Incredible Years Summary by J. Hatlevig

The Incredible Years BASIC parent training program is an evidence-based program focused on strengthening parenting competencies (positive discipline, confidence, etc.) and fostering parents' involvement in children's school experiences in order to promote children's academic, social and emotional competencies and reduce conduct problems. The Incredible Years BASIC parent training program is an evidence-based program focused on strengthening parenting competencies (positive discipline, confidence, etc.) and fostering parents' involvement in children's school experiences in order to promote children's academic, social and emotional competencies and reduce conduct problems.

Curriculum for Parents Parenting Program Content Parenting Program Content Play and Involvement Play and Involvement Praise and Incentives Praise and Incentives Effective Limit Setting Effective Limit Setting Handling Misbehavior Handling Misbehavior Problem Solving Problem Solving

General Guidelines for leading parenting groups 1. Enforce a time schedule 1. Enforce a time schedule 2. Welcome and engage families 2. Welcome and engage families 3. Introductions and parent goals 3. Introductions and parent goals 4. Present Program Goals and Format (See Page1 of handout). 4. Present Program Goals and Format (See Page1 of handout). 5. Ensure Group Safety Ground Rules 5. Ensure Group Safety Ground Rules Everyones ideas are respected Everyones ideas are respected Anyone has a right to pass Anyone has a right to pass One person talks at a time One person talks at a time No put downs alllowed No put downs alllowed Confidentiality Confidentiality

6. Agendas 6. Agendas 7. Parents sharing home activities 7. Parents sharing home activities 8. How to do assignments 8. How to do assignments 9. Encourage everyones participation 9. Encourage everyones participation 10. Prevent sidetracking 10. Prevent sidetracking 11. Build rapport with each member 11. Build rapport with each member 12. Normalize problems 12. Normalize problems

13. Model questions and wait for group discussion 13. Model questions and wait for group discussion 14. Summarize and restate important points made by participants. 14. Summarize and restate important points made by participants. 15. Empower families-you are not the expert 15. Empower families-you are not the expert 16. Reinforce sharing of ideas 16. Reinforce sharing of ideas 17. Use humor to foster optimism 17. Use humor to foster optimism

18. Take Breaks 18. Take Breaks 19. Review homework and assignments 19. Review homework and assignments 20. Have parents complete self monitoring checklists 20. Have parents complete self monitoring checklists 21. Have parents evaluate each session 21. Have parents evaluate each session 22. End the meeting on time 22. End the meeting on time 23. Do leader and peer leader evaluation 23. Do leader and peer leader evaluation

Do 3-4 role plays every session. Alternate who is the child and who is the parent Do 3-4 role plays every session. Alternate who is the child and who is the parent Get the supportive partner involved in at least one role play. Get the supportive partner involved in at least one role play. Direct the scene by pausing or freezing the action to identify the process. Direct the scene by pausing or freezing the action to identify the process. Set the scene with instructions. Set the scene with instructions. Build on the scene. Build on the scene.

Role Play 1 One child is a four year old who is picking at food and not eating. One child is a four year old who is picking at food and not eating. Parent is sitting beside her and has finished her food. Parent is sitting beside her and has finished her food. Have parent attempt to get child to eat food Have parent attempt to get child to eat food Freeze Freeze Examine the techniques Examine the techniques

Goals Menu Menu How to catch your child being good How to catch your child being good How to empower parents How to empower parents Communication improvements Communication improvements Being on the same wavelength Being on the same wavelength Helping parents discipline Helping parents discipline How to increase child self esteem How to increase child self esteem

Role Play 2 You are a parent of a two year old and would like to improve your two year olds compliance in getting ready to go to day care in the am. You are a parent of a two year old and would like to improve your two year olds compliance in getting ready to go to day care in the am. Role play this situation Role play this situation Goal is to improve self-esteem and encourage cooperation Goal is to improve self-esteem and encourage cooperation Freeze- what works and why? Freeze- what works and why?

