The Incredible Years® Blog


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Incredible Years® (IY) Training for Teachers of Young Children (4-5 years)

Incredible Years® (IY) Training for Teachers of Young Children (4-5 years)

 Duke University implementation outcomes          

A team of Duke researchers (Drs. Katie Rosanbalm and Christina Christopoulos) did a randomized control trial of an updated Incredible Years Teacher Training Program plus the implementation of the Classroom Dinosaur School Program. The goal of the study was to assess the synergistic effects of the two curricula, that is, a classroom management program plus a social and emotional curriculum on preschool children’s self-regulation and academic achievement.

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Dr. Katie Rosanbalm and Dr. Christina Christopoulos

The study used a uniquely sequenced 4-month training agenda starting at the beginning of the school year incorporating two curricula. Dr. Webster-Stratton developed a comprehensive 8-day training protocol spread out over four 2-day training sessions completed at the end of September, October, November and January. The first day of each session covered teacher classroom management training that included components of the well validated Incredible Years Teacher Classroom Management (TCM) Program plus the more recently developed Incredible Beginnings (IB) Program. The advantages of adding the IB Program to TCM were its enhanced focus on building children’s language development, social, emotional, academic and persistence coaching and managing behavior of children with developmental delays and emotional dysregulation. The second day of training covered delivery of the upcoming lesson plans from the Classroom Dinosaur School Program. Each 2-day training workshops were built on the prior month’s training and allowed for follow-up of their experiences delivering the Dinosaur School lesson plans and trying out the new coaching methods. Following principles of adult learning the training relied heavily on experiential learning, self-reflection, collaboration, goal setting, teacher support and problem solving specific behavior plans. Teachers had the opportunity to translate what they learned in each workshop immediately into practice in the classroom before the next training session.

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Claudia Shapiro, Becky Stern, & Courtney White, Incredible Years coaches at Duke University

Teachers also received support twice a month from trained IY coaches experienced with the curricula; coaches observed and participated in lessons, modeled coaching skills with children, assisted with behavioral management plans, met one-on-one with the teachers to address teacher’s goals and provided any support needed. A fidelity assessor visited the classrooms to rate how closely teachers followed the curricula.

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Teacher Nekia Riley at Hillandale Elementary in Durham, NC

One hundred and twenty preschool classrooms participated over a 2-year period. Classroom climate and child outcomes were measured before and after the intervention. Child outcomes were further assessed in Kindergarten. The child assessments included children’s knowledge of emotions, social problem solving and executive functions. Teachers also rated the children’s executive functioning and social competence. Self-report of teachers’ use of behavioral management strategies, communication with parents and feelings of support were also collected before and after the intervention. Teacher consumer satisfaction was very high and many teachers were motivated to become accredited in the program. Analyses of specific outcomes are currently under way. Stay tuned for the next installment.

Listen to an episode of the Ways & Means podcast, featuring Drs. Christina Christopolous and Katie Rosenbalm talking about teaching children self-regulation skills with puppets in Dinosaur School. 


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19th Annual IY Mentor Meeting, IslandWood, Bainbridge, Washington, USA

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19th Annual Mentor Meeting

IslandWood, Bainbridge, Washington, USA

September 3-5, 2019

By Carolyn Webster-Stratton

 

 

This year 30 Incredible Years mentors/trainers came by school bus to the IslandWood retreat center on Bainbridge Island, 35 miles from Seattle.

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The Incredible Years Family

Back of IslandWood (2).jpgWe met for part of each day in light-filled, break out learning centers built with sustainable flooring: cork, bamboo, recycled rubber and concrete and bathrooms made with recycled plastic and composting toilets to reduce water use.  The sleeping lodges had solar-heated water from roofs and throw rugs woven from upholstery remnants and discarded clothing and beds had organic cotton bedding. Affordable electricity production from renewable sources included wind-power at the learning centers. The dining hall and welcome center had photovoltaic powered fans, salvaged wood beams, solar heating and natural ventilation. The incredible meals included local, organic and seasonal ingredients including vegan and gluten-free options.

Pond at islandwood.jpgThis beautiful, relaxed place nestled in 250 acres of mature forests and wetlands with miles of trails and a sustainably-built infrastructure facilitates thoughtful learning, sharing, support and collaboration among the Incredible Years international family. The nature backdrop and focus on sustainable resources served as a metaphor for our meeting focused on tailoring the IY programs according to children’s development, family culture and implementation principles. 

