parent training_indredible years

7/29/2019 Parent Training_indredible Years

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Empirically supported,

comprehensive, and

cost-eective programs

Parent Training

Teacher Training

Child Social Skills, Emotion &

Problem Solving Training

Proven eective programs or reducing

children’s aggression and behavior problems

and increasing social competence and emotional

regulation at home and at school

Selected by the U.S. Oce o

Juvenile Justice andDelinquency Prevention as

“exemplary”!

Recommended by American Psychological

Division 12 Task Force as a well-established treatment or children

with conduct problems.

VIDEO-BASED DVD PROGRAMSLEADER MANUALS

BOOKS & TRAINING

PARENTS, TEACHERS AND CHILDREN TRAINING SERIES

VISIT OUR WEBSITE AT WWW.INCREDIBLEYEARS.COM


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The purpose o The Incredible Years training series or parents, teachers, and children is to

promote children’s use o appropriate conict

management skills, to strengthen social skills,

emotional regulation and academic success, to

increase sel-esteem and to reduce aggressive

behavior problems.

Easy to use, step-by-step programs or use with groups

o parents, teachers or children include:

• brie, real lie, video vignettes o children interacting with other children, teachers and parents which serve topromote group discussion and problem-solving and serveas a stimulus or role-playing or practice activities.

• detailed leader’s manuals with scripts and questions opromoting group discussion and practice activities.

• home activity plans and rerigerator notes.

• books or parents, teachers, and children.

Multi-media Developmentally appropriate

Empirically Supported – parenting programsrecommended by the American Psychological Associa-tion Task Force as meeting the stringent “Chamblesscriteria” or empirically supported mental healthintervention or children with conduct problems.

Based on a collaborative model o intervention in which parents, teachers, and children are partners inthe intervention.

Shown to be cost-eective – see article by Olchowski,2007. See also Scott, 2001.

Parents, teachers and children training

series or ages 0 to 12 years

General Inormation

2

“The Incredible Years Parenting Program

was helpul in relieving much stress in my lie – not only

are my kids easier to live with, but so am I!” – Parent



Research or The Incredible Years Programs

The Incredible Years parenting program is the only group-based parenting program which was identied ina recent review o the literature as having sucient scien-tic evidence to be considered “empirically supported” toreduce conduct problems in children with high levels o

conduct problems.

The Incredible Years parenting program is the only groupbased parenting program intervention with conductproblem children which has been shown to be eective inrandomized trials, not only in university research settingsbut also in a mental health clinics and in Head Start andelementary school settings. It also has been shown to promote children’s social-emotional competence in preventiostudies with high risk amilies.

The Incredible Years children’s social skills program (akaDinosaur School) has been demonstrated in a randomizecontrolled trials to reduce aggressive behavior problemsin children ages 4-8. Two studies have shown that thisprogram adds to the eectiveness o The Incredible Yearsparenting program by promoting more positive peer inteactions.

Additionally, the classroom version o the Dinosaur Cur-riculum has been shown in randomized trials to promotesocial competence, reduce aggression and increase schoolreadiness.

The Incredible Years teacher training program has beenshown to be eective in randomized trials with teachers(preschool to grade 3) to reduce students’ behavior prob-lems, increase social competence and enhance teachersclassroom management skills.

See our on-line, searchable library or articles.

Recognition or The Incredible Years Programs

The Incredible Years programs have won numerousawards, examples o which include:

Department o Health and Social Services, Center or Substance Abuse Prevention - The Incredible Years Pro-gram selected as a Model Program and listed in the Na-tional Registry o Eective Prevention Programs (NREPP).

Ofce o Juvenile Justice & Delinquency Program(OJJDP) - The Incredible Years parent, child and teacherprograms were selected or dissemination by the UnitedStates Oce o Juvenile Justice and Delinquency Preven-tion (OJJDP) as an early violence prevention program.

Blueprints Model Program - The Incredible Years was se-lected as a model program by the Center or the Study andPrevention o Violence, Institute o Behavioral Science,

University o Colorado at Boulder.

Mental Health Research Scientist Award - In addition toprogram awards, Proessor Webster-Stratton hersel is therecipient o the prestigious National Institute o MentalHealth Research Scientist Award.

SAMHSA Science and Service Award - Morrison Childand Family Services o Portland, Oregon, was awarded a 2007 SAMHSA Science and Service Award or their suc-cessul implementation o an evidenced-based practice,

IncredibleYears Parent and Child Groups. Morrison wasrecognized in the category o “Mental Health Promotion.”2007 is the rst year that thesenational recognitions havebeen awarded and represent SAMHSA’seorts to encourage the successul application o researchat the practice level.

The Lela Rowland Award 2002 - In May 2002 one o ourcertied mentors, Dr. Charles O. Tingley, Jr. who broughtour parent, teacher and child training programs to hisagency -- Northeast Occupational Exchange -- received theLela Rowland Prevention Award rom the National MentalHealth Association.

