Transcript LSCI A Family Supporting Intervention

Life Space Crisis Intervention
- A Family Supporting Intervention By Ellen Lauwagie
Promotor: Prof. Dr. Eric Broekaert
Supervisor: Ph. D Franky D’Oosterlinck
Academic Year: 2005 - 2006
Thanks to …
 All the children and parents for their collaboration and enthusiasm
 Frank Fecser, Ph. D, Chief Executive Officer of the Positive Education Pogram, co-founder of the
Life Space Crisis Intervention Institute and co-author « Life Space Crisis Intervention »
 Franky D’ Oosterlinck, Ph. D, Chairman ’Efect’, Director of « Observation and Orientation Centre
De Nieuwe Vaart » and Senior Trainer LSCI
 Kristel Naessens, Family counselor
 Laure Lepoudre, Student Educational Sciences
 Lot Claes, Child counselor
 Mark Freado, Director Re-EDucation Training and Consultation with the Pressley Ridge Institute;
Executive Director of the American Re-EDucation Association (AREA); Vice President/CFO,
Reclaiming Youth International and Senior Trainer LSCI
 Paul Hamers, Director of Methods Development at « Wagenschot » and assistent at the
University of Ghent
 My family for their neverending support
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Theoretical framework
THE AETIOLOGICAL QUESTION
« Can we attribute antisocial behaviour to child features or to
insufficient parenting skills?”
 Focus on child features
 Focus on parent features
 Focus on the parent – child interaction
 Focus on the transaction processes
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Focus on child features
• temperament
• activation and inhibition system
• attention span
• neurotransmitters
• verbal deficits
• executive functions
• information processing systems
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Focus on child features
Social information processing model (Crick,
1994)
“Kids will choose good - will try to realise their potential if given the
opportunity and shown the way… most behaviour is learned, including
aberrant behaviour, and you could simply re-learn it (Mendelson, 1999)”.
Family support is only considered as supplementary to the primary
treatment : individual child psychotherapy (Fauber et already., 1991).
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Focus on parenting skills
• ’60 – ’70: The Family Therapy Movement questions the absolute
effectiveness of child therapy
• Investigation of the (unicausal) influence of parenting skills on
inadequate child behaviors
• Development of Family Therapy Services
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Focus on parent child interaction
• Child behaviour is no longer reduced to the predisposition of the child OR
the parenting skills.
• Behaviour problems arise as a result of the reciprocal relation between
parent and child (Van Leeuwen et already., 2004).
• Patterson (1982) describes rigid negative interactions between children
and their parents. (Social interactional model)
• “Behavioral problems cause or reinforce rejection of parents, the
reinforcements decreases or disappears, parents become less involved
which results in inconsistent ad inconsequent parenting behaviour” (De Mey,
2000)
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Focus on the transactional processes
The transactional-person-proces model (Belsky, 1984) includes multiple
variables. The components constitute the family system and represent the
micro level, which correlates with the meso and macro level (Bronfenbrenner)
Children behaviour is the result of a complex network of interacting variables
(Merlevede, 2004; Van Leeuwen, 2004 )
Subsequently we can focus on different elements in order to create a change.
Naturally some components (e.g. situational elements) are out of our control.
We focus upon the parent child interaction by amplifying the parenting skills
(Cfr. The Transactional model).
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T1
T2
PARENTS
T3
Ideas, expectations, behavior, skills,
personality features, life events
T1
T1
T2
PARTNERS
T3
T2
PARENT/ CHILD
CHILD/ PARENT
T3
Quality of interaction and relation
Quality of interation and relation
T1
T2
CHILD
T3
Ideas, expectations, behavior, skills,
personality features, life events
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Since …
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Parents function as a rolemodel and mediator, thereby can cause positive
therapeutic changes
Parents are the primary agents in the upbringing of youngsters, accordingly
constitute the target group of many interventions (literature study indicate a
high prevalence of parent trainings (approximitaly 1926)). Each focussing on
different target behaviours, such as obesitas, drug abuse, autism, ADHD,
sleeping disorders, behavioral and emotional disorders)
Parents of conduct-problem children can produce clinically significant changes
in their own and their children’s behavior when they receive appropriate
training in the application of behavior change procedures (Sanders, 1996)
Parent trainings demonstrate positive side effects such as: parents feel more
competent, experience more positive attitude towards their children,
reduction of parental stress, depressive feelings and partner conflicts (Reyno
& McGrath, 2006; Sanders, 1996)
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Since …
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The negative and rigid processes, between parents en kids with behavioral
problems, elicit conflicts which in turn reinforce negative parent child processes,
therefore creating a permanent conflictuous climate (Voets, 1997).
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The gravity and frequency of conflicts reinforce the intensity of behavioral
problems (Benzies et al., 2004)
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We limit the research to methods of conflict management, as used by family
members
BE THE CHANGE YOU WANT TO SEE IN THE WORLD
- MAHATMA GHANDI -
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Design program
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Organising committee:
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Franky D’Oosterlinck
•
Lot Claes
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Kristel Naessens
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Laure Lepoudre
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Ellen Lauwagie
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Participating institution: Observation and orientation centre « De Nieuwe Vaart ».
