collaborative problem solving mgh

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Mass General Research Institute

J. Stuart Ablon, Ph.D.

Research Interests

Research narrative.

J. Stuart Ablon, Ph.D., is the Director of Think:Kids in the Department of Psychiatry at Massachusetts General Hospital. He is also Associate Clinical Professor of Psychology in the Department of Psychiatry at Harvard Medical School. Dr. Ablon co-founded the Center for Collaborative Problem Solving where he also served as Co-Director from its inception until 2008. Dr. Ablon is co-author of Treating Explosive Kids: The Collaborative Problem Solving Approach and author of numerous articles, chapters and scientific papers on the process and outcome of psychosocial interventions. A dynamic and engaging speaker, Dr. Ablon was recently ranked #5 on the list of the world’s top rated keynote speakers in the academic arena.

Dr. Ablon’s research has been funded by, amongst others, the National Institute of Health, the American Psychological Association, the American Psychoanalytic Association, the International Psychoanalytic Association, the Mood and Anxiety Disorders Institute, and the Endowment for the Advancement of Psychotherapy. Dr. Ablon received his doctorate in clinical psychology from the University of California at Berkeley and completed his predoctoral and postdoctoral training at Massachusetts General Hospital and Harvard Medical School. Dr. Ablon trains parents, educators, and clinicians and consults to schools and treatment programs throughout the world in the Collaborative Problem Solving approach.

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DEPARTMENT OF PSYCHIATRY

Laboratory for Youth Behavior

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Youth with behavior challenges are often called oppositional, challenging, explosive, difficult, defiant or aggressive. They may display externalizing behaviors such as temper tantrums, defiance, deceit, destruction of property and verbal or physical aggression.

These youth might carry a diagnosis of attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), oppositional defiant disorder (ODD), disruptive mood dysregulation disorder (DMDD), or intermittent explosive disorder (IED). Some display challenging behaviors as part of a larger set of symptoms that have been identified as a mood, anxiety or development disorder.

The MGH Laboratory for Youth Behavior is affiliated with Think:Kids in the Massachusetts General Hospital Department of Psychiatry. We take a broad approach to studying the causes of, and treatments for, challenging behavior during childhood, adolescence, and emerging adulthood.

We explore how, why, and for whom different treatment approaches for disruptive behavior disorders are effective, with a focus on studying the Collaborative Problem Solving (CPS) approach that is disseminated and implemented by Think:Kids.

Through partnerships with organizations that are implementing CPS, we contribute to the field’s knowledge of implementing evidence-based practices in schools, hospitals, and community-based clinical agencies.

Core Group Members

M. Grace Albright, PhD

Sanya Agrawal, MPA

Hallie Carpenter, EdS

Affiliated group members and recent lab alumni.

Alisha Pollastri, PhD

Lu Wang, PhD

Sammy Stoll, MS

Research projects.

Our research is focused on exploring how, why and for whom different treatment approaches for disruptive behavior disorder are effective, with a focus on the Collaborative Problem Solving (CPS) approach. In addition, the team provides support and consultation on outcome evaluation to clinical and educational partners.

Ongoing and planned research projects in our laboratory cover the following topics:

• Improvements in youth outcomes after the adoption of CPS
• Cost-savings related to decreases in punitive school discipline and restrictive clinical interventions
• Mechanisms of change in CPS treatment
• Comparing methods for improving students’ classroom behavior and time on task
• The relationship between children’s executive functions and their misbehavior at home, school, and in the community
• The impact of various implementation strategies on organization-wide CPS

Research Positions

We may be seeking Research Assistants or Research Scientists for our current projects. These positions report directly to the Principal Investigator. Specific projects assigned to these staff members depend upon education, interest, and experience.

Occasionally, we may have unpaid internships available for current undergraduate or graduate students  in a related field who would like to gain research experience by working in our lab for 8 to 12 hours per week. 

For all positions, agreement with the mission, vision, and values of Think:Kids is a must. Contact us to see if positions are currently available.

Publications

Below is an abbreviated list of recent publications from our laboratory. For a more comprehensive list of publications on the Collaborative Problem Solving approach, visit the  Think:Kids  website.

Pollastri AR, Epstein LD, Heath GH, Ablon JS. The Collaborative Problem Solving approach: Outcomes across settings. Harv Rev Psychiatry. 2013; 21: 188-199.

Pollastri, AR, Lieberman, RE, Boldt, S, Ablon, JS. Minimizing seclusion and restraint in youth residential and day treatment through site-wide implementation of Collaborative Problem Solving. Resid Treat Child Youth. 2016; 33: 186-205.

