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Effectiveness of collaborative problem solving in affectively dysregulated children with oppositional-defiant
Ross W Greene1, J Stuart Ablon, Jennifer C Goring
1Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA. greene@helix.mgh.harvard.edu
Journal of Consulting and Clinical Psychology
|December 23, 2004
Summary
Collaborative Problem Solving (CPS) significantly improved functioning in children with oppositional-defiant disorder (ODD), outperforming traditional parent training. These positive outcomes were sustained at follow-up.
Area of Science:
- Child Psychology
- Behavioral Science
- Clinical Psychiatry
Background:
- Oppositional-defiant disorder (ODD) involves persistent defiance and hostility towards authority.
- Comorbid mood disorders in ODD increase risks for long-term issues like conduct disorder.
Purpose of the Study:
- To compare the effectiveness of Collaborative Problem Solving (CPS) against Parent Training (PT) for ODD.
- To evaluate treatment outcomes in affectively dysregulated children diagnosed with ODD.
Main Methods:
- A study involving 47 children diagnosed with oppositional-defiant disorder.
- Intervention groups: Collaborative Problem Solving (CPS) and Parent Training (PT).
- Assessment of functioning at posttreatment and 4-month follow-up.
Main Results:
- CPS demonstrated significant improvements in multiple functional domains for children with ODD.
- CPS outcomes were equivalent or superior to PT outcomes at both posttreatment and follow-up.
- Improvements in behavior and emotional regulation were observed with CPS.
Conclusions:
- Collaborative Problem Solving (CPS) is a highly effective intervention for children with oppositional-defiant disorder.
- CPS offers a promising alternative or adjunct to traditional Parent Training (PT).
- Findings support CPS for improving long-term outcomes in pediatric ODD.