The Lela Rowland Award 1997 - The Incredible Yearsparenting program was selected as the winner o the bestprevention programs o 1997 by the National MentalHealth Association.

The Center or Substance Abuse Prevention (CSAP) - asexemplary and one o the most promising early interven-tions or preventing delinquency in the United States.

General Inormatio

American Psychological Division 12 Task Force - TheIncredible Years programs are recommended by AmericanPsychological Division 12 Task Force as a well-establishedtreatment or children with conduct problems.

Chambless - The Incredible Years parenting programs arrecommended by the American Psychological Association

Task Force as meeting the stringent “Chambless criteria”or empirically supported mental health intervention orchildren with conduct problems.



About the Author and Program Developer

Carolyn Webster-Stratton, M.S.N., M.P.H., Ph.D. isProessor and Director o the Parenting Clinic at theUniversity o Washington. She is a nurse and licensedclinical psychologist and has published numerous scientiarticles evaluating these training programs as preventionand treatment programs.She has had 30 years

clinical experience re-searching and delivering these programs to parents,children and teachers.She is the recipient o theprestigious National In-stitute o Mental HealthResearch Scientist Award.

General Inormation

TO MAXIMIZE SUCCESS OF

PROGRAMS WE RECOMMEND

TRAINING AND CERTIFICATION

4

Eects o The Incredible Years parent training

program, as documented in published

controlled studies, include:

• Reduction in children’s aggressive and disruptivebehavior, and increase in prosocial behavior

• Reduction in the amount parents rely on spanking andother harsh punishment

• Reduction in parents’ stress

• Increase in observed parents’ eectiveness in disciplin-ing their children

• Increase in parents’ use o praise and positive interac-tions with their children

• Increase in parents’ reports o their condence inparenting

• Equal in eectiveness to individual therapy, whileserving ve times the number o amilies with the samenumber o therapist hours

• Treatment gains are typically maintained or at leastthree years

Eects o The Incredible Years child social skills

training program, as documented in published

controlled studies, include:

• Reduction in children’s aggressive and disruptivebehavior and increase in prosocial behavior

• Children exhibited signicantly more positive confictmanagement skills and social skills when interacting withpeers and teachers

• Children showed increased problem solving strategies(positive solutions) and increased emotion literacy onassessments

• Treatment gains are maintained or at least one year(longer ollow-up studies are currently underway)

Eects o The Incredible Years teacher training

program, as documented in controlled studies,

include:

• Reduction in children’s aggressive and disruptivebehavior in the classroom

• Increase in children’s academic engagement andprosocial behavior in class on-task behavior

• Increase in children’s school readiness

• Decrease in teachers’ use o criticism with students

• Increase in observed teachers’ eectiveness in classroomanagement skills

• Increase in teachers’ use o praise and encouragement with students

Programs Used Worldwide

These curricula have been adopted by many children’smental health centers, Head Start, preschool and childcacenters, child protective agencies, and primary schoolsthroughout the US, Canada (English, Spanish, Frenchand Chinese), UK, Australia and New Zealand. Someprograms have been translated and used in Norway, WaleDenmark, Sweden, Finland, Holland, Russia, Portugaland Turkey.



General InormatioEmpirical Support (See website or earlier articles)

Webster-Stratton, C. & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison o child and parent training interven-tions. Journal o Consulting and Clinical Psychology, 65, 95-109.

Webster-Stratton, C., Reid, M. J. & Hammond, M. (2001). Social skills andproblem solving training or children with early-onset conduct problems:

Who benets? Journal o Child Psychology and Psychiatry and Allied Disci-plines, 42(7), 943-952.

Reid, M. J., Webster-Stratton, C., & Beauchaine, T. P. (2001). Parent Training in Head Start: A comparison o program response among Arican American, Asian American, Caucasian, and Hispanic Mothers. Prevention Science, 2(4),209-227.

Webster-Stratton, C., Reid, M. J. & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher t rain-ing partnership in Head Start. Journal o Clinical Child Psychology, 30(3),283-302.

Webster-Stratton, C., & Reid, M. J. (2003). Treating conduct problems andstrengthening social emotional competence in young children: The Dina Dinosaur treatment program. Journal o Emotional and Behavioral Disorders11(03),130-143.

Baydar, N., Reid, M. J., & Webster-Stratton, C. (2003) The Role o MentalHealth Factors and Program Engagement in the Eectiveness o a PreventiveParenting Program or Head Start Mothers. Child Development, 74(5), 1433-1453.

Reid, M. J., Webster-Stratton, C., & Hammond, M. (2003). Follow-up o children who received the Incredible Years intervention or Oppositional-Deant Disorder: Maintenance and prediction o 2-year outcome, BehaviorTherapy, 34(4) 471-491.

Hartman, R. R., Stage, S., & Webster-Stratton, C. (2003). A growth curveanalysis o parent training outcomes: Examining the infuence o child inattention, impulsivity, and hyperactivity. Journal o Clinical Child and Adoles-cent Psychology. 44(3), 388-398.

