The Incredible Years

Product Information

In the longer term, the programme aims to reduce a range of antisocial behaviour. This includes reductions in aggressive & destructive behaviour, inattention & conduct problems, reduced likelihood of involvement with deviant peer groups, reduced special education referrals, reduced likelihood of dropping out of school, increased academic achievement, reduced likelihood of involvement in criminal activities and reduced drug and alcohol use. Intended short-term outcomes include increased social and emotional competence with peers in classroom, increased child problem solving skills, reductions in behaviour problems, increased academic readiness, on task, focused behaviours and cooperation with teachers and peers. 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. http://www.incredibleyears.com/wp-content/uploads/Reinke-IY-TCM-Program-Outcomes.pdf Study design and sample

The Pan-Dorset Parenting Service have been delivering and training in Dorset for over 15 years. The service is commissioned by Dorset CCG to deliver programmes recommended in the NICE guidelines. We work closely with a range of professionals including GP’s, Paediatricians, CAMHS, Social Care, Early Help and schools. Our Parenting Coaches understand that you know your child best, we will work with you to identify and build on your strengths as a parent. Each session includes group discussions, reviewing DVD clips, practising the skills learnt and also having fun! Status — Participants were children aged 4–8 referred for treatment because of oppositional or conduct problems reported by their parents. Leijten, P., Gardner, F., Landau, S., Harris, V., Mann, J., Hutchings, J., et al. (2018). Research review: Harnessing the power of individual participant data in a meta-analysis of the benefits and harms of the incredible years parenting program. Journal of Child Psychology and Psychiatry, 59(2), 99–109.

Program Goals

Participants were randomly assigned to one of two groups: A group that received The Incredible Years training or to a control group that did not receive the training. Mothers with mental health risk factors (depression, anger, history of abuse as a child, and substance abuse) exhibited poorer parenting skills than those without risk factors, as measured by the Parenting Practices Interview, Dyadic Parent-Child Interactive Coding System, and Coder Impression Inventory. However, mothers with risk factors engaged with and benefited from the parenting training program at a level comparable to mothers without these risk factors. Program engagement was assessed by number of sessions attended, percentage of homework assignments completed, and the group leader's rating of engagement. Intervention mothers had lower scores on both harsh/negative parenting and ineffective parenting and higher scores on supportive parenting. Previous research indicates that, indeed, parenting interventions may yield broader benefits in the longer term. In trials of the New Beginnings Program and Family Bereavement Program—aimed at teaching effective parenting skills, active listening skills, and behavior management strategies to increase positive family interactions—significant reductions in emotional problems and substance use were found at 6-year and 15-year follow-ups which, at the 6-year follow-up, coincided with significantly increased self-esteem, educational goals, and job aspirations. Such longer-term, broader benefits of parenting interventions may come about because the improvements in parenting cause an increase in children’s competencies and self-regulation abilities (see Sandler et al. 2011), which in the longer term may be related to a range of positive child development outcomes (Eisenberg et al. 2010). Incredible Years parent training support for foster carers in Wales: A multi-centre feasibility study. Child: Care, Health and Development, 37(2), 233–243. Importantly, estimating broader benefits requires well-powered longer-term assessments, because broader effects may be even smaller than effects on the targeted behavior and may need time to evolve before they become apparent. In addition, broader benefits are ideally assessed using multiple informants, because children’s peer problems are not always observable for parents (Winsler and Wallace 2002), nor are negative emotions and feelings (Sourander et al. 1999). Therefore, only longer-term assessments with multiple informants, including teachers and children themselves, can rigorously test whether Incredible Years has broader benefits on children’s peer problems and emotional problems.

Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 283–302 - This reference refers to a randomised control trial, conducted in the USA. The authors used a public sector perspective when considering the cost effectiveness of the intervention, taking into account the cost of the intervention itself as well as the cost to the public sector. socially disadvantaged neighborhoods in the United Kingdom, in receipt of Government funding as Sure Start areas, identified on the basis of high levels of poverty 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.

Status — Participants were first-generation Korean American mothers of young children (3-8 years old). Menting, A. T. A., Orobio de Castro, B., & Matthys, W. (2013). Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 33, 901–913. https://doi.org/10.1016/j.cpr.2013.07.006. Using a collaborative and flexible approach, the intervention can be shaped by each parent to meet the needs of their own family. De Los Reyes, A., Henry, D. B., Tolan, P. H., & Wakschlag, L. S. (2009). Linking informant discrepancies to observed variations in young children’s disruptive behavior. Journal of Abnormal Child Psychology, 37(5), 637–652.