The Effect of the Collaborative Problem Solving Method on a Parent's Experience : A Narrative Cross-Case Analysis

Abstract

This qualitative research study is a narrative cross multi-case analysis. The purpose of this study is to understand how the practice of the Collaborative Problem Solving method (CPS) has impacted the parenting relational experience and their perception of their child's teachers. The CPS method is a problem-solving strategy that is based on the premise that children and people do well if they have the cognitive skills to do well; and, that their behaviour reflects their cognitive skills. The CPS method provides an alternative perspective on human behaviour enabling the CPS practitioner to consider that challenging behaviour is not the will to be challenging, rather it is the inability, at that moment, not to be challenging. This method also provides a sequence of interpersonal engagement that provides the opportunity to regulate (to calm), to relate (to connect), and to reason (to problem-solve) while promoting the experience of co-regulation that strengthens the relational experience. The research question is "What are parents' experiences with their practice of the CPS method and how has their practice impacted their perception and experience of their child's school teacher?" There are two concepts that guide this study: the differential impact of experience and anti-ableism. The foundation and concepts behind the CPS method are also a philosophical framework that guides this study. This study revealed that parents who practice the CPS method have a strong connection to the philosophy behind the method and discovers that the practice of the CPS method can impact a parent's perception and experience of their children's teacher, however, that process can be disrupted by the parent's experience of trauma should the teacher be involved in the traumatic event.