Reid, M. J., Webster-Stratton, C., & Baydar, N. (2004). Halting the develop-

ment o externalizing behaviors in Head Start children: The eects o parent-ing training. Journal o Clinical Child and Adolescent Psychology, 33(2).

Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes or parent, child,and teacher t raining. Journal o Clinical Child and Adolescent Psychology,33(1).

Webster-Stratton, C. & Reid, M. J. (2004). Strengthening social and emotion-al competence in young children – The oundation or early success. Inantsand Young Children, 17(2), 96-113.

Beauchaine, T. P., Webster-Stratton, C., & Reid, M. J. (2005). “Mediators,moderators, and predictors o one-year outcomes among children treated orearly-onset conduct problems: A latent growth curve analysis.” Journal o

Consulting and Clinical Psychology.

Bauera, N. S. and Webster-Stratton, C. (2006). Prevention o behavioraldisorders in primary care. Current Opinions in Pediatrics, 18.

Olchowski, A., Foster, E. M. & Webster-Stratton, C. (2007) Implementing behavioral intervention components in a cost-eective manner: Analysis o theIncredible Years Program. Journal o Early and Intensive Behavioral Interven-tion, 4, 284-304.

Reid, M. J., Webster-Stratton, C., Hammond, M. (2008) Enhancing a classroom social competence and problem solving curriculum by oering par-ent training to amilies o moderate-to-high risk elementary school children.

Journal o Clinical Child and Adolescent Psychology.

Webster-Stratton, C, Reid, M. J., & Stoolmiller, M (2008). Preventing aggsion and improving social, emotional, and academic competence: Evaluatioo Dina Dinosaur Classroom Curriculum in high-risk schools. Journal o Child Psychology and Psychiatry.

Independent Replications (See online articles or updates)

Spaccarelli, S., Cotler, S., & Penman, D. (1992). Problem-solving skills traiing as a supplement to behavioral parent training. Cognitive Therapy andResearch, 16, 1-18.

Taylor, T. K., Schmidt, F., Pepler, D., & Hodgins, H. (1998). A comparisono eclectic treatment with Webster-Stratton’s Parents and Children Series ina children’s mental health center: A randomized controlled trial. BehaviorTherapy, 29, 221-240.

Scott, S., Spender, Q., Doolan, M., Jacobs, B., & Aspland, H. (2001). Multicentre controlled trial o parenting groups or child antisocial behavior inclinical practice. British Medical Journal, 323(28), 1-5.

Patterson, J., Barlow, J., Mockord, C., Klimes, I., Pyper, C., & Stewart-Brown, S. (2002). Improving mental health through parenting programmesBlock randomized controlled trial. Archives o Disease in Children, 87, 472

477.

Gross, D., Fogg, L., Webster-Stratton, C., Garvey, C., W., J., & Grady, J.(2003). Parent training with amilies o toddlers in day care in low-incomeurban communities. Journal o Consulting and Clinical Psychology, 71(2),261-278.

Brotman Miller, L., Klein, R. G., Kamboukos, D., Brown, E. J., Coard IrbyS., & Sosinsky Stout, S. L. (2003). Preventive intervention or urban, low-income preschoolers at amilial risk or conduct problems. Journal o ClinicChild and Adolescent Psychology, 32(2), 246-257.

Drugli, M. B., & Larsson, B. (2006). Children aged 4-8 years treated withparent training and child therapy because o conduct problems: Generaliza-tion eects to day-care and school settings European Child and Adolescent

Psychiatry, 15, 392-399.

Gardner, F., Burton, J., & Klimes, I. (2006). Randomized controlled trial oparenting intervention in the voluntary sector or reducing conduct problemin children: Outcomes and mechanisms o change. Journal o Child Psychoogy and Psychiatry, 47, 1123-1132.

Hutchings, J., Daley, D., Jones, E. E., Martin, P., & Gwyn, R. (2006). Earlyresults rom developing and researching the Webster-Stratton Incredible YeaTeacher Classroom Management Training Programme in North West WalesBritish educational research journal.

Linares, L. O., Montalto, D., MinMin, L., & S., V. (2006). A Promising Paent Intervention in Foster Care. Journal o Consulting and Clinical Psychoogy, 74(1), 32-41.

Scott, S., O’Connor, T., & Futh, A. (2006). What makes parenting program work in disadvantaged areas? York, Great Britain: Institute o Psychiatry.

Hutchings, J., Gardner, F., Bywater, T., Daley, D., Whitaker, C., Jones, K., al. (2007). Parenting intervention in Sure Start services or children at risk odeveloping conduct disorder: Pragmatic randomized controlled trial. BritishMedical Journal, 334(7595), 1-7.

