chips children's problem solving

jeppebundsgaard/RDigram Analysis of Items from Tests and Surveys

• ADLtired: Physical Activities of Daily Living
• all.patterns: Create all possible response patterns
• as_tbl_graph.digram.object: Create a tidygraph object from a digram.object
• CHIPS: CHIPS: Children's Problem Solving
• code.split: Code items to be split (as having DIF)
• code.testlet: Code items as a testlet/local dependant
• describe.items: Describe items
• DHP: Diabetes Health profile (DHP)
• digram.estimate: Estimate RDigram object using TAM
• digram.object: Create DIGRAM Object
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• draw.plausible.response: Draw plausible responses based on item parameters
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• get.column.no: Get column number(s) of a variable in the recoded data
• get.item.params: Get item parameters and standard errors as a data.frame from...
• get.labels: Get variable labels
• get.variable.names: Get variable names
• header.format: Not exported
• ipf: Iterative Proportional Fitting (ipf)
• item.correlations: Item correlations
• item.descriptions.from.params: Produce a template matrix of item descriptions from item...
• item.DIF: Detect Differential Item Functioning
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• TIMSSTaiAus: TIMSS data for Taiwan and Australia
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CHIPS : CHIPS: Children's Problem Solving In jeppebundsgaard/RDigram: Analysis of Items from Tests and Surveys

CHIPS: Children's Problem Solving

Description.

914 responses to CHIPS: Children's Problem Solving for 6-12 year old children.

A data frame with 914 rows and 58 variables of which 42 are used.

CHIPS (Children’s Problem Solving; Hansen, Kreiner, & Hansen, 1992) is an instrument for measuring cognitive function meant for children from 6 to 12 years of age. The theory of cognitive development behind CHIPS describes cognitive function in terms of the person’s ability to draw on qualitatively different types of strategies for solving abstract problems. According to the theory, the cognitive function of children develops over three stages, called global (G), analytical/ synthetic (A/S), and comprehensive (C). At the global stage, the child registers likenesses more than anything else. At the analytic/synthetic stage, the child is able to cope with both likenesses and differences and to synthesize them to wholes. At these two stages in the cognitive development, the child is not yet ready to deal with abstract mental images but has to see or handle the physical objects. At the comprehensive stage, the child is able to use abstract principles and rules when it is required for problem solving. CHIPS provides some possibility for evaluating the level of cognitive function in quantitative terms. The main purpose of CHIPS, however, is to classify pupils according to the three stages of cognitive development. CHIPS consists of three sets of items: \item 11 G items requiring global cognition, \item 14 A/S items requiring analytic/synthetic cognition, and \item 15 C items requiring comprehensive cognition.

CHIPS is an object of class digram.object.

Kreiner, S., Hansen, M. and Hansen, C. R. (2006). On Local Homogeneity and Stochastically Ordered Mixed Rasch Models. In: Applied Psychological Measurement 30; 271. DOI: 10.1177/0146621605287909 Hansen, M., Kreiner, S., & Hansen, C. R. (1992). CHIPS—Children’s Problem Solving: Manual. Copenhagen: Dansk psykologisk forlag.

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Children’s Problem Solving

Kortlægning af børns kognitive udviklingstrin.

af  Mogens Hansen , Svend Kreiner , Carsten Rosenberg Hansen

Vurdering af børns kognitive udviklingsniveau

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Klasse/individuel

Beskrivelse

CHIPS er udformet med henblik på at vurdere barnets kognitive udviklingstrin, dvs. hvorledes barnet tænker og løser problemer og opgaver på det givne tidspunkt. Der er ikke tale om en egentlig intelligensprøve, men derimod om et værktøj til planlægning af undervisning. En kortlægning af den enkelte elevs nuværende udviklingstrin er derfor relevant i forbindelse med undervisningsdifferentiering, men også i forbindelse med skolestart eller ved mistanke om udviklingsforstyrrelser.

Opgaverne i CHIPS bygger på den almene, kognitive udviklingsteori. Børn menes at bevæge sig fra situationsbestemt kognition i 2-4-årsalderen, skifte til global kognition i 5-6-årsalderen (dvs. omkring skolestart), over analytisk-syntetisk kognition i 7-9-årsalderen for at opnå helhedskognition ca. i 10-11-årsalderen. Hvordan opgaverne løses giver en god indikation af, hvor præcist i dette udviklingsforløb det enkelte barn befinder sig.

CHIPS-opgaverne findes i to forskellige udgaver:

• CHIPS til skolebørn kan anvendes både individuelt og som klasseprøve fra 5-års- til teenagealderen.
• CHIPS for småbørn er individuelle prøver med afpasset sværhedsgrad i forhold til ovenstående udviklingsteori.

Et orienteringssæt til skolebørn indeholder: 1 vejledning, 1 prøvehæfte, 1 elevskema og 1 individuel prøve.

Et orienteringssæt til småbørn indeholder: 1 vejledning, 1 registreringsskema, 1 prøvehæfte samt lotteribog og brikker.

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44 Powerful Problem Solving Activities for Kids

This post and its photos may contain affiliate links, view our  disclosure policy.

Inside: Tons of activities that will help boost kids’ problem-solving skills and make them super critical thinkers!

Table of Contents

Who doesn’t love a little challenge now and then? Especially if it’s for our kiddos! 

You see, problem-solving isn’t just for the puzzles and math sheets. It’s the magic stuff that shapes our little ones into big thinkers and doers. 

Yep, it’s pretty important!

With the right activities, we aren’t just sharpening kids’ brain muscles; we’re also enhancing their creativity, boosting their confidence and critical thinking skills, and (just maybe) buying ourselves five minutes to sip that coffee while it’s still hot. 

Stick around, and let’s dive into 44 simple activities to boost your child’s problem-solving skills while having a blast! 🚀💡

Gain access to our library of free printables!

Because we all want our kids to be happy and healthy — not just for right now, but for the rest of their lives.

Why is it Important to Learn Problem-Solving Strategies?

Importance of problem-solving abilities:

Navigating the maze of life requires many skills; it requires the ability to face challenges, find solutions, and adapt. 

This is where problem-solving enters the picture, and here’s why it’s so crucial for our kiddos:

Life is Full of Puzzles:  From tying shoes to understanding a new math concept, life constantly presents us with puzzles. Equipping our children with problem-solving skills ensures they can tackle each one confidently.

Boosts Independence:  As parents or educators, we won’t always be there to hand-hold. When kids can solve problems on their own, they gain a sense of independence, which is essential for their personal growth.

Develops Resilience:  Not every attempt to solve a problem will be successful. But with each try, children learn resilience, understanding that it’s okay to fail and important to try again.

Prepares for Real-World Challenges:  The real world isn’t a scripted playground. It’s unpredictable. By honing their problem-solving abilities, we’re preparing kids to face the unforeseen challenges of the world outside.

Enhances Cognitive Growth:  Otherwise known as cognitive development. Problem-solving isn’t just about finding solutions. It’s about thinking critically, analyzing situations, and making decisions. This cognitive workout helps in the overall brain development of our children.

Fosters Creativity:  There’s often more than one way to solve a problem. Encouraging kids to think outside the box helps them see things from different perspectives and nurtures their creative spirit, letting them see possibilities where others might see roadblocks.

Encourages Adaptability:  In the face of challenges, it’s important not just to find solutions but to be adaptable. As the world changes, kids with strong problem-solving skills can change with it, learning and growing along the way.

Builds Confidence :  Every problem solved is a victory, a testament to their capabilities. This builds a child’s self-esteem, making them believe in their ability to face and overcome obstacles.

So, while it may seem like just another skill on the list, problem-solving is a cornerstone for a well-rounded, resilient, and successful individual.

4 Simple Problem-Solving Steps We Should Know at a Young Age

Problem-solving steps can be thought of as the building blocks for tackling challenges. 

They’re like a set of instructions that  guide us  on our journey to finding different solutions. These steps provide a  roadmap  for kids, helping them break down big problems into smaller, more manageable pieces. 

By following these steps, children can learn  how  to think critically, make smart decisions, and even discover their own creative problem-solving superpowers. 

• First, we need to understand the problem, just like examining the pieces before we start building. 
• Next, we brainstorm – this is where we think of different solutions, like trying out various block combinations. Then comes the important part – evaluating the options. We must determine the best solution ,  just like choosing the right blocks for our structure. 
• After that, it’s time to put the plan into action, just like assembling the blocks to create something amazing. 
• Finally, we review and see if our solution works, making adjustments if needed. 

These problem-solving steps are like our trusty toolkit, helping us build our way to success with creativity and ingenuity.

Whether it’s figuring out a math puzzle, resolving a conflict with a friend, or coming up with a new game, these problem-solving steps will be a guide to helping kids take their next steps.

Featured resource

HeartSmart Social Emotional Curriculum

If you want a program that guides you on how to teach problem-solving along with other essential skills like self-regulation, respect, teamwork, conflict resolution, and more, check this out!

Best Problem-Solving Activities for Kids

In this guide, we have a cool mix of fun problem-solving activities. There are activities for inside, outside, playing in groups, and even on the computer! So take deep breaths, and let’s get to it!

44 Problem-Solving Activities for Kids

Problem-solving games for kids:, card games:.

These are more than just fun; they are brain boosters. In  Go Fish , the hunt for matching cards sharpens memory. While in the classic game  Uno , it’s all about plotting the right move to take the lead.

The Memory Game:

This game isn’t just about remembering; it’s about strategizing. Matching pairs means we’re not just recalling but also paying close attention. This boosts concentration, focus, and, of course, memory – essential skills for everyday challenges!

Try this animal matching memory game.

Classic  Board Games:

Whether it’s Chess , where every move counts, or  Monopoly ,  where every decision can make or break your game, these games teach foresight and strategy.

Maze Games :

Navigating a maze isn’t just about reaching the end; it’s about strategizing the route. These games enhance our ability to plan and foresee, invaluable skills in real-life situations.

Brain-Teasing Sudoku :

Sudoku   isn’t merely filling in numbers; it’s about using logic to deduce the correct sequence.

Tangram Puzzles: 

These aren’t your average puzzles. With Tangram, you shape a story, crafting images using geometric pieces.

