Collaborative Problem Solving^® (CPS) is an evidence-based, trauma-informed practice that helps kids meet expectations, reduces concerning behavior, builds skills, and strengthens their relationships with adults.

Collaborative Problem Solving is designed to meet the needs of all children, including those with social, emotional, and behavioral challenges. It promotes the understanding that young people who have trouble meeting expectations or managing their behavior lack the skill—not the will—to do so. These kids struggle with skills related to problem-solving, flexibility, and frustration tolerance. Collaborative Problem Solving has been shown to help build these skills.

Collaborative Problem Solving avoids using power, control, and motivational procedures. Instead, it focuses on collaborating with kids to solve the problems leading to them not meeting expectations and displaying concerning behavior. Learn how to identify the neurocognitive skills kids lack and a compassionate and relational approach to building skills where adults partner with kids to develop solutions. CPS is evidence-based, neuro-biologically and trauma-informed, and child and family-centered. Developed at Massachusetts General Hospital in the Department of Psychiatry, CPS reduces challenging behavior and punitive interventions while building skills and the therapeutic alliance.

We now know a lot more about how trauma affects brain development and leads to skills deficits. Collaborative Problem Solving (CPS) makes the principles of trauma-informed care actionable by all staff, especially direct care staff who are an essential part of the clinical team. With CPS, caregivers identify the skills that may be lagging due to trauma, then practice those skills with youth in an empathic way that also builds the skills and develops a positive helping relationship between both parties.

Learn more in the chapter, CPS as a Neurodevelopmentally Sensitive and Trauma-Informed Approach by Bruce D. Perry and J. Stuart Ablon

A growing body of research in neuroscience, along with both clinical and lived experience, is demonstrating that prescriptive point and level systems applied universally to a group do not typically result in enduring behavior change. P&L systems run counter to principles of Trauma Informed Care as they involve using power and control to manipulate children’s behavior. Additionally, youth raise objections to what they consider arbitrary decisions regarding their status and privileges, and families object to behavior management approaches that don't transfer readily into their homes.

Join one of our courses or contact us to learn more about Collaborative Problem Solving.