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Actors:
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Parents
Children
Child care workers
Family care workers
Teachers
Parent trainer en co-trainers
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Time table
1.
2.
Initiation phase (2 months)
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Specify typical parent child interactions during conflictuous moments
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Actors define common goals, concerning methods of conflict management
Implementation phase (2 months)
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Parent training:
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ii.
iii.
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Practice (2 months) & supplementary supporting family interventions based upon
individualised support needs
Summarisation, repitition (1 day)
Child counseling intensified
i.
ii.
3.
Basic training (2 days)
Detect individual needs of children in order to provide and adjust child support
Life Space Crisis Intervention
Follow up phase (3 months)
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Actors define support needs, thereby developping appealing individualised family interventions
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Design program
Program components
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Parent Training (main focus)
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Concepts illustration (unconsiousness versus consiousness, conflict cycle, six stages, clinical skills,
irrational beliefs, counter agression)
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Practice (case study and role playing)
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Child counseling
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Family counseling
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Consultations
Trainer
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Guards the process
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Provides a secure and challenging learning environment
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Observes
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Provides feedback
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Teaches
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Inspires
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Intervention goals
1.
Reduction of parental stress
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Parental stress is marked as the determining factor in the development of
antisocial behavior (Maughan, 2005 & Merlevede, 2005)
Each interaction could arouse (parental) stress, thereby setting a conflict
cycle in motion (Long, Wood & Fecser, 2003).
Parental stress as a result and source of unappropriate behaviours
By training parenting skills, parents feel more competent and secure
about handling crisisses, which in turn reduces parental stress.
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Intervention goals
2.
Amelioration of parent child interaction
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Through interactions family members develop ideas or peceptions about the parent
child interaction (Madon, 2004)
Perceptions enclose expectations about future interactions (Gerris, 1999; Madon,
2004).
As such, perceptions and expectations have the potential to actively shape one’s
behavior during an interaction such that it can alter the interaction itself (Madon et
al., 2004, p. 460) (Self fulfilling prophecy)
The parent child interaction between parents and children with behavioral disorders
are mostly rigid and negative (Fauber et al., 1991; Hollenstein, et al., 2004 ).
Moreover, rigid parent child interactions reinforce the intensity and frequency of
behavioral problems (Hollenstein et al., 2004; Merlevede et al., 2004; Patterson,
1982).
Through family supporting interventions we alter negative interactions into
positive parent child interactions, thereby decreasing behavioral
problems
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Intervention goals
3.
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Reduction of behavioral problems
Developmental theory
Developmental tasks and responsabilities result in constructive skills
Interfered by risk factors (within the environment, the child and family),
developmental, acute and situational stress
Children with behavioral and emotional disorders experience more difficulties, lack
the skills and appeal for defensive strategies
By improving the self regulating behaviour of youngsters, youngster
experience more self compentent, which in turn reduces stress
By training parents in conflict management, parents feel more secure,
experience less stress, thereby decreasing triggers which could arouse
acting out behaviour
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Evaluation study: Parental stress
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Evaluation study: Parental stress
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Evaluation study: CBCL
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Evaluation study: CBCL
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Before
treatment
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After
treatment
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Internalising
Externalising
Total problem
score
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Parent child interaction
80
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Before treatment
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After treatment
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20
10
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Conflict management
Acceptation
Total score
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Satisfaction Questionnaire
Developped by the organising committee
Investigates the
• Clearness
• Usefullness
• Frequence of use
• Percieved change
• Supporting needs
For the subscales:
• Conflictcycle
• Six stages
• Listening skills
• Speaking skills
• Self regulations skills
• Knowledge about behavioral problems
• Own experiences
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Conclusion
• The parental stress (measured by the PSI, Abidin, dutch version)
decreased significant.
• Test results indicate a more positive child interaction relationship,
although no sifnificant results were found.
• Parents report a slight reduction (not significant) of the problem
behaviour. Surprisingly, parents indicate more agressive behaviour. Due
to the testing, parents could become more aware of the problem
behaviour, whereas before the testing parents became used to the
problem behaviour.
• Parents rated the parent training as usefull and clear. They
experienced difficulties in the transfer of the knowledge and skills.
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Recommendations
Parents
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Parents ask for extra support in order to transfer the knowledge and skills
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Parents would like to expand the training
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Parents would like to be trained in self regulation
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Parents would like to extend further contacts with other parents
Trainer & co-trainers
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Spend less time on the concept illustration, spend more time on practice
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Train parents in positive parenting skills (basic training)
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Train parents in self regulation
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Devote more time on the six stages, in particular the Drain Off stage
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Create a warm, reliable environment (role play)
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Expand the contact with other parents (parent group)
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Recommendations for future projects
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Research for the surplus value of added interventions
Research for interactions effects between variables
Evaluate the conflict management techniques
Research about the family environment
Expanding research by including kids, family care and child care workers in the
evaluation process
Research about the generalization : residential care, different target groups
Follow up study
Research about the needs of further support
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If you have any questions, please do ask!
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