The incredible years: Use of play interventions and coaching for children with externalizing difficulties.

Abstract

Children derive unique benefits when their parents and teachers give them undivided, focused, regular, and responsive attention during childdirected play interactions. During adult-child play, the child develops a trusting emotional bond and important physical, cognitive, social, and language skills. Attentive playtimes also play a critical role in shaping the way children think, learn, react to challenges, and develop relationships throughout their lives (Raver & Knitzer, 2002). Children who are not supported to develop these prosocial and emotional regulation skills are more likely to continue to exhibit immature behaviors typically seen in toddlers, such as aggression, oppositional behaviors, and tantrums (Tremblay et al., 1999). Such children with "early-onset" conduct problems or oppositional defiant disorder (ODD) are subsequently at high risk for recurring conduct disorders, underachievement, school dropout, violence, and eventual delinquency (Loeber et al., 1993). Thus, early intervention efforts designed to assist parents, teachers, and child 7

Integrated CARE: Adaptation of Child-Adult Relationship Enhancement (CARE) Model for Use in Integrated Behavioral Pediatric Care

“…Session 1 began with the therapist educating the parent(s) on the philosophy of child-led play to enhance the relationship and introducing specific positive parenting skills. The positive parenting skills included those of the general CARE program 29 : Specific Praise of positive behaviors, Point Out of the child’s actions, and Paraphrase of the child’s speech. CARE program actions to avoid during this time were also taught to the parent.…”

“…Child and Adult Relationship Enhancement (CARE) is a brief PMT program designed for any adult to facilitate and fits the needs of IBH pediatric programs. CARE is a trauma-informed, need-derived program based on several strong evidence-based interventions 26,27 : Helping the Noncompliant Child, 28 Incredible Years, 29 Parent-Child Interaction Therapy (PCIT), 24 and PMT–Oregon Model (PMTO). 30 CARE is not a therapy, but rather a set of skills designed to improve adult-child relationships and to decrease mild to moderate behavior concerns.…”

“…As CARE was developed to be trauma-informed, it is appropriate to use with children who have experienced a trauma. 29 Recent studies of CARE with foster parents found improved parenting strategies 31 and an increase in retaining foster-care placements in families who completed CARE. 32 One study, using CARE in primary care, demonstrated similar promising results.…”

Skills Training for Family Medicine Residents to Attenuate the Impact of Childhood Trauma: A Pilot Study

“…18 CARE has been designated by the National Child Stress and Trauma Network as a TIC approach. 16 The curriculum used in the resident training described here was based on foster parent 20 and psychiatry residents' CARE training, 21 with minor adjustments relevant to family medicine, and was highly informed by parent management training literature, [22][23][24][25][26][27] the American Academy of Pediatrics practice guidelines for TIC, 4,5 and the literature on the relationship between developmental trauma and externalized behavior disorders. 14,28 In this pilot, the curriculum was delivered in one 4-hour session and included didactics, skills training, and coaching.…”

Octopus Watch Fosters Family Resilience by Enhancing Occupational Engagement for Children with Spina Bifida and/or Hydrocephalus: Pilot Study

“…Children want to explore the environment in a playful manner [ 36 ]. Play is a critical part of a child’s life and contributes to the development of motor, sensory and cognitive processes [ 37 ].…”