Chess & Strategy-Based Games:

Think of these as mental workouts. Here, every step is a calculated decision, honing your ability to think multiple steps ahead.

For more fun:

• 20 Best Games for 4-Year-Olds
• 15 Board Games Every 9-Year-Old Will Love

Indoor Problem-Solving Activities for Kids

Complete simple tasks:.

Simple tasks are little jobs that you can do to practice problem-solving. 

• Matching Socks:  Sort through a pile of laundry to pair up matching socks.
• Grocery List Planning:  Help create a list for the week’s meals, considering everyone’s preferences.
• Toy Organization:  Sort toys into designated bins by type, size, or color.
• Packing Their School Bag:  Ensure they have all the necessary items for the next school day.
• Setting the Table:  Consider where each plate, fork, and glass should go.

Ask Open-Ended Questions:

Open-ended questions are special questions that don’t have just one answer. They make you think! For instance, instead of asking, “What color is the sky?” you might ask, “Why do you think the sky changes colors?”

Puzzle Games:

Try simple puzzles with fewer pieces for younger kids and more complex puzzles with more pieces for older kids! You figure out how to fit the pieces together, which helps your brain get stronger!

Puzzle games are also great for hand-eye coordination!

Pattern Recognition:

This is all about finding the special patterns in things. Imagine a puzzle with colors or shapes. You have to figure out the pattern to solve it.

Dress-Up and Role-Play:

When you dress up and pretend to be someone else, it’s like stepping into their shoes. You have to think about how they would act and problem-solve what they would say if you were them.

Shape Sorters:

Shape sorters  are super fun for young kids. You have to match each shape to the right hole. It’s like a puzzle for shapes! This helps you learn about different shapes and how they fit together.

Building Challenges:

Use Wooden blocks or legos and give kids a theme or structure to replicate. Great for all age groups!

Cooking or Baking:

Cooking and baking are like yummy science experiments! You follow recipes, mix ingredients, and even get to taste your creations. You must figure out how to follow and “solve” the recipe so that your creation tastes delicious!

“What If?” Scenarios:

Present hypothetical situations (e.g., “What if you were invisible for a day?”) and discuss possible solutions or actions.

Homemade Science Experiments:

Homemade science experiments are like being a scientist in your own lab! You get to try out cool experiments and discover how things work. 

Quick Experiment example:

Make Dancing Raisins:

• Clear soda (like Sprite or 7-Up)
• A clear glass
• Fill the glass with the soda.
• Drop a few raisins into the glass.

Result:  The raisins will initially sink, then start “dancing” up and down due to the carbon dioxide bubbles attaching and detaching from them.

Coding Activities: 

Coding is like giving a computer a set of clues to follow. Think of it as telling a story where the computer plays the main character, and your instructions guide its every move. It’s our way of communicating with machines to make them do amazing tasks!

Crossword Puzzles:

Crossword puzzles are fun little word challenges. You must fill in the blanks with the right words and use your smarts to solve tricky clues!

Complex Problems like Brain Teasers:

Brain teasers are like mental gymnastics, making you stretch and flex your thinking muscles. What’s fun about them? There’s often more than one way to reach an answer, so your imagination and logic both get a workout!

Goal Setting Activities:

Goal setting  is like making a special plan for what you want to achieve. 

Think of goal setting as charting out your very own treasure map, with no wrong answers! 

By laying out what you aim to achieve, you’re setting the course toward your treasure: success!

Goals, be they immediate or down the road, act like our personal compasses. They keep you on track and motivated. And every time you hit a goal? That’s you cracking a code and unlocking a new achievement in your adventure!

Setting SMART Goals

This engaging kit focuses on teaching essential skills for setting and  achieving smart goals,  just like breaking down that LEGO set into manageable sections. We help kids understand the importance of clear objectives, staying motivated, overcoming obstacles, embracing adaptability and more.

Math Challenges:

Think of math challenges as your brain’s personal gym session. These aren’t just any puzzles; they’re crafted to push those thinking caps to the limit. 

Debates (Best for older children):

Debates are friendly arguments where you defend your ideas with strong reasons. They’re excellent for problem-solving and for our social skills because they teach us how to think critically and consider different viewpoints. By defending our thoughts in a debate, we learn how to express ourselves clearly, listen to others, and find strong arguments to support our ideas!

Use Worksheets (Teach the Size of the Problem Concepts)

Teach concepts like the size of the problem to help kids determine if their reactions to problems are appropriate and what suitable solutions might be. Use fun visuals and problem-solving worksheets.

You can get this worksheet and more in our HeartSmart curriculum.

STEM Challenges: 

STEM challenges are games that use science, technology, engineering, and math to solve problems. They’re awesome for problem-solving because they let us be like inventors and builders. Kids can engage in creative play and design and create things, like bridges or machines, using our smarts and creativity. 

Outdoor Problem-Solving Activities for Kids

Nature scavenger hunt or treasure hunt: .

Create a list of natural items for kids to find. For added difficulty, give riddles as clues.

We have some awesome free Scavenger Hunt Bundles you can snag!

Free Scavenger Hunt Bundle

Download this set now, which includes four unique scavenger hunt games

Outdoor Obstacle Course: 

Use items like ropes, cones, and hula hoops to design a course that requires navigation.

Garden Planning & Planting :

Design a garden patch, deciding what to plant based on sunlight and spacing needs.

Map & Compass Orienteering:

Teach kids to use a map and compass, then set waypoints for them to find.

Water Relay Challenges:

Carry water from one bucket to another using a sponge or cup, navigating hurdles.

Campsite Setup Simulation Challenge:

Set up a mock campsite considering factors like wind direction, incline, and resource proximity.

Nature Art & Patterns:

Using twigs, leaves, stones, and more, create mosaic patterns or depictions.

Group Problem-Solving Activities for Kids

Tower of spaghetti:.

Using only spaghetti and marshmallows, groups compete to build the tallest stable tower.

Egg Drop Challenge:

Groups are provided with a set of materials (e.g., straws, tape, cotton) to create a protective casing for an egg, which is then dropped from a height.

Silent Line-Up:

Without speaking, kids must line up according to their birthdays or another criterion.

Group Story Time:

One child starts a story with a sentence or two, and each subsequent child adds on, weaving in unexpected twists and turns.

The Human Knot:

Kids stand in a circle, reach across, and grasp two different hands. The challenge is to untangle the knot without releasing hands.

Escape Room:

Everyone is ‘locked’ in a themed room and has to solve a series of clues and puzzles to ‘escape’ within a set time. It’s fantastic for problem-solving because it challenges critical thinking, teamwork, and creativity. Everyone must work together, think outside the box, and use their wits to solve the puzzles and complete the mission before time runs out!

Role-Playing Social Situations:

Role-playing helps you practice how to react and solve problems in different situations. Present the group with a fictional but realistic scenario (e.g., stranded on an island) and brainstorm and act out solutions.

By pretending to be in different roles, you can figure out the best ways to communicate, understand others, and find solutions to problems in a safe and fun way!

Blindfolded Obstacle Course:

In pairs, one blindfolded child is guided through an obstacle course by their partner using only verbal instructions.

Online and App-Based Problem Solving Activities

When tech meets intellect, the digital realm becomes a treasure trove of problem-solving wonder!

Educational Apps:

Best Apps by Age:

• Younger Kids : Dive into the mathematical world with “Moose Math” or kick-start programming concepts playfully with “Bee-Bot.”
• Older Kids: Amp up programming skills with “Cargo-Bot” or embark on a critical thinking journey with “Rush: A Disney Pixar Adventure.”

Online Escape Rooms:

Just like physical escape rooms, but from the comfort of your home! They’re digital adventures, demanding clues to be solved to advance to the next level.

Check out these 10 Family Friendly Online Escape rooms here! I’m especially looking forward to Hogwarts Harry Potter Escape Room .

Virtual Logic Puzzles:

Websites that present logic problems and puzzles, leveling up in complexity as kids solve them.

Top Picks:  “Conceptis Puzzles,” “Math Playground Logic Games.”

Benefits: Perfect for sharpening deductive reasoning and pattern recognition.

Interactive E-Books:

These are not your everyday e-books. They demand interaction, choices, and decision-making to progress the story.

Suggestions:  “This Book is Perfect” or I love this big list of the best interactive books for kids.

Benefits: Enhance comprehension, decision-making, and experience of how choices shape outcomes.

Online Strategy Games:

These games demand planning, strategic thinking, and foresight.

Check out: “Fish Sticks Strategy Game”

Benefits: Apart from being immensely fun, they teach patience, strategy formulation, and long-term planning.

10 Examples of Problem-Solving Skills Young Children Should Have

Each of these skills not only helps kids tackle problems effectively but also equips them with abilities they’ll use throughout their lives.

• Critical Thinking:  Encourage young thinkers to examine situations, ask questions, and view things from different angles before reaching a conclusion.
• Decision-Making Skills:  Help children practice making choices by offering them options and discussing the potential outcomes of each decision.
• Creative Thinking:  Cultivate creativity by providing opportunities for imaginative play, artistic expression, and activities that encourage thinking outside the box.
• Communication Skills:  Show children how to express their thoughts,  feelings , and ideas clearly and effectively – a vital skill for problem-solving in social situations.
• Teamwork and Collaboration:  Foster the spirit of cooperation by encouraging children to work together on group activities or projects, which helps develop problem-solving skills as a team.
• Resourcefulness:  Challenge children to find alternative solutions using the available resources rather than relying solely on adult guidance.
• Flexibility and Adaptability:  Teach children how to adapt to changes and unexpected situations, which is crucial for effective problem-solving in real-world scenarios.
• Persistence:  Staying determined, even when faced with challenges, and continuing to try until a solution is found.
• Self-reflection:  Recognizing one’s own mistakes or misunderstandings in a situation and learning from them for future problem-solving.
• Active Listening:  Paying close attention to details when others speak, helping them understand problems more fully and respond effectively. 

Must read post:

How to Help Kids with Inflexible Thinking THRIVE

Tips for Parents and Educators: Nurturing Problem-Solving in Kids

When it comes to fostering problem-solving skills in children, both parents and educators play pivotal roles. It’s less about giving the right answers and more about asking the right questions. 

Encourage Curiosity.  Let kids explore questions like, “What do you think would happen if…?” or “How would you do it differently next time?”.

