The Incredible Years® Blog

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2016 International IY Mentor Meeting: Promoting Diversity

Thanks to the Dutch IY team at the University of Utrecht with the special help of mentors Marte and Maartje, 48 mentors met in beautiful Utrecht for the yearly IY 3-day international meeting , taking place September 28-30.

Day #1

mmCarolyn opened the day by reviewing new IY interventions and translations as well as showing some pie charts of the number of group leaders trained and accredited in different countries according to specific programs. She talked about the importance of promoting diversity of IY program delivery along dimensions of race, ethnicity, gender, religious beliefs, political beliefs, SES status, sexual orientation or other ideologies.

cShe introduced Ibdah Inclusive a puppet who is having problems integrating in her new country. Mentors were encouraged to share with each other how they promote diversity in IY programs.

The new mentors-in-training were introduced to the group. These included Andreia Azevedo and Tatiana Homem from Portugal, Jens Andersen from New Zealand, Joanne Singleton from Manchester and Judah Racham from London.


Six people completed their mentor training accreditation. For the Basic Parent Program Maria Filomena Gaspar, Maria-Joao Seabra Santos in from Portugal, Line Moller from Denmark and Sigrid Ness from Norway. Sue Evans completed the Parent Autism Program and Anne Breese the Classroom Dina Program from Wales.


walterThe first day the mentors join with the European IY group to hear about the latest research. Walter Matthys who first brought Carolyn Webster-Stratton to the University of Utrecht for a symposium over 15 years ago began with a reflection on his team’s research findings from a clinical perspective.

joyceJoyce Weeland from Holland reported on the ORCHIDS study, an observational randomized control group study evaluating the IY prevention program in Holland. She reported on the differential effects of outcomes in terms of number of sessions attended, SES, family composition, child gender and initial child severity of problems. She discussed mediators and moderator of what works and for whom including some work with genetic markers.

pattyPatty Leijten from Holland presented her research analyses investigating the transportability and effective components of 4 evidence-based parent programs. In particular she looked at ethnic minorities in European studies and found no differential effects by ethnic background, education level, and recruitment method. These factors did not seem to influence intervention effectiveness. She also reported on her current analyses of trying to identify single intervention components (content, delivery, therapist characteristics) on child outcomes.


Merete Aasheim from Norway reported on the results of the IY teacher classroom management program in elementary schools. This paper is in submission for review.

tatianaTatiana Homem and Andreia Azevedo from Portugal presented work from their doctoral dissertation on the impact of father’s involvement in IY groups at 6 months and 12 months post treatment. The enhanced outcomes when fathers are involved in the intervention attests to a need for a “fathers matters” movement.menting

Ankie Menting presented the results of her meta-analyses as well as her work using the IY parent program with incarcerated mothers. See her publications in our Article Library.

maartjeMaartje Raaijmakers from Holland discussed her current research analyses looking at the influence of therapist factors on the effectiveness of the IY parent program. With a data set of 786 families (452 intervention and 334 control) she is assessing the impact of therapist factors such as communication and personality, alliance with parents, and level of experience on parent reports of behavior problems.

stevenStephen Scott presented an overview of many of his studies with IY programs including his 10 year follow-up study and the results of the UK team of pooled samples of RCTs looking at moderator effects. IY seemed to work equally well with disadvantaged families and those with ADHD and emotional problems.

Day #2
Carolyn met with one group of IY mentors to present the Incredible Beginnings program.



Participants seemed eager to bring this program to day care providers and teachers of younger children.

Three other groups met in wonderful rooms to view their workshop and group DVDs. Videos were presented by Micah, Cathy, Line, Jens, Oddbjorn, Kim, Janne, Kari and Peter.


At the end of the day Odd Fynn reviewed for the mentors the important work done by Albert Bandura and Gerry Patterson on social learning theory. This review of observational learning and the coercive process was very helpful in reminding us of the theories that underlie the IY programs.

Day #3
timeoutThe third day started with break out groups discussing the issues related to teaching parents and teachers time out methods. This was followed by further discussion of what is considered “core” time out skills and what is “flexible”. There was so much discussion that the practice exercise has been tabled for a subsequent meeting. Please see a draft of a paper by Carolyn Webster-Stratton.

4-groupsThe rest of the day, 4 groups met to view videos together and to discuss issues related to fidelity of program delivery. Videos were presented by Sue, Barbara, Bethan, Anne, Angela, Maria M, Peter, and Maria F.


