http://www.thinkkids.org/mythinkkids/recent.aspx Think:Kids Home - Recent Posts en-us http://blogs.law.harvard.edu/tech/rss Jitbit AspNetForum Fri, 11 May 2012 13:34:07 GMT Fri, 11 May 2012 13:34:07 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=247 Fri, 11 May 2012 13:34:07 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=246 http://tiny.cc/1swzdw]]> Tue, 08 May 2012 11:21:52 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=245 http://allankatz-parentingislearning.blogspot.com/2012/05/declarative-language-and-questions.html

Allan]]> Tue, 01 May 2012 08:44:59 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=244 http://tiny.cc/0lx9cw

Allan]]> Tue, 24 Apr 2012 10:47:20 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=55
Thank you so much for posting these thoughts. We do find that it can be quite a challenge to implement a new behavior system, any behavior system, in a school setting for all the reasons you mentioned. On top of that, implementing this particular approach can be a challenge because the conventional wisdom does not change quickly or easily. That said, we agree that the Think:Kids’ approach addresses many of the very reasonable concerns that school personnel have, with regard to reducing challenging behaviors in an effective, efficient manner. School personnel do have the same goals, although some may have different ideas about how best to accomplish these goals. Therefore, ongoing discussions, focused around the belief that “kids do well if they can” and with a specific focus on the thinking skill deficits, gradually helps adults work more effectively with our most challenging students. The good news is that school staff frequently discuss the behavior of their most challenging students, and there are often structures already in place to facilitate having these conversations (IEP meetings, reentry meetings, child study team meetings, parent-teacher conferences, etc.). Thus, our goal is to guide these conversations in ways that help adults start to think differently about why these students are struggling. A great way to do this is to start asking different questions. For example, instead of asking, “How to I get this student to …?” (a compliance question), ask “What is making it so hard for this student to…?” (a skill question). Similarly, instead of viewing certain behaviors (e.g., work avoidance) as “the problem,” help adults view those behaviors as the student’s “solution” to the problem. Our job then becomes helping figure out what the “problem” is (i.e., the student’s concern or perspective).

System change is difficult, but can be accomplished with persistence, optimism, and small successes. Starting with a couple of students, and a small group of staff who are dedicated to the notion that “kids do well if they can” can grow into more and more adults thinking differently about our most challenging students. In the words of Margaret Mead, “Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has.” Keep up the great, and important, work. And, as always, please let us know if there are some more direct ways that we might be able to help out.]]> Tue, 03 Apr 2012 15:15:17 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=91
http://tiny.cc/b1p6bw

http://allankatz-parentingislearning.blogspot.com]]> Tue, 03 Apr 2012 06:39:10 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=55
Mike]]> Mon, 02 Apr 2012 23:15:03 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239 edited by longislandmom on 3/28/2012]]> Wed, 28 Mar 2012 12:43:22 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239 I am an ADHD Coach. I am trained in CPS as well. Please feel free to contact me directly. I am in Syosset.
Cindy Goldrich, www.PTScoaching.com
Cindy@PTScoaching.com
516-802-0593]]> Wed, 28 Mar 2012 09:13:47 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239
I can help in various ways including here.

Http://allankatz-parentingislearning.blogspot.com]]> Mon, 26 Mar 2012 12:23:55 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=91 Mon, 26 Mar 2012 12:19:03 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239
Thank you again for your insightful comments. I am looking for a CPS therapist in Nassau County Long Island. I am not sure if you are a therapist or a concerned parent with CPS training but can you recommend a therapsit in this area. The closest therapist I have been able to locate with this training is over an hour from my home.]]> Mon, 26 Mar 2012 12:09:47 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239 Being intelligent is a big plus , but does make things difficult. CPS is a process , education is a process - not a quick fix . Often the long way is the short way in the long term. Being proactive is much easier to do than putting out fires and reacting to problems. In a sentence - put the relationship first, avoid saying no - rather have a discussion , general chatting and bonding focusing on perspective taking , how people solve problems and live together

feel free to start a new thread on any of the unsolved problems - bed time , getting up for school etc - give plenty of detail

Allan
http://allankatz-parentingislearning.blogspot.com]]> Mon, 26 Mar 2012 02:29:18 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239 edited by longislandmom on 3/25/2012]]> Sun, 25 Mar 2012 12:25:23 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239
The timing of Plan b is important - out of the moment , after there is bonding or connection , mabybe over a treat , out of the home etc
The empathy stage - neutral observation - M- I have noticed that there is struggle around homework , what's up ?