Embracing mistakes as learning opportunities can be a game-changer.

Set Up Scenarios.  Create environments or situations where kids can think and act independently. Whether it’s setting up a puzzle station at home or a role-play corner in the classroom, these controlled scenarios can stimulate their problem-solving faculties. Remember, it’s okay for them to struggle a bit. It’s through overcoming challenges that real learning occurs.

Lastly,  Be a Guide, Not a Director.  Instead of directing them step-by-step, guide them by providing hints or asking probing questions. This helps them develop the ability to analyze situations and think critically. As they grow, they’ll be more equipped to approach challenges with confidence and creativity. 

So, whether you’re a parent or an educator, remember that each day presents countless opportunities to bolster these invaluable skills. Embrace them!

Final Thoughts: Problem Solving Activities for Kids

Being a pro at problem-solving helps us face all types of curveballs life throws at us.

From untangling math puzzles to making big decisions, this skill is our trusty sidekick. And when life changes? No sweat! We can adapt and shine.

In short, mastering problem-solving helps us face challenges, make wise choices, and truly succeed in whatever we tackle!

I hope you enjoyed these problem-solving activities for kids. Tell me, what one is your favorite?

Because we all want our kids to be happy and healthy — not just for right now, but for the rest of their lives.

Tina Williamson is the published author of the growth mindset activity journal for kids - “ Amazing Me ” and the writer and founder here at Mindfulmazing. Passionate about raising mindful, resilient, and compassionate kids we are committed to sharing calming strategies, positive parenting tips, and growth mindset resources. Our resources are now used in over 10,000 homes, schools and counseling offices! Visit the shop here.  

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Children's Interview for Psychiatric Syndromes (ChIPS)

• February 2000
• Journal of the American Academy of Child & Adolescent Psychiatry 39(1):76-84
• CC BY-NC-ND 4.0
• This person is not on ResearchGate, or hasn't claimed this research yet.

• Nationwide Children's Hospital

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No full-text available

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• Steven W. Evans

• Helena A. Kraemer

• Emilie J. Butler

• J CHILD PSYCHOL PSYC

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• ADM POLICY MENT HLTH

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• J ABNORM CHILD PSYCH

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Problem Solving for Kids: How-To Guide, Activities & Strategies

Children need to be able to solve their own problems. In daily life, kids face a lot of set of social circumstances and challenges. Whether they’re trying to figure out how to make friends, deal with bullies, or solve academic problems, they need strong problem-solving skills to be successful.

Problem-solving is a critical life skill that all kids need to learn. By teaching them how to identify and solve problems on their own, you’ll be setting them up for success in school and in life.

What are Social Problem-Solving Skills?

Social problem-solving skills are a skill set that involves behavioral and cognitive processes which allow an individual to find adaptive and positive ways of handling problematic situations that can arise in the social environment in our daily life. These skills comprise an understanding of emotions, empathy, self-awareness, prosocial behavior, anger management, perspective-taking, establishing positive relationships, and so on.

Why It’s Important for Children to Learn the Skills to Problem-Solve

Social problem-solving skills are important for kids to learn because they allow them to cope with the various challenges they face in their social environments, such as peer pressure, bullying, and exclusion from social groups. In addition, these skills can help them resolve conflicts effectively and build positive relationships with others.

How to teach Problem-Solving skills

There are many ways to develop social problem-solving skills in kids . One way is to provide them with opportunities to practice these skills through different activities and games.

There are a few key things that parents and educators can do to help kids develop strong problem-solving skills:

Teach Children to Identify the Problem

One of the most important steps in solving any problem is being able to accurately identify what the problem is. This can be tricky for kids, especially if they’re feeling emotional about the situation. Help them by teaching them how to take a step back and look at the problem objectively.

Help Kids Brainstorm Solutions

Once kids can identify the problem, it’s time to start brainstorming possible solutions. This is where creativity and out-of-the-box thinking come in handy. Encourage kids to think of as many possible solutions as they can, no matter how far-fetched they might seem.

Help Kids Weigh the Pros and Cons

After Children can come up with a few potential solutions, it’s time to help them figure out which one is the best option. This is where critical thinking comes in. Teach kids how to weigh the pros and cons of each solution and make a decision based on logic, not emotions.

Help Kids Implement the Solution

The final step is helping kids actually implement the solution they’ve chosen. This might involve role-playing different scenarios, practicing what they would say or do, or writing out a plan. Whatever the case, be sure to provide support and guidance every step of the way.

Praise Kids

It’s essential to praise your child when they demonstrate social problem-solving skills. This will help him feel confident in his abilities and encourage him to continue using these skills.

Also, proper guidance and opportunities to practice problem-solving skills should be provided for kids to be efficient enough to solve problems on their own. In addition to providing opportunities for practice, it is also important to model problem-solving skills for your child. 

By following these tips, you can help your child develop strong social problem-solving skills that will serve him well throughout his life.

Problem-solving in Child Development

Most children go through similar phases of problem-solving as they develop. However, the timing may vary depending on the child’s individual temperament and circumstances.

Here are some common milestones:

• Ages 2-3: During the age of 2-3 years, kids begin to understand that problems can be solved. They also start to develop a sense of self-control and can begin to use words to express their emotions.
• Ages 3-4: By 3-4 years old, kids are usually better at problem-solving and can use more logical thinking. They’re also beginning to understand other people’s feelings and perspectives.
• Ages 4-5: Around 4-5 years old, kids can usually think of multiple solutions to a problem. They’re also starting to understand the concept of cause and effect.
• Ages 5-6: By 5-6 years old, most kids can apply problem-solving skills in their everyday lives. They’re also able to understand complex emotions and empathize with others.
• Ages 6-7: Around 6-7 years old, kids are usually able to understand even more complex emotions. They’re also starting to see the world from other people’s perspectives and can use this knowledge to solve problems.
• Ages 7-8: By 7-8 years old, kids are often able to solve problems quickly and efficiently. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 8-9: Around 8-9 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.
• Ages 9-10: By 9-10 years old, kids are often able to solve complex problems. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 10-11: Around 10-11 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.
• Ages 11-12: By 11-12 years old, kids are often able to solve complex problems. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 12-13: Around 12-13 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.

As children get older, they should be able to solve more complex problems. If you’re concerned about your child’s problem-solving abilities, talk to their doctor or a child development specialist.

 Social Problem-Solving Strategies

There are several strategies that can help children of primary age to solve problems. Some of them are as follows:

• Encouraging children to take turns and share. This strategy helps children to be more patient and to understand that other people have feelings too. It also allows them to share their own feelings and thoughts more openly.
• Helping children to understand and express their emotions. This strategy helps children to identify and understand their own emotions , as well as the emotions of others. It also allows them to express their emotions in a more positive way.
• Teaching children how to compromise. This strategy helps children to understand that sometimes it is necessary to give up something in order to get something else. It also teaches them how to negotiate and how to reach an agreement with others.
• Encouraging children to think about other people’s perspectives. This strategy helps children to understand that other people have different points of view. It also allows them to see the world from another person’s perspective and to empathize with others.
• Helping children to understand and follow rules. This strategy helps children to understand that there are certain rules that must be followed in order to maintain order and peace. It also teaches them how to respect the rules of others.
• Teaching children how to improve their skills to problem-solve. This strategy helps children to understand that there are many ways to solve a problem. It also teaches them how to think creatively and to come up with their own solutions.

These are just a few of the social problem-solving strategies that can help children of primary age to solve problems. For more information, please talk to your child’s doctor or a child development specialist.

Social Problem-Solving Skills Activities

Games and activities for socialization are an excellent way for children for learning how to behave in social surroundings such as school or in the community.

It is essential for children to learn how to take turns, share, cooperate and resolve conflicts.

Here are some activities to improve social problem-solving skills for children of different age groups:

Social Problem-solving Activities for Preschoolers

Preschoolers are very young and need a lot of help to learn social problem-solving skills. The following activities are fun and will help them develop problem-solving skills.

• Circle Time: This is a great activity for kids to learn how to take turns and share. Give each child a turn to be in the center of the circle and share something about themselves such as their favorite color, food , animal, etc.
• Simon Says: This classic game is a great way for kids to listen and follow instructions. It also helps with problem-solving skills as they have to figure out what Simon is saying.
• Role-Playing: This is a great activity for kids to learn how to resolve conflicts. Have kids act out different scenarios such as sharing toys or taking turns. After each scene, discuss what happened and how the conflict could have been resolved.

Social Problem-solving Activities for Kindergarteners

Kindergarteners are still very young. So, they may need assistance when it comes to social problem-solving skills.

The following activities will give them a chance to practice these skills in a safe and fun environment.

• Cooperative Building: Have the kids work together in small groups to build towers or houses out of blocks or Legos. This activity will help them learn to share, take turns, and cooperate with others.
• Role-Playing: Act out different social situations with puppets or toys. For example, one child can be the customer in a store and the other children can take turns being the salesperson. This activity will help kids learn how to handle different social situations.
• Feelings Matching: Cut out pictures of people with different facial expressions from magazines or newspapers. Ask the kids to match the pictures with the corresponding feeling words (e.g., happy, sad, mad, etc.). This activity will help kids learn to identify and understand different emotions.

Social Problem-solving Activities for School-Aged Kids

As kids get older, they become more independent and are able to handle more complex social situations.

The following activities will help them practice their social problem-solving skills.

• Brainstorming: This activity can be done individually or in a group. Give your child a scenario and have them come up with as many solutions as possible. For example, “Your best friend just cancelled your play date. What are three things you could do?”
• Exercising empathy: It’s important for kids to be able to empathize with others and see things from their perspective. When they’re struggling to solve a problem, help them think about how the other person is feeling. For example, “Your friend might be feeling upset too. Maybe you can talk to her about why she cancelled the play date.
• Problem Solving Games: Games are a fun way to teach children the skills of solving problems. Try playing some classic board games like Chutes and Ladders or Candyland, which require players to make decisions and strategize. There are also many great online games, like Mission to Mars and Robot City, that help kids practice problem-solving.
• Discussing Problem-Solving Skills: As a family, discuss different problem-solving strategies. For example, “If you’re ever feeling overwhelmed or don’t know what to do, take a deep breath and think about what would be the best thing to do in that situation.”
• Model Good Problem-Solving Skills: As a parent, you are your child’s biggest role model. So, it’s important to model good problem-solving skills yourself. Whenever you’re faced with a problem, talk aloud about how you’re going to solve it. For example, “I’m having trouble finding my keys. I think I’ll check the couch first and then look in the car.”
• Encourage positive thinking: Help your child look on the bright side by encouraging them to think of the positive outcomes of a situation. For example, “Even though your play date was cancelled, you now have some free time to do something else you enjoy.
• Practice: It’s important to give kids opportunities to use their problem-solving skills in everyday life. When they’re faced with a social challenge, take a step back and let them try to figure it out on their own. Of course, be there to support them if they need help.

