Saying what is wrong it just a convenient way to get started.  Anybody can say what is wrong.  So P. A. starts with what the child can easily do.  The next step in problem-solving is to shift the focus to the solution.

Talk about the problem if all you want to do is complain. 
If you want to fix, talk about where you want to be with the fix

P. A. marks out another box on the paper.  The label:   “GOAL: How I could tell if the problem is fixed?”  The child’s new job is to match at least one note in the PROBLEM box with a note that belongs in the GOAL box.   Again, P. A. indicates that a good job on this task may take several days.  That big piece of paper on the wall serves as a reminder of the job.

To further clarify the job, P. A. marks a third box, labeled: “ROUTE:  How I could get what I want.”   P. A. explains that they are not working on the route yet, but that the box is there in case they think of ideas while working on goals.  (The ROUTE box also reminds the child to distinguish between goals and methods.) 

P. A. expects that the initial goal notes will need further work.   But P. A. understands the power of yet.  As in: “I have not solved this problem yet.”