Archives: Intervention

Abstract

Delivery of the intervention

Child families

Aim of the intervention

Family Group Conference aims to improve the children’s wellbeing in child protection by enhancing the participatory role of the child, family and the child’s closest networks. The Family Group Conference strengthens the initiatives by the child and the family during the child protection process.

Description of the intervention

Family Group Conference is a structured intervention for the child families in the Finnish child protection. It may be used at different stages of the child protection process, and for children at different ages. Theoretical frameword lies on the problem solving theory, which focuses on resources and solution-focused brief therapy. In addition, dialogue, principle of restorative social work (Frost et al. 2012) and child’s information (Heino 2005) are important background factors. Family Group Conference is voluntary for the client. Client family, impartial conference inviter, social worker and the closest network related to the child’s case participate in the Family Group Conference. In addition, the child has an assistant. Intervention proceeds from preparations to Family Group Conference, where contact, communication and a plan for the child’s case are agreed on. The plan and its realization are followed and evaluated. Duration of the intervention varies depending on the child’s case from a year to a couple of years. Intervention has also been used in cases of young criminals, custody disputes and in disability, mental health and elderly services.

Availability of the intervention in Finland

The actors who deliver the intervention organize the training for the Family Group Conference, and there are no criteria for the participation in the training. Content and structure of the trainings vary between instructors. Exact information on the availability and quantity of trainings is not readily available. Family Group Conference has been developed in New Zealand as a legitimate working model in custody situations and cases of young criminals. In Finland, Family Group Conference has been developed in a multiactor project run by Stakes, and the intervention is used in the child protection. Exact information on national availability and implementation are not readily available.

Research- and evidence-based efficacy of the intervention

There is moderate research-based evidence for the intervention, including an international meta-analysis (Dijkstra et al. 2016), two RCTs (Asscher et al. 2014; Hollingshead et al. 2017), a prospective quasi-experimental study (Sundell & Vinnerljung 2004) and some qualitative studies. There is no research-based evidence of efficacy for the Family Group Conference.

Literature

Asscher, J., Dijkstram S., Stams G., Decovic, M. & Creemers, H. (2014). Family group conferencing in youth care: characteristics of the decision making model, implementation and effectiveness of the Family Group (FG) plans. BMC Public Health, 14, 154.

Dijkstra, S., Creemers, H., Asscher, J., Decovic, M. & Stams, G. (2016). The effectiveness of family group conferencing in youth care: A meta-analysis. Child Abuse & Neglect, 62, 100–110.

Frost, N. Abram, F. & Burgess, H. (2012). Family group conferences: context, process and ways forward. Child and Family Social Work, 19, 480–490.

Heino, T. (2005). Lapsen tieto – sen paikka tutkimuksessa ja käytännössä. Teoksessa Hänninen, S. & Karjalainen, J. & Lahti, T. (toim.): Toinen tieto – kirjoituksia huono-osaisuuden tunnistamisesta. Stakes.

Hollingshead, D. M., Corwin, T. W., Maher E. J., Merkel-Holguina, L., Allan, H. & Fluke, J. (2017). Eﬀectiveness of family group conferencing in preventing repeat referrals to child protective services and out-of-home placements. Child Abuse & Neglect, 69, 285–294.

Sundell, K. & Vinnerljung, B. (2004). Outcomes of family group conferencing in Sweden: A 3-year follow-up. Child Abuse Neglegt, 28, 267–287.

Abstract

Delivery of the intervention

Group-based / individually

Aim of the intervention

The aim of the intervention is to promote anxiety management skills among 7–17 year-old children and adolescents, to teach how to identify situations causing anxiety and to reduce worrying in the target group. The Cool Kids –intervention teaches parents how to respond and react to child’s anxiety in a supportive manner.

Description of the intervention

Cool Kids is targeted at child families where the child or the adolescent has anxiety symptoms, which affect everyday life. Cool Kids is delivered either in a group or individually. In the intervention, parents participate actively, supporting and reacting to the child’s anxiety. The intervention is based on psychoeducation and comprises cognitive exercises, step-by-step exposure exercises and learning to identify emotions. The intervention lies on the cognitive-behavior therapy. (Lyneham et al. 2003; Rapee et al. 2006a; 2006b.) A group-based intervention is delivered to 4–8 child families and it contains ten meetings, weekly at first and every fortnight towards the end. In the meetings, the focus is on learning new strategies to manage anxiety through discussions, games and playing. In the group meetings, the families are given homework to practice new skills at home. A workbook suitable for the age of the child or the adolescents, is used in the intervention. Cool Kids is provided both as a treatment program and preventive method.