Social Problem-solving Activities for High-School Students 

High-school students often face a variety of social problems. They may have difficulty making friends, fitting in with classmates, or dealing with bullies.

Some students may also struggle with more serious issues, such as gangs, drugs, or violence.

There are a number of activities that can be used to help high-school students with improving their social problem-solving skills. These are as follows:

• Peer Mediation: This activity involves two or more students who are in conflict with each other. The mediator(s) helps the students to communicate with each other and find a resolution to the problem.
• Role-Playing: This is a great activity for helping high-school students to understand different perspectives. Students can take on the role of the person they are in conflict with, and then discuss how they would feel in that situation.
• Problem-Solving Groups: These groups usually consist of 4-6 students who meet to discuss a particular problem. The group leader(s) helps the students to brainstorm solutions and come up with a plan of action.
• Attending Debates: Debates can be a great way for high-school students to learn about different perspectives on social issues. Students can also practice their own argumentative and problem-solving skills by participating in debates.
• Service Learning: This is a type of community service that helps high-school students to understand and address social problems. Students typically work with organizations that focus on issues such as poverty, homelessness, or hunger.

Cultivating Resilience in Children

Developing resilience in children is a key aspect of nurturing their emotional health and equipping them to face life’s challenges head-on. It involves helping them understand that difficulties and setbacks are a normal part of life, and they can grow stronger from overcoming them.

By fostering a secure and loving environment, and by being role models of resilience ourselves, we can instill in children the ability to adapt to change and cope with stress.

One effective method to cultivate resilience in children is by encouraging them to express their feelings and thoughts openly.

Providing a safe space where they feel heard and understood helps them to understand their emotions better, which is a crucial step in resilience building. It’s important to validate their feelings, not minimize them, as it teaches them that it’s normal to experience different emotions, and it’s okay to discuss them.

Another significant way to build resilience is by teaching problem-solving skills. Guiding children through the process of identifying a problem, brainstorming possible solutions, choosing the best one, and reflecting on the outcome can equip them with valuable life skills.

As they practice, they will become more adept at facing challenges, whether big or small, and this boosts their confidence and self-efficacy. The beauty of resilience is that it isn’t an inherent trait; it’s a skill that can be learned and cultivated, one challenge at a time.

Teaching social problem-solving skills can help high-school students learn how to handle these types of situations. These skills can also help them in other areas of their lives, such as dealing with family conflict or managing their emotions.

Through these activities, high-school students can learn important problem-solving skills that will help them in their everyday lives.

There are many different activities that you can do to help your child develop problem-solving skills. Choose activities that are appropriate for your child’s age and interests.

And, most importantly, have fun!

Tips, D. (2022). Developing Problem-Solving Skills for Kids | Strategies & Tips | Kodable Blog. Retrieved 6 June 2022, from https://www.kodable.com/learn/problem-solving-skills-for-kids/

How to Teach Problem-Solving Skills to Children and Preteens. (2022). Retrieved 6 June 2022, from https://biglifejournal.com/blogs/blog/how-teach-problem-solving-strategies-kids-guide#:~:text=Allow%20your%20child%20to%20choose,the%20process%20of%20problem%2Dsolving .

Teaching Kids How to Solve Their Own Problems and Make Good Decisions. (2022). Retrieved 6 June 2022, from https://www.verywellfamily.com/teach-kids-problem-solving-skills-1095015

(2022). Retrieved 6 June 2022, from https://www.werockthespectrumkidsgym.com/social-skills-activities-that-teach-kids-problem-solving/

srivastava, m., & srivastava, m. (2022). 12 Problem-Solving Activities For Toddlers And Preschoolers. Retrieved 6 June 2022, from https://www.momjunction.com/articles/problem-solving-activities-for-toddlers_00795607/

20 Evidence-Based Social Skills Activities and Games for Kids. (2022). Retrieved 6 June 2022, from https://www.positiveaction.net/blog/social-skills-activities-and-games-for-kids

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5-step problem solving for young children.

• Solves Problems Peacefully

Even young children can be taught to solve their problems peacefully with these 5 steps: 

Step One: How do you feel? Calm down. – Often when we encounter a problem, we feel frustrated or angry. Before we can solve our problem, we need to know how we are feeling and calm down. There are different ways to calm down; we could take a break, take three deep breaths, use " milkshake breathing [ 1 ] ".

Step Two: What is the Problem? – We need to know what the problem is before we can solve it. Why do you feel angry or upset? Remember this problem belongs to you, not other people.

Step Three: Come up with Solutions – It is helpful to think of as many different solutions to the problem as possible. Not every solution will work. A solution might work one time but not another time. The more problems you solve, the easier it is to think of solutions.

Step Four: What would happen? – Think about what would happen if you chose each of the solutions you came up with. Is the solution safe? A safe solution means no one will be hurt or upset. Is the solution fair? How will everyone feel?

Step Five: Try the Solution – Choose a solution. Try your solution. Did it solve the problem? If the solution does not solve the problem, you can try one of the other solutions you came up with.

Lesson Plan: Solving Problems Peacefully

Background & learning outcomes:.

This activity  [ 2 ] is written for children ages 4-6 for a child care setting, preschool, kindergarten or in the home. It can be adapted, however for other ages. By teaching children basic problem solving steps and providing opportunities for them to practice this skill, children can become competent problem solvers.

• Large paper and marker for writing solution ideas

Teaching and Learning Activities:

Introduce the topic of "problems." Ask children to share problems they have had recently. You can add your own examples of problems you have had or problems you have observed in the classroom.

Explain to the children that they can become expert problem solvers by using five problem solving steps.

Introduce and briefly explain each of the problem-solving steps.

Pick an example of a problem the children shared. Work through the problem with the children using the five problem solving steps.

Step 1: How do you feel? Calm down.  Ask the children to identify how they felt or how they might feel if this problem happened to them. Ask them for suggestions to calm down. Practice ways to calm down, like taking three deep breaths.

Step 2: What is the Problem?  Ask children to describe what the problem is. Help children to reframe the problem so it is defined as their problem, not someone else’s problem. For example: “I want to use the red crayon,” instead of, “they won’t share the red crayon.”

Step 3: Come up with Solutions.  Encourage children think of as many solutions as possible. In the beginning, you may need to help them with solutions. Write down the possible solutions. The focus at this step is just to generate as many solutions as possible, not to evaluate solutions.

Step 4: What would happen?  Ask children to think what would happen next if they chose a solution. Is the solution safe? A safe solution means no one will get hurt. Is the solution fair? How will everyone feel? Have the children go through the solutions they generated and think about what would happen next. Role playing the solutions can help children understand the possible consequences.

Step 5: Try the Solution.  Have the children pick a solution to the problem. Will the problem be resolved? The chosen solution can also be role played.

Adaptations:

• Accompanying each step with a visual cue is helpful, particularly for children with limited verbal skills.
• Depending on the age and attention span of the children, practicing the problem-solving steps using an example problem can be split into different lessons. Start by introducing the five steps in the first lesson, then in each subsequent lesson, practice one step.
• Role play different solutions to problems with children to help them understand the consequences of solutions.

Follow-Up Activities:

Once children have been taught these five steps to problem solving, they need opportunities to practice using them. These follow-up activities reinforce the problem-solving steps and provide practice opportunities:

Post visuals of the problem-solving steps in the room where they are visible for children to refer to on an ongoing basis.

Return to the problem solving steps regularly. Have the children provide other examples of problems they have encountered or create hypothetical problems that are relevant to their lives. Work through these problems as a class, using the problem solving steps.

When problems arise in the classroom, remind children to use their problem solving steps and guide them through the process. As they become more competent problem solvers, they will require less assistance to work through the steps.

Role model effective problem solving for your child.

Select children’s books where the characters encounter a problem. Ask the children how the character in the story could solve their problem. Encourage a variety of solutions. Have the children act out the problem and possible solutions. Book examples include:

A Good Day  (2007) by Kevin Henkes.  Bird, Fox, Dog, and Squirrel are not starting their day off very well. However, with a little patience, they find that they are able to overcome minor setbacks in order to have a very good day after all. Ages 0-6.

Bobby vs. Girls (accidentally)  (2009) by Lisa Yee.  Bobby and Holly have been best friends for years, until a disagreement threatens to break them up for good. However, when their argument accidentally sparks a full-out war between the boys and girls in their fourth-grade class, they must come up with a way to return things to normal. Ages 6-12.  

• Conflict Resolution
• Self-Regulation
• Early Years
• Middle Years

Learn more about "milkshake breathing" and ways to teach children this and other important calming skills.

Adapted from: Joseph, G.E. & Strain, P.S. (2010). Teaching Young Children Interpersonal Problem-Solving Skills. Young Exceptional Children, 13, 28-40.

• Research and Evidence »

Research and Evidence

At Think:Kids, we are dedicated to studying everything we do to guide refinements to the Collaborative Problem Solving ® (CPS) approach and training methods. Our program partners with the Laboratory for Youth Behavior in the Department of Psychiatry at Massachusetts General Hospital on all research and evaluation activities. We put these resources to work daily to help us study and refine Collaborative Problem Solving.

Our Research Philosophy

We believe that there are many ways we can better understand and improve Collaborative Problem Solving ® (CPS), including the use of rapid-cycle quality improvement studies, outcome evaluations, observational studies, randomized clinical trials, and implementation science. Each tells us something different, and together, they provide a complete picture that informs our work.

Published Papers

35 papers and studies have been published sharing evidence of the effectiveness of the Collaborative Problem Solving approach. View the Full List

The Results

Frequently Asked Research Questions

Yes, view the full list of research conducted on Collaborative Problem Solving ® (CPS) .

