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Incredible Years School-Age - Basic parent training programme

Incredible Years School-Age - Basic parent training programme

Overview

Level: Enhanced

Impact Assessments:

Reaction

Learning

Behaviour

Results

To train staff to deliver Incredible Years parenting groups to parents / carers of 6-12 year-olds who have elevated levels of social, emotional and behavioural need.

This is a 3-day in person training delivered by an accredited Incredible Years Mentor.

Is there a cost for this learning resource? :

No

Has this resource been accredited or endorsed by any organisation? :

NHS Education for Scotland (NES) endorse and commission this training via the Psychology of Parenting Project (PoPP).

Training model:

To deliver this training, staff must be an accredited Incredible Years Mentor who has undertaken a rigorous proficiency check process.

Learning is through instructive presentation, video demonstration and rehearsal of group skills.

Within the PoPP context, the training is aimed at staff within Community Planning Partnerships (CPP) who work with children and families in the early years or school years, who can be given protected time to deliver the groups, such as Early Years Practitioners, Family Support Staff and School Support Staff.

Staff capacity and time commitment:

This is a 3-day, in person, face-to-face training for staff who can commit to deliver 14-week long parenting groups in their local area, as well as engage with an Incredible Years Mentor to ensure consistent, high-quality delivery of the parenting groups.

Author/developer:

Professor Carolyn Webster-Stratton

Contact for Further Development

Further information is hosted on NES - Early Intervention Framework - Incredible Years School Agel basic programme

Please contact psychology@nes.scot.nhs.uk for more information about PoPP.

Link to resource

Quality dimensions

Usability

Content and Objectives of the Incredible Years School- Age BASIC Parent Training Programs (Ages 6–12yrs):  

Program Nine: Promoting Positive Behaviors in School-Age Children

Part 1:

The Importance of Parental Attention and Special Time

  • Understanding how to build a positive relationship with children.
  • Helping children develop imaginative and creative play.
  • Building children’s self-esteem and self-confidence through supportive parental attention.
  • Understanding the importance of adult attention for promoting positive child behaviors.
  • Understanding how lack of attention and interest can lead to child misbehaviors.

 

Part 2: Social, Emotional and Persistence Coaching

  • Understanding how to use academic and persistence coaching to encourage children’s persistence and focus
  • Learning to use emotion coaching to build emotional literacy
  • Learning to use social coaching to encourage social skills such as being respectful, sharing, cooperating, and being a good team member.

 

Part 3: Effective Praise and Encouragement

  • Knowing how to use praise more effectively.
  • Avoiding praising only perfection.
  • Recognizing common traps.
  • Knowing how to deal with children who reject praise.
  • Recognizing child behaviors that need praise.
  • Understanding the effects of social rewards on children.
  • Doubling the impact of praise.
  • Building children’s self-esteem and self-concept.

 

Part 4: Tangible Rewards

  • Understanding the difference between rewards and bribes.
  • Recognizing when to use the “first-then” rule.
  • Understanding how to set up star and point systems to motivate children.
  • Understanding how to design programs that are ageappropriate.
  • Understanding ways to use tangible rewards for problems such as dawdling, noncompliance, sibling fighting, messy room, not going to bed, and being home on time

 

Program Ten:Reducing Inappropriate Behaviors in School-Age Children

Part 1: Rules, Responsibilities and Routines

  • Politeness Principle
  • Understanding how to establish clear and predictable routines.
  • Strategies for encouraging children to be responsible.
  • Understanding the importance of household chores.
  • Making sure household rules are clear.

             

Part 2: Clear and Respectful Limit Setting    

  • The importance of household rules.
  • Guidelines for giving effective commands.
  • How to avoid using unnecessary commands.
  • Identifying unclear, vague, and negative commands.
  • Providing children with positive alternatives.
  • Using “when/then” commands effectively.
  • The importance of warnings, reminders, and giving choices

 

Part 3: Ignoring Misbehaviour

  • Dealing effectively with children who test the limits.
  • Knowing when to divert and distract children.
  • Avoiding arguments and “why games.”
  • Understanding why it is important to ignore children’s inappropriate responses.
  • Following through with commands effectively.
  • Recognizing how to help children be more compliant.

