Transcript Parent Consultation - University of Nebraska–Lincoln

Incredible Years
Training Series
The Future of School Psychology Task
Force on Family-School Partnerships
Jon Lasser and Kathryn Woods
Definition
The Incredible Years training series
is an empirically validated prevention/intervention
that is designed for young children, parents, and
teachers (Bates, 2005). This program may be
used for externalizing and internalizing
problems and a broad range of behavioral,
emotional, and social problems exhibited in
childhood.
See IY Handout 1 for More Information
Rationale for a Multi-Tiered Approach to
Family-School Partnerships
Family-school partnerships provide a context for families and
educators to collaboratively identify and prioritize concerns
across a continuum of opportunities and intensities
Prevention and intervention efforts and supports are delivered
toward a universal and targeted audience
A multi-tiered approach enables families and educators to provide
services based on a student’s responsiveness to previous
preventions, interventions, and supports
See IY Handout 2 for More Information
Explanation for a Multi-Tiered Approach
to Family-School Partnerships
Provides various levels of family-school supports based on a
student’s identified need and responsiveness to previous efforts
Universal – Family-school collaboration provided to support all students and
families (e.g., 4 As, Parent-School Collaboration, Parent Involvement,
Parent Education)
Targeted – Family-school collaboration provided to support identified
students and families unresponsive to previous universal efforts (e.g.,
Parent Education and Intervention, Parent Consultation)
Intensive – Family-school collaboration provided to students and families
unresponsive to previous targeted efforts (e.g., Parent Consultation
[conjoint behavioral consultation] and Parent Intervention)
The Multi-Tiered Approach to
Family-School Partnerships
Tier 3: Intensive, Individual Interventions
Individualized supports for families and students unresponsive to the
first two tiers (e.g., Parent Consultation [conjoint behavioral
consultation] and Family Intervention)
Tier 2: Targeted Group Interventions
Tier 3
1-7%
Specific preventions and remedial interventions for
targeted groups of families and students identified as “at
risk” and unresponsive to the first tier (e.g., Parent
Training and Intervention, Parent Consultation)
Tier 2
5-15%
Tier 1: Universal Interventions
Tier 1
80-90%
Engaging all families as collaborative
partners (e.g., 4 As, Family-School
Collaboration, Parent Involvement,
Parent Education)
Incredible Years Training Series
Developed by Carolyn Webster-Stratton, the Incredible
Years series helps parents and teachers improve the
social competence of children between the ages of 2
and 10
Based on cognitive social learning, the training is
designed to prevent, treat, and reduce conduct
problems (Webster-Stratton, 2000)
For Which Populations is
Incredible Years Useful?
Designed for parents and teachers of pre-school children
Research was conducted with Head Start programs in the
Seattle area
Studies show that this is a promising, effective program
Schools can arrange for teacher training that is parallel to the
parent program to maintain consistency across learning
environments
Interventions
Incredible Years trainings that target parents are divided
into three groups:
BASIC Parent Training Program
Early Childhood (3-6)
School Age (6-10)
ADVANCE Parent Training Program
EDUCATION Parent Training Program
(Webster-Stratton, 2000)
BASIC
Training targets parenting skills:
Play/Involvement (e.g., How to play with a child, helping children
learn)
Praise/Rewards (e.g., The art of effective praising, tangible
rewards)
Limit setting (e.g., How to set limits, helping children learn to
accept limits)
Handling misbehavior (e.g., Avoiding and ignoring misbehavior,
preventive strategies)
Skills are taught and practiced through videotape modeling, role
plays, and homework activities
ADVANCE
Training targets interpersonal skills:
 Problem solving (e.g., Understanding the important steps to
problem solving)
 Anger management (e.g., Understanding how angry and
depressive emotions and thoughts can affect behaviors with
others)
 Communication (e.g. Active listening and speaking up,
communicating more positively to oneself and to others)
 Depression control (e.g., Learning coping strategies to stop
negative self-talk and increase positive self-talk)
 Giving and getting support (e.g., Knowing how to get feedback
from others, Learning how to be more supportive of others)
 Skills are taught and practiced through videotape modeling, role
plays, and homework activities
EDUCATION
Training targets academic skills:
 Academic stimulation (e.g., Making learning enjoyable through
play)
 Learning routine after school (e.g., Setting up a predictable
routine, Understanding how television interferes with learning)
 Homework support (e.g., Understanding how to show “active
interest” in children’s learning at home and school)
 Reading (e.g., teaching parents how to read to their children)
 Limit setting (e.g., Understanding how to follow through with
limits)
 Involvement at school (e.g., Knowing ways to support teachers
in their teaching efforts)
 Teacher conferences (e.g., Understanding how to focus on
finding solutions to children’s school difficulties (rather than
blame)
 Skills are taught and practiced through videotape modeling, role
plays, and homework activities
Additional Programs
In addition to the BASIC, ADVANCE, and EDUCATION series,
Incredible Years also offers trainings that are not profiled in this
presentation:
Teacher Training Program
Child Training Program (Dina Dinosaur Social Skills)
More detailed information about these additional programs can be
found at www.incredibleyears.com
Short-Term Program Goals
Reduce conduct problems at home and in the classroom
Fewer negative behaviors, noncompliance
Decreased peer aggression and disruptive behavior
Promote social, emotional, and academic competence
Increased social skills, understanding of feelings,
conflict management skills, and academic engagement
Long-Range Program Goals
Develop treatment for early onset conduct problems
Provide universal prevention of conduct problems
Program Materials
Videotapes for BASIC, ADVANCE, and EDUCATION series
Self-administered manual for BASIC series
Leader manuals for each program
Weekly refrigerator notes for parents (key points)
Parent assignments for home activities
Book for parents
Refrigerator magnets for parents
Posters of the program model
See IY Handout 3 for More Information
Content and Mechanics
What follows are brief summaries of each program’s
content and format, followed by more general notes
on how the trainings are executed. More detailed
information can be found in the Incredible Years
materials, available at www.incredibleyears.com.
