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Collaborative Problem Solving

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• Ross W. Greene 4  

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Collaborative Problem Solving (CPS) is an evidence-based, cognitive-behavioral psychosocial treatment approach first described in the book The Explosive Child (Greene, 1998). The model blends many different lines of theory and research, including developmental theory, systems theory, social learning theory, and research in the neurosciences. CPS has been applied predominantly to youth with externalizing behavior problems, and has been implemented in a wide range of settings, including families, ­general and special education schools, inpatient psychiatry units, and residential and juvenile correction facilities. This chapter describes the most current rendition of the model, along with research findings to date.

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Collaborative & Proactive Solutions (CPS): A Review of Research Findings in Families, Schools, and Treatment Facilities

Cognitive Behavioral Therapy with Children and Adolescents

CPS as a Neurodevelopmentally Sensitive and Trauma-Informed Approach

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Greene, R.W. (2011). Collaborative Problem Solving. In: Murrihy, R., Kidman, A., Ollendick, T. (eds) Clinical Handbook of Assessing and Treating Conduct Problems in Youth. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-6297-3_8

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The CPS Model

Collaborative & Proactive Solutions  (CPS) is recognized as an empirically-supported, evidence-based treatment by the  California Evidence-Based Clearinghouse for Child Welfare  (CEBC). Here’s an overview of its basic tenets:

When kids have difficulty meeting certain expectations, they become frustrated. Some kids are lacking the skills — flexibility, frustration tolerance, emotion regulation, and problem solving — to handle that frustration adaptively. And that’s when they exhibit concerning behaviors. In other words, concerning behavior is simply the way in which some kids communicate that there are expectations they are having difficulty meeting. In the CPS model, those “unmet” expectations are called “unsolved problems.” The emphasis of the CPS model isn’t on modifying the concerning behavior by imposing consequences. Rather the model focuses on identifying unsolved problems and then engaging kids in solving them. Solved problems don’t cause concerning behavior; only unsolved problems do. Consequences don’t solve problems.

In the CPS model, the problem solving is of the  collaborative  and  proactive  variety. This is in contrast to many of the interventions that are commonly applied to kids, which are of the unilateral and emergent variety. As such, the CPS model is non-punitive and non-adversarial, decreases the likelihood of conflict, enhances relationships, improves communication, and helps kids and adults learn and display skills on the more positive side of human nature:  empathy, appreciating how one’s behavior is affecting others, resolving disagreements in ways that do not involve conflict, taking another’s perspective, and honesty.

How do you identify a kid’s lagging skills and unsolved problems? By completing the Assessment of Lagging Skills and Unsolved Problems (ALSUP). And how do you solve those problems? By doing Plan B, which involves three basic ingredients. The first ingredient – called the Empathy step – involves gathering information so as to achieve the clearest understanding of what’s making it hard for a kid to meet a particular expectation. The second ingredient (called the Define the Problem step) involves entering the adult’s concern or perspective into consideration (i.e., why it’s important that the expectation be met). The third ingredient (called the Invitation step) involves having adults and kids brainstorm solutions so as to arrive at a plan of action that is both realistic and mutually satisfactory…in other words, a solution that addresses both concerns and that both parties can actually do.

In countless families, schools, inpatient psychiatry units, group homes, residential facilities, and juvenile detention facilities, the CPS model has been shown to be an effective way to solve problems, reduce conflict, improve behavior, and enhance the skills kids need to function adaptively in the real world.

You can learn more about the CPS model on the website of the non-profit  Lives in the Balance , where you’ll find vast free resources to help you use the model, including streaming video, a listening library, and lots more.  Various books, CDs, and DVDs describing the model are available in the  CPS Store  on this website, and training options can be found on the Workshops/Training  page.

Is there a one-page description of the model that I can download?

Sure thing! Just  click here to view and print it.  

Didn’t Dr. Greene originally refer to his model by the name Collaborative Problem Solving?

Yes, you can read more about the name change  here . It’s not a pretty tale…

Collaborative and Proactive Solutions™

Dr. Ross Greene

Originator of the Collaborative & Proactive Solutions Approach

There’s a boatload of resources available on Dr. Greene’s Collaborative & Proactive Solutions (CPS) model…here are some of the offerings (all of the links below are to different websites)

Resources and Workshops

Lives in the Balance: This is the non-profit organization Dr. Greene founded to provide vast, free resources on the CPS model, including walking tours, web-based radio programs, and streaming video. Fair warning: if you visit the Lives in the Balance website, you could be there a while… CLICK HERE

Workshops/Training: Dr. Greene and his colleagues speak widely throughout the world… CLICK HERE to find training opportunities near you.