Sessions First and Second sessions devoted to How to play with your child First and Second sessions devoted to How to play with your child Third session devoted to ways to play that increases your childs thinking Third session devoted to ways to play that increases your childs thinking Fourth session focuses on effective ways to praise and encourage Fourth session focuses on effective ways to praise and encourage Fifth session focuses on motivating your children Fifth session focuses on motivating your children

Role Play 3 You are sitting next to your 6 year old and she is drawing a picture. Model how you would praise and encourage her. You are sitting next to your 6 year old and she is drawing a picture. Model how you would praise and encourage her. Have big brother come in and criticize her drawing. Have big brother come in and criticize her drawing. What do you do? Model the behavior What do you do? Model the behavior

Role Play 4 You are trying to get your children to pick up their toys, how do you motivate them to do this at night. You are trying to get your children to pick up their toys, how do you motivate them to do this at night. Your partner parent enters the room right after you, what should he/she say? Your partner parent enters the room right after you, what should he/she say?

Session 7 is setting limits Session 7 is setting limits Session eight is decreasing annoying misbehaviors, when to ignore and when to set limits Session eight is decreasing annoying misbehaviors, when to ignore and when to set limits Session 9 is handling misbehaviors Session 9 is handling misbehaviors

Role Play 5 You are in the store and your child is whining and begging for food. They are tired, hungry and sick of shopping. Demonstrate Clear, predictable and positive behavior You are in the store and your child is whining and begging for food. They are tired, hungry and sick of shopping. Demonstrate Clear, predictable and positive behavior

Role Play 6 Your children are sitting in the back seat of the car picking on one another and you want to break them up to get them to stop fighting. Your children are sitting in the back seat of the car picking on one another and you want to break them up to get them to stop fighting. Demonstrate how you would intervene Demonstrate how you would intervene

Common Traps P: Put your toys away. 5 second wait P: Put your toys away. 5 second wait C: No, I wont. You cant make me. C: No, I wont. You cant make me. P: If you dont put your toys away, youll get a spanking OR Well, okay. Leave them there then. I dont care OR Grandma is coming over and she likes things neat P: If you dont put your toys away, youll get a spanking OR Well, okay. Leave them there then. I dont care OR Grandma is coming over and she likes things neat C: You butt head and starts to put toys away OR ignores the request OR Grandma doesnt care C: You butt head and starts to put toys away OR ignores the request OR Grandma doesnt care

Traps P: Come to dinner P: Come to dinner C: Whats for dinner? C: Whats for dinner? P: Meatloaf P: Meatloaf C: I hate meatloaf C: I hate meatloaf P: Want some cereal? OR you will eat what you are given. P: Want some cereal? OR you will eat what you are given.

Another Trap P: It is bedtime P: It is bedtime C: No. Child runs around up to toy room and hides in the closet C: No. Child runs around up to toy room and hides in the closet P: When parent calls, there is no response. If you do not come out right away you will get a swat on the butt. P: When parent calls, there is no response. If you do not come out right away you will get a swat on the butt.

Dealing with Anger Temper Tantrums are normal in preschool children Temper Tantrums are normal in preschool children Not acceptable in school age children or need to be dealt with promptly Not acceptable in school age children or need to be dealt with promptly Initial containment Initial containment Distraction, removal if necessary, hold hands and feet if hitting or kicking (then isolate). Distraction, removal if necessary, hold hands and feet if hitting or kicking (then isolate). No need to scream. Say few words. No need to scream. Say few words.

After 15 minutes to ½ hour of settling down time talk about feelings, learn how to detect feelings coming on in self and others After 15 minutes to ½ hour of settling down time talk about feelings, learn how to detect feelings coming on in self and others Talk about self regulation techniques. Talk about self regulation techniques. Distraction methods Distraction methods Biofeedback methods Biofeedback methods Seeking others Seeking others Cognitive behavioral approaches Cognitive behavioral approaches