Carolyn Webster-Stratton
Biographic Data
| ID | 242202 |
|---|---|
| NAME | Carolyn Webster-Stratton |
| GIVEN NAMES | Carolyn |
| FAMILY NAME | Webster-Stratton |
| SIGNATURE | WEBSTER-STRATTON C |
| AFFILIATIONS | Parenting Clinic, University of Washington School of Nursing |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Pilot randomized controlled trial of foster parent training: A mixed-methods evaluation of parent and child outcomes
Bringing The Incredible Years ® Programs to Scale: Bringing The Incredible Years ® Programs to Scale
The Incredible Years(®) (IY) program series is a set of interlocking and comprehensive training programs for parents, teachers, and children. This article briefly reviews the theoretical foundations, goals, and research underlying these programs. The main purpose of the paper is to describe how the IY programs have been scaled up slowly and carefully with fidelity by engaging in a collaborative building project with strong links between the devel…
Incredible partnerships: Parents and teachers working together to enhance outcomes for children through a multi-modal evidence based programme
Purpose – The purpose of this paper is to explore the utility of an evidence-based suite of programmes, The Incredible Years (IY), to enhance outcomes for children using a parent-teacher partnership model. Design/methodology/approach – A review of the broad evidence base for the IY parent, teacher and child programmes, uniquely focusing on the inter-relationships between home and school contexts. Findings – Evidence suggests that it is beneficial…
Incredible Years(R) Parent, Teachers and Children's Series: Transportability to Portugal of Early Intervention Programs for Preventing Conduct Problems and Promoting Social and Emotional Competence
Disruptive behavior disorders in children are on the increase. However, there is evidence that the younger a child is at the time of intervention, the more positive the behavioral effects on his/her adjustment at home and at school. Parental education might be an effective way of addressing early problems. The Incredible Years (IY) programs were designed to prevent and treat behavior problems when they first appear (in infancy-toddlerhood through…
Korean Immigrant Parents' Evaluation of the Delivery of a Parenting Program for Cultural and Linguistic Appropriateness and Usefulness
The goal of this study was to evaluate the delivery of a parenting program to 17 Korean immigrants for cultural and linguistic appropriateness and usefulness regarding recruitment, retention, program content, and delivery methods. Focus group interview data were audiotaped, transcribed, and analyzed. Themes identified included fit between the parents' desire and what the program offered, effective recruitment and retention strategies, program con…
Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training
Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations were collected at home and school. Following the 6-month intervention, all treatments resulted in sig…
Strengthening Social and Emotional Competence in Young Children—The Foundation for Early School Readiness and Success: Incredible Years Classroom Social Skills and Problem-Solving Curriculum
The ability of young children to manage their emotions and behaviors and to make meaningful friendships is an important prerequisite for school readiness and academic success. Socially competent children are also more academically successful and poor social skills are a strong predictor of academic failure. This article describes The Incredible Years Dinosaur Social Skills and Problem-Solving Child Training Program, which teaches skills such as e…
The Role of Mental Health Factors and Program Engagement in the Effectiveness of a Preventive Parenting Program for Head Start Mothers
Head Start centers were randomly assigned to intervention (parent training) or control conditions, and the role of maternal mental health risk factors on participation in and benefit from parent training was examined. Parenting was measured by parent report and independent observation in 3 domains: harsh/negative, supportive/positive, inconsistent/ineffective parenting. Structural equation modeling showed that parent engagement training was assoc…
Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start
Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Sta…
Nipping Early Risk Factors in the Bud: Preventing Substance Abuse, Delinquency, and Violence in Adolescence Through Interventions Targeted at Young Children (0–8 Years)
Preventing conduct problems in Head Start children: Strengthening parenting competencies.
Treating children with early-onset conduct problems: A comparison of child and parent training interventions.
Stress: A Potential Disruptor of Parent Perceptions and Family Interactions
Reviews research on the relationship between extra familial stressors (e.g., unemployment, low socioeconomic status), interpersonal stressors (e.g., marital distress, divorce), and child stressors and parents' perceptions and family interactions in families with conduct-problem children. Various stressors appear to have the power to disrupt parenting practices seriously by causing some parents to be more irritable, critical, and punitive. Such pa…
The Relationship of Marital Support, Conflict, and Divorce to Parent Perceptions, Behaviors, and Childhood Conduct Problems
Carolyn Webster-Stratton, The Relationship of Marital Support, Conflict, and Divorce to Parent Perceptions, Behaviors, and Childhood Conduct Problems, Journal of Marriage and Family, Vol. 51, No. 2 (May, 1989), pp. 417-430
Comparison of abusive and nonabusive families with conduct-disordered children
This study set out to define the relative contribution of psychological, sociological, and parent-child interactional variables in 19 abusive and 21 nonabusive families with conduct disordered children. Low family income and mother's report of having been abused as a child were found to be the most potent variables discriminating abusive from nonabusive families. Implications of the study findings are considered
The Relationship of Marital Support, Conflict, and Divorce to Parent Perceptions, Behaviors, and Childhood Conduct Problems
Carolyn Webster-Stratton, The Relationship of Marital Support, Conflict, and Divorce to Parent Perceptions, Behaviors, and Childhood Conduct Problems, Journal of Marriage and Family, Vol. 51, No. 2 (May, 1989), pp. 417-430
Pilot randomized controlled trial of foster parent training: A mixed-methods evaluation of parent and child outcomes
Incredible partnerships: Parents and teachers working together to enhance outcomes for children through a multi-modal evidence based programme
Purpose – The purpose of this paper is to explore the utility of an evidence-based suite of programmes, The Incredible Years (IY), to enhance outcomes for children using a parent-teacher partnership model. Design/methodology/approach – A review of the broad evidence base for the IY parent, teacher and child programmes, uniquely focusing on the inter-relationships between home and school contexts. Findings – Evidence suggests that it is beneficial…