You can also request a personal copy of several of our studies by completing the form below.

Research Paper Request

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Yes, Collaborative Problem Solving is an evidence-based practice listed on the  Blue Menu of Evidence-Based Psychosocial Interventions for Youth  from the PracticeWise Evidence-Based Services Database and the  California Evidence-Based Clearinghouse for Child Welfare.

Yes, the first RCT on Collaborative Problem Solving compared Collaborative Problem Solving to a common parenting approach called Parent Management Training (PMT). Children from families who learned CPS had significant improvements in many areas of functioning at the end of treatment and four months later. These improvements were equal to, or better than, the improvements for children whose families received PMT. Learn more in the study “ Effectiveness of Collaborative Problem Solving in Affectively Dysregulated Children with Oppositional-Defiant Disorder: Initial Findings .”

Research tells us that the benefits of CPS depend on who is receiving CPS and in what context.

• In school settings, benefits have included improved  child behavior ,  reductions in teacher stress , and decreases in  restrictive disciplinary practices .
• In clinical settings benefits have included reductions in  restraint/seclusion  and  self-inflicted injuries , as well as improvements in  children’s emotional distress .
• In homes, family benefits have included improved  parent-child relationships ,  reductions in parent stress , and improvements in  children’s executive functioning skills .

You can find more information on these and other published findings in our complete list of published research on Collaborative Problem Solving.

• An association between Collaborative Problem Solving and lower rates of restrictive discipline and teachers’ stress was found in the study “ Reducing Teacher Stress by Implementing Collaborative Problem Solving in a School Setting .”
• Associations between Collaborative Problem Solving and improved student behavior, as well as improvements in thinking skills, were found in the study “ Collaborative Problem Solving in Schools: Results of a Year-Long Consultation Project .”
• Teachers’ beliefs regarding students’ thinking skills may affect how they respond to classroom misbehavior, which was found in the study “ Teacher Beliefs and Responses Toward Student Misbehavior: Influence of Cognitive Skill Deficits .”

I forgot we said anything about this Hart & DiPerna paper.  This is the paper that our NEWEST paper follows up on… so you can strike what I said about our new teachers’ belief paper not fitting here.  You can put it below this one if you want!

Many studies on Collaborative Problem Solving have been conducted in outpatient settings, including studies on the impact of CPS in outpatient therapy for  Oppositional Defiant Disorder,   ADHD , and a  range of other related conditions .

• A study compared Collaborative Problem Solving to a common parenting approach when treating children with Oppositional Defiant Disorder (ODD). Children from families who learned CPS had significant improvements in many areas of functioning at the end of treatment and four months later. These improvements were equal to, or better than, the improvements for children from families who received the other parenting approach. Learn more in the study “ Effectiveness of Collaborative Problem Solving in Affectively Dysregulated Children with Oppositional-Defiant Disorder: Initial Findings .”
• A study found that after families completed training in Collaborative Problem Solving, it significantly reduced their child’s ODD, ADHD , and mood symptoms. Learn more in the study “ Attention‐deficit/hyperactivity disorder with oppositional defiant disorder in Swedish children–an open study of Collaborative Problem Solving .”
• A study found that using Collaborative Problem Solving in community-based, outpatient family treatment is effective for helping children who exhibit a range of clinical symptoms . Parents reported a significant change in their understanding of challenging behavior and prediction of children’s behavioral symptoms three months into treatment. Their parents’ increased understanding predicted children’s improvement that cognitive skill deficits are responsible for challenging behavior. Learn more in the study “ An open trial of Collaborative Problem Solving in a naturalistic outpatient setting .”

Many studies on Collaborative Problem Solving have been conducted in residential and inpatient settings, including studies on restraints and seclusions in inpatient psychiatry  and  residential and day treatment programs ; how CPS was used to  eliminate point-and-level systems in residential treatment and other concerns related to implementation in residential programs .

• A study found that Collaborative Problem Solving is a promising approach to reducing seclusion and restraint in a child psychiatric inpatient setting. After the implementation of Collaborative Problem Solving, there was a dramatic reduction in the number and duration of restraints and seclusions. Learn more in the study “ Reduction of Restraint and Seclusion Through Collaborative Problem Solving: A Five-Year Prospective Inpatient Study .”
• A case study of one agency showed that after adopting the Collaborative Problem Solving approach, the agency reduced seclusion and restraint in its youth residential and day treatment programs. Learn more about the details of their implementation strategy in the study “ Minimizing Seclusion and Restraint in Youth Residential and Day Treatment Through Site-Wide Implementation of Collaborative Problem Solving .”
• A case study describes how The Village Network de-implemented its universal point-and-level system across three residential campuses, replacing it with the Neurosequential Model of Therapeutics (NMT) and Collaborative Problem Solving. An analysis of administrative data before and after removing the point-and-level system suggests no evidence of increased safety risk for youth or staff. Learn more in the study “ De-Implementing a Point and Level System in Youth Residential Care without Increased Safety Risk: A Case Study .”
• Some argue that the assumptions upon which point and level systems are based do not hold up to empirical scrutiny or theoretical validity and that point and level systems are actually counterproductive with some children and, at times, can precipitate dangerous clinical situations, such as seclusion and restraint. This may be common sense now, but fifteen years ago, it was a new idea. Read an early paper on this topic in “ Beyond Point and Level Systems: Moving Toward Child-Centered Programming .”

There have been several studies focused on the use of Collaborative Problem Solving by families who are receiving services in their homes.

• This study shows that parents who learned the Collaborative Problem Solving approach reported significant improvements in their child's learning targets and conflict, and changes were sustained six months later. Children’s behavior improved significantly in the treatment group by the six-month follow-up. These findings support CPS parent groups as an economical and effective approach for parents of children with behavioral difficulties. Learn more in the study “ Effects of a Collaborative Problem Solving Parent Group on Parent and Child Outcomes .”
• This study evaluated the effectiveness of the Collaborative Problem Solving (CPS) approach in home ‐based family therapy . There were significant reductions in children's behavioral difficulties and parenting stress, and significant improvements in children's executive functioning and parents’ empathy. These improvements were greatest for parents who had the greatest fidelity to CPS. These results provide evidence that home‐based family treatment with CPS may achieve positive child and family outcomes by building children's executive function skills and improving parents’ empathy. Learn more in the study “ Collaborative Problem Solving Reduces Children's Emotional and Behavioral Difficulties and Parenting Stress: Two Key Mechanisms .”

Yes, Collaborative Problem Solving can reduce restraints and seclusion. There have been several studies on the reduction of restraint and seclusion in organizations using CPS in inpatient units in the  United States  and New Zealand , as well as in residential and day treatment programs .

• After adopting CPS, a US inpatient program saw a reduction in the frequency and duration of restraints and seclusion. Most notable was this facility’s 37-fold reduction in the rate of restraint. Learn more about this study, “ Reduction of Restraint and Seclusion Through Collaborative Problem Solving: A Five-Year Prospective Inpatient Study .”
• After implementing CPS, an inpatient program in New Zealand reported a significant decrease in the number of partial and full restraints and the frequency of seclusion, while the length of treatment and clinician-rated outcomes remained consistent and patient- and parent-rated outcomes improved. More information can be found in the study, “ Reducing Seclusion and Restraint in a Child and Adolescent Inpatient Area: Implementation of a Collaborative Problem-Solving Approach .”
• A multiservice agency reduced seclusion and restraint rates in youth residential and day treatment programs after adopting CPS. They calculated the administrative cost savings that came from needing fewer staff available for restraints and also discussed their implementation process and the barriers they faced. Learn more in the study, “ Minimizing Seclusion and Restraint in Youth Residential and Day Treatment Through Site-Wide Implementation of Collaborative Problem Solving ”

Yes, the Thinking Skills Inventory (TSI) has been validated against commonly used neuropsychological rating forms and has been found to be a valid and reliable way to identify variation in five areas of thinking skills relevant to a range of psychological difficulties. The TSI is also brief and free, so it may be useful to screen for cognitive skill deficits when engaging in treatment planning and making referrals for further evaluation. See more about this research in our paper, “ Reliability and validity of the Thinking Skills Inventory, a Screening Tool for Cross-Diagnostic Skill Deficits Underlying Youth Behavioral Challenges .”

You may also access the Thinking Skills Inventory (TSI), Research Version this is a likert-scale version of the skills assessment used in clinical practice.

A likert-scale version of the skills assessment used in clinical practice.

Yes the CPS-AIM has been evaluated. s of the CPS-AIM: one for Parents, Educators, and Clinical Staff. Each CPS-AIM measures factors believed to be directly impacted by receiving CPS training, including adherence to the philosophy that ‘skill not will’ is the root of challenging behavior. The “ User’s Guide to the Collaborative Problem Solving Adherence & Impact Measures (CPS-AIMs) ” describes the psychometric properties of these measures, including reliability and validity.

Yes, there are two tools that can be used to assess Collaborative Problem Solving integrity, otherwise known as fidelity. When conducting research, we recommend the validated and published audio coding system called the Collaborative Problem Solving Manualized Expert-Rated Integrity Coding System (CPS-MEtRICS) . In service settings, we recommend using the shorter CPS-Practice Integrity Form (CPS-PIF), which you can read about in our article “ Pragmatic Fidelity Measurement in Youth Service Settings .”

Think:Kids follows the latest research in implementation science to help inform and direct our work implementing Collaborative Problem Solving in schools, therapeutic, residential, and various other settings. For instance, our article “ The Value of Implementation Frameworks ” describes how we use Active Implementation Frameworks to help guide the implementation of Collaborative Problem Solving throughout an entire system.

Evaluating the impact of Collaborative Problem Solving in your organization:

As part of an organization-wide implementation of Collaborative Problem Solving, Think:Kids will fully support your organization in evaluating the impact of the approach. We will help you identify key areas of impact, select measures, plan data collection, and analyze results, providing annual reports to guide decision-making. For more information on organization-wide implementation, contact us .

If your organization is learning Collaborative Problem Solving but is not currently engaged with us in an organization-wide implementation plan, we recommend Chapter 8 of the book Collaborative Problem Solving, An Evidence-Based Approach to Implementation and Practic e for planning your evaluation of impact.