Heath G, Fife-Shaw C., Wang L, Eddy C, Hone M, & Pollastri AR. Collaborative Problem Solving reduces children’s emotional and behavioral difficulties and corresponding parenting stress via two key mechanisms. J Clin Psychol . 2020; 76 (7), 1226-1240.

Pollastri, AR, Wang, L, Youn, SJ, & Marques, L.  The value of implementation frameworks: Using the Active Implementation Frameworks to guide system-wide implementation of Collaborative Problem Solving. J Community Psychol . 2020; 48 (4), 1114-1131.

Wang L, Stoll S, Hone M, Ablon JS, Pollastri AR. Effects of a Collaborative Problem Solving Parent Group on Parent and Child Outcomes. Child Fam Behav Ther. 2022; 44(4):241-58.

Pollastri AR, Wang L, Raftery-Helmer JN, Hurley S, Eddy CJ, Sisson J, Thompson N, Ablon JS. Development and evaluation of an audio coding system for assessing providers’ integrity to Collaborative Problem Solving in youth service settings.  Prof Psychology: Research and Practice . 2022.

Pollastri AR, Wang L, Eddy CJ, Ablon J S. An open trial of Collaborative Problem Solving in a naturalistic outpatient setting. Clin Child Psychology & Psychiatry . 2022.

Pollastri AR, Forchelli G, Vuijk PJ, Stoll SJ, Capawana MR, Bellitti J, Braaten EB, Doyle AE. Behavior ratings of executive functions index multiple domains of psychopathology and school functioning in child psychiatric outpatients. Appl Neuropsychol-Child. 2022.

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Collaborative Problem Solving® (CPS)

About this program.

Target Population: Children and adolescents (ages 3-21) with a variety of behavioral challenges, including both externalizing (e.g., aggression, defiance, tantrums) and internalizing (e.g., implosions, shutdowns, withdrawal) who may carry a variety of related psychiatric diagnoses, and their parents/caregivers, unless not age appropriate (e.g. young adult or transition age youth)

For children/adolescents ages: 3 – 21

For parents/caregivers of children ages: 3 – 21

Program Overview

Collaborative Problem Solving® (CPS) is an approach to understanding and helping children with behavioral challenges who may carry a variety of psychiatric diagnoses, including oppositional defiant disorder, conduct disorder, attention-deficit/hyperactivity disorder, mood disorders, bipolar disorder, autism spectrum disorders, posttraumatic stress disorder, etc. CPS uses a structured problem solving process to help adults pursue their expectations while reducing challenging behavior and building helping relationships and thinking skills. Specifically, the CPS approach focuses on teaching the neurocognitive skills that challenging kids lack related to problem solving, flexibility, and frustration tolerance. Unlike traditional models of discipline, this approach avoids the use of power, control, and motivational procedures and instead focuses on teaching at-risk kids the skills they need to succeed. CPS provides a common philosophy, language and process with clear guideposts that can be used across settings. In addition, CPS operationalizes principles of trauma-informed care.

Program Goals

The goals of Collaborative Problem Solving® (CPS) are:

• Reduction in externalizing and internalizing behaviors
• Reduction in use of restrictive interventions (restraint, seclusion)
• Reduction in caregiver/teacher stress
• Increase in neurocognitive skills in youth and caregivers
• Increase in family involvement
• Increase in parent-child relationships
• Increase in program cost savings

Logic Model

View the Logic Model for Collaborative Problem Solving® (CPS) .

Essential Components

The essential components of Collaborative Problem Solving® (CPS) include:

• Three different types of intervention delivery to parents and/or children/adolescents depending on the personal situation:
• Family therapy sessions (conducted both with and without the youth) which typically take place weekly for approximately 10-12 weeks
• 4- and 8-week parent training curricula that teach the basics of the model to parents in a group format (maximum group size = 12 participants)
• Direct delivery to youth in treatment or educational settings in planned sessions or in a milieu
• In the family sessions or parent training sessions, parents receive:
• An overarching philosophy to guide the practice of the approach ("kids do well if they can")
• A specific assessment process and measures to identify challenging behaviors, predictable precipitants, and specific thinking skill deficits. Lagging thinking skills are identified in five primary domains:
• Language and Communication Skills
• Attention and Working Memory Skills
• Emotion and Self-Regulation Skills
• Cognitive Flexibility Skills
• Social Thinking Skills
• A specific planning process that helps adults prioritize behavioral goals and decide how to respond to predictable difficulties using 3 simple options based upon the goals they are trying to pursue:
• Plan A – Imposition of adult will
• Plan B – Solve the problem collaboratively
• Plan C – Drop the expectation (for now, at least)
• A specific problem solving process (operationalizing "Plan B") with three core ingredients that is used to collaborate with the youth to solve problems durably, pursue adult expectations, reduce challenging behaviors, teach skills, and create or restore a helping relationship.
• When directly working with the youth in treatment or education settings, providers engage youth with:

Program Delivery

Child/adolescent services.