Research: If you’re interested in the impressive of body of research documenting the effectiveness of the CPS model, CLICK HERE .

All content © Dr. Ross Greene

144 episodes

Along with four school principals, Dr. Ross Greene -- originator of the Collaborative Problem Solving approach (now called Collaborative & Proactive Solutions) and author of The Explosive Child and Lost at School -- helps teachers and parents better handle behaviorally challenging kids in the classroom and at home through implementation of his approach to solving problems collaboratively. This program airs on the first Monday of each month (September through May) at 3:30 pm Eastern time.

Dr. Ross Greene Ross Greene PhD

• 4.3 • 28 Ratings
• DEC 7, 2021

A Hodge Podge of CPS Help

Lots of helpful topics covered today including adjusting the model for kids with language difficulties, drilling for information, wording unsolved problems, and more!

• NOV 20, 2017

Helping Behaviorally Challenging Students

On the first Monday of every month at 3:30 pm Eastern time, from September through May, Dr. Ross Greene and four principals from schools in the U.S. and Canada cover a wide range of topics related to behaviorally challenging students and school discipline in general and Dr. Greene's Collaborative & Proactive Solutions (CPS) model in particular.  You can call into the program to get your questions answered or submit them via email here.  And, if you can't listen live, all the programs are archived in the Listening Library on the Lives in the Balance website or through i-Tunes.

• OCT 10, 2017

The ALSUP Writes Your IEP For You

Well, we finally had our first program of the school year, and our primary focal point -- led by our newest co-host, Heidi O'Leary, Special Education Director in Topsham, Maine -- was on how to write a CPS-flavored IEP, driven by the Assessment of Lagging Skills and Unsolved Problems (ALSUP). This is big...

• MAY 1, 2017

Are CPS and Applied Behavior Analysis Compatible?

Applied behavior analysis (ABA) is very commonly applied for behaviorally challenging kids in schools these days...but is ABA compatible with CPS? Are we just talking different languages?

• APR 3, 2017

Rewards are "Working"? For Who?

Lots of territory covered on today's program, including a discussion about school values...but at the end of the program we discussed whether reward programs work for anyone in the building. We thought not...

• MAR 6, 2017

Can Traumatized Kids Participate in Plan B?

Kids with trauma histories may need Plan B even more than most, as it's where their concerns are heard and addressed and they begin to feel that they can influence outcomes. Of course, all kids need to feel that way.

• © Copyright Ross Greene (C/O Blogtalkradio)

Customer Reviews

I’m not an educator but I listened to all the parents episodes and now I’m listening to the educators episodes. I have to say the “Anytown” high school/elementary school episodes are amazing!! I learned so much from all the other episodes I’ve listened to over the last few months, but the Anytown episodes took learning the intricacies to another level. I was blown away honestly. I really can’t stop listening to these podcasts any chance I get. I’m going to be quite sad when I have no more to listen to 😂

Parent listening...

Even though I am not a teacher or administrator, I found listening to this podcast incredibly helpful. It helped me to know what concerns teachers may have in starting CPS & how to answer those. Wish there were new episodes :)

Yet another PhD trying to monetize a patchwork theory based on other people’s data tailored to support his claims. If you are curious about their approach to science, listen to the 4/30/17 episode... they actually say that data are not everything. I’d be interested to find an employed physics researcher that continued to back their theory because “the data are not everything”.

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Treating Explosive Kids: The Collaborative Problem-Solving Approach 1st Edition

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• ISBN-10 1593852037
• Edition 1st
• Publisher The Guilford Press
• Publication date October 18, 2005
• Language English
• Dimensions 6.5 x 1 x 9.25 inches
• Print length 246 pages
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• Publisher ‏ : ‎ The Guilford Press; 1st edition (October 18, 2005)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 246 pages
• ISBN-10 ‏ : ‎ 1593852037
• Item Weight ‏ : ‎ 1.06 pounds
• Dimensions ‏ : ‎ 6.5 x 1 x 9.25 inches
• #84 in Nursing Psychiatry & Mental Health
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About the authors

J. stuart ablon.

J. Stuart Ablon, Ph.D., is the Director of Think:Kids in the Department of Psychiatry at Massachusetts General Hospital. He is also Associate Professor and the Thomas G. Stemberg Endowed Chair in Child and Adolescent Psychiatry at Harvard Medical School. Dr. Ablon is author of the books Changeable: How Collaborative Problem Solving Changes Lives at Home, at School, and at Work; Treating Explosive Kids: The Collaborative Problem Solving Approach; and The School Discipline Fix.