Conducting academic research:

We sometimes collaborate with academics and service providers to answer important, generalizable questions about Collaborative Problem Solving. Contact the research team if you are a student, faculty, or service provider with a research idea or a desire to collaborate.

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How to Promote Independent Problem Solving In Children

Problem solving is often thought of as a common-sense skill that children learn naturally through modeling in relationships with caregivers and adults. While some children may develop these skills without much explicit teaching, many children benefit from being taught problem-solving skills directly and systematically, especially when it comes to social problem solving occurring within relationships and social contexts.

Children encounter many challenges throughout the day which require some degree of social problem solving. For smaller things that are easier to deal with, such as having to pick out a different outfit for school when a favourite sweater is dirty, children and their parents may not even recognize that children have employed problem-solving skills because they applied them automatically and without too much thought. For problems that are overwhelming and evoke strong emotional reactions, such as sibling conflict or a falling out with friends, children may have difficulty responding in ways that are helpful and may seek adult intervention to solve these problems for them. Teaching children to become independent problem solvers enhances their ability to cope effectively with minor and major stressors (Nezu et al., 2013). This is an important skill involved in helping children to develop and maintain meaningful relationships, being successful at school, and developing and maintaining positive mental health.

Problem Solving and Mental Health Challenges

Teaching social problem-solving skills is a common therapeutic intervention in child therapy. While children with mental health challenges may not necessarily present with any problem-solving skill deficits, they may not apply these skills as readily or consistently as other children.  Anxious children tend to lack confidence in their problem-solving abilities (Creswell et al., 2017), while difficulties making decisions and a sense of hopelessness often make problem solving seem like an insurmountable task for children experiencing depression (Friedberg & McClure, 2015). Impulsivity and difficulties with emotional regulation can also interfere with the application of problem-solving skills making it difficult for children to slow down to stop, think, and plan before responding to stressors.

Developmental Considerations

While we want to help children develop greater independence in their problem-solving abilities, we must also maintain realistic expectations based on developmental considerations. Social problem solving is an executive functioning skill that involves a part of the brain called the prefrontal cortex. This part of the brain is still under construction in children and is not fully mature until their mid-twenties (Siegel & Payne-Bryson, 2012). As such, children’s abilities to apply problem-solving skills independently will be inconsistent. Caregivers should be prepared to provide ongoing support and coaching to help children strengthen the connections in their brains involved in social problem solving.

Promoting a Problem-Solving Approach to Life

The first thing we want to help children understand is that problems are a part of everyday life. This can help children approach the daily challenges they encounter as “problems to be solved” instead of catastrophes that they are unable to cope with. When children have a positive problem orientation, they are more likely to be optimistic and believe that problems are solvable, have greater confidence in their ability to solve problems, and recognize that problem solving involves time and effort (Nezu et al., 2013).

While seeking help from adults to solve problems is not necessarily problematic, if parents are too quick to intervene and solve problems for their children to relieve their children’s distress or their own distress that is triggered in response to watching their children struggle, overtime, children can begin to rely on adults to solve their problems for them. This can lead to children developing a negative problem orientation where they view problems as unsolvable threats, doubt their abilities to cope successfully with problems, and become highly frustrated and upset when faced with problems or unpleasant emotions (Nezu et al., 2013).

How to Teach Problem-Solving Skills

Notice, label, and provide praise when children attempt problem solving: Be on the lookout for times when children use problem-solving skills to address minor daily stressors, e.g. finding an alternative when their favourite breakfast cereal isn’t available. Help them become aware of this process by labeling the problem they encountered and naming and praising the steps and skills they used to try to solve it.

“I love how you solved that problem! Your favourite cereal was all gone, and you were REALLY disappointed, but you looked through the other options and chose oatmeal instead. That was a great solution!”

Children’s problem orientation can have a strong impact on their motivation and ability to engage in focused attempts to solve more stressful problems (Nezu et al., 2013). Bringing awareness to their problem-solving abilities by labeling and praising their attempts to address minor stressors can help them develop the belief that problems are solvable and develop confidence in their ability to solve them.

Support children to regulate strong emotions first: When children are overwhelmed by intense emotions this becomes a barrier to effective problem solving. Children need help soothing and settling their emotions and nervous systems before they can be coached to apply problem-solving skills.

Teach the problem-solving steps: Look for everyday challenges that children face and find ways to walk them through these problem-solving steps:

Help them to label or name the problem: Ask, "What is the problem?" Support children to give their problem a name and figure out what is wrong. Help them gather information about the problem while sticking to the facts. Once they have been able to define the problem, assist them in determining what their goal is and what they would like to have happen.

Help them to consider possible ways to solve the problem: Ask, "What are all of the things you could do about it?" It’s important to remain curious and encourage as much independent thinking as possible. Younger children may need help generating possible solutions, however, try to avoid giving older children all the answers or ideas. During the brainstorming process, children may identify solutions that are not realistic or effective. This is not the time to discredit their ideas. They can be gently guided to think about the pros and cons of their proposed solutions in the next step to help them arrive at a decision on their own.

Support them to consider the pros and cons of their proposed solutions: Ask, "What will probably happen if you try each of these possible solutions?" Help children to think about the potential consequences and benefits of each solution.

Encourage them to choose a solution to try out: Ask, " Which solution do you think will work best?" After looking at each of the possible solutions and the desirable and undesirable things that might happen, support children to choose the solution they think will be most successful in solving their problem.  Help them put it into action.

Help them evaluate how it went: Ask, " How did it go? How successful were you in solving the problem?  What did you learn?" Even if their solution is not successful, it can be framed as a learning experience instead of a failure. It’s simply giving them more information about the problem that can help better inform them as they move through the steps again to determine another solution to try.

Encourage them to try again: Ask, "Given what you learned, is there another solution that might be more effective?" Support children in working through the problem-solving steps again to adjust their plan.

Give Credit: Give children credit for their effort, creativity, and perseverance in solving problems and encourage them to give themselves credit for their attempts at developing and using problem-solving skills.

Role model problem-solving skills for children: Children learn new skills and behaviours by observing and imitating others. Parents and caregivers hold the most influence in the lives of young children and are, therefore, in the best position to model these skills for their children. This can be done by talking out loud about the problem-solving steps for the benefit of children when parents encounter challenges.

Parents and caregivers can also facilitate family problem solving to address every day challenges that families face, such as managing the family schedule with everyone's extracurricular activities.  Engaging in the problem-solving steps together as a family is a great way to promote a family culture that embraces a problem-solving approach to life. It also supports children to become independent problem solvers and prepares them to be better equipped to face the challenges they encounter in life.

Kari Deschambault MSW, RSW

Mental Health Clinician

MORE COMMON THAN YOU THINK

1 in 7 children suffers from mental illness in Manitoba [6].

70% of mental health problems have their onset in childhood or adolescence [3].

There Is Hope The good news is that mental illness can be treated effectively. There are things that can be done to prevent mental illness and its impact and help improve the lives of children experiencing mental health concerns. Early intervention is best.

How KIDTHINK Can Help To make a referral contact us For additional resources To subscribe to our newsletter click help

Creswell, C., Parkinson, M., Thirlwall, K., & Willetts, L. (2017). Parent-Led CBT for Anxiety: Helping parents help their kids. New York: The Guilford Press.

Friedberg, R.D. & McClure, J.M. (2015). Clinical Practice of Cognitive Therapy with Children and Adolescents: The nuts and bolts (2nd Ed.). New York: The Guilford Press.

Government of Canada. (2006). The human face of mental health and mental illness in Canada. Minister of Public Works and Government Services Canada. Retrieved from https://cpa.ca/docs/File/Practice/human_face_e.pdf

Nezu, A.M., Nezu, C.M. & D’Zurilla, T.J. (2013). Problem-Solving Therapy: A treatment manual. New York: Springer Publishing Company: New York.

Siegel, D.J. & Payne Bryson, T. (2012). The Whole-Brain Child: 12 revolutionary strategies to nurture your child’s developing mind . New York: Bantam Books.

Virgo Mental Health and Addictions Strategy Report, Manitoba 2018. Retrieved from https://www.gov.mb.ca/health/mha/strategy.html

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If you solve all your child’s problems, you are the problem

It’s Monday morning. Your child has just spilled the milk while trying to pour it for him/her. You rush to the rescue, towel in hand, to clean up the mess and pour the milk while thinking, “ It’s easier if I do it! ”

That scene probably sounds familiar to you. And you probably think you’re being a good parent. But, it’s the opposite. Although we may hate to admit it, if we solve all of our kids’ problems, we’re likely to become the problem ourselves.

The “rescue parent” syndrome

The tendency to constantly hover over your children’s heads, supervising everything they do has a name:  helicopter parents . But if, in addition to constantly hovering, you decide to land to “save” them and spare them all the trouble, you are taking a step further to become a “rescue parent.”

The problem is that real life is not a superhero movie and your child does not need you to constantly rescue him/her. What he/she needs is for you to help him/her develop the right skills to deal with the difficulties and setbacks that he/she will encounter along the way.

Every time you “rescue” your child from a small problem, simply because you are in a hurry or because you want to save him/her the work or frustration, you are actually robbing him/her of the opportunity to learn and test his/her skills.

However, have you ever wondered what will happen when you are not there to sort everything out? In that case, the slightest setback is likely to feel like climbing Everest and failure becomes the end of the world in their mind.

The difficult art of not intervening every now and then

Being a parent is no easy task. It requires a combination of patience, love and a special ability to hide panic behind an encouraging smile. However, sometimes, with the best of intentions, parents tend to solve all their children’s problems, thinking that this way they are making their lives easier and protecting them.

They do it out of love. Obviously. No one wants to see their child suffer. Many people think that the world is already hard enough without adding unnecessary obstacles. But that is precisely the paradox: protecting them from everything is also hurting them. A child who is unable to defend himself is more likely to be bullied. A child who has everything instantly will become frustrated if he has to wait. A child who is not allowed to make mistakes will not know how to correct them. A child who has not fallen down simply will not know how to get up.

There’s also a small but uncomfortable truth we should admit: sometimes, as parents, we like to feel indispensable. We like to think that without us, everything would fall apart. But the truth is that our mission is to teach our children to stand on their own two feet, to walk on their own two feet. And that means letting them spill a little milk at breakfast from time to time, cleaning it up, and trying again.