Collaborative Problem Solving® (CPS) directly provides services to children/adolescents and addresses the following:

• A range of internalizing and externalizing behaviors, including (but not limited to) physical and verbal aggression, destruction of property, self-harm, substance abuse, tantrums, meltdowns, explosions, implosive behaviors (shutting down), crying, pouting, whining, withdrawal, defiance, and oppositionality

Parent/Caregiver Services

Collaborative Problem Solving® (CPS) directly provides services to parents/caregivers and addresses the following:

• Child with internalizing and/or externalizing behaviors, difficulty effectively problem solving with their child

Services Involve Family/Support Structures:

This program involves the family or other support systems in the individual's treatment: Any caregivers, educators, and other supports are essential to the success of the approach. Caregivers, teachers and other adult supporters are taught to use the approach with the child outside the context of the clinical setting. School and clinical staff typically learn the model via single or multi-day workshops and through follow-up training and coaching.

Recommended Intensity:

Typically family therapy (in which the youth is the identified patient, but the parents are heavily involved in the sessions so that they can get better at using the approach with their child on their own) occurs once per week for approximately 1 hour. The approach can also be delivered in the home with greater frequency/intensity, such as twice a week for 90 minutes. Parent training group sessions occur once a week for 90 minutes over the course of 4 or 8 weeks. The approach can also be delivered by direct care staff in a treatment setting and/or educators in a school system, in which case delivery is not limited to scheduled sessions, but occurs in the context of regular contact in a residence or classroom.

Recommended Duration:

Family therapy: 8-12 weeks; In-home therapy: 8-12 weeks; Parent training groups: 4-8 weeks

Delivery Settings

This program is typically conducted in a(n):

• Adoptive Home
• Birth Family Home
• Foster / Kinship Care
• Outpatient Clinic
• Community-based Agency / Organization / Provider
• Group or Residential Care
• Justice Setting (Juvenile Detention, Jail, Prison, Courtroom, etc.)
• School Setting (Including: Day Care, Day Treatment Programs, etc.)

Collaborative Problem Solving® (CPS) includes a homework component:

Identifying specific precipitants, prioritizing behavioral goals, and practicing the problem solving process are expected to be completed by the caregiver and youth between sessions.

Collaborative Problem Solving® (CPS) has materials available in languages other than English :

Chinese, French, Spanish

For information on which materials are available in these languages, please check on the program's website or contact the program representative ( contact information is listed at the bottom of this page).

Resources Needed to Run Program

The typical resources for implementing the program are:

Trained personnel. If being delivered as parent group training, it requires a room big enough to hold the number of families (anywhere from a couple of parents up to 12 participants), as well as A/V equipment or printed materials for delivery of material in training curriculum.

Manuals and Training

Prerequisite/minimum provider qualifications.

Service providers and supervisors must be certified in CPS . There is no minimum educational level required before certification process can begin.

Manual Information

There is a manual that describes how to deliver this program.

Program Manual(s)

Treatment Manual: Greene, R. W., & Ablon, J. S. (2005). Treating explosive kids: The Collaborative Problem Solving approach . Guilford Press.

Training Information

There is training available for this program.

Training Contact:

• Think: Kids at Massachusetts General Hospital [email protected] phone: (617) 643-6030

Training Type/Location:

Training can be obtained onsite, at Massachusetts General Hospital in Boston, at trainings hosted in other locations, online (introductory training only), or via video/phone training and coaching.

Number of days/hours:

Ranges from a 2-hour exposure training to more intensive (2.5 day) advanced sessions as well as hourly coaching:

• Exposure/Introductory training: These in-person and online trainings typically last from 2–6 hours and provide a general overview exposure of the model including the overarching philosophy, the assessment , planning and intervention process. Training can accommodate an unlimited number of participants.
• Two-and-a-half day intensive trainings that provide participants in-depth exposure to all aspects of the model using didactic training, video demonstration, role play and breakout group practice. Tier 1 training is limited to 150 participants. Tier 2 training is limited to 75 participants.
• Coaching sessions for up to 12 participants that provide ongoing support and troubleshooting in the model

Additional Resources:

There currently are additional qualified resources for training:

There are many certified trainers throughout North America who teach the model as well as well as systems that use the approach. The list is available at https://thinkkids.org/our-communities

Implementation Information

Pre-implementation materials.

