Increase positive and nurturing parenting. Reduce critical and violent discipline approaches by replacing spanking with positive strategies such as ignoring, using logical and natural consequences, redirecting, adequate monitoring, and problem-solving.
Increase family support networks and school involvement. Help parents and teachers work collaboratively to ensure consistency across settings. The programme is divided into three sub-programmes according to their target groups parents, teachers, or children , which in their turn are divided into several sub-programmes for different age groups. Russia at the moment the parent programmes are being implemented.
Parents learn how to control themselves through self-instruction and other strategies that help one to calm down. Parents with children in the age of 3 — 6 years The goal of this basic pre-school programme is to strengthen parenting skills. Parents learn how to use praise as a form of encouraging cooperation, and how to use positive upbringing strategies as rules, routines and effective limitation in order to prevent problem behaviour.
The Incredible Years in Russia Within CYAR since the basic parent programme for parents with children aged 4 to 8 years old with behavioural problems has been implemented in Russia. To achieve this goal, parents learn to understand children at this age, in this way reducing the chance of developing problem behaviour. The basic programme starts with establishing positive relationships between children and parents using game as the arena for practising.
It is in the games nature that the child has to use their Imagination, take initiative and control the game. Participating in the game on the child's premises the parents get the possibility to interact with the child and gradually transform the negative development into positive relations, based on trust.
Due to its many advantages, and most importantly high efficiency, the programme is widely used in many countries. An active advertising campaign to recruit parent groups is being run in the regions, including pieces on TV and radio, articles in newspapers. The experience gained in Karelia allowed starting the work on the dissemination of the programme in other regions of the North-West of Russia.
For the remaining two relevant YC-PEM variables percentage of activities that the child participates in and the average involvement of the child in home activities , outcomes were trending to a small extent in a positive direction; however, the Effect Sizes ES were negligible and the practical magnitude of the change was often relatively small, suggesting little change in these outcomes in response to training.
Some caregivers also reported that their child was more enthusiastic about attending their early childhood service, and teachers and other children were including the child in a greater number of activities such as structured games and birthday parties.
Several caregivers said that the IYA programme exceeded their expectations and their child has shown significant progress since the IYA strategies have been implemented. The second evaluation question examined the extent to which participation in the IYA programme increased the wellbeing and coping skills of caregivers, enabling them to better support their child. This reduction in stress was still evident at follow-up for both cohorts.
The effect size was smaller Cohort 1, -. For this cohort, DASS scores were within the normal range during the ex-post training phase. Interestingly, there was a significant correlation between APSI and DASS scores, suggesting that these measures have good convergent validity as measures of stress. Qualitative data analysis also revealed caregiver-reported improvement in their wellbeing and increased feelings of confidence and competence in their use of strategies. The third objective of this evaluation was to determine the impact of participation in the IYA-T programme on the wellbeing and coping skills of teachers, enabling them to better support their child.
Teacher interview data was also overwhelmingly positive, with key themes indicating that teachers felt more confident in their knowledge of Autism and in their ability to apply strategies to support children on the autism spectrum in their educational contexts. Many teachers described the IYA-T programme as the most useful professional development they have attended. The final evaluation question was designed to assess any long-term and unintended benefits of programme participation.
Unfortunately, insufficient ex-post data and limited data variance meant that it was not possible to draw conclusions about the impact of programme attendance rates on wellbeing outcomes, even when data was pooled across cohorts. The responses of the minority of caregivers who participated in interviews reported several unintended benefits of programme participation.
These included increased communication and collaboration between home and the centre. Many caregivers also reported personal benefits, including improvements in their own emotional regulation, the acquisition of new knowledge about autism, the opportunity to share and problem solve collaboratively, a positive effect on their relationship with their child and their partner, and the development of social supports and relationships with other caregivers completing the programme.
Teachers consistently reported an increased ability to support ALL learners, and the ability to share their learning with their colleagues and caregivers. Jamila Reid, Ph. Emily Barkley, B. The preliminary effect of a parenting program for Korean American mothers: A randomized controlled experimental study. International Journal of Nursing Studies, 45, Summary: To include basic study design, measures, results, and notable limitations The purpose of this study was to pilot-test the effect of the Incredible Years IY parenting program among Korean American mothers.
First-generation Korean American mothers of young children were randomly assigned to the IY intervention or to a control group. Mothers reported on discipline styles positive, appropriate, and harsh , level of acculturation, and their child's outcomes behavioral problems and social competence at pre-, post-, and 1-year follow-up intervals. Among intervention group mothers, high acculturated mothers significantly increased appropriate discipline whereas low-acculturated mothers significantly decreased harsh discipline.
In the 1-year follow-up, intervention group mothers maintained the significant effect for positive discipline. Limitations include the small sample size and the larger number of drop-outs in the control group.
Bywater, T. Edwards, R. Long-term effectiveness of a parenting intervention in Sure Start services in Wales for children at risk of developing conduct disorder. British Journal of Psychiatry, , Summary: To include basic study design, measures, results, and notable limitations This study examined whether the short-term positive effects of a parenting program The Incredible Years [IY] were sustained longer term.
Parents were randomly assigned to IY or a wait list control group and received intervention between baseline and first follow-up. The significant parent-reported improvements in primary measures of child behavior, parent behavior, parental stress, and depression gained at follow-up one were maintained to follow-up three, as were improved observed child and parent behaviors. Child contact with health and social services had reduced at follow-up three.
Limitations included the lack of a control group comparison at the 12 and 18 month follow-ups. Length of postintervention follow-up: Approximately 9 and 15 months. Summary: To include basic study design, measures, results, and notable limitations In the present study, diagnostic status as outcome and predictors of treatment response were examined in a 5 to 6-year follow-up. Out of 99 children who had been treated in a randomized controlled trial evaluating the effects of The Incredible Years parent training or combined parent training and child treatment program, The most powerful pretreatment predictors of diagnostic status at the year follow-up were living with mother only and female gender.
At post-treatment, the most powerful predictor was found to be high levels of child externalizing problems. The findings of the study support the maintenance of positive long-term results for young children treated with parent training because of serious conduct problems, and identify characteristics of children and families in need of added support to parent training programs.
Limitations include the Gardner, F. Who benefits and how does It work? Moderators and mediators of outcome in an effectiveness Trial of a Parenting Intervention. Summary: To include basic study design, measures, results, and notable limitations This study examined mediators and moderators of change in conduct problems, in a multi-agency randomized trial of The Incredible Years parenting program.
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