now?
ANSWER:
If kids are responding poorly to problems and frustrations because of lagging skills and not lagging motivation, then it’s easy to
understand why motivational strategies -- rewarding and punishing -- may not make things better. And, if it’s unsolved problems that are
causing concerning behaviors, then the best way to reduce the behaviors is by solving the problems that are causing them. But if we solve
the problems unilaterally, through imposition of adult will (referred to in the model as “Plan A”), then we’ll only increase the likelihood of
concerning behavior and we won’t solve any problems durably. Better to solve those problems collaboratively (“Plan B”) so the kid is a fully
invested participant, solutions are more durable, and (over time) the skills the kid is lacking are enhanced. Plan B is comprised of three
basic ingredients. The first ingredient – called the Empathy step – involves gathering information from the child so as to achieve the clearest
understanding of what’s making it hard for the child to meet a given expectation. The second ingredient (called the Define Adult Concerns
step) involves having caregivers enter their concerns into consideration on the same unsolved problem (i.e. how the problem is affecting the
kid and/or others). The third ingredient (called the Invitation step) involves having the adult and kid work toward a solution that is realistic
and mutually satisfactory…in other words, a solution that addresses the concerns of both parties and that both parties can actually perform.
QUESTION: Where can I learn more about this model?
ANSWER:
The Lives in the Balance website (livesinthebalance.org) is a very good place to start. It has a ton of free resources, including
streaming video, podcasts, support, and lots more.
QUESTION: Where can I find the research on the CPS model?
ANSWER: On the Research page of the Lives in the Balance website.
QUESTION: Wasn’t this model previously referred to as Collaborative Problem Solving?
ANSWER: Yes…but not anymore! A product called “Collaborative Problem Solving” is now being marketed by a large hospital corporation,
but we don’t have anything to do with them!
REV 6/2021
livesinthebalance.org
REFERENCES/RESOURCES
BOOKS
Greene, R.W. (2016). Raising human beings: Creating a collaborative partnership with your child. New York: Scribner.
Greene, R.W. (2016). Lost and found: Helping behaviorally challenging student (and while you’re at it, all the others). San Francisco:
Jossey-Bass.
Greene, R.W. (2008, 2009, 2014). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we
can help them. New York: Scribner.
Greene, R. W. (1998, 2001, 2005, 2010, 2014). The explosive child: A new approach for understanding and parenting easily
frustrated, "chronically inflexible" children. New York: HarperCollins.
PUBLICATIONS (JOURNAL ARTICLES AND CHAPTERS)
Greene, R.W. & Winkler, J.L. Collaborative & Proactive Solutions: A review of research findings in families, schools, and
treatment Facilities, under review.
Ollendick, T.H., Greene, R. W., Booker, J. A., & Dunsmore, J.C. Emotional lability as a mediator of treatment outcomes
for youth with oppositional defiant disorder, under review.
Booker, J.A., Capriola-Hall, N.N., Greene, R.W., & Ollendick, T.H. (2019). The parent-child relationship and post-
treatment child outcomes across two treatments for oppositional defiant disorder. Journal of Clinical Child and Adolescent Psychology,
published online, February 2019.
Booker, J.A., Capriola, N.N, Dunsmore, J.C., Greene, R.W., & Ollendick, T.H. (2018). Change in maternal stress for
families in treatment for their children with oppositional defiant disorder: Indirect influence of children’s perceived relations
with parents, Journal of Child and Family Studies, in press.
Ollendick, T.H., Booker, J.A., Ryan, S., & Greene, R.W. (2018) Testing Multiple Conceptualizations of Oppositional
Defiant Disorder in Youth, Journal of Clinical Child & Adolescent Psychology, 47:4, 620-633.
Greene, R.W. (2018) Transforming School Discipline: Shifting from power and control to collaboration and problem solving,
Childhood Education, 94:4, 22-27.
Booker, J.A., Ollendick, T.H., Dunsmore, J.C., & Greene, R.W. (2016). Perceived parent-child relations, conduct
problems, and clinical improvement following the treatment of oppositional defiant disorder. Journal of Child and Family Studies,
25, 1623-1633.
Ollendick, T.H., Greene, R.W., Fraire, M.G., Austin, K.E., Halldorsdottir, T., Allen, K.B., Jarrett, M.E., Lewis, K.M.,
Whitmore, M.J., & Wolff, J.C. (2015). Parent Management Training (PMT) and Collaborative & Proactive Solutions (CPS) in
the Treatment of Oppositional Defiant Disorder in Youth: A Randomized Control Trial. Journal of Child and Adolescent Psychology.
Wolff, J. C., Greene, R.W., & Ollendick, T.H. (2008). Differential responses of children with varying degrees of reactive
and proactive aggression to two forms of psychosocial treatment. Child and Family Behavior Therapy, 30, 37-50.
Greene, R.W., Ablon, S.A., & Martin, A. (2006). Innovations: Child Psychiatry: Use of Collaborative Problem Solving to
reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services, 57(5), 610-616.
Greene, R.W., Ablon, J.S., Monuteaux, M., Goring, J., Henin, A., Raezer, L., Edwards, G., & Markey, J., & Rabbitt, S.
(2004). Effectiveness of Collaborative Problem Solving in affectively dysregulated youth with oppositional defiant disorder:
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If you've seen the Lives in the Balance documentary
film, The Kids We Lose, then you know it's a jungle out
there for kids with social, emotional, and behavioral
challenges. And it's not a walk in the park for parents,
educators, mental health professionals, staff in facilities,
or law enforcement professionals either. Fortunately, there
is hope, but we're going to need your help to facilitate the
changes in lenses, practices, structures, and systems that
are needed to end the counterproductive, punitive
practices -- detentions, suspensions, expulsions, paddling,
restraint, and seclusion -- that are still commonly
employed in schools and facilities. There are a lot of things
you can do to heighten awareness and advocate for
change.
Visit www.livesinthebalance.org/advocators to get
involved in any or many of the following:
Sign up for our Newsletter, The Advocator
Check out our Punitive Index to familiarize yourself
with the states where things are really bad
Join our Facebook Group
Sign up to Round Up! by rounding up your credit
card purchases, you'll help Lives in the Balance fund
the effort
Stay on top of the most current news on how kids
with behavioral challenges are being treated
livesinthebalance.org
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ALSUP 2020 & Proactive Solutions (Lives in the Balance)

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