There are pre-implementation materials to measure organizational or provider readiness for Collaborative Problem Solving® (CPS) as listed below:

A CPS Organizational Readiness Assessment measure has been developed that is available for systems interested in implementing the model. It can be obtained by contacting the Director of Research and Evaluation, Dr. Alisha Pollastri, at [email protected].

Formal Support for Implementation

There is formal support available for implementation of Collaborative Problem Solving® (CPS) as listed below:

For organization-wide implementation , Think:Kids offers formal implementation support, including ongoing coaching of staff to maximize practice fidelity , implementation consultation to the organization’s leader(s) or implementation team, and implementation /outcome monitoring and reporting. Organizations that opt for implementation support are matched with a Think:Kids Project Manager who helps coordinate the various training and implementation activities. There is a Manager of Implementation at Think:Kids who oversees these implementation supports.

Fidelity Measures

There are fidelity measures for Collaborative Problem Solving® (CPS) as listed below:

Self-Study of CPS Sustainability, Updated 06/2019 : A guide for systems to assess the degree to which they have put the structures in place to implement CPS with fidelity .

CPS Manualized Expert-Rated Integrity Coding System (CPS-MEtRICS) and Practice Integrity Form (CPS-PIF) : Fidelity tools to help measure the degree to which CPS is being practiced with fidelity in a specific encounter.

Both of the above can be obtained by contacting the Director of Research and Evaluation, Dr. Alisha Pollastri, at [email protected]

Established Psychometrics:

Pollastri, A. R., Wang, L., Raftery-Helmer, J. N., Hurley, S., Eddy, C. J., Sisson, J., Thompson, N., & Ablon, J. S. (2022). Development and evaluation of an audio coding system for assessing providers’ integrity to Collaborative Problem Solving in youth-service settings. Professional Psychology: Research and Practice, 53 (6), 640–650. https://doi.org/10.1037/pro0000476

Wang, L., Stoll, S. J., Eddy, C. J., Hurley, S., Sisson, J., Thompson, N., Raftery-Helmer, J., Ablon, J. S., & Pollastri, A. R. (2023). Pragmatic fidelity measurement in youth service settings. Implementation Research and Practice . Advanced online publication. https://doi.org/10.1177/26334895231185380

Implementation Guides or Manuals

There are implementation guides or manuals for Collaborative Problem Solving® (CPS) as listed below:

Clinician Session Guide : Guides the clinician in all aspects of the treatment, from initial assessment to ongoing work. Can be obtained by contacting the Director of Research and Evaluation, Dr. Alisha Pollastri, at [email protected].

CPS Coaching Guide : A guide specifically geared towards trainer individuals who are helping caregivers to implement the model over time. Available to certified trainers.

CPS Implementation Manual : Provides detailed implementation guideposts and instructions for those implementing CPS system-wide. Available to organizations opting for CPS implementation support from Think:Kids. More information available from the Manager of Implementation , Hallie Carpenter, at [email protected]

Implementation Cost

There are no studies of the costs of Collaborative Problem Solving® (CPS) .

Research on How to Implement the Program

Research has been conducted on how to implement Collaborative Problem Solving® (CPS) as listed below:

Ercole-Fricke, E., Fritz, P., Hill, L. E., & Snelders, J. (2016). Effects of a Collaborative Problem Solving approach on an inpatient adolescent psychiatric unit. Journal of Child and Adolescent Psychiatric Nursing, 29 (3), 127–134. https://doi.org/10.1111/jcap.12149

Pollastri, A. R., Boldt, S., Lieberman, R., & Ablon, J. S. (2016). Minimizing seclusion and restraint in youth residential and day treatment through site-wide implementation of Collaborative Problem Solving. Residential Treatment for Children & Youth, 33 (3-4), 186–205. https://doi.org/10.1080/0886571X.2016.1188340

Pollastri, A. R., Ablon, J. S., & Hone, M. J. (Eds.). (2019). Collaborative Problem Solving: An evidence-based approach to implementation and practice. Springer.

Pollastri, A. R., Wang, L., Youn, S. J., Ablon, J. S., & Marques, L. (2020). The value of implementation frameworks: Using the active implementation frameworks to guide system-wide implementation of Collaborative Problem Solving. Journal of Community Psychology , 48 (4), 1114–1131. https://doi.org/10.1002/jcop.22325

Relevant Published, Peer-Reviewed Research

Child Welfare Outcome: Child/Family Well-Being

Greene, R. W., Ablon J. S., Goring, J. C., Raezer-Blakely, L., Markey, J., Monuteaux, M. C., Henin, A, Edwards, G., & Rabbitt, S. (2004). Effectiveness of Collaborative Problem Solving in affectively dysregulated children with oppositional defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72 (6), 1157–1164. https://doi.org/10.1037/0022-006X.72.6.1157

Type of Study: Randomized controlled trial Number of Participants: 47

Population:

• Age — 4–12 years
• Race/Ethnicity — Not specified
• Gender — 32 Male and 15 Female
• Status — Participants were parents and their children with oppositional defiant disorder (ODD).

