Life Space Crisis Intervention - A Family Supporting Intervention -

1
Life Space Crisis Intervention - A Family
Supporting Intervention -
By Ellen Lauwagie
Promotor Prof. Dr. Eric Broekaert Academic
Year 2005 - 2006 Supervisor Ph. D Franky
DOosterlinck
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
Focus on child features

• temperament
• activation and inhibition system
• attention span
• neurotransmitters
• verbal deficits
• executive functions
• information processing systems

5
Focus on child features
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
(No Transcript)
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 childrens 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
Since

• 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 -

12
Design program

• Organising committee
• Franky DOosterlinck
• 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

• Initiation phase (2 months)
• Specify typical parent child interactions during
  conflictuous moments
• Actors define common goals, concerning methods
  of conflict management
• Implementation phase (2 months)
• Parent training
• Basic training (2 days)
• Practice (2 months) supplementary supporting
  family interventions based upon individualised
  support needs
• Summarisation, repitition (1 day)
• Child counseling intensified
• Detect individual needs of children in order to
  provide and adjust child support
• Life Space Crisis Intervention
• Follow up phase (3 months)
• Actors define support needs, thereby developping
  appealing individualised family interventions

14
Design program

• Program 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
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
Intervention goals

• 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.

22
Intervention goals

• 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 ones 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

23
Intervention goals

• 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
25
Evaluation study Parental stress
26
Evaluation study CBCL
27
Evaluation study CBCL
28
Parent child interaction
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 parents
• Trainer 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!