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Problem-Solving01:29

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Impact: Problem Solving01:26

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The Collaborative Problem Solving approach: outcomes across settings.

Alisha R Pollastri1, Lawrence D Epstein, Georgina H Heath

  • 1From Harvard Medical School (Drs. Pollastri, Epstein, and Ablon); Department of Psychiatry, Massachusetts General Hospital, Boston, MA (Drs. Pollastri, Epstein, and Ablon); St. Andrew's Healthcare, Northampton, UK (Ms. Heath).

Harvard Review of Psychiatry
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Summary
This summary is machine-generated.

Collaborative Problem Solving (CPS) helps children with challenging behaviors by targeting cognitive skill deficits, not just expectations. This review summarizes CPS findings across various settings to guide future research.

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Area of Science:

  • Child and Adolescent Psychology
  • Behavioral Science
  • Cognitive Behavioral Therapy

Background:

  • Collaborative Problem Solving (CPS) is a widely adopted approach for managing challenging behaviors in youth.
  • Unlike traditional methods, CPS addresses underlying cognitive skill deficits contributing to behavioral issues.
  • Existing evidence for CPS is largely from internal quality improvement efforts, with limited peer-reviewed publications.

Purpose of the Study:

  • To describe the Collaborative Problem Solving (CPS) model.
  • To consolidate published and unpublished findings on CPS implementation.
  • To provide recommendations for future research directions in CPS.

Main Methods:

  • Systematic review of published literature on CPS.
  • Inclusion of unpublished data from various implementation settings.
  • Analysis of findings across clinical, educational, and justice systems.

Main Results:

  • CPS has demonstrated effectiveness in reducing oppositional behavior and related outcomes.
  • Evidence spans diverse settings including outpatient, inpatient, residential, juvenile justice, and educational environments.
  • A significant body of work exists, though much remains unpublished in peer-reviewed journals.

Conclusions:

  • Collaborative Problem Solving (CPS) is a promising intervention for pediatric challenging behaviors.
  • Further research is needed to expand the peer-reviewed evidence base for CPS.
  • Standardized reporting and publication of CPS outcomes will strengthen its scientific foundation.