Premier’s Special Education Scholarship 2009 THE PURPOSE OF THE SCHOLARSHIP The reason for my visit was to investigate the Collaborative Problem Solving Model, (CPS) a cognitive/ behavioural approach to working with young people with Collaborative Problem Solving Model: “kids do well if they can”…….. a different way of understanding & working with young people with challenging behaviour challenging and aggressive behaviour in the United States of America and Canada. The scholarship allowed me to investigate the model directly with its founder Dr Ross Greene as well as in a number of Child & Adolescent Inpatient Psychiatric Units, Specialised Schools for students with Emotional and Behaviour Disorders and Health Systems which have adopted and applied the model. Another prime motivation for the visit was to gain an insight into the CPS model and to Keith Marshall, Principal Caldera School NSW Department of Education & Training Scholarship 2009 follow up on recommendations that Ross Black, Principal of Rivendell SSP (1990 2009) made in his 2007 Churchill Scholarship. In particular Black’s recommendations 2 & 3; staff in interdisciplinary facilities be trained in a common approach that enhances collaboration and communication from the perspectives of each discipline; the need for ongoing monitoring and review of the processes, communication structures and philosophy in interdisciplinary facilities if the culture is to be maintained. THE BACKGROUND TO THE COLLABORATIVE PROBLEM SOLVING MODEL (CPS) The Collaborative Problem Solving Model (CPS) was developed by Dr Ross Greene over 10 years ago and has been articulated comprehensively in The Explosive Chid and in his recent publication Lost at School. Greene’s model is a cognitive behavioural approach and was first developed as a treatment plan for young people and their families in an outpatient setting. Greene found that in his clinical practice traditional cognitive/behavioural methods were being driven from a clinical perspective and were not involving enough the young person who was displaying social, emotional or behaviour problems. The Collaborative Problem Solving Model (CPS) has continued to be developed and conducted in a number of different settings throughout the USA, Canada and Sweden. The underlying philosophy of The Collaborative Problem Solving Model (CPS) is that“Kids do well if they can”. In essence it proposes that if young people have the capacity/skills to cope with the demands of their environment they will adapt in a functional manner. CPS proposes that if the child lacks the capacity /skills to cope with the demands placed upon them, they are likely to display more maladaptive and problematic behaviours. The CPS model challenges the ‘motivational perspective’ that “kids do well if they want to”. This ‘motivational perspective’ is based on a common perception that young people with social, emotional and behavioural challenges have learnt to behave inappropriately, to seek attention or to coerce adults into giving into their demands. Typically the terminology applied to these young people is ‘manipulative’, ‘attention seeking’, ‘unmotivated’, ‘disrespectful’, ‘coercive’ or ‘testing the limits’. As a consequence interventions and strategies applied to these individuals have in the main been ‘reward and punishment’ models, which aim to teach the young people to behave appropriately and provide them with the necessary motivation to do so. In the education sector this is delivered using strategies such as detention, suspension, exclusions and level/reward systems. In therapeutic settings, such as Inpatient Psychiatric Units, Residential Care and Juvenile Detention, strategies such as confinement, seclusion and restraint (physical and chemical) have been used. Within the family environment generally monetary or materialistic rewards or losses, groundings and even corporal punishment are applied. 2 This ‘motivational perspective’ that “kids do well if they want to” currently underpins the policy and procedure of many services, in particular in their behaviour management practice and welfare procedures, which are based upon social leaning theory and operant principles as a means of motivating the young person. (Mohr, Olson, Martin & Pumareiga 2009). THE COLLABORATIVE PROBLEM SOLVING MODEL (CPS) The model, as developed by Greene, proposes that young people with challenging social, emotional and behavioural issues should be viewed as presenting with a disability in the same way others present with learning disabilities in reading, writing and mathematics. Greene emphasises that most people prefer to do well, as it is a better option than doing poorly. However if a person lacks the skills to cope with the demands placed upon them, they will act in a maladaptive and possibly challenging manner. The CPS model conceptualises that