Podcasts about behaviorally challenging kids

Dr. Ross Greene served on the faculty at Harvard Medical School for over 20 years, and is now adjunct Associate Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology Sydney in Australia. He is the author of the influential, well-known best-selling books The Explosive Child and Lost at School as well as Raising Human Beings, Lost and Found and Lost in School and has helped to bring about an upcoming documentary called “The Kids We Lose.” He is a fierce and articulate advocate for the compassionate understanding and treatment of behaviorally challenging kids and their caregivers. Drawing upon vast clinical and consultation experience and research in the neurosciences, his innovative, research-based Collaborative & Proactive Solutions (CPS) approach – which posits that challenging behavior is the result of lagging skills (rather than lagging motivation) and emphasizes solving problems collaboratively (rather than use of motivational procedures) – has been implemented in countless families and hundreds of schools, inpatient units, and residential and juvenile detention facilities. The Collaborative & Proactive Solutions model helps parents, teachers, and kids work together to solve problems in a way that respects our kids while supporting them in improving their behavior. Dr. Greene is also the founder of Lives in the Balance, which aims to provide resources and programs to caregivers of behaviorally challenging kids, address the issues that cause many of these kids to slip through the cracks; and to promote practices that foster the better side of human nature in all children. The post How to Help Behaviorally-Challenging Kids Gain Skills & Solve Problems with Dr. Ross Greene – ReRelease appeared first on drrobynsilverman.com.

Dr. Ross Greene served on the faculty at Harvard Medical School for over 20 years, and is now adjunct Associate Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology Sydney in Australia. He is the author of the influential, well-known best-selling books The Explosive Child and Lost at School as well as Raising Human Beings, Lost and Found and Lost in School and has helped to bring about an upcoming documentary called “The Kids We Lose.” He is a fierce and articulate advocate for the compassionate understanding and treatment of behaviorally challenging kids and their caregivers. Drawing upon vast clinical and consultation experience and research in the neurosciences, his innovative, research-based Collaborative & Proactive Solutions (CPS) approach – which posits that challenging behavior is the result of lagging skills (rather than lagging motivation) and emphasizes solving problems collaboratively (rather than use of motivational procedures) – has been implemented in countless families and hundreds of schools, inpatient units, and residential and juvenile detention facilities. The Collaborative & Proactive Solutions model helps parents, teachers, and kids work together to solve problems in a way that respects our kids while supporting them in improving their behavior. Dr. Greene is also the founder of Lives in the Balance, which aims to provide resources and programs to caregivers of behaviorally challenging kids, address the issues that cause many of these kids to slip through the cracks; and to promote practices that foster the better side of human nature in all children. The post How to Help Behaviorally-Challenging Kids Gain Skills & Solve Problems with Dr. Ross Greene – ReRelease appeared first on drrobynsilverman.com.

Thanks for participating in the free screening of The Kids We Lose. This one-hour, online discussion with Dr. Ross Greene is your chance to ask questions about or comment on the film. To participate in the discussion directly, call (347) 994-2981.

Dr. Ross Greene served on the faculty at Harvard Medical School for over 20 years, and is now adjunct Associate Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology Sydney in Australia. He is the author of the influential, well-known best-selling books The Explosive Child and Lost at School as well as Raising Human Beings, Lost and Found and Lost in School and has helped to bring about an upcoming documentary called “The Kids We Lose.” He is a fierce and articulate advocate for the compassionate understanding and treatment of behaviorally challenging kids and their caregivers. Drawing upon vast clinical and consultation experience and research in the neurosciences, his innovative, research-based Collaborative & Proactive Solutions (CPS) approach – which posits that challenging behavior is the result of lagging skills (rather than lagging motivation) and emphasizes solving problems collaboratively (rather than use of motivational procedures) – has been implemented in countless families and hundreds of schools, inpatient units, and residential and juvenile detention facilities. The Collaborative & Proactive Solutions model helps parents, teachers, and kids work together to solve problems in a way that respects our kids while supporting them in improving their behavior. Dr. Greene is also the founder of Lives in the Balance, which aims to provide resources and programs to caregivers of behaviorally challenging kids, address the issues that cause many of these kids to slip through the cracks; and to promote practices that foster the better side of human nature in all children. The post How to Help Behaviorally-Challenging Kids Gain Skills & Solve Problems with Dr. Ross Greene appeared first on drrobynsilverman.com.