Jones, K., Daley, D., Hutchings, J., bywater, T., and Eames, C. (2007) Eco the Incredible Years Basic parent training programme as an early intervention or children with conduct problems and ADHD. Child Care: Healthand Development


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Parent Training Programs

Parents & Babies Program

Ages 0-12 months

The Incredible Years Parents and Babies program supportsparents and their babies. The Parents & Babies programconsists o a 6-part program ocused on helping parentslearn to observe and read their babies’ cues and learning ways to provide nurturing and responsive care including physical, tactile, and visual stimulation as well as verbalcommunication.

COMPONENTS

Part 1 - Getting to Know YourBaby (0-3 months)

Part 2 - Babies as IntelligentLearners (3-6 months)

Part 3 - Providing Physical, Tactile and Visual Stimulation

Part 4 - Parents Learning to Read Babies’ Minds

Part 5 - Gaining Support

Part 6 - Babies’ Emerging Sense o Sel (6-12 months)

*3 DVDs – over two hours total shown in 8 weekly 2-hour group sessions

Parents: Toddlers Program

Ages 1-3

The Incredible Years Parents and Toddlers Program sup-ports parents and builds optimal parenting skills. TheParents & Toddlers program consists o an 8-part programocused on strengthening positive and nurturing parentinskills. Each part builds on the previous part.

COMPONENTS

Part 1 - Child-Directed Play Promotes Positive Relationships

Part 2 - Promoting Toddler’s

Language with Child-DirectedCoaching

Part 3 - Social and Emotion Coaching

Part 4 - The Art o Praise and Encouragement

Part 5 - Spontaneous Incentives or Toddlers -Establishing Predictable Routines

Part 6 - Handling Separations and Reunions

Part 7 - Positive Discipline-Eective Limit Setting

Part 8 - Positive Discipline-Handling Misbehavior

*6 DVDs – over 4 hours total shown in 12 weekly 2-hour group sessions

BASIC Parent Training Programs

The Parents, Babies and

Toddlers SeriesPromoting Language, Emotional, Social and

Physical Development

Babies Series: 0-12 monthsToddlers Series: 1-3 years

0 7 6 5 6 -

L

T

L L

L

Spon taneous Incen t i ves

E f fec t i ve Pra ise

Posi ti ve

Discipline• Ignore

• Redirec t

I n c r e a s e d T r u s t & S e c u r i t y

I n c r e a s e d S o c i a l S k i l l s I n c r e a s e d L a n g u a g e

S k i l l s & E m o t i o n a l

R e g u l a t i o n

P o s i t i v e R e l a t i o n s h i p s

D e c r e a s e d

B e h a v i o r P r o b l e

m s

Paren t S k i l ls & S tra

te g ies

B e n e f i t s f o r C h i l d

U s e Li b e r al l y

U s e S e l e c t i v e l y

L im i t Se t t ing

Hand ling Separa t ions

and Pred ic ta b le Rou t ines

Coac h ing

• Descr ip t i ve Commen t ing

• Pers is tence Coac h ing

• Soc ia l Coac h ing

• Emo t ion Coac h ing

C h i l d- d ire c te d P la y

U s e Li b e r al l y

Parenting Pyramid Toddlers 1-3 years



Parent Training Program

BASIC Parent Training Programs(Preschool/Early Childhood)

Ages 3 through 6

Since parents are key to ostering young children’ssocial and emotional development, the parent training programs ocus on strengthening parenting skills suchas: eective use o play, academic, social and emotionalcoaching, praise, encouragement, appropriate limit set-ting, nonviolent discipline strategies, problem-solving and positive involvement with teachers and schools. Thisgroup-based program is designed to promote parents’ sel-condence and competence in using these positive parentmanagement skills with children ages 3 to 6 years. The

video vignettes are designed to be used to stimulate groupinvolvement in a stop-start discussion ormat.

COMPONENTS

Ages 3-6. This training iscomprised o Programs 1-4.The program ocuses onstrengthening parenting skillsand consists o components which build upon oneanother.

Program 1 - Strengthening Children’s Social Skills,Emotional Regulation and School Readiness Skills

Program 2 - Using Praise and Incentives to EncourageCooperative Behavior

Program 3 - Positive Discipline - Rules, Routines andEective Limit Setting

Program 4 - Positive Discipline - Handling Misbehavior

and Teaching Children to Problem Solve

*9 DVDs over 6 hours totaloered in 18-20 weekly 2-hour sessions

School Age BASIC Parent TrainingPrograms

Ages 6 through 12

This multicultural series is similar to the early childhoodseries in content but aimed at an older age group. It givesgreater emphasis to strategies or older children, includinrules and responsibilities, logical consequences, promotinschool success and monitoring. Approximately 40% o thscenes represent minority groups.