Location/Institution: Massachusetts

Summary: (To include basic study design, measures, results, and notable limitations) The purpose of the study was to examine the efficacy of Collaborative Problem Solving (CPS) in affectively dysregulated children with oppositional defiant disorder (ODD). Participants were randomized to either the parent training version of CPS or parent training (PT). Measures utilized include the Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children—Epidemiologic version (K-SADS–E), the Wechsler Intelligence Scale for Children—Revised, the Parent–Child Relationship Inventory (PCRI), the Parenting Stress Index (PSI), the Oppositional Defiant Disorder Rating Scale (ODDRS), and the Clinical Global Impression–Improvement (CGI-I) . Results indicate that CPS produced significant improvements across multiple domains of functioning at posttreatment and at 4-month follow-up. Limitations include small sample size and length of follow-up.

Length of controlled postintervention follow-up: 4 months.

Pollastri, A. R., Boldt, S., Lieberman, R., & Ablon, J. S. (2016). Pollastri, A. R., Boldt, S., Lieberman, R., & Ablon, J. S. (2016). Minimizing seclusion and restraint in youth residential and day treatment through site-wide implementation of Collaborative Problem Solving. Residential Treatment for Children & Youth. 33 (3–4), 186–205. https://doi.org/10.1080/0886571X.2016.1188340

Type of Study: Pretest–posttest study with a nonequivalent control group (Quasi-experimental) Number of Participants: Not specified

• Age — Not specified
• Gender — Not specified
• Status — Participants were in residential and day treatment and included youth in foster care and child welfare.

Location/Institution: Oregon

Summary: (To include basic study design, measures, results, and notable limitations) The purpose of the study was to describe the results of one agency’s experience implementing the Collaborative Problem Solving (CPS) approach organization-wide and its effect on reducing seclusion and restraint (S/R) rates. Participants were grouped into the CPS intervention at a residential or day treatment facility. Measures utilized include the Child and Adolescent Functional Assessment Scale (CAFAS) and the Child and Adolescent Needs Assessment (CANS) . Results indicate that during the time studied, frequency of restrictive events in the residential facility decreased from an average of 25.5 per week to 2.5 per week, and restrictive events in the day treatment facility decreased from an average of 2.8 per week to 7 per year. Limitations include lack of randomization of participants, and lack of follow-up.

Length of controlled postintervention follow-up: None.

Additional References

Greene, R. W., & Ablon, J. S. (2005). Treating explosive kids: The Collaborative Problem Solving approach . Guilford Press.

Greene, R. W., Ablon, J. S., Goring, J. C., Fazio, V., & Morse, L. R. (2003). Treatment of oppositional defiant disorder in children and adolescents. In P. Barrett & T. H. Ollendick (Eds.), Handbook of Interventions that work with children and adolescents: Prevention and treatment. John Wiley & Sons.

Pollastri, A. R., Epstein, L. D., Heath, G. H., & Ablon, J. S. (2013). The Collaborative Problem Solving approach: Outcomes across settings. Harvard Review of Psychiatry, 21 (4), 188–199. https://pubmed.ncbi.nlm.nih.gov/24651507/

Contact Information

Date Research Evidence Last Reviewed by CEBC: July 2023

Date Program Content Last Reviewed by Program Staff: December 2023

Date Program Originally Loaded onto CEBC: May 2017

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The CEBC is funded by the California Department of Social Services’ (CDSS’) Office of Child Abuse Prevention and is one of their targeted efforts to improve the lives of children and families served within child welfare system.

© copyright 2006-2024 The California Evidence-Based Clearinghouse for Child Welfare www.cebc4cw.org

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Maria Sanders, LSW

Collaborative problem solving® trainer (mgh).

Maria specializes in Collaborative Problem Solving®. CPS® is proven to reduce challenging behavior , teach kids the skills they lack , and build relationships with the adults in their lives . Collaborative Problem Solving® was originally developed for working with children with severe and/or chronic challenging behavior.

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Maria is a Licensed Social Worker. She earned her Masters of Social Work from Fordham University in NYC. Maria holds certification in Collaborative Problem Solving® as a Certified Trainer. In addition to one-on-one parent coaching, Maria conducts CPS® training for professionals at schools and mental health organizations. CPS® is a research-based, trauma-informed approach based at the Think:Kids program at Massachusetts General Hospital’s Department of Psychiatry.

