#CollaborativeProblemSolving

[bettreworld]

Shifting from Thinking Alone to Systems Thinking for the Good of All

[afsarazizeabdullaebrahim]

Afsar Ebrahim, Deputy Group Managing Director of BDO, believes there's a shortage of Chief Financial Officers. As a seasoned financial consultant, he emphasizes the need for skilled financial leadership in organizations.

[techsavvychronicles]

Simplifying Jira Plugin Testing through Automated Solutions

Effective testing stands as a cornerstone in the realm of software development. Among the myriad of approaches, automating tests emerges as a pivotal practice, streamlining processes and enhancing efficiency. However, navigating the landscape of test automation demands not only the right tools but also adept knowledge in their application.

In pursuit of bolstering our testing endeavors, we embarked on automating tests for one of our Jira plugins, the jira-misc-workflow-extensions. This plugin, instrumental in automating tasks within Jira, prompted us to harness specialized tools: ACLI, GINT, and Gradle.

Selecting Appropriate Tools

ACLI and GINT, crafted by the esteemed team at Appfire led by bobswifts, emerged as indispensable allies in our quest for efficient testing. ACLI streamlines our focus on specific tasks, circumventing unnecessary navigation through Jira screens. Moreover, it simplifies the setup of our testing environment, minimizing complexities and expediting the test creation process. Gradle, on the other hand, assumes the mantle of seamlessly managing the entirety of our testing procedures.

Learning and Implementation

Our journey with ACLI and GINT commenced with a diligent study of their respective instructions and examples. These resources, provided by the bobswift team, offered invaluable insights into automating tests for JMWE extensions, an integral component of our Jira plugin. While initially tailored for simpler tasks, we adeptly adapted these resources to suit the intricacies of our JMWE extensions. However, challenges arose during the setup of JMWE plugins in Jira workflows utilizing ACLI.

Collaborative Problem-Solving

To surmount these hurdles, we meticulously combed through the documentation, supplemented by proactive engagement with the bobswift team via Slack. Their unwavering support proved instrumental in rectifying issues and refining our setup. Collaborative efforts facilitated a smoother integration of ACLI, GINT, and Gradle into our test automation framework, ensuring the comprehensiveness and efficiency of our JMWE extension tests.

In essence, our endeavor to simplify test automation for Jira plugins was underpinned by meticulous tool selection, informed learning, and collaborative problem-solving. This not only elevated the efficacy of our testing protocols but also underscored the significance of leveraging the right tools in the dynamic landscape of software development.

About TECUNIQUE

TECUNIQUE specializes in providing cutting-edge solutions for software testing and automation. Whether you're seeking streamlined testing processes, efficient tool utilization, or collaborative problem-solving, we've got you covered. Contact us here to explore how we can optimize your testing endeavors.

[usnewsper-business]

Building a Better World: Davos Conference Unites Leaders to Tackle Climate Change and Inequality #artificialintelligence #blockchain #climatechange #climatechangeaction #collaborativeproblemsolving #Davosconference #economicinequality #economicuncertainty #emergingtechnologies #geopoliticaltensions #globalhealthinfrastructure #multilateralcooperation #NetZeroCarbonCities #preventfuturepandemics #sustainablefuture #technologicalinnovation #tradedisputes #TrillionTrees #WorldEconomicForum

[hraveau-blog]

Fostering Children’s Executive Functioning Abilities with Collaborative Problem Solving

Executive Functioning (EF). A term most of us haven’t heard before, refers to our problem solving, organization, planning and emotion regulation abilities. 

This morning when you planned out your day and carried it out, you were using your EF skills. When you figured out where to park your car, cook your food, pay your bills, take care of your sick child, put away your clothes, or resolve conflict with your partner, you were using your EF skills. We wouldn’t survive without it, especially in the world that we currently live in.

EF skills use the front part of our brain, called the frontal lobe, which doesn’t fully mature until early 20s. This means we don’t reach our peak capacity in our EF abilities until then. Yes, we can improve these skills after that point, but it also means that we cannot expect children and adolescents to have EF abilities of an adult. This is frustrating for parents, especially when they are constantly either repeating themselves or doing everything for their children. I am here to share with you another way of engaging with children and teens that will help them develop their own EF skills. It is like putting money in your child’s savings account, and cashing it out when they are adults.