COMPONENTS

Program 8 - Supporting

Your Child’s EducationPromoting reading skillsDealing with children’s

discouragementFostering good learning

habits and routinesParents showing interest in school

Program 9 - Promoting Positive Behaviors in School AgeChildren

The importance o parental attention and special time

Social, Emotion and Persistence Coaching Eective Praise and EncouragementTangible Rewards

Program 10 - Reducing Inappropriate Behaviors inSchool Age Children

Rules, Responsibilities and RoutinesClear and Respectul limit setting Ignoring misbehaviorTime Out consequenceLogical and Natural consequences

*7 DVDs or videotape(7 hours) oered in weekly 2-hour sessions

BASIC Parent Training Programs

The Parents and

Children SeriesBasic Preschool: A Comprehensive Program

for Parents of Children Ages 3-6

Child-Directed Play and Coaching Skills

Praise and Rewards

Positive Discipline: Routines and EffectiveLimit Setting

Handling Misbehavior and TeachingChildren to Problem Solve

The Parents and

Children SeriesA Comprehensive Course Divided into Three Programs

for School-Age Children

Supporting your Child’s Education

Promoting Positive Behaviors

Reducing Inappropriate Behaviors



Parent Training Programs

Discounts available on multiple programs.

See Price sheet or details.

The Parents and

Children Series

An Advanced Course Divided into Three Programs

How to Communicate Effectivelywith Adults and Children

Problem-solving for Parents

Problem-solving with YoungChildren

ADVANCE Parent Training Programs

School age Ages 4 through 12

This video-based series builds on the BASIC ParentTraining Programs by ocusing on parent interpersonalissues such as eective communication and problemsolving skills, anger and depression management, ways togive and get support and successul amily meetings.

COMPONENTS

Program 5 - How toCommunicate Eectively

with Adults and ChildrenActive Listening and

Speaking upCommunicating more

positively to onesel and othersGiving and Getting support

Program 6 - Problem Solving or ParentsProblem solving about children’s problemsProblem solving about interpersonal issuesProblem solving with teachers

Program 7 - Teaching Children to Problem Solve

Teaching children to problem solve in the midst o confict

Family problem-solving meetings

*7 DVDs or videotapes (5.5 hours) oered in weekly 2-hour sessions

“The parenting groups gave us closer and more personal interactions with amilies – parents

got to know us and trust us.” – Family service worker

ALL PARENT PROGRAM MATERIALS INCLUDE:

• DVD’s representing a mix o multi-cultural groups • Comprehensive leader manual (consisting o over 800pages o “how to”, including leader questions or discus-sion, suggestions or group practice and home activities,and interpretation o videotapes) • Parent weekly “rerigerator notes” (brie points toremember or the week) • Parent take-home practice assignments or home

activities

• Book or parents titled The Incredible Years: A Troubleshooting Guide or Parents (also available asaudio CD – 15 chapters on 8 CD’s) • Rerigerator magnet • Pyramid poster – the pyramid shows how the programbuilds a positive oundation rst, with an emphasis onrelationship skills, beore beginning to discuss discipline

strategies

The parent programs can be used by counselors, psycholgists, nurses, social workers, amily therapists and othermental health proessionals who are interested in conducing parenting groups or parents o children with behavioproblems or or preventing problems rom occurring in trst place.

ADVANCE Parent Training Programs



Preschool-Grade 3 Ages 4 through 8

The Dinosaur Social Skills and

Problem-Solving Curriculum

The Dinosaur child training curriculum strengthenschildren’s social and emotional competencies such asunderstanding and communicating eelings, using eec-tive problem-solving strategies, managing anger, practicing riendship and conversational skills, as well as appropriateclassroom behaviors.

The child training program can be used by counselors ortherapists to treat “dicult”, highly aggressive or anxious

children in small groups or can be used by teachers as a prevention program or an entire classroom o students.

Ideal companion to the Parent Training Series becausechildren can be involved in training groups while parentsare involved in parent groups. These programs can alsobe used as a companion to the teacher classroom manage-ment series.

Brie video vignettes o children interacting with otherchildren and with teachers in small and large classroomsserve to promote children’s problem solving, discussionand sharing and to trigger role plays and skills building activities.

Child Training Programs

Child Training Program

COMPONENTS

Making New Friends andLearning School Rules

Introduction to DinosaurSchool

Understanding and Detecting FeelingsPart 1: Wally teaches cues to detecting eelingsPart 2: Wally teaches cues to understanding eelings

Detective Wally Teaches Problem-Solving StepsPart 1: Identiying Problems and Solutions

Part 2: Finding More Solutions Tiny Turtle Teaches Anger Management

Part 3: Thinking o ConsequencesPart 4: Controlling AngerPart 5: Problem-Solving Step 7 and Review

Molly Manners Teaches How to Be Friendly Part 1: Helping Part 2: Sharing Part 3: Teamwork at School

Part 4: Teamwork at Home

Molly Explains How To Talk with Friends

Dina Dinosaur Teaches How to Do Your Best in SchoolPart 1: Listening, Waiting, Quiet Hands UpPart 2: Concentrating, Checking, and Cooperating

Puppets sold separately – see price sheet.

