Appraisal of Collaborative Problem Solving (CPS) within a context of current Waikato principles and practices : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand
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This research evaluated the Collaborative Problem Solving (CPS) model, an established evidence-based practice from the United States (Greene, 1998), within a Waikato context in New Zealand. Special education practitioners employed at the Ministry of Education (MOE) drew from MOE principles and practices, as well as their professional expertise as they reviewed and critiqued the CPS model. The study identified aspects of the CPS programme that could contribute to current Ministry practices and aspects which are incongruent with New Zealand MOE practice guidelines and/or the cultural context of Waikato. Outcomes of the project included a summary of existing evidence supporting the CPS model, a critique of its cultural relevance to the New Zealand context as well as, recommendations for how CPS practices might inform or strengthen the Ministry of Education’s (MOE) current model of collaborative problem solving practice.
Problem children, Behaviour modification, Group problem solving, New Zealand, Waikato