ABSTRACT

Prior to devising a plan of action to address dysfunctional behavior, the collaborative triangle needs to agree on what the issue is. This stage is simply called “naming the problem,” which if overlooked can lead to counterproductive interactions between parents and teachers. A way of conceptualizing this is that doctors and psychologists generally go through a stage of diagnosis prior to treatment. Prematurely focusing on solutions is a habit that is not pragmatic but furthermore it can bring about heightened emotions. Parents may question teacher’s actions in a non-productive manner (and vice versa). By first naming the problem the team puts focus on the child and the dysfunctional behavior, prior to jointly deciding on specific actions that parents and teachers need to take. Doing so decidedly raises the chances of subsequently finding appropriate solutions.