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APPROACHING ALTERNATIVE CARE
THROUGH AN EMPATHIC LENS –
THE INCREDIBLE YEARS PROGRAMME
Isabel Silva, PhD & Maria Filomena Gaspar, PhD
Faculty of Psychology and Educational Sciences
University of Coimbra, Coimbra, Portugal
BASPCAN Congress, Edinburgh, Scotland April 13, 2015
Overview
• Background
• The Incredible Years Training Programme
• Implementation of the IY in RCC
• Outline some findings
• Comments and questions
Background
• Behaviour problems a growing issue in RCC; becoming more prevalent at younger ages (ISS, 2011, 2012)
• Residential Child Care Staff: Assumes parental, teaching, counseling and therapeutic functions (Anglin, 2002; Shealy, 1995; Moses 2000)
• Lack of: Care staff skills to manage behaviour problems; specific training in evidence-based child management skills; a clear, coherent, positive framework for delivering quality care practices (Martins, 2004; Pereira, 2009; Santos, Calheiros, Ramos & Gamito, 2011)
• Council of Europe, 2009: Recommends the promotion of quality care to improve children living in residential settings.
How to empower care staff skills in order to positively deal with resident children?
Training and Group Setting as a skill’s development context
Research question & challenge…
• “Family” as metaphor in residential care (Anglin, 2002; Kendrick 2013)
• Research suggests that is possible to consider residential staff carers’ interventions in the light of current literature on parental childrearing and parent-child relationships (Bastiaanssen et al., 2012; Boone, 2012; Petrie et al., 2006)
• Parenting Training research points to positive results in improving parents skills and reducing behaviour problems in children (Kaminski et al., 2008; Taylor & Biglan, 1998; Webster-Stratton, 1998)
Why use Parenting Training resources?
Rationale for the study
One of the most effective and evidenced-based psychosocial intervention programmes, for both the treatment and prevention of conduct disorder in children (3-8 years old) (Webster-Stratton, 2011; Webster-Stratton & Reid, 2006; Webster-Stratton, Reid, & Hammond, 2004)
Successfully transported to the Portuguese context (Azevedo et al., 2013; Cabral et al., 2009/2010; Webster-Stratton, Gaspar, & Seabra-Santos, 2012)
Promising results with other caregivers (foster care, nursery care) reported increases in positive parenting and decreases in child conduct problems (Bywater et al., 2011; Bywater, Hutchings, Gridley, & Jones, 2011; Hutchings & Bywater, 2013; Linares, Montalto, Li, & Oza, 2006; McDaniel, Braiden, Onyekwelu, Murphy, & Regan, 2011; Nilsen, 2007)
IY offers: 1) Theoretical model (social learning theory; coercion process; modeling theory; relational and attachment theories); 2) Structured training in effective parenting practices; 3) Daily practice; 4) Tollkit to support the care staff teams in their role
The specific case of the Incredible Years Basic Parent Programme…
Teacher Programme
6 full day sessions held monthly
Child Dinosaur treatment Programme: 6 children, 18 - 22 weekly sessions
Child Dinosaur Classroom Programme:3 year curriculum, 2 sessions per week, 30 weeks
ADVANCED Programme: 9 sessions helping adults communicate & problem solve
The Incredible Years Programmes
School Aged BASIC Parent Programme: 10 - 12 sessions, 6 - 12 years
Pre-School BASIC Parent Programme: 14-18 weekly sessions, 3 – 6 years
School ReadinessProgramme:4 pre-school sessions 2 – 4 years
Infant (eight sessions) 0 - 12 months toddler 1 - 3 year olds (13 sessions) programmes
• Translation and adaptation of materials• Leader training and supervision• Research
Basic Parenting Programme- with a community sample- with a clinical sample- with socioeconomically-disadvantaged families- with staff carers in the context of residential child care Teacher Classroom Management Programme (TCM)
Basic Parenting Programme plus TCM- research trial in Portugal that aimed to study the efficacy of the Incredible Years Basic Parent programme plus TCM in the reduction of early disruptive behaviour in preschoolers
Development of the IY programmes in Portugal…
Participants Children Ages
Context Duration Design
2 Intervention Groups (n = 27)
Children (n = 12)
2 Non- Intervention
Groups (n = 20)Children (n = 13)
3-8 Residential Child Care Centers (RCC)
13 sessions (1 weekly
session = 2 hours; 2 IY
trained facilitators)
Exploratory Study
Non-Randomized
Assessment: Moment 1 (baseline); Moment 2 (after intervention; 6 months after M1); Moment 3 (12 months after M1).
