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What is the Collaborative Learning Process?
The Collaborative Problem Solving® approach recognizes what research has pointed to for years – that kids with challenging behavior are already trying hard. They don’t lack the will to behave well. They lack the skills to behave well. Collaborative Problem Solving® (CPS) helps adults shift to a more accurate and compassionate mindset and embrace the truth that kids do well if they can – rather than the more common belief that kids would do well if they simply wanted to. Flowing from this simple but powerful philosophy, CPS focuses on building skills like flexibility, frustration tolerance and problem solving, rather than simply motivating kids to behave better.
At KJL Consulting, our goal is to rethink challenging kids by recognizing why they struggle and understanding they lack the skills to behave well by utilizing the Collaborative Problem Solving® approach developed by Think:Kids, a program based in the Department of Psychiatry at the Massachusetts General Hospital in Boston, MA to reduce challenging behavior, teach kids the skills they lack, and build relationships with the adults in their lives.
Adapted from www.thinkkids.org
For more information, resources and research and outcomes visit www.thinkkids.org.
Kelly Leiseth is a Certified Trainer of the Collaborative Problem Solving® approach by Think:Kids, a program based in the Department of Psychiatry at Massachusetts General Hospital in Boston, MA.
Collaborative Learning Process
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With the training that Kelly provided, I have improved upon relationship building with my students through active and reflective listening/empathy, accepting that their perspective and mine differ and that's okay, and that solutions do not always work but an issue can be revisited and built off past knowledge.
Tammy
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Implementation Data
Prior to the implementation of Collaborative Problem Solving in a self contained classroom of residential care and treatment of male students ages 12-18, there was a 37.5% removal rate from the classroom due to behaviors. Since implemementation in the Fall semester of 2020 to Spring semester of 2024, there has been less than 5% removal rate.
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After one year of exposure and implementation of Collaborative Problem Solving, general education teachers grades K-12 in a public school district reported:
30.3% increase in their confidence in their ability to work with challenging students
27% decrease in their perception of being in daily power stuggles with challenging students
18% increase in feeling happy and energized when leaving work
21% increase in their confidence in their ability to use proactive problem solving with students