Incredible Years Summary by J. Hatlevig. The Incredible Years BASIC parent training program is an evidence-based program focused on strengthening parenting.

Incredible YearsIncredible YearsSummary by J. HatlevigSummary by J. Hatlevig

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

Curriculum for ParentsCurriculum for Parents

Parenting Program ContentParenting Program Content

• Play and InvolvementPlay and Involvement

• Praise and IncentivesPraise and Incentives

• Effective Limit SettingEffective Limit Setting

• Handling MisbehaviorHandling Misbehavior

• Problem SolvingProblem Solving

General Guidelines for leading General Guidelines for leading parenting groupsparenting groups

1. Enforce a time schedule1. Enforce a time schedule 2. Welcome and engage families2. Welcome and engage families 3. Introductions and parent goals3. Introductions and parent goals 4. Present Program Goals and Format (See Page1 4. Present Program Goals and Format (See Page1

of handout).of handout). 5. Ensure Group Safety “Ground Rules”5. Ensure Group Safety “Ground Rules”

Everyone’s ideas are respectedEveryone’s ideas are respected Anyone has a right to passAnyone has a right to pass One person talks at a timeOne person talks at a time No “put downs” alllowedNo “put downs” alllowed ConfidentialityConfidentiality

6. Agendas6. Agendas 7. Parents sharing home activities7. Parents sharing home activities 8. How to do assignments8. How to do assignments 9. Encourage everyone’s participation9. Encourage everyone’s participation 10. Prevent sidetracking10. Prevent sidetracking 11. Build rapport with each member11. Build rapport with each member 12. Normalize problems12. Normalize problems

13. Model questions and wait for group 13. Model questions and wait for group discussiondiscussion

14. Summarize and restate important 14. Summarize and restate important points made by participants. points made by participants.

15. Empower families-you are not the 15. Empower families-you are not the “expert”“expert”

16. Reinforce sharing of ideas16. Reinforce sharing of ideas 17. Use humor to foster optimism17. Use humor to foster optimism

18. Take Breaks18. Take Breaks 19. Review homework and assignments19. Review homework and assignments 20. Have parents complete self monitoring 20. Have parents complete self monitoring

checklistschecklists 21. Have parents evaluate each session21. Have parents evaluate each session 22. End the meeting on time22. End the meeting on time 23. Do leader and peer leader evaluation23. Do leader and peer leader evaluation

Do 3-4 role plays every session. Alternate Do 3-4 role plays every session. Alternate who is the child and who is the parentwho is the child and who is the parent

Get the supportive partner involved in at Get the supportive partner involved in at least one role play.least one role play.

Direct the scene by pausing or freezing Direct the scene by pausing or freezing the action to identify the process.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 1Role Play 1

One child is a four year old who is picking One child is a four year old who is picking at food and not eating. at food and not eating.

Parent is sitting beside her and has Parent is sitting beside her and has finished her food.finished her food.

Have parent attempt to get child to eat Have parent attempt to get child to eat foodfood

FreezeFreeze Examine the techniquesExamine the techniques

GoalsGoals

MenuMenu How to catch your child being goodHow to catch your child being good How to empower parentsHow to empower parents Communication improvementsCommunication improvements Being on the same wavelengthBeing on the same wavelength Helping parents disciplineHelping parents discipline How to increase child self esteemHow to increase child self esteem

Role Play 2Role Play 2

You are a parent of a two year old and You are a parent of a two year old and would like to improve your two year old’s would like to improve your two year old’s compliance in getting ready to go to day compliance in getting ready to go to day care in the am. care in the am.

Role play this situationRole play this situation Goal is to improve self-esteem and Goal is to improve self-esteem and

encourage cooperationencourage cooperation Freeze- what works and why?Freeze- what works and why?

SessionsSessions

First and Second sessions devoted to First and Second sessions devoted to “How to play with your child”“How to play with your child”

Third session devoted to ways to play that Third session devoted to ways to play that increases your child’s thinkingincreases your child’s thinking

Fourth session focuses on effective ways Fourth session focuses on effective ways to praise and encourageto praise and encourage

Fifth session focuses on motivating your Fifth session focuses on motivating your childrenchildren

Role Play 3Role Play 3

You are sitting next to your 6 year old and You are sitting next to your 6 year old and she is drawing a picture. Model how you she is drawing a picture. Model how you would praise and encourage her.would praise and encourage her.

Have big brother come in and criticize her Have big brother come in and criticize her drawing.drawing.

What do you do? Model the behaviorWhat do you do? Model the behavior

Role Play 4Role Play 4

You are trying to get your children to pick You are trying to get your children to pick up their toys, how do you motivate them to up their toys, how do you motivate them to do this at night.do this at night.

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

Session 7 is setting limits Session 7 is setting limits Session eight is decreasing annoying Session eight is decreasing annoying

misbehaviors, “when to ignore and when misbehaviors, “when to ignore and when to set limits”to set limits”

Session 9 is handling misbehaviorsSession 9 is handling misbehaviors

Role Play 5Role Play 5

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

Role Play 6Role Play 6

Your children are sitting in the back seat of Your children are sitting in the back seat of the car picking on one another and you the car picking on one another and you want to break them up to get them to stop want to break them up to get them to stop fighting. fighting.

Demonstrate how you would interveneDemonstrate how you would intervene

Common TrapsCommon Traps

P: Put your toys away. 5 second waitP: Put your toys away. 5 second wait C: No, I won’t. You can’t make me.C: No, I won’t. You can’t make me. P: If you don’t put your toys away, you’ll P: If you don’t put your toys away, you’ll

get a spanking OR “Well, okay. Leave get a spanking OR “Well, okay. Leave them there then. I don’t care OR Grandma them there then. I don’t care OR Grandma is coming over and she likes things neatis coming over and she likes things neat

C: You butt head and starts to put toys C: You butt head and starts to put toys away OR ignores the request OR away OR ignores the request OR Grandma doesn’t careGrandma doesn’t care

TrapsTraps

P: Come to dinnerP: Come to dinner C: What’s for dinner?C: What’s for dinner? P: MeatloafP: Meatloaf C: I hate meatloafC: I hate meatloaf P: Want some cereal? OR you will eat P: Want some cereal? OR you will eat

what you are given.what you are given.

Another TrapAnother Trap

P: It is bedtimeP: It is bedtime C: No. Child runs around up to toy room C: No. Child runs around up to toy room

and hides in the closetand hides in the closet P: When parent calls, there is no P: When parent calls, there is no

response. If you do not come out right response. If you do not come out right away you will get a swat on the butt.away you will get a swat on the butt.

Dealing with AngerDealing with Anger

Temper Tantrums are normal in preschool Temper Tantrums are normal in preschool childrenchildren

Not acceptable in school age children or Not acceptable in school age children or need to be dealt with promptlyneed to be dealt with promptly

Initial containmentInitial containment Distraction, removal if necessary, hold hands Distraction, removal if necessary, hold hands

and feet if hitting or kicking (then isolate).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 After 15 minutes to ½ hour of “settling down” time talk about feelings, learn how to down” time talk about feelings, learn how to detect feelings coming on in self and othersdetect feelings coming on in self and others

Talk about self regulation techniques.Talk about self regulation techniques. Distraction methodsDistraction methods Biofeedback methodsBiofeedback methods Seeking othersSeeking others Cognitive behavioral approachesCognitive behavioral approaches