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Straddling the Home School Gap: Maximizing Session Participation in Family Mental Health

Learn how to enhance your implementation process and effectively straddle the gap between home and school in promoting family mental health. This session at the Tier II National PBIS Leadership Forum in October 2018 in Chicago will provide you with practical strategies and tools.

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Straddling the Home School Gap: Maximizing Session Participation in Family Mental Health

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  1. Straddling the Home School GapLeader Presenter: Marion S. ForgatchExemplar: Laura A. RainsKey Words: Family, Mental Health, Tier II National PBIS Leadership Forum October 4-5, 2018 Chicago, IL

  2. Maximizing Your Session Participation When Working In Your Team • Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned?

  3. Where are you in the implementation process?Adapted from Fixsen & Blase, 2005

  4. Leadership Team Action Planning Worksheets: Steps • Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet • Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet • Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet

  5. GenerationPMTO: Grandparent of evidence-based behavioral family parenting programs Dr. Gerald R. Patterson and colleagues began development in mid 1960s Dr. Marion S. Forgatch and colleagues began implementing in late 1990s

  6. A Social Interactional Learning Model (Forgatch & Knutson, 2002)

  7. Contextual Factors that Challenge Parents DISCRIMINATION TRAUMA MULTIGENERATIONAL TRAUMA DOMESTIC VIOLENCE PARENTAL CONFLICT POVERTY DIVORCE LOW EDUCATION PARENT UNEMPLOYMENT HOUSING PARENTS’ SCHOOL EXPERIENCE SUBSTANCE USE/ABUSE PARENT ANTISOCIAL PROCESSING ISSUES DEVIANT PEERS MENTAL HEALTH ISSUES STRESS NEIGHBORHOOD (Forgatch & Patterson, 2010)

  8. GenerationPMTO at a Glance • 50 years of research and practice • Tailored for behavior problems • Core belief: Parents are their children’s most important teachers • Significant benefits for the whole family • Strengths-based, active, fun! • www.generationpmto.org

  9. How do evaluators rate us … Rated a model program by: Highest scientific rating and Highest relevance for Child Welfare by:

  10. PRACTICE

  11. Core Parenting Components • Skill Encouragement: to teach new behavior and promote prosocial behavior • Effective Limit Setting: to decrease problem behavior and establish boundaries • Monitoring: to keep children safe and ensure behavior stays on track • Family Problem Solving: to make decisions, prevent stress and manage conflict • Positive Involvement: to promote spending time together in pleasant activity. (Forgatch, Patterson & Gewirtz, 2013)

  12. Multiple-Method, -Agent, -Setting Measurement Records Standardized Tests Questionnaires Methods Interviews Telephone Interviews MICRO MACRO Lab – Structured Activities Classroom – Academic Engaged Time Playground Agents: Teacher Parents Peers Child Observers Family at home Settings:Home School Community Lab Therapy Session (Adapted from Bank & Patterson, 1992)

  13. Oregon Divorce Study/ODS Intervention • NIMH (MH36318) Funded; 1992-2004; Forgatch PI • Randomized Clinical Trial (RCT) • Nine year follow up • 238 Recently Separated Single Mothers & Sons • Boys in Grades 1-3 at Baseline • Random Assignment: • 2/3 Experimental • 1/3 No-intervention Control • Mean gross annual income $14,920.00 • Percent public assistance 75.9% • Living below poverty threshold 50.0% (Forgatch & DeGarmo, 1999)

  14. Oregon Divorce Study/ODS Intervention • Manualized Program: • Parenting through Change/PTC Forgatch, 1994 • Fourteen 90-minute Parent Group Meetings • Informational presentations • Role plays & games to practice • Home practice assignments • Parent manuals summarize information • Mid-week Phone Calls • Troubleshooting • Encouragement • Additional Services • Child Care • Meals for parents and children • Transportation if necessary Forgatch & DeGarmo, 1999

  15. Parenting Through Change • Week Topic • 1 Working Through Change • 2 Encouraging Cooperation • 3 Teaching New Behaviors • 4 Observing Emotions • 5 Managing Emotions • 6 Setting Limits • 7 Following Through • 8 Promoting School Success • 9 Communicating With Children • 10 Problem Solving • 11 Managing Conflict • 12 Monitoring Children’s Activities • 13 Building Skills • 14 Balancing Work and Play (Forgatch, 1994)

  16. Oregon Divorce Study: Probability of Child Arrests by Group Average Group × Time ß11 = -.34, p.031 Control Group Intervention Group (Forgatch, Patterson, DeGarmo, & Beldavs, 2009)

  17. Oregon Divorce Study: Probability of Child Arrests by Individual Trajectories Group × Time ß11 = -.34, p.031 Control Group Intervention Group

