A Helpful Guide to Collaborative Problem Solving
Before Beginning, it is important to ensure that everyone involved with the student is at the table.
Step 1: Empathy Step
The intention of step one is to gather information about the situation(s) and achieve a clear understanding of the kid's concern or perspective on the unsolved problem you're discussing.
- "I've noticed that (insert highly specific unsolved problem).....what's up?"
E.g. I've noticed that you are having a difficult time attending your French period first thing in the morning. What's up?
* This step usually focuses on the who, what, where and when of the unsolved problem and the why the problem occurs under some conditions and not others.
Step 2: Define the Problem Step
During this step, as the adult you enter your concern.
- "The thing is (insert adult concern)...." or "My concern is (enter adult concern).."
Most adult concerns are usually in one of two catergories:
- How the problem is affecting the kid OR
- How the problem is affecting others.
It is important to ensure that you have clearly articulated your concern in a fashion that is understandable for the child. It helps to ask yourself, have I been clear about my concern? You may also ask yourself "Does the student understand what I said?
Step 3: Invitation Step
This is the collaborative step. It often takes time, especially when we are just beginning this with a student. This is perfectly normal and okay. In this step, as a team (involving the student), we must brainstorm solutions that are realistic and mutually satisfactory.
- Restate the concerns that were identified in the first two steps usually beginning with, "I wonder if there is a way...."
Generate solutions that are a team effort. Consider the odds of a given solution actually working. If the odds are below 60-70%, consider what it is that's making you skeptical and talk about it. The step always ends with agreement to return to the Plan again if the first solution doesn't stand the test of time.
Step 1: Empathy Step
The intention of step one is to gather information about the situation(s) and achieve a clear understanding of the kid's concern or perspective on the unsolved problem you're discussing.
- "I've noticed that (insert highly specific unsolved problem).....what's up?"
E.g. I've noticed that you are having a difficult time attending your French period first thing in the morning. What's up?
* This step usually focuses on the who, what, where and when of the unsolved problem and the why the problem occurs under some conditions and not others.
Step 2: Define the Problem Step
During this step, as the adult you enter your concern.
- "The thing is (insert adult concern)...." or "My concern is (enter adult concern).."
Most adult concerns are usually in one of two catergories:
- How the problem is affecting the kid OR
- How the problem is affecting others.
It is important to ensure that you have clearly articulated your concern in a fashion that is understandable for the child. It helps to ask yourself, have I been clear about my concern? You may also ask yourself "Does the student understand what I said?
Step 3: Invitation Step
This is the collaborative step. It often takes time, especially when we are just beginning this with a student. This is perfectly normal and okay. In this step, as a team (involving the student), we must brainstorm solutions that are realistic and mutually satisfactory.
- Restate the concerns that were identified in the first two steps usually beginning with, "I wonder if there is a way...."
Generate solutions that are a team effort. Consider the odds of a given solution actually working. If the odds are below 60-70%, consider what it is that's making you skeptical and talk about it. The step always ends with agreement to return to the Plan again if the first solution doesn't stand the test of time.