Dr. Ross Greene served on the faculty at Harvard Medical School for over 20 years, and is now adjunct Associate Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology Sydney in Australia. He is the author of the influential, well-known best-selling books The Explosive Child and Lost at School as well as Raising Human Beings, Lost and Found and Lost in School and has helped to bring about an upcoming documentary called “The Kids We Lose.” He is a fierce and articulate advocate for the compassionate understanding and treatment of behaviorally challenging kids and their caregivers. Drawing upon vast clinical and consultation experience and research in the neurosciences, his innovative, research-based Collaborative & Proactive Solutions (CPS) approach – which posits that challenging behavior is the result of lagging skills (rather than lagging motivation) and emphasizes solving problems collaboratively (rather than use of motivational procedures) – has been implemented in countless families and hundreds of schools, inpatient units, and residential and juvenile detention facilities. The Collaborative & Proactive Solutions model helps parents, teachers, and kids work together to solve problems in a way that respects our kids while supporting them in improving their behavior. Dr. Greene is also the founder of Lives in the Balance, which aims to provide resources and programs to caregivers of behaviorally challenging kids, address the issues that cause many of these kids to slip through the cracks; and to promote practices that foster the better side of human nature in all children. The post How to Help Behaviorally-Challenging Kids Gain Skills & Solve Problems with Dr. Ross Greene appeared first on drrobynsilverman.com.

Dr. Ross Greene served on the faculty at Harvard Medical School for over 20 years, and is now adjunct Associate Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology Sydney in Australia. He is the author of the influential, well-known best-selling books The Explosive Child and Lost at School as well as Raising Human Beings, Lost and Found and Lost in School and has helped to bring about an upcoming documentary called “The Kids We Lose.” He is a fierce and articulate advocate for the compassionate understanding and treatment of behaviorally challenging kids and their caregivers. Drawing upon vast clinical and consultation experience and research in the neurosciences, his innovative, research-based Collaborative & Proactive Solutions (CPS) approach – which posits that challenging behavior is the result of lagging skills (rather than lagging motivation) and emphasizes solving problems collaboratively (rather than use of motivational procedures) – has been implemented in countless families and hundreds of schools, inpatient units, and residential and juvenile detention facilities. The Collaborative & Proactive Solutions model helps parents, teachers, and kids work together to solve problems in a way that respects our kids while supporting them in improving their behavior. Dr. Greene is also the founder of Lives in the Balance, which aims to provide resources and programs to caregivers of behaviorally challenging kids, address the issues that cause many of these kids to slip through the cracks; and to promote practices that foster the better side of human nature in all children. The post How to Help Behaviorally-Challenging Kids Gain Skills & Solve Problems with Dr. Ross Greene appeared first on drrobynsilverman.com.

Dr. Ross Greene served on the faculty at Harvard Medical School for over 20 years, and is now adjunct Associate Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology Sydney in Australia. He is the author of the influential, well-known best-selling books The Explosive Child and Lost at School as well as Raising Human Beings, Lost and Found and Lost in School and has helped to bring about an upcoming documentary called “The Kids We Lose.” He is a fierce and articulate advocate for the compassionate understanding and treatment of behaviorally challenging kids and their caregivers. Drawing upon vast clinical and consultation experience and research in the neurosciences, his innovative, research-based Collaborative & Proactive Solutions (CPS) approach – which posits that challenging behavior is the result of lagging skills (rather than lagging motivation) and emphasizes solving problems collaboratively (rather than use of motivational procedures) – has been implemented in countless families and hundreds of schools, inpatient units, and residential and juvenile detention facilities. The Collaborative & Proactive Solutions model helps parents, teachers, and kids work together to solve problems in a way that respects our kids while supporting them in improving their behavior. Dr. Greene is also the founder of Lives in the Balance, which aims to provide resources and programs to caregivers of behaviorally challenging kids, address the issues that cause many of these kids to slip through the cracks; and to promote practices that foster the better side of human nature in all children. The post How to Help Behaviorally-Challenging Kids Gain Skills & Solve Problems with Dr. Ross Greene appeared first on drrobynsilverman.com.

