What types of systems and facilities have implemented the CPS model?

The CPS model has been implemented in inpatient child and adolescent psychiatry units, residential treatment facilities, group homes, juvenile justice centers, day treatment programs, therapeutic day schools, and general education schools and classrooms.

Can systems implement the CPS model without direct training and supervision?

We do provide such training and ongoing supervision to systems and facilities, but it is not always necessary. Many systems have implemented the model entirely on their own with significant success. In such cases, strong commitment to and knowledge of the model from leadership is crucial as the culture shift that is usually required is not without its bumps in the road!

How long does it take to implement the CPS model?

You guessed it – it depends! Some systems have much more of a paradigm shift to navigate when implementing the model, which tends to make it a longer-term proposition. Substantive change – especially in large systems – usually takes some time.

Is their research to support CPS as an evidenced-based practice?

The first randomized, controlled clinical trial comparing CPS to the standard of care (emphasizing rewards and punishments) in an outpatient setting for children with multiple psychiatric disorders demonstrated CPS to be in all vases equivalent and in some superior. Follow-up data shows treatment gains maintained in the CPS group as opposed to the standard of care. CPS has also been shown to dramatically reduce or completely eliminate mechanical, physical and chemical restraints and locked-door seclusion in inpatient psychiatry units throughout North America. This research is summarized in the following publications:

• Greene, R.W., Ablon, J.S., Monuteaux, M., Goring, J., Henin, A., Raezer, L., Edwards, G., & Markey, J., & Rabbitt, S. (2004). Effectiveness of Collaborative Problem Solving in affectively dysregulated youth with oppositional defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72, 1157-1164.
• Greene, RW, Ablon JS, & Martin, A. Use of Collaborative Problem Solving to reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services, 2006, 57(5): 610-612.