Centre for Fun and Families – Parallel Groups
IYPP PROJECT
2. The Model
2.1 Underpinning Theoretical Principles
The model is based on applying Social Learning Theory (SLT) or Cognitive Behavioural principles to situations in families’ lives. Social Learning Theory rests heavily on the theories of vicarious learning, that is, observational, modelling or imitation (Sheldon 1982, Bandura 1969). A great deal of what we learn is achieved by watching other people do things. The Centre's group work programmes are based on these principles and on the work of Herbert (1978 & 1988) who did a considerable amount of work on the behavioural treatment of 'problem children' using the social learning model. Herbert suggested that, as learning occurs within a social context, behaviour modification is not only about changing the behaviour of the 'problem child' but also about changing the behaviour of the adults, who form a significant part of the child's environment, thus placing attention on the 'problem behaviour' rather than the 'problem child'. In practical terms SLT proposes that behaviour is learnt and can therefore be unlearnt and an alternative learnt in its place. The model offers two options to parents in the Living with Teenagers parenting groups, to increase a wanted behaviour which is currently in deficit, and to reduce an unwanted behaviour which is in excess.
ACWA, the young person’s programme, is also underpinned by Social Learning Theory and the application of Cognitive Behavioural approaches to understanding and changing one’s own behaviour, with the aim being to help young people manage their own anger and reduce conflicts with others.
The parents’ LWT group-work programme had been running successfully for ten years. The young peoples’ ACWA programme was developed in 2001.
Programme Structure
As a result of the Loughborough University Research findings, a model was adopted whereby the parenting group-work started 2/3 weeks prior to the work with young people. The benefits of this staggered but parallel group-work structure were seen to be:
- Parents/ carers would have started to implement a more positive approach to managing behaviour, and could possibly be already having some success
- Parents might be more open to seeing things from the young person’s perspective
- Young people might meet with a more positive response when they attempt to try out new skills in resolving conflicts and therefore feel more empowered
- Parents involvement in a programme could avoid the young people feeling targeted or blamed
- Parent’s involvement could increase young people’s feelings of self worth, i.e. their parents cared enough to commit to the programme and vice versa for parents
- Young people’s involvement could give the parents a more optimistic outlook on the potential success of their programme
- Parents and young people would be working together for change and this could kick start future cooperation
Programme Content
Parents are guided through a process where they:
- Define clearly what is the specific behaviour they find difficult to manage
- Identify why it might be happening
- Explore how they can choose from a range of strategies to manage the behaviour or effect change.
This methodical process and framework allows parents/ carers to take a step back and to make choices about their responses.
Similarly young people are encouraged to take a step back and look at:
- What behaviour is getting them into difficulty or conflicts
- Why it is happening and the consequences of it
- How they can change this by developing their skills.
The programme focuses on helping young people develop their skills to resolve conflict, manage anger and find alternatives to previously learnt behaviour. It empowers them to make choices about the changes they want to make in their lives.
LIVING WITH TEENAGERS GROUP FOR PARENTS AND CARERS
This is a certificated 7-week programme delivered in weekly 2 hour sessions. The approach is of independent, non-judgemental, supportive facilitation and group work with other parents, which can help remove the stigma of blame attached to parents. The group work intervention follows the following problem-solving process during the seven-week programme. Sessions are added if needed to complete the process. The programme makes use of practical exercises, video clips, role-plays, discussions, etc.
Step 1. What?
This involves parents learning to define what behaviour is difficult and to be clear and precise about what it is they want to change. Parents are encouraged to observe, track and record when, where and with whom this specific behaviour occurs. This will help them to notice patterns in the behaviour and that one behaviour can lead to another and what can influence it. Parents can learn to be more objective in problem-solving the behaviour.
Step 2. Why?
Parents are encouraged to use their observations and recordings to note why the behaviour is happening and what are the triggers for the behaviour, what might be the underlying causes (such as diet, tiredness, poor listening, mixed messages) to explore what happens immediately after the behaviour and what are the payoffs and the reinforcers for the behaviour. Parents share experiences, values, beliefs about what is/isn’t normal and acceptable teenage behaviour, increasing their awareness of developmental, social and cultural factors influencing their children’s behaviour and their own response to it. Parents explore their own parenting styles and what influences this.
Step 3. How?
This stage helps parents to explore how they can influence behaviour by reducing unwanted behaviour and increasing wanted behaviour. Parents are encouraged to focus on the positive by turning the unwanted behaviour into wanted behaviour. Strategies for parents increasing positive behaviour include the use of praise, warmth and love, listening, giving time and positive attention to young people through a shared activity, etc. Effective and non-effective sanctions and reinforcers (pay-offs) are explored. The negative effects of physical punishment are discussed
Step 4. Introducing the cognitive behavioural approach
Parents are encouraged to explore the relationship between thoughts, feelings, and behaviour and to explore the effect of positive thinking on behaviour. Parents look at how they can look after themselves, cope with stress and overcome adversity. Parents are signposted to a range of support organisations.
The seventh week of the LWT programme usually focuses on evaluations and follow-up support.
AVOIDING CONFLICT WITH ADULTS ‘GROUNDED’ GROUP FOR YOUNG PEOPLE
ACWA is also a 7 week programme, delivered in weekly 2 hour sessions. The programme makes use of practical activities, group games, role-plays, videos, discussions, problem-solving and team building activities to engage young people.
The seventh week of the ACWA programme includes an outing planned by the young people, but may also include evaluations/endings.
Young people are encouraged to consider the consequences of their behaviour and how they can take control to achieve a more positive outcome. They are supported to consider the links between their thoughts, feelings and behaviour and to develop skills that enable more productive communication and outcomes that give them more control over their lives. Skills include listening, anger management, negotiation, non-verbal and verbal communication, problem solving, conflict resolution and assertiveness.
The sessions are structured as follows:
Session 1
Introductions and relationship building. Introduction to the model of the link between thoughts/ feelings/behaviour in relation to getting angry.
Session 2
Triggers for conflict, one thing leads to another, how situations escalate, how to get off the ‘escalator’.
Session 3
Listening and verbal and non-verbal communication skills. Understanding own behaviour and consequences.
Session 4
Focussing on alternatives to consequences. Introducing overarching model – TEACA (Triggers, Emotions, Actions, Consequences, Alternatives). Looking at cognitions/perceptions – alternatives. Skills to assist practising of alternatives e.g. negotiation, problem solving, communication.
Session 5
Understanding own situations and what is within and outside personal control. Personal responsibility for actions. Assessing gains and losses. Considering support networks.
Session 6
Recap of all group-work and learning. Bringing it all together by using skills e.g. communication, negotiation, problem-solving to plan a group social activity. Endings, getting feedback and completing evaluations.
Session 7
Group activity/ outing decided and planned by the group.