Lost at School (50 page)

alternative,
75
,
86
,
90
–91,
110
–11,
125
,
149
,
154
,
280

anticipating outcomes of,
17
–18

choosing among,
17
–18,
156
–57

collaborative search for,
84
–92,
96
–112,
123
–25,
130
–31,
168
,
227

concerns vs.,
80
,
82
,
121
,
285

dueling,
82
,
125
,
167
,
241
–46

following through on,
86
,
129
,
132
–35,
142

low-quality,
115

mutually satisfactory,
53
,
57
,
58
,
74
–75,
81
–91,
96
–112,
121
,
129
–31,
149
,
152
,
157
,
166
,
170
–83,
195

practice and repetition of,
75
,
125
,
149
,
152
,
157

proactive,
27
–28

proposal and generation of,
124
–25,
130
–31,
153
,
156
–57

realistic and durable,
121
,
131
,
149
,
151
,
152
,
162
,
166

three categories of,
157

special education programs,
x
,
15
,
30
,
55
,
58
,
135
,
139
,
170
,
197
–98,
246

stealing,
39
,
101

Steege, Mark,
58

substance abuse,
101

Sugai, George,
198

suspensions,
x
,
4
–5,
7
,
17
,
33
,
43
,
47
,
61
,
65
,
137
,
201
–2,
211
,
260

avoidance of,
98
,
145
,
146

in-school,
141
,
173
,
174

multiple,
137
,
141
,
232

reentry contracts and,
100
,
102

reentry plan and,
59
–64,
99
,
100
,
104
,
106

Szasz, Thomas,
13

Teacher Effectiveness Training
(Gordon),
200

teachers:

allocation of time by,
5
–6,
32
,
54
–55,
103

community role of,
188

corrections and reprimands by,
33
–34,
47
–48

credibility of,
94
,
261

daily teaching demands of,
x
,
6
,
42
,
53
,
131
,
132

early departure from profession by,
ix

education of,
x
,
241

expectations of,
49
–50,
56

implementing interventions by,
58
–59

isolation of,
236
,
238

lack of support for,
ix

new initiatives imposed on,
x
,
6
,
42
,
285

physical assaults on,
2
–3,
4
–5,
42
,
43
,
48
,
60
,
136

relations of kids and,
19
,
26
,
32
,
33
–34,
38
,
54
,
106
–12,
129
–30,
136
–37,
162
–66

relations of parents and,
ix
,
x
,
4
–5,
28
,
45
–48,
59
–64,
134
–35,
202
–4,
239
–46,
256
–58

responsiveness to individuals and groups by,
186
,
187
–88

stress experienced by,
ix
,
5
–6,
42
–44,
285

substitute,
22
,
142
–47,
170
,
172
,
173
,
203

use of differentiated instruction by,
160
–61,
189

Teaching Children to Care: Management in the Responsive Classroom
(Charney),
186

temper,
38
,
42
,
61
–62,
64
,
203

testing:

academic,
30

intelligence,
30
,
58
,
155

language,
19
,
30

teacher preparation for,
6

thinking:

difficulty seeing ranges of,
14
,
21
–24,
31
,
39
,
152
,
245

difficulty shifting among ideas and solutions in,
14
,
16
–17,
19
–20,
30
,
31
,
32
,
39
,
68
,
71
,
152
,
245

disorganized,
17
–18,
156
,
189

focus and,
14
,
39
,
40

inflexible,
14
,
21
–24,
32

new ways of,
11

organized,
17
,
40
,
152

outside-the-box,
247

rational,
39
,
152

reflecting on multiple ideas simultaneously in,
17

separation of emotion and,
14
,
19
–20,
152

tics,
167

time,
53
,
103

with challenging kids,
55
,
109
,
111
,
113
,
134
,
135
,
138
–39,
142
,
170
,
174
,
177
,
220

sense of,
14
,
38

time-outs,
7
,
34

Tomlinson, Carol Ann,
161
,
189
,
190

transitions:

difficulty with,
14
,
16
–17,
26
,
31
,
32
,
67
,
68
,
70
,
71
,
72
,
149
–52

predictable vs. unpredictable,
151

situational factors and,
68

Tribes: A New Way of Learning and Being Together
(Gibbs),
186

truancy,
32
,
39
,
128
,
164
,
202
,
253

trust,
162
,
283

uncertainty, difficulty with handling of,
14
,
21
,
23
,
31
,
72

unmet expectations,
49
–59,
74
–75

communication about,
56
–57,
81
–92,
162

elimination of,
167

Plan A for handling of,
50
,
51
–52,
54
,
56
–57,
58
,
81
,
82
,
85
–86,
87
,
90
,
92
,
93
–94,
97
,
99
,
114
,
127
,
128
,
129
,
130
,
137
,
156
–57,
162
,
166
,
167
,
171
,
200
,
207
,
242
,
285

Plan C for handling of,
50
,
52
–53,
56
,
81
,
92
,
97
,
99
,
127
,
130

questions and answers about,
55
–59

three options for handling of,
50
,
56
,
74

see also
Plan B

unsolved problems,
8
,
25
–28,
69
–71,
128
–29,
149
–53

achieving consensus with other caregivers on,
27
–28,
33
,
35
,
37
,
70
–71

assessing and keeping track of,
27
,
29
–30,
31
,
32
,
33
–34,
36
,
128

connection of challenging behavior to,
25
–27,
49
,
113
,
148
,
166
,
252
,
280
–81

definitions of,
25
,
27
,
38

helping with solutions to,
9
,
28
,
34
,
36
–37,
48
,
49
,
128
,
149
–51,
168
,
187
,
197
,
198
,
200
,
243

identifying of,
27
,
29
–30,
31
,
32
–33,
36
,
40
,
49
,
52
,
93
–94,
113
,
127
,
153
,
230
,
243
,
247

incremental approach to,
130
,
148

one by one resolution of,
75
,
95
,
113
,
149
–53,
166
,
218
,
248

prioritizing of,
28
,
33
–34,
70
,
122
–23,
130
,
230

situational analysis of,
25
–26,
49

Virginia Tech Child Study Center,
59

Wellesley College Stone Center,
186

withdrawal,
19
,
27
,
29
,
188

About the Author

Ross W. Greene, Ph.D., is associate clinical professor in the Department of Psychiatry at Harvard Medical School and originator of the Collaborative Problem Solving approach. He is author of two prior books—
The Explosive Child
and
Treating Explosive Kids
—along with numerous articles, chapters, and scientific papers on the effectiveness of the Collaborative Problem Solving approach; the classification of and outcomes in youth with oppositional defiant disorder and severe social impairment; teacher stress; and student-teacher compatibility. Dr. Greene’s research has been funded by, among others, the U.S. Department of Education, the Stanley Research Institute, the National Institute on Drug Abuse/National Institutes of Mental Health, and the Maine Juvenile Justice Advisory Group. He consults extensively to general and special education schools, inpatient and residential facilities, and systems of juvenile detention, and lectures widely throughout the world.

For more resources and information about the Collaborative Problem Solving approach, visit
www.lostatschool.org
.

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