At the end of the day groups presented their key points about promoting diversity. One group presented a diversity puzzle which included the ability to listen, ask questions, be aware, be challenged, be curious, not assume, and to tailor and adapt.

The men’s group is expanding and they allowed one woman to promote diversity.


Thanks to everyone in our IY community who made this event such a success!

-IY Seattle Team


Inspire, Innovate, Impact: IY Aotearoa National Forum


New Zealand Inspires the Road Forward Promoting Children’s
Social, Emotional and Educational Outcomes

Incredible Years (IY) Parent Programs

Since 1997 the Incredible Years Parent Programs have been rolled out by The Werry Centre and other NGO’S in New Zealand. During that time 1,367 group leaders have been trained in the IY Parent Program. Of these, 145 have become accredited as group leaders and supported by parent peer coaches.

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Children present songs to open forum.

Since 2010, the IY Teacher Program has been delivered in New Zealand as part of the Ministry of Education’s wider Positive Behavior for Learning (PB4L). During that time, 581 group leaders were trained in the IY teacher program and 73 in the IY Child Program. Of these, 80 RTLBs and psychologists have become accredited as group leaders. Furthermore, 36 of accredited teacher and parent group leaders have achieved accreditation as peer coaches and 6 as IY mentors (a very extensive and time consuming process!). This phenomenal achievement has occurred because of the collaborative work of the Ministry of Education, Ministry of Health and the Werry Centre Parenting Team.

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Werry Center Incredible Years Parenting Team with Carolyn (Center)

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Parent Peer Coaches and Mentors (Not all pictured)

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Teacher Peer Coaches and Mentors

Recently a forum was held in Wellington with over 220 parent and teacher group leaders from New Zealand. Keynote speakers included Dr. Russell Wills, Children’s Commissioner and Professor Carolyn Webster-Stratton. Special topics included a focus on Māori Cultural enhancements and how to adapt the IY program with fidelity to be sensitive to family culture. Parents, teachers and principals who have participated in these IY trainings talked about their experiences. Dina, Molly and Wally also participated in several presentations by IY Accredited Mentors!


New Zealand’s Support Infrastructure includes many key people!

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Group leaders with Carolyn

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Pacific parent group leaders

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Inspiring children

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Join our team! The Incredible Years is hiring

We are now accepting applications for a Layout Designer/Administrative Assistant to join our team! This is a part-time position and we are seeking candidates in the Seattle area. See the details below.


The Incredible Years, Inc. is seeking a part time Layout Designer and Administrative Assistant to join our team! This person will be responsible for layout design and ongoing maintenance of educational manuals, which are frequently translated and/or updated. You will work closely with the Program Developer and Graphic Design/Marketing Coordinator. Additional responsibilities will include a number of administrative tasks, such as assisting in the organization of local trainings, customer service, and other miscellaneous office duties. We are a small team operating out of an office in residential Queen Anne neighborhood. We are looking for someone who is a flexible team player and is committed to our mission of serving families around the world!


  • Bachelor’s degree and minimum 1 year related experience
  • Proficient in Adobe InDesign
  • A visual eye for layout
  • Basic understanding of printing processes and prepping files for print
  • Familiarity with Mac
  • Highly organized and able to multi-task
  • Excellent communication
  • Able to work with relative speed and accuracy
  • Extremely detail oriented
  • Receptive to feedback
  • Excellent spelling and grammar; experience proofing documents is preferred
  • Customer service experience is preferred
  • Willingness to take on new tasks and learn the “ins and outs” of the company

The ideal candidate will be a strong independent worker, have excellent interpersonal skills and be highly organized. Must be comfortable asking questions! We are looking for candidates who are interested in growing with the company, and the potential to take on more responsibility as time progresses.

To apply, please e-mail your resume along with a cover letter detailing your interest in the position to

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Gardstunet Barnehage School in Norway uses Puppets to Engage Children

At the Gardstunet Barnehage School in Norway, Incredible Years implementation is incorporated into children’s daily activities. This includes a teacher whose full time duty is to “be” the Molly puppet used in IY! Molly accompanies the students throughout the day and encourages the different concepts taught in Incredible Years (such as problem solving, coping strategies, social skills, and being gentle). We previously wrote about this school when Dr. Webster-Stratton went for a visit earlier this year.

Here are two videos from a day in the life at the Gardstunet Barnehage school. Watch as Molly helps the children feed horses and play on a swing set. (The videos are in Norwegian, but even if you don’t understand the language, it still clearly shows the children are interacting with Molly and how the teacher facilitates their positive interactions!)

