CPS provides us with a framework and options to choose from when children cannot meet the expectations. There are three plans or options for dealing with challenging behaviours: Plan A, B or C. Plan A is an option in which the adult “Imposes their will,” on the child/situation. This approach is basically, “do it because I said so.” There is no problem solving here although for safety or health reasons this may be the most appropriate approach in some cases. Another option for dealing with a problem is Plan C. With this approach the adult decides to “drop it or ignore the problem for now.” It will be dealt with later. The adult may have “bigger fish to fry.” This is a thoughtful, tactical decision, it is not giving in to the child. The unmet expectation is still important although the time to deal with it is not now. Plan B is the best method for solving problems collaboratively. In the Plan B conversation the concerns of the child and the adult are clarified and then together they come up with possible solutions to the problem that work for both parties.
Doing Plan B
The Plan B conversation is the framework we use to teach the lagging skills, pursue unmet behavioural expectations and effect improvements in the child’s ability to solve problems durably, thereby reducing the challenging behavior. The CPS model asks us to be thoughtful about the challenging behaviours we see but not focus on the behaviour. Focus instead on the triggers or unmet expectations leading to the challenging behaviour. By knowing the triggers and then considering what lagging skills we intended to teach we can use the Plan B conversation to develop better problem solvers. Imbedded within this conversation is the practice that the child or teen needs to develop the lagging skills. This process has been used successfully in homes, schools, in-patient facilities, institutions and incarceration facilities. Simply by following the Plan B conversation format, we are teaching the skills these children need. In fact, the adult working with the child also benefits cognitively when working through the Plan B process.
CPS Impacts School Culture – A Relationship is the Most Important Element in Helping Someone Change
CPS is important because it can affect the culture of a school, the relationships of all the individuals in the building and student learning. Learning is the fundamental purpose of school. CPS gives the student a voice so the child is heard and understood. The teacher gets to know their student and the child gets to articulate what they are thinking. This process is critical in developing or maintaining the “Helping relationship” identified in CPS. This is important if an adult is going to help a child learn and solve problems. (Helping relationships are important for athletes and coaches, parents and children). This relationship is critical for anyone working with youth demonstrating challenging behaviour. As John C. Maxwell said in his books on Leadership, “They don’t care how much you know until they know how much you care.” Children and youth very quickly determine if you really care, if they can trust you and if your purpose is to help them. Plan B conversations succeed because they know you are not there to “get them in trouble” but to help them even when they become “unglued” or dysregulated.
Involving kids in problem solving teaches them that they have good ideas and can be problem solvers. They also learn that the problem solver role is not reserved for adults. This knowledge empowers them and enhances their confidence and intrinsic motivation to do the right thing including to not be bystanders when bullying or mistreatment takes place. As a result, you are not allowing this type of behavior to take hold or thrive in the school environment. The helping relationship students and staff build empowers the students to seek help when necessary to solve problems. Often children are reluctant to speak up in class so as not to appear as if they do not know. By developing a helping relationship and cognitive skills we are also having an impact on academic learning. Success in one area enhances success in another.
At Palermo and Pine Grove, we had a team of staff that led the implementation of CPS. The team was composed of the school administration, special education teachers, classroom teachers, the Child and Youth Councillor and student and parent representatives. The team was enthusiastic about the benefits they could see through the use of the CPS approach. The benefits for classroom learning and culture were evident although there were more far reaching benefits regarding a child’s life away from school and the life long skills they’d develop.