A new Approach for Understanding and Parenting Easily Frustrated

See also specific plan 
play therapy, 74 
PlayStation problem, 203–4 
point systems, 79 
predictability of explosions 
executive skills, 194–95 
factors that cause Plan B to go astray, 
132 
forms of Plan B, 273 
at home, 168–69 
identification of pathways, 24, 48 
identification of triggers, 48, 88 
identifying and articulating concerns, 
179 
Plan B in school, 258, 264–65 
Proactive Plan B, 97 
at school, 168–69 
training other skills with Plan B, 
194–95 
See also routines; unpredictability 
prior experience, 33–35, 45, 106–107, 
114, 154–55, 198 
Proactive Plan B 
amount of time needed to do, 151 
defining the problem, 105–6 
empathy, 103 
example of, 125–29 
executive skills, 194–95 
factors that cause Plan B to go astray, 
132, 136–137 
as form of Plan B, 273 
as homework assignment for parents, 
131 
identifying and articulating concerns, 
179–83 
invitation, 110–14, 117, 121 
lying, 170–72 
in school, 251–52, 254–56, 258, 
264–65 
skills necessary for child to participate 
in Plan B, 179–83 
social skills, 203–4 
steps in Plan B, 103, 105–6, 110–14, 
117, 120 
training other skills with, 194–95, 
203–4 
when to use, 97 
problem solving 
characteristics of explosive children, 
51, 66 
cognitive flexibility skills, 196 
emotion regulation skills, 41 

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Index 
295 
executive skills, 25, 28–29 
identification of pathways, 25, 28–29, 
32–35, 41 
identification of triggers, 47, 88–89 
importance of development of skills 
for, 48, 196 
language processing skills, 32–35 
list of problems for, 88–89 
options/baskets for, 89–95 
Plan B in school, 263–65, 269 
training other skills with Plan B, 196 
unevenness of skills development, 
12–13 
See also Collaborative Problem Solving 
(CPS); solutions; specific plan 
problems 
clarification of, 113, 123, 171 
difficult issues as, 169–75 
making list of, 88–89, 119–20, 131 
Plan B in school, 251–52 
prioritizing of, 251–52 
See also defining the problem; problem 
solving; triggers; specific problem 
Prozac, 237 
psychiatrist/psychologist, child, 17, 58, 
232–33, 262–70 
psychoeducational evaluation, 55, 65 
psychologizing, 211–13 
pushovers, parents as, 87–88 
put-downs, 217 
questions about plans, 142–76 
quetiapine (Seroquel), 238 
ranking system, Plans as, 118–19 
rational thinking, 30–31, 38, 41, 81, 98, 
124. See also irrationality 
reactive attachment disorder, 5 
real world, and Plan A, 146–47 
reasoning, as strategy for managing 
behavior, 5 
reassurance 
cognitive flexibility skills, 197–198 
example of Proactive Plan B, 128 
factors that cause Plan B to go astray, 
133–34 
for parents, 128, 215 
steps in Plan B, 98, 102, 112–113, 115, 
121 
as strategy for managing behavior, 5 
training other skills with Plan B, 
197–198 
See also specific problem 
rebound phenomenon, 234–35 
record-keeping systems, 77 
redirecting, as strategy for managing 
behavior, 5 
refined empathy, 100–3, 106, 165 
reflection, 31, 108–9, 178, 187–88 
reflective listening, 99–101 
reflexive negativity pattern, 29 
remedial assistance, 12 
remorse, 52, 56, 59–60, 81, 269 
repertoire of responses, 198 
residential facilities, 228–30 
reward/punishment 
accountability, 143 
characteristics of explosive children, 
50–51, 56–57, 60–61 
children do well if they can philosophy, 
272 
as consequence, 74, 78–79, 81 
difficult issues, 171 
emotion regulation skills, 41 
failure of CPS model, 227 
identification of pathways, 24, 33–35, 
41 
language processing skills, 33–35 
parents as poor disciplinarians, 16–17 
Plan B in school, 261, 264, 267–69 
Plan C, 94 
as strategy for managing behavior, 3, 5, 
77–78 
understanding explosive children, 
16–17 
use of Plan B, 159–61