The facility rental costs are used to help preserve IslandWood as a place for teacher, parent and child learning experiences centered on justice-oriented environmental education and culturally-responsive teaching.

2019 Theme – Tailoring Incredible Years to Fit: Children’s Development, Family, Culture and Implementation Strategies

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Day One

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Wally relaxes and waits to share his problem with IY Mentors

Carolyn introduced Wally who was concerned that he looked different than before and she explained to him that he had been tailored. When Wally asked what tailoring meant and why this had been done to him, she said that she had carefully taken his measurements and customized him so he would always be incredible. Wally replied that he didn’t like his weird hair but did like his dimples. He said he would consult with the IY mentors about what tailoring involved and hoped that, in essence, he was still the same boy but wouldn’t mind some different hair.

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The first morning began with three incredible presentations.Caroline White presents DSC1076.jpg

 

The first, given by Caroline White, was entitled Building Sustainable Implementation in Manchester and reviewing the UK Government recommendations. This presentation reviewed the progress made in 21 years despite funding cuts as well as key factors in assuring fidelity delivery.  See her presentation. 

 

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The second presentation, given by Amanda Fixsen, Erin Albrecht, and the rest of the Invest in Kids team was entitled, Implementation in support and scale up the Incredible Years in Colorado. This report covered the past 10 years of dissemination work that recently had resulted in Colorado government support.  See their presentation. 

 

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The third presentation, by Diane Rzegocki, was entitled Implementation of the Incredible Years Parent, Teacher and Child Programs in West Bank. This too has been a 10-year project with one champion, Diane, who has collaborated with the teachers and parents in a school for children with behavior problems. See her presentation, and Learn more about Incredible Years program implementation in the West Bank on YouTube.

 

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The day ended with three small group break out groups in different locations with one group discussing tailoring implementation to communities or specific agencies, another tailoring to cultural groups, and the third to review a video presented by Lisa Herewini.

Day One Dinner

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Dinner Lindsay, Erin, Kimberley, Carolyn, Emily, Jamila, suzy, Micah DSC1098.jpg

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Michelle new mentor DSC1103.jpgOur day ended with fabulous and healthy food and later at the campfire, with silliness and songs from different countries.silliness at the firepit.jpg

 

 

 

 

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Lisa and Bjorn shared their musical skills with guitar accompaniment. Sadly, we were all too full from dinner to take advantage of the S’more supplies.Bjorn guitar.jpg

 

 

 

Day Two

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Carolyn started the day explaining how tailoring all the IY programs included making sure the IY group leaders, coaches and mentors were measuring each child according to their play level, language, temperament, cognitive status and developmental status. She introduced a new form entitled “How I am incredible?” to assess this data at the start of an IY group or coaching session.  See handouts for mentor meeting.

 

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The next presentation was given by Tania Anstiss and Lisa Herewini entitled, Tailoring for Māori: The Power of Whakawhanaungatanga, Aroha and Wairua in Parent Group Delivery.  This presentation covered more than 10 years of collaboration and tailoring that has resulted in successfully bringing the parent program to the Māori people in New Zealand.  See their presentation.

 

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Lisa greets Carolyn in Māori tradition and Carolyn congratulates Lisa for her Mentor accreditation, and for bringing the program to the Māori people

 

 

Lisa Herewini received her mentor accreditation in the parent program at this meeting. Lisa’s identity as Māori is central to her work with this population. Michele Jones, also of Māori decent, was starting her journey in the mentor accreditation process for the teacher program at this meeting.

 

 

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New Zealand team for IY Parent and Teacher programs

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For the rest of the day, one group worked with Kimberlee Shoecraft to learn about the home coaching version of the IY parent program. One group worked with Carolyn on the critical components needed for passing a video review for accreditation/certification and reliability issues. The other groups reviewed video tapes shown by Peter, Suzy, Micah and Michelle of their work.

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At the end of the day Diana Linforth-Howden presented videos of families in New Zealand sharing their experiences as participants in the Parent Autism program. One of these videos showed a parent coaching and following the lead of her non-verbal son, and her delight as he counted numbers back to her before jumping off the sofa!

 

The day ended with the IY Olympics.  Peter Loft did an amazing job setting up the Olympics: sack races, three-legged races, and the popular fruit roll-up eating contest. Bethan was filming the event and was able to verify results for contested events via instant replay.

