Program Language: Swedish

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.

Good Behavior Game®/PAX Good Behavior Game® (PAX GBG) are one and the same. Scientifically, it is the Good Behavior Game®, and commercially and in educational settings it is preferred by Johns Hopkins University staff and users to use the softer, “relational frame” name for use with children, families, and staffs as the PAX Good Behavior Game or “PAX,” which means Peace, Productivity, Health, and Happiness.

The PAX Good Behavior Game (PAX GBG) is a universal classroom-based preventive intervention that is designed to create a nurturing environment for all children. The intervention aims to increase on-task behavior, focused attention, and self-regulation in students while decreasing disruptive, withdrawn, and violent behavior. Unlike a curriculum, the intervention is designed to integrate seamlessly into classroom instruction by providing the teacher or after-school professional with ten research-based behavioral health strategies for use in concert with daily instruction.

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.

Triple P - Positive Parenting Program® - Level 3 Primary Care (Level 3 Triple P Primary Care) 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. Level 3 Triple P Primary Care is typically delivered as 1-4 brief, individual sessions with parents. Parents set personal goals, develop their own parenting plans, and learn to use positive parenting strategies to encourage children to learn the skills and competencies they need. Level 3 Triple P Primary Care is designed as brief, early intervention strategies to be offered by those in a community in regular contact with families of children and may include such settings as health care clinics, schools or early childhood education programs, childcare facilities, community libraries, and/or by other providers in various family-serving community agencies. One of the other Level 3 Triple P interventions, Triple P - Positive Parenting Program® - Level 3 Discussion Group, has been rated a 2 – Supported by Research Evidence on the CEBC Scientific Rating Scale and Triple P - Positive Parenting Program® - Level 4 (Level 4 Triple P) has been rated a 1 – Well-Supported by Research Evidence on the same scale.

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.

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.

Connect: A Trauma-Informed and Attachment-Based Program for Parents and Caregivers is a structured 10-session manualized program delivered in a group format to parents and caregivers of preteens and teens with serious behavioural and internalizing problems. Connect aims to promote parental reflective function, emotion regulation, sensitive care, and parent-child mutuality and cooperation. Sessions introduce attachment principles that specifically focus on adolescence and parenting and include experiential and emotion-focused role-plays and reflection activities. The program integrates a trauma-informed, strength-based, and collaborative approach to promoting the development of new parenting skills and parent-child attachment security. Connect is designed to be delivered by a range of health and education professionals in hospitals, mental health centers, community agencies, and schools. Connect is available in five languages and via virtual program delivery.

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.

Solution-Focused Brief Therapy (SFBT) is a therapy model that asserts the importance of building on the resources and motivation of clients because they know their problems best and are capable of generating solutions to solve their own problems. Central to SFBT is client strengths and resiliencies, client's prior ability to develop solutions, and exceptions to problems. Discussion of exceptions and movement towards future adaptive behaviors allows the clinician and client to focus on solutions to the client's problem, rather than dwelling on the problem itself. The emphasis of SFBT is on the process of developing an image of a realistic solution rather than dwelling on the past manifestation of the problem, with the focus being on identifying past successes and exceptions to the problem in an effort to accomplish set goals.

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.