Dr. Ablon received his doctorate in clinical psychology from the University of California at Berkeley and completed his training at Massachusetts General Hospital and Harvard Medical School. A dynamic and engaging speaker, Dr. Ablon was ranked #5 on the list of the world’s top rated keynote speakers in the academic arena. Dr. Ablon trains parents, educators, and clinicians, and helps organizations throughout the world implement the Collaborative Problem Solving approach.

Ross W. Greene

Dr. Ross Greene is the New York Times bestselling author of the influential books The Explosive Child, Lost at School, Raising Human Beings, and Lost & Found. He is the originator of the innovative, evidence-based approach called Collaborative & Proactive Solutions (CPS) described in these books. The CPS model provides a compassionate, accurate understanding of kids with concerning behaviors and a non-punitive, non-adversarial approach for reducing those behaviors, solving problems, enhancing skills, improving communication, and repairing relationships. Dr. Greene also developed and executive produced the award-winning feature-length documentary The Kids We Lose, a film about the counterproductive, often inhumane ways in which kids with concerning behaviors are treated -- treatment that often pushes them into the pipeline to prison -- and the difficulties and frustrations often faced by their parents, educators, and other caregivers (learn more at www.thekidswelose.com).

Dr. Greene was on the faculty at Harvard Medical School for over 20 years, and is now founding director of the non-profit Lives in the Balance (www.livesinthebalance.org), which provides free, web-based resources on the CPS approach and advocates on behalf of kids with social, emotional, and behavioral challenges and their caregivers. He is also adjunct Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology in Sydney, Australia. The many research papers documenting the effectiveness of the CPS model can also be found on the Lives in the Balance website. Dr. Greene and his colleagues consult extensively to families, schools, and treatment facilities, and lecture widely throughout the world (visit www.cpsconnection.com for a complete listing of learning and training options). He has been featured in a wide range of media, including The Oprah Show, Good Morning America, The Morning Show, National Public Radio, The Atlantic, Mother Jones magazine, and various professional journals. He lives in Freeport, Maine.

You can connect with Dr. Greene by using the contact form on any of the above websites.

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CPS MATERIALS AND PAPERWORK

All the resources you need to implement the CPS Model are here.

CPS MATERIALS/PAPERWORK

Here’s all the paperwork — the resources and instruments — and research related to the CPS model.

Assessment of Skills and Unsolved Problems (ASUP 2024)

The recently revised is Assessment of Skills and Unsolved Problems (ASUP 2024) used to identify the skills that may be making it difficult for a kid to respond adaptively to problems and frustrations or meet certain expectations, and the unsolved problems that need to be solved. It’s printable/editable/fillable, or you can access it as a Google Doc (directions for making a copy can be found here ).

The  ASUP Guide provides helpful guidelines for completing the ASUP 2024.

DRILLING CHEAT SHEET

The Drilling Cheat Sheet   provides an overview of the drilling strategies that can be used to gather information in the Empathy step of Plan B.

PLAN B CHEAT SHEET

The Plan B Cheat Sheet provides a graphic overview of the key components you’ll want to keep in mind when you’re doing Plan B.

PROBLEM SOLVING PLAN

The Problem Solving Plan helps you keep track of the high-priority unsolved problems you’re currently working on and the progress you’re making in solving them, and it’s printable/editable/fillable too.

PROBLEM SOLVING REFERRAL FORM

The Problem Solving Referral Form was created to help schools shift from discipline referrals to referrals that prompt scheduling time for Plan B. You can tailor it to the needs of your school.

MEETING CHECKLISTS

This is where to find the Plan-B-Checklist and ALSUP Meeting Checklist …so you can self-assess how you did.

PLAN B TRAINING SKILLS INFOGRAPHIC

Want to know what skills are being built by Plan B? Check out this graphic (with thanks to certified provider Linda Oberg for creating).

FIVE FINGERS METHOD

If you’re trying to solve a problem with a child or adolescent who’s having difficulty providing you with information in the Empathy step, you may find that five fingers can help you get the information you’re seeking (with thanks to certified provider Jodell Allinger for creating).

