Why don't we ask the kids?

Research topic/aim: For decades, the ideal of 'one school for all' have influenced the school development in Scandinavia. Despite massive efforts, Nordic research literature indicates several challenges in creating inclusive learning environments for all children. Over the last ten years, there has been an increased interest in perspectives and methods that can help professionals take into account the students subjective perspective. The aim for this project is to examine collaboration and student involvement in problem solving. The paper will discuss the implementation of the American psychologist, Ross W. Greene’s model Collaborative and Proactive Solutions (CPS) (Greene 2016) in a Danish school context. The research question: The project examines from an adult perspective if and how CPS is perceived as a useful tool in challenging behavior at school, increasing the professional’s sense of efficacy. From a student's perspective, the project examines how the professionals using CPS can help increase the student’s experience of participation and inclusion. Theoretical framework: The CPS model is described to be a ‘hybrid’ of converging lines of theory and research (Greene & Doyle 1999). The model is, among others, influenced by Albert Bandura (1971) and his social learning theory, and by Salvador Minuchin’s Systemic Family Therapy (1974). In addition, Russel Barkley’s (1997) understanding of development of self-control is an important inspiration. Finally, the model coincide with themes from the field of developmental psychopathology as described by eg. Sroufe & Rutter (1984).