Day Three

Carolyn started the day with updates regarding new translations, new forms, hot tips, and new materials as well as information regarding the numbers trained in various countries.  See handouts for Mentor Meeting, and view pie chart on our website.

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The next presentation, by Siri Gammelsæter, was titled Parent Group Leader Training as a University Course, the new training model in Norway. This exciting presentation shows how the Incredible Years training protocol was incorporated into a 3 semester program of training and experience with support from coaches and mentors leading to a masters degree when group tapes were passed. See her presentation.

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The third presentation by Micah Orliss from Children’s Hospital Los Angeles was entitled Incredible Years Implementation in Los Angeles County: Adapting to Change and Creating Opportunities.

This amazing presentation showed how over the past 10-plus years they have incorporated IY training in the parent and child programs for psychology interns and fellows as well as for pediatricians, social workers and occupational therapists in their hospital. See his presentation.

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Also from CHLA, Dean Coffey presented a paper entitled, Promoting Filipino Parent Enrollment in IY Using Culturally Tailored Marketing Video: An RCT.

Dean talked about his study with a behavioral pediatrician Joyce Javier to recruit Filipino populations to attend the school age IY parent programs in an effort to reduce suicide and depression in adolescents. See his presentation and learn more about the Filipino Family Health Initiative on You-Tube.

 

group work 1.pngThe afternoon was again spent in break out groups reviewing videos tapes presented by Dean, Tania, Julie, Anna, Cathy, Ceth and Eadaoin.

group work 2.pngAmazing contributions were made by those brave folks showed videos of their work to get feedback from others as well as by coaches who drew out the key learning principles.

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Coaches included Tania, Caroline, Kim, Diana, Siri, Angie, Jane, Micah, Peter, Cathy, Carolyn, Desiree, Sean, Emily, Lindsay and Suzy. I believe we had 100% involvement in sharing and giving feedback which was incredible!

 

 

Congratulations to New Mentors

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Jens Andersen, Eadaoin O’Brien, Suzy Hannen, & Lisa Herewini

In the past year, four mentors completed accreditation in their respective programs including:

  • Eadaoin O’Brien, Ireland, TCM Program
  • Jens Andersen, New Zealand, Parent Program
  • Lisa Herewini, New Zealand, Parent Program
  • Suzy Hannen, Colorado, Classroom Dina Program

We also welcomed new IY Mentors-in-training.

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Desiree & Eadaoin introduce new IY Teacher Mentor-in-training Michele Jones

 

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Emily Haranin, a new Mentor-in-training from CHLA

 

 

 

 

 

 

 

Food and Dinners Together

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The wonderful aspect of IslandWood is the amazing meals with all the IY family sitting together.

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This meant there was a chance for everyone to talk to each other in a relaxed manner in this beautiful spot.

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The final night we celebrated and danced together with selected music from Caroline White.

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Jamila, Carolyn, & Emily

 

 

 

 

 

Thanks to Jamila for all her incredible organization skills and ability to keep mentors moving on a time schedule from one group to another group. Thanks to Emily and Lisa for helping with so many details in regard to handouts and arranging venue and multiple other things.

 

Thanks also to the mentor team for being open to sharing their work and for supporting each other. They made this a successful meeting. I am so grateful to their commitment and persistence in their efforts to promote fidelity delivery of IY programs and tailoring to each parent, child, teacher or schools’ needs. For me the environment was one of a family caring for each other to achieve mutual goals for children… as you will remember this was one of my goals. Thank you for making this possible.

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– With great admiration, Carolyn


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Invest in Kids continues their amazing support of Incredible Years® in Colorado

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The Incredible Years® implementation team at Invest In Kids

Invest In Kids continues to support quality implementation of Incredible Years® programs with sustainability and high fidelity throughout Colorado.  Thanks to Dr. Erin Albrecht, Data and Evaluation Manager at Invest in Kids for sharing their annual outcomes report with us!  Here are highlights from their annual statewide evaluation report.

teacher and puppet.jpgDuring the 2018-19  academic year, three of The Incredible Years® universal prevention components were offered across 21 counties in Colorado with the support of Invest in Kids – the Preschool Basic Parenting Program, Classroom Dina Child Prevention Program, and Teacher Classroom Management Program.  These program components were delivered in schools and community-based settings to 7,027 children, 492 educational staff, 73 Parent Program Facilitators, and 595 parents across 21 counties in Colorado with the support of Invest In Kids.  Invest In Kids evaluates all three program components annually in order to track outcomes, monitor fidelity to the program models, and ensure and support practice improvement for program implementers.