“The program is very child-riendly and our puppet riends have become part o our school team. Teachers have

ound Dinosaur School to be highly engaging or kids, and have

noticed children taking responsibility and using the problem-

solving skills more readily themselves, thereby requiring less

teacher time to deal with issues.” – School Counselor



Dina Dinosaur Child Training Programs(Small Group Therapy)

This treatment program is delivered in 2-hour weekly

small group sessions (6 children/group) lasting 20-22 weeks. Ideally it is oered in conjunction with the 2-hour weekly parent group sessions. Group leaders explain toparents ways they can oster their children’s learning inDinosaur School in their interactions with them at home.

Dina Dinosaur Classroom Curriculum(Prevention)

This curriculum is delivered 2-3 times a week by teachersin the classroom. It consists o 20-30 minute circle time

lessons, ollowed by small group practice activities andpromotion o skills throughout the school day.

0


ALL CHILD PROGRAM MATERIALS INCLUDE:

• 3 DVDs (3 hours total)

• Comprehensive leader manual or small group therapmodel or 5 lesson plan manuals or teachers or classroom

model

• Wally’s Feeling Wheels

• Dina Dinosaur’s Wheel o Fortune

• Book or Teachers entitled: How to Promote Social and Academic Competence in Young Children

• Wally’s detective problem-solving books orchildren (4)

• Wally’s Detective Manual or home activities

• Letters to teachers and parents or each program

• 46 laminated and colored cue cards or teaching social skills, anger management and problem-solving concepts – laminated cards or teaching rom Wally’s“solution” detective kit

• Stickers – 6 types (refecting anger management,social skills and problem-solving)

• Black and white rerigerator pictures o key concepts

or children to take home (reproducible)

• Parent assignments or home activities

SUPPLEMENTAL VIGNETTES:

Some o topics covered in the 53 vignettes:

• Talking about rules

• Calming down in Time Out

• Social skills such as trading, taking turns, asking,ignoring, using riendly words, complimenting, sharing,helping, teamwork, being a good sport

• Emotional regulation strategies such as waiting,taking 3 deep breaths, going in your shell, problemsolving, and getting teacher’s help or hitting

Revised protocols and a supplemental manual show youhow these vignettes can be used.


The Children’s Small GroupVideotape Series

Dina Dinosaur’s Curriculum for Young Children

Making Friends and Learning Rules

Understanding and Detecting Feelings

Problem Solving Steps

How to Be Friendly

How to Talk with Friends

How to Do Your Best

in School



Child Training Program

Books or ChildrenWally’s Detective Book or Solving Problems at Home Wally’s Detective Book or Solving Problems at School Wally Learns a Lesson rom Tiny Turtle Wally Meet Dina Dinosaur

These our books are useul or teachers and parents

to help children learn how to problem-solve, managedisappointment and anger, and make good riends. Inthese un, interactive books, children are encouraged tobe problem-solving detectives and to discuss their ownideas and eelings or solving problems such as sibling ghting, being excluded or teased, and experiencing di-culty learning to read or write.

There is also a Wally Big Book or use by teachers incircle time to elicit problem-solving discussions.

Book or TeachersHow to Promote Social and Academic Competence inYoung Children

This book is addressed to teachers o young children(ages 3 to10 years) and ocuses on classroom strategiesdesigned to promote students’ social and emotionalcompetence and eective confict management skills.It includes an emphases on managing the hyperactive,inattentive and aggressive student as well as ways topromote collaboration with parents. It gives many practical examples o scripts to use or role plays,games to promote social skills, ideas or circle timediscussions and ways to set up specic behaviorplans or problem behaviors.

Book or ParentsThe Incredible Years: A Troubleshooting Guide or Parents Revised 2006

This book or parents has a chapter which correspondsto each o the videos in the BASIC and ADVANCEtraining series. Group leaders use this book as the textor parents participating in the training program. It is a practical guide, lled with examples o everyday prob-lem situations and concerns, and step-by-step sugges-tions on how to handle them.

*Also available in audio ormat – 15 chapters on 8 CDs

“As principal I am most amiliar with the Dinosaur

school and cannot speak highly enough o it. During the three years our counselor has worked with the program, we observed

signifcant progress. I have been most impressed with the carryover

rom one year to the next as I see children using the language and

problem-solving strategies in subsequent years.”

– Principal

Dina Dinosaur Training Series – Social, Emotional and Problem-solving Skills



Preschool-Grade 3 Ages 4 through 10

Teachers nd themselves spending increasing amounts

o time attending to student’s aggressive, hyperactive andnoncompliant behaviors in the classroom. I these behav-iors are ignored or i teachers give them negative attentionthey will get worse and lead to eventual school ailure andantisocial behavior. This training curriculum ocuses onpromoting the teacher’s sel-condence and competencein using positive and proactive classroom managementstrategies and discipline approaches. It also helps teachersunderstand how to teach social skills, problem-solving andanger management in the classroom.

The teacher training program can be useul or teach-ers, teacher aids, psychologists, school counselors andany school personnel working with young children. It isrecommended that teachers complete this training beoretaking the Dinosaur Curriculum training.

