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Final Debate PPT - Triple P & Incredible Years
Final Debate PPT - Triple P & Incredible Years
Agenda
Overview of Incredible Years
o Focus on School Age Basic Parent Program
Overview of Triple P
o Focus on Level 4
Incredible Years Debate
o Arguments for
o Arguments against
o Rebuttal
Triple P Debate
o Arguments for
o Arguments against
o Rebuttal
Program Objectives
The program is utilized for:
Children with obvious disruptive behaviour problems
At-risk families through community health or education
setting
As part of the core curriculum in schools and early
learning centres
ADHD, internalizing problems and developmental and
language delays
Program Goals
Short-Term Goals:
Improved parent-child
interactions, building positive
relationships and attachment.
Improved teacher-student and
teacher-parent relationships,
proactive classroom
management skills.
Prevention, reduction, and
treatment of conduct behaviors
and emotional problems
Promotion of child social
competence, emotional
regulation, positive attributions,
academic readiness, and
problem solving
Long-Term Goals:
Prevention of conduct disorders,
academic underachievement,
delinquency, violence, and drug
abuse
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School
Praise
Ignoring
Limit setting
Reward systems
Effective consequences
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Program Delivery
Collaborative
Vignettes (more than 300 vignettes 1-3 minutes each)
Discussion
Practice
Home activities
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Program Sessions
Group Sessions
Sessions are lead by leader (Masters level)
2-hour weekly sessions
10-14 participants ideally
Multiple family members encouraged
Varying durations
o
o
Prevention 14 weeks
Treatment 18-20 weeks
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Program Sessions
5 phases of parental learning
Pregroup
Initial Stage
Transition Stage
Working Stage
Ending Phase
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Trainer Qualifications
For Incredible Years Parenting Training (IYPT)
variety of backgrounds (social work,
psychology, nursing, medicine, education)
Highly recommended
one course in child
development
training in social learning theory
one of two leaders should have a Masters
degree or higher.
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Materials
Basic Parenting Program
Comprehensive leader manual including how to administer, questions for
discussion, activities, interpretation of DVD vignettes
7 DVD set for weeks 12-20 group sessions (Limit Setting, Ignoring,
Problem Solving, and Time Out sample groups)
Weekly Refrigerator notes for parents (reminders)
Home activities for school-aged basic series
Book: The incredible years: a trouble shooting guide for parents of children
aged 2-8 years
Piggy bank refrigerator magnet
Parenting pyramid poster which illustrates how the series builds
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Program Evaluation
Rated 1 - Well-Supported by Research Evidence
o California Evidence-Based Clearinghouse (www.cebc4cw.org)
o Scientific Rating Scale based on the published, peer-reviewed research
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Program Evaluation
Meta-analyses:
o
o
o
o
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Program Evaluation
Other Studies:
o
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Overview: Triple P
Theoretical Assumptions
Five key assumptions
about positive parenting:
1. Create a safe, interesting
environment
2. Have a positive learning
environment
3. Use assertive discipline
4. Have realistic expectations
5. Take care of yourself as a parent
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Self-Regulatory Framework
Positive parenting requires:
o
Self-sufficiency
Self-efficacy
Self-management
Problem-solving
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Overview: Triple P
5 levels of Service Delivery:
Level 1 - Universal
Level 2- Light touch
intervention
Level 3- Targeted counselling for
Parents
Level 4 - Parents of children with
severe behavioural difficulties
Level 5 - Intensive support for
families with serious problems
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Overview: Triple P
Specialty programs:
Stepping Stones - for children with disabilities
Pathways - for parents at risk of child maltreatment (above level 5)
Lifestyle - group program for parents of overweight children aged
from 5 to 10 years
Family Transitions - separation or divorce
Indigenous People - tailored program delivery: designed in
consultation with Australian Aboriginal elders: intended to better suit
the needs of Indigenous families (Australia and Canada)
Grandparents - support for 3 generations
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Triple P: Level 4
Level 4 Triple P aims to prevent
worsening of severe behavioral,
emotional and developmental
problems in children and
adolescents by enhancing the
knowledge, skills, and confidence
of parents. Practitioners are
trained to create a supportive
learning environment, for parents
to receive and discuss practical
information about parenting skills,
that they can incorporate into
everyday interactions with their
children.
www.cebc4cw.org
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Parent Website
(www.triplep.net)
Children
Teens
Is this you?