 

Preschool BASIC Parent Program

Numbers Served: 73 Parent Program Facilitators delivered the Preschool Basic Parenting Program to 595 parents across 51 unique parent groups in Colorado.

Outcomes: There was a significant increase from pre-test to post-test for parent’s Appropriate Discipline, Clear Expectations, and Positive Parenting, and a significant decrease from pre-test to post-test for parent’s Harsh Discipline and Inconsistent Discipline. There was also a significant increase in preschool-aged children’s Prosocial Communication, Emotion Regulation, and overall Social Competence, as reported by parents.

 

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Numbers Served: 464 teachers and education staff supported the delivery of Dinosaur School to 6,599 students.

Outcomes: There was a significant increase from pre-test to post-test for student’s Prosocial Communication, Emotion Regulation, Academic Skills, and overall Social Competence, as reported by teachers. In addition, there were significant increases from pre-test to post-test for all nine items that measured student progress on Dinosaur School social-emotional skills in the classroom.

 

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Numbers Served: 30 teachers were in classrooms that benefitted from training and coaching in TCM, and 428 students were in those classrooms.

Outcomes: There was a significant increase from pre-test to post-test for teacher’s use of Positive Management Strategies and Planning and Support. There was also a significant increase in student’s Prosocial Communication, Emotion Regulation, Academic Skills, and overall Social Competence, as reported by teachers.

 

Program Coaching and Fidelity

In addition to training, Invest In Kids provides regular coaching and monitors the quality of fidelity to the Incredible Years program components in order to ensure that implementers have the support they need to deliver IY as intended.  Fidelity to the IY model is critical to ensure that meaningful program outcomes are achieved, and to promote sustainability for IY in classrooms, schools, and communities across Colorado.

As part of this process, IIK consultants and community-based peer coaches complete three fidelity checklists across the year for first and second year implementers in Dinosaur School, and three fidelity checklists for teachers receiving TCM coaching. IIK consultants complete up to two fidelity checklists during the course of the 14-week Parent Program, depending on the facilitators’ level of support from IIK. In 2018-19, the average fidelity ratings for the IY classroom components showed significant improvement over time, and the average fidelity ratings for Parent Program were consistent between the first and second fidelity checklists.

Coaching visits by IIK consultants and peer coaches with implementers include:

  • Direct observation of implementers engaged in program delivery
  • Regular fidelity assessments to ensure that the core components of the IY curriculum are being followed
  • Collaborative goal setting with implementers
  • Targeted coaching for implementers to improve specific domains of practice
  • Discussion with implementers about implementation barriers and the creation of problem-solving strategies

Fidelity outcomes highlights include:

Dinosaur School

Fidelity: The average observed fidelity score showed a significant increase over time for both first and second year teachers.

Teacher Classroom Management (TCM)

Fidelity: The average observed fidelity score showed a significant increase over time for TCM teachers.

Preschool BASIC Parent Program

Fidelity: The average fidelity score was consistently high (above a three on a scale of one to five) between both checklists for Parent Program Facilitators receiving Level 1 and Level 2 coaching support.

 

Read the Invest In Kids 2018-2019 Outcomes report here

 

 

 


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Manchester CAPS celebrates 21 incredible years and wins two amazing awards!

Cheers to our Incredible Trainer, Dr. Caroline White, and her team at Manchester Children & Parents Service (CAPS).  The CAPS team is celebrating 21 years of dedicated work with families in Manchester.

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On 22 June, CAPS received two awards from the UK’s largest children’s hospital, Royal Manchester Children’s Hospital, Manchester Foundation Trust.

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CAPS was awarded Clinical Team of the Year 2019, and at the end of the evening received further recognition with the Our Family Caring For Yours Award.

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The awards acknowledge CAPS’ outstanding work and said their “holistic approach to working with whole families in a multi-agency team ensure they give their families the absolute best service. Their commitment to evidence based work was highly commendable.”

 

 


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Texas LAUNCH – Excellence in IY Implementation

Project LAUNCH is a national initiative to promote the wellness of young children from birth to 8 years of age by addressing the physical, social, emotional, cognitive, and behavioral aspects of their development.  We are pleased to share an update on Texas LAUNCH, which has been working hard to support high fidelity implementation of Incredible Years in Texas!

