Analysis Of The Incredible Years Basic Parenting

Child abuse is still a significant problem in United States. There are 2.9 million child abuse reports to Child Protective Services in 2005 and 825,000 indicated cases. Child abuse has profound impact on the child’s current and future development. The consequences include health and physical effects, intellectual and cognitive impact, and emotional, psychological and behavioral consequences. To improve parenting practice of first time parents is an important way to address this problem. The rate of child abuse is highest for children between birth and 3 years of age. A new Cognitive Behavioral Parent Training Program for Child Abuse Prevention targeted at first time mothers is formed by absorbing elements from existed parent

TED Talk stated that the greatest risk factors for children who are identified as having conduct problems are that they will end up in prison. 1 in 5 children that are diagnosed with conduct disorder from ages 5 to 6 years of age will cost over $1 million dollars. The book stated that they are often aggressive and psychological cruel to people. They will destroy people’s property, steal, skip school, and many more bad things if you treat it later it will be more difficult. Schools does use some of the strategies and resources that are recommended by The Virtues Project, because it helps to understand the how they should talk to children. I think that families and teachers do not integrate some strategies because sometimes it does not work,

With over three hundred million Americans and over six billion people worldwide parenting skills are essential to maintain a healthy society. Parenting involves many aspects and requires many skills. It is a time to nurture, instruct, and correct to develop fundamental skills children will need to be mature, responsible, and contributing adults to a society. There are four commonly identified parenting styles; authoritarian, authoritative, permissive, and uninvolved parenting. Of the four parenting styles, two remain on opposite ends of the parenting spectrum. These two styles; authoritarian, and permissive both have deleterious results that are often visible throughout different developmental stages, such as rebellious behavior. As well

In this short artifact “A Tale of Two Summers for Parents” by Belinda Luscombe I was able to get an idea of the different things that parents might be going through that us kids/teens have no idea about. Luscombe shares two stories about the struggles that parents were going through especially during the summer. The summer as we know is the hottest time of the year. For some states summer might just be different but I am aware that climate can be a challenge for some families. Having to change schedules and making sure to know where your children will be spending the day or after school may be your priority and I agree with that. Now a days I see kids walking home when the day is just simply hot. You can’t even go with your car window down because the warmth of the hot air hits you and it makes you so tired and stresses you out so much. No matter how much you try to be fresh the heat just really gets you making you upset and not thinking straight.

Mainstream culture in America is constantly evolving. Family structures have changed over time with more single parent families. Support from extended family members have become minimum. Many parents are isolated with limited resources and support. This is especially true for parents who have children with behavioral problems. Parents that have children with behavior problems experience additional stress that contributes to their parenting abilities, their perceptions of their children, their relationship or bond with their children and their children’s behavior.

Children with Oppositional Defiant Disorder (ODD, F91.3 [313.81]), Conduct Disorder (CD, F91.1 [312.81]), and Attention-deficit/hyperactivity Disorder (ADHD, F90.2 [314.01]) have always been a part of our society. These DSM-V diagnoses are regularly referred to as “disrupted behavioral disorders” (DBD). These diagnoses can lead to several issues for children and their families. Children with the ODD diagnosis are seen to be angry and irritable. They can easily lose their temper and have trouble following rules (Morrison, 2014). CD is shown through children that chronically disrespect other people and rules, and who frequently start fights (Morrison, 2014). Children with ADHD are often fidgety, restless, and have trouble concentrating (Morrison, 2014). These are not issues in themselves, but only become an issue when the child needs to be still and pay attention in a classroom or home setting. These three childhood diagnoses are ones that can greatly affect the family life and education of a child.

Scientific research has shown that behavioral problems occurring in early childhood and adolescence have long been thought to be a risk factor for a future of depression, antisocial behavior, and even violence. Specifically, conduct disorder (CD) which is a complicated set of behavioral and emotional problems affecting nine percent of boys and two percent of girls is thought to be a precursor to all of the above conditions. CD is a disorder that develops over a long period of time; and children can carry the side effects of negative behaviors well into their adulthood.

The first source, “Parents’ Assessment of Parent-child Interaction Interventions” (Neander & Engström, 2009) describes a study conducted of 101 families to describe those who have sought out intervention and to determine long term and short term changes throughout the intervention. The goal of this research was to improve aggressive behavior in children and families by promoting early intervention. Neander & Engström

Behavioral interventions can include educating the patient on organization and increased focus, and help decrease problematic behaviors. This type of treatment can be used in conjunction with medication and is beneficial in that it can help the patient continuously through their life. Behavioral therapy is not used exclusively for the patient and there is also education for the parents as well. Teaching the parents and family members’ skills on how to effectively communicate may help to improve family life. Teachers also play an important role in the child life and could also benefit from learning these skills. Teachers can help the student accomplish their school tasks by giving them positive reinforcement when they finish a task (Clay, 2013).

