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Building Children's Emotional, Social and Academic Bank Accounts: Working in Schools |
| Saturday, May 26, 2012 |
| 1:00 PM–1:50 PM |
| 6E (Convention Center) |
| Area: EDC; Domain: Applied Research |
| Instruction Level: Intermediate |
| CE Instructor: Carolyn Webster-Stratton, Ph.D. |
| Chair: Jennifer L. Austin (University of Glamorgan) |
| CAROLYN WEBSTER-STRATTON (University of Washington) |
 Dr. Carolyn Webster-Stratton is Professor Emeritus at the University of Washington. She is a licensed clinical psychologist and nurse-practitioner and over the past 30 years has conducted numerous randomized control group studies to evaluate the effectiveness of intervention programs for promoting social and emotional competence, school readiness skills and preventing conduct problems in high risk populations. She has also evaluated teacher, parent and child treatment programs for children diagnosed with Oppositional Defiant Disorder, Conduct Disorder, and ADHD. She has developed the Incredible Years Series which include separate training programs, intervention manuals, and DVDs for use by trained therapists, teachers and group leaders to promote children's social competence, emotional regulation and problem solving skills and reduce their behavior problems. The objectives of these interventions are to help parents and teachers provide young children (0-12 years) with a strong emotional, social, and academic foundation so as to achieve the longer term goal of reducing the development of depression, school drop out, violence, drug abuse, and delinquency in later years. She has published numerous scientific articles and chapters as well as a book for parents entitled, Incredible Babies, Incredible Toddlers and The Incredible Years: A trouble shooting guide for parents of children aged 2–8 years, a book for teachers entitled, How to promote children's social and emotional competence, a book for therapists entitled, Troubled Families-Problem Children, and four books for children concerning problem-solving, anger management and learning problems. These interventions have been translated in many languages and are being used in more than 15 countries and have received many awards including the 1997 National Mental Health Lela Rowland Prevention Award for best mental health prevention program, the Office of Juvenile Justice Delinquency Prevention "Blueprint" award and the Department of Health and Social Services, Center for Substance Abuse Prevention award for "exemplary" interventions. Dr Webster-Stratton has been the recipient of the prestigious National Mental Health Research Scientist Award. Please see www.incredibleyears.com for articles and more information. Note: Dr. Webster-Stratton provides training and supplemental instructional materials for these programs, and therefore stands to gain financially from a positive report. This financial interest has previously been disclosed to the University of Washington and research is being managed consistent with federal and university policy. |
| Abstract: As many as eight percent of young children are highly aggressive, oppositional, impulsive, inattentive and difficult to parent or teach. Long-term studies show that such children are at high risk for developing conduct disorders that lead to school drop-out, delinquency, violence, and substance abuse. Because conduct disorders are the most expensive mental health disorder in this country, this is a problem of public health importance. Identifying these high risk children as early as possible in schools and helping teachers and parents work together to promote their social competence and self-regulation skills and reduce their aggression is key to preventing the development of conduct disorders. Dr. Carolyn Webster-Stratton will present an overview of her evidence-based prevention and treatment programs for teachers, parents and children including a review of research outcomes and video examples of the different programs. |
| Target Audience: Psychologists |
| Learning Objectives: 1. To describe the benefits of early identification of children likely to develop conduct disorder 2. To describe the content of the Incredible Years classroom and parent training programs 3. To describe the evidence base of the Incredible Years classroom and parent training programs |
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