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Maria is available to speak at your event, company or any group about parent coaching, conscious parenting, Collaborative Problem Solving or a related topic.

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Maria generously agreed to present to New York University’s Administrative Management Council on Parenting Essentials: Strategies to Support Us During COVID. During a time when employees are very stressed trying to work full time and teach and parent full time, Maria brought a sense of grounding and practical advice. What particularly resonated with me was her slide called “A Child’s Behavior is an Iceberg.” This made me think about my behavior toward my child and how I needed to be more patient and also to take care of myself. I highly recommend Maria!

As a busy pediatrician I am so thankful to have Maria’s help with the myriad parenting issues that arise for our families and their children. Her conscious parenting techniques have helped parents of toddlers to teens in my practice. I continue to recommend her kind, calm and brilliant care to patients and friends alike. I find her immediately able to connect with so many different types of parents – first time parents, parents of multiples, Spanish speaking parents, parents of children with delays and those of anxious over-achievers. She has a true gift. I am grateful to say that she has even helped me with my own kids along the way and has made me a better and more conscious parent.

Thank you so much for giving us the right tools to help us be the parents that are able to help our children thrive, and aid us in raising our girls to be happy well-adjusted kids. From the first few minutes of our first phone call to the last, Maria stepped right in asking the right questions that addressed the issues head-on and guided me to think of the solutions and steps necessary to get the results I envisioned. Not only did Maria help with my concerns about parenting, but she helped to self reflect on my life to better every aspect of it. She was flexible with her schedule, always available for us, trustworthy, dependable and more importantly, she regularly encouraged us that we were doing the right thing for our daughter and for our family.

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Kids, parents and teachers do well if they can. so let’s transform discipline at home and school..

CONTACT US FOR A FREE CONSULTATION

Karen Kraut

Collaborator

Karen Kraut is a Parenting Coach and Certified Trainer in the Collaborative Problem Solving (CPS) approach created by Massachusetts General Hospital’s Think:Kids program, and presents on CPS throughout greater Boston. She founded  Be The Parent You Want to Be ! to train and coach parents in CPS and co-founded  Making Parenting WORK , which brings maternity and parenting wellness to the workplace. Over the last 4 years, Karen has helped over 700 parents become more effective and confident. Karen has a Master of Public Health from University of California, Berkeley; a Graduate Certificate in Counseling and Psychology from Lesley University; and a B.A. in Organizational Psychology from the University of Pennsylvania. Karen is the mother of two sons, ages 12 and 10, and has experienced directly the benefits of CPS to her children, her spouse, and herself.

• CPS With Kids (and Adults)
• Trauma-Informed FBA
• HeartMath Services
• Our Clients

Nationally regarded expert trainers, consultants and speakers on the topics of Trauma-Informed and Resilience practices, Bowman Consulting Group is known for their content solidly anchored in the most current neuroscience and coherence research, and translating these into actionable practices for educators and mental health professionals serving children and adults with trauma impacts.

In addition to providing training, consultation and coaching for schools, treatment facilities, and a variety of other agencies, Bowman Consulting also provides “Facilitated IEP/FBA/BSP Support” for students with trauma impacts, neurodiversity, or behavioral challenges of any type. This facilitation involves bringing resources, strategies, tools and expertise to the table to enable families and schools to join forces as allies for the optimal growth and progress of the child needing an effective Individual Education Plan (IEP), Functional Behavior Assessment (FBA) or Behavior Support Plan (BSP) that will produce social, emotional, behavioral and academic outcomes.

Find out more about what Bowman Consulting Group can offer you at:

How Can we Serve You?

Rick Bowman

Rick Bowman, M.A., Clinical Psychology

Certified Trauma & Resilience Practitioner – Clinical (CTRP-C®)

Certified “The Resilient Heart: Trauma-Informed Practices” ® HeartMath Institute

Certified Trainer – “The Resilience Advantage” ® HeartMath Institute

Certified HeartMath Trainer® – HeartMath Institute

Certified Trainer – Collaborative Problem Solving Approach ®(MGH) (Think:Kids, Massachusetts General Hospital, Harvard Dept of Child Psychiatry)

PreK – Age 21 Licensed School Administrator in the state of Oregon

Founder & Leader in the  “ Transforming Trauma ~ Raising Resilience: Connected Community ” (see Connected Community tab on BCG website)

Rick brings a broad background that includes leadership positions in the United States military, business, mental health and education.

Rick has functioned as a clinical consultant for mental health clinics and human service agencies, as well as large companies/organizations such as the National Corporation for Public Broadcasting and Alyeska Pipeline Corporation (made up of companies such as Exxon-Mobile and British Petroleum). Rick has also provided teaching and consultation internationally in countries such as Russia, Cuba, and Jamaica.

