A new Approach for Understanding and Parenting Easily Frustrated

See also specific strategy or 
intervention 
belief systems, 199–203 
Billy (child), 156, 214–15 
bipolar disorder, 3, 17, 36–37, 58, 64 
birthday plans problem, 153–54 
black-and-white thinking, 13, 41–43, 60, 
70, 101, 196, 198, 217 
blaming, 75–76, 252 
brain, 25, 28, 33–36 
“brain lock,” 19–20 
broken table problem, 160–61 
bupropion (Wellbutrin), 235–36 
cap gun problem, 139–42 
carbamazepine (Tegretol), 238–39 
Carlos (child), 160–61 
Casey (child), 50–54, 122–25, 245–46, 
262–70 
Catapres, 236 
“catastrophizing,” 217 
Celexa, 237 
Charlotte (child), 163–65 
children 
CPS as model for all, 275 
as source of help, 260–61, 270 
See also children do well if they can; 
explosive children 
children do well if they can 
consequences, 82 
CPS as model for use with all children, 
275 
identification of pathways, 23, 46 
identifying and articulating concerns, 
181 
importance of philosophy that, 272 
parents’ role in Plan B, 97 
Plan B in school, 249–50 
reward/punishment, 57, 160 
as successful philosophy, 273–74 
understanding of explosive children, 
15–21 
unevenness of skills development, 
11–13 
chocolate chip cookie problem, 149–50 
Chuck (child), 139–42 
Cindy (child), 199–201 
citalopram (Celexa), 237 
Clark (child), 147–49 
classroom 
example of Casey in, 262–70 
Plan B in, 249–70 
See also school; teachers 
clear thinking, 26, 29, 40, 129, 195, 202 
clomipramine (Anafranil), 236 
clonidine (Catapres), 236 
cognitive flexibility skills, 8, 24, 41–43, 
53–55, 60, 187, 196–98 

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Index 
285 
Collaborative Problem Solving (CPS) 
“basket” approach to, 89 
creating atmosphere for, 86–89 
failure of, 226–30 
as model for use with all children, 275 
questions about, 142–46 
See also Plan B 
commands, parental, 76–77 
communication 
in families, 205, 210–18, 221–26, 273 
Plan B in school, 252 
residential facilities, 228 
community of learners, 258–62 
concentration problems, 240 
concerns 
approval/disapproval of explosive 
behavior, 145 
bizarre/illogical, 197 
clarification of, 197 
cognitive flexibility skills, 197–98 
CPS as model for use with all children, 
275 
defining the problem, 104–6 
empathy, 99–101 
factors that cause Plan B to go astray, 
132–34 
husbands as not doing Plan B, 154 
identification and articulation of, 
178–83, 275 
invitation, 106–17 
misconceptions about Plans, 119 
not caring about others, 155–56 
“owning,” 155–56 
Plan A, 109, 110 
Plan B in school, 259 
reflection on outcomes of solutions, 187 
siblings, 209 
“splitting” of parents, 157 
taking another’s concerns into account, 
106–29, 259, 275 
taking responsibility for actions, 145 
training other skills with Plan B, 
197–98 
See also specific problem 
consequences, 27, 73–83, 91, 143–45, 
191, 266–69. See also reward/ 
punishments 
consistency, 3, 73, 157, 218 
control 
as explanation for behavior, 144 
See also authority; who’s boss 
conventional wisdom, 10, 14–17, 21, 
73–78, 83, 86, 96, 271 
cooperation, and explanation for 
behavior, 144 
cotton candy problem, 122–25 
counselors, and Plan B in school, 262–70 
CPS. See Collaborative Problem Solving; 
Plan B 
cues, social, 44–46, 198–201 
Danny (child), 58–63, 208–9, 245–46 
Davis (child), 115–17 
defining the problem 
cognitive flexibility skills, 197–98 
delayed response to frustrations, 165 
difficult issues, 170–171 
factors that cause Plan B to go astray, 
133–34, 137–39 
identifying and articulating concerns, 
180 
learning curves, 133–34, 137–39, 148, 
165, 170–171 
parking lot problem, 148 
Plan A, 104 
Plan B, 98, 104–6, 111–13, 121, 
197–98