Availability of the intervention in Finland

Cool Kids –training is targeted at social and healthcare professionals who have experience in cognitive-behavior therapy and in mental health work with children and adolescents. Method training is organized by the Future health and social services centres –initiative (Viva) and the Mielen tila (engl. State of mind) -project run by Kummit ry. of the clinic of child psychiatry and the children’ clinic, the HUS Helsinki University Hospital. The Cool Kids has been developed in the University of Macquire in Australia (Lyneham et al. 2003; Rapee et al. 2006a; 2006b) and intervention has been adopted in USA and Europe also. In Finland, Cool Kids is applied in the clinic of child and adolescent psychiatry in HUS.

Research- and evidence-based efficacy of the intervention

The Cool Kids –intervention has been investigated in several randomized controlled trials (e.g. Arend et al. 2006; Chavira et al. 2014; Hudson et al. 2009; Rapee et al. 2006a). RCT studies on Cool Kids have been conducted in school environment from the perspectives of early support and prevention (Haugland et al. 2020; Mifsund & Rapee, 2005). Group-based Cool Kids at school reduced anxiety symptoms among 8–11 years old children compared to the children in the waiting list (Mifsund & Rapee, 2005). In a Norwegian study, the effectiveness of Cool Kids on anxiety, reported by the children and parents, was found to be moderate compared to the control group (Haugland et al. 2020).

Literature

Haugland B, Haaland ÅT, Bast V, Bjaastad J, Hoffart A, Rapee RM, Raknes S, Himle JA, Husabø E & Wergeland GJ (2020) Effectiveness of brief and standard school-based cognitive-behavioral interventions for adolescents with anxiety: A randomized noninferiority study. Journal of the American Academy of Child & Adolescent Psychiatry, 59(4), 552–564.

Lyneham H J, Abbott M J, Wignall A & Rapee R M (2003) The Cool Kids Anxiety Treatment Program. Sydney: MUARU, Macquarie University.

Mifsud C & Rapee R M (2005) Early intervention for childhood anxiety in a school setting: Outcomes for an economically disadvantaged population. Journal of the American Academy of Child Adolescent Psychiatry, 44(10), 996–1004.

Rapee R M, Abbot M J & Lyneham H J (2006a) Bibliotherapy for children with anxiety disorders using written materials for parents: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 74(3), 436–444.

Rapee R M, Lyneham H J, Schniering C ym. (2006b) The Cool Kids child and adolescents anxiety program – therapist manual. Sydney, NSW: Centre for Emotional Health, Macquire University.

Abstract

Delivery of the intervention

Individual- / group-based

Aim of the intervention

The aim of the intervention is to help 3–12 years old children to learn the skills they need for psychosocial problem solving in everyday life. The Kids’ skills aims to improve the child’s ability to observe and control the symptoms related to a given problem.

Description of the intervention

The Kids’ skills is a structured intervention, which consists of 15 levels, and it is developed to support children with psychosocial problems. The intervention is based on solution-focused therapy, brief therapy, and partly on Milton Erickson’s psychotherapy tradition (Furman 2016). Intervention influences indirectly on reasons behind the child’s problems and interactions within the family. It focuses on the psychosocial problem perceived by the child in everyday situations, such as difficulties in emotion regulation, behavioral problems and defiance. Intervention can be delivered on the condition that the child’s problem can be solved or alleviated. The fifteen steps of the intervention focus on the child’s skills and enhancing the skills but systematic conduct of each step is not strictly required (Bentner 2014). The Kids’ skills may be used at home with the child, in a group of children, and is applicable to youth and adults.

