The collaborative problem-solving approach helps to manage the challenging behaviors among children and adolescents. The lesson that I have learned about this approach is that it reduces oppositional behavior and its outcomes among children. The collaborative problem-solving approach identifies and treats the cognitive lagging skills that prevent a child’s ability to meet their expected milestones. What shocked me about this approach is that it can also be used in adults, and it is an evidence-based approach to neurobiological research. It is an approach that caregivers can use among other professionals to address the youth behaviors that could be challenging through empowerment and the share problem approach’s mutual solving.
I will use this information to help children who experience challenges with their behavior so that such children can reduce oppositional behaviors that could be a challenge to their development (Greene & Ablon, 2005) . The chosen guidance strategy will work for the child I chose in week two because it helps children attain the required milestones. It helps children who lack the skills associated with good behavior, especially the problem-solving skills associated with flexibility and the levels of tolerance they have when frustrated. The model avoids the use of power and control over the children, but it builds helping relationships and teaches the children the required skills. It is, therefore, a suitable approach for the child.
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Scenario
Jose Olivia does not like to play with other children. However, when he finds himself in other children’s company, he becomes violent, significantly when wronged by one of his peers. Additionally, he screams out of anger and stays for a long time before going back to play with the rest of the children. His behavior started when he was four, and teachers could notice that he was quite withdrawn and got angry over minor issues.
Reference
Greene, R. W., & Ablon, J. S. (2005). Treating explosive kids: The collaborative problem-solving approach . Guilford Press.