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Incredible Years Implementation in Hong Kong


Maureen Kong received her doctorate from the University of Hong Kong in August 2014.

Her dissertation was an evaluation of the Incredible Years BASIC Parenting Program in a community clinic setting in Hong Kong. Parents of 52 preschool children with developmental delays were randomly assigned to either the IY program or waitlist control.

Assessments included self and spouse reports and video coding of parent-child interactions.  


Results indicated significantly more frequent positive parent-child interactions during observed structured play, reports of less parental stress, improvements in parenting practices according to spouses/kin, and fewer child oppositional behaviors by parents and spouses/kin. Parent attendance rate and program and satisfaction was high.  

This paper is currently under review. Once it has been published it will be included in our research library.

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Preschool Curriculum Consumer Report Shows Effectiveness of Incredible Years Classroom Program

secoverpageThe National Center on Quality Teaching and Learning (NCQTL) recently released their 2015 Social Emotional Preschool Curriculum Consumer Report. This report serves as a guide for Head Start programs to assist them in selecting a social emotional curriculum for their classrooms. Seven different evidence-based programs were presented and evaluated against NCQTL’s twelve components of an effective social-emotional preschool curriculum. The Incredible Years® Classroom Dinosaur Curriculum is among the programs reviewed in the report, which highlights the positive impact of implementing IY in a classroom setting!

The twelve components used to evaluate each program are thoroughly explained in the full report, which can be found here. Each program is ranked on a scale of “No Evidence,” “Minimal Evidence,” “Some Evidence,” and “Solid, High-Quality Evidence” for each component.

Incredible Years Classroom Dinosaur School was found to have “Some Evidence” or “Solid, High-Quality Evidence” for nearly all of the twelve components! The program ranked particularly high in areas of comprehensiveness, depth for covered social, emotional and learning elements, well-designed learning activities, responsive teaching, and family involvement materials. Download a PDF of the entire Incredible Years report here, or access the full downloadable report online to learn more about the programs evaluated and how Incredible Years can be used to teach social, emotional, and academic skills in a classroom setting.

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European Incredible Years® (EIY) Network for Implementation and Research in Incredible Years (Written by Carolyn Webster-Stratton)

European IY group_2746Thirty-two people from Norway, Denmark, Estonia, Finland, Netherlands, Portugal, Scotland, Slovenia, England and Wales met late May in Bergen, Norway to discuss new research with IY programs and dissemination principles. I (Carolyn) am delighted to meet these researchers, administrators and IY mentors and to talk with them about grant deadlines, translations, research measures and new studies.

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There are many presentations about promising new studies. Brenda Renz, IY parent mentor from Scotland, describes their plan for motivating high risk parents of 4-year old children by providing IY Basic Parent Training. 786 families have been enrolled and pre, post–data shows that 81% of parents had improved behavior problem scores and 62% of children had moved out of the clinical range.

Marija Anderluh, a child psychiatrist from Slovenia, discussed her efforts to bring the Incredible Years parent program to her country. Already 20 groups leaders have been trained and they are offering 10 parent groups!

Frances Gardner from Oxford University presented pooling data from 14 trials across Europe about who benefits the most from IY Parenting programs to reduce disruptive child behavior. She discussed the effects of poverty, joblessness, parent mental health, child comorbid problems, ethnicity and geographical location on outcomes.

Piia Karjalainen presented her doctoral research design to evaluate the IY Parent program for child welfare referred families.

IMG_9074 croppedFinally, I am able to introduce Wally’s mother, Carmen Communicator, to present information about the birth of three new Incredible Years® programs – one for day care providers of young children (1-5 years), another for parents with children on the autism spectrum, and a third for preschool teachers working with children with language delays as well as children on the spectrum.

The European IY Network (EIY Network) is comprised of IY implementors, researchers, and IY experts from across Europe. The EIY Network aims to do the following:

  • Network with each other to form a supportive IY community throughout Europe to promote IY implementation with fidelity.
  • Share idea and experiences with implementation and research in IY series.
  • Generate and expand upon new ideas and initiatives, and apply for funding, in order to contribute to future research of IY.
  • Share expertise and experiences of IY to inform policies and practice in their own countries.
  • Discuss needs and opinions in order to devise common formulations, and bring those to the attention of the Incredible Years® Headquarters in Seattle.

This is an exciting group and I am so pleased to see how they have taken the collaborative process to the next level. The pooled data study Frances presented points the way to how collaborative research can enhance our understanding of how IY programs can help families of all cultures, ethnicities and socio-economic backgrounds.

Written by Carolyn Webster-Stratton