Program Language: Danish

The Incredible Years® Preschool Basic Parent Training Program (Treatment) is a group-based parent curriculum based on video modeling designed to strengthen parent-child interactions and attachment; reduce harsh discipline; foster parents' ability to promote children's social, emotional, and language development; and reduce externalizing and internalizing behaviors. Parents learn how to build school readiness skills and are encouraged to partner with teachers and day care professionals so they can promote children's emotional self-regulation and social skills. Lastly, the program focuses on increasing parents' self-regulation skills and social support.

The Incredible Years® Classroom Dinosaur Child Program (Prevention) is used by teachers as a prevention program for an entire classroom of students. The curriculum is delivered 2-3 times a week by teachers in the classroom in 20- to 30-minute circle time lessons, followed by small group practice activities and promotion of skills throughout the school day. Program topics include doing your best in school, understanding feelings, problem-solving, anger management, friendship skills, and how to talk with friends. The program includes letters for teachers to send home with suggested activities parents can do with their children to reinforce the classroom learning and promote parent involvement in classroom learning. The program includes lesson plans for 3 levels so that teachers can choose lessons based on children’s developmental age (Level 1: ages 3-5: Level 2: ages 5-6: Level 3: ages 7-8).

The Incredible Years Teacher Classroom Management Program is a group prevention intervention/training delivered to teachers (which can include teacher aides, school psychologists, and school counselors) of children ages 3-8 years). Group leaders work with teachers in a collaborative and interactive way to strengthen teachers’ classroom management strategies, promote children’s prosocial behavior, school readiness, and reduce children’s classroom aggression and noncooperation with peers and teachers. The program also helps teachers work with parents to support their school involvement and promote consistency between home and school. The program can be delivered as a preventive intervention to all teachers or teachers can participate in the program to address the behaviors or a specific target child with disruptive or oppositional behaviors.

Creating Change is a past-focused model for trauma and addiction for a very broad range of clients. It can be conducted in individual or group format by any provider. The program is designed to be highly accessible, flexible, and engaging from a public health standpoint. Each treatment topic helps clients face their past by addressing a theme, for example:

• Honor Your Survival
• Break the Silence
• Emotions and Healing
• Relationship Patterns
• Influences: Family, Community, Culture
• Power Dynamics
• Why Addiction?
• Darkness and Light
• Listen to Your Body
• What You Want People to Understand
• Deepen Your Story

Creating Change has the same format and compassionate tone as Seeking Safety (a present-focused model for trauma and/or addiction) and can be used with that model if desired.

Selected Seminars Triple P is one of the interventions within the Triple P – Positive Parenting Program® System (System Triple P) which is designed to help parents learn strategies to promote social competence and self-regulation in children as well as decrease problem behavior. It involves a series of positive parenting presentations designed to reach a large group of parents (20 to 200). The seminars address common parenting problems and provide parents with suggestions to try at home. Parents are taught how to use positive parenting to encourage children to learn the skills and competencies they need to promote their health, development, and well-being. There are three seminar topics, with each taking around 60 minutes to present, plus 30 minutes for question time. In Seminar 1 – The Power of Positive Parenting – practitioners introduce parents to five key principles of positive parenting. In Seminar 2 – Raising Confident, Competent Children – parents are introduced to six core building blocks that are designed to help children to become confident and successful at school and beyond. Seminar 3 – Raising Resilient Children – introduces six additional core building blocks for parents to use when helping their children to manage their feelings and coping skills. Other Triple P interventions have been rated on the CEBC. Triple P – Positive Parenting Program® – Level 4 (Level 4 Triple P) has been rated a 1 – Well-Supported by Research Evidence CEBC on the CEBC Scientific Rating Scale. Triple P – Positive Parenting Program® – Level 3 Discussion Group, has been rated a 2 – Supported by Research Evidence on the same scale. Triple P – Positive Parenting Program® – Level 3 Primary Care (Level 3 Triple P Primary) has also been rated.

