The Incredible Years

Product Information

The Pan-Dorset Parenting Service have been delivering and training in Dorset for over 15 years. The service is commissioned by Dorset CCG to deliver programmes recommended in the NICE guidelines. We work closely with a range of professionals including GP’s, Paediatricians, CAMHS, Social Care, Early Help and schools. Our Parenting Coaches understand that you know your child best, we will work with you to identify and build on your strengths as a parent. Each session includes group discussions, reviewing DVD clips, practising the skills learnt and also having fun! The preliminary effect of a parenting program for Korean American mothers: A randomized controlled experimental study. International Journal of Nursing Studies, 45, 1261-1273. We found significant effects of Incredible Years on parent-reported reduced conduct problems that sustained until the 2.5-year follow-up. The effect size was meaningful, but relatively small, and lower than typically found in indicated prevention trials for children’s conduct problems ( d = 0.31 as opposed to d = 0.55 in Leijten et al. ( 2019)). Apart from the fact that we examined longer-term, and not direct, effects, this could be related to a relatively low threshold (75th percentile) for family inclusion, which led to the inclusion of families with a wide variety of problem severity ranging from mild to severe. It could also be due to the selective attrition that occurred in our intervention group—families with children with more severe conduct problems were more likely to drop out. Twenty percent of families in the intervention condition did not receive the Incredible Years intervention but were included in the intent-to-treat analyses. A previous analysis showed that families allocated to Incredible Years, but who did not take part in the group meetings, did not significantly improve in disruptive behavior compared to control families (Van Aar et al. 2019). Our intention-to-treat analyses therefore probably yielded conservative effect estimates. Sustained Effects of Incredible Years on Conduct Problems Comprehensive leader manuals are available at http://incredibleyears.com/programs/implementation/. Research on How to Implement the Program

Eyberg, S. M., & Pincus, D. (1999). ECBI & SESBI-R: Eyberg child behavior inventory and Sutter-Eyberg student behavior inventory-revised: Professional manual. Odessa: Psychological Assessment Resources. This study involved random assignment of 22 teachers to an IY-TCM treatment group and a business as usual control group. Getting help for students with additional learning needs from the Specialist Teacher Outreach Service Improved teacher-student relationships, proactive classroom management skills, and strengthened teacher-parent partnershipsPB4L is for people throughout schools and early childhood services. Its programmes are also for individuals, groups, parents, caregivers and whānau. The programme offers tools for supporting positive behaviour both in situations of clear need and in more settled environments.

Status — Participants were children in the targeted neighborhoods who scored above the clinical cutoff on the Eyberg Child Behavior Inventory (ECBI) problem or intensity scale. Capaldi, D. M. (1992). Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: II. A 2-year follow-up at grade 8. Development and Psychopathology, 4(1), 125–144. Research issues such as program evaluation, consultation regarding research design, assuring program fidelity, and measures to use with IY programs.

Relevant Published, Peer-Reviewed Research

The Teacher-Pupil Observation Tool (TPOT) was used to assess child behaviour in the classroom and teachers’ interactions with the children. Findings Five- to six-year outcome and its prediction for children with ODD/CD treated with parent training. Journal of Child Psychology and Psychiatry, 51(5), 559–566. Hoeve, M., Blokland, A., Dubas, J. S., Loeber, R., Gerris, J. R., & Van der Laan, P. H. (2008). Trajectories of delinquency and parenting styles. Journal of Abnormal Child Psychology, 36(2), 223–235.