Comparing Cognitive Behavioural Therapy and the CPS Model for ADHD Children

In today’s landscape of ADHD interventions, two distinct approaches stand out: cognitive therapy and the Collaborative & Proactive Solutions (CPS) model by Dr. Ross Greene. While both aim to support children with ADHD, they differ significantly in philosophy, methodology, and outcomes. This article provides an in-depth comparison, offering guidance to parents, educators, and mental health professionals.

What Is Cognitive Behavioural Therapy for ADHD Children?

Cognitive Behavioural therapy for ADHD Children —often integrated within cognitive-behavioural therapy (CBT)—focuses on helping children recognise and modify negative thought patterns. Key aspects include:

• Identifying Distorted Thoughts: Children learn to notice negative or unhelpful thoughts that contribute to impulsivity and inattention.

• Behavioural Techniques: Strategies are taught to change patterns of behavior, including techniques to enhance self-control and organisational skills.

• Skill Development: Cognitive therapy encourages the development of problem-solving skills and adaptive coping mechanisms.

• Evidence-Based Benefits: Numerous studies indicate that cognitive therapy can help reduce ADHD symptoms by improving executive functioning and self-regulation.

With a structured, goal-oriented framework, cognitive therapy has become a popular intervention for children with ADHD, particularly when integrated with school support and parental involvement.

What Is the CPS Model by Dr. Ross Greene?

The Collaborative & Proactive Solutions (CPS) model, developed by Dr. Ross Greene, represents a paradigm shift in treating challenging behaviours in children, including those with ADHD. Unlike traditional behavior management approaches, CPS emphasises:

• Collaboration Over Compliance: Instead of imposing rules, adults and children work together to identify the root causes of behavioral challenges.

• Understanding Lagging Skills: Dr. Greene’s model posits that problem behaviors arise when a child’s skills lag behind the demands placed on them. The focus is on addressing these skill deficits.

• Problem-Solving Process: The approach involves identifying triggers, discussing unsolved problems, and brainstorming proactive solutions. This process not only addresses current behavior but also builds the child’s future problem-solving abilities.

• Empathy and Respect: The CPS model is built on mutual respect, viewing challenging behavior as a sign of lagging skills rather than defiance, which can be particularly beneficial for children who have struggled with traditional disciplinary methods.

This approach has garnered attention for its effectiveness in reducing conflict and fostering a supportive, respectful relationship between caregivers and children.

Key Comparisons: Cognitive Therapy vs. CPS

Philosophical Underpinnings

• Cognitive Therapy: Emphasises the importance of internal thought processes and the need to change dysfunctional thinking patterns.

• CPS Model: Focuses on collaboration and understanding the underlying causes of behaviour, rather than solely trying to change thought patterns.

  
  

Methodology

• Cognitive Therapy: Utilises structured exercises, homework assignments, and often involves parents and teachers in reinforcing strategies.

• CPS Model: Involves a step-by-step problem-solving process that includes open dialogue between the child and adult to co-develop solutions.

  
  

Approach to Behavioural Challenges

• Cognitive Therapy: Often targets specific behaviours through cognitive restructuring and behavioural modification techniques.

• CPS Model: Treats challenging behaviours as signals of unmet needs or skill deficits, aiming to

  resolve these issues collaboratively.

  
  

Engagement and Adaptability

• Cognitive Therapy: May require the child to actively engage in introspection, which can be challenging for some ADHD children.

• CPS Model: Its collaborative nature can be more engaging for children who struggle with direct authority-based interventions, making it especially adaptable in family and educational settings.

Outcome Focus

• Cognitive Therapy: Aims for symptom reduction and improved self-regulation by altering internal processes.

• CPS Model: Focuses on reducing conflict and building long-term problem-solving skills, thereby creating a more harmonious environment for the child’s growth.

  
  

Conclusion

Both cognitive therapy and the CPS model offer valuable strategies for managing ADHD, but they cater to different needs:

• Cognitive Therapy is particularly effective for children who benefit from structured environments and clear, goal-oriented strategies. It equips them with tools to change unhelpful thought patterns, leading to improved behaviour and focus.

• The CPS Model, on the other hand, is ideal for children who may be resistant to traditional discipline. Its empathetic, collaborative approach helps uncover the root causes of behavior, making it a powerful tool for long-term change and skill-building.

  
  

Ultimately, the choice between these approaches—or a blended strategy that incorporates elements of both—depends on the individual child’s needs, the family’s philosophy, and the specific challenges faced. Parents and practitioners are encouraged to consider the strengths of each method, tailoring interventions to ensure that every child receives the personalized support they deserve.

By understanding and comparing these two treatment modalities, stakeholders can make informed decisions that foster an environment of growth, respect, and sustainable improvement for children with ADHD.