explosive child ross w. greene, ph.d

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Explosive Child Ross W. Greene, Ph.D. Understanding the WHY of challenging behavior: Through Collaborative Problem Solving (CPS) model (Greene 2008):. Three Ways to manage the Explosive Child - Use Plan A, Plan B or Plan C. 2 ways to do Plan B. - PowerPoint PPT Presentation



    Explosive ChildRoss W. Greene, Ph.D

  • Three Ways to manage the Explosive Child - Use Plan A, Plan B or Plan C

    Plan AHandles a problem by imposing the adult will.An explosive outburst occurs when the cognitive demands being placed upon a person, outstrip that persons capacity to respond adaptivelyIf a Plan A is thrown at a child who doesnt have a Plan A brain, you place a cognitive demand upon the child that outstrips the childs capacity to respond adaptively. P. 91Plan BCollaborative Problem Solving (CPS). This involves engaging the child in a discussion in which the problem or unmet expectations are resolved in a mutually satisfactory mannerPlan C. Drop the expectation for now to avoid an explosion. This doesnt mean you give in. It would be giving in if you started with Plan A and then went to Plan C. The idea of using Plan C is to be proactive and to prevent an explosion. If you predict that a particular trigger will lead to an explosion, you are being realistic and can focus on the bigger stuff.Using Plan C can lead to stability. You might use Plan C for homework, using good table manners, getting to school on time, swearing. Eventually Plan B will be used for these.

  • 2 ways to do Plan B

    Emergency Plan B use as the child begins to become frustratedProactive Plan B - gets the problem solved proactively before the child heats up. It is done by discussing the problem

  • 3 steps for doing Plan BEmpathy-

    * Define the Problem-


  • Three basic skills necessary for your child to participate in Plan B discussionsIdentifying and outlining Concerns. Phrases you might want to consider teaching your child include Gimme a minute, I cant talk about that right now, I need help, I dont feel right, This isnt going the way I thought it would, and I dont know what to do.2. Considering a Range of Possible Solutions ask for help; (2) meet halfway/give a little; and (3) do it a different way. These categories can be very helpful to children whose pathways are in the language-processing domain, for they simplify the language of problem solving and can be taught through pictures (if words are too cumbersome).

    3. Reflect on the Likely Outcome of Solutions and the Degree to Which They are Feasible and Mutually Satisfactory. After multiple repetitions the child should be better able to independently generate solutions that are mutually satisfactory.

  • When Plan B goes wrong!!Things that can go wrong. P 132Over relying on Emergency Plan BUsing Plan B as a last resortYou may be putting solutions on the table instead of concernsYou may be entering Plan B discussions with preordained solutionsYou may be agreeing to solutions that are not realistic, doable or mutually satisfactoryYoure feeling as if youre not very good at Plan B yet, so youre still using a lot of Plan A instead. Remember empathy (not no) is the first step of Plan B. Missing one of more of the three steps empathy, define the problem, invitation.The child might be lacking skills crucial for participating in Plan B.

  • Common Concerns and Questions and Responses p 146 -

    People worry that by not using Plan A, the child is not having limits setSafety Issues Problems that cause children to be unsafe are not solved with Plan A; they get solved with Plan B

  • When to Stop using Plan ADont give up on Plan B!!If the child is exploding .STOP! Go to Plan B if possible otherwise go to Plan C and at the next opportunity go to Proactive Plan B.Plan B takes too long: Unsolved problems take more time than solved problems. The amount of time will decrease as the skills are developed.The child wont do Plan B this may be because the child lacks the skills to do Plan B

  • Why Plan B??Rewards for doing Plan B fewer explosions and getting along better will usually be reward enoughTime out time is often used as a punishment and can exacerbate explosions. On the other hand, it can be productive for a child and adult to go separate ways so that a discussion can resume after.Working with an explosive child is exhausting and requires a lot of energy

  • Emergency Plan B/ Pro active Plan B

    Emergency Plan B -increases the time constraints and heat Pro-active Plan B- helps to better solve the problems

    concern- no idea of the problem you are trying to solve.I dont know- maybe the child really does not know -Pro active Plan B provides the child with the opportunities to give the matter some thought.

  • CPSKid getting concerns on the table-Taking yours into accountWorking collaboratively toward a solution that works for both of you .

    Explosions are reducedChild is taking responsibility.

  • Scenario

  • Lets try using some encouraging communication:and help Mark.

    Im not saying so because youre notIm not saying you cant Im not madYoure not in troubleIm not telling you what to do.Im just trying to understand.Whats up??Please note you can try using Plan A, Pro-active Plan B, Emergency Plan B, and Plan C. Pick the chit!!

  • Videohttp://www.youtube.com/watch?v=ARIEXN1yf00&feature=related

    When youre trying to get your childs concerns on the table and you ask him Whats up? theres a pretty good chance his response will be I dont know. Does that mean Plan B is done for? No, but it does mean you have a skill to teach. . Hard to believe, but it turns out that the vast majority of solutions encountered by human beings fall into one of three general categories: Remember, Plan B isnt an exercise in wishful thinking; its the hard work of collaborating on mutually satisfactory and doable solutions. If the child cant think of a mutually satisfactory solution, the surrogate frontal lobe is there to help.

    *. Limit setting means that your needs are met and the childs needs are met. Plan B sets limits.. Plan A of course is used, for example to stop a child from running in front of a car. The adult will use physical restraint and go into Plan B after.