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Psychological Interventions Module > Applied parent interventions > Flashcards

Applied parent interventions Flashcards

1
Q

What was the most common way to tackle disruptive behaviour in children before the 1960s?

A

Behavioural parenting interventions

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2
Q

What happened in the case of rusty? - Boardman 1962

A

Parents wanted help for their sons disruptive behaviours such as climbing on roof, playing w matches, being oppositional

Boardman had an idea of working w parents to help them manage rusty’s behaviour and change how they responded to the behaviour - led to a reduction in disruptive behaviour

This empowers & ‘upskills’ parents to manage their child’s behaviour - builds parental confidence - they become agents of change for their children

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3
Q

Coercive process theory - patterson & reid 1970

A

1.Parent issues child with a demand
2. Child engages in challenging behaviour
3. Parent removes demand
4. Child behaviour is -vly reinforced
5. Parent issues child w a demand
6. Child engages in challenging behaviour
7. Parents persist
8 Child behaviour escalates
9. Parent responds w harsh discipline & removes task
10. Via social learning child also learns that harsh
discipline may be an effective way to deal w conflict
11. Child engages in challenging behavior w teacher &
peers

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4
Q

Why is the child’s behaviour strengthened & the chances of them doing it again increased?

A

Because the behaviour is negatively reinforced

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5
Q

Via the coercive process how does behaviour become a -ve behaviour cycle?

A

Child = will start at a young age and happen w multiple interactions of -ve reinforcement
- behaviours may then start to generalise into another setting w yeachers, peers

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6
Q

How is the -ve behaviour cycle reinforced?

A

A psychologist whi is intervening = to try and disrupt process, so the cycle = broken = where we see real change for the child

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7
Q

Parental programmes = reccomended when?

A

As the first line of treatment approach for children showing oppositionla and externalising behaviouts e.g. a children w diagnoses of oppositional defiant or adhd

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8
Q

How does triple p parenting enhance family protective factors and reduce risk factors?

A
  • encourages +ve interactions between parents & children e.g. games, songs, activities
  • teaches parents an alternative rather than coercive parent behaviours e..g time out, planned ignoring, child not recieving enough reinforcement
  • +ve reinforcement of adaptive behaviour e.g token economy = star reward chart so gets a reward at the end of the week
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9
Q

What is triple p parenting programme?

A

Aims to treat (prevent also) behavioural problems in young children & enhances family protective factors & reduce risk factors

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10
Q

Why are parenting programmes goof?

A

Because behaviours often emerge in very young vchildren so = difficult to sit down w them themselves = children may not have the cog skills to recognise / understand their own emotions - so the parents become co therapists & agents of change as they = too involved w their children

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11
Q

How many sessions in the triple p parenting programme is there?

A

10

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12
Q

What is enhanced triple p

A

= has more learning outcomes/modules for families who have additional risk factors/ adversity e.g parents separation

= communication to help parents communicate and manage the impact of seperation in their child

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13
Q

Does triple p work?

A

in research, can assess the effects of interventions using randomised controlled trials RCTs = a gold standard way to assess wether interventions is effective

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14
Q

Bor, sanders & markie-dadds 2002 - what was the aim?

A

To compare effectivness of enhanced triple p, standard triple p and no treatment control (waitlist control)

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15
Q

Bor, sanders & markie-dadds 2002 - what was the methods?

A

87 families of children aged 3 w elevated levels of disruptive behaviour and symptoms of inattention / hyperactivity, randomised to diff treatment conditions = assessed at baseline, post intervention and long term follow up (one year)

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16
Q

Bor, sanders & markie-dadds 2002 - what was the results?

A

Both standard and enhanced intervations led to reductions in parent-reported behaviour problems compared to control group, enhanced triple p also led to reductions in observed -ve child behaviour

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17
Q

Bor, sanders & markie-dadds 2002 - what was the conclusion?

A

Both standard & enhanched triple p are effective interventions for disruptive child behaviours

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18
Q

What is a meta analysis?

A
  • Most reliable evidence base for clinical practice and research
  • Calculate an overall effect using data from existing data
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19
Q

A meta-analysis of the triple p parenting programme - sanders et al 2014

A
  • Combined data from 101 studies (62 RCTs) that have explored the effectiveness of triple p parenting programme
  • Studies shows all levels of triple p = eeffective for child behaviour problems (internalising & externalising)
  • Smaller effect sizes when looking at observed child behaviour compared to parent-report
  • Triple p is also effective for parenting practices, parenting satisfaction, parenting efficacy
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20
Q

What happens as children get older?

A
  • Interventions may not be so parent-focused as children get older e.g. triple p using for younger children
  • Child variables are important but = so are wider societal factors such as peers and wider community influences
  • Multi-systematic therapy for older children - addresses multiple risk fsctors
  • Older children may also be access cog beh techq for emotion regulation - developing awareness of their emotions
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21
Q

What is The New Forest Parenting Programme for Children w ADHD

A
  • a specialised intervention for parents of young children w adhd
  • build on approaches used in trad beh parenting interventions
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22
Q

What does N.F.P.P do?

A
  • targets parent-child processes involved in the development of attention and self-organising skills
    —> gives child the skill regulate more effectively in diff situations
  • children w adhd have difficulty maintaining their attention on day to day tasks - programme helps parents to come up w ways to help children complete day to day tasks
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23
Q

How long are the N.F.P.P sessions/

A

8 sessions - 1hr each

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24
Q

Children w ADHD may have problems with what?

A

STM

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25
Q

What would be an example of helping develop a childs STM?

A

pairing cards

26
Q

What is the process of constrictive?

