22 parents of children on the autism spectrum, ages 2-8, participated in 12 sessions of the IY Parent Autism Program delivered by Jeannie Gordon, an IY Parent Basic Group Leader Mentor in Essex, England. 20 of 22 parents reported positive or highly positive satisfaction scores on the outcome evaluation measure. All but 2 parents reported significant stress reduction on the Autism Parent Stress Index. Many parents wanted the program to continue or to be longer. See their report for parents’ comments and graphs of results and population demographics.
By Carolyn Webster-Stratton Ph.D.
Nine accredited group leaders with extensive Incredible Years group experience came to Seattle from Rhode Island; Colorado; Pennsylvania; Kentucky; Canada; California; and New York for a 2-day peer coach training with IY Trainers Carolyn Webster-Stratton and Jamila Reid.
We are excited that they will be coaching new IY group leaders in their agencies and helping them to become accredited in Incredible Years Programs. They, too, will be working on their own accreditation as IY peer coaches by sending in DVDs of their coaching process.
See link about peer coaching http://incredibleyears.com/resources/coach/
Why are peer coaches needed?
Research has shown that traditional, brief, single shot, didactic training workshops with passive participation are ineffective in changing therapist behavior. Rather, longer, quality, active training workshops have been shown to lead to increased therapist proficiency and intervention adherence and fidelity. However, despite the fact that the 3-day Incredible Years workshops are based on a collaborative, experiential, and self-reflective approach that receive very positive evaluations, there is still a need for group leaders to have consultation and coaching post workshop training. Studies have shown that new learners of evidence-based programs are often are unsure of their themselves and question new techniques or strategies. We find that many new IY group leaders are uncertain about how to use the collaborative leadership process with groups, select appropriate vignettes for particular groups, and mediate vignettes to trigger active role play practices, reflection and problem-solving. In some ways the 3-day workshop is like learning to swim on dry land and starting to lead groups is like jumping into the water to practice actually swimming. These new swimmers need additional support (and floats) as they practice the new strokes.
Learning something new starts with a “survival phase” before achieving a state where new knowledge and skills are consistently and successfully applied and adapted. Studies have found that combining ongoing coaching, video feedback and consultation to quality training workshops improves the adoption of innovation, retention of therapist/group leader proficiency and intervention delivery fidelity (Herschell, Kolko, Baumann, & Davis, 2010; Webster-Stratton, Reid, & Marsenich, 2014). If group leaders/therapists reach proficient levels in adherence/competence in delivery of the program and have adequate consultation, coaching and organizational support, it possible to achieve better outcomes with clients. If therapists/group leaders lack support, then it is unlikely clients will receive the benefits that were reported in the original research.
What is peer coaching?
Coaching is non-evaluative feedback based on observation. A peer coach is someone who is learner-centered and supportive, builds on group leader’s strengths, observes and monitors their skills and interpersonal processes, prompts or models skills/thoughts and self-reflections according to group leader’s goals, sets up behavioral practices and promotes their use of strategic behavior plans, and encourages, praises and reinforces group leader steps in the right direction.
Key coach roles include: relationship building, assuring group leader evidence-based knowledge, assuring quality group leader methods and processes, promoting certification/accreditation and a supportive infrastructure.
Herschell, A. D., Kolko, D. J., Baumann, B. L., & Davis, A. C. (2010). The role of therapist training in the implementation of psychosocial treatments: A review and critique with recommendations. Clinical Psychology Review, 30, 448-466.
Webster-Stratton, C., Reid, J., & Marsenich, L. (2014). Improving Therapist Fidelity During Evidence-Based Practice Implementation Psychiatric Services, 65(6), 789-795.
By Carolyn Webster-Stratton
IY Developer, Carolyn Webster-Stratton, speaking at the Parenting in the 21st Century International Conference in Hong Kong.
I was invited to give a plenary address October 20-22, 2016 in Hong Kong at an International Conference entitled Parenting in the 21st Century. The faculty of Social Sciences of the University of Hong Kong in collaboration with the Tung Wah Group of Hospitals hosted this event to discuss ways to support Hong Kong parents who work long hours and feel pressure to help their children succeed academically amid the stress of insufficient child care, poverty, high unemployment and a high cost of living. Hong Kong is a city of 7.5 million people living in 427.5 square miles. It is the world’s fourth most densely populated territory.
Major changes in the Hong Kong family over the past 50 years such as more gender equality, later marriages, decreased fertility, and more women than men enrolled in university are associated with increased divorce, more non marital childbearing and a wider discrepancy between the privileged and less privileged social classes. The widening achievement gap and socioeconomic inequality echoes the problems in the United States and seems to be a global phenomenon. And like the US, the middle class families struggle trying to support their children for higher university education without the financial resources to make this happen. In turn the youth experience the stress and competition of school as well as the future challenge of caring for their elderly parents. All of this sounds remarkably familiar to me.
Parenting in the 21st Century International Conference in Hong Kong, October 20-22, 2016.
Matthew Cheung Kin-chung, the Hong Kong secretary for labour and welfare talks in his presentation about the 3 C’s Caring, Compassion, and Cohesiveness. Certainly this interdisciplinary Hong Kong conference coordinating committee demonstrate the 3 C’s in their every action. They manage a typhoon closing down the conference midstream for one day with grace and calmness. While my presentation is delayed until the next day I am surprised on a Saturday to see a full room of participants. I hoped to make the case in my presentation for the importance of responsive and caring parenting as an antidote to all the other stressors that parents and children are coping with. Most important seems finding ways for families to give children more playful and loving child-directed time and attention rather than too much pressure to perform.
Earlier in the year we had offered an IY parent training workshop in Hong Kong picture of group and I was thrilled to talk with Kitty Heung, a social worker about her experiences delivering the program.
IY trainer, Julie Andersen, and new IY group leaders.
From left to right: Carolyn Webster-Stratton, Terri Au, Sandra Tsang, Kitty Heung.
She reported that parents were engaged and drop out rates pretty low. Also I got to meet Maureen Kong a psychologist who had done her dissertation evaluating the Incredible Years basic parenting program as well as her professor Terry Au. Happily, Maureen has some nice results. The conference concluded with an amazing second Dim Sum lunch. The conference co-coordinators Professor Samson Tse and Dr. Margaret Wong have done a fantastic job with organizing this conference and their kite theme seems an apt way to depict the idea of letting children fly safely with parental emotional support, play, and flexibility.
Maureen Kong and Carolyn Webster-Stratton.
Samson Tse and Margaret Wong.
Wishing Hong Kong continued support with flying their kites of promoting evidence-based programs with success including families and schools.
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.
Carolyn 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.
She 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.
The 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.
Joyce 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.
Patty 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.
Tatiana 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.
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.
Maartje 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.
Stephen 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.
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.
The 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.
The 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
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.
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.
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!
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 email@example.com.
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!)