CPS is a treatment model that is designed to help parents/caregivers and children learn to collaboratively and proactively solve the problems that contribute to the children’s challenging behaviors, with the goal of improving family communication, cohesion, and relationships. It is made up of four modules that teach parents: (a) to identify lagging skills and unsolved problems that contribute to oppositional episodes; (b) to prioritize which unsolved problems to focus on first; (c) about the Plans framework—the three potential responses to solving problems: Plan A (solving a problem unilaterally, by imposing the adult will), Plan B (solving a problem collaboratively and proactively), and Plan C (setting aside the problem for now); and (d) how to implement Plan B with their child by gathering information from the child to get a clear understanding of their concern or perspective, defining the adult concern on the same unsolved problem, and finally having the child and adult brainstorm solutions to arrive at a plan of action that is both realistic and mutually satisfactory. The clinician actively guides the initial problem-solving process, however, the goal of treatment is to help the child and parents become independent in solving problems together. In general, parent(s) and child are in attendance at all of the sessions, although there are times when a clinician may feel that it would be beneficial to discuss certain issues with the child or parent(s) individually.

GenerationPMTO was formerly known as Parent Management Training - the Oregon Model (PMTO®). Parenting Through Change (PTC; GenerationPMTO Group) is a group parenting intervention that addresses child and adolescent behavior problems, including oppositional defiant and conduct problems and associated challenges such as attention-deficit hyperactivity disorder (ADHD) symptoms, delinquency, substance use, depression, academic problems, and deviant peer association. Weekly parent group sessions introduce a set of core parenting practices (e.g., skill encouragement, limit setting, monitoring, problem solving, and positive involvement) and supporting practices (e.g., active communication, emotion regulation, and academic promotion). Group facilitators use active teaching skills (e.g., role play, problem solving, and relevant experiential activities) to introduce and practice skills. Parent groups, which are designed for prevention and clinically referred samples, are available in 10, 12, and 14 session formats. The individual family session version of this intervention, GenerationPMTO (Individual Delivery Format), is also rated on the CEBC.

SE® is a body-oriented approach to the treatment of trauma and other stress disorders. The SE® approach releases traumatic shock, which is key to transforming posttraumatic stress disorder (PTSD) and the wounds of emotional and early developmental attachment trauma.

SE® supports regulation of the autonomic nervous system, which underlies every aspect of a person's physical, emotional, and psychological functioning. The applications of SE® are diverse. For example, by working directly with a client's physiology, SE® is designed to enhance the depth, effectiveness, and outcome of psychotherapeutic interventions focused on relational, developmental, and psychodynamic issues.

The SE® approach offers a framework to assess and support nervous system resilience and shift from fight, flight, or freeze states to a more flexible response. SE® provides skills and tools appropriate to a variety of health professionals such as mental health clinicians, medical providers, physical and occupational therapists, nurses, bodyworkers, addiction treatment professionals, first responders, teachers/educators, and others.

The COSP program is a manualized, video-based program divided into eight chapters during which trained facilitators reflect with caregivers about how to promote secure attachment. The program is designed to be delivered in groups but can also be delivered to individual caregivers or couples. The facilitator pauses the video at designated moments and asks reflective questions from the manual to participants. Key concepts are presented with visuals compiled into a caregiver workbook; together the videos, the handouts/workbook, and the facilitator’s presence and curiosity assist caregivers to explore their strengths and struggles in meeting their children’s attachment needs.

ACT is a contextually focused form of cognitive behavioral psychotherapy that uses mindfulness and behavioral activation to increase a client’s psychological flexibility—their ability to engage in values-based, positive behaviors while experiencing difficult thoughts, emotions, or sensations. ACT establishes this through six core processes: Acceptance of private experiences; cognitive defusion (i.e., alter the undesirable functions of thoughts and other private events); being present, a perspective-taking sense of self; identification of values; and commitment to action. The first four processes define the ACT approach to mindfulness, and the last two define the ACT approach to behavioral activation.

ACT is delivered to clients in one-on-one sessions, in small groups or larger workshops, or in books or other media, through the presentation of information, dialogue, and the use of metaphors, visualization exercises, and behavioral homework. The number, frequency, and length of the sessions and overall duration of the intervention can vary depending on the needs of the client or treatment provider.