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Cand.psychol. Inger Marie Kvarum Hospital of Nordland, Norway

"PCIT-techniques” for preschool teachers Preventing disruptive behavior in young children: an intervention program in kindergartens. Cand.psychol. Inger Marie Kvarum Hospital of Nordland, Norway Norwegian University of Science and Technology (NTNU)

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Cand.psychol. Inger Marie Kvarum Hospital of Nordland, Norway

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  1. "PCIT-techniques” for preschool teachersPreventing disruptive behavior in young children: an intervention program in kindergartens Cand.psychol. Inger Marie Kvarum Hospital of Nordland, Norway Norwegian University of Science and Technology (NTNU) Anne Kristine Wormdal & Turid-Suzanne Berg-Nielsen Norwegian University of Science and Technology (NTNU)

  2. The kingdom of Norway, some facts • Constitutional monarchy • Area: 385 155 km² • Population: 4.600.000 • Most of the schools and kindergartens are public www.ssb.no www.norge.no

  3. The local area where this study was conducted Indre Salten, a rural area in North- Norway (north of the artic circle) Consist of 5 kommuner (counties) Area, in total: 7314 km² Total population in Indre Salten: 20500 www.salten.no 4000 children 5, 25 % of the referred children to BUPIS in 2004 had behavioral problems (ODD, CD) Bup-data

  4. Background • 2-17 % of the population under 6 years have behavioral problemsFilcheck, McNeil, Greco & Bernard, 2004 • The group is increasing (Zeiner, Backe-Hansen, Eskeland, Ogden, Rypdal & Sommerschild, • High stability throughout yearsCampbell, 1995 • Their social competencies are low Ogden, 2001, Lamer, 1997 • Risk of developing more serious problems later in life (e.g. depression, ODD, CD) Ogden, 2001, Lamer, 1997

  5. Continue: background • Official recommendations from 1997: Prevention and early interventions are needed, possibilities in kindergartens (Zeiner, Backe-Hansen, Eskeland, Ogden, Rypdal & Sommerschild, 1997) • PMT-O, MST and "The incredible years” by Webster-Stratton were put into use and evaluated in Norway • However, few studies have conducted and evaluated prevention programs in kindergartens(Sørlie, 2000)

  6. The aim of this study • Develop, carry out and evaluate an intervention program based on PCIT in Norwegian kindergartens • Goals: - make the employees more aware of own communication- and playing skills - give the employees a tool to use if needed - evaluate the perceived usefulness of this intervention program

  7. Main purposes • Is it possible to observe changes in the employees communication- and playing skills by using PCIT- techniques? -More "do skills” and less "don’t skills” • Would the employees feel that they have changed in their way of communicating and playing with all children in kindergartens?

  8. Continue: main purposes • Do the employees perceive the intervention program as useful? • Is there any correlation between perceived usefulness of the program and personal variables as • education • years of experience in kindergartens • personal experience with disruptive children

  9. Subjects • 4 departments from two different public kindergartens in Indre Salten (The communes of Fauske and Saltdal) • 12 (13) employees all females, mean age: 40.2 years, years of experience in kindergartens: 12.1 years (mean) • 12 (13) children from these departments Girls: boys = 8:4, mean age: 4.8 years • Informed consent from the employees and the parents

  10. Procedure • Present the project, ”ice-breaking” (Des. & Jan.2004/2005) • Pre- measurement of the subjects in play with children : videotaped (Jan.2005) • Evening training course (Febr. 2005) • Coaching (Feb. & Mars 2005) • Post-measurement: videotaped, DPICS, self-report questionnaire for evaluation (Mars-April-05)

  11. The situation, an example from the video-clips

  12. Results • Significant changes in most of the “do – skills” and “don’t – skills” (Table 1) • More “do-” and less “don’t skills” But: • less “information descriptions” • No significant changes in “reflective” and “critical statements” and in “indirect commands”

  13. Table 1: DPICS, before and after the project

  14. Continue: results • The participants reported that they had changed their “do- skills” and “don’t – skills”(Table 3) : • “descriptions” • “avoiding questions” • “praising appropriate behavior”, • “reflections” • They evaluated selective ignoring as important

  15. Continue: Results • The intervention program was evaluated highly positive by the participants(Table 2)

  16. Table 2: The perceived usefulness of the project

  17. Continue: Results • No connection between the participant’s evaluation of the program and their educational background, years of experience or personal experience with disruptive children

  18. Table 3: Perceived changes

  19. Discussion • The actual changes in the participants “do- and don’t – skills” were a result of the chosen focus in my coaching • Positively evaluation of the project, does it: • reflects a need for this kind of knowledge • a result of the selection of participants (highly motivated) • Small group of participants (N= 12 (13) ) • Practical issues

  20. Future directions • How has this intervention affected the children who participated? • Changes in behavior? • Generalized at home? • Longitudinal effect • The effectiveness of this kind of intervention compared to others

  21. References • Campbell, S.B. (1995): Behaviour Problems in Preschool Children: A Review of Recent Research, in Journal of Child Psychology and Psychiatry, Vol. 36 (1), s. 113-149 • Filcheck, H.A., McNeil, C.B., Greco, L.A. & Bernard, R.S. (2004): Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behaviour, Psychology in the Schools, Vol. 41 (3), s.351-361. • Lamer, K. (1997), Du og jeg og vi to! Om å fremme sosial kompetanse, teoriboka. Oslo, Universitetsforlaget AS • Ogden, T. (2001): Sosial kompetanse og problematferd I skolen; kompetanseutviklende og problemløsende arbeid i skolen, Oslo; Gyldendal Akademisk.

  22. Continue: references • Sørlie, M. (2000): Sentrale kunnskapskilder og klassifikasjon av tiltak, In Sørlie, M. Alvorlige atferdsproblemer og lovende tiltak i skolen, Oslo: Praxis forlag, s. 27-34. • Zeiner, P., Backe-Hansen, E., Eskeland, S., Ogden, T., Rypdal, P. & Sommerschild, E.H., Norges Forskningsråd (2004/1997): Barn og unge med alvorlige atferdsvansker: Hva kan nyere viten fortelle oss? Hva slags hjelp trenger de? ; Ekspertuttalelse etter konferansen 18.-19.september 1997 om tilbud til barn og unge som er spesielt vanskelige eller utagerende, Oslo: Norges Forskningsråd.

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