Positive Parent-Child Intervention
The result of implementing these social skills interventions appeared generally positive outcomes. Most participants who received the SST treatment decreased disruptive or antisocial behaviors and improved positively social competence. Despite generally positive outcomes of SST, the individual studies presented many limitations and mixed outcomes.
Quinn, Kavale, Mathur, Rutherford, and Forness (1999) suggested that the inconsistent outcomes could indicate the failure to properly assess group-based interventions, and recommended long-term study and formative evaluation. Kamp, Tankersley, and Ellis (2000) suggested the needs of larger sample sizes in future studies. Also, most maintenance studies were conducted immediately after intervention or in a year. Ross and Sabey (2015) pointed out the necessity of more data in long-term maintenance.
In reviewed studies, various interventionists delivered the SST lessons such as
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(2006) stated the efficacy becomes more powerful when intervention includes family, peer, and community components. Kamp, Tankersley, and Ellis (2000) added peer tutoring interventions to sustain positive interaction and parent support interventions to promote positive parent-child interaction. This study discussed a lack of documentation in the effect of parent component. However, Gresham, Van, and Cook (2006) stated the difficulty of developing design to evaluate the unique effects of isolated component because SST program contained many components.
Combined SST programs attempted to incorporate peer and/or parent interaction. The CICO program began to incorporate parents feedback on DPRs and to reflect it to individual daily goals. Ross and Sabey (2015) expanded peer and adult interaction in the CICO+SS program. After each lesson, participants were provided 10-minutes practice time in a controlled setting and opportunities to practice the acquired skills along with peers and/or adults throughout the school until
Focus: MHS And Antazia Case Analysis
145 Words | 1 PagesFocus: Ms. Smalls (MHP), Ms. Givens (MHS) and Antazia review the draft treatment plan and progress school behaviors. Intervention: MHP, MHS and Antazia review the draft treatment plan. MHP answered MHS and Antazia questions about the goals and interventions. MHP answered Antazia questions about kinship care and updates from her DSS worker. MHP progress and role-play different ways to communicate with school officials.
Positive Behavioral Support Model
206 Words | 1 PagesThroughout the past 11 months Maribel did not have an exacerbation of current medical conditions. No hospitalization, ER visit or serious acute illnesses/injuries. Client’s major concern continues being her behavioral episodes that included disruption (yelling, crying, cursing), self-injury (biting self, picking scabs, head banging), and aggression (hitting, slapping, scratching, biting peers or staff). Psychiatric symptoms are currently treated with medication and Positive Behavioral Support Plan; psychotropic medication adjustments during the year were made as per patient’s response and psychiatrist discretion (refer to medication review). Maribel underwent dental rehabilitation under general anesthesia on 5/16/16 and EGD on 06/14/16; both
Parenting Skills 5.07
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Big Brothers Big Sisters Case Study
1601 Words | 7 PagesHaving different Big Brother Big Sister groups for children in difficult environments or with children in the military was something I learned while researching this topic. A huge positive is that after being in the program, most children get along better with their families, and they even have more confidence in the school work. Overall, 89% of youth involved in the Big Brothers Big Sisters program are able to avoid risky behavior after being given a mentor to encourage them ( Grossman, J. B., & Tierney, J. P.,
Case Study: Pamelia Bailey
176 Words | 1 PagesPamelia Bailey has been on a professional and personal mission of nurturing healthy family relationships for 30 years. In her current role as a Liaison in the Boston Public School’s “Office of Engagement”, she provides guidance and coaching on implementing effective student & family practices for 30 schools. In addition to her full-time work with BPS, Ms. Bailey is a Parenting Educator for the “Families First Parenting Programs” located in Cambridge. During her 20 years of service with the organization, she has facilitated hundreds of parent & professional parent/child development workshops throughout the state of Massachusetts.
Comprehensive Gang Intervention
1504 Words | 7 PagesAccording to the federal bureau of investigation crime rates have significantly dropped since 2010. There has been a plethora of efforts to make the current averages plummet, such as G.R.E.A.T., Comprehensive whole child intervention and prevention program, Truancy reduction program, School resource officer program, Scared straight program, etc. The core focus of this paper is to analyze these programs and their results to see whether or not these programs are effective in preventing and suppressing gang involvement. While also pointing out a few implications, and possibly recommendations for future research. Koffman et al.