A

Scoping - working out what a child’s current level of ability is

Extending - deciding how to extend skills

Scaffolding - learning new skills via games / procedures

Consolidation - practice & extend skills in real world

27
Q

What is evidence for the the N.F.P.P

A
  • has been tested in a number of randomised controlled trials
  • parents randomised to recieve NFPP (n=20), no treatment (n=30) or to a parent support and counselling group (n=28)
  • assessments completed pre-intervention, post-intervention (week 8), long term follow up (week 23)
28
Q

How are variables measured? - ADHD symptopms

A

Clinical interview & observation

29
Q

How are variables measured? - Parental mental health

A

Parent self-reported

30
Q

N.F.P.P EV

A

= tailored to ADHD
- abikoff et al = conducted a head to head trial of NFPP = ‘helping the noncompliant child’ = another parenting programme

31
Q

How were the ppts asseses - abikoff et al

A
  • Parent and teacher reported adhd symptoms
  • parent behaviour and parent stress
  • objective measures of impulsivity and sustained attention - self report, parent report
32
Q

What were the findings of NFPP v HNC

A

NFPP & HNC = led to reductions in parent reported adhd symptoms no superior effect of NFPP

NFPP = may not effectively alter the processes thought to underlie adhd

BOTH = effective but not more than the other

33
Q

If NFPP = based on theory - why is it not better than oter beh interventions?

A

the cog component in NFPP = not intensive enough
may need to combine diff aspects of executive func = not all children w adhd show wmm deficits

adhd = chronic disorder

more research = needed in this area

34
Q

What has been less of a focus in models of childhood anx

A

parent beh = less of a focus in models of childhood anxiety

35
Q

What = main treatment for anxiety in youth in cog beh therapy?

A

CBT

36
Q

What are the components of CBT children?

A
  • monitoring
  • cognitive restructuring
  • exposure
  • skills dev
37
Q

What is monitoring?

A

wanting children to notice and label their emotions accurately

38
Q

What is cog restructuring?

A

working on thoughts children may have on specific situations, helping child see situation in a diff way

39
Q

What is exposure?

A

Where child avoids situations that they = fearful of = try to reduce that over days/weeks

40
Q

What is skills dev?

A

developing skills & understanding rules of social interaction, working on skills that = help the in these situations

41
Q

How may parents be involved?

A
  1. Parental modelling of anxiety
  2. Parental cognitions
  3. Overprotection
42
Q

What is parental modelling of anxietyy?

A

working w parents may help encourage them to reduce the amount of anxiety they portray to their child = if they have fearful response to situation can evoke fearful response in child

43
Q

What is parental cognitions?

A

may impact the way children think about situations e.g if parents think bad things happen in public transport, child can pick up on that & they think the same

44
Q

What is overprotection (in this context)?

A

Limits the amount of time/opp the chiild = had w activities outside comfort zone, children need this to be confident & grow as individuals, overprotection can get in the way of them getting over fears

45
Q

What is F.E.A.R

A

F = feeling frightened = identifying (monitoring componenet of cbt)

E = expecting a bad thing to happen = looking at thouughts and cognitions relating to emotions

A = Actions & attitudes = how did emotions impact their actions, encouraged to try out new actions

R =Results & Rewards Montored results

= targeted parental beliefs = helping parets see anxiety provoking situations in diff ways up-skilling parents to up skill thier chld

46
Q

A study was done to compare what?

A

Individual CBT
Family based CBT
Family based education and support

47
Q

What were te findings of the comparison study?

A

Results showed there was little diff about parental involvement as both condition 1 & 2 = 64% children ‘lost’ primary anxiety diagnosis

In contol group = only 42% ‘lost’ primary anxiety diagnosis

48
Q

Silk et al study consisted of?

A
  1. Child = asked to give speech for 1.5 mins
  2. Parents & child = plan speec together for child to deliver sppech
  3. Another optional speech afterwards - key component
49
Q

Parents who had anxious children were …

A

less likely to encourage their children to do the speech

50
Q

Parents who take part in CBT are more likely to engage in…

A

encouragement after their involvemnt in their intervention (child face fears and = brave)

51
Q

Process of a child talking part in cbt = likely yo have an influence on…

A

parent beh and leading to child maximising the gains they recieve from the interv

52
Q

Parent only interv = study by who?

A

lebowittz et al 2020

53
Q

What did lebowitzz et al do?

A

Compared individual CBT w SPACE (supporting parenting for anxious child emotions)

54
Q

What were the individual CBT sessions studied by Lebowitzz like?

A
  • 12 weekly 60 min sessions
  • Exposure based hierarchy
  • identifying & Challenging -ve cognitions
  • Adapting cognitions
55
Q

What were the SPACE sessions studied by Lebowitzz like?

A
  • 12 weekly 60 min sessions
  • Supportive responses to child anxiety
  • Reduce accommodation and avoidance
  • How to communicate to child
  • How to deal w child responses
56
Q

parents who were involved in SPACE learnt all these techqniques to…

A

be involved +vly w their child

57
Q

What does SPACE focus on?

A

up skilling parent in what to do w their child in diff situations

58
Q

What were lebowitzz’s findings?

A
  • no diff in outcomes between child CBT & SPACE
    = indication there may be real benefits in working w parents alone specifically w those w young children who cannot engage in individual CBT themselves
59
Q

Which components of interventions = neccessary?

A

cbt = effective doesnt work for everyone

60
Q

Who did a meta analysis of existing cbt interventions for childhood anxiety & what did they find?

A

Whiteside et al 2020 & Found that exposure = most important componant of intervention

Psychological Interventions Module (9 decks)

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