CPS-INFLUENCED IEP & FBA SAMPLES

You can find a CPS-flavored sample IEP for the US  here , and one for Canada here . And here’s our original CPS-flavored Functional Behavior Assessment , along with a new hybrid FBA (created in collaboration with Abigail Wallman, Ph.D., school psychologist in the Farmington [CT] Public Schools).

CPS MODEL ONE-PAGER

And here’s a one-page description of the Collaborative & Proactive Solutions approach.

PROBLEMS AND SOLUTIONS IN PICTURES

LENS CHANGER APP

Our Lens Changer app sure does make it easy to apply the CPS model. For iOS, click here . For Android, click here .

The Collaborative & Proactive Solutions* model is recognized as an empirically-supported, evidence-based treatment by the  California Evidence-Based Clearinghouse for Child Welfare (CEBC). The research base supporting the effectiveness of the CPS model continues to grow, and this page is updated continuously. Learn more .

CPS MATERIALS IN OTHER LANGUAGES

Many of these materials have been translated into other languages, and we’re in the midst of updating them so they reflect the most current renditions:

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Ross Greene on Challenging Behavior

At a glance.

Educators and administrators, often trained in traditional behavior modification procedures, regularly try to control children’s behavior with rewards and punishments, instead of helping them learn the skills needed to control their own behavior. Data indicates that nearly 10% of preschoolers and one in seven K-12 students are suspended or expelled each year for non-compliant or problem behavior, many for minor offenses. Kids with learning and behavioral disabilities, such as ADHD  and Oppositional Defiant Disorder  are suspended at approximately twice the rate of their peers and incarcerated at practically three times the frequency of the overall youth population.

Rethinking “Bad” Behavior

Child psychologist and author Ross W. Greene maintains, “Kids do well when they can,” and when they can’t, it’s because they are delayed in the development of crucial cognitive skills.

Challenging kids are not always challenging: they’re challenging only when the expectations placed on them outstrip their skills.

It is in these situations that they communicate their difficulties through challenging behaviors, be it whining, withdrawing, screaming, swearing, hitting, spitting, lying, or stealing. In other words, challenging behavior is simply the means by which a child communicates that he is having difficulty meeting certain expectations.

Greene stresses that challenging kids do not lack the motivation to do well, nor are they attention-seeking, manipulative, coercive or limit-testing. What challenging kids lack are the skills not to be challenging. Consequently, if challenging behavior is caused by lagging skills and not by lagging motivation or manipulative behavior, it is easy to understand why rewarding and punishing a challenging kid may not make things better or help him learn essential skills for lasting success.

Problem-Solving Partnership

Dr. Greene’s evidence-based approach, Collaborative & Proactive Solutions ( CPS ), is centered on solving the problems that cause the behavior, not merely on modifying the behavior. If you understand why and when your child is challenging, you can help him problem-solve in a collaborative and proactive way.

Specifically, the way to reduce challenging episodes is by (1) identifying both the skills he is lacking (lagging skills) and the specific expectations he is having difficulty meeting (unsolved problems); and (2) collaboratively solving the problems underlying the misbehavior.

If you try to solve the problems unilaterally, through imposition of adult will, you won’t solve anything permanently and will only increase the likelihood of challenging episodes. And because unsolved problems tend to be highly predictable, the problem solving should ideally be done proactively.

What skills does the research tell us behaviorally challenging kids are lacking? Those related to executive functions and problem solving, language processing and communication, emotional regulation and frustration tolerance, and cognitive flexibility and adaptability. Executive function skills, for example, impact hindsight and forethought­—the brain’s ability to reflect on past experiences to help solve current problems and to project potential solutions into the future to determine the best way to proceed. When kids are lagging in these essential skills, it is easy to understand why they are likely to have unresolved problems.

The CPS model not only promotes a problem-solving partnership, it engages kids in solving the problems that affect their lives, produces more effective and long-lasting solutions, and teaches skills along the way—skills such as empathy, appreciating how one’s behavior is affecting others, resolving disagreements without conflict, taking another’s perspective, and honesty.

Dr. Greene’s compassionate approach has transformed the understanding of how to treat kids with social, emotional and behavioral challenges, those at greatest risk of falling into the special education-to-prison pipeline. Over the years, his method has dramatically reduced discipline problems and punishments for challenging kids and adolescents in countless families, schools, therapeutic facilities and the juvenile-justice system.

Dr. Greene is the author or co-author of numerous books, including The Explosive Child, Lost at School, and most recently, Raising Human Beings . Eve Kessler, Esq., a criminal attorney with The Legal Aid Society, is the co-founder of SPED*NET, Special Education Network of Wilton (CT) and a Contributing Editor for Smart Kids with Learning Disabilities.

