The Incredible Years

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Similarly to child emotional problems, the Incredible Years intervention showed no effect for parental mental health. This is based on high strength evidence. There was no statistically significant improvement in parental depression, parental stress or self-efficacy with the intervention.

Children also benefited from the intervention in Manchester with the proportion of children with clinical behavioural problems falling from 69 to 32 per cent. The Incredible Babies book shows you how to promote and understand your baby's physical, social, emotional and language development. It includes safety alerts, developmental principles, and a journal section where you can capture and preserve your memories of your baby's likes and dislikes, favorite songs, stories and daily routines. Cost-effectiveness analyses suggests that the Incredible Years intervention can provide savings to the public sector in the longer term. The Incredible Years Parents, Teachers and Children’s Series are evidence-based programs evaluated in numerous randomized control group studies by the developer and other independent researchers to prevent and treat behavior problems in young children. This series was selected as a Blueprints for Violence Prevention program in 2001 because it was shown to reduce risk factors for violence and crime. Additionally the programs have been shown to promote protective factors such as positive parenting and teaching focused on strengthening children’s social and emotional competence and school readiness.

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CAPS deliver the Incredible Years programme for 14 weeks to parents of children aged two to four, or for 10 weeks for parents of children aged up to two. The sessions include using Video Interaction Guidance, where families reflect on video clips of interactions with their children. The 3rd edition has many new features. It is formatted for easier reading, with pull-out sections highlighting key principles and parenting tools. It includes pictures from the video program chosen to remind parents of the vignette discussions they had in their groups. There are also detailed scripts that include social, emotion, academic and persistence coaching dialogues for parents to model, prompt, describe, expand and praise. Scripts are also included to support parents use of puppets and pretend play designed to enhance their children’s learning, modeling and practice of appropriate social and emotion behaviors, thoughts and feelings. All of these approaches will enhance parent-child positive relationships and attachment, build language development and promote positive peer interactions. This training workshop will present in depth the Classroom Dinosaur Child Program designed by Dr. Webster-Stratton to help prevent behavior problems and promote social competence and emotional literacy in young children. The program focuses on ways for teachers to promote children’s emotional literacy, anger management, appropriate conflict management strategies, expected classroom behaviors, and positive social skills or friendship behaviors with other children and adults. The Ministry of Education currently funds the following Incredible Years® programmes in New Zealand; the Incredible Years Parent Programme, the Incredible Years® Parent Autism Programme (for parents and caregivers of children diagnosed with or showing traits of ASD), the Incredible Years® Teacher Classroom Training Management programme, and the Incredible Years® Teacher Autism Training Programme (for teachers/kaiako of children diagnosed with or showing traits of ASD). Read more about the content and objectives of these programmes here.

Using a collaborative and flexible approach, the intervention can be shaped by each parent to meet the needs of their own family. Incredible Years tended to show a mixed effect on positive parenting. This is based on high strength evidence. The findings showed an increased use of positive praise. However parents did not report using more rewards or monitoring behaviours.And also how to get support from others and involve other family members and friends in your baby's life. Incredible Years tended to show no effect for child emotional problems.This is based on high strength evidence. No differences were found in child emotional symptoms between children whose parents took part in Incredible Years and those who did not. The Incredible Years BASIC Parent Training Program targets parents of high-risk children and those displaying behavior problems. Highlighted parenting skills include:

The Basic Parent Training Program is 14 weeks for prevention populations, and 18 - 20 weeks for treatment. The Child Training Program is 18-22 weeks. For treatment version, the Advance Parent Program is recommended as a supplemental program. Basic plus Advance takes 26-30 weeks. The Child Prevention Program is 20 to 30 weeks and may be spaced over two years. The Teachers Program is 5 to 6 full-day workshops spaced over 6 to 8 months. Delivery Settings Status — Participants were parents requesting services at the University of Washington Parenting Clinic; either self-referred or referred by physician or teacher.