K-I don't know
M- reassurance - I am not trying to force you to do homework , I just want to know what you are thinking about homework ?
K- I don't want to talk about it
M - Ok - I am now wondering why you don't want to talk about homework , can you tell me more ( Plan B - now on why he does not like to talk about things )

I hope this helps

Please keep us posted , if possible a detailed description of the actual problem

K - if the kid does say something - It is hard
M - you say it is hard can you tell me more ?
we can ask drilling down questions - when , over what - what subjects , time of day , break the homework down into elements for eg - getting started, finishing , getting distracted, need help - we can ask what are you thinking when you have homework or in the middle of homework
M- you may make some tentative suggestions or hypothesis of why homework is hard
M- sometimes there is more than one concern and the first suggestion is not the crucial concern - so we need to ask - if we could find a solution so homework would be no longer boring for you , would homework be no longer a problem . Often another - more real concern may come up

getting your kid's concerns on the table should be slow , focusing on hearing him , giving him the feeling of be ing listened to and understood . Accurate concerns are the basis for solutions that actually relate to the problem

Define the problem stage - put your concerns on the table - often we share the same concerns - we are concerned that homework is a struggle for him and we can elaborate and say I am also concerned if homework is not understood and done ....................

Invitation stage - I was wondering if we couldbrainstorm a solution that would make homework easier and more fun so you could do it alone , have more time for other things and get your homework the teacher on time

Brainstorming stage - check that solutions are realistic, doable and durable
Review stage - agree to come back and review how the solution is working out

At the same time we can do things that support the process - plenty of general chatting focusing on perspective taking, identifying the concerns of others , brainstorming mutually satisfying solutions - mentors , buddy-tutors, peer mentors - mindfulness - breathing exercises to help kids focus - environment - conducive to homework - winding down after school , checking out inattention or impulsivity problems, checking out any learning difficulties you kid might have

My approach to homework was that homework is something that kids should not be getting so i would help a lot and focus also on preparing the kid for his tests

Teacher - David - did your mother help you with your homework ?
David - No , she did it all by herself

I hoe this helps
http://allankatz-parentingislearning.blogspot.com/2011/05/it-is-what-it-is-show-stopper.html]]> Sun, 25 Mar 2012 05:33:52 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239 Sat, 24 Mar 2012 16:28:57 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=243
In addition to support groups I am looking for a therapist trained in this approach. Thank you.
edited by longislandmom on 3/23/2012]]> Thu, 22 Mar 2012 18:03:21 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239
Mike]]> Tue, 06 Mar 2012 22:11:15 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=213
To sign up for updates from our Yahoo Group: link

To go to the Collaborative Parent Blog for upcoming schedules and information: link

To go the The Child Center's website: link]]> Wed, 29 Feb 2012 19:21:19 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=242 Sat, 25 Feb 2012 11:56:53 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=241
I work in a acute care pediatric psychiatric program where we have implemented the CPS model. We are currently reviewing all of our group programming on the unit and was wondering if anyone has run CPS-based groups to build both coping and communication skills for adolescents?

Also, we are also looking at mindfulness as a complementary approach to CPS and was wondering if anyone has implemented this combination?

Thanks,
Michelle]]> Sun, 19 Feb 2012 19:06:42 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=240

http://tiny.cc/98ebs

Allan]]> Thu, 26 Jan 2012 06:44:21 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=201 I am also interested in finding a therapist who practices with the CPS approach. Have you had any luck?
Dan]]> Wed, 18 Jan 2012 12:27:54 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239
see http://tiny.cc/wkno2 for my response


I hope this helps

Allan]]> Mon, 16 Jan 2012 11:31:34 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=239
And this is a scenario that effects only the kid - his teeth, his future. What about the scenario where the kid is leaving the bathroom (shared by sibling) a mess. You have the conversations, you understand his concerns (in a rush in am, need to chill after school, then want to get to work... "what's the big deal"). He knows your concern - it's shared space, not considerate, makes mom unhappy to see mess, gets in siblings way. Kid agrees they will try... but doesn't really CARE. Battle continues. Is mom left letting go of expectation and doing herself?