Availability of the intervention in Finland

The Kids’ skills is developed by Ben Furman, who is a psychiatrist at the Helsinki Brief Therapy Institute and social psychologist Tapani Ahola. The Kids’s skills training is available as online studies and face-to-face studies organized by the Brief Therapy Institute, which maintains instructor certification. The intervention is also available as a mobile application. The intervention has been used to some extent in the child and family services and in child psychiatry. The intervention has been adopted as a part of South Carelian program to address reform in the child and family services.

Research- and evidence-based efficacy of the intervention

The intervention has been tested in a Finnish study based on multivariate methods (Hautakangas, Kumpulainen & Uusitalo 2021). It demonstrated that the self-regulation skills of 4 to 7 years old children in the daycare improved in the Kids’ skills intervention group compared with the control group. In addition, the intervention increased the commitment of the early educators to promote children’ self-regulation skills. The intervention has satisfactory research-based evidence of efficacy.

Literature

Bentner, A. (2014). Muksuoppi tutkimuksen kohteena. Saksalaisia selvityksiä suomalaisesta lasten ongelmien ratkaisumenetelmästä.

Furman, B. (2016). Muksuopin lumous. Luova tapa auttaa lapsia voittamaan psyykkiset ongelmat. Lyhytterapiainstituutti.

Hautakangas, M., Kumpulainen, K. & Uusitalo, L. (2021). Children developing self-regulation skills in a Kids’ Skills intervention programme in Finnish Early Childhood Education and Care. Early Child Development and Care.

Abstract

Aim of the intervention

The aim of the intervention is to support and instruct parents who struggle with the behavior of their children aged 3-6 years. Intervention strengthens parenting skills and increases understanding of the child’s behavior. The intervention also aims to strengthen positive interactions between parent and child and to support the child in controlling their behavior and conduct.

Description of the intervention

The Family school is a group-based intervention for child families, who display behavioral problems, such as hyperactivity, oppositional defiant behavior, aggressiveness or impulsiveness. Theoretical foundation for the Family School lies on cognitive behavioral therapy (Salmi 2008, 22–23). The groups gather weekly for 10 weeks. In the intervention, peer groups are founded for both parents and children (5 families / group). These are supervised by a professional or a student in the fields of education or social and healthcare, who have received the Family School training. The children’s groups are supervised by a child minder and a Family School expert. Additionally, each child has their own Family School instructor (Palomäki 2003, 27–28.). The intervention is conducted according to a guidebook developed for the intervention and each peer group meeting is instructed and structured around a specific theme. (Salmi 2008, 22–23). Certain parts of the intervention have been applied in instructing primary and secondary school children, and as a working method in the fields of education, social and healthcare.

Availability of the intervention in Finland

A professional or a student of education, social or healthcare can be trained as a Family School instructor. The training is provided by the Suomen Lastenhoitoyhdistys (Barnavårdsföreningen i Finland).

The Family School is based on the rehabilitation working model (Pre-school Overactivity Programme) developed by the child psychiatrists Joanne Barton and Seija Sandberg. The Family School intervention, which is developed in Finland, is provided by the ADHD center of the Finnish Child Minder Association in the capital region. Adaptations of Family Schools intervention have been delivered for instance by the church, various organizations and social and healthcare systems.

Research- and evidence-based efficacy of the intervention

There is neither existing peer-reviewed national research on the Family School nor research-based evidence of efficacy.

Literature

Palomäki, E. (2003). Ryhmämuotoisen lyhytintervention vaikutus leikki-ikäisten lasten käyttäytymisvaikeuksiin, Perhekoulu POP (Preschool Overactivity Programme). Helsingin Yliopisto. Psykologian laitos. Lisensiaatintutkimus.

Salmi, E-L. (2008). The Family school. The impact of a group training programme on overactive hard-to-manage preschool children and their parents. Åbo Akademi University Press.

Abstract

Delivery of the intervention

Group-based

Aim of the intervention

The intervention aims to promote the positive interaction between child and parent, strengthen the parent’s mentalization ability, suppot the parents relationships as well as enable peer support in everyday life of families with babies. The intervention improves wellbeing of the entire family.

Description of the intervention

Families first is a peer group -based intervention and continues the support that the family coaching provides for the parents who have received their first child. The intervention is founded on attachement theory, mentalization theory and the concept of reflexiveness (Fonagy ym. 1991; Slade ym. 2005; Kalland ym. 2015). Peer groups gather 8-12 times every other week in thematic and structures meetings. The meetings are lead by two municipal professionals in the field of child and family work, who have been trained as intervention instructors. Families first -groups are best suited for parents, whose babies are 3-4 months old. The intervention suits also for other families with newborns, not only those having their first child.

