Program Language: Norwegian

Attachment and Biobehavioral Catch-up – Early Childhood (ABC-EC), developed for children ages 2 through 4, targets several key issues that have been identified as problematic among children who have experienced adversity and/or demonstrate socioemotional or behavioral concerns. These young children often behave in ways that push caregivers away. The first intervention component is designed to help caregivers reinterpret children’s behavioral signals so that they provide nurturance even when it is not elicited. Nurturance does not come naturally to many caregivers, but children who have experienced adversity especially need nurturing care. Thus, the intervention aims to help caregivers provide nurturing care even if it does not come naturally. Second, many children who have experienced adversity are dysregulated behaviorally and biologically. The second intervention component is designed to help caregivers provide a responsive, predictable, warm environment that enhances young children’s behavioral and regulatory capabilities. The intervention aims to help caregivers follow their children’s lead with delight. The third intervention component is designed to help caregivers implement calming strategies and be present psychologically and physically when their child is dysregulated.

Attachment and Biobehavioral Catch-up – Infant (ABC-I) is rated separately on this website.

TF-CBT for Youth who have Experienced Trafficking and Commercial Sexual Exploitation (TF-CBT for T/CSE) is an advanced training for the use of Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT) with youth who have experienced trafficking and/or commercial sexual exploitation and may have also experienced other traumas. This training outlines T/CSE-specific applications of TF-CBT PRACTICE components:

• T/CSE-specific psychoeducation
• Processing T/CSE-specific maladaptive cognitions in trauma narration
• T/CSE-related safety concerns including risk of leaving placement [“running away”] and T/CSE revictimization
• Strategies for addressing common T/CSE clinical challenges such as engagement and retention difficulties and significant emotional and behavioral dysregulation.

There is an emphasis on personal safety and supporting caregiver-youth relationships which are often particular concerns with T/CSE clients. TF-CBT for T/CSE can be used in an array of settings including clinics, homes, residential facilities, and in-patient units. This includes utilization with youth with absent or unavailable caregivers, those in foster care placements, and group homes, consistent with the many settings and circumstances in which youth who experience T/CSE are served.

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.

MST-BSF is an ecologically based treatment model for families involved with child welfare services due to physical abuse and/or neglect plus parental substance misuse. MST-BSF is designed to provide all families with intensive safety planning, Reinforcement-Based Treatment for adult substance misuse, a relapse prevention group, and clarification of the abuse or neglect. On an individualized, as-needed basis, children and adults receive treatment for clinical challenges such as posttraumatic stress disorder (PTSD), parenting, and family communication. To assure model fidelity, an array of quality assurance procedures is integrated into the model. The model is operated through a team consisting of a supervisor, a family resource specialist who focuses on basic needs, and three therapists that carry a caseload maximum of 4 families. Services are provided a minimum of 3 times per week plus there are on-call services for crises available 24 hours a day and 7 days a week. A psychiatrist is available 10-20% time. A close working relationship with child welfare services is important.

Anxiety and depression are common and co-occur at high rates. EMOTION: “Coping Kids” Managing Anxiety and Depression is a transdiagnostic intervention designed to reduce the likelihood of the development of an anxiety and/or depressive disorder. EMOTION integrates the core components of research-supported treatments for children with anxiety/depression and targets common underlying processes and building skills that are typically helpful for addressing both anxiety and depression. The aim of the program and the homework is to emphasize how completing homework assignments helps children to practice and master new skills. The first half of the program aims to build skills, and the second half of the program involves activities such as behavioral activation and exposure. Meetings for parents are also part of the program.

The Body Project is delivered to groups of 6-10 participants in 4 1-hour sessions by 1 or 2 facilitators. Participants complete a series of verbal, behavioral, and written activities in which they collectively explore the negative effects of pursuing the unrealistic appearance ideal espoused for women in U.S. culture. These activities are designed to reduce pursuit of the beauty ideal, which in turn aims to reduce body dissatisfaction, unhealthy dieting, negative affect, eating disorder symptoms, risk for future onset of eating disorders, and the harmful effects of social media use.

ABFT is an attachment-based, trauma-informed, emotion-focused intervention for youth with suicide, depression anxiety, and/or trauma. Treatment strengthens secure parent-child relationships which can reduce family conflict and buffer against stress. The model is structured yet flexible, requiring therapists to be focused as well as emotionally attuned. Treatment is constructed around five tasks:

• The Relational Reframe task helps families focus on relationship repair as the initial goal of therapy.
• The Adolescent Alliance task helps link current distress to attachment ruptures and prepares the adolescent to talk about this with caregivers.
• The Parent Alliance task focuses on reducing caregiver distress, increasing empathy, and improving parenting skills.
• The Attachment Task brings the family members back together to discuss these attachment ruptures. This helps families resolve problems and practice new interpersonal and affect regulation skills.
• As trust reemerges, therapy focuses on Promoting Autonomy task, wherein caregivers help promote adolescent autonomy and competency outside the home.

ABFT is generally delivered in weekly sessions for 12-16 weeks.

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.