The Explosive Child

The Explosive Child: Understanding and Managing Challenging Behavior in Children – PDF Free Download

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The Explosive Child (Discription) – PDF Free Download

Dr. Ross W. Greene’s pioneering book The Explosive Child questions accepted assumptions about children with behavioral problems. Greene contends that these youngsters are not “bad” or “oppositional,” but rather lack flexibility, anger tolerance, and analytical skills. He presents a framework for understanding and addressing these issues in a courteous and collegial manner. The book is split into two sections. The first section introduces Greene’s theory and approach. He presents the notion of “Collaborative Issue Solving,” which is working with the child to determine and resolve the underlying issues driving their troublesome conduct. The book’s second section offers practical ideas for establishing Collaborative Problem-Solving Teams. Greene covers identifying the child’s “unfinished business,” assisting the child in developing problem-solving abilities, and negotiating solutions that benefit everyone concerned.
The Explosive Child is a lifeline for instructors, parents, and those professionals who work with behaviorally challenged children. It presents an unfamiliar viewpoint on these issues and practical ways for assisting children in succeeding.

Dr. Ross W. Greene (Author)

Dr. Ross W. Greene was born in the United States on March, 14, 1964, is a professional child psychologist who developed the Collaborative & Proactive Solutions (CPS) intervention strategy for kids with problematic behaviors. He is the bestselling author of The Explosive Child, Lost at School, Growing Human Beings, and Lost & Found, among other works on behavior in children. Greene earned his Ph.D. in clinical psychology in 1989 from Virginia Tech. His pre-doctoral internship was performed at Children’s National Medical Center in Washington, D.C. His academic appointments include the Departments of Psychiatry and Pediatrics at Virginia Tech (1989-1991, 2012 to current), the Faculty of Science at the University of Technology Sydney, Australia (2016 to present), and the School of Psychiatry at Harvard Medical School (1992 to 2013). He has given the maintained awards, 2019 American Psychological Association Distinguished Contribution to Psychology Award, 2018 Massachusetts Association for Children with Learning Disabilities Lifetime Achievement Award, The Association for Behavioral and Cognitive Therapies’ 2017 Distinguished Scholar Award and American Psychological Association Presidential Citation in 2016. The National Association of School Psychologists presented him with the 2015 Award for Outstanding Contribution to Research in the Field of Child and Adolescent Mental Health.

Introduction

Dr. Ross W. Greene’s breakthrough and outstanding book “The Explosive Child” questions standard techniques to discipline and behavior control. This book provides a fresh look at parenting as well as working with children who demonstrate problematic behaviors, notably those with opposing defiance disorder, bipolar disorder, and other comparable conditions. Greene contends that kids who display explosive behaviors are not uncooperative or defiant, but rather lack the essential skills to satisfy the demands and standards of their surroundings.

summary

There are three parts in the book: Part I presents a summary of Greene’s “Collaborative Problem Solving” (CPS) approach, Part II digs into the nuts and bolts of CPS, and Part III investigates how to use CPS in various circumstances. Greene argues throughout the book that typical behavior management tactics, such as incentives and penalties, do not work for violent adolescents and that collaboration is required to address the underlying issues that are producing the child’s angry action.

Part I: Introduction to the Collaborative Problem Solving (CPS) Approach


Greene begins by explaining the CPS technique, which he created while working with youngsters who had violent behavior. The CPS method entails identifying specific abilities that a kid lacks and working jointly with the child to help them acquire these skills. The purpose of the CPS strategy is to assist the child learn and grow rather than discipline or praise them.

Part II: The Nuts and Bolts of CPS

Greene offers a full explanation of the CPS technique in Part II, covering the three elements required in the procedure: empathy, problem definition, and engagement. He also looks into the specific qualities that children with explosive behavior may lack, such as adaptability, frustration tolerance, and problem-solving abilities. Greene also gives concrete instances of how to apply the CPS approach in various circumstances, such as in class or at house.

Part III: Applying CPS in Different Settings

Part III delves into how to use the CPS approach in a variety of contexts, including schools, hospitals, and long-term treatment programs. Greene contends that the CPS approach is applicable in any context where children demonstrate violent behavior. He gives instances of how the CPS strategy has been applied effectively in different circumstances and addresses some of the strategy’s challenges and limits.