Of course, it’s not about abandoning them to their fate, but about developing autonomy, allowing them to face life’s challenges according to their level of maturity. Instead of jumping into action immediately, you could ask them questions that help them reflect: How do you think you could solve this? or What did you learn from what happened?

Allowing your children to find their own solutions can be uncomfortable at first, especially if it is time-consuming or complex, but the long-term rewards make it worth it because you will be building their resilience, something that will serve them well later in life.

Remember: Parenting isn’t just about protection, it’s also about preparing your children so that, one day, they won’t need you at every turn. And while that sometimes sounds like a loss, it’s actually the biggest win for any parent. Because at the end of the day, your job is to raise a person who knows how to handle challenges, disappointments, and yes, those broken glasses and spilled milk in the morning when you’re in a hurry.

Jennifer Delgado

I am a psychologist and I spent several years writing articles for scientific journals specialized in Health and Psychology. I want to help you create great experiences. Learn more about me .

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Computer games have often been dismissed as being at best purely recreational and at worst positively harmful in the context of children’s education and development. However, I want to argue that in the case of adventure games the opposite is the case. All the evidence we have from psychological studies of children’s learning, and from research directly focused on children working at computers, is that adventure games offer powerful opportunities for children’s learning and the development of their problem-solving abilities.

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Using Models and Representations: Exploring the Chip Model for Integer Subtraction

• First Online: 25 August 2018

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• Eileen Murray 5  

Part of the book series: Research in Mathematics Education ((RME))

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Mathematics educators advocate for the use of models as an instructional practice that can potentially aid in building students’ understanding of difficult topics. Integers and integer operations are historically problematic for students and are critically important in both arithmetic and the future study of algebra. In this chapter, I explore one particular model for working with integers, a discrete model using colored chips. By doing so, I illustrate a tension that arises when deciding how to present a model during instruction and examine key questions about the use of models in mathematics teaching. How should mathematics teachers build connections between students’ informal understandings of mathematical content and formal mathematics? In what ways can teachers encourage students to use a model in ways that make sense while challenging the utility of the model for related problems?

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Acknowledgment

The author would like to thank Dr. Jon R. Star for his feedback and guidance on this chapter.

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Eileen Murray

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Nicole M. Wessman-Enzinger

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Murray, E. (2018). Using Models and Representations: Exploring the Chip Model for Integer Subtraction. In: Bofferding, L., Wessman-Enzinger, N. (eds) Exploring the Integer Addition and Subtraction Landscape. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-90692-8_10

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• How To Solve a 3x3
• CFOP Method
• Move Notation
• Finger Tricks
• Advanced Cross
• Advanced F2L
• Advanced Last Layer
• 3x3 One Handed
• How To Solve Blindfolded
• How To Get Faster
• How To Solve a 2x2
• Getting Faster at 2x2
• How To Solve a 4x4
• Getting Faster at 4x4
• How To Solve a 5x5
• Getting Faster at 5x5
• Beginner OLL
• Beginner PLL
• Winter Variation

How To Solve The 3x3 Rubik's Cube

This is a super simple Rubik's Cube tutorial, where you don't need to learn move notation or long algorithms.

With some practice, you should be able to solve the cube in about 2-4 minutes. If you want to get even faster, you should learn How to do Finger Tricks and learn the CFOP Method .

Below are the steps from the video, for reference.

Example Solve

You can also watch the beginner method example solve in case anything is unclear.

If you have any further questions, you can go to the video and leave a comment, which I try my best to answer.

Step 1. White Cross

Hold the white center piece on top, and find an edge in the bottom layer that has white on it., note: an edge piece has 2 colors on it., look at the edge piece's other color, and turn the bottom layer so the edge is under the center of the same color., turn that face to bring the edge piece to the top., another example:, anytime an edge piece is flipped (example above), fix it by doing the following moves:, anytime you find a white edge piece that is not in the bottom layer, you can move it into the bottom by doing the following moves:, and then solve it like you would for any white edge in the bottom layer., solve all 4 of the white edge pieces to make a cross. make sure you always look at both colors on each piece so that you end up with the side colors matching as well., step 2. first layer, hold the white cross on the bottom., before solving anything, do this 4-move sequence repeatedly until you have it memorized. it will be very important later on, right handed 4-moves:, left handed 4-moves:, you can watch the tutorial video above to see the best way to do these moves quickly., now we'll use the 4-moves to solve the first layer., with the cross on the bottom, find a corner piece in the top layer with white on it. turn the top layer so the surrounding centers match the colors on the corner., note: a corner piece has 3 colors on it., hold the cube so the corner piece is on the front/right, and repeat the right handed 4-moves until this corner is solved., you can also use the left 4-moves if you hold the piece on the front/left to start., repeat until all of the first layer corners are solved. if find a white corner incorrectly stuck in the bottom layer, you can bring it into the top layer by holding it on the front/right and doing the right 4-moves . the tutorial video above shows an example of this., step 3. second layer, find an edge piece in the top layer without yellow as either of its 2 colors., turn the top so that it matches a center., face the piece and check if the top color matches the right center or left center., if it matches the right side, do the following moves:, how to memorize this algorithm:.

• Turn the top with your right hand
• Do the right 4-moves
• Rotate the cube to face the right side
• Do the left 4-moves

If it matches the left side, do the following moves:

• Turn the top with your left hand
• Rotate the cube to face the left side

Repeat this until all of the 2nd layer edges are solved.

If an edge you are looking for is stuck somewhere in the 2nd layer, move any edge into its spot using one of the 2 algorithms above. this will cause the edge to come out into the top layer. the example solve video above shows how this is done., step 4. top cross, hold the cube to match one of the following (ignore the corner pieces):, then do the following moves:.

• Turn the front clockwise
• Do the 4-move sequence
• Turn the front counterclockwise

If the cross is not solved yet, hold the cube to match the new case and repeat.

Note: focus on the colors on edge pieces, and not corner pieces. if you have 1 or 3 edge pieces facing up, your cube is unsolvable, and needs to be taken apart and reassembled., step 5. match cross colors, turn the top face until 2 cross pieces match the side color (if all 4 match, you have finished this step), hold the 2 matching edges at the back/right. if they are across from each other, hold them in any way..

• The first 3 moves of the 4-move sequence .
• Look at the pair of pieces from the bottom.
• Watch how they move away, and then back into the bottom.

Turn the top to match all 4 colors. If you can only match 2 colors, then repeat this step.

Step 6. match corners, a corner is in the correct position if all 3 colors on the piece match the surrounding colors., examples of corner pieces in the correct position:, if 1 corner is correct, hold it in the front/right (if 0 are correct, hold any corner in the front/right)..

• Turn the top with your right hand, then turn the right side up
• Turn the top with your left hand, then turn the left side up
• Repeat, but go down instead of up

Check if all 4 corners are in the correct position. If not, hold a correct corner on the front/right and repeat.

Note: if you have only 2 corners in the correct position, your cube is unsolvable, and needs to be taken apart and reassembled., step 7. solve the cube, it is very easy to make a mistake during this step, so i recommend reading the whole thing, including the common mistakes, before attempting it., turn the cube over so that the unsolved corners are all in the bottom layer., you may have 2, 3, or 4 unsolved corner pieces., repeatedly do the 4-move sequence until the front/right corner is solved (has yellow on the bottom)., then turn the bottom layer (not the whole cube) to bring an unsolved corner to the front/right. repeat until the whole cube is solved., common mistakes:.

• Turning the whole cube to get the next corner to the bottom/right. Make sure you turn only the bottom layer.
• Not finishing the 4-moves because the corner is solved after 3 moves. Make sure you always finish the 4-moves.

Note: If you only have 1 corner unsolved while the rest of the cube is solved, or if you followed step 7 correctly but it does not work, then your cube is unsolvable, and needs to be taken apart and reassembled.

Congrats on solving the Rubik's Cube! With practice, you should be able to do this in a few minutes, or even under 1 minute if you practice a lot. Some people stop there, which is totally fine. But if you want to get even faster, you should learn How to do Finger Tricks and learn the CFOP Method , which is most of the fastest cubers use.

My advice is that you should not rush to learn new things until you're well practiced with what you know, otherwise it can feel overwhelming. CFOP does have many algorithms to memorize, but don't be pressured into thinking that learning more algorithms is what makes you faster in the end. Cubing is much more interesting because that is NOT the case, and there's much more to learn besides algorithms. Check out my sub-11 second average using a total of 16 algorithms, which is part of what you learn with beginner CFOP .

People who share the hobby

There is an active community of cubers with hundreds of thousands of people who just enjoy speedsolving and/or solving a variety of puzzles! You can find us on Reddit , Facebook , the SpeedSolving Forums , and other decentralized places like YouTube and Instagram .

The World Cube Association (WCA) handles cubing events and official records. You can use their website to check world records , and look for competitions near you. You might be thinking, "competitions!?" Competitions are actually just events where cubers can meet up and hang out (and do some official solves). No cuber has ever told me they regret going, and most people (including myself) regret not going early enough. I highly encourage checking it out.

Although I highly recommend it, you don't have to subscribe to my YouTube channel . But if you ever have a question about anything, feel free to leave a comment on one of my videos! I try my best to reply to questions.

• Animated Stories
• Cube Reviews
• Solve Critiques
• Example Solves
• Best F2L Algorithms

PLL Algorithms for Rubik’s Cube

PLL Algorithms for Rubik’s Cube are a series of algorithms designed to solve the last layer of the cube. It stands for “ Permutation of the last layer” (PLL). After the first 2 layers are solved and the last layer is orientated correctly, a PLL is performed to solve the remaining pieces. Using them will improve the speed of your rubik’s cube solves.

There are 21 different PLL Algorithms. All of them are listed below. Learning all 21 PLL’s for Rubik’s cube will be a challenge. But if you can learn just one everyday, you can learn them all in under 1 month.

Feel free to refer back to this guide at any time! This guide will also be using a lot of rubiks cube notation . If you need help with notation, check out our guide HERE .

A Perm PLL Algorithms for Rubik’s Cube

There are 2 A Perms for you to learn. They are designed to solve three corners that are incorrect. You can recognise an A perm by looking at the four edge pieces in the top layer and seeing them all solved. You then check the corners to see only one corner piece is solved.