  • by Holly Gursslin, Senior Project Coordinator, Texas Institute for Excellence in Mental Health

Texas LAUNCH has embraced the Incredible Years as a valuable, culturally adaptive and evidence-based program that meets families where they are and creates a community of empathic, engaged, and empowered parents. Texas LAUNCH has been supporting several cities and communities with implementation of the Incredible Years Parenting Program by sponsoring certified IY trainers to come and teach on the Basics Model, the Babies Model and the Home Visiting model. These models have been utilized by Home Visiting programs, Childcare/Pre-K Centers, Parent Education organizations, Mental Health Community providers, state leaders, and tribal communities.

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Texas LAUNCH Team, from left to right: Zatara Lumen, Molly Lopez, Holly Gursslin Beseda, Diane Ewing, & Arnold Amador. Not pictured: team members Audrey Young & Carolina Gonzalez

Texas LAUNCH recognized implementing a program goes beyond training. Below are several strategies used to support professional development, implementation, and sustainability:

  • The Incredible Years certified trainers came to Texas 5 times throughout the time of the grant to train group leaders broadly across the state. Texas LAUNCH staff came to every training to support IY Trainers with logistics, provide examples of current practices, engage group members, and assist participants with creating a community;
  • We partnered with the Incredible Years program to offer consultation calls with community leaders to address successes and barriers which allowed new leaders to ask questions directly of their trainers around fidelity, challenges and teaching strategies;
  • We hosted Community of Learner calls where all trained IY providers across Texas were welcomed to participate in a peer to peer learning format addressing every day agency implementation strategies, class formats, and marketing opportunities;
  • We created a statewide Family Strengthening Workgroup that focused on creating common language for marketing and a quick study of all evidence-based parent programs in the state. Additionally, the purpose of this group was to garner interest and investment in the IY program within services that already exist across the state;
  • All group leaders trained by LAUNCH were also offered technical assistance to support implementation, fidelity and sustainability by the state LAUNCH team;
  • We offered to support a few group leaders, who showed interest/investment, in becoming certified;
  • We created a Lunch and Learn for State Program staff to meet with IY certified trainers and increase engagement and investment, answer questions about state implementation and curriculum purchasing and long-term support;
  • We maintain our relationship with IY trainers to work toward fidelity, answer research questions and share upcoming and new information with group leaders.

Implementing the IY program takes education, planning, creative marketing, consistency, and time. Two best practices that have assisted with successful implementation in Texas includes offering childcare and food during classes and providing constant and consistent support to parent educators within their organizations. Texas will continue to support and implement best practice parenting education programs while working to build on the wonderful relationship with the Incredible Years staff and trainers.

Please visit their website to learn more about Texas LAUNCH.


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Manchester CAPS highlighted in House of Commons report on early intervention

Caroline White.jpgHappy 21st Birthday CAPS! The Children And Parents’ Service in Manchester is one of the longest sustainable implementations of Incredible Years in the world.

Following IY Trainer Caroline White’s appointment as Specialist Advisor to the House of Commons Select Committee for Science and Technology on Early Intervention, the committee has published it’s report, highlighting CAPS’ implementation of Incredible Years parenting groups as a model example of early intervention services.

The committee writes:

The Children and Parents Service (CAPS) in Manchester has been identified by the National Institute for Health and Care Excellence as a service that has achieved success in recognising and managing antisocial behaviour and conduct disorders in children and young people. CAPS is a jointly commissioned, multi-agency, early intervention service for pre-school children and their families. The service identifies early social and emotional problems in pre-school children, provides thorough psychological assessment for them and then offers intervention as appropriate. Families can be initially referred to the CAPS service from multi-agency staff across the early years workforce; CAPS psychologists provide one day training to frontline staff to improve communication across the workforce and establish referral pathways as well as to develop a consistent approach to parent support strategies across the workforce. CAPS also conducts outreach work to raise awareness and engage with local families. Referred families are assessed using the Eyberg Child Behaviour Inventory, the Beck Depression Inventory and the Abidin Parenting Stress Index as standardised and validated outcome tools to measure child behaviour problems, parental depression and parental stress respectively, as well as the ‘Index of Need’ tool to identify families at risk of developing any of these problems. Where families meet the thresholds for intervention, CAPS uses the ‘Incredible Years’ Parent Programmes, a series of evidence-based interventions which focus on:

  • strengthening parenting competencies to improve the parent-child relationship; 
  • promoting children’s academic, emotional and social skills; and 
  • reducing conduct problems. 

