Collaborative and Proactive Solutions
An evidenced based, trauma informed, neurodiversity affirming practice which supports caregivers in identifying concerning behaviours and solving these problems collaboratively and proactively with the child.
This approach is a movement away from traditional consequences based approaches towards engaging the child in the process of change and development whilst using a variety of strategies to support the environment and expectations being within the child’s zone of proximal.
At Transforming Therapy Services we love the CPS Model and use the CPS Model to collaboratively engage the child in the developmental process without causing negative perceptions of self. CPS is valuable in developing parent capacities in individualising their parenting to the child and their capacities without allowing or excusing concerning behaviours.
You can find out more about CPS by following this link.
CPS at Transforming Therapy Services
The First SessionThe first session is a parent or care giver session where we ‘triage’ the concerning behaviours and examine the behaviours and expectations. We ‘dechunk’ the behaviours in preparation for the first collaborative session with the child.
We examine the child’s zone of proximal and creating environmental supports and managing expectations for success.
We train the parent or care giver in reflective discussions and what to expect out of the CPS Steps.
The First Collaborative Session
In the first collaborative session we introduce the ‘problem’ to the child and using reflective discussions to work with the child on unveiling the problem and building self monitoring or reflection over the problem.
This step may take 1 or several sessions depending on the child’s executive functioning skills.
Sometimes this session creates awareness and reflection for the child and then natural experiences over the coming few days helps to provide a light for further collaboration on the problem.
The following sessions work towards unveiling the challenge further and finding child identified solutions. The biggest value in CPS is that changes, strategies ect. are identified by the child rather than the adult, creating child investment in change.
As adults, we create change through environmental modifications and zone of proximal expectations which are graded up as the developmental process occurs.
The CPS steps occur in close frequency with the clinician suggesting a timeline for review, often 3 days between sessions to allow for natural experiences to support feedback, reflection and further change.
As a result this will require parents, teachers or adults to be available for 2 sessions per week whilst we are working collaboratively to establish an initial well rounded plan to target the problem. The frequency of sessions then reduces until we move onto the next problem/s.
CPS is a model which through the above collaboration, trains the parents or adult supports to be able to implement without further allied health professional involvement, increasing the parent caregivers ability to manage changing needs and capacities over the course of the child’s development towards and in adulthood.
Why do CPS with TTS and not just follow the you tube videos?
You tube has many videos which explain the model, steps and strategies BUT the only issue with trying to replicate CPS alone is your ability to wait, analyse and evaluate your child without bias.
Going it alone can also create challenges in getting to the bottom of the concerning behaviour, as well as not causing any problems or challenges which may require further support such as developing a failure complex or negative perception of self.
At Transforming Therapy Services, we want to upskill the parent, teacher, school, adult to be able to implement CPS independently and seek to openly and honestly discuss the adults skills in preparation to be independent and successful in using the CPS Model.