If the incorrect pieces need to move around the cube clockwise, you need to do an Aa perm. If the pieces need to move counter clockwise, you need to do the Ab perm.

To solve the Aa perm , make sure the solved corner is at the bottom left hand side of the top face, with the “headlights” at the back of the cube. Then perform this algorithm:

l’ U R’ D2 R U’ R’ D2 R l

For Ab perm , make sure the solved corner is on the bottom left of the cube. But this time the headlights will be on the right, instead of the back of the cube. Then do this algorithm:

l’ R’ D2 R U R’ D2 R U’ l

U Perm PLL Algorithms for Rubik’s Cube

The U Perms are some of the easiest PLL’s for Rubik’s cubes. They are easy to remember, and to recognise. First off, they will have a solved “bar” (one edge of the top layer is already solved), and all four corners are solved. This leaves just three pieces remaining that need to be put in the right places.

Ua perms will move the incorrect pieces counterclockwise, whilst Ub perm will move them clockwise. Look at the cube and decide which direction those pieces need to go in.

To solve the Ua perm, you first need to move the solved bar of the cube to the back so it is facing away from you. You may have to regrip the cube for the next alg as it has slice moves in it:

M2′ U M U2 M’ U M2′

Solving Ub perm is the same as solving Ua perm. The algorithm is the same, except for the direction the top layer is turned. This will move the piece clockwise, instead of anticlockwise:

M2′ U’ M U2′ M’ U’ M2′

The J Perm PLL Algorithms for Rubik’s Cube

The J perms are another pair of perms that come together. They can both be recognised by the solved bar on the cube, and the other edges have 2 colours touching, and one off colour. The J perm will switch 2 middle edges and 2 corners and put them into the right places in one algorithm.

One of the best things about J perm algs is if you do it once on a solved cube, you get the J perm position, then do it again to solve it. It makes these algs really easy and fun to learn.

Begin by moving the solved bar on the cube to the front face. From here you will swap the middle edges on the back and the left of the cube. You will also swap the two back corner pieces:

(R’ U L’) U2 (R U’ R’) U2 (R L)

For the Jb perm, you need to move the solved bar to the left hand side of the cube. The aim of this alg is to swap the right and front edge pieces, and the front right and back right corners:

(R U R’ F’) (R U R’ U’) R’ F R2 U’ R’

R Perm PLL Algorithms for Rubik’s Cube

The R perms are another set of perms that come in pairs. They are not easy to spot as there is no single thing you can look at to identify them. You really need to look out for some headlights of one colour, and sidelights of another colour. With practise you will easily recognise the R perm.

Two of the corner pieces will be in the incorrect place, and so will two edge pieces. Choosing whether to do the Ra perm or the Rb perm will depend on which edge pieces need moving.

To get this algorithm right, the top layer needs to be oriented correctly. Make sure the headlights are on the left side of the cube, and the side lights are on the right:

(R U’ R’ U’) (R U R D) (R’ U’ R D’) (R’ U2 R’)

Before starting the Rb algorithm, make sure the headlights are on the front face of the cube. The side lights should be at the back, on the left and right side of the cube.

(R’ U2) (R U2) R’ F R U R’ U’ R’ F’ R2

N Perm PLL Algorithms for Rubik’s Cube

N perm algorithms will swap 2 edge pieces, from left to right, and two corner pieces diagonally. The Na perm will swap the bottom left corner with the top right. Alternatively, the Nb perm will swap the top left with the bottom right. These are easy cases to spot.

The N perm algorithms for rubik’s cube can seem long. But with a bit of practise they are both easy and fun algorithms to do. Just take your time and you will have them down in no time.

If the bottom left and the top right corners need swapping, along with the left and right edge pieces, you need to do the Na Perm using the following alg:

F’ R U R’ U’ R’ F R2 F U’ R’ U’ R U F’ R’

If the top left corner needs swapping with the bottom right, and the edge pieces on the left and right need to swap, you should do the Nb perm with this alg:

r’ D’ (F r U’ r’ F’) D (r2 U r’ U’) (r’ F r F’)

E Perm PLL Algorithm for Rubik’s Cube

E perm on rubik’s cube is an algorithm that will swap the corner pieces when they are opposite each other. If you find all of the edge pieces in the centre are correct, but the corners need to be swapped, the E perm is the correct algorithm to use.

The E perm alg is pretty long, and it begins with a cube rotation. But when broken up with brackets it is reasonably easy to learn.

If all centre edges are correct, but the corner pieces are opposite their correct places, you need to do the E perm. The orientation of the top layer does not matter in this alg:

x’ (R U’ R’ D) (R U R’ D’) (R U R’ D) ( R U’ R’ D’) x

F Perm PLL Algorithm for Rubik’s Cube

F perm is used when there is already a solved bar on the cube, but there are 2 edges pieces and 2 corners that are opposite their correct positions. It is a very easy perm to recognise, but the algorithm can be pretty long and hard to memorise.

Just stick with it, take your time, and it will become easier the more you do it.

Make sure the solved bar is on your left side. This will leave 2 incorrect edges and corners facing you, and 2 on the back of the cube. To fix it, do this alg:

R’ U’ F’ R U R’ U’ R’ F R2 U’ R’ U’ R U R’ U R

H Perm PLL Algorithm for Rubik’s Cube

H perm is another easily recognisable position for PLL. It is recognised by the corners being in the right place, but the edges are opposite their correct positions. It is also one of the easiest PLL algorithms to learn, and it involves slice moves too.

This is a very easy algorithm to spot, and very easy to remember. Along with the Ua and Ub perms, this is one of the first algorithms you should learn.

Rotate the top layer so the corners are all in their correct places. Then reposition your hands to prepare for the slice moves and do this algorithm:

(M2′ U M2′) U2 (M2′ U M2′)

T Perm PLL Algorithm for Rubik’s Cube

The T perm is easily spotted because the pieces that need to move will be moved in a T shape. Two edges will be moved opposite each other and swap places, and 2 corners will be flipped into their correct places too. This is where the T perm gets its name.

If you already know “ The Sexy Move “, the T perm is an easy alg to remember and is another that you should learn early on.

To do the T perm correctly make sure the headlights are on the left side of the cube. One correct edge piece should be on the front, and another should be at the back:

(R U R’ U’) R’ F R2 U’ R’ U’ (R U R’ F’)

V Perm PLL Algorithm for Rubik’s Cube

V perm is when there are four pieces in the wrong place, 2 corners, and two edges. But in this algorithm they are all diagonal to each other. You will find 2 edge pieces a re solved, and between those will be a corner also in the correct place and position.

This perm is easy to recognise but can be confused with A perms. The main difference between the two is V perm has no headlights.

For the V perm, make sure the two solved edges, with their solved corner, is on the bottom left hand side of the cube. The other solved corner should be on the top right.

R’ U R’ U’ R D’ R’ D R’ U D’ R2 U’ R2′ D R2

Y Perm PLL Algorithm for Rubik’s Cube

Y perm can easily be recognised as it resembles a crucifix shape. It looks like a lowercase t with a long bottom. It is similar to the V perm in a way, because the top left corner is swapped with the top right. The difference is the edges that are flipped, in this case it is the back edge and the left edge.

This is another long algorithm, but it does have the sexy move in there so it can be easy to remember if you know the other smaller algs.

To position the top layer properly, make sure the correct corners are in the bottom left and top right. With the 2 correct edges on the face and the left of the cube:

F R U’ R’ U’ R U R F’ R U R’ U’ R’ F R F’

Z Perm PLL Algorithm for Rubik’s Cube

The Z perm is used when all of the corners are in the correct places, but the edges are not. To be in their correct positions the edge pieces all need to move diagonal from where they are now. This is a very easy perm to recognise and easy to solve too.

Along with the U perms and H perm, the Z perm has slice moves in it. But there are other algs you can learn if you don’t like slice moves. Just click the blue button for more.

Make sure the top layer is orientated correctly. Move all of the corners to their right positions. This will leave the incorrect edges diagonal from the slot they are supposed to be in:

M’ U M2′ U M2′ U M’ U2 M2′

G Perm PLL Algorithms for Rubik’s Cube

Finally we have the G perms. This is the only set of algorithms that come in a set of four. The rest are all singular or come in pairs. The G perms are the hardest to learn. They are not easy to recognise and the algs can be long and confusing.

The G perms should be the last perms you learn, make sure you have the rest learned before moving onto these. They can be a struggle.

For the correct positioning on the Ga perm, make sure the headlights are on the left of the cube and the solved edge piece and corner piece are on the front of the cube.

R2 U R’ U R’ U’ R U’ R2 U’ D R’ U R D’

To solve GB perm, have the headlights on the left side of the cube, but have the only solved edge piece on the right. With the only solved corner on the top right.

(R’ U’ R U) D’ R2′ U R’ U R U’ R U’ R2′ D

GC perm needs to have the headlights on the right side of the cube, with the only solved edge piece on the front face. The only solved corner should be in the bottom left.

R2 F2 R U2 R U2 R’ F R U R’ U’ R’ F R2

For the Gd perm, the headlight should be on the left of the cube. The solved edge piece should be on the right, with the only solved corner sitting on the bottom right.

(R U R’ U’) D R2 U’ R U’ R’ U R’ U R2 D’

Learning PLL Algorithms for Rubik’s Cube

Learning the PLL algorithms for rubik’s cube will not be easy at first. There are 21 different algs and some are much more difficult to remember than others. Not only do you have to remember the algs, but you also have to be able to recognise when to use them.

The G perms look very similar, the N perms, A perms and J perms look the same but are different from each other. It can be tricky at first. But if you take things step by step, and learn one alg at a time you will learn all of these in time. Just make sure not rush it, be patient, and learn one a day if you can.

Each one of the algorithms here will have another page linked to them where you can see more algs for each case. Study each one in-depth. Find which one you’re going to learn today then take a closer look at it by visiting that specific page by pressing the blue button.

It may seem hard at first, but you can do this, and it will be worth it when you have it down! Learn one new alg everyday, and as you learn more and more, practise them all everyday too. Within a month, you will have them all in the memory banks! When you’re done, you can learn the OLL’s or F2L algs. Learning to cube never ends!

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