Next 4-Week Course Starts Tuesday Nights May 4, 11, 18, 25 & June 1 @ 7pm
Helping the Behaviorally Challenging Child (HBCC) is the only organization in Orange County focused exclusively on a system of care around Collaborative Problem Solving®. This exciting evidence-based approach helps with parenting, teaching and treating, children, teens, and young adults, with difficult-to-manage behaviors who are having trouble meeting the demands of home life and school expectations. Orange County, California has been a leader in this innovative model that has proven its efficacy at all levels of caregiver support. Both locally and nationally this approach has realized improved outcomes in treatment and ultimately has improved relationships between children, their teachers, families, and caregivers.
Helping the Behaviorally Challenging Child (HBCC) is a California Nonprofit Public Benefit Corporation that is composed of individuals who are committed to helping behaviorally challenging children lead more productive and inclusive lives.
Debra Ann Afarian
Community Educator, Parent Coach, Think:Kids CPS Certified
Debra Ann has been training, consulting, and supporting Collaborative Problem Solving® (CPS) in Orange County since 2010. She provides a 2-hour In-service Overview, teaches the 5-Week Parenting Course, holds a monthly Support Group and promotes CPS whenever and where ever possible. Debra Ann has provided her services to schools, residential treatment centers, educational programs, family homes, Wraparound social services, Sunday schools, day care, child care, after-school programs, foster care, and more.
HBCC brings in expert trainers to host advanced 6-hour In-service Overviews and 3-day Tier I Training's.
As a Think:Kids CPS Certified Parent Coach, Debra Ann Afarian, has worked to proactively expose parents, teachers and professionals with the knowledge of this evidence-based, social-emotional, trauma-informed, inclusive approach called Collaborative Problem Solving, for strengthening and improving the lives of all involved in the raising of complex children, teens and young adults and who present with behavior challenges.
Adult/Child power struggles can leave both parties frustrated, with adults wondering how it could have gone differently. The 2-hour Introduction and 5-week course, are derived from the Collaborative Problem Solving concepts outlined in the books:
by PhD's Dr. Ross W. Greene & Dr. J. Stuart Ablon
by Ross W. Greene, PhD
by J. Stuart Ablon, PhD
Trainings are designed for parents, teachers, professionals and caregivers to learn how to effectively support and teach lagging skills to children, teens, & young adults with complex behavioral challenges. Participants in the training's will receive exposure into the assessment of behaviors to answer the question “what’s getting in the way of this child/teen/young adult meeting the daily demands of life?” This is followed by the intervention components of Collaborative Problem Solving so that parents, teachers & professionals and caregivers learn immediately what to do about the child/teen/young adults difficult-to-manage behaviors.
CPS is an approach to understanding and helping children 3-25 years old with behavioral challenges who may or may not carry a psychiatric diagnoses such as, oppositional defiant disorder (ODD), pathological demand avoidance (PDA), conduct disorder (CD), attention-deficit/ hyperactivity disorder (ADHD), mood disorders (DMDD), pediatric bipolar disorder (PBP), post traumatic stress disorder (PTSD), etc, or a developmental disability such as, autism spectrum disorder (ASD), down-syndrome, etc. Typically a child with challenging behaviors will have a diagnosis or a developmental disability; however, HBCC is not in the business of a diagnosis, HBCC is here to help understand challenging behaviors and help parents and teachers understand what has conventionally been done about them and what neuroscience has learned to do about them to build skills and break the cycle of stressors causing challenging behaviors.
CPS uses a structured problem solving process to help adults pursue their expectations while reducing challenging behavior and building helping relationships and thinking skills. Specifically, the CPS approach focuses on teaching the neurocognitive skills that challenging kids lack related to problem solving, flexibility, and frustration tolerance. Unlike traditional models of discipline, this approach avoids the use of power, control, and motivational procedures and instead focuses on teaching at-risk kids the skills they need to succeed. CPS provides a common philosophy, language and process with clear guideposts that can be used across settings. In addition, CPS operationalizes principles of trauma-informed care.
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