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Collaborative & Proactive Solutions (CPS)

Scientific Rating:
2
Supported by Research Evidence
See scale of 1-5

Additional Implementation Resources

Since this program Collaborative & Proactive Solutions (CPS) was highly rated on the Scientific Rating Scale, program representatives were asked to provide additional implementation information.

Pre-Implementation Materials

There are no pre-implementation materials to measure organizational or provider readiness for Collaborative & Proactive Solutions (CPS).

Formal Support for Implementation

There is formal support available for implementation of Collaborative & Proactive Solutions (CPS) as listed below:

There are several dozen certified trainers who support implementation of the model in schools and facilities throughout the world. These trainers provide initial training as well as ongoing consultation.

Fidelity Measures

There are no fidelity measures for Collaborative & Proactive Solutions (CPS).

Implementation Guides or Manuals

There are implementation guides or manuals for Collaborative & Proactive Solutions (CPS) as listed below:

The CPS model is described in the following publications:

  • Greene, R. W. (2014). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children. HarperCollins World.
  • Greene, R. W. (2016). Lost and found. Jossey-Bass.
  • Greene, R. W. (2014). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. Scribner.
  • Videos and other supporting materials for implementing CPS are available on the Lives in the Balance website: http://www.livesinthebalance.org/

Research on How to Implement the Program

Research has been conducted on how to implement Collaborative & Proactive Solutions (CPS) as listed below:

  • Greene, R. W., Ablon, J. S., Monuteaux, M., Goring, J., Henin, A., Raezer, L., & Rabbitt, S. (2004). Effectiveness of Collaborative Problem Solving in affectively dysregulated youth with oppositional defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72(6), 1157-1164. https://doi.org/10.1037/0022-006X.72.6.1157
  • Greene, R. W., Ablon, S. A., & Martin, A. (2006). Innovations: Child psychiatry: Use of Collaborative Problem Solving* to reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services, 57(5), 610-616. https://doi.org/10.1176/appi.ps.57.5.610
  • Martin, A., Krieg, H., Esposito, F., Stubbe, D., & Cardona, L. (2008). Reduction of restraint and seclusion through Collaborative Problem Solving: A five-year, prospective inpatient study. Psychiatric Services, 59(12), 1406-1412. https://doi.org/10.1176/appi.ps.59.12.1406
  • Ollendick, T. H., Greene, R. W., Austin, K. E., Fraire, M. G., Halldorsdottir, T., Allen, K. B., Jarrett, M. A., Lewis, K. M., Smith, M. W., Cunningham, N. R., Noguchi, R. J. P., Canavera, K., & Wolff, J. C. (2016). Parent Management Training (PMT) and Collaborative & Proactive Solutions: A randomized control trial for oppositional youth. Journal of Clinical Child and Adolescent Psychology 45(5), 591-604. https://doi.org/10.1080/15374416.2015.1004681