Antisocial behaviour and adult criminality.
Incredible Years: Assessment
A response to Bae (2021): An agenda in search of an opportunity?
Common components of evidence-based parenting programs for preventing maltreatment of school-age children
Delivering the Incredible Years® Dina Treatment Program in Schools for Early Elementary Students with Self-Regulation Difficulties
Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trial
Early-Onset Conduct Problems: Does Gender Make a Difference
Are the correlates for girls with early-onset conduct problems necessarily the same as for boys? It has been shown that externalizing symptoms such as disruptive, impulsive, hyperactive, inattentive, and overtly aggressive behaviors are important risk factors for boys’ continuing development of ODD and CD, whereas internalizing symptoms are not. In the absence of evidence, one cannot assume that this is equally true for girls.
Evaluating the Feasibility of the Incredible Years Attentive Parenting Program as Universal Prevention for Racially Diverse Populations
Feasibility of The Incredible Years Parent Program for Preschool Children on The Autism Spectrum in two U.S. sites
Group-based parenting program to improve parenting and children’s behavioral problems in families using special services: A randomized controlled trial in a real-life setting
Impact of Incredible Years® on teacher perceptions of parent involvement: A latent transition analysis
Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial
Incredible Years parent training: What changes, for whom, how, for how long?
Incredible Years parenting programme: cost-effectiveness and implementation
Moderating Role of the Form of Maltreatment Experienced by Children on the Effectiveness of a Parent Training Program
Outcomes of a comparison study into a group-based infant parenting programme
This paper reports on a quantitative evaluation of a group-based programme designed to promote parent infant attachment and child.
Outcomes of a Small Group Program for Early Elementary Students with Self-Regulation Difficulties: Limitations of Transportability from Clinic to School
Parent‑ and teacher‑reported long‑term effects of parent training on child conduct problems in families with child protection and other support services: a randomized controlled trial
Parenting a young child with conduct problems: New insights using qualitative methods
What is qualitative research: Why should we do it? After all, isn’t quantitative research the only “legitimate” method of scientific research – objective, verifiable, and methodologically rigorous? Does qualitative research have scientific integrity? Is it reliable? Valid? Generalizable? Can it add anything new to the findings of quantitative research? Is it publishable: After all haven’t psychology journals adhered almost exclusively to quantitative models of research?
These are some of the questions the first author of this paper asked herself when the second author suggested that they undertake a qualitative analysis of parents’ experiences living with their conduct-problem children.
Parenting Practices and Children’s Socio-Emotional Development: A Study With Portuguese Community Preschool Age Children
A recent and compelling study entitled ‘Neurons to Neighborhoods’, conducted by the Board on Children, Youth, and Families of the Institute of Medicine (USA) calls attention to the importance of early emotional development in young children. Based on a careful review of neuroscience and developmental science, it highlights compelling evidence that a child?s earliest experiences and relationships set the stage for how he or she manages feelings and impulses, and relates to others (Raver & Knitzer, 2002). This paper discusses data from studies of behavioural and emotional problems and prosocial behaviour in a community sample of 362 Portuguese preschool children (age 3 to 6 years) and examine how these problems vary, as hypothesized, with parental practices. Each mother/father completed the Portuguese translation of two measures: Parenting Practices Questionnaire (adapted from the Oregon Social Learning Centre?s discipline questionnaire and revised for young children by Webster-Stratton, Reid and Hammond, 2001); Strengths and Difficulties Questionnaire (Goodman, 1997). Implications for prevention and intervention, in terms of parenting education and support, and for the development of social policies are discussed. Key words: parental practices; emotional and behavioural problems; prosocial behaviour; preschool; parenting training; parental education; SDQ.
Putting the Prevention of Problems of Living Into Action in New Zealand: The Incredible Years Series of Parent, Teacher, and Child Programmes
Sample of 4-year-old children in Head Start classroom to determine prevalence of conduct problems.
The purpose of the current project was to determine the prevalence of conduct problems, low social competence, and associated risk factors in a sample of 4-year-old low-income children (N = 426) from 64 Head Start classrooms in the Seattle area.
Social Competence and Conduct Problems in Young Children: Issues in Assessment
Results suggest that young children with conduct problems have deficits in their social information processing awareness or interpretation of social cues – they overestimate their own social competence and misattribute hostile intent to others. Tests of cognitive prolem solving and observations of peer play interactions indicated that the children with conduct problems and significantly fewer postitive problem-solving strategies and positive social skills, more negative conflict management strategies and delayed play skills with peers.
Sustained CPD as an effective approach in the delivery of the Incredible Years Teacher Classroom Management programme
Teacher perceptions of change through participation int he Incredible Years Teacher Classroom Management Programme
The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial
The extended school aged Incredible Years parent programme
The Incredible Years ‘Dinosaur school’ programme: An interpretative phenomenological analysis of children’s experiences
The Incredible Years Parent Program for Chinese Preschoolers With Developmental Disabilities
The Incredible Years Parent Programs: Methods and Principles that Support Fidelity of Program Delivery
The Incredible Years Series: A Review of the Independent Research Base
The Incredible Years (IY) parent, teacher, and child training series, developed by Carolyn Webster-Stratton, has been studied extensively over.
The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial
The Incredible Years® Autism Spectrum and Language Delays (IY-ASLD) Programme for Parents delivered for Northern Health and Social Care Trust (NHSCT)
The long-term effectiveness and clinical significance of three cost-effective training programs for families with conduct-problem children
The Parent Infant Play Observation code (PIPOc): development and testing of a new positive parenting measure
A recent UK government-commissioned report on early intervention stated that ?what parents do is more important than who they are? (Allen, 2011, p. xiv). The report emphasised the importance of support for families at disadvantage at an early age before behavioural and social problems become entrenched and more expensive to tackle. Children classified as securely attached in the first 12 to 18 months develop better peer relationships at pre-school (Sroufre, Fox, & Pankake, 1983) and achieve better academic outcomes (Pearson et al., 2011).
The increased emphasis on investing support for families before children enter school has increased the need for assessment tools that support and encourage positive parenting. Identifying the positive parental behaviours that promote healthy child development is challenging as many of the current observational codes have been designed for parents? interactions with older children. This article describes the development of a new observational code to analyse the behaviour of mothers playing with their baby in the first 18 months. The six predetermined positive parenting behaviours are analysed using video recordings from the home. Practitioners can be trained to use the code and a manual facilitates future researchers and clinicians to evaluate parent behaviour with their infant in a natural environment and with minimal disturbance to the family.