Availability of the intervention in Finland

In Finland, the training for Families first -group instructors is targeted for the municipal professionals in social and health care and in education. Previous experience in instructing groups and work experience with parents and families is required. Mannerheim League for Child Welfare and Folkhälsan organize instructor training. The intervention has been developed from the Yale University’s Parents first program and adapted to suit the child health clinic system, and the child and family services in Finland. Families first –groups are provided for families with babies through family coaching and other services provided by the child health clinics and child and family services. There is no accurate information on regional availability of the intervention in Finland.

Research- and evidence-based efficacy of the intervention

There are ongoing qualitative (Sourander ym. 2016) and effectiveness (Kalland ym. 2015) studies on the intervention.

Literature

Fonagy, P., Steele, H., Moran, G., Steele, M. & Higgitt, A. (1991). The capacity for understanding mental states: The reflective self in parent and child and its significance for security of attachment. Infant Mental Health Journal, 13, 200–217.

Kalland, M., Fagerlund, Å., von Koskull, M. & Pajulo, M. (2015). Families First: the development of a new mentalization-based group intervention for first-time parents to promote child development and family health. Primary Health Care Research & Development, 17, 3–17.

Slade, A., Sadler, L., DeDios-Kenn, C., Webb, D., Currier-Ezepchick, J. & Mayes, L. (2005). Minding the baby: a reflective parenting programme. Psychoanal Study of the Child, 60, 74–100.

Sourander, J., Kalland, M., & Laakso, M-L. (2016). Mentalization-based Families First intervention for first-time parents. A qualitative study of parents’ perspective. Käsikirjoitus valmisteilla.

Abstract

Delivery of the intervention

Individual-/family-based

Aim of the intervention

The intervention aims to increase awareness of the child-parent interaction and strengthen the mentalization ability of the parent. The intervention targets the impact on the attachment relationship between the child and the parent and the emotional presence of the parent.

Description of the intervention

VIGis a video-reflexive intervention for child families. The framework for the intervention is provided by the theories of the intersubjectivity (Trevarthen 1979) and mediated learning experience (MLE) (Feuerstein & Feuerstein 1991), the concept of mentalization as well as research-based knowledge on video-reflexive methods. In the beginning of the intervention parents, together with a VIG instructor set goals, followed by a working period of 3-5 cycles. One cycle means a video recording of any given everyday situation such as going out, getting dressed etc. and a subsequent video-reflexive instructive discussion. During the discussion, the parent and the VIG instructor conduct a microanalysis based on the video, in order for the parent to view the interaction between him-/herself and the child from both child and adult perspectives. The child may participate in the discussion as is appropriate for his or her age. At the end of the intervention the instructor and the family evaluate whether the set goals were reached. The intervention is used as a method in work supervision of social and healthcare professionals and students.

Availability of the intervention in Finland

VIG–instructor training is targeted at education, social and healthcare professionals. The training is organized by the Foundation for the Rehabilitation of Children and Young People, which is a sub-organization of the Mannerheim League for Child Welfare. The Foundation provides training also for the trainers and work supervisors. Video Interaction Guidance was originally developed in Netherlands but in Finland, the Foundation for the Rehabilitation of Children and Young People of the Mannerheim League for Child Welfare has been responsible for its development. The Foundation co-operates with a British organization, the AVIG, regarding training, certification and method co-operation in order to ensure fidelity. The intervention is used in the fields of education and social and healthcare. There is no exact information for the regional availability of the intervention in Finland.

Research- and evidence-based efficacy of the intervention

Two international RCT-studies on the use of VIG in families with premature babies have been conducted. In their RCT, Hoffenkamp et al. (2015) found an increase sensitivity and decrease in withdrawal among the participants in the intervention group (n=75) compared to the control group (n=75). In addition, sensitivity and co-operation between the parent and child was found to increase in the intervention group (n=31) compared to the control group (n=31) in another RCT (Barlow ym. 2016). There is modest evidence of effectiveness for the intervention in terms of stronger interaction between babies and parents in the VIG intervention group, as compared to control group who received treatment as usual. There is no peer reviewed study on VIGin Finland.