Rick has been employed in positions such as Clinical Psychologist, Program Director, Community College Professor, Assistant Principal, Alternative School Director, Student Services Director, and Assistant Executive Director of a non-profit organization providing educational services to students with the most severe behavioral and emotional challenges.

Rick & Doris Bowman helped us with our initial roll-out of Collaborative Problem Solving in 2017 and we have been privileged to partner with them since that time. Their expertise and willingness to think and act in innovative ways has produced successful outcomes for our employees and the adults and children that we support daily. I can honestly say that the Bowmans provide much more than a transfer of information, their hands-on approach to CPS trainings comes with their sincere desire to mentor each participant and to help produce an ongoing behavioral growth mindset. They have provided the essential feedback and support we have needed to move toward developing our training infrastructure as Collaborative Problem Solving becomes a primary focus of our engagement when individuals are experiencing crisis. In a nutshell…CPS works! And Rick and Doris have been at the forefront showing us the way to incorporate it and provide support to those who have the greatest need!

Doris Bowman

Doris Bowman, M.S. Education/Special Education

Advanced Certified Trauma & Resilience Practitioner – Education (ACTRP-E®)

Advanced Certified Trauma & Resilience Practitioner – Clinical (ACTRP-C®)

Certified HeartMath Trainer ® – HeartMath Institute

Certified “Stress & Well-Being Assessment” Provider ® HMI

Certified Parent Coach ® – Parenting Coaching Institute

Certified Trainer – Collaborative Problem Solving Approach ®(MGH)  (Think:Kids, Massachusetts General Hospital, Harvard Dept of Child Psychiatry)

PreK – Age 21 Licensed Special Educator & Administrator in state of Oregon

Founder & Leader in the  “Transforming Trauma ~ Raising Resilience: Connected Community” (see Connected Community tab on BCG website)

Doris has taught, trained, coached and volunteered with organizations in Cuba, Jamaica and Guatemala. Doris spent a decade as a private business owner of a commercial fishing business in Alaska, and has since run programs for children and youth with chronic significantly challenging behavior, as well as those with a variety of mental health diagnoses. She has worked as a Behavior Consultant, Trainer and Coach in the areas of Trauma-Informed Practices, Resilience Practices for adults and youth, Behavior Intervention, and the Collaborative Problem Solving Approach.

Doris has had the pleasure of co-authoring the second in a series of children’s books with her daughter, Maritsa, entitled Going to School is Easy Now , which followed the first in the series, Going to Bed is Easy Now, available in English and Spanish. The EASY NOW Series™ is designed to meet the needs of typically developing children, as well as those with ADD/ADHD, autism spectrum disorder and other disabilities. Future books in the Easy Now Series™ will address tangible challenges such as Sharing with Friends is Easy Now , and not-so-tangible challenges such as Solving Problems is Easy Now and Changing Plans is Easy Now . (www.easynowbooks.com)

I have had the opportunity to work with Rick and Doris Bowman in the field of education for the last three years, and over those three years I have witnessed the amazing change that their empathetic and knowledgeable approach brings to individuals, educators, families, and systems. Their genuine, kind, and very knowledgeable approach, have done so much for our schools, as well as for our community, that back in 2017-2018 I embarked on a journey to become a Certified Practitioner in Collaborative Problem Solving. Their commitment, determination, and continuous efforts to bring healing to our schools and community are both effective, and inspirational. They not only demonstrate these qualities through their training, but also do it through the development of Trauma-Informed and Trauma Responsive educational plans, and other school related documents, and through their professional and personal interactions with staff and community members.

Founding Members of the Resilience Coalition

Bowman Consulting Group is proud to have been selected as one of the founding members of the Resilience Coalition led by the Resilient Educator . Bowman Consulting Group, along with 11 other members of the coalition, are serving in an advisory and partnership capacity with Resilient Educator, as well as with fellow coalition partners which include:

• The Urban Assembly
• Columbia College, South Carolina
• The Zamperini Foundation
• Attachment and Trauma Network
• Case Western University
• Jim Sporleder, former Principal, Lincoln HS
• Thriving Schools, Kaiser Permanente
• Jody Johnson, Associate Professor, ECE
• Creighton University
• Alliant University International
• Northcentral University

Debra Ann Afarian

Debra Ann Afarian, Certified Practitioner: Collaborative Problem Solving

Debra Ann Afarian is a Certified Think:Kids Practitioner who has used an approach called Collaborative Problem Solving , since 2003. The approach is defined in the book “Changeable” by Stuart Ablon, PhD. Debra Ann works independently under the direction and supervision of Dr. Ablon, the director of the Think:Kids Program in the Department of Psychiatry at Massachusetts General Hospital ( www.thinkkids.org ).

