Ms. Krecisz is a teacher at West Street Elementary School in Sanborn, New York.  As you’ll see, there’s a big difference between the ways in which she previously handled her challenging students and the ways she does now.

Ms. Plumpton is a second-grade teacher at Lafayette School in Sanford, Maine.  She was skeptical about Collaborative Problem Solving at first.  Luckily, she’s also open-minded, and found that, once she cleared some initial hurdles, the CPS model was very helpful in her work with some of her most challenging students.

Mr. DiGiacomo is a teacher at the Tuscorora Indian School in Lewiston, New York.  He’s passionate about helping kids, and equally passionate about Collaborative Problem Solving and how it has impacted his interactions with his more challenging students.

Ms. Thurman is a counselor (and former classroom teacher) at Errick Road Elementary School in North Tonawanda, New York.  Here she talks about the parts of the CPS model that were hard for her to master, including “drilling” and dealing with kids who are silent in the Empathy step.

Ms. McBrierty is Assistant Principal at Shapleigh Middle School in Kittery, Maine.  Wondering if there’s enough time to implement Collaborative Problem Solving in a school?  Listen to how she and her staff at Shapleigh have handled that challenge.

Mr. Potter is Principal, and Ms. Clukey Assistant Principal, at Willard School in Sanford, Maine. Here they talk about the impact Collaborative Problem Solving has had on their school and themselves as administrators.

Ms. Regan is Nurse Manager at the Child Assessment Unit (CAU), an inpatient psychiatry unit at Cambridge City Hospital. Before she and the staff on the CAU began implementing the CPS model, the unit had extremely high rates of restraints and locked-door seclusion.  Not anymore.