Parenting Problem Solving: Seminar Three of the 2014 Series at Clifton Primary School in conjunction with FGD

1. PPAARREENNTTIINNGG
PPRROOBBLLEEMM
SSOOLLVVIINNGG
Seminar Three
October 2014
Dr Gemma Russell
Clinical Psychologist

2. OOvveerrvviieeww
• Focus on a key aspect of positive
parenting – problem solving
• A child isn’t the problem, the problem is
somewhere in the system
• MST at home
• How to tackle a problem?

3. PPrroobblleemm SSoollvviinngg ffoorr
PPaarreennttss
Four basic steps:
1.Defining the problem
2.Generating alternatives
3.Evaluating and selecting alternatives
(Decision making)
4.Implementing solutions

4. LLeett’’ss PPrraaccttiiccee::
Choose a problem that your child experiences
and discuss how you would problem solve the
difficulty
Examples might include:
•Lying
•Unwilling to go to bed
•Difficulty following directions
•Tantrums or explosive emotions
•Grades have dropped
•Communication difficulties
•Self harm

5. WWhhaatt GGeettss IInn TThhee WWaayy OOff
YYoouurr AAbbiilliittyy TToo AAcchhiieevvee
OOuuttccoommeess??
DDooeess tthhee ssaammee pprroobblleemm
rreeooccccuurr??

6. MMSSTT
An approach that is specifically for youth that targets
the factors that contribute to problematic behaviour,
by looking at the systems in which a young persons
lives and operates.
A combination of cognitive-behavioural therapy,
behaviour management training, family therapy and
community psychology.

7. RReesseeaarrcchh
• MST consistently demonstrated positive outcomes
with 23 randomized control trials with 2 long-term
follow-up studies
• Effective with children and youth regarding
behavioural difficulties, health care conditions,
emotional disturbances, substance use, child abuse
and neglect, offenders

8. AA cchhiilldd iiss ppaarrtt ooff aa ssyysstteemm
The child is part of a
system that cannot
be separated,
must consider
individual and
system
Community/Culture
Neighborhood
School
Peers
Family
Child

9. FFIITT CCiirrccllee
Unwilling to
follow rules
Unwilling to
follow rules

10. FFIITT CCiirrccllee
Poor/limited
relationship between
teacher and parent
Poor
Poor
homework
completion
homework
completion
Poor
parental
monitoring
Poor communication
between parent/child
Inappropriate/absent
/ineffective
consequences
Limited/in
effective
rewards
Low self
esteem
Mental Health
Poor parental
investment
Low
IQ/cognitive
abilities
Mixed
communication
Unrealistic parental
expectations
Parental rewarding
achieving over effort

11. EExxeerrcciissee:: FFIITT cciirrccllee ooff aann
aarrgguummeenntt oorr ddiiffffiiccuullttyy
yyoouu hhaadd wwiitthh yyoouurr cchhiilldd
tthhiiss wweeeekk

12. MMSSTT PPrriinncciipplleess
1. Finding the fit
2. Focus on positives and strengths as levers
3. Increase responsibility in system
4. Present focused, action orientated, well defined
5. Targeting sequences
6. Developmentally appropriate
7. Continuous effort
8. Evaluation and accountability
9. Generalization

13. NNeeww VViieeww OOff PPaarreennttiinngg
• MST gets parents beginning to see their child as part
of a wider network
• Changing the network/systemic factors has a
bigger impact on outcomes than individual factors
• Parents have the most powerful role in the network
to effect change
• All parents have the capacity

14. CCoonnttaacctt DDeettaaiillss
Dr Gemma Russell
Clinical Psychologist
Director of Clever Minds Psychology
Telephone – 03 9397 6016
Direct Cellphone – 0435854205
Email – gemma@clevermindspsychology.com.au