Brie videotape vignettes o typically developing anddevelopmentally delayed children interacting with otherchildren and with teachers in small and large classroomsserve to promote problem-solving, discussion, sharing, andpractice activities and role plays among group members.

COMPONENTS

The Importance o Teacher Attention,Encouragement and Praise

Motivating Children through Incentives

Preventing Behavior Problems – the Proactive Teacher

Decreasing Student’s Inappropriate BehaviorsPart 1: Less Disruptive InterventionsPart 2: Discipline Hierarchies

Building Positive Relationships with Students

How to Teach Social Skills, Problem-Solving and AngerManagement in the Classroom

PROGRAM MATERIALS INCLUDE:

• 7 DVDs (7 hours total) which can be shown in 6 ullday workshops

• Comprehensive leader’s manuals

• Wally’s detective problem-solving books orchildren (4)

• Blackboard notes

• Book or teachers – How to Promote Social and Academic Competence in Young Children

• Dina’s Wheel o Fortune

Teacher Training Programs


Sel-administered manual

allows teachers to go

through a sel-guided

process with the videotapes.

Ideal or teacher in-service.

The Teachers anChildren SerieA Video-Based Cours

Promoting Positive Academic and Social Behaviors

The Importance of Attention,

Encouragementand Praise

Motivating Children through

Incentives

Preventing Problems -

The Proactive Teacher

Decreasing Inappropriate Beha

Building Positive Relationships

with Students



Sample Sessions or Parent and

Child Programs

Sample Parent Program Sessions

Group leaders/clinicians who have received the initial

training workshop or the BASIC Parenting Program willnd these DVD’s an invaluable resource and sel-learning aid or urthering their group leadership skills. These vid-eos can be used or sel-study or viewed with other groupleaders and used as a trigger or discussion and practices o group sessions.

Sample Parent Groups Program

Videos show certied leaders conducting actual live parentgroups o the BASIC Incredible Years Parent Program.

They include examples o group leaders conducting theLimit Setting and Handling Misbehavior Programs (ses-sions 7, 9, 10 and 12) with parents o children ages 3-6years.

The DVD’s include a leader’s manual which providesquestions to think about in regard to the group leader’sskills as well as Dr. Webster-Stratton’s interpretation o thecollaborative leadership skills being used by leaders withthe parents.

Several o these sessions illustrate how to work with inter-preters and teachers when delivering the parent program.

Sample Cross-Cultural Parent Groups Program

Two new videos o live sessions rom the BASIC Programshow how to most eectively incorporate interpreters intoyour group sessions and to promote cultural diversity andcross cultural collaboration.

Sessions shown are the Play and Ignoring

Sample Dina Dinosaur (Small Group Therapy)

Sessions

Set o 7 videos showing certied therapists (Dr. Webster-Stratton and Dr. Reid) conducting actual small groupchild treatment groups using the Dina Dinosaur Social,Emotional and Problem Solving Program. These tapesshow examples o group leaders conducting each o the 7programs including: Rules, School Behavior, Feelings Literacy, Problem Solving Steps, Anger Management, Friendship Skills and Terminating the Sessions. The children inthe groups range in age rom 4-8 years and have a varietyo problems including Oppositional Deant Disorder,

Attention Decit Disorder, Social Withdrawal, and Deveopmental Delays.

The videos include a manual with questions to think about in regard to the group leader’s skills as well as Dr. Webster-Stratton’s interpretation o the collaborative leadership skills being used by them with the children.

These sessions illustrate how to work with groups o children with a variety o problems and how to make the smgroup activities and practice exercises developmentally

appropriate. In addition, group leaders demonstrate eective group management strategies such as praise, incentivsystems, distractions, redirections, use o dierential attention and ignore or targeted negative behaviors, Time Ouor aggression, and logical consequences. Behavior plansare developed or each child in the group.

Group leaders/clinicians who have received the initialtraining workshop or the Dinosaur Small Group Treat-ment Program will nd these tapes an invaluable resourcor urthering their group

leadership skills. These tapescan be used or sel-study or viewed with other groupleaders and used as a triggeror discussion and learning o group leadership skills.

Teacher Training Program

“Thank you or this training – or the

frst time in my career, I’ve elt important as a teacher

and that I’ve been listened to by proessionals.” – First grade teacher

The Children’s Small GroupTraining Series

Small Group Therapy Skills -Sample Dinosaur School Sessions



How to Implement Dina Classroom Curriculum

Preschool/Kindergarten Version

Set o 4 DVDs. Extremely helpul sel-learning module tohelp teachers learn how to implement the Dinosaur Cur-riculum lesson plans in the classroom with their preschooland kindergarten students. It illustrates how to implement

the program using the our steps – planning, presenting (in circle time), practicing (in small groups) and promot-ing (throughout the day).