  18. Oregon Divorce Study: Cohen’s d Effect Sizes—9 years Effect size (d) Years from Baseline Cohen’s d: small .20, medium .5, large .8 (Patterson, Forgatch & DeGarmo, 2010)

  19. Oregon Divorce Study: School Outcomes—1year GenerationPMTO vs Control Group Improved Parenting Practices Improved School Adjustment Less Coercive More Positive Reduced Externalizing Increased Prosocial Increased Adaptive Functioning (Forgatch & DeGarmo, 2002)

  20. Oregon Divorce Study: School Outcomes—1year Increased Reading Achievement Increased Adaptive Functioning Increased Quality Homework Increased Cooperation Improved Parenting Practices GenPMTO vs Control (Forgatch & DeGarmo, 2002)

  21. Name, do _______ now, please.

  22. School Bag Checklist hool Bag Checklist

  23. Nighttime Checklist

  24. Train that Brain Home Study Routine The brain is like a muscle. Successful exercise for muscles and brains starts at present strength and gradually increases with daily workouts.

  25. “I always had problems with my daughter doing her homework. From giving 25 orders at once. Now, with the incentive chart, it is only five steps. It has helped me a lot.” -Satisfied father

  26. Steps to School Success

  27. School Readiness Name ________________________ Week _____________  I CAN DO IT Goal/Routine: _________________ points Day: _________ Day: _________ Day: _________ Day: _________ Day: _________ Day: _________ Day: _________ Step #1. _______ ____ Step #2. _______ ____ Step #3. _______ ____ Step #4. _______ ____ Step #5. _______ ____ DAILY TOTALS: Total points needed_______ Review time:__________ Possible incentives: A. ________ B. _________ C. _________ D. ________

  28. Please Provide Feedback Your feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available: • In our mobile application by clicking the link in the session description. • Online underneath the posted presentations at www.pbis.org/presentations/chicago_forum_18

  29. Save the dates, February 20 – 23, 2019 for the… Pre-Conference Workshops FEBRUARY 20 Skill-Building Workshops FEBRUARY 23 Breakout Sessions FEBRUARY 21 - 22 Networking | Posters | Exhibits Washington, DC Grand Hyatt Washington For more information, visit: conference.apbs.org

  30. References Bank, L., & Patterson, G. R. (1992). The use of structural equation modeling in combining data from different types of assessment. In J. Rosen & P. McReynolds (Eds.), Advances in psychological assessment (Vol. 8, pp. 41-74). New York: Plenum. Forgatch, M. S. (1994). Parenting through change: A programmed intervention curriculum for groups of single mothers. [Unpublished training manual]. Oregon Social Learning Center. Eugene. Forgatch, M. S., & DeGarmo, D. S. (1999). Parenting through change: An effective prevention program for single mothers. Journal of Consulting and Clinical Psychology, 67, 711-724. doi:10.1037/0022-006X.67.5.711 Forgatch, M. S., & DeGarmo, D. S. (2002). Extending and testing the social interaction learning model with divorce samples. In J. B. Reid, G. R. Patterson, & J. Snyder (Eds.), Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 235-256). Washington DC: American Psychological Association. Forgatch, M. S., & Knutson, N. M. (2002). Linking basic and applied research in a prevention science process. In H. Liddle, G. Diamond, R. Levant, & J. Bray (Eds.), Family psychology: Science-based interventions (pp. 239-257). Washington, DC: American Psychological Association. Forgatch, M. S., & Patterson, G. R. (2010). Parent Management Training - Oregon Model: An intervention for antisocial behavior in children and adolescents. In J. R. Weisz & A. E. Kazdin (Eds.), Evidence-based psychotherapies for children and adolescents (2nd ed., pp. 159-178). New York: Guilford. Forgatch, M. S., Patterson, G. R., DeGarmo, D. S., & Beldavs, Z. G. (2009). Testing the Oregon delinquency model with 9-year follow-up of the Oregon Divorce Study. Development and Psychopathology, 21, 637-660. doi:10.1017/S0954579409000340 Forgatch, M. S., Patterson, G. R., & Friend, T. (2017). Raising cooperative kids: Proven practices for a connected, happy family. Newburyport, MA: Conari Press. Forgatch, M. S., Patterson, G. R., & Gewirtz, A. H. (2013). Looking forward: The promise of widespread implementation of parent training programs. Perspectives on Psychological Science, 8, 682-694. doi:10.1177/1745691613503478 Patterson, G. R., Forgatch, M. S., & DeGarmo, D. S. (2010). Cascading effects following intervention. Development & Psychopathology, 22, 949 -970. doi:10.1017/S0954579410000568

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