• Social Work
  • Counseling
  • Marriage and Family Therapy
  • Psychology
Hours: 10 Contact Hours
Author(s): Textbook Authors:
  • Ross W. Greene, PhD
  • J. Stuart Ablon, PhD
Workbook Author:
  • Julie M. Guillemin, MSW, LICSW
Item#: B4012
Contents: 1 Textbook, 1 Exam Workbook (18 pages)

Treating Explosive Kids: The Collaborative Problem-Solving Approach

Price $59.95
Item # B4012
When available, the Online Course format is included with the hard copy, eBook, or audio book formats!

This intermediate-level course introduces the innovative Collaborative Problem-Solving (CPS) approach for professionals working with inflexible, easily frustrated, explosive children and adolescents. The course gives professionals the tools to identify cognitive skill deficits and the triggers that precede explosive episodes, and it offers practical strategies for teaching families how to work collaboratively to reduce unmanageable outbursts. CPS is a novel model for working with children and families who respond poorly to traditional parent training and behavior management approaches. It is based on the premise that all children will do well if they can. The CPS model posits that explosive children, who may have numerous diagnoses, including bipolar disorder and attention deficit hyperactivity disorder (ADHD), are lacking in the five core cognitive domains: executive skills, language-processing skills, emotional regulation skills, cognitive flexibility skills, and social skills. By redefining the explosive child as a learning-disabled child, CPS provides a new approach that includes education and empowerment of both the child and the parents. The authors provide clear and direct instruction on how to connect with families in a positive way, train parents and children to use the CPS model, and assess and train children with cognitive skill deficits. This intermediate-level course is intended for behavioral health professionals, including social workers, clinical mental health counselors, psychologists, and advanced practice and psychiatric nurses. Educators who work with children, adolescents, and families will also benefit from this course.

Social workers will receive 10 (Clinical Content) continuing education clock hours in participating in this course.

Click here for a list of supplemental references.

Duncombe, M. E., Havighurst, S. S., Holland, K. A., & Frankling, E. J. (2012). The contribution of parenting practices and parent emotion factors in children at risk for disruptive behavior disorders. Child Psychiatry and Human Development, 43(5), 715–733. Abstract retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22392414

Dunsmore, J. C., Booker, J. A., & Ollendick, T. H. (2013). Parental emotion coaching and child emotion regulation as protective factors for children with oppositional defiant disorder. Social Development, 22(3). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3811942/

Johnson, M., Ostlund, S., Fransson, G., Landgren, M., Nasic, S., Kadesjö, B., & Fernell, E. (2012). Attention-deficit/hyperactivity disorder with oppositional defiant disorder in Swedish children—an open study of collaborative problem solving. Acta Paediatrica, 101(6), 624–630. Abstract retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22375727

Lives in the Balance. (2014). Helping behaviorally challenging students radio program and listening library. Retrieved from http://www.livesinthebalance.org/listening-library-helping-behaviorally-challenging-students

Lives in the Balance. (2014). The paperwork [CPS instruments]. Retrieved from http://www.livesinthebalance.org/paperwork

Ostrov, J. M., Murray-Close, D., Godleski, S. A., & Hart, E. J. (2013). Prospective associations between forms and functions of aggression and social and affective processes during early childhood. Journal of Experimental Child Psychology, 116(1), 19–36. Abstract retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23422928

Pollastri, A. R., Epstein, L. D., & Ablon, J. S. (2013). The Collaborative Problem Solving approach: Outcomes across settings. Harvard Review of Psychiatry, 21(4), 188–199. Retrieved from http://www.thinkkids.org/wp-content/uploads/2013/01/CPS-Outcomes-7-2013.pdf

Röll, J., Koglin, U., & Petermann, F. (2012). Emotion regulation and childhood aggression: Longitudinal associations. Child Psychiatry and Human Development, 43(6), 909–923. Abstract retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22528031

Schipper, M., & Petermann, F. (2013). Relating empathy and emotion regulation: Do deficits in empathy trigger emotion dysregulation? Social Neuroscience, 8(1), 101–107. Abstract retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23327297

Shaffer, A., Suveg, C., Thomassin, K., & Bradbury, L. L. (2012). Emotion socialization in the context of family risks: Links to child emotion regulation. Journal of Child and Family Studies, 21(6), 917–924. Abstract retrieved from http://link.springer.com/article/10.1007%2Fs10826-011-9551-3

Course Objectives
  • Discuss the "plans framework" used to help adults generate options for handling problems
  • Explain how to identify cognitive skill deficits and triggers that precede explosive episodes.
  • Discuss Collaborative Problem-Solving (CPS) in relation to clinical work with explosive children and their caregivers
  • Identify challenges and discuss strategies for implementing the CPS model in a variety of settings
  • Describe innovative practical strategies for working with families to reduce unmanageable outbursts.
Julie Guillemin, MSW, LICSW, earned her MSW from The Boston University School of Social Work. She is currently employed by the Kingston (MA) Public Schools where she counsels children and parents, and consults with educators on adjustment problems, psychiatric disorders, behavioral issues, and learning disabilites. Ms. Guillemin has worked with toddlers, children, and adolescents in private and public school settings, providing individual and group therapy and social skills instruction. In addition, Ms. Guillemin serves as social work planner for Western Schools.
  • Contact hours will be awarded for up to one (1) year from the date the course is ordered.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.