PMTO Eddy Rains 12-3-2010
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

PMTO Eddy Rains 12-3-2010

on

  • 464 views

Powerpoint presentation from Mark Eddy and Laura Rains. Presented at the 2010 Research to Practice Conference

Powerpoint presentation from Mark Eddy and Laura Rains. Presented at the 2010 Research to Practice Conference

Statistics

Views

Total Views
464
Views on SlideShare
464
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

PMTO Eddy Rains 12-3-2010 Presentation Transcript

  • 1. Parent Management Training – Oregon Model (PMTO™)
    An Evidence-Based Practice Developed in Our Community
    Mark EddyLaura Rains
    Presented at ORI’s 8th Annual Research to Practice Conference, Supporting Families Through Evidence-Based Approaches: Meeting Diverse Levels of Need, Eugene, OR (December 3, 2010).
  • 2. Focus For Today
    1. How This All Came About
    2. Implementation History
    3. Active Teaching
    4. Summary
    5. Conversation
  • 3. Eugene-Springfield Non-ProfitsOregon Social Learning CenterImplementation Sciences International, Inc.
  • 4.
  • 5. A Typical Case
    8 year old
    Having trouble at home
    Having trouble at school
    Parent feels has tried everything
    Don’t know what to do
  • 6. Eugene-Springfield, 1950s
    Child Guidance Clinic
    Child Study Center
    Play therapy
    Child focused
    Wasn’t working for typical case
    Needed new model
  • 7.
  • 8. Jerry Patterson, 1960s
    When things aren’t working, go back to the drawing board
    Basic research
    Conclusion that problem not just inside the child, but that what is going on around the child matters
    What parents, teachers, and other adults do can change what a child does
  • 9.
  • 10.
  • 11.
  • 12.
  • 13. Developing an Evidence-Base
    1950s: Basic laboratory research
    1960s: Outpatient clinical research
    1970s: Longitudinal studies
    1980s: Juvenile justice, child welfare, and mental health systems
    1990s: School system, community-based non-profits:
    2000s: Criminal justice system; early childhood intervention; communities, states, countries
  • 14. Child Outcomes
    Treatment /Control
    Parenting Practices
    CHILD OUTCOMES
    Arrest Rates / Severity of Crime
    Substance Use
    SAMPLES
    Noncompliance
    Divorced Mothers (PTC)
    Delinquent Behaviors
    Step-families (MAPS)
    Academic Function
    POSITIVE PARENTING PRACTICES
    School in High Crime Neighborhoods (LIFT)
    Out of Home Placement
    Skills Encouragement
    Deviant Peer Associations
    Maltreated Children
    Positive Involvement
    Adjudicated Youth
    Effective Discipline
    Depression
    Treatment Foster Care: Delinquents - Boys
    Problem-solving
    PARENT OUTCOMES
    Monitoring / Supervision
    Depression
    Treatment Foster Care: Delinquents - Girls
    NEGATIVE PARENTING PRACTICES
    Standard of living
    Negative Reciprocity
    Foster Care: Mentally Ill (Hospitalized)
    Arrest rates
    Escalation
    Marital adjustment
    Early Intervention Treatment Care (2-4)
    Negative Reinforcement
    Marital satisfaction
    Forgatch & Patterson, 2010
  • 15. Forgatch & Knutson, 2002
  • 16. Lifecourse Perspective
  • 17. Parent Management Training
    Empowering parents with core strategies:
    Skill Encouragement
    Limit Setting
    Monitoring/supervision
    Family Problem Solving
    Positive Involvement
    Considered one of two “well established” treatments for conduct disorder (American Psychological Association)
  • 18. Family-Based Programs on 3 or More Federal Best Practice Lists
  • 19. Primary Target: Parent Behavior
    Spending positive, quality time with children
    Encouraging participation in normative behaviors/activities, teaching in small steps
    Providing consistent, mild, small, nonviolent consequences for problem behaviors
    Monitoring of daily activities in and outside home, supervising who, what, where, when
    Goal setting, interpersonal planning, negotiating, trying out agreements
    Separating child from delinquent peers, encouraging relationships with prosocial peers
  • 20. Key Intervention Targets
    The presence and behavior of adults in parental roles
    The presence and behavior of peers
  • 21. Social Interaction Learning Model
    Forgatch & Patterson, 2010
  • 22.
  • 23.
  • 24.
  • 25.
  • 26. 23,020
    Norway
    912
    29
    Forgatch, 2010
  • 27. Iceland
    680
    290
    2
    Forgatch, 2010
  • 28. The Netherlands
    1081
    63
    26
    Forgatch, 2010
  • 29. Michigan
    1056
    157
    24
    Forgatch, 2010
  • 30. Denmark
    48
    24
    4
    Forgatch, 2010
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.
  • 38. Role Play as a PMTO Teaching Tool
    Teaching is active!
    Learning is kinesthetic
    Engages family in the change process
    Decreases time spent in “talk”
    Parents practice skill before using at home with children
  • 39. Active Teaching: The 3-D Approach
    Demonstrate: Model appropriate and sufficient information. Engage family quickly and effectively with RP. Be theatrical.
    Differentiate: Help parents specify characteristics that differentiate effective and less effective action.
    Debrief: Punctuate and frame effective actions. Guide parents to recognize and reinforce their own and each other’s successes.
  • 40. PMTO Role Play: 3-Step Dance
    RP Setup
    Models/demonstrates
    Draws family in quickly and effectively
    Provides direction (who is to do exactly what)
    RP Practice
    Guides (exactly how)
    Uses theatrical strategies
    Breaks role play into small steps
    RP Debrief
    Punctuates, reinforces, supports, encourages
    Weaves in instructional material
    Differentiates effective and less effective action
  • 41. Spotlight: Wrong Way / Right Way RP
    Wrong way demonstration normalizes the parenting experience, increases session comfort and introduces humor into the situation
    Dramatic wrong way RP ushers in surprise and insight
    Wrong way/right way RPs are used to compare and contrast
    Emphasis is spent on practicing the right way
  • 42. Let’s
    try
    it
    out!
  • 43. Let’s try it out!Role Play #1: Practice as parent
    Practice 2 wrong way, 2 right way directions
    Roles: Parent, Child
    “Put your shoes in the closet now, please.”
    “Use an inside voice now, please.”
    “Put your toys away in the toy box now, please.”
    (Name), do (________) now, please.”
  • 44. Let’s try it out!Role Play #2: Practice as therapist
    Practice demonstrating “wrong way/right way” directions and debriefing role plays
    Roles: Therapist, Parent
    Model wrong way directions
    Debrief
    Engage parent in building better direction
    Model right way direction
    Debrief
  • 45. PMTO at a Glance
    Core belief: Parents are their children’s best teachers
    Strength-based: Strengthening skills via coaching
    Implementation strategy: Teach therapists to teach parents to teach children
    Teaching: Engaging, active, fun!
    Based on 40 years of research and practice*
    * Forgatch, M.S., & Patterson, G.R. (2010)
  • 46. Shine the light on what you want to grow!
  • 47. Sigmarsdóttir, Rains, Knutson, & Forgatch, 2009
  • 48. Fidelity of Implementation Rating System (FIMP)
    • Rating system that evaluates competent adherence to PMTO.
    • 49. Based on direct observation of therapy.
    • 50. Video recordings uploaded to portal.
    • 51. Used to certify PMTO therapists, coaches, group leaders
    Knutson, Forgatch, Rains, & Sigmarsdóttir, 2009
  • 52. Fidelity of Implementation Rating System (FIMP):
    The manual for PMTO™
    (Revised: Knutson, Forgatch, Rains, & Sigmarsdóttir, 2009)
    9-Point Likert Scale Good work = 7-9; Acceptable = 4-6; Needs Work = 1-3  
    Knowledge: Proficiency in understanding theoretical model, core and supporting principles and practices, details and proceduresStructure: Session management, leads without dominating, responsive, sensitive pacing/timing Teaching: Promotes mastery, elicits goal behavior, teaching is active (e.g., role play) and engagingProcess: Proficient clinical & strategic skills, safe learning context Overall: Promotes growth, satisfaction, likely return, adjusts for context, difficulty  Sessions scored: Encouragement and Limit Setting (intro & troubleshooting)
  • 53. Uses of FIMP
    ● Teaching tool for coaching● Evaluation of Training & Certification● Evaluation of Drift across generations● Evaluation of drift within a generation● Evaluation of theoretical mechanisms: Does PMTO Fidelity result in improved parenting?
  • 54. Fidelity To Intervention Model
    Fidelity
    Change
    Parenting
    Change
    Child
    Behavior
  • 55. Stress
    Conflict
    Divorce
    Unemploy-
    ment
    Poverty
    PARENT
    Low
    Education
    Culture
    Substance
    Use
    Neighbor-
    hood
    Psycho-
    pathology
    Deviant
    Peers
  • 56. The Parking Lot
  • 57. The Parking Lot