Behavioural Parent Training Lecture 12 13 PDF

Behavioural Parent Training PSYC348 Lecturer: Jenna van Deurs Questions: vevox.app (ID:183-070-161) Behavioural Parent Training (BPT) • BPT involves teaching parents to use behavioural techniques to increase child prosocial behaviour, as well as strengthening parent-child relationships • It aims...

Behavioural Parent Training PSYC348 Lecturer: Jenna van Deurs Questions: vevox.app (ID:183-070-161) Behavioural Parent Training (BPT) • BPT involves teaching parents to use behavioural techniques to increase child prosocial behaviour, as well as strengthening parent-child relationships • It aims to change children’s behaviour by changing aspects in the family environment which may maintain & reinforce antisocial child behaviour (e.g., modification of coercive interaction processes) • Incorporates Patterson’s Social Interaction Learning (SIL) model, Bandura’s Social Learning Theory (SLT), cognitive behavioural theories and developmental knowledge Parent training is obviously often a difficult business. Most parents enter treatment timidly, worried that they have “screwed up” their children. Recommending parent education and training will likely trigger parents’ self-critical cognitions. …These thoughts, feelings, and behaviours need to be addressed. (Friedberg, McClure, & Garcia, 2009. Cognitive therapy Techniques for Children & Adolescents. New York: Guilford) Assessment BPT Process • • • • Clinical interview/s Self-report measures (e.g., questionnaires) Self-monitoring (e.g., behaviour diary) Observations of family interactions Caregiver-report Measures Child wellbeing Relationship satisfaction • Child Behavior Checklist (CBCL) • Relationship Quality Index (RQI) • Strengths & Difficulties Questionnaire (SDQ) Parental wellbeing Parenting skills & competence • Depression, Anxiety, and Stress Scale (DASS) • Parenting Scale (PS) Parenting self-efficacy Parenting Tasks Checklist (PTC) Conflict over parenting • Parent Problem Checklist (PPC) Behaviour Diary Behavioural Case Formulation Behavioural case formulation integrates the information from behaviour assessment and functional analysis into a coherent, but often tentative, account of the client’s problems and links this with a treatment plan…Information guides the planning of interventions. …The pragmatic test of any case formulation is to see what happens when the treatment is implemented. [Blampied, 2013, p183-184] Assessment Feedback/ Intervention Planning Results of baseline assessments are presented to the parent(s) using a collaborative, problemsolving approach 1. Discussion of assessment results (strengths as well as difficulties identified) 2. Psychoeducation: Nature, causes, and prognosis (in social learning & developmental terms) 3. Negotiate a support plan Typical Therapy Process • Review session goals/between session practice • Psychoeducation • Modelling/ Role-play • Feedback • Between session practice/goals Towards End of Therapy • Extend skills to other challenging behaviors, children, and settings • Identify high risk scenarios (e.g., leaving house, meal/bath times, driving, shopping, visiting) & make plans • Plan for long term maintenance Examples of Behavioural Parent Training • Incredible Years • Triple P – Positive Parenting Programme • Both are well-established behavioural parent training programmes with international influence. • They are grounded in the SIL model and SLT, believe family interactions are crucial to the developmental of child behaviour, focus on upskilling caregivers/teachers, and can be delivered in varied formats to ensure the knowledge is widely spread. Incredible Years Overview • • • • • Developed by Carolyn Webster-Stratton (1984) Range of programmes for parents (0-12 years), teachers (3-8 years), and children (3-8 years) Well-established Primarily conducted in groups Aims to: • Reduce child aggressive behaviour and prevent conduct problems • Build child social competence, emotional regulation, prosocial behaviour, academic readiness and problem solving • Improve parent‐child interactions, build positive parent‐child relationships and attachment, improved parental functioning, less harsh and more nurturing parenting, and increased parental social support and problem solving Incredible Years Group Sessions • Weekly parent group meetings (8-16 parents for 2 hrs) with 2 trained facilitators • Curriculum is taught mostly via video vignettes of parents • Other learning methods include: • Collaborative discussion • Role play • Individual goal setting • Homework assignments Incredible Years Courses Alternatives: Main Parent Courses: • Well-Baby Program • BASIC Baby Program (0-12mo) • Attentive Parenting Program • BASIC Toddler Program (1-3y) • School Readiness Program • BASIC Preschool Program • Autism Spectrum & (3-6y) Language Delays Parenting • BASIC School-Age Program Program (6-12y) • Helping Preschool • ADVANCE Parent Program Children with Autism (4-12y) Program • Home Visiting Coach Model Incredible Years Evidence • Effectively reduces child behavioural difficulties, increases child prosocial behaviour, and improves parenting skills • Meta-analyses suggest high baseline levels of challenging child behaviour contributes to best short- & long-term outcomes • Helpful for children with ADHD • Less evidence for newer programmes (e.g., Autism Spectrum & Language Delays) • Less evidence for reducing child & parent emotional difficulties • Preliminary research suggests effective and acceptable for NZ families (both Māori and non-Māori) Triple P – Positive Parenting Program • Developed by Matthew Sanders • Multi-level parenting & family support strategy • Five levels of intervention of increasing intensity (minimal sufficiency model) • A range of programmes for different target populations • For caregivers of children aged 0 – 16 years • Aims to prevent behavioural, emotional, & developmental issues experienced by children by enhancing caregiver knowledge, skills, & confidence • Flexible delivery formats • Multidisciplinary • Community-wide focus/public health perspective Triple P Courses Programme Level Course (target age group) Level 2 Selected Triple P (0-12y or Teen) Level 3 Primary Care Triple P Triple P Discussion Groups (0-12y or Teen) (0-12y or Teen) Level 4 Standard Triple P (0-12y or Teen) Group Triple P (0-12y Self-directed Triple P Stepping Stones Triple Fearless Triple P or Teen) (0-12y or Teen) P (6-14y) (0-12y) Level 5 Enhanced Triple P (0-12y or Teen) Pathways Triple P (0-12y or Teen) Triple P Seminars (0-12y or Teen) Family Transitions Triple P (0-12y or Teen) Lifestyle Triple P (2-12y) Which course would you select for this family? • Angela is a single mother to 15-year-old Aria and 10-year-old Kaia. • Aria goes out with her friends most nights and doesn’t tell her Mum where she’s going. • Angela said they no longer have a good relationship, and most of their interactions turn into shouting matches. • Angela reports Kaia is currently well-behaved, but she worries this will change when they reach adolescence. • She is at a loss for how to parent a teenager and doesn’t know any other parents of teenage kids to reach out to. Triple P Principles https://www.triplepshasta.com/about-us/overview/ Triple P’s 17 Core Parenting Skills Promoting positive relationships Managing misbehaviour 1. Brief quality time 11. Ground rules 2. Talking to children 12. Directed discussion 3. Affection 13. Planned ignoring 14. Calm, clear instructions Encouraging desirable behaviour 15. Logical consequences 4. Praise 16. Quiet time 5. Positive attention 17. Time out 6. Engaging activities Teaching new skills and behaviour 7. Modelling 8. Incidental teaching 9. Ask, say, do 10. Behaviour charts Evidence for Triple P Triple P’s evidence base now includes: • More than 650 international trials, studies and published papers, including over 170 randomised controlled trials • Well-established parenting programme (mostly in Western countries) • Associated with significant improvements in child behaviour, positive parenting practices, parenting efficacy, parent-child relationships, psychological adjustment. • Small or non-significant improvements to parent relationship quality (Nowak & Heinrichs; Sanders et al., 2014; Li et al., 2021) Impact Example https://www.triplep-parenting.net.nz/nz-uken/blog-andvideos/watch-videos/our-success-stories/police-school-sayteen-has-changed-for-the-better/ (4 min) Emotion Coaching (Gottman) Tuning into Kids ® (parenting programme) Exercise • Parent outside gardening • Their 5yo & 7yo children have been inside playing video games by themselves for 2 hours • After a while, the parent notices the siblings are swearing at each other • Parent yells at children from outside to “remember to be kind” • Children begin to yell at each other • Parent yells at them to “be kind” again • Children begin hitting each other • Parent enters, yells “right that’s it, no more PlayStation for the rest of the month, go to your rooms, I’m sick of both of you!”