I see tremendous value in the process, don't get me wrong. But there are times when a kid just doesn't care more about the other persons concern more than their own. So what do you do to have the adult concern met?]]> Sun, 08 Jan 2012 09:04:49 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=238 http://tiny.cc/lygs4

Allan]]> Fri, 06 Jan 2012 04:48:03 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=237 I'm a Think:Kids certified trainer and work in Wisconsin at a residential center that has implemented CPS across our residential groups. I also have a part-time practice in the Milwaukee area and follow CPS for much of my work with kids and families. For inquiries on training, indvidual sessions, and consultation services, please email me at npsychotherapy@yahoo.com, leave your contact information with phone number and I'll get back to you as soon as possible - thanks!
Jeff Krukar, Ph.D.
Licensed Psychologist]]> Wed, 14 Dec 2011 16:36:40 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=236
Do we talk about rules , limits and boundaries , compliance or the needs of children ,expectations and guidelines, collaborative problem solving or consequences, rewards or intrinsic motivation, understandings, perspectives and concerns or adult – child contracts.

The differences can be summarized as a ' working with ' approach or a ' doing to ' approach, placing the locus of control on the kid or on the adult. Are we interested in compliance or meeting the needs of our kids ?

Meeting the needs of kids - autonomy, competence and relatedness will depend on the language we use when we parent or teach kids


http://tiny.cc/ogv14

Allan
http://allankatz-parentingislearning.blogspot.com]]> Mon, 05 Dec 2011 13:37:13 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=235 I hear that it is a grade 4 class , 22 kids , 7 challenging , 10 = dream class -I am not sure about your comment - a group of low achieving students

In order to work with individual kids I think we need help from the better kids who can be peer mentors in the class. I would try and divide the class into groups , so we have at least 2 stronger kids to 1 challenging child. maybe 4-5 groups , you know them better. When there is group learning , kids are more engaged and the better kids take responsibility for the kids who are struggling.

CPS in the classroom - I would prepare a thinking skills inventory for each kid - the lagging skills and examples/problems that need to be solved, then prioritize the kids
time - before school , recess, after school , get a teacher to take your class and during this time work with the kid.
help from others in your building - the interactions mainly take place in your class , so you are the main player , but maybe the school psychologist or counselor can be brought in the picture and maybe she could do some plan B with these kids. You would need to educate others about cps .
Cps should be done slowly - getting the child's concerns on the table - should be realy slow - we don't need to go through all the steps in one session

I will private mail you as well

Allan]]> Tue, 29 Nov 2011 13:12:24 GMT http://www.thinkkids.org/mythinkkids/messages.aspx?TopicID=235
I try very hard to take kids aside and help them through their challenges, but 9 times out of 10 if I am talking with one challenging child, 2 or 3 others are stirring up trouble while I'm doing it. I try to stand in the doorway of my classroom with the door open so I can see in, but I can still provide privacy for the student I'm talking to. During this time, I have these more challenging kids out of their seats, yelling across the room, getting in to fights with others and sometimes having full meltdowns in which things get thrown and people get hurt. I've had at least 3 parents of the well-behaved kids express concerns about the behaviour in the class and how much learning is happening in the class, and to be honest I can't say I blame them. Although the behaviour has improved tremendously since the start of the year, it's still not an environment that promotes learning. I've been teaching for 10 years and I've never had a class that was this far off track before. I've had challenging students before, but never more than 2 or 3 at once, and never THIS challenging.

In addition to this, I have a group of extremely low achieving students. I want desperately to be able to help those kids with their reading and math, but I spend so much time dealing with misbehaviour that I never have that time to correct misconceptions or work one on one or even in small groups to help them.

I would love to try collaborative problem solving with these difficult kids, but I don't know how to structure things so that I can work with them AND teach the class, too. Any/all advice is welcome.

Thanks.]]> Mon, 28 Nov 2011 23:13:12 GMT