Implementation of the IY in RCC: Method
I. Silva, Coimbra, January 7, 2014
Group Sessions:• 13 weeks (2-hour sessions) of training with the IY (Webster-Stratton,
2000)• Led by two trained professionals in IY• Run in the residential centre, on the day and time best suited for the
group• Make-up sessions
Method & Process:• Focus on cognitive, behaviour & affect, collaborative approach and
skill development through: Group discussion, Video Modeling, Role plays & practice/rehearsal, Weekly assignments; Reading materials; Weekly evaluations
Training Targets:• Play; Involvement; Descriptive Comments• Praise; Rewards• Effective Limit Setting; Clear Commands; Household Rules• Handling misbehaviour; Ignoring; Time-Out; Consequences;
Problem SolvingBottom - use liberally; Top - use selectively
Intervention
MeasuresCare Staff: Childrearing
Practices, Sense of Parental Competence and Depressive
Symptoms
• Adult‐Adolescent Parenting Inventory: Form A & Form B (AAPI – 2; Bavolek & Keene, 2001)
• Parental Sense of Competence Scale (PSOC; Johnston & Mash, 1989)
• Beck Depression Inventory (BDI; Beck et al., 1961)
Carer-Child Interaction• Dyadic Parent-Child Interaction Coding System
(DPICS; Robinson & Eyberg, 1981) | Evaluates a range of carer and child behaviours, while playing with fixed set of toys. The situation was recorded for 25 minutes at pre-post moments.
Children: Behaviour Problems Reported by Care
Staff
• Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997)
Satisfaction with the IY Programme
• Weekly Evaluation (content, DVD’s, group leaders, group discussion)
• Final Satisfaction Questionnaire programme overall (teaching format, usefulness of specific educational techniques, group leader(s), group support) (http://incredibleyears.com/for-researchers/measures/)
Some data… Carer - Child
InteractionIntervention
IC1 (N=15) IC2 (N=12)
Pre
M±SD
Post
M±SD
Test
(Z)a
Sig
(p)
Pre
M±SD
Post
M±SD
Test
(Z)a
Sig
(p)
CARER
Positive parenting 23.53±13.17 42.60±15.08 -2.95 .003 18.83±9.09 53.42±31.59 -3.06 .002
Negative commands 6.13±3.85 2.73±2.34 -2.39 .017 3.33±4.03 0.75±1.14 -2.20 .027
Total commands 97.87±40.97 68.53±27.68 -2.61 .009 76.42±34.05 42.17±22.39 -2.98 .003
Critical statements 18.00±10.34 10.13±7.68 -2.45 .014 14.25±13.94 5.50±6.10 -2.14 .033
Total critical 24.13±12.80 12.87±9.20 -2.64 .008 17.58±16.22 6.25±6.51 -2.59 .010
CHILD
Negative behaviours 11.27±7.81 5.67±5.08 -2.32 .020 21.55±37.72 5.42±6.83 -2.54 .011
Note: a. Non-Parametric Test: Wilcoxon; Children (3-8 years): (IC1 Pre n=6; IC1 Post n=6); (IC2 Pre n=6; IC2 Post n=5)
• These preliminary observations suggest gains in the quality of the interactions between staff carers and resident children, in short term, after the delivered of an evidence-based program, like the IYP. Nevertheless, future studies must be undertaken (small sample).
• As residential care workers we want to enhance children’s empathy, safety, welfare and well-being.
To sum it up…
Some words of the care workers…• “I was amazed when at dinner time one of the children turned to
another and said: “Good job, you are eating all the fish! Very good!” (Modelling Principle)
• “The Reward Programme it’s working! The children can tighten their seat belts alone when we get into the van!” (Principle of rewarding the daily success)
• “I have learned to apply new strategies, new ways to deal with the children’s behaviour. The group training allows us to achieve some consensus in the way we all deal with the children.”
• “For me it was important to improve the relationship with the children as a result of the improvement of my behaviour. Now, I think with a “cold head”: I’m an adult, I have to stay calm.”
Webster-Stratton, C. (2010). Os Anos Incríveis: Guia de resolução de problemas para pais de crianças dos 2
aos 8 anos de idade (M. I, Donnas Botto, Transl; M. F. Gaspar & M. J. Seabra-Santos, Revisão Científica).
Braga: Psiquilíbrios Edições (Original publicado em 2005).
Silva, I. S., Gaspar, M. F., & Anglin, J. P. (2014). Webster-Stratton Incredible Years Basic Parent Programme
(IY) in child care placements: Residential staff carers’ satisfaction results. Child and Family Social Work, 1-11.
doi:10.1111/cfs.12129
Silva, I. S., & Gaspar, M. F. (2014). Supporting Portuguese Residential Child Care Staff: An Exploratory Study
with the Incredible Years Basic Parent Programme. Psychosocial Intervention, 23(1), 33-41. doi:
10.5093/in2014a4
Silva, I. S. & Gaspar, M. F. (2014). The challenge of improving positive residential care practices: Evidence
from staff experiences in Portugal. International Journal of Child and Family Welfare, 15(1/2), 92-109.
REFERENCES
THANKS FOR YOUR ATTENTION!
COMMENTS & QUESTIONS
For more information, feel free to email:Isabel Silva | [email protected]
Maria Filomena Gaspar | [email protected]
https://www.facebook.com/anosincriveis.Portugal http://incredibleyears.com