Incredible Years(R) Parent, Teachers and Children's Series: Transportability to Portugal of Early Intervention Programs for Preventing Conduct Problems and Promoting Social and Emotional Competence
Disruptive behavior disorders in children are on the increase. However, there is evidence that the younger a child is at the time of intervention, the more positive the behavioral effects on his/her adjustment at home and at school. Parental education might be an effective way of addressing early problems. The Incredible Years (IY) programs were designed to prevent and treat behavior problems when they first appear (in infancy-toddlerhood through…
Comparison of abusive and nonabusive families with conduct-disordered children
This study set out to define the relative contribution of psychological, sociological, and parent-child interactional variables in 19 abusive and 21 nonabusive families with conduct disordered children. Low family income and mother's report of having been abused as a child were found to be the most potent variables discriminating abusive from nonabusive families. Implications of the study findings are considered
The Relationship of Marital Support, Conflict, and Divorce to Parent Perceptions, Behaviors, and Childhood Conduct Problems
Carolyn Webster-Stratton, The Relationship of Marital Support, Conflict, and Divorce to Parent Perceptions, Behaviors, and Childhood Conduct Problems, Journal of Marriage and Family, Vol. 51, No. 2 (May, 1989), pp. 417-430
Stress: A Potential Disruptor of Parent Perceptions and Family Interactions
Reviews research on the relationship between extra familial stressors (e.g., unemployment, low socioeconomic status), interpersonal stressors (e.g., marital distress, divorce), and child stressors and parents' perceptions and family interactions in families with conduct-problem children. Various stressors appear to have the power to disrupt parenting practices seriously by causing some parents to be more irritable, critical, and punitive. Such pa…
Treating children with early-onset conduct problems: A comparison of child and parent training interventions.
Preventing conduct problems in Head Start children: Strengthening parenting competencies.
Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start
Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a control condition consisting of the regular Head Sta…
Nipping Early Risk Factors in the Bud: Preventing Substance Abuse, Delinquency, and Violence in Adolescence Through Interventions Targeted at Young Children (0–8 Years)
The Role of Mental Health Factors and Program Engagement in the Effectiveness of a Preventive Parenting Program for Head Start Mothers
Head Start centers were randomly assigned to intervention (parent training) or control conditions, and the role of maternal mental health risk factors on participation in and benefit from parent training was examined. Parenting was measured by parent report and independent observation in 3 domains: harsh/negative, supportive/positive, inconsistent/ineffective parenting. Structural equation modeling showed that parent engagement training was assoc…
Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training
Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations were collected at home and school. Following the 6-month intervention, all treatments resulted in sig…
Strengthening Social and Emotional Competence in Young Children—The Foundation for Early School Readiness and Success: Incredible Years Classroom Social Skills and Problem-Solving Curriculum
The ability of young children to manage their emotions and behaviors and to make meaningful friendships is an important prerequisite for school readiness and academic success. Socially competent children are also more academically successful and poor social skills are a strong predictor of academic failure. This article describes The Incredible Years Dinosaur Social Skills and Problem-Solving Child Training Program, which teaches skills such as e…
Korean Immigrant Parents' Evaluation of the Delivery of a Parenting Program for Cultural and Linguistic Appropriateness and Usefulness
The goal of this study was to evaluate the delivery of a parenting program to 17 Korean immigrants for cultural and linguistic appropriateness and usefulness regarding recruitment, retention, program content, and delivery methods. Focus group interview data were audiotaped, transcribed, and analyzed. Themes identified included fit between the parents' desire and what the program offered, effective recruitment and retention strategies, program con…
Incredible Years(R) Parent, Teachers and Children's Series: Transportability to Portugal of Early Intervention Programs for Preventing Conduct Problems and Promoting Social and Emotional Competence
Disruptive behavior disorders in children are on the increase. However, there is evidence that the younger a child is at the time of intervention, the more positive the behavioral effects on his/her adjustment at home and at school. Parental education might be an effective way of addressing early problems. The Incredible Years (IY) programs were designed to prevent and treat behavior problems when they first appear (in infancy-toddlerhood through…
Bringing The Incredible Years ® Programs to Scale: Bringing The Incredible Years ® Programs to Scale
The Incredible Years(®) (IY) program series is a set of interlocking and comprehensive training programs for parents, teachers, and children. This article briefly reviews the theoretical foundations, goals, and research underlying these programs. The main purpose of the paper is to describe how the IY programs have been scaled up slowly and carefully with fidelity by engaging in a collaborative building project with strong links between the devel…
Incredible partnerships: Parents and teachers working together to enhance outcomes for children through a multi-modal evidence based programme
Purpose – The purpose of this paper is to explore the utility of an evidence-based suite of programmes, The Incredible Years (IY), to enhance outcomes for children using a parent-teacher partnership model. Design/methodology/approach – A review of the broad evidence base for the IY parent, teacher and child programmes, uniquely focusing on the inter-relationships between home and school contexts. Findings – Evidence suggests that it is beneficial…
Pilot randomized controlled trial of foster parent training: A mixed-methods evaluation of parent and child outcomes
Psychology (14 works) · Developmental psychology (12 works) · Child and Adolescent Psychosocial and Emotional Development (11 works) · Clinical Psychology (9 works) · Early Childhood Education and Development (9 works) · Medicine (8 works) · Social Psychology (7 works) · Parent training (6 works) · Psychiatry (6 works) · Child Abuse and Trauma (5 works)