Life Space Crisis Intervention - A Family Supporting Intervention - By Ellen Lauwagie Promotor:...

Life Space Crisis Intervention - A Family Supporting Intervention -

By Ellen Lauwagie

Promotor: Prof. Dr. Eric Broekaert Academic Year: 2005 - 2006

Supervisor: Ph. D Franky D’Oosterlinck

"LSCI - A Family Supporting Intervention"

2

Thanks to …

All the children and parents for their collaboration and enthusiasm

Frank Fecser, Ph. D, Chief Executive Officer of the Positive Education Pogram, co-founder of the Life Space Crisis Intervention Institute and co-author « Life Space Crisis Intervention »

Franky D’ Oosterlinck, Ph. D, Chairman ’Efect’, Director of « Observation and Orientation Centre De Nieuwe Vaart » and Senior Trainer LSCI

Kristel Naessens, Family counselor

Laure Lepoudre, Student Educational Sciences

Lot Claes, Child counselor

Mark Freado, Director Re-EDucation Training and Consultation with the Pressley Ridge Institute; Executive Director of the American Re-EDucation Association (AREA); Vice President/CFO, Reclaiming Youth International and Senior Trainer LSCI

Paul Hamers, Director of Methods Development at « Wagenschot » and assistent at the University of Ghent

My family for their neverending support


3

Theoretical framework

THE AETIOLOGICAL QUESTION

« Can we attribute antisocial behaviour to child features or to insufficient parenting skills?”

Focus on child features

Focus on parent features

Focus on the parent – child interaction

Focus on the transaction processes


4


• temperament

• activation and inhibition system

• attention span

• neurotransmitters

• verbal deficits

• executive functions

• information processing systems


5


Social information processing model (Crick, 1994)

“Kids will choose good - will try to realise their potential if given the opportunity and shown the way… most behaviour is learned, including aberrant behaviour, and you could simply re-learn it (Mendelson, 1999)”.

Family support is only considered as supplementary to the primary treatment : individual child psychotherapy (Fauber et already., 1991).


6

Focus on parenting skills

• ’60 – ’70: The Family Therapy Movement questions the absolute effectiveness of child therapy

• Investigation of the (unicausal) influence of parenting skills on inadequate child behaviors

• Development of Family Therapy Services


7

Focus on parent child interaction

• Child behaviour is no longer reduced to the predisposition of the child OR the parenting skills.

• Behaviour problems arise as a result of the reciprocal relation between parent and child (Van Leeuwen et already., 2004).

• Patterson (1982) describes rigid negative interactions between children and their parents. (Social interactional model)

• “Behavioral problems cause or reinforce rejection of parents, the reinforcements decreases or disappears, parents become less involved which results in inconsistent ad inconsequent parenting behaviour” (De Mey, 2000)


8

Focus on the transactional processes

The transactional-person-proces model (Belsky, 1984) includes multiple variables. The components constitute the family system and represent the micro level, which correlates with the meso and macro level (Bronfenbrenner)

Children behaviour is the result of a complex network of interacting variables (Merlevede, 2004; Van Leeuwen, 2004 )

Subsequently we can focus on different elements in order to create a change. Naturally some components (e.g. situational elements) are out of our control. We focus upon the parent child interaction by amplifying the parenting skills (Cfr. The Transactional model).


9

T1T2

CHILD T3Ideas, expectations, behavior, skills, personality features, life events

T1T2

PARENT/ CHILD T3CHILD/ PARENT

Quality of interation and relation

T1T2

PARENTS T3Ideas, expectations, behavior, skills, personality features, life events

T1T2

PARTNERS T3

Quality of interaction and relation


10

Since …

Parents function as a rolemodel and mediator, thereby can cause positive therapeutic changes Parents are the primary agents in the upbringing of youngsters, accordingly constitute the target

group of many interventions (literature study indicate a high prevalence of parent trainings (approximitaly 1926)). Each focussing on different target behaviours, such as obesitas, drug abuse, autism, ADHD, sleeping disorders, behavioral and emotional disorders)

Parents of conduct-problem children can produce clinically significant changes in their own and their children’s behavior when they receive appropriate training in the application of behavior change procedures (Sanders, 1996)

Parent trainings demonstrate positive side effects such as: parents feel more competent, experience more positive attitude towards their children, reduction of parental stress, depressive feelings and partner conflicts (Reyno & McGrath, 2006; Sanders, 1996)

Effectiveness of LSCI at a family level

« BE THE CHANGE YOU WANT TO SEE IN THE WORLD » - MAHATMA GANDHI -


11

The negative and rigid processes, between parents en kids with behavioral problems, elicit conflicts which in turn reinforce negative parent child processes, therefore creating a permanent conflictuous climate (Voets, 1997).

The gravity and frequency of conflicts reinforce the intensity of behavioral problems (Benzies et al., 2004)

We limit the research to methods of conflict management, as used by family members

BE THE CHANGE YOU WANT TO SEE IN THE WORLD- MAHATMA GHANDI -

Since …


12

Design program• Organising committee:

• Franky D’Oosterlinck

• Lot Claes

• Kristel Naessens

• Laure Lepoudre

• Ellen Lauwagie

• Participating institution: Observation and orientation centre « De Nieuwe Vaart ».