Adolescents In Foster Care
750 Words | 3 PagesSPARCS incorporates elements of CBT with a focus on mindfulness and problem-solving skills (De Rosa et. al., 2006). The intervention consists an average of 16 weekly group sessions that are about an hour in length. As adolescents increasingly value autonomy and independence during this stage of life, the influence of peer groups intensifies dramatically. Thus, a group intervention such as SPARCS may be especially powerful for this population and allow youths to connect with peers that are often experiencing similar traumas.
Parent Incarceration Research Paper
338 Words | 2 PagesThese programs have shown that there has been an improved perception of the importance of fatherhood, increased parenting skills
Early Intervention
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Foster Home Study
908 Words | 4 PagesIn today’s education world, an essentialist viewpoint is most prominent. This means that student learning should be focused on certain crucial subjects and they should be taught the same way in every classroom in our country. This view has led to the prevalence of standardized testing as a focus of teachers and the Common Core State Standards. Whether or not this is the correct way to teach youth, America agrees that everyone deserves an appropriate education. This is expressed in the Individuals with Disabilities Education Act.
Spsarcs Intervention Model
958 Words | 4 PagesSPARCS does not directly provide services to parents, however if foster families and youths are open to participating, the program model can be implemented with parental involvement as part of multifamily group therapy (CEBC, 2006). In a group, families can learn that they are not alone in their struggles and that alone can be very empowering. However, as foster-care youth children often have adverse or nonexistent relationships with their foster-parents, this may be difficult. Especially since placements can change at anytime. Therefore, it is important to realize the barriers associated with delivering services within the child welfare system.
Explain Why It Is Important To Maintain A Positive Relationship With Children And Adults
615 Words | 3 PagesFirst and foremost to understand others like your peers, teachers and any other adults in authority you need to have a good positive relationship with them and so it is vital that certain principles are followed to maintain a strong and constructive relationship. The teaching assistant has to ensure, even if the classroom is in full swing, she is giving everyone equal attention and that no one is getting left out. I think that as being a teaching assistant it is important that I make every student comfortable and happy whilst their time in the school setting so having a positive interaction is important, meaning that giving the appropriate attention to the student so that the student can meet their needs. So if you have a positive relationship with a child or young person they will notice
Parent Child Interaction Therapy Paper
216 Words | 1 PagesHi Stasea, I enjoyed your thoughtful post. You provided beneficial information about play therapy. An important part of parent-child interaction therapy (PICT) is that the parents and child interact with the counselor coaching the parents from another room (Henderson & Thompson, 2011). Another important technique associated with PCIT is that the counselor gives the parents lessons and role plays with them to provide them with important strategies to use (Henderson & Thompson, 2011). As a parent of a 6-year-old girl that was divorcing, it would be hard to work with the other parent.
Family Intervention
2062 Words | 9 PagesDescribe an early intervention family support service that safeguards the wellbeing of early year’s children and critically examine its evidence base and its planned outcomes for children and families The early intervention Family support service chosen for this exercise is The Healthy Schools Programme which was one of the initial initiatives and which was implemented in five DEIS Band One schools in West Tallaght between 2008 and 2011. Two other similar schools, while not participating in the implementation of the programme, agreed to act as controls in order to facilitate evidence based evaluation. It was part of the Childhood Development Initiative programme (CDI) and linked in very nicely with a circular from the Department of Education
Social Emotional Behavior Analysis
1053 Words | 5 PagesA study by Pears, Fisher and Bronz (2007) evaluates a program for social-emotional readiness in school for foster children. The goals of the study were to test the feasibility of the intervention by determining if the agency, caseworkers, and foster families would agree to participate, and by examining attendance rates, to obtain preliminary results of intervention effects on social competence and self-regulation (Pears, Fisher, Bronz 2007). For the intervention, 24 foster children attended 2-hrs therapeutic playgroups twice weekly for 7 weeks. Two components of social-emotional development were targeted on the study. The first was social competence involving sharing, initiating and maintaining interactions, cooperating, problem solving and recognizing emotions.
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