You never imagined things would get this bad. Life with
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3. Online Version
o 8 modules
o self-paced
o chat support available 24/7
4. Workbook Version
o self-paced
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Birth home
Adoptive home
Foster care
Kinship care
3. Community Setting
o Agency
o Hospital
o Outpatient clinic
o Residential care
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practitioner presentations
workbooks
parent DVD collections
online modules and chat
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Level 4:
Training & Qualification
Practitioner training courses offered to individuals with:
o Post-high school degree in health, education, child care, social
work
o Exceptions made in some circumstances (e.g. other hands-on
work with parents in need)
o 1 practitioner can deliver Level 4 services
o Triple P recommends an organization have 4 trained practitioners
on staff
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Level 4: Costs
Practitioner Training
o In-house training at an agency:
Training of 20 practitioners
$29,130
Exclusive of food, venue cost, trainer accommodation
o External training of individual practitioner:
$2,040/person
Inclusive of food, venue & accommodation
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Level 4: Costs
Other Costs
o
o
o
o
DVDs
Audio-visual equipment
Workbooks - $26.20 each (often subsidized or sliding scale)
Considerations: venue, food, promotion of the program, childcare
and transportation as needed
Practitioner salaries for training parents ~40 work hours per Level 4
group: 10 hours directly with parents, 15 hours telephone consult, 15 hours
preparation and paperwork.
Level 4: Accessibility
Multiple countries (~25)
Multiple languages (materials and service provision)
o English, Arabic, Berber, Chinese, French, Greek, Japanese,
Malay, Portuguese, Romanian, Swedish, Turkish, Vietnamese
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19 studies
significant reduction in dysfunctional parenting
significant improvement in parenting competency
gains maintained over time
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Debate
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Arguments Against
Incredible Years
Structure of program options
o Only one basic level of service for parents of school-aged children
The Advanced Parent Program focuses on different topics
(interpersonal issues and problem solving)
o If parents with children with behavior problems are the target
audience, this program may not be sufficient.
o The basic program may also be too much depending on level of
familys need.
o Overall, the lack of tailored levels may reduce cost-effectiveness of
services offered.
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Arguments Against
Incredible Years
Limited delivery modes
o Only group sessions
o No individual treatment, workbook, or online options
o Limiting for individuals with unique needs: no childcare, no
transport, rural and remote locations, particular family needs,
those resistant to a group setting (Sanders et al., 2012)
o Limited options may be a barrier to services being utilized by
the public
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Arguments Against
Incredible Years
Cost for Parents and Guardians
o Not available free of charge in Canada
o Agencies that must refer parents out for a parenting program:
would be more likely refer parents to a free program
Rebuttal
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Debate
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(2040.00/person)
o Choosing trainers? More cost effective to go to outside agencies which
could lead to less cohesive team
o Program has many levels that families can utilize if Level 4 is not
suitable, requiring additional training to offer Levels 1-3, 5
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Rebuttal
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Incredible
Years
Strengths
Weaknesses
Cost
Service Delivery
Program structure
Accessibility
Research/
Evidence
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Triple P
Strengths
Weaknesses
Cost
Service
Delivery
Program
structure
Accessibility
Research/
Evidence
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References
Bor, W., Sanders, M. R., & Markie-Dadds, C. (2002). The effects of the Triple P-Positive Parenting
Program on preschool children with co-occurring disruptive behavior and attentional/hyperactive
difficulties. Journal of Abnormal Child Psychology, 30(6), 571-587.