4 DVDs. Leader’s guide. Focused on problem solving,anger management and eelings, plus sample lessons(3 hours total):

• Strategies to Promote Problem-Solving and AngerManagement, Part one: Presenting and Practicing

• Strategies to Promote Problem-Solving and AngerManagement, Part two: Promoting • Strategies to Promote Social Skills: A typical day • Sample Year One Lessons: Problem Solving and AngerManagement

4


How to Implement Dina Classroom Curriculum

Primary Grades Version

Set o 8 DVDs (6 hours) Extremely helpul sel-learning module to help teachers learn how to deliver the DinosauCurriculum lesson with children in grades 1-3. IncludesLeader’s guide. Focused on social skills and problem

solving:

• Part one: Understanding and Detecting Feelings &Part two: Dina Dinosaur Teaches how to do your Best inSchool • Part three: Detective Wally Teaches Problem Solving Steps • Part our: Tiny Turtle Teaches Anger Management

• Part ve: Molly Manners Teaches how to be Friendly • Sample Year one lessons: Problem Solving and AngerManagement; Sample Year two lessons: Problem Solving Part one; Sample Year two lessons: Problem Solving Parttwo; Sample Year two lessons: Friendship

Dina Dinosaur’sSocial Skills &

Problem Solving

in the Classroom

PRESCHOOL/KINDERGARTEN

The Teachers andChildren Series

A Video-based Course

Strategies to Promote Problem-Solving andAnger Management

Part 1: P resenting and PracticingPart 2: Promoting

Strategies to Promote Social Skills

“A Typical Day”

Sample Year One Lessons:

Problem Solving and Anger Management

Dina Dinosaur’sSocial Skills &

Problem Solving in the Classroom

PRIMARYGRADES

The Teachers andChildren Series

A Video-based Course Dividedinto Five Programs

Understanding and Detecting Feelings

Dina Dinosaur Teaches how to do Your Best

in School

Dectective Wally Teaches Problem-Solving Steps

Tiny Turtle Teaches Anger Management

Molly Manners Teaches How to be Friendly

“Parents are spending more time in the

classroom now. We’ve never had this many

parents turn out beore.” – Head Start teacher



Training and Qualifcations

Group leaders come rom many disciplines, including counseling, social work, psychology, psychiatry, nursing,and education. Leaders should have training in child de-

velopment, behavior management and group process.

In addition, to achieve outcomes similar to that achievedin the published studies, leaders should attend a 3-4 day training rom one o our certied trainers o leaders, as well as undergo our certication process. Trainings are o-ered regularly in Seattle, and our trainers can also provideon-site training in your community upon request. Thissmall group training (maximum 25 people) gives leaders a detailed introduction to the content and process o leading the groups, with extensive role plays and troubleshooting

or dicult issues.

Becoming a Certifed Group Leader

Attending a workshop by a certied trainer o leaders isthe rst step in becoming a certied leader. Following this,leaders must complete two groups and obtain weekly as well as nal parent evaluations, receive eedback on twoactual group sessions by a certied leader, and completean application orm. This process maximizes the quality and perormance o the group leader, and closely approxi-mates the steps taken in our studies to ensure interventiondelity. Certied leaders can eel condent that they havemastered the collaborative process, and are likely achieving results similar to those obtained in our studies.

For more Inormation and training schedule,

Call (888) 506-3562 or (206) 285-7565

Leader Training and Certiicatio

Group leader training and certifcation

“The group leader training was invaluable

because the trainers modeled the collaborative process

with us. It completely changed my negative view o role

plays; I’ve learned a new way to use them and will start right away.”

– Therapist

“Parents who attend the group sessions grow inconfdence not only in parenting but also

in other areas o their lives. For example,

several parents have gone back to college

to fnish o courses.” – Group Leader


http://slidepdf.com/reader/full/parent-trainingindredible-years 16/16

PARENTS, TEACHERS AND CHILDREN TRAINING SERIES

The Incredible Years Parents,

Teachers and Children Training

Series

Proven eective or:

• amilies and teachers working with children

ages 2 to 12 diagnosed with disruptive behavior

problems, including Attention Defcit Hyper-

activity Disorder (ADHD), Oppositional Defant

Disorder (ODD), Conduct Disorder (CD), and

Severe Emotional Disturbance (SED)

• schools and teachers looking or eective

programs or increasing their student’s social

skills, promoting school readiness, academic

success, and preventing and reducing behavior

problems.

To order, or or more inormation:Toll-ree phone: (888) 506-3562

Seattle area: (206) 285-7565

Fax: (888) 506-3562

Email: [email protected]

Web site: www.incredibleyears.com

Discounts available

Discounts available on multiple programs.

See Price sheet or details.

“The parenting program helped me eel

less hopeless and helpless. By sharing problems with

other parents– you’re not alone. The support, relaxed

atmosphere and humor made the learning and asking questions easier. I let eeling confdent and positive.” – Parent

“I used to say to my daughter, “Look at your

brother, he is doing so much better than you,”

but now I know about giving praise so I listen

to my daughter and praise her or the small

achievements she makes.” – Parent

parent training_indredible years

Documents