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Psychological Interventions Module > Applied parent interventions > Flashcards

Applied parent interventions Flashcards

(60 cards)

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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
What would be an example of helping develop a childs STM?
pairing cards
26
What is the process of constrictive?
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
What is evidence for the the N.F.P.P
- 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
How are variables measured? - ADHD symptopms
Clinical interview & observation
29
How are variables measured? - Parental mental health
Parent self-reported
30
N.F.P.P EV
= tailored to ADHD - abikoff et al = conducted a head to head trial of NFPP = 'helping the noncompliant child' = another parenting programme
31
How were the ppts asseses - abikoff et al
- Parent and teacher reported adhd symptoms - parent behaviour and parent stress - objective measures of impulsivity and sustained attention - self report, parent report
32
What were the findings of NFPP v HNC
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
If NFPP = based on theory - why is it not better than oter beh interventions?
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
What has been less of a focus in models of childhood anx
parent beh = less of a focus in models of childhood anxiety
35
What = main treatment for anxiety in youth in cog beh therapy?
CBT
36
What are the components of CBT children?
- monitoring - cognitive restructuring - exposure - skills dev
37
What is monitoring?
wanting children to notice and label their emotions accurately
38
What is cog restructuring?
working on thoughts children may have on specific situations, helping child see situation in a diff way
39
What is exposure?
Where child avoids situations that they = fearful of = try to reduce that over days/weeks
40
What is skills dev?
developing skills & understanding rules of social interaction, working on skills that = help the in these situations
41
How may parents be involved?
1. Parental modelling of anxiety 2. Parental cognitions 3. Overprotection
42
What is parental modelling of anxietyy?
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
What is parental cognitions?
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
What is overprotection (in this context)?
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
What is F.E.A.R
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
A study was done to compare what?
Individual CBT Family based CBT Family based education and support
47
What were te findings of the comparison study?
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
Silk et al study consisted of?
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
Parents who had anxious children were ...
less likely to encourage their children to do the speech
50
Parents who take part in CBT are more likely to engage in...
encouragement after their involvemnt in their intervention (child face fears and = brave)
51
Process of a child talking part in cbt = likely yo have an influence on...
parent beh and leading to child maximising the gains they recieve from the interv
52
Parent only interv = study by who?
lebowittz et al 2020
53
What did lebowitzz et al do?
Compared individual CBT w SPACE (supporting parenting for anxious child emotions)
54
What were the individual CBT sessions studied by Lebowitzz like?
- 12 weekly 60 min sessions - Exposure based hierarchy - identifying & Challenging -ve cognitions - Adapting cognitions
55
What were the SPACE sessions studied by Lebowitzz like?
- 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
parents who were involved in SPACE learnt all these techqniques to...
be involved +vly w their child
57
What does SPACE focus on?
up skilling parent in what to do w their child in diff situations
58
What were lebowitzz's findings?
- 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
Which components of interventions = neccessary?
cbt = effective doesnt work for everyone
60
Who did a meta analysis of existing cbt interventions for childhood anxiety & what did they find?
Whiteside et al 2020 & Found that exposure = most important componant of intervention

Psychological Interventions Module (9 decks)

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