The research base supporting the effectiveness of the Collaborative & Proactive Solutions model continues to grow. The five-year NIMH-funded study on CPS at the Virginia Tech Child Study Center was completed in 2015, and numerous papers describing the findings have been published or submitted for publication (see below). Additional research projects examining the effectiveness of the CPS model are ongoing in various settings, including outpatient studies in Sydney, Australia (in collaboration with University of Technology) and Gothenburg, Sweden (in collaboration with Gothenburg University); a school study in the Aalborg (Denmark) schools (in collaboration with University College Jutland); a community/school study in the Trillium Lakelands (Ontario, Canada) District School Board (in collaboration with Ryerson University in Toronto); and ongoing research in the juvenile detention system in the state of Maine. Additional studies (for example, in the alternative placement programs in the New York City public schools) are set to begin. This page is updated frequently as papers and chapters are submitted and accepted for publication.
Ollendick, T.H., Greene, R.W., Fraire, M.G., Austin, K.E., Halldorsdottir, T., Allen, K.B., Jarrett, M.E., Lewis, K.M., Whitmore, M.J., & Wolff, J.C. (2015). Parent Management Training (PMT) and Collaborative & Proactive Solutions* (CPS) in the treatment of oppositional defiant disorder in youth: A randomized control trial. Journal of Clinical Child and Adolescent Psychology. CLICK HERE
Dunsmore, J.C., Booker, J.A., Ollendick, T.H., & Greene, R.W. (2015). Emotional socialization in the context of risk and psychopathology: Maternal emotion coaching predicts better treatment outcomes for emotionally labile children with oppositional defiant disorder. Social Development. CLICK HERE
Booker, J.A., Ollendick, T.H., Dunsmore, J.C., & Greene, R.W. (in press). Perceived parent-child relations, conduct problems, and clinical improvement following the treatment of oppositional defiant disorder. Journal of Child and Family Studies.
Greene, R.W., Ollendick, T.H., & Austin, K.E. (2015). Child and family characteristics, treatment condition, and therapist effectiveness: Predicting treatment outcome in youth with oppositional defiant disorder, under review.
Ollendick, T.H., Greene, R. W., Booker, J. A., & Dunsmore, J.C. (2015). Emotional lability as a mediator of treatment outcomes for youth with oppositional defiant disorder, under review.
Dunsmore, J.C., Booker, J.A., Atzaba-Poria, N., Ryan, S., Greene, R.W., & Ollendick, T.H. (2015). Emotion coaching predicts change in family functioning across treatment for children with oppositional defiant disorder. Poster presented at the biennial meeting of the Society for Research in Child Development, Philadephia, PA. CLICK HERE
Dunsmore, J.C., Booker, J.A., Atzaba-Poria, N., Greene, R.W. & Ollendick T.H. (2015). Behavior and family functioning in families with a child with oppositional defiant disorder: Effects of emotion coaching and treatment type, under review.
Dunsmore, J.C., Booker, J.A., Atzaba-Poria, N., Greene, R.W., & Ollendick, T.H. (2015). Emotion-related processes of change in treatment for children with opositional defiant disorder, under review.
Miller, R.L., Dunsmore, J.C., Ollendick, T.H., & Greene, R.W. (2015). Parent-child synchrony in children with oppositional defiant disorder: Associations with treatment outcomes, under review.
Greene, R.W., & Fraire, M. (2015). Effectiveness of Collaborative & Proactive Solutions* in helping behaviorally challenging students: Findings from five public schools in Maine, under review.
Lopes, V., Kosmos, K., Ozer, E., Greene, R.W., Payson Hays, S. (2015). School psychology consultation: Student social-behavioral change through improved teacher-student relationships, under review.
Kosmos, K., Payson Hays, S., Ozer, E., Greene, R.W., & Lopes, V. (2015). Targeting teacher efficacy to address the social-behavioral functioning of challenging students, under review.