Analysis

“The Explosive Child” has the strength of challenging established techniques to discipline and behavior management, which can be unhelpful for children who demonstrate volatile conduct. Greene’s CPS method is based on the premise that children who misbehave do so because they lack the skills needed to meet the requirements and standards of their environment, not because they want to misbehave. This viewpoint is interesting and offers a different way of thinking about difficult behaviors. Another quality of the work is its usefulness. Greene gives numerous examples of how to apply the CPS strategy in various situations and places, proving that it can be used by parents, teachers, and mental health experts alike. One weakness of the book is that it fails to address the impact of trauma in the development of violent behavior. Greene admits that events of trauma might contribute to problematic behaviour. The book’s primary goal is to teach skills rather than to address underlying trauma. This may be a restriction for those readers seeking a more complete strategy to dealing with problematic conduct. Another potential disadvantage of the book is that it may be less beneficial for children who experience more serious and complex behavioral disorders.

THE EXPLOSIVE CHILD MODEL

Dr. Greene introduces the Volatile Child paradigm in this chapter. Which is a cooperative problem-solving strategy for youngsters who exhibit erratic behavior. The model is divided into three sections: empathy, define the issue at hand, and invitation. Dr. Greene contends that standard reward and punishment methods are useless for high-arousal children. The reason for this is since they lack the required abilities to meet expectations. Instead, Dr. Greene believes that adults and children should collaborate. The goal is to recognize and address the roots of explosive outburst.

THE ASSESSMENT OF EXPLOSIVE CHILDREN

This chapter describes the evaluation method for explosive youngsters. According to Dr. Greene, the assessment should begin with identifying the exact remaining issues that are causing the child’s violent behavior. He contends that addressing these issues is necessary for devising effective solutions. When examining explosive behavior, Dr. Greene emphasizes the important role of taking the child’s growth stage, temperament, and intellectual profile into account.

The Explosive Child: TEACHING THE CPS MODEL

Dr. Greene discusses the stages needed in teaching the Collaborative Problem-Solving (CPS) paradigm to parents, teachers, and other caregivers in this chapter. He claims that the CPS framework works best when applied collectively. As a result, it is critical to train everybody involved how to use the model. Dr. Greene also highlights the significance of applying the CPS model on a regular basis. He demonstrates how to apply the approach in everyday contact with angry children.

TEACHING THE CPS MODEL

Dr. Greene discusses the stages needed in teaching the Collaborative Problem-Solving (CPS) paradigm to parents, teachers, and other caregivers in this chapter. He claims that the CPS paradigm works best when applied collectively. As a result, it is critical to train everyone involved on how to use the model. Dr. Greene also highlights the significance of applying the CPS model on a regular basis. He demonstrates how to apply the approach in everyday contact with angry children.

IMPLEMENTING THE CPS MODEL

This chapter focuses on the CPS model’s implementation in diverse settings, such as schools, homes, and medical centers. Dr. Greene demonstrates how the CPS model can be used to solve specific unsolved situations. This is prevalent with volatile children. He also gives advice on how to collaborate with other healthcare providers. This ensures uniformity in the CPS model’s deployment.

The Explosive Child: SPECIAL ISSUES

Dr. Greene covers specific concerns that may occur when interacting with explosive youngsters in this chapter. Comorbidities, medication, and legal concerns are just a few examples. He gives advice on how to deal with these challenges. He claims that the CPS paradigm can work even when other approaches had fail. Dr. Greene also offers suggestions on how to collaborate with psychology experts, teachers, and additionally caregivers. This ensures that the needs of the child are satisfied.

CONCLUSION

The book concludes with a synopsis of the Explosive Child model and its essential components. Dr. Greene emphasizes the significance of collaborating while dealing with volatile children. He contends that the CPS model can aid in the development of positive interactions between caregivers and children. He also admits that the paradigm is not a panacea and that explosive behavior might be difficult to regulate. He does, however, believe that the CPS model provides a good framework for comprehension and dealing with explosive behavior in infants.