As the founder of the non-profit Helping the Behaviorally Challenging Child ( HBCC ) , she has made it her mission to make sure that adult/child power struggles are understood in a whole new way, to break the cycle of misunderstanding challenging and difficult-to-manage behaviors. Married since 1989, she is the parent of two adult children, the older of the two being a “formerly” challenging child. In addition, having been a challenging child herself, she has first-hand experience of how challenging behaviors are treated by most. She has developed strength and hope to break that cycle and focus on helping people understand that challenging behaviors are a learning disability.

Her life experiences give her unique insight into behaviorally challenging children. She shares her story in the hope that, if you are also misunderstood or have a misunderstood child, you will know you are not alone. Finding your tribe can be helpful and give you a sense of community and maximize your family’s potential to meet the demands of life, school and work.

A special message from Debra Ann:

“If sticker charts, rewards & punishments are not helping with low-frustration tolerance, flexibility, impulsivity, risk-taking behaviors and problem solving, you will want to explore this website more! Collaborative Problem Solving helps ALL children, especially those frequent-flyers who are put on time-outs, don’t respond well to consequences, have a hard time earning rewards, seem unaffected by punishments, are sent out of class, get detentions, suspensions, expulsions, restrictions, restraints, seclusion, self-medication or are at-risk for out-of-home placement.

Stop chasing compliance and start building skills!

Learn how to Regulate, Relate and Reason.”

As parents of a 15 year old daughter that struggles with ADD confounded by poor working memory, executive function and binge-eating disorder, we came out of a 24 week intensive outpatient treatment program discouraged by the outcome. Two weeks later we found ourselves in the Bowman’s CPS training. Not only did it validate our intentional parenting but it gave us a pathway toward helping our daughter discover her intrinsic motivation for pressing on toward health and education despite her obstacles. It took almost 11 months of practice but we started seeing progress in the right direction and are forever grateful to the Bowmans!

Organizational Members of the Attachment and Trauma Network

Bowman Consulting Group is proud to be both organizational & professional members of The Attachment & Trauma Network, Inc .

We are currently searching for the right virtual assistant to join our team, click on the virtual assistant to the right to access the job description document, and instructions for how to submit your information to be considered (first round of submissions will be reviewed on monday, 4/1/23):.

At Think:Kids, we transform the lives of kids and families by spreading a more accurate and empathic view of chronically misunderstood kids. We do this by teaching adults our revolutionary, evidence-based Collaborative Problem Solving ® approach. Our multi-disciplinary staff also helps organizations implement the approach deeply and sustainably.

We are not just  a team of   experts  helping kids with challenging behavior.  We are a team of collaborators who  practice what we  preach . Think:Kids teaches empathy and we value relationships – both the relationships we build with our colleagues and clients, and the relationships we seek to improve between kids and adults. Together, we can rethink how we understand kids with behavioral challenges, and create a world where everyone recognizes that challenging behavior is a matter of skill, not a matter of will. 

Our Mission: Teaching families, professionals, and organizations a transformative approach to helping youth with challenging behaviors.

Our Vision: A compassionate world with adults who listen to and collaborate with children.

Our Commitment to Diversity, Equity, and Inclusion:  At Think:Kids, we believe  kids do well if they can.  Underlying this philosophy are many core values involving diversity, equity, and inclusion. The philosophy   inherently assumes that with the appropriate tools and supports all kids can and should have the opportunity to succeed. It is, therefore, our mission to help all   youth with behavioral challenges, regardless of race, ethnicity, gender identity, sexual orientation, religion, ability, or class. To reach all kids, our work needs to be available, accessible, and relevant to adults of all backgrounds. Learn more about our Commitment >>

Under the direction of Dr. Stuart Ablon, Think:Kids is a program in the Department of Psychiatry at Massachusetts General Hospital (MGH).

MGH is a top-ranked Department of Psychiatry in the US, and is a teaching hospital of Harvard Medical School.

Our Community of CPS Practitioners

Our Partners

Stuart Ablon, Ph.D. , is Founder and Director of Think:Kids in the Department of Psychiatry at Massachusetts General Hospital. An award-winning psychologist, Dr. Ablon is Associate Professor and the Thomas G. Stemberg Endowed Chair in Child and Adolescent Psychiatry at Harvard Medical School. He is the author of three books, Changeable , hand-picke...

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Support Think:Kids Today!

Think:Kids is a program within the Department of Psychiatry at Massachusetts General Hospital and depends on the support of the public. Mass General is a 501(c)3 nonprofit organization. Our nonprofit tax ID is 04-1564655.  All donations are tax-deductible to the full extent of the law.

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