aggressive and challenging behaviour of some young people is characterised by lagging cognitive skills in the global domains of flexibility, frustration, tolerance and problem solving. The model provides a framework to understand the aggressive outbursts, as stemming from impairments in one of the five non-mutually exclusive pathways: Executive functioning (including inattention, disorganised thinking and poor handling of transitions); Language processing (such as expressive or receptive impairments including difficulty in expressng feelings); Emotional regulation (including irritability, anxiety and distorted self perception); Cognitive flexibility (such as concrete thinking & insistence on sameness and rigid routines); Social skills (such as misreading interpersonal nuances and difficulty appreciating the views of others) (Martin, Kreig, Esposito, Stubbe & Cardona 2008 The Collaborative Problem Solving Model offers a distinct teaching and learning framework of working with young people with challenging behaviour. Greene believes that the key feature of the CPS model is for adults to assess the young person’s lagging skills impairments and to ultimately teach specific skills to address these issues, through working collaboratively with them. In CPS, working collaboratively with the young person allows adults to listen to their views and concerns, and in turn allows young people to become aware of the adult’s concerns. Greene proposes that this method helps to develop a trust relationship between the individuals as well as an agreed process of solving issues, particularly explosive challenges, or at the very least, it will result in an improved mutual understanding. This in turn will improve outcomes not only for the young person but for the services providing them with support. 3 CPS has the potential to influence the way front line workers who manage young people with challenging behaviour view a young person’s problems/issues. Importantly CPS involves a common set of assumptions and language to understand and work/teach with young people with challenging behaviour thus allowing multiple professionals to converse through this approach as there is a similar language and focus. The approach may also have significant implications in providing young people and staff with a safer working environment by reducing serious incidents, injury and Occupational Health and Safety issues. The approach can offer a more humane way to solve problems and teach the skills necessary to participate in a modern world, outside of the support setting of the unit, school or community care, where negotiation is paramount and valued. THE STAGES OF THE COLLABORATIVE PROBLEM SOLVING MODEL Stage One: Assessment The CPS model has an assessment tool; Assessment of Lagging Skills and Unsolved Problems (ALSUP).This tool focuses attention on the issues surrounding the young person’s unsolved problems as well as their skills deficit. This assessment phase is the key to understanding why the challenging behaviour is occurring. Stage Two: Intervention The Collaborative Problem Solving model offers a proactive and individualised approach in working with challenging young people as it is tailored to take into account each young person’s needs and ability to learn. This model moves away from an adversarial atmosphere to an alliance of trust, in which mutual understanding can be fostered. The three steps of CPS are: Empathy: the adult develops an understanding of the young person’s concerns and perspective on an unsolved problem. This requires engaging the young person in talking about unsolved problems and the issues surrounding those problems. Defining the problem: the adult puts their concerns on the table for the young person to hear. Adult concerns tend to revolve around safety issues and learning issues and how the problem is impacting on others as well as the young person themselves. At this stage only concerns are being discussed and no plans or solutions are made. Invitation: the adult invites a collaborative process so that both views can be addressed and solutions generated with the young person’s concerns having equal weighting to the adult’s. 4 Success in CPS takes time and it is critically important both that the young person participates throughout the process and that this process takes place well before and not during a challenging episode. APPLICATION OF THE COLLABORATIVE PROBLEM SOLVING MODEL CASE STUDY ONE Child Assessment Unit at Cambridge Hospital Boston Massachusetts The Child Assessment Unit at Cambridge Hospital is a 13 bed, locked inpatient psychiatric unit for patients aged 3 -14 yrs. Approximately 80% of the patients admitted have a significant trauma history and 95% were admitted for severe out of control behaviour. Staffing consists of psychiatrists, psychologists, social workers, occupational