• Actors:

Parents Children Child care workers Family care workers Teachers Parent trainer en co-trainers


13

Time table

1. Initiation phase (2 months)

• Specify typical parent child interactions during conflictuous moments

• Actors define common goals, concerning methods of conflict management

2. Implementation phase (2 months)

• Parent training:

i. Basic training (2 days)

ii. Practice (2 months) & supplementary supporting family interventions based upon individualised support needs

iii. Summarisation, repitition (1 day)

• Child counseling intensified

i. Detect individual needs of children in order to provide and adjust child support

ii. Life Space Crisis Intervention

3. Follow up phase (3 months)

• Actors define support needs, thereby developping appealing individualised family interventions


14

Design programProgram components

• Parent Training (main focus)

• Concepts illustration (unconsiousness versus consiousness, conflict cycle, six stages, clinical skills, irrational beliefs, counter agression)

• Practice (case study and role playing)

• Child counseling

• Family counseling

• Consultations

Trainer

• Guards the process

• Provides a secure and challenging learning environment

• Observes

• Provides feedback

• Teaches

• Inspires


15


16


17


18


19


20


21

1. Reduction of parental stress

• Parental stress is marked as the determining factor in the development of antisocial behavior (Maughan, 2005 & Merlevede, 2005)

• Each interaction could arouse (parental) stress, thereby setting a conflict cycle in motion (Long, Wood & Fecser, 2003).

• Parental stress as a result and source of unappropriate behaviours

By training parenting skills, parents feel more competent and secure

about handling crisisses, which in turn reduces parental stress.

Intervention goals


22

2. Amelioration of parent child interaction

• Through interactions family members develop ideas or peceptions about the parent child interaction (Madon, 2004)

• Perceptions enclose expectations about future interactions (Gerris, 1999; Madon, 2004).

• As such, perceptions and expectations have the potential to actively shape one’s behavior during an interaction such that it can alter the interaction itself (Madon et al., 2004, p. 460) (Self fulfilling prophecy)

• The parent child interaction between parents and children with behavioral disorders are mostly rigid and negative (Fauber et al., 1991; Hollenstein, et al., 2004 ). Moreover, rigid parent child interactions reinforce the intensity and frequency of behavioral problems (Hollenstein et al., 2004; Merlevede et al., 2004; Patterson, 1982).

Through family supporting interventions we alter negative interactions into positive parent child interactions, thereby decreasing behavioral problems

Intervention goals


23

Intervention goals3. Reduction of behavioral problems• Developmental theory

• Developmental tasks and responsabilities result in constructive skills

• Interfered by risk factors (within the environment, the child and family), developmental, acute and situational stress

• Children with behavioral and emotional disorders experience more difficulties, lack the skills and appeal for defensive strategies

By improving the self regulating behaviour of youngsters, youngster experience more self compentent, which in turn reduces stress

By training parents in conflict management, parents feel more secure, experience less stress, thereby decreasing triggers which could arouse acting out behaviour


24

Evaluation study: Parental stress

05

101520253035404550 Before

treatment

Aftertreatment


25

Evaluation study: Parental stress

0

10

20

30

40

50

60 Beforetreatment

Aftertreatment


26

Evaluation study: CBCL

01020304050607080 Before

treatmentAftertreatment


27

Evaluation study: CBCL

60

62

64

66

68

70

72

74

Internalising Externalising Total problemscore

Beforetreatment

Aftertreatment


28

Parent child interaction

0

10

20

30

40

50

60

70

80

Conflict management Acceptation Total score

Before treatment

After treatment


29

Satisfaction Questionnaire Developped by the organising committee

Investigates the

• Clearness

• Usefullness

• Frequence of use

• Percieved change

• Supporting needs

For the subscales:

• Conflictcycle

• Six stages

• Listening skills

• Speaking skills

• Self regulations skills

• Knowledge about behavioral problems

• Own experiences


30

Conclusion

• The parental stress (measured by the PSI, Abidin, dutch version) decreased significant.

• Test results indicate a more positive child interaction relationship, although no sifnificant results were found.

• Parents report a slight reduction (not significant) of the problem behaviour. Surprisingly, parents indicate more agressive behaviour. Due to the testing, parents could become more aware of the problem behaviour, whereas before the testing parents became used to the problem behaviour.

• Parents rated the parent training as usefull and clear. They experienced difficulties in the transfer of the knowledge and skills.


31

Recommendations Parents Parents ask for extra support in order to transfer the knowledge and

skills Parents would like to expand the training Parents would like to be trained in self regulation Parents would like to extend further contacts with other parentsTrainer & co-trainers Spend less time on the concept illustration, spend more time on

practice Train parents in positive parenting skills (basic training) Train parents in self regulation Devote more time on the six stages, in particular the Drain Off stage Create a warm, reliable environment (role play) Expand the contact with other parents (parent group)


32

Recommendations for future projects Research for the surplus value of added interventions Research for interactions effects between variables Evaluate the conflict management techniques Research about the family environment Expanding research by including kids, family care and child care

workers in the evaluation process Research about the generalization : residential care, different target

groups Follow up study Research about the needs of further support


33

If you have any questions, please do ask!

Life Space Crisis Intervention - A Family Supporting Intervention - By Ellen Lauwagie Promotor:...

Documents

Transcript of Life Space Crisis Intervention - A Family Supporting Intervention - By Ellen Lauwagie Promotor:...