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Incredible Years

Incredible Years. Summary by J. Hatlevig.

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Incredible Years

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  1. Incredible Years Summary by J. Hatlevig

  2. 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.

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

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

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

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

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

  8. 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. • Direct the scene by pausing or freezing the action to identify the process. • Set the scene with instructions. • Build on the scene.

  9. Role Play 1 • 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. • Have parent attempt to get child to eat food • Freeze • Examine the techniques

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

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

  12. Sessions • First and Second sessions devoted to “How to play with your child” • Third session devoted to ways to play that increases your child’s thinking • Fourth session focuses on effective ways to praise and encourage • Fifth session focuses on motivating your children

  13. 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. • Have big brother come in and criticize her drawing. • What do you do? Model the behavior

  14. 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. • Your partner parent enters the room right after you, what should he/she say?

  15. Session 7 is setting limits • Session eight is decreasing annoying misbehaviors, “when to ignore and when to set limits” • Session 9 is handling misbehaviors

  16. 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

  17. 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. • Demonstrate how you would intervene

  18. Common Traps • P: Put your toys away. 5 second wait • C: No, I won’t. You can’t make me. • P: If you don’t put your toys away, you’ll get a spanking OR “Well, okay. Leave them there then. I don’t 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 doesn’t care

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

  20. Another Trap P: It is bedtime 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.

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

  22. 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. Distraction methods Biofeedback methods Seeking others Cognitive behavioral approaches

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