The Incredible Years® Blog


Leave a comment

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!)


Leave a comment

Incredible Years Implementation in Hong Kong

parent-group-photo-1-blurred-for-I.Y

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.  

pg2

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.


Leave a comment

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.


Leave a comment

Positive Outcomes of Incredible Years® Parent/Child Program Implementation in Pennsylvania

family-blogThe Incredible Years® (IY) Series is implemented in a wide range of organizations all over the world. One organization in Pennsylvania, EPIS Center, has just released exciting results from the Pennsylvania Commission on Crime and Delinquency funded providers of the implementation of the IY Parent and Child programs from 2013-2014.

Parents attended IY Parenting Classes to increase positive parenting practices including play, coaching methods, praise, problem-solving, limit setting, and more.

Additionally, children in one group received Classroom Dinosaur School – a prevention program delivered to a large group of children, teaching them social and emotional skills, academic skills, problem-solving, etc.

A second child group received Small Group Dinosaur School – a treatment program for children with diagnosed behavior or conduct problems – where a more targeted and intensive approach is taken in the program delivery.

episcenterquote12EPIS Center is an organization committed to quality, high-fidelity delivery ­– these results show how this commitment pays off!

Summary of results
Basic Parent Outcomes Summary (2013-2014)

Of 463 parents served, 70% attended at least 12 or more “sessions” (weekly parent classes). By the end of the class, those parents completing the groups reported many positive outcomes! 88% reported a decrease in harsh discipline, and 76% reported an increase in positive parenting.

parent-outcomes

Classroom Dinosaur School Outcome Summary (2013-2014)

526 youth were served in this prevention program targeting children ages 3-8 years old. 86% of the children completed the program. Facilitators filled out pre and post surveys and reported that 48% of the students showed decreased antisocial behavior, 51% showed improved concentration/attention, and 52% showed increased emotional competence.

classroom-outcomes

Small Group Dinosaur School – Treatment Outcome Summary (2013-2014)

Of the 271 children served, 79% completed the program. Parents of the children completed pre and post tests: 76% reported decreased antisocial behavior in their child, 75% reported improved concentration/attention, and 79% reported increased emotional competence.

sgd-outcomes

It is fantastic to see such wonderful results from this model organization.

You can view the full report and learn about other agencies implementing IY with high success and fidelity, here.


2 Comments

Stephen Scott Receives Order of the British Empire & Publishes New Long-Term Follow Up Research

Professor Stephen Basil Cuthbert Scott, MD, is the Director at the National Academy for Parenting Research. in London, England. The aim of this research program is to help practitioners deliver evidence-based parenting programs with fidelity and to test innovative approaches to the way services are delivered to families and children.

Stephen with his award

Stephen with his award

Earlier this year, Professor Scott was awarded the Commander of the Most Excellent, Order of the British Empire, for services to families. Congratulations Stephen!  (Learn more about this award, here.)

Stephen shaking hands with Prince William

Stephen shaking hands with Prince William

Stephen has published numerous studies on various evidence-based programs, including a long-term  follow up of two randomized controlled trials (RCTs) examining the effectiveness of treatment for children with antisocial personality traits. In the original trials, parents of the children participated in The Incredible Years® Parenting Program. This new research looks at the long-term results from this previous study.

This exciting publication is a 7-10 year follow-up of two RCTs that Stephen did with an indicated sample (children with severe antisocial behavior) and a selective sample (children labeled at high risk) when they were 3-7 years old. Results of the indicated sample were significantly improved for the parents who received the Incredible Years® (IY) Basic Parent Program at follow-up compared to parents who were in the usual psychotherapy treatment control condition. In the IY treatment condition group, parents noted their child’s emotion was warmer and supervision of adolescents was closer. Surprisingly, reading ability in the IY condition group was also improved compared with the usual treatment control condition. These results are important because of indications that early intervention for severely antisocial children may prevent the development of antisocial personality in adolescence and improved academic performance. It is also important because it is the first study to provide a long term follow-up evaluation of parents who received the IY intervention compared with families who received “usual treatment” in mental health centers.

In contrast, follow-up of the “selected high risk” sample who received the IY program in combination with a reading intervention did not show sustained effects compared with the control group families, despite having had good results in the short term. Possible reasons that these families did not show as much long-term improvement could be due to the fact that they had lower program dosage (did not receive as many parenting class sessions) as the indicated sample (families with children with severe antisocial behaviors). Additionally, this sample of families was not provided with ongoing support and booster sessions, which is particularly helpful for high-risk populations.

Scott, S., Briskman, J., & O’Connor, T. G. (2014) Early Prevention of Antisocial Personality: Long-term Follow-Up of Two Randomized Controlled Trials Comparing Indicated and Selected Approaches. American Journal of Psychiatry. Read the article here.

Be sure to look at Stephen’s other studies on our web site in the research library. Stay tuned for more research outcomes by this author, coming out soon.


Leave a comment

2014 Group Leader & Certification Data

Hello!

Each year for our annual Mentor Meeting, we create a report showing information on Incredible Years® implementation around the world. This includes information about group leaders who have been trained by country, number of certified leaders by country and by program type, and more. It’s exciting to see these numbers grow each year, and we look forward to sharing this data!

You can see last year’s blog post about the 2013 data by clicking here. 

Group Leaders who go through our Certification Process undergo review and receive extensive feedback. Certification can be used as a fidelity check, to ensure group leaders are implementing the program as it has been designed and researched. It can also be used to progress through our certification “steps” for those interested in higher levels of sustainability within their agency. You can learn more about certification and the process by clicking here. 

Take a look through the pie charts below to see statistics about where in the world people are being trained and becoming certified!

GL_PCT
GL_Parent
GL_Child

GL_Tch
Cert_PeerCoach
Trainer_Mentor_InProcess


Leave a comment

Guest Post: How to Create Fun Incentive Bags for Parents

howto_makeincentivebags
Guest post by Certified IY Group Leader: Bernadette (Bernie) Donaghy

Gina Biggerstaff and myself (Bernie Donaghy) delivered the Incredible Years® Basic Parent Programme in St Kieran’s Primary School in Colin, Northern Ireland, from March to June 2014. The Incredible Years® places strong emphasis on building positive relationships with children, and play time serves an important role in this.

Carolyn and Bernie

Carolyn Webster-Stratton and Bernie Donaghy

“Play benefits children in many ways by providing opportunities for them to learn who they are, what they can do and how to relate to the world around them.” (The Incredible Years: A Trouble-Shooting Guide for Parents of Children Aged 2-8 Years, by Carolyn Webster-Stratton, Ph.D.)

After discussing the importance of play time with children in our parenting class, we wanted to provide parents with something tangible to bring home for this special time spent with their children. We decided to give parents the opportunity to work with a range of art activities and resources, to enable them to fully engage with their children during their play time.

Gina and I used every opportunity to pick up different art resources as we were out and about (beg and borrow). We collected chalk, paper, paint, and more.  We asked local Nursery Schools, Primary Schools, Play Groups and Community Organisations for any unwanted or unused art materials or books. This also gave us the opportunity to publicise and spread the word about our Incredible Years® classes!

artbag3

The bags were used as an incentive each week and on completion of the IY Parent Programme we added a toothbrush and toothpaste, a book and a blank jig-saw. The parents loved their resource art bag and they reported that their children really enjoyed their play time together.

To learn more about The Incredible Years® implementation in Northern Ireland, see the recent blog post about this!