Johnson, M., Ostlund, S., Fransson, G., Landgren, M., Nasic, S., Kadesjo, B., Gillberg, C., and Fernell, E. (2012). Attention-Deficit/Hyperactivity Disorder (ADHD) with oppositional defiant disorder (ODD) in Swedish children: An open study of Collaborative Problem Solving*. Acta Paediactrica, Volume 101, pp. 624-630. CLICK HERE
Ollendick, T. H. (2011). Invited address: Effective psychosocial treatments for emotional and behavioral disorders in youth. University of Stockholm, Sweden. CLICK HERE
Fraire, M., McWhinney, E., & Ollendick, T. (2011). The effect of comorbidity on treatment outcome in an ODD sample. In T. Ollendick (Chair), Comorbidities in children and adolescents: Implications for evidence-based treatment. Symposia presented at the 41st European Association for Behavioral and Cognitive Therapies, Reykjavik, Iceland. CLICK HERE
Halldorsdottir, T., Austin, K. & Ollendick, T. (2011). Comorbid ADHD in children with ODD or specific phobia: Implications for evidence-based treatments. In T. Ollendick (Chair), Comorbidities in children and adolescents: Implications for evidence-based treatment. Symposia presented at the 41st European Association for Behavioral and Cognitive Therapies, Reykjavik, Iceland. CLICK HERE
Epstein, T., & Saltzman-Benaiah, J. (2010). Parenting children with disruptive behaviors: Evaluation of a Collaborative Problem Solving* pilot program. Journal of Clinical Psychology Practice, 27-40. CLICK HERE
Martin, A., Krieg, H., Esposito, F., Stubbe, D., & Cardona, L. (2008). Reduction of restraint and seclusion through Collaborative Problem Solving*: A five-year, prospective inpatient study. Psychiatric Services, 59(12), 1406-1412. CLICK HERE
Greene, R.W., Ablon, S.A., & Martin, A. (2006). Innovations: Child Psychiatry: Use of Collaborative Problem Solving* to reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services, 57(5), 610-616. CLICK HERE
Greene, R.W., Ablon, J.S., Monuteaux, M., Goring, J., Henin, A., Raezer, L., Edwards, G., & Markey, J., & Rabbitt, S. (2004). Effectiveness of Collaborative Problem Solving* in affectively dysregulated youth with oppositional defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72, 1157-1164. CLICK HERE
Greene, R.W., Biederman, J., Zerwas, S., Monuteaux, M., Goring, J., Faraone, S.V. (2002). Psychiatric comorbidity, family dysfunction, and social impairment in referred youth with oppositional defiant disorder. American Journal of Psychiatry, 159, 1214-1224. CLICK HERE
Greene, R. W., Beszterczey, S. K., Katzenstein T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. Journal of Emotional and Behavioral Disorders, 10, 27-37.
Greene, R.W. (2011). The aggressive, explosive child. In M. Augustyn, B. Zuckerman, & E. B. Caronna (Eds.), Zuckerman and Parker Handbook of Developmental and Behavioral Pediatrics for Primary Care. (2nd Ed.). Baltimore: Lippincott, Williams, & Wilkins, 282-284.
Greene, R. W. (2010). Collaborative Problem Solving*. In R. Murrihy, A. Kidman, & T. Ollendick (Eds.), A clinician’s handbook of assessing and treating conduct problems in youth. New York: Springer Publishing, 193-220.
Greene, R.W. (2010). Conduct disorder and oppositional defiant disorder. In J. Thomas & M. Hersen (Eds.), Handbook of Clinical Psychology Competencies. New York: Springer Publishing, 1329-1350.
Greene, R. W., & Doyle, A.E. (1999). Toward a transactional conceptualization of oppositional defiant disorder: Implications for treatment and assessment. Clinical Child and Family Psychology Review, 2(3), 129-148.
Greene, R.W. (2010). Calling all frequent flyers.* Educational Leadership, 68(2), 28-34. CLICK HERE
Greene, R. W. (2008). Kids do well if they can.* Phi Delta Kappan, 161-167. CLICK HERE
*Dr. Greene is the originator of the Collaborative Problem Solving approach -- and referred to his model by that name in his articles, chapters, research papers, and books prior to 2013 -- but now calls his model Collaborative & Proactive Solutions (CPS). Read more here.