therapists, nursing and milieu counsellors. The average length of admission in 2009 was 2 weeks. The unit adopted the CPS model in 2001 as a result of the work of the unit Medical Director, Dr Bruce Hassauk and Nursing Manager, Kathy Regan. The prime goal for the adoption of the CPS model in the unit was to reduce the use of more restrictive practices, such as restraint. The Cambridge unit was the first to adopt the CPS model and it involved comprehensive training of all staff, establishing 1. a common set of assumptions about the factors underlying young people’s aggressive or unsafe behaviour, 2. an understanding of the manner in which limits are set and expectations pursued by adults and how these in turn can precipitate such behaviour; 3. an emphasis being placed on crisis prevention rather than crisis management. Research, undertaken by Greene, Ablon & Martin in 2006, indicated a significant decrease in the rate of restraint and seclusion after the implementation of the CPS model (9 months prior to training there were 281 episodes of restraint compared to 1 in the 15months after training). The use of physical holds under 5 minutes also reduced. Injuries in the unit for both patients and staff also showed a dramatic decrease dropping from 10.8 per month to 3.3 post training. As well as visiting the day school during my visit, I also attended clinical meetings, planning meetings, an occupational therapists’ session and had individual and group discussions with key multidisciplinary personnel, including Kathy Regan. In the course of these discussions it became clear that one of the most unexpected outcomes of the adoption of the CPS model was staff dynamics. Kathy Regan explained, “The culture of the unit itself became more collaborative.” CPS has also resulted in staff having a similar set of assumptions and language regarding the factors underlying aggressive outbursts. This allows for very practical assessment and ongoing communication during a patient’s short admission and allows for the commencement of skills training for the young person within the unit and the 5 development of a comprehensive and clear discharge plan for that young person into the community. CASE STUDY TWO The Yale-New Haven Children’s Hospital and Study Center, Connecticut USA The Yale-New Haven Children’s Hospital is part of Yale University School of Medicine and has an inpatient psychiatric unit of 15 beds for students from 4 - 14 yrs of age. Attached to this unit is the Yale Child Study Center which provides educational programs to students in the unit as well as to students attending the Partial Hospital Program as day patients. The unit has a large multidisciplinary team consisting of psychiatrists, psychologists, social workers, occupational therapists, nursing and milieu counsellors as well as teaching and support staff from the Yale Study Center. The Inpatient Psychiatric Unit has about 200 admissions in a year with an average length of stay of between 3-4weeks. With growing concerns about the use of restraint and other restrictive practices in Psychiatric Inpatient Units following the death of a young patient in Connecticut, The Yale-New Haven Hospital Inpatient Psychiatric Unit decided in September 2005 to adopt the CPS model primarily as a means of decreasing restrictive interventions. Although CPS was not designed specifically for this purpose it was thought that the experiences at the Cambridge Unit in Boston would see fewer and shorter restraints and seclusions and no compromise in patient safety. The Model was implemented over a six month period with comprehensive staff training and follow up video supervision sessions with the developers of the CPS model twice per week for 90mins. Research undertaken over a 5 year period on the adoption of the CPS model by Martin, Kreig, Esposito, Stubbe and Cardona, showed a significant reduction in the use of restraint. In fact there was a 37.6 fold reduction in restraint and 3.2 fold reduction in seclusion while the mean duration of restraint also decreased substantially. Discussions during my 5 day visit reinforced the findings of research undertaken by Martin et al, which found that the CPS model has merit in being adapted to a variety of settings that deal with aggressive and volatile young people including paediatric wards, special schools, residential schools, juvenile justice settings or paediatric emergency services CASE STUDY THREE The Children’s Hospital of Eastern Ontario Canada (CHEO) The CHEO Mental Health Services provides a wide range of clinical services including: A centralised intake process to provide a single point of entry Specialised Outpatients & Outreach Service Regional Psychiatric Emergency services for Children and Youth 6 Eating Disorders program Inpatient/Outpatient Inpatient Psychiatric Units Partnership Day Programs with both