CAPS additionally provides ‘wrap-around’ support to help families complete the courses, such as the provision of childcare or interpreting services, and aims to offer seamless access to other services from which families would benefit. 

High parent retention rates are achieved by the programme, with around 81% completing it. As well as reducing the prevalence of clinical conditions and the proportion of families at risk of developing clinical problems, the programme was found to also help parents engage in work or education. Three months after completing the course, 24% of parents were back in work, 21% were attending college and 10% were doing voluntary work.

Between September 2017 and August 2018, CAPS delivered 75 Incredible Years parent courses to approximately 989 parents of 0–4 year olds. The impact of these interventions, as determined by the proportions of families in the clinical ranges for each of the outcome measures before and after the intervention, are shown in table below.

Impact of CAPS intervention on clinical conditions and risk factors 

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Cheers to Dr. Caroline White and the Manchester CAPS team!

Read the full report at:  House of Commons Science and Technology Committee (2018). Evidence-based Early Years Intervention. London: House of Commons.  


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Meet our new puppets!

  • Message from Carolyn (Wally and Molly’s grandmother)

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Dina and Felicity

You may already have enjoyed using our Dina Dinosaur puppets made by Axtell Expressions, Inc. Now we have worked with Axtell to design new Incredible Years child puppets just for us. We love them because they have lifelike skin materials and latex heads, great hair styles, bigger hand glove grip areas and are readily available, with a very short wait time for custom manufacture. Here are a few things we want you to know that will make your puppet child feel happy.

 

Check out a video with our new Wally and Dina Dinosaur!

 

Dressing Your Child Puppet

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Wally & Molly

Your Incredible Years puppets love 2nd hand clothes that other children have worn because then they know they are cool. Their shirt size is medium and pants are toddler size 4. Shoe size is about 4-5, but other sizes work too. If you have a uniform in your school, the puppets proudly wear the school uniform and follow the dress code so they can fit in with their friends. Also the puppets love to wear sports team shirts from your local team. If they are in a class where children are wearing clothes for religious or cultural reasons, like the hijab or yarmulke, they like to wear what others are wearing in order to be respectful of the beliefs in the classroom they are visiting.

 

Using Your Puppet

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Luciana & Antonio

In general you want your puppet’s eyes on the children with head tilted downward. You can make your puppet seem more engaging and life-like with head and arm movements. Help your puppet speak by moving his mouth, especially the lower jaw keeping the upper jaw still. You can use your own voice or make up a voice especially for your puppet. You don’t need to be an expert puppeteer. As long as you are playful and having fun, the children will be mesmerized and will love the puppet. You can name your puppet yourself or you can use the Wally Detective Book names of the puppets such as Wally Problem Solver or Molly Manners or Freddy and Felicity Feelings. Your puppet will respond to love and humor and is comfortable expressing his or her feelings about life events.

 

Introducing Your Puppet to the Children

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Freddy & Felicity

Teacher/Therapist: I wanted to introduce you to a new friend who will join us sometimes in our groups.

Puppet: Hi there, I am … e.g., Felicity Feelings, or Wally Problem Solver or Molly Manners. I am so glad you decided to adopt me as I was looking for a warm, loving school to belong to and I am eager to make some friends, although a bit nervous about that.

Teacher/Therapist: Can you tell us something about yourself.

Puppet: I am 5 years old and just moved here with my mother and my dog. I hope you will like me. How do you like my hair? Do you think I will make friends here?

Teacher/Therapist: We are all friendly here and happy to have you. Your hair is very cool. I am sure you will feel less nervous when you get to know everyone. Could someone say something nice to welcome our puppet friend?

Children: We are glad you’re here. Or, I want to be your friend?

Teacher: See, these children want to get to know you. What do you like to do?

Puppet: Well I love to play baseball but I am worried because I can’t read yet.

Teacher/Therapist: How many other kids here like baseball?

Children: (put up their hands)

Teacher/Therapist: Many other kids are just learning to read too. So we will read together and you will have friends who can help you too.  You will learn to read just like you learned to play baseball.

Puppet: I already feel less nervous and lucky you invited me to be here.  I am so excited to meet everyone and learn what they like to do.

More information on our puppets is available on our website.