 

Part 4: Time Out Consequences         

  • Guidelines for implementing Time Out for noncompliance, hitting and destructive behaviors.
  • How to explain Time Out to children.
  • Avoiding power struggles.
  • Techniques for dealing with children who refuse to go to Time Out or won’t stay in Time Out.
  • Teaching children how to calm down.
  • Understanding the importance of strengthening positive behaviors

 

Part 5: Logical and Natural Consequences

  • Guidelines for avoiding power struggles.
  • Recognizing when to use logical consequences, privilege removal, or start up commands.
  • Understanding what to do when discipline doesn’t seem to work.
  • Recognizing when to ignore children’s inappropriate responses and how to avoid power struggles.
  • Understanding how natural and logical consequences increase children’s sense of responsibility.
  • Understanding when to use work chores with children.
  • Understanding the importance of parental monitoring at all ages

 

Program Eight: How to Support Your Child's Education

Part One: Promoting Reading Skills

  • Providing positive support for children’s reading.
  • Building children’s self-esteem and self-confidence in their learning ability.
  • Making reading enjoyable.
  • Fostering children’s reading skills and story telling through “interactive dialogue,” praise, and open-ended questions

 

Part Two: Dealing with Children's Discouragement

  • Helping children avoid a sense of failure when they can’t do something.
  • Recognizing the importance of children learning according to their developmental ability and learning style.
  • Understanding how to build on children’s strengths.
  • Knowing how to set up tangible reward programs to help motivate children in difficult areas.
  • Understanding how to motivate children through praise and encouragement.

 

Part Three: Fostering Good Learning Habits and Routines

  • Setting up a predictable daily learning routine for academic activities.
  • Understanding how television and computer games interfere with learning.
  • Incorporating effective limit-setting regarding homework.
  • Understanding how to follow through with limits.
  • Understanding the importance of parental monitoring.
  • Avoiding the criticism trap.

 

Part Four: Parents Showing Interest in School

  • Understanding the importance of parental attention, praise, and encouragement for what children learn in school.
  • Recognizing that every child learns different skills at different rates according to their developmental ability.
  • Understanding how to build on children’s strengths.
  • Understanding how to show “active interest” in children’s learning at home and at school.
  • Understanding the importance of working with your child’s teacher.
  • Understanding the importance of parental advocacy for their children in school.

The training and intervention are highly operationalised in order to ensure fidelity of the both training and group delivery.                            

Supports

Supports - Workforce

For CPP's accessing the training through PoPP, supports are provided around identifying practitioners for training, administrative processes and data processes, and access to ongoing consultation sessions from an Incredible Years Mentor. Training resources are provided for attendees and manuals for delivery of groups.

 

Outwith PoPP details of supports offered from Incredible Years can be found here: NES - Incredible Years School-Age Basic Programme

Supports - Technology

NES collate and analyse training and clinical outcome data to inform and drive the implementations of the group delivery.

Supports - Administrative

Training resources are provided for attendees and manuals for delivery of the parenting groups.

Supports - Financial

NES covers all training costs, provides all training and delivery materials, data support, as well as access to consultations from an Incredible Years mentor.

Evidence base

Training is delivered using the same theories guiding the Incredible Years interventions, it is based on social learning theory, modelling, theories of child development and behavioural theory. Learning is through instructive presentation, video demonstration and rehearsal of group skills.  Evidence Base for Incredible Years School-Age Basic is captured here: guide book - Incredible years school-age basic

and here:

NES - Incredible Years School-Age Basic Programme

Impact assessments

Reaction

Evaluation forms are completed at the end of training.

Learning

Knowledge and confidence ratings are collected from staff before and after the training.

Behaviour

Learning is through instructive presentation, video demonstration and rehearsal of group skills. Incredible Years Mentors track adherence to the therapy model by delivery staff.

Results

Daily Feedback data is collected from those attending the parenting groups. An evaluation is collected from all parents at the end. Clinical outcome measures are completed by each attending parent / carer before and after the groups. These data are collated and analysed by NES which demonstrate the interventions positive impact on child outcomes, consistent with the evidence base. Evidence from peer reviewed studies show the intervention has a positive impact on child behaviour problems, children's social competencies, parent-child relationship, parenting practices and parental depression and stress.

KSF dimension information in relation to the learning resource

Child Development and Attachment

Mental Health in Children, Young People and their Families

Engagement, Containment and Communication

Identification and Understanding of Need

Supports and Interventions

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