Ross W. Greene - Lost at School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them

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Raising Human Beings

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Im a very fortunate person in many ways, beginning with my two kids, Talia and Jacob, and my wife, Melissa. I am fortunate that my agent Wendy Lipkind took me under her wing many years ago. Regrettably, Wendy did not live to see the revised and updated edition of this book. There will never be another one like her.

I was also fortunate to benefit from the stellar editing and guidance of Samantha Martin on the first edition of this book, and to have had dozens of educators and parents provide input on various drafts of that edition. Two educators deserve special mention: Julie Benay, principal at Malletts Bay Elementary School in Colchester, Vermont; and Laura Baker, whos now on the faculty at Westfield (Massachusetts) State University. Many parts of this book are a reflection of their wisdom. Lynn Heitman provided very helpful feedback on the running story section in the book.

And Ive been fortunate to work with hundreds of educators throughout the world who are already implementing Collaborative and Proactive Solutions in their schools and classrooms, and who tirelessly devote themselves to helping colleagues understand and treat behaviorally challenging kids in more humane, compassionate ways. They have my heartfelt gratitude and admiration.

DR. ROSS W. GREENE is associate clinical professor in the Department of Psychiatry at Harvard Medical School and the author of The Explosive Child. He is also founding director of the Collaborative Problem Solving Institute, a program based in the Department of Psychiatry at Massachusetts General Hospital. Dr. Greene lectures extensively both in North America and abroad. His research has been funded by the U.S. Department of Education, the National Institute on Drug Abuse (NIDA), and the Stanley Medical Research Institute.

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Childs Name: _______________________________ Date: __________

Instructions: The ALSUP is intended for use as a discussion guide rather than as a freestanding checklist or rating scale. It should be used to identify specific lagging skills and unsolved problems that pertain to a particular child or adolescent. If a lagging skill applies, check it off and then (before moving on to the next lagging skill) identify the specific expectations the child is having difficulty meeting in association with that lagging skill (unsolved problems). A nonexhaustive list of sample unsolved problems is shown at the bottom of the page.

UNSOLVED PROBLEMS GUIDE: Unsolved problems are the specific expectations a child is having difficulty meeting. Unsolved problems should be free of maladaptive behavior; free of adult theories and explanations; split (not clumped); and specific.

HOME: Difficulty getting out of bed in the morning in time to get to school on time; Difficulty getting started on or completing homework (specify assignment); Difficulty ending the video game to get ready for bed at night; Difficulty coming indoors for dinner when playing outside; Difficulty agreeing with brother about what television show to watch after school; Difficulty handling the feelings of seams in socks; Difficulty brushing teeth before bedtime; Difficulty staying out of older sisters bedroom; Difficulty keeping bedroom clean; Difficulty clearing the table after dinner