Collaborative Problem Solving with the
Explosive Child

Dr. Ross Greene, author of The Explosive Child, and his colleague, Dr. Stuart Ablon, co-authors of the forthcoming book, The Collaborative Problem-Solving Approach:Cognitive Behavioral Treatment of Oppositional Defiant Disorder provided advanced training in their model (see www.explosivechild.com) where Sharona Stone, MED, LCSW, DCH is listed under Resources/Clinicians who have completed advanced training on the Collaborative Problem-Solving Approach.

Dr. Sharona has extensive experience in working with children who are oppositional and defiant, those diagnosed with bipolar depression and Attention Deficit Hyperactivity Disorder. She started her clinical career by earning a masters degree in Child Development from Tufts University. Her specialized training, and understanding of developmental issues attracted her to this model, The Collaborative Problem-solving Approach to working with children prone to explosive outbursts.

The foundations of this approach are based on “Children do well if they can,” and when children are not doing well it is because they can’t - experiencing a skills deficit or developmental arrest in one of six areas: executive skills (the ability to organize thought processes); social skills; language processing skills; emotional regulation; flexibility and adaptability of thinking; and sensory integration (being able to use input without being over or under-stimulated).

The assessment process begins with meeting the parents to understand the difficulties being experienced. In this first session a developmental, school, and treatment history are obtained. Behavioral inventories are provided to the parents and for the involved staff at school to complete, obtaining a picture of the child in various settings. The next step is meeting with the child to understand his/her view of difficulties experienced. During this process an identification of neurological pathways, strengths and weaknesses, is formulated. This is followed by a family session in which family communication patterns are mapped. A classroom observation, and consultation with school staff may also be included. Training in the Collaborative Problem- Solving Model is provided for all involved (parents, child, teachers, and childcare providers) with the first goal being to reduce the intensity and frequency of meltdown behavior and increase the opportunities for new skill development. Treatment is focused on helping the child develop skills and strategies for navigating his/her challenging pathways to better manage physical and emotional tensions which in the past have been expressed explosively.