Borden, L.A., Schultz, T.R., Herman, K.C., & Brooks, C.M. (2010). The incredible years parent training
program: promoting resilience through evidence-based prevention groups. Group Dynamics: Theory,
Research, and Practice, 14(3) 230-241. doi: 10-1037/a0020322.
De Graff, I., Speetjens, P., Smit, F., De Wolff, M., & Tavecchio, L. (2008). Effectiveness of the Triple P
Positive Parenting Program on behavioral problems in children. Behavior Modification, 32, 714-735.
doi: 10.1177/0145445508317134
De Graff, I., Speetjens, P., Smit, F., De Wolff, M., & Tavecchio, L. (2008). Effectiveness of the Triple P
Positive Parenting Program on parenting: A meta-analysis. Family Relations, 57, 553-566. doi:
10.1111/j.1741-3729.2008.00522
Leijten, P., Raaijmakers, M.A.J., Orobio de Castro, B., Van den Ban, E., & Matthys, W. (2015).
Effectiveness of the incredible years parenting program for families with socioeconomically
disadvantaged ethnic minority backgrounds. The Journal of Clinical Child and Adolescent
Psychology, 0(0), 1-15. doi:10.1080/15374416.2015.1038823.
Mash, E. J. & Barkley, R. A. (2006). Treatment of childhood disorders (3rd ed.) New York: Guilford
Press.
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References
Menting AT, Orobio de Castro B, Matthys W. (2013). Effectiveness of the incredible years parent
training to modify disruptive and prosocial child behavior: a meta-analytic review. Clinical
Psychology Review 33(8): 901-913.
Mihalopous, C., Sanders, M. R., Turner, K. M. T., Murphy-Brennan, M., & Carter, R. (2007). Does the
Triple P-Positive Parenting Program provide value for money? Australian and New Zealand Journal
of Psychiatry, 41, 239-246.
Morawska, A., Sanders, M., Goadby, E., Headley, C., Hodge, L., McAuliffe, C., Pope, S., & Anderson,
E. (2011). Is the Triple P-Positive Parenting Program acceptable to parents from culturally diverse
backgrounds? Journal of Child and Family Studies, 20, 614-622. doi: 10.1007/s10826-010-9436-x
Sanders, M. R., Baker, S., Turner, K. M. T. (2012). A randomized controlled trial evaluating the
efficacy of Triple P Online with parents of children with early-onset conduct problems. Behaviour
Research and Therapy, 50, 6675-684. doi: 10.1016/jbrat.2012.07.004
Sanders, M. R., Markie-Dadds, C., Tully, L. A., & Bor, W. (2000). The Triple P-Positive Parent
Program: A comparison of enhanced, standard and, behavioral family intervention for parents of
children with early onset conduct problems. Journal of Consulting and Clinical Psychology, 68(4),
624-640.
Websites:
http://incredibleyears.com
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References
Sanders, M. R., Pickering, J. A., Kirby, J. N., Turner, K. MT., Morawska, A., Mazzucchelli, T., Ralph,
A., & Sofronoff, K. (2012). A commentary on evidenced-based parenting programs: Redressing
misconceptions of the empirical support for Triple P. BMC Medicine, 10, 145-149. Retrieved from:
www.biomedcentral.com/1741-7015/10/145
Scott, S., Briskman, J., & OConnor, T.G. (2014). Early prevention of antisocial personality: long-term
follow-up of two randomized control trials comparing indicated and selective approaches. Journal of
American Psychiatry, 171(6), 649-657.
Webster-Stratton, C., Reid, M.J., & Stoolmiller, M. (2008). Preventing conduct problems and
improving school readiness: evaluation of the incredible years teacher and child training programs in
high-risk schools. The Journal of Child Psychology and Psychiatry, 49(5), 471-488. doi:
10.1111/j.1469-7610.2007.01861.x
Websites:
http://incredibleyears.com
www.triplep.net
www.cebc4cw.org
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