COLLABORATIVE PROBLEM SOLVING

Welcome to the world of Collaborative Problem Solving (CPS) approach. It is an evidence-based, strength-based, neurobiologically-grounded approach developed by Dr. Ross Green that fosters development of EF skills in children while honoring the parent-child relationship.

What CPS is not:

CPS does not view children’s problematic behaviors as attention-seeking, manipulative, limit-testing, or a sign of poor motivations.

CPS does not focus on using rewards and punishments or imposing adult’s agenda on the child.

CPS is not always a quick fix with immediate results.

CPS is not solving problems for the child.

CPS is not avoiding and ignoring the problem.

What CPS is:

CPS views children’s challenging behaviors as a result of lacking EF skills.

CPS focuses on how to best teach children EF skills in order to reduce their behavioral issues and make their lives more meaningful.

CPS requires parents to let go of their need for control and their own agendas for their children so that they can fully and mindfully listen to their children, understand where their child is at, and work with them to find better solutions.

CPS provides a safe environment for children’s brain to develop by forming new and strengthening old connections.  

We often only see and focus on the behaviors: the screaming, swearing, defying, hitting, spitting, throwing things, breaking things, crying, running, withdrawing, and so forth. But these behaviors are ALL children’s ways of telling us that they are having a hard time with something. If they could tell us in a better way, I promise you they would! But they can’t, because they don’t have these skills yet. Or they may have the skills when they are at their best, but can’t access them when they are tired, hungry, anxious, sad, or angry.

“Children display problematic behaviors when the demands being placed upon them have outstripped the skills they have to respond adaptively to those demands” - Dr. Ross Green

So let’s break down the steps of CPS.

STEP 1. Find out the EF skills your child is lacking. The THINKING SKILLS INVENTORY and the PLAN B TRACKING SHEET, developed by Massachusetts General Hospital, will help you do that. 

Try to understand the problem from the child’s point of view. Share your observations with them, and ask them what they think is going on. (e.g., “I’ve noticed you’ve been having a hard time cleaning up after yourself, I was wondering what is going on?”, “I’ve noticed that you have been getting into frequent arguments with your sibling, could you tell me what’s going on?”, “I’ve noticed that you haven’t been doing your homework, and I want to know what is going on.” BE VERY SPECIFIC, NEUTRAL, AND PROACTIVE.

Listen well. After you ask them a question, pause as long as you have to pause. Count in your head if you have to. Take deep breaths. If they are having difficulty answering your question, see if you can be more specific, more neutral, and more proactive. 

When the child gives you a response, probe them for more information by trying the following techniques. This is the most important and the most challenging part of CPS. 

Asking questions beginning with “who”, “what”, “why”, or “when”.

Asking the child why the problem occurs at certain times, with certain people, or under certain conditions, but not at other times. (e.g., “I have noticed on the homework, you seem to be getting the math done pretty easily, but the science seems to be hard for you”).

Breaking the problem down into it’s component parts (e.g., “There are different parts in getting out of bed in the morning, let’s think about which of those parts are challenging for you).

Asking the child what he or she is thinking in the midst of the unsolved problems  (e.g., “What were you thinking when you were having an argument with your sister?”, “What were you thinking when I was asking you to come in for dinner when you were watching TV?”).

Asking clarifying questions (e.g., “How so?”, “I don’t quite understand”, “Can you say more about that?”, “I’m confused”).

Validate their emotions. Empathize with them. Let them know you can see how and why this situation is challenging for them. Validating their experiences and emotions does not mean that their behavior is okay. It does not mean that you don’t have the right to feel frustrated. It does not mean that change does not need to happen. It simply means that you can understand their point of view. And a child needs to first trust that you care about their feelings before they can trust that you can help them.

Reassure the child that imposing your will is not how the problem will be resolved, and that the solution will come much quicker if it’s from the child’s own internal motivation, while getting proper support from others.

STEP 2. Identify and share your concerns about the same issue.

Be brief and direct. The more you talk, the less they will listen.

You can say “The thing is, I think it’s important that you and your brother can learn how to resolve your disagreements without hurting each other” or “The thing is, doing well in school is an important part of making sure that you will have a successful future”.