Related Smart Kids Topics

• Oppositional Defiant Disorder: Children Learn If They Can

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Land use changes in the environs of Moscow

Related Papers

Eurasian Geography and Economics

Grigory Ioffe

komal choudhary

This study illustrates the spatio-temporal dynamics of urban growth and land use changes in Samara city, Russia from 1975 to 2015. Landsat satellite imageries of five different time periods from 1975 to 2015 were acquired and quantify the changes with the help of ArcGIS 10.1 Software. By applying classification methods to the satellite images four main types of land use were extracted: water, built-up, forest and grassland. Then, the area coverage for all the land use types at different points in time were measured and coupled with population data. The results demonstrate that, over the entire study period, population was increased from 1146 thousand people to 1244 thousand from 1975 to 1990 but later on first reduce and then increase again, now 1173 thousand population. Builtup area is also change according to population. The present study revealed an increase in built-up by 37.01% from 1975 to 1995, than reduce -88.83% till 2005 and an increase by 39.16% from 2005 to 2015, along w...

Elena Milanova

Land use/Cover Change in Russia within the context of global challenges. The paper presents the results of a research project on Land Use/Cover Change (LUCC) in Russia in relations with global problems (climate change, environment and biodiversity degradation). The research was carried out at the Faculty of Geography, Moscow State University on the basis of the combination of remote sensing and in-field data of different spatial and temporal resolution. The original methodology of present-day landscape interpretation for land cover change study has been used. In Russia the major driver of land use/land cover change is agriculture. About twenty years ago the reforms of Russian agriculture were started. Agricultural lands in many regions were dramatically impacted by changed management practices, resulted in accelerated erosion and reduced biodiversity. Between the natural factors that shape agriculture in Russia, climate is the most important one. The study of long-term and short-ter...

Annals of The Association of American Geographers

Land use and land cover change is a complex process, driven by both natural and anthropogenic transformations (Fig. 1). In Russia, the major driver of land use / land cover change is agriculture. It has taken centuries of farming to create the existing spatial distribution of agricultural lands. Modernization of Russian agriculture started fifteen years ago. It has brought little change in land cover, except in the regions with marginal agriculture, where many fields were abandoned. However, in some regions, agricultural lands were dramatically impacted by changed management practices, resulting in accelerating erosion and reduced biodiversity. In other regions, federal support and private investments in the agricultural sector, especially those made by major oil and financial companies, has resulted in a certain land recovery. Between the natural factors that shape the agriculture in Russia, climate is the most important one. In the North European and most of the Asian part of the ...

Ekonomika poljoprivrede

Vasilii Erokhin

Journal of Rural Studies

judith pallot

In recent decades, Russia has experienced substantial transformations in agricultural land tenure. Post-Soviet reforms have shaped land distribution patterns but the impacts of these on agricultural use of land remain under-investigated. On a regional scale, there is still a knowledge gap in terms of knowing to what extent the variations in the compositions of agricultural land funds may be explained by changes in the acreage of other land categories. Using a case analysis of 82 of Russia’s territories from 2010 to 2018, the authors attempted to study the structural variations by picturing the compositions of regional land funds and mapping agricultural land distributions based on ranking “land activity”. Correlation analysis of centered log-ratio transformed compositional data revealed that in agriculture-oriented regions, the proportion of cropland was depressed by agriculture-to-urban and agriculture-to-industry land loss. In urbanized territories, the compositions of agricultura...

Open Geosciences

Alexey Naumov

Despite harsh climate, agriculture on the northern margins of Russia still remains the backbone of food security. Historically, in both regions studied in this article – the Republic of Karelia and the Republic of Sakha (Yakutia) – agricultural activities as dairy farming and even cropping were well adapted to local conditions including traditional activities such as horse breeding typical for Yakutia. Using three different sources of information – official statistics, expert interviews, and field observations – allowed us to draw a conclusion that there are both similarities and differences in agricultural development and land use of these two studied regions. The differences arise from agro-climate conditions, settlement history, specialization, and spatial pattern of economy. In both regions, farming is concentrated within the areas with most suitable natural conditions. Yet, even there, agricultural land use is shrinking, especially in Karelia. Both regions are prone to being af...

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

<< Previous page

Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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Rusmania • Deep into Russia

Out of the Centre

Savvino-storozhevsky monastery and museum.

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.  

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

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