English & French School Boards Health promotion and Early Intervention Services Telepsychiatry Services. The CHEO partnership programs with the English & French School Boards are designed to support young people with severe mental health needs which interfere with attendance and functioning at their regular schools. These day treatment programs are delivered in partnership with the various school boards and are usually located within a mainstream school. I visited three of these programs during my five day visit including the Steps to Success program (pre and primary school), ack on Track program (high school) and the Brookfield’s Day program (senior high school). These programs have a multidisciplinary approach with the staff including psychiatrists, psychologists, milieu counsellors, teachers and allied education staff. The Collaborative Problem Solving model has also been adopted by the Mental Health Patient Service Unit at the CHEO both the 6 North Psychiatric Inpatient Unit, an 8 bed facility for young people aged 5-11 yrs and the Steps to Success treatment program, based in a community school for students aged 4-13yrs with complex behaviour and emotional problems. In late 2009 the 6 East Psychiatric Inpatient Unit, a 12 bed facility for young people aged 12-15, completed CPS training and is currently in the process of embedding the model in the program. In 2010 the inpatient services at the Royal Ottawa Mental Health Care Centre a 10 bed psychiatric unit for young people aged 15-18 and the Francophone Day treatment program will both receive training. CASE STUDY FOUR The Community of Practice Model for Collaborative Problem Solving, Ottawa Community of Practice partners includes Crossroads Children's Centre, Children's Hospital of Eastern Ontario/Royal Ottawa Hospital, Roberts/Smart Centre, Coordinated Access, Youth Services Bureau, Cornwall Hospital, Christie Lake Camp, Algonquin College Child and Youth Worker Program, and the Ottawa District School Board (Safe Schools Program). In 2007 the Child and Youth Mental Health Network in Ottawa (CYMHN) set out to evaluate how they were progressing as a system of care for the complex needs children and families. After completing the System of Care Practice Review (SOPCR), the network identified a number of areas of practice and delivery that needed to be addressed. In particular they identified the need to create a more common treatment approach across providers so that the transition between services for the children and families was more effective and less confusing. They also wanted to introduce a common communication model for all providers using similar language, focus and goals. 7 Observing what had occurred in Oregon USA, where a State funded and sponsored training in the CPS model resulted in it being utilised in a number of care facilities, CYMHN adopted the CPS model in 2009 across all services. CASE STUDY FIVE The Provincial Centre of Excellence for Child and Youth Mental Health at CHEO The Provincial Centre of Excellence for Child and Youth Mental Health at CHEO is an innovative response to the challenges facing Mental Health Services. There is a high incident of mental health disorders among young people and very few of these young people access services. The centre identifies and builds on existing pockets of excellence across the state of Ontario and services these programs and communities with training and financial support, including work with the remote indigenous communities and with range of newly arrived immigrants. The centre provides a foundation on which a more cohesive and effective system can be developed through quality research to respond to the needs of the community. OTHER VISITS Collaborative Problem Solving Seminar Concord New Hampshire (One day) A one day workshop conducted by Dr Ross Greene, which highlighted the philosophy and the process of the CPS model. The workshop was primarily attended by primary and junior high school staff. However there were a number or special schools and clinicians in attendance. Walker Programs Boston USA (One day visit) Walker is a network of facilities and professionals that provides world-class mental health services, state-of-the-art special education, expert professional training and consultation, and child welfare advocacy. Each year, Walker provides intensive services for hundreds of the most troubled children, youth and families in Boston (USA). Walker's multidisciplinary programs extend specialised therapeutic environments beyond the classroom and into family homes, public schools and community settings. Beacon High School Boston USA (One day visit) Beacon High School is a co-educational therapeutic alternative high school that provides academic and specialised therapeutic programs. The programs include individual and group sessions for 70 students aged between 15-20yrs