Literature

Barlow, J., Sembi, S. & Underdown A. (2016). Pilot RCT of the use of video interactive guidance with preterm babies. Journal of Reproductive and Infant Psychology, 34, 511–524.

Feuerstein, R. & Feuerstein, S. (1991). Mediated learning experience: a theoretical review, teoksessa Feuerstein, R. Klein P. & Tannenbaum, A. (toim) Mediated learning experience (MLE): Theoretical, Psychosocial and Learning Implications, 3–51. London: Freund.

Hoffenkamp, H. N., Tooten, A., Hall, R. A. S., Braeken, J., Eliëns, M. P. J., Vingerhoets, A. J. J. M. & van Bakel, H. J. A. (2015). Effectiveness of hospital-based video interaction guidance on parental interactive behavior, bonding, and stress after preterm birth: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 83, 416–429.

Trevarthen, C. (1979). Communication and cooperation in early infancy: A description of primary intersubjectivity. Teoksessa M.M. Bullowa (toim.): Before speech. Cambridge University Press, New York, 321–347.

Abstract

Delivery of the intervention

Group-based

Aim of the intervention

The aim of the Nyytti Group is to alleviate the fear of childbirth in pregnant mothers and prevent the adverse effects of the fear. The intervention strengthens and reinforces the preparedness for the childbirth and the parenthood.

Description of the intervention

The Nyytti Group is a semi-structured peer group-based intervention, targeted for pregnant mothers expecting their first child. The intervention is based on strengthening the body awareness and self-regulation, peer groups as well as instructive and educative ways of working (psychoeducation). The peer groups gather six times during pregnancy and once after childbirth. The groups are led by a trained Nyytti instructor. Each meeting has its own psychoeducative content and exercise for body awareness (Salmela-Aro et al. 2011). The aim of the group discussions is to share peer support and increase own emotions, body awareness and mentalization. Families are prescribed to Nyytti Groups by the child health clinics.

Availability of the intervention in Finland

Method training is organized by the developers of the intervention, if needed. The training is targeted for psychologists and psychotherapists. The intervention has been developed by the psychologists Riikko Airo and Maiju Tokola. Nyytti Groups are organized at the Women’s Hospital (Helsinki University Hospital, HUS) and Oulu University Hospital.

Research- and evidence-based efficacy of the intervention

The effectiveness of the Nyytti Groups has been studied in a randomized controlled trial (Rouhe et al. 2013; Rouhe et al. 2015; Salmela-Aro et al. 2011). The scope of the study was to investigate the effect of the Nyytti Group on the method of childbirth and positive childbirth experiences (Rouhe et al. 2015), preparedness for the childbirth and strengthening of the motherhood (Salmela-Aro et al. 2011), as well as adaptation to the motherhood and postnatal depressive symptoms (Rouhe et al. 2013). The preparedness for the childbirth increased among mothers who gave birth to their first child in the intervention group. With reduced fear of childbirth, the motherhood strengthened in mothers who participated in the Nyytti Group (Salmela-Aro et al. 2011.) The Nyytti Group also had an effect on the method of childbirth (vaginal delivery), positive childbirth experience (Rouhe et al. 2013) and adaptation to motherhood (Rouhe ym. 2015).

Literature

Rouhe, H., Salmela-Aro, K., Toivanen, R., Tokola, M., Halmesmäki, E., Ryding, E-L. & Saisto, T. (2015). Group psychoeducation with relaxation for severe fear of childbirth improves maternal adjustment and childbirth experience – a randomized controlled trial. The Journal of Psychosomatic Obstetrics & Gynecology, 36(1), 1–9.

Rouhe, H., Salmela-Aro, K., Toivanen, R., Tokola, M., Halmesmäki, E. & Taisto, T. (2013). Obstetric outcome after intervention for severe fear of childbirth in nulliparous women – randomized trial. An International Journal of Obstetrics & Gynaecology, 120, 75–84.

Salmela-Aro K., Read, S., Rouhe, H., Halmesmäki, E., Toivanen R. M., Tokola, M. I. & Saisto, T. (