Children can’t focus and sit still as long as adults can no matter how old they are. They aren’t as worried about their future as adults are. Children live in the moment, and in that moment they rather be doing something else. That doesn’t make them a bad child, it just makes them a child.

STEP 3. Work together in brainstorming solutions and choosing one that is both realistic and mutually satisfactory. These are some questions you can ask them:

What do you think you need to resolve this issue?

What would be the first step in this plan so you can be successful?

How can I best support you in resolving this issue?

Who else do you think would be helpful to you to make this situation better?

Are you interested to hear about any of my suggestions?

Is there anyone you know who you think might have some possible solutions to offer to you?

When should we check back in to see if this solution is working?

If this solution does not work, do you have a plan B that you can try?

What most parents mostly struggle with while doing CPS:

Letting go of their need for control.

Managing their anxiety.

Pausing long enough after they ask a question and giving the child time to come up with an answer.

Not interfering with the child’s solutions.

Seeing that there is value in letting children fail and learn from their own mistakes and experiences.

If you notice that you have difficulty engaging in CPS with your child due to any of the above things I just mentioned, you might need to first work on improving your own EF skills. Individual therapy can be very valuable in helping you do that. 

If your relationship with your child (or any child you are trying to help) is not strong, healthy, and safe due to a variety of reasons, you might need to take a step back and first work on improving and fostering that relationship before you can begin engaging in CPS with your child. Attachment-based family therapy can be very valuable in helping you do that.

Lastly, keep in mind that neuro-atypical children, such as those with Attention Deficit Hyperactive Disorder, Autism Spectrum Disorder, or those with learning disorders or processing issues will have a much harder time learning and applying EF skills simply by how their brain is wired. So a) asking them to problem solve, organize, plan, and regulate their emotions is much more challenging for them and b) they are at a much higher need for you to practice CPS with them so that they can foster better EF skills.

HELPFUL BOOKS:

The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children

Raising Human Beings: Creating a Collaborative Partnership with Your Child

Treating Explosive Kids: The Collaborative Problem-Solving Approach

Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential

What Were You Thinking?: Learning to Control Your Impulses (Executive Function)

HELPFUL WEBSITES:

What is Executive Functioning

Understanding Executive Functioning Issues in Children

Collaborative Problem Solving

Ten tips and a fidget or Collaborative Problem Solving: Why aren’t consequences working

Hasti Raveau, MA

Hasti Raveau is a child and family psychologist serving the greater Plymouth and Northville area of Michigan. Much of her work is focused on helping children improve their emotional well-being, supporting parents on their parenting journeys, and empowering families so they can repair, grow, and thrive.

[terriblemannersoftruth]

Today at work, I attended my first client Accountability Group. Each week, these women are given the great task of publicly and honestly admitting what they have done wrong for the past week. Then, together as a group, they get to help one another come up with 4 different ways of handling their wrongs. The group votes on which option they think is the most helpful. My coworker who facilitates the group said, "I'm not here to solve your problems for you. I only get one vote just like everyone else." The group was super powerful for me. I only get one vote. I only want one vote. Accountability matters. #accountability #collaborativeproblemsolving #recovery #keepcomingbackitworksifyouworkit

[afsarazizeabdullaebrahim]

Afsar Ebrahim, a financial consultant, specializes in bringing together experts from all sides to find solutions. His collaborative approach fosters effective problem-solving and financial strategies.

[hraveau-blog]

In this video, Dr. Stuart Ablon, Director of the Think:Kids program in the Department of Psychiatry at Massachusetts General Hospital, describes the general tenets of a model of care called Collaborative Problem Solving, which was originated by Dr. Ross Greene in his book The Explosive Child.  

Challenging behavior exhibited by children and adolescents is a common concern and frustration for parents, teachers, and other helpers. In this talk, Dr. Ablon will challenge the conventional wisdom about what causes challenging behavior and as a result what we should do to help. Drawing from research in the neurosciences, Dr. Ablon will suggest a revolutionary way of thinking about challenging behavior and a corresponding process by which kids of all kinds can be taught skills of flexibility, frustration tolerance and problem solving.