Children will be randomized at baseline to either receive parent training or teaching. Measures will be taken biweekly by independent clinician and compared at the end of the 12 week trial to determine if the results of the individual participants proved to be positive or not and to evaluate the effectiveness of training versus a classroom environment when teaching parents behavior modification strategies.

Parenting Plus is a parent education program utilized with clients at First Care Pregnancy Center. First Care operates under the leadership umbrella of New Life Family Services. The present resources available for parent education at First Care include a repertoire of videos and articles that encompass a range of parenting topics, from initial baby care to talking to children about emergencies, illness and crisis. Discipline and developmental milestones are addressed, as are keys to effective parenting. An essential element to the Parenting Plus program is the rapport and trust built between clients and the volunteers and interns who provide the education. After curriculum is viewed, a conversation transpires between the client and the volunteer or intern. Material is

The DISC was given in each annual assessment and parents were asked whether the child’s ADHD symptoms had caused problems at home or at school. On the CIRS, parents and teachers alike rated the child’s degree of problem and need for treatment. Teachers were also given the Disruptive Behavior Disorders Rating Scale (Pelham, Gnagy, Greenslade, & Milich, 1992) by mail and asked to complete it as part of each annual assessment. In the present study, conduct problems was defined by the number of DSM-IV conduct disorder (CD) symptoms reported by the parent and/or teacher. Researchers examined risk factors such as maternal depression using The Structured Clinical Interview for DSM-III-R, Non-Patient Edition (Spitzer, Williams, & Gibbon, 1990), was administered to mothers. Mothers also completed supplemental modules to assess the presence of DSM-III-R lifetime APD and childhood CD, ADHD, ODD in them and in the father’s life. Mother and child interactions were coded with the Dyadic Parent-child Interaction Coding System (DPICS; Robinson & Eyberg, 1981). DPICS interaction categories included direct and indirect commands, labeled and unlabeled praise, child deviance, parent and child affect, critical statements, and child responses to commands. Positive parenting included praise, positive affect, and physical positive. Negative parenting included negative commands, critical statements, and physical

Danforth states how a behavior management flow chart (BMFC) is put into place with six steps to help parents with oppositional defiant disorder and attention deficit hyperactivity disorder. The chart was put in place to help parents reach the goal of developing parenting skills that would change their interaction with their child to decrease disruptive child behavior, defiance, aggressive disruptive behavior, and prosocial compliance. This skill was done after an analysis of interactions between the parents and their child. The parent’s had difficulty breaking the pattern of using negative reinforcement that contributes to oppositional defiant disorder. The six steps on the chart included command (instructions), waiting silently (no verbal interaction while waiting for the child to follow the directions), decision (child complying or non-complying), praise (positive reinforcement) or reprimand (verbally state the non-compliance with eye contact short to the point including a time out warning but nonverbal until compliance). Hineline describes the ABC’s contingency term as “A” for when the parent will tell the child to put a fun thing away (coercion), “B” for when the child whines (defiant behavior), and “C” for when the parent does not make the child put the fun thing away. This evidence shows that a child’s arousals of strong feelings of dislike towards the parent verbal interactions, repeated commands, and allowing the child to get their way because the parent used the wrong force or threats (negative reinforcement). The goal is to help parents avoid using coercive practice and use the

Typically, the mother participated in this study and all of them have completed a psychological assessment. A measure of studying the externalizing behaviors of the children were “assessed by the Revised Behavior Problem Checklist, an 89-item, caregiver-completed screener for a range of behavioral disorders/symptoms in children 5–18 years of age. The RBPC measures the presence and severity of a range of problems measured on a three-point scale (1 = no problem, 2 = mild problem, 3 = severe problem) and has demonstrated validity and reliability in diverse populations of children” (Spilsbury & Kahana & Drotar, 2008, p.60). Result of this finding in the largest cluster (69%) of the children presented with some clinical thresholds for any internalizing or externalizing problem. 18% were characterized as having externalizing problems with or without internalizing problems. The smallest cluster (13%) consisted of children with internalizing problems only (Spilsbury & Kahana & Drotar,

Santrock (2010) gives the advice for parents stating “ recognize that the quality of your parenting is a key factor in your child’s development…..parents should observe for themselves whether their children seen to be having behavior problems”. (p.372)