in the greater Boston area and is associated with the Walker programs. The staff includes teachers, teaching support staff, psychologists, psychiatrists and career counsellors. The students at Beacon High suffer serious emotional problems or mental illness, mainly anxiety or depression based. Students spend approximately 2 years in the program with many students progressing onto college programs. The program 8 maintains a student retention rate of 80% and a graduation rate of 80%. There is a strong emphasis on the creative and performing arts within the school. Think: Kids Center Boston USA (One day visit) Think: Kids is a program in the Department of Psychiatry at the non-profit Massachusetts General Hospital. It provides clinical services to families and training, consultation, support and outreach to parents, educators, and clinicians using the Collaborative Problem Solving approach. The centre is providing the training and ongoing supervision to the Ottawa Community of Practices as well as in the state of Oregon. CONCLUSION The Collaborative Problem Solving model provides an alternate means of viewing, understanding and supporting young people with social, emotional and behavioural challenges. This approach challenges some of the conventional views and systems of management that exist in our society. The CPS model has been actively researched and the empirical data and research published in mental health journals across a variety of settings and locations show promising results. The CPS model is of potential value to facilities providing care, support and education to young people including Education, Health, Community Services, and Juvenile Justice as well as to parents. Within Education it has been well documented that students with significant social, emotional and behaviour issues impact on the school system causing disruption; on the school environment; on their own learning and engagement; as well as on staff and other students. The New South Wales Department of Education and Training has been responsive to these issues in various ways and has developed a number of innovative strategies and programs to support these young people including Specialised Schools and Tutorial programs and recently the Positive Behaviour and Learning program for staff. However the Collaborative Problem Solving model offers a new and researched approach which potentially could be of relevance to the teaching profession in working with young people with challenging behaviours. 9 References Greene, R. W. (2001) The explosive child: A new approach for understanding & parenting easily frustrated, chronically inflexible children (3rd ed.).New York: Harper Collins. Greene, R. W. (2009) Lost at School: Why our kids with behavioural challenges are falling through the cracks & how we can help them (Revised 2nd edition). New York: Scribner. Greene, R. W., & Ablon J.S. (2006) Treating explosive kids: The collaborative problem solving approach. New York: The Guilford Press. Greene, R.W., & Ablon J.S., & Goring, J.C., (2003) A transactional model of oppositional behaviour: Underpinnings of the collaborative problem solving approach. Journal of Psychosomatic Research, 55, 67-75. Greene, R.W., Ablon J.S., Hassuk B., Regan K., & Martin A., (2006). Use of collaborative problem solving to reduce seclusion & restraint in child & adolescent inpatient units. Psychiatric Services 57, 610-612. Greene, R.W., Monuteaux, M., C., Goring, J. C., Henin, A., Raezer-Blakely, L., Edwards, G., Markey, J., & Rabbitt, S., (2004). Effectiveness of Collaborative Problem Solving in affectively Dysregulated Children with Oppositional- Defiant Disorder: Initial Findings. Journal of Consulting and Clinical Psychology 72, No 6, Martin, A., Kreig, H., Esposito, F., Stubbe, D., & Cardona, L., (2008). Reduction of Restraint and Seclusion through Collaborative Problem Solving: A Five-Year Prospective Inpatient Study. Psychiatric Services 59, No 12, 1406-1412 Mohr, W.K., Martin, A., Olson, J. N., Pumariega, A.J., Branca, N., (2009). Beyond point and level systems: Moving towards child-centred programming. American Journal of Orthopsychiatry 79 No1, 8-18. Regan, C., (2006).Opening our arms: Helping troubled kids do well. Boulder, CO: Bull Publishing. Acknowledgement Premier of New South Wales John Brown, Tourism Foundation Staff of the Scholarship Directorate NSW Department of Education and Training Dr Ross Greene, Founder of the Collaborative Problem Solving Model Mr Ross Back, Principal Rivendell SSP (1990-2009) Ms June Simpson, School counsellor Rivendell SSP Dr Andres Martin, Director Inpatient Psychiatric Unit Yale New Haven Hospital Dr Mary Gunsalus, School Director Yale Child Study Center School Dave Murphy, Case Coordinator, 6 North Inpatient Psychiatric Unit CHEO Michael Hone, Director Clinical Services Cross Roads Program Ottawa 10