The Incredible Years

Product Information

This training workshop will present in depth the Dina Dinosaur Child Social Skills, Emotional Regulation & Problem-Solving Training for Children designed by Dr. Webster-Stratton to help young children who have behavior problems. The program focuses on ways to promote children’s emotional literacy, anger management, appropriate conflict management strategies, expected classroom behaviors, and positive social skills or friendship behaviors with other children and adults. Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337–1345. Webster-Stratton, C., & Reid, J. (2010). Adapting the Incredible Years, an evidence-based parenting programme, for families involved in the child welfare system. Journal of Children’s Services, 5, 25–42. https://doi.org/10.5042/jcs.2010.0115.

Gross, D., Fogg, L., Webster-Stratton, C., Garvey, C., Julion, W., & Grady, J. (2003). Parent training of toddlers in day care in low-income urban communities. Journal of Consulting & Clinical Psychology, 71(2), 261–278. Between September 2017 and August 2018, CAPS delivered 75 Incredible Years parenting courses to 989 parents of children aged under four. socially disadvantaged neighborhoods in the United Kingdom, in receipt of Government funding as Sure Start areas, identified on the basis of high levels of poverty Participants were randomly assigned to one of two groups: A group that received The Incredible Years training or to a control group that did not receive the training. Mothers with mental health risk factors (depression, anger, history of abuse as a child, and substance abuse) exhibited poorer parenting skills than those without risk factors, as measured by the Parenting Practices Interview, Dyadic Parent-Child Interactive Coding System, and Coder Impression Inventory. However, mothers with risk factors engaged with and benefited from the parenting training program at a level comparable to mothers without these risk factors. Program engagement was assessed by number of sessions attended, percentage of homework assignments completed, and the group leader's rating of engagement. Intervention mothers had lower scores on both harsh/negative parenting and ineffective parenting and higher scores on supportive parenting.

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The Incredible Years BASIC Parent Training Program targets parents of high-risk children and those displaying behavior problems. Highlighted parenting skills include: The curriculum includes over 60 lesson plans for use by teachers for children aged 3-8 (the curriculum is broken up into three “levels” for different developmental stages). The training also includes classroom management strategies that enhance children’s prosocial skills and reduce behavior plans. Hutchings, J., Martin-Forbes, P., Daley, D., & Williams, M. E. (2013). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems. Journal of School Psychology, 51(5), 571–585.

This study was conducted in Wales, with a sample of 170 children between 3 and 7 years, recruited on the basis of SDQ scores. Measures IY-TCM aims to teach teachers how to develop a positive relationship with children through child-directed play, academic, persistence, social and emotional coaching methods and using a positive discipline hierarchy with an emphases on use of prompts, reminders, redirects, planned ignore and proximal praise for minor inappropriate behaviours. In addition throughout all the workshop sessions teachers are helped to promote positive social skills and emotional literacy and problem-solving.

Program Goals

At pretest, children who showed more parent-reported conduct problems also had more parent-reported peer problems ( r = .28), emotional problems ( r = .25), and hyperactivity ( r = .24, all ps < .001). Chi-square tests show that, compared to children with non-clinical levels of conduct problems, children with clinical levels of conduct problems were 2 times more likely to show clinical levels of peer problems, 2.5 times more likely to show clinical levels of emotional problems, and 3.5 times more likely to show clinical levels of hyperactivity ( ps < .05). Are there Sustained Effects of Incredible Years on Conduct Problems? Incredible Years tended to show no effect for child emotional problems.This is based on high strength evidence. No differences were found in child emotional symptoms between children whose parents took part in Incredible Years and those who did not. Clinical issues such as promoting attendance, managing resistant parents or teachers, being culturally responsive, managing disruptive children, setting up practice role plays, tailoring programs for children with developmental issues, and getting accredited or certified in the program. Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23(1), 10–26 - This reference refers to a randomised control trial, conducted in the USA.