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Educators, parents, and mental healthy clinicians are increasingly challenged to understand and help kids with social, emotional, and behavioural difficulties. These kids are at tremendous risk for adverse long-term outcomes, and their behaviour can significantly impact life at home and in the classroom. While these kids maybe diagnosed with any of a variety of psychiatric disorders – such as ADHD, depression, bipolar disorder, Tourette’s disorder, oppositional defiant disorder, disruptive mood dysregulation disorder, and autism spectrum disorders – compelling research indicates that lagging cognitive skills are the primary contributor to their difficulties. These lagging skills make it difficult for these kids to meet academic and behavioural expectations. Dr. Ross Greene’s model – as described in his influential books The Explosive Child and Lost at School, and now called Collaborative & Proactive Solutions (CPS) – helps adults and kids collaboratively solve the problems precipitating challenging behaviour, while simultaneously teaching lagging skills. The empirically supported CPS model represents a dramatic departure from conventional wisdom and practice, and has been found to be effective in a vast array of setting, including families (where it has been shown to significantly reduce family conflict and improve parent-child interactions), general and special education schools (where it dramatically reduced discipline referrals, detentions, and suspensions), and inpatient, residential, and juvenile detention facilities (where it has produced significant reductions in recidivism and in the use of restraint and locked-door seclusion). Participants in this workshop will leave with an understanding of the underpinnings of the model, along with practical assessment and intervention tools that can be brought back to and used in these diverse settings.

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