Early Childhood BASIC Parent
Training (ages 3-6)
Four units:
Play
Praise and Rewards
Effective Limit Setting
Handling Misbehavior
Early Childhood BASIC Parent
Training (ages 3-6)
Materials:
Leader’s manual (video narration, discussion
topics/questions, homework, handouts, etc.)
Participants’ books
10 videotapes (vignettes of parents interacting with
children)
Early Childhood BASIC Parent
Training (ages 3-6)
Method:
Groups of ten to fourteen participants meet for twelve
to fourteen 2-hour session
Leaders use video vignettes as the basis for group
discussion
Parenting skills are discussed and new skills are roleplayed
Home practice activities are assigned
Early Childhood BASIC Parent
Training (ages 3-6)
Sample Objectives:
Following through with commands effectively
Avoiding power struggles
Anticipating and avoiding frustrations
Handling crying, grabbing, not eating, and refusing
to go to bed
ADVANCE Parent Training
Programs (ages 4-10)
For parents that have completed BASIC series
Three units:
How to Communicate Effectively with Adults and
Children
Problem Solving for Parents
Problem Solving with Young Children
ADVANCE Parent Training
Programs (ages 4-10)
Materials:
Leader’s manual
Six videotapes
ADVANCE Parent Training
Programs (ages 4-10)
Method:
Parents meet for ten to twelve 2-hour sessions
Review of BASIC program material
Parents learn application of communication and
problem solving principles to relationships with
children and adults
ADVANCE Parent Training
Programs (ages 4-10)
Sample Objectives:
Recognizing how to validate another’s feelings
Increasing positive and polite communication with
others
Promoting consistent verbal and nonverbal messages
EDUCATION Parent Training
Program (ages 5-10)
One unit in five parts:
How to Support Your Child’s Education
1) Promoting Your Child’s Self-Confidence
2) Fostering Good Learning Habits
3) Dealing With Children’s Discouragement
4) Participating in Children’s Homework
5) Using Parent-Teacher Conferences to
advocate for your child
EDUCATION Parent Training
Program (ages 5-10)
Materials:
Two video tapes
Manual
EDUCATION Parent Training
Program (ages 5-10)
Method:
Similar to other programs in methods
Provided after and builds upon BASIC program
Emphasizes home-school collaboration
See Overview Module for More Information on
Partnering with Families
EDUCATION Parent Training
Program (ages 5-10)
Sample Objectives:
Understanding the importance of continuity from
home to school
Understanding how to show “active interest” in
children’s learning at home and school
Setting up a predictable routine
Making learning enjoyable through play
About the Trainings
Parents encouraged to bring a partner or close friend for
support
Training is collaborative, non-hierarchical, & nonblaming
Leaders are collaborators rather than “experts”
Use of leader and parent knowledge, strength, and
perspectives equally
Leaders reflect, reframe, reinforce, support, & accept
Humor, optimism, and encouragement are tools
About the Trainings (cont.)
Some teaching of concepts and role-playing
60% of group meetings are discussions,
problem-solving, and support
25% video tape modeling
15% teaching
Additional Components
Weekly parent evaluations of sessions (evaluation
materials provided with the Incredible Years program)
Phone calls from leader to parents every two weeks to
assist with homework, informally assess application of
skills, and build leader-parent relationships
Parent “buddies” assigned for progress sharing and
support through phone calls
See IY Handout 4 for More Information
Home-School Partnership
An important objective is to
foster parental involvement in
children’s preschool experience
Home-School Partnership
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Emphasis on parents working with teachers
Train parents to work with teachers to improve
children’s learning and behavior
Occurs in tandem with Incredible Years teacher
training
Teachers and parents collaborate to meet the needs
of each child and help the child transition
successfully into kindergarten
Why Use Groups?
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Efficient
Effective
Parents can provide peer support to one
another.
Parents benefit from knowing that others
have had similar experiences.
Parents can learn from each other about
successful strategies.
Outcomes
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Research on Incredible Years program met
standards of Evidence Based Interventions*
Yielded positive outcomes for children
increased positive parenting behaviors
 decreased negative parenting behaviors
 increased parent-teacher bonding
 increased teachers’ classroom management
 decreased children’s conduct problems at home and
school
(Bates, 2005)
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*Task Force on Evidence-Based Intervention in School Psychology
Key Points for Implementation
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Offer groups at times that are good for parents
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May need to offer day and evening groups
Create conditions that enable participation (e.g.,
transportation, childcare, snacks, etc.)
Focus on strengths and competencies of parents
Frame child success as an outcome of home-school
collaboration
References
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Bates, S.L. (2005). Evidence-based familyschool interventions. School Psychology Quarterly,
20, 352-370.
Webster-Stratton, C. (1998). Preventing conduct
problems, promoting social competence: A
parent and teacher training partnership in Head
Start. Journal of Clinical Child Psychology, 30, 283302.
References
Bates, S. L. (2005). Evidence-based family-school
interventions with preschool children. School
Psychology Quarterly, 20, 352-370.
Webster-Stratton, C. (June, 2000). The Incredible
Years Training Series. Juvenile Justice Bulletin. US
Department of Justice.
Additional Internet Resources
PARTNERS website:
Partners Project (n.d.). Home page.
Retrieved March 18, 2007 from
http://www.son.washington.edu/centers/
parenting-clinic/partners_project.asp
See IY Handout 5 for More Information