Program Language: Finnish

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 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.

KiVa Antibullying Program is a bullying prevention program for schools offering basic education. It provides feasible and ready-made tools for teachers to both prevent bullying from happening and intervene in it. The program has three core components: prevention, intervention, and monitoring. Prevention is targeted at the whole school community. Teachers implement the program by delivering a set of student lessons to target grades (1, 4, and 7). Intervention is carried out by a designated KiVa team that is trained to follow the guided procedure to tackle bullying cases. The prevalence of bullying and victimization is monitored via a yearly student and staff survey which is filled in online. The program offers online learning platforms and video resources in addition to printed materials such as parent’s guide or teacher manuals.

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.

DDP is a model of treatment and parenting for children with problems secondary to abuse, neglect, and multiple placements. When a child's early attachment history consists of abuse, neglect, and/or multiple placements, they have failed to experience the dyadic (reciprocal) interaction between a child and parent that is necessary for normal development and they often have a reduced readiness and ability to participate in such experiences. Many children, when placed in a foster or adoptive home that provides appropriate parenting, are able to learn, day-by-day, how to engage in and benefit from the dyadic experiences provided by the new parent. Other children, who have been much more traumatized and compromised in those aspects of their development that require these dyadic experiences, have much greater difficulty responding to their new parents. For these children, specialized parenting and treatment is often required.

Within this model, the foundation of these interventions--both in home and in treatment--must incorporate attitude based on playfulness, acceptance, curiosity, and empathy. It must never involve coercion, threat, intimidation, and the use of power to force submission.

Note: There has been controversy regarding Dyadic Developmental Psychotherapy as an appropriate treatment. Based on the available literature, there is no evidence of harm from the use of DDP as described by the developers. For more information on this issue, please refer to the Attachment Interventions definition and to the following references:

Becker-Weidman, A., & Hughes, D. (2008) Dyadic Developmental Psychotherapy: An evidence-based treatment for children with complex trauma and disorders of attachment. Child & Family Social Work, 13, 329-337.

Becker-Weidman, A. (2011-2012). Dyadic Developmental Psychotherapy: Effective treatment for complex trauma and disorders of attachment. Illinois Child Welfare, 6(1), 119-129.

Becker-Weidman, A., & Hughes, D. (2010). Dyadic Developmental Psychotherapy: An effective and evidence-based treatment comments in response to Mercer and Pignotti. Child & Family Social Work, 15(1), 6-11.

Chaffin, M., Hanson, R., & Saunders, B. E. (2006). Reply to letters. Child Maltreatment, 11(4), 381-386.

Mercer, J., Pennington, R. S., Pignotti, M., & Rosa, L. (2010). Dyadic Developmental Psychotherapy is not "evidence-based": Comments in response to Becker-Weidman and Hughes. Child & Family Social Work, 15(1), 1-5.

Pignotti, M., & Mercer, J. (2007). Holding therapy and dyadic developmental psychotherapy are not supported and acceptable social work interventions: A systematic research synthesis revisited. Research on Social Work Practice, 17(4), 513-519.

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.

CPT was originally developed for use with rape and crime victims, but it is used with a variety of trauma populations, including both military and civilian samples. CPT focuses on identifying and challenging maladaptive beliefs that develop about, and as a result of, the traumatic event. The therapist helps the client to identify problem areas (i.e., stuck points) in their thinking about the traumatic event, which have impeded their recovery. Therapists then use Socratic dialogue, a form of questioning that encourages clients to examine and evaluate their own beliefs rather than being told in a directive way, to help clients challenge their stuck points. Throughout the treatment, worksheets and Socratic dialogue are used to help clients replace maladaptive beliefs with more balanced alternative statements. CPT can be delivered individually or in a group format.

Note: When CPT was originally developed and for many years after that, it included a trauma narrative as part of the intervention. Since 2011, a number of research studies using CPT without the trauma narrative (known as CPT-C) have been published. In 2017, the developer of CPT made the decision to no longer include the trauma narrative as part its intervention as the primary therapy format (the exceptions are if the clients want to write an account or if they are highly dissociative to piece together the event). Research is being conducted on both versions of the therapy but there is more on CPT than CPT+A (with accounts).

CPC-CBT: Empowering Families Who Are at Risk for Physical Abuse is a short-term (16-20 sessions), strength-based therapy program for children ages 3-17 and their parents (or caregivers) in families where parents engage in a continuum of coercive parenting strategies. These families can include those who have been substantiated for physical abuse, those who have had multiple unsubstantiated referrals, and those who fear they may lose control with their child. Children may present with PTSD symptoms, depression, externalizing behaviors and a host of difficulties that are targeted within CPC-CBT. The program is grounded in cognitive behavioral theory and incorporates elements (e.g., trauma narrative and processing, positive reinforcement, timeout, behavioral contracting) from CBT models for families who have experienced sexual abuse, physical abuse, and/or domestic violence, as well as elements from motivational, family systems, trauma, and developmental theories. CPC-CBT helps the child heal from the trauma of the physical abuse, empowers and motivates parents to modulate their emotions and use effective non-coercive parenting strategies, and strengthens parent-child relationships while helping families stop the cycle of violence.

Cool Kids Anxiety Program - Low-Intensity Format is a version of Cool Kids Anxiety Program, a program that teaches children and their parents how to better manage the child's anxiety. The program aims to teach clear and practical skills to both the child and parents. The program is supported by manuals. The low-intensity format is designed to be conducted without any face-to-face contact between client and therapist. For younger children, parents act as the "therapist" and receive detailed instructions to help their child.

Another version of Cool Kids Anxiety Program is rated on the CEBC as well: Cool Kids Anxiety Program - Therapist-Led Delivery.

Cool Kids Anxiety Program - Therapist-Led Delivery is a program that teaches children and their parents how to better manage the child's anxiety. It can be run either individually or in groups and involves the participation of both children and their parents. The program aims to teach clear and practical skills to both the child and parents. The program is aimed at young people 7-17 years, is fully supported by manuals, and has slightly different versions for children and teenagers. Variations of the program also exist for children with comorbid autism, adolescents with comorbid depression, and for delivery in school settings.