This book chapter summerizes the Incredible Years Parent and Child Training Series: how to deliver IY parent and child core program principles and adapt the program with fidelity to meet the needs of intact families referred by child welfare as well as families where the children have been removed from the home. These evidence-based interventions have demonstrated ability to improve parent-child relationships and to build parents’ own sense of competence and self-control as well as strengthen their supportive family and community networks. While it is not uncommon for child welfare agencies to seek briefer interventions than the Incredible Years, these families are complex and in the highest risk category for re-abuse and maltreatment if not adequately trained and supported. Data in the parenting literature support the notion that parenting curricula need to be substantial to produce sustainable effects with challenging populations (Kazdin & Mazurick, 1994). Data from the IY programs have shown that the dosage of the intervention received and fidelity with which it is delivered are directly linked to changes in parenting and child behaviors (Baydar, Reid, & Webster-Stratton, 2003; Eames et al., 2009). Our standard treatment recommendation for child welfare families referred because of abuse and neglect is a minimum of 18 2-hour parent and child group sessions delivered by accredited IY group leaders who have high levels of support and consultation.

Parent participation in the full IY program is expected to accomplish the following: improve the parent-child relationship; increase parents’ sense of competence and self-control; increase the use of positive discipline strategies, predictable schedules and monitoring; and reduce the rates of harsh and physical discipline. Child participation in the full IY child program is expected to improve children’s emotional regulation, social skills and to strengthen problem-solving skills as well as attachment and trust with parents. In the long term, we expect that these improvements in parenting and parent-child relationships will lead to lower rates of re-abuse, fewer re-reports to Child Welfare Services and more academically, emotionally, and socially competent children. In order to break the intergenerational cycle of parent-child violence and neglect and child conduct problems, it is also necessary to provide enough training and support to therapists to assure program fidelity with the goal of these children getting the best parenting possible.

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Residential Parenting Program In 1999, the Washington Corrections Center for Women created a unique prison nursery program combining a residential parenting program with Early Head Start. This program, known as the Residential Parenting Program, allows pregnant, minimum security inmates with sentences of less than 30 months the opportunity to. Involving Parents in your Child Care Program. If most parents had their choice, they would spend their child’s first five years taking them to the park, going to visit grandpa, making cookies, going to kiddie yoga, and teaching them to read. They wouldn’t spend what amounts to a house payment every month on child care.

It comes as the Anti-Bullying Alliance publishes research suggesting that up to one in five pupils has been bullied via the internet or mobile phones.

Schools minister Jim Knight said the Department for Education is to also ask technology firms to help.

Teaching union the NASUWT said teachers were also increasingly being abused via the web, e-mails and phones.

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The guidelines, to be sent to schools in England, set out simple steps that schools, parents and pupils can take to prevent cyber-bullying and deal with incidents when they occur.

These include:

• Schools including strategies to deal with cyber-bullying in their mandatory anti-bullying policies
• All communication technology on the site, or as part of school activities off site, should be monitored and, where necessary, restricted
• Parents should ensure that they and their child understand how to use technology safely
• Young people should not respond to abusive e-mails, text messages or phone calls, but should always tell an adult and contact their service provider for advice on how to block calls, keeping e-mails and texts as evidence
• Young people should keep to public areas of chatrooms and never give out personal contact details online or post photographs of themselves

The Anti-Bullying Alliance research identified seven types of cyber-bullying, ranging from abusive text messages, e-mails and phone calls to bullying in internet chatrooms, social networking sites and instant messaging.

Up to one in five pupils have experienced some form of cyber-bullying according to the study, which was based on responses from 92 children aged 11-16 from 14 London schools.

Girls were significantly more likely to be subjected to cyber-bullying, especially by text message. However, around a third of victims had never told an adult about the problem.

Mr Knight said: 'No child should suffer the misery of bullying, online or offline, and we will support schools in tackling it in cyberspace with the same vigilance as in the playground.

'Every school should account for cyber-bullying in their compulsory anti-bullying policies, and should take firm action where it occurs.'

He added that the Education and Inspections Bill would give teachers a legal right to discipline pupils.

Parents of bullies would also face court-imposed parenting orders compelling them to attend parenting classes or face £1,000 fines.

But he warned: 'Unlike other forms of bullying, cyber-bullying can follow children and young people into their private spaces and outside school hours.

'This is why it is essential that parents and young people themselves should understand how to use technologies safely to protect themselves at home and outside school hours, as well as supporting their schools in dealing with incidents.'

'Climate of silence'

Chairman of the Anti-Bullying Alliance, Gill Frances, added: 'As our research shows, a third of those who experience cyber-bullying do not report it.

'If we are to succeed in preventing bullying, we need to break the climate of silence in which it thrives by empowering children and young people to speak out and seek help.'

The NASUWT called for the guidelines to be incorporated into school discipline policies to protect staff.

Its general secretary, Chris Keates, said: 'In the last two years we have had cases of photographs of a teacher being superimposed on obscene images on the internet, a website established to run a hate campaign against a teacher, persistent offensive phone calls to a member of staff and e-mails being used for sexual and homophobic harassment of members.

'Cyber-bullying and harassment, whether of pupils or staff, is unacceptable and should be met with zero tolerance. It can destroy health and careers.'

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The Professional Association of Teachers welcomed the new guidance.

Its general secretary, Philip Parkin, said: 'Bullying is not just about physically hurting others. Children and adults can be frightened or intimidated by threatening messages sent by mobiles or by e-mail, or published online.

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'Cyber-bullying is an invasion of privacy from which it can be difficult to escape.

'Much cyber-bullying takes place outside school so the actions that schools can take are limited. It is therefore important that parents are involved too. '

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John Carr, technology adviser for children's charity NCH said: 'We know from our everyday work that any type of bullying can be a nightmare for children and young people.