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The Incredible Years parenting programme tended to show a positive effect on harsh and inconsistent parenting. This is based on high strength evidence. This included reductions in corporal punishment, threatening and shouting. The Incredible Years Child Training Program (Dina Dinosaur Social Skills and Problem-Solving Curriculum) - The Child Training program promotes social competency and reduces conduct problems. Children are trained in four areas: This study examined mediators and moderators of change in conduct problems, in a multi-agency randomized trial of The Incredible Years parenting program. Preschoolers at risk for conduct problems (n=153) were randomly assigned to intervention (n=104) and wait-list (n=49) groups. Boys and younger children, and those with more depressed mothers, tended to show greater improvement in conduct problems post-intervention. Other risk factors (i.e., teen or single parenthood, very low income, high initial levels of problem behavior) showed no predictive effects, implying intervention was at least as successful at helping the most disadvantaged families, compared to more advantaged. Mediator analyses found change in positive parenting skill predicted change in conduct problems. Limitations include the small sample size to conduct moderator and mediator analyses. Who benefits and how does It work? Moderators and mediators of outcome in an effectiveness Trial of a Parenting Intervention. Journal of Clinical Child & Adolescent Psychology. 39(4), 568-580. Accredited Incredible Years trainers and mentors are available to provide as-needed consultation to administrators, group leaders, and therapists about a variety of Incredible Years topics.

From these interventions, the proportion of families at risk of neglect or abuse fell from 86 per cent before the intervention, to 56 per cent afterwards. Parents presenting signs of clinical depression fell from 68 per cent to 19 per cent and the proportion of parents with clinical stress fell from 72 per cent to 12 per cent. There seems to be equal effect across age and ethnicity. However it is suggested that the intervention is more effective for boys. The study uses the same sample as the Baydar, Reid, & Webster-Stratton (2003) study. Participant families were randomly assigned to an intervention group where parents received The Incredible Years parenting program or to a group where the parent received the standard Head Start curriculum. Teachers in the intervention groups also received training on the program content. Data on children's behavior was obtained through both parent and teacher reports and through independent home observation. Pre and post intervention, children were measured on the Eyberg Child Behavior Inventory (ECBI), an inventory of conduct problems. Data was also obtained from the Dyadic Parent-Child Interactive Coding System which allows recording of behaviors of children with conduct problems and their parents, and the Coder Impression Inventory, which describes parenting style, child affect, and behavior. Mothers and children who had parenting or behavior problems at baseline were also identified. Analyses showed that families with problems at baseline benefited most from the program. Changes in conduct problems were also related to maternal engagement in the program and to mothers' success in implementing the positive parenting strategies taught in the program. Five- to six-year outcome and its prediction for children with ODD/CD treated with parent training. Journal of Child Psychology and Psychiatry, 51(5), 559–566. Clinical issues such as promoting attendance, managing resistant parents or teachers, being culturally responsive, managing disruptive children, setting up practice role plays, tailoring programs for children with developmental issues, and getting accredited or certified in the program.Webster-Stratton et al., 2011, note that well-trained teachers can help children who are aggressive, disruptive and uncooperative to develop the appropriate social behaviour and emotional self-regulation that will allow them to succeed both academically and in their lives, however many teachers are simply not adequately prepared to manage the escalating number of students with behaviour problems in the classroom. Some teachers even enter the workforce without having taken a single course on behaviour management. The IYT programme is a training programme for teachers grounded in cognitive social learning and relationship theories about the development of antisocial behaviours in children. The IYT programme equips teachers with the skills they need to reduce the occurrence of these antisocial behaviours, leading to better outcomes for the child, the class, and ultimately for society as a whole. The Incredible Years programme has been implemented in numerous places and contexts. In Manchester (England) the intervention has been delivered by the Manchester University NHS Foundation Trust’s Children and Parents Service (CAPS). In the city, at least 20 per cent of the city’s population of 34,000 under-fives is at risk of having or developing behavioural problems.