Collaborative Problem Solving
Collaborative Problem Solving (CPS) is an evidence-based, cognitive-behavioral psychosocial treatment approach first described in the book The Explosive Child (Greene, 1998). The model blends many different lines of theory and research, including developm
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INTRODUCTION Collaborative Problem Solving (CPS) is an evidence-based, cognitivebehavioral psychosocial treatment approach first described in the book The Explosive Child (Greene, 1998). The model blends many different lines of theory and research, including developmental theory, systems theory, social learning theory, and research in the neurosciences. CPS has been applied predominantly to youth with externalizing behavior problems, and has been implemented in a wide range of settings, including families, general and special education schools, inpatient psychiatry units, and residential and juvenile correction facilities. This chapter describes the most current rendition of the model, along with research findings to date.
KEY THEMES The CPS model relies heavily on transactional or reciprocal models of development (e.g., Bell, 1968; Belsky, 1984; Chess & Thomas, 1984; Cicchetti & Lynch, 1993, 1995; Gottlieb, 1992; Sameroff, 1975, 1995) which posit that outcome is a function of the degree of “fit” or “compatibility” between characteristics of the child and characteristics of his or her environment, including parents, teachers, siblings, peers, neighborhoods, and so forth. When there is compatibility between characteristics of a child and his or her environment – what may be referred to as child–environment compatibility – outcomes are expected to be advantageous. When there
Ross W. Greene ● Harvard Medical School
R.C. Murrihy et al. (eds.), Clinical Handbook of Assessing and Treating Conduct Problems in Youth, DOI 10.1007/978-1-4419-6297-3_8, © Springer Science+Business Media, LLC 2010
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is child–environment incompatibility, disadvantageous outcomes would be predicted. Compatibility is not an all-or-none construct; there may be greater compatibility in one environment (e.g., school) as compared to another (e.g., home), and there may be varying degrees of compatibility within the same environment depending on the specific demands being imposed at a given time. There are a variety of child characteristics that may confer a vulnerability to child–environment incompatibility, and along these lines, the CPS model draws upon research demonstrating that children compromised in the general skills of flexibility/adaptability, frustration tolerance, and problem solving – and in more specific domains such as executive skills, language/communication skills, emotion regulation skills, cognitive flexibility skills, and social skills – are at significant risk for social, emotional, and behavioral challenges (Greene, 1998; Greene & Doyle, 1999). These lagging skills have typically been documented and studied in the context of various psychiatric disorders, such as attention-deficit/ hyperactivity disorder (ADHD), mood and anxiety disorders, oppositional defiant disorder (ODD), conduct disorder (CD), and autism spectrum disorders. However, lagging skills do not guarantee that challenging behavior will occur. Consistent with a transactional perspective, the risk for challenging behavior is also heavily
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