Host Dawn Davenport, Executive Director of Creating a Family, the national infertility & adoption education and support nonprofit, interviews Charlie Appelstein, M.S.W., President of Appelstein Training Resources, and author of the book No Such Thing as a Bad Kid. Creating a Family has many free resources related to this topic on our website at www.CreatingaFamily.org. Please leave us a review on iTunes. Thanks. Click to Tweet: https://ctt.ec/3fPda Share on Facebook: https://www.facebook.com/sharer/sharer.php?u=https%3A//creatingafamily.org/adoption-category/no-thing-bad-kid-parenting-traumatized-kids/ Show Highlights: https://creatingafamily.org/adoption-category/no-thing-bad-kid-parenting-traumatized-kids/   Support the show (https://creatingafamily.org/donation/)

If you're using the CPS model, does that mean you no longer have expectations for a child?  Goodnesss, no.  You can't parent without expectations; you can't have influence without expectations. How you respond when your child is having difficulty meeting your expectations...well, that's where Plan B comes in real handy.

We adults are a whole lot better at noticing behaviors we don't like in our kids than we are at identifying expectations the kids is having difficulty meeting...and that's the hard part in wording unsolved problems. Fortunately, help is provided!

If you're solving problems proactively, does that help you out if you're stuck in the heat of the moment? This and lots of other questions answered on today's program!

What are the characteristics of a good school for a behaviorally challenging kid? You'll have to listen to the program to find out. And that's not all that was discussed on today's program... 

As always, lots of territory covered with our callers on today's program...but we began with an article from the Huffington Post about a mom who demonstrated great empathy for her son in the midst of Plan A. The big question: why didn't she do Plan B instead?

As always, lots of territory covered on today's program, with numerous repeat callers, and also a dad who's found his son described perfectly in the diagnostic criteria for Pathological Demand Avoidance...as usual, he was encouraged to dig even further to understand the factors contributing to his son's difficulties.

All callers on today's program...one parent struggling with getting the ball rolling on solving problems collaboratively, another facing unique challenges along the way, and still another providing an update on where things are at three years in. 

Yes, the title of this program might have thrown you off, but if kids are having difficulty expressing their concerns in the Empathy step of Plan B, Dr. Greene's five finger method is worth knowing about. And you can learn about it in his responses to today's callers...

As usual, lots of territory covered on today's program, including a discussion about an increasingly known psychiatric diagnosis, Pathological Demand Avoidance.  And, as usual, Dr. Greene wasn't shy in pointing out the limitis of psychiatric disorder, PDA included.

Sometimes kids with behavioral challenges are understood at school and get the help they need...sometimes not so much. On today's program, we heard from two moms who are having a "not so much" experience...

Lots of territory covered on today's program, including some discussion of the age levels at which the CPS model is appropriate (we can't think of any at which it's not)...but we began by discussion whether letting kids "hit rock bottom" is the best way to solve the problems that are causing them to hit rock bottom in the first place. The answer won't surprise you...

Yes, Kids do well if they can is the most important theme of the CPS model...but what if your child's definition of "doing well" differs from yours? 

What's the best thing to do in the heat of moment? Defuse, De-escalate, and keep everyone safe. And then start solving the problems that are causing things to get heated up in the moment,..once they're solved, you won't be in the heat of the moment anymore.

Lots of callers on today's program...one just getting started on Plan B, another slogging through the mud with a solution that hasn't been durable, and a seasoned hand getting ready for what could be a tough discussion. All part of the process..

Among the parents Dr. Greene and Susy responded to on today's program was a mom who's been struggling with her children's behavioral challenges for a long time and feels they're slipping away.

This is a program worth listening to...a dad called in to provide us with an update on his first attempt at Plan B with his son...he heard concerns from his son that a wooden spoon (the primary problem-solving tool from the father's upbringing) wouldn't have addressed. But the key theme for the day was TIME: Plan B saves it, but it takes time and planning to get that ball rolling.

As we were reminded by the mom who called in near the end of the program, it can be very difficult to get schools to break out of traditional ways of operating to help behaviorally challenging students...but, as many schools throughout the world have shown, it can be done...

The best way to become convinced about the effectiveness of Plan B is to start using Plan B...and that was a consistent theme during today's program.

Once caregivers identify a child's lagging skills and unsolved problems -- and there can be many of both -- it can be hard to home in on the top priorities...important to remember that all progress is incremental.

Could early childhood experiences affect a child's behavior later? Of course! How can you know the effects of those experiences? You probably can't know with great precision. What can you work on now? Lagging skills and unsolved problems... 

A mom -- who'd called in the week before to get some help drilling for information with her son -- called in again to provide an update...and her creative drilling strategies were very effective at helping her son communicate his concerns! A good program to listen to for parents who are struggling in the Empathy step of Plan B.

Challenging behavior isn't a puzzle anymore when you put the Assessment of Lagging Skills and Unsolved Problems (ALSUP) to work.      

On this, our last program of this "broadcast year" (the program airs from September through May), we responded to emails from several parents and talked with a mental health professional who's finding the CPS model very much in keeping with her values.  And, to close, we read emails from parents who are just beginning their CPS journeys with their children...we can't wait to hear back from them in September!  All of this year's programs are archived in the Listening Library on the Lives in the Balance website and in i-Tunes.

When you're working on what happens WHEN an unsolved problem has already caused challenging behavior, you're focused on the aftermath of the problem.  So you don't want to work on WHEN...you want to paddle upstream and start solving problems BEFORE they cause those behaviors that are floating downstream.

Are ABA (applied behavior analysis) and CPS completely incompatible?  Well, CPS won't have you rewarding and punishing your child...but the real answer is that it depends on who you ask.

Unfortunately, there are lots of things that have changed for the worse for kids in the last 40-50 years...maybe that explains it...  

On today's program we heard from a long-time caller who's been implementing the CPS model with her sons for over three years. We reflected a little on the "good old days," heard about how far her sons have come, and learned that Plan A isn't necessarily the best way to help a spouse use Plan B!

What should you do when your child is already in the midst of an explosive outburst?  Defuse, de-escalate, keep everyone safe.  Then figure out what just happened (so it doesn't happen again).

Challenging behavior occurs when the demands being placed upon a kid outstrip the skills the kid has to respond adaptively.  And the embarrassment factor plays a role as well.

A lot of territory covered on today's program, including a discussion on the following question:  If you're always collaborating with a kid and working toward mutually satisfactory solutions, won't the kid come to believe that he needs to meet expectations only when he feels like it?

If you're only paying attention to a child's challenging behavior, then modifying or medicating the behavior will make the most sense.  But behavior is what's happening downstream.  If you paddle upstream -- toward the problems that are causing the behavior -- other intervention strategies start to make a lot more sense.

As usual, lots of questions answered and topics covered from the mailbag during today's program, including the one in the title.

When you're in the Empathy step, are you seeking information about a child's concerns or unmet needs?  It's the former...when you're focused on the latter, you're more likely to hear about the child's solutions (rather than his or her concerns), and brainstorming solutions shouldn't occur until the Invitation.  

We turned to the mailbag on today's program, and responded to inquiries from five parents.  But there was a fairly consistent theme:  it all begins with the Assessment of Lagging Skills and Unsolved Problems.  

One of the questions parents frequently have relates to how much to tell kids about Plan B. That question -- and a whole bunch of others -- were discussed on today's program.

Maybe the title of today's program tells you all you need to know...but maybe not! While it's tempting to use Plan A to keep things organized and keep life moving when there's three boys under the age of eight in one household, Plan B can probably help more than you might think.

A variety of topics were covered on the last program of 2014, including a rather in-depth discussion of the "embarrassment factor" (kids who can hold it together outside of the home but are very challenging inside the home).  Just because a kid is holding it together outside of the home doesn't mean there aren't problems to be solved.

Lots of ground covered on today's program -- a mom whose son becomes upset when he gets hurt phsyically, an emailer who noticed that the CPS model has moved from "baskets" to "Plans," from emergent to proactive, and from "compromising" to problem-solving -- but the most moving email came from a mom whose son is still being placed in restraint and seclusion at school.

It's not uncommon to start Plan B with one unsolved problem and then learn about other unsolved problems that will require separate solutions.  Thanks to a caller, that's one of the things we talked about on today's program.

What do you do if your child is having difficulty providing information in the Empathy step of Plan B? We're glad you (and two of our callers) asked!

On today's program, Ross and Susy spoke with a mom who's thinking of pulling her son out of school due to poor performance...but will that solution really solve the problem? Or does the mom need more information about what's getting in the way for her son at school before they can start contemplating solutions. Plus a lot more...

Explaining Collaborative & Proactive Solutions (CPS) to a kid can be a challenge, but this radio program should help you out. And if you've been very focused on imploring your child to take responsibility for his actions, you'll probably want to listen to the rest of the program as well.