• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
PMTO Eddy Rains 12-3-2010
 

PMTO Eddy Rains 12-3-2010

on

  • 404 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
404
Views on SlideShare
404
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 PMTO Eddy Rains 12-3-2010 Presentation Transcript

    • 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).
    • Focus For Today
      1. How This All Came About
      2. Implementation History
      3. Active Teaching
      4. Summary
      5. Conversation
    • Eugene-Springfield Non-ProfitsOregon Social Learning CenterImplementation Sciences International, Inc.
    • 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
    • Eugene-Springfield, 1950s
      Child Guidance Clinic
      Child Study Center
      Play therapy
      Child focused
      Wasn’t working for typical case
      Needed new model
    • 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
    • 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
    • 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
    • Forgatch & Knutson, 2002
    • Lifecourse Perspective
    • 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)
    • Family-Based Programs on 3 or More Federal Best Practice Lists
    • 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
    • Key Intervention Targets
      The presence and behavior of adults in parental roles
      The presence and behavior of peers
    • Social Interaction Learning Model
      Forgatch & Patterson, 2010
    • 23,020
      Norway
      912
      29
      Forgatch, 2010
    • Iceland
      680
      290
      2
      Forgatch, 2010
    • The Netherlands
      1081
      63
      26
      Forgatch, 2010
    • Michigan
      1056
      157
      24
      Forgatch, 2010
    • Denmark
      48
      24
      4
      Forgatch, 2010
    • 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
    • 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.
    • 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
    • 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
    • Let’s
      try
      it
      out!
    • 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.”
    • 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
    • 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)
    • Shine the light on what you want to grow!
    • Sigmarsdóttir, Rains, Knutson, & Forgatch, 2009
    • Fidelity of Implementation Rating System (FIMP)
      • Rating system that evaluates competent adherence to PMTO.
      • Based on direct observation of therapy.
      • Video recordings uploaded to portal.
      • Used to certify PMTO therapists, coaches, group leaders
      Knutson, Forgatch, Rains, & Sigmarsdóttir, 2009
    • 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)
    • 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?
    • Fidelity To Intervention Model
      Fidelity
      Change
      Parenting
      Change
      Child
      Behavior
    • Stress
      Conflict
      Divorce
      Unemploy-
      ment
      Poverty
      PARENT
      Low
      Education
      Culture
      Substance
      Use
      Neighbor-
      hood
      Psycho-
      pathology
      Deviant
      Peers
    • The Parking Lot
    • The Parking Lot