PYMPAR-Parent Training for Conduct Problems

Module Provider: Psychology
Number of credits: 60 [30 ECTS credits]
Level:7
Terms in which taught: Spring / Summer / Autumn module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: PYMBAS Basic Skills
Modules excluded:
Current from: 2022/3

Module Convenor: Ms Sue Howson
Email: s.howson@reading.ac.uk

Type of module:

Summary module description:
Workshops in the module will cover the evidence base for PT, assessment and treatment strategies for conduct problems in children using both individual and group approaches. They will cover the main presentations of conduct problems, including proactive and reactive aggression, bullying, antisocial behaviour confined to the home context or pervasive (e.g. also expressed at school), comorbid conditions such as ADHD, callous-unemotional traits, learning disabilities, emotional dysregulation etc. It will also cover the main presentations, assessment and treatment of parenting difficulties in terms of the immediate parent-child relationship including child attachment, and the wider contextual factors that impede parenting ability, such as parental depression, substance misuse, domestic violence, life events and daily hassles, and parental learning disabilities. The focus at this stage is on children aged 3-10 years but interventions for children aged 10 years and above may be considered at a later point in the programme.

Aims:

A. To develop practical competency in evidence-based PT for conduct problems in children aged 3-10 B. To develop critical knowledge of the theoretical and research literature of PT for conduct problems in children aged 3-10. The learning objectives are for students to:

• Understand the evidence base for PT, assessment and treatment strategies for conduct problems in children using both individual and group approaches.


• Be familiar with the main presentations of conduct problems, including proactive and reactive aggression, bullying, antisocial behaviour confined to the home context or pervasive (e.g. also expressed at school), comorbid conditions such as ADHD, callous-unemotional traits, learning disabilities, emotional dysregulation etc.


• Be able to address the main presentations of conduct disorder, assessment and treatment of parenting difficulties in terms of the immediate parent-child relationship including child attachment, and the wider contextual factors that impede parenting ability, such as parental depression, substance misuse, domestic violence, life events and daily hassles, and parental learning disabilities. All parenting trainees must provide group work for 14 weeks, a minimum of 21 days’ work including set up and running groups.


• Be familiar with the evidence base for PT for conduct problems including 2005 NICE Health Technology Assessment for Parent Training and Education for Childhood Conduct Disorders.

Assessable learning outcomes:

At the end of the course students will be able to demonstrate the following:

1. A critical understanding of:

• The principles of Social Learning theory (SLT).


• The aetiology, phenomenology, diagnostic classifications and epidemiological characteristics of conduct problems in children, ADHD, ODD, CD.


• The aetiology and phenomenology of parenting styles and how they relate to conduct problems in children.


• Knowledge of cognitive and behavioural principles, including ABC analysis, detailed behavioural descriptions of behavioural problems and analysis of operant rewards including parental attention for antisocial behaviour.


• The clinical research literature on PT for conduct problems in children (clinical trials and outcome studies) including predictors, moderators, and mediators of treatment.


• Systemic factors influencing parenting and conduct disorder in children, for example peers, school and community risk and resilience factors.


• Knowledge on how to successfully engage parents and children.


• Knowledge of implementation science, including which factors lead to better outcomes (e.g. therapist skill, agency readiness and commitment).

The above will be assessed via written assignments.

2. Competency in assessing:

The extent of the child’s conduct problems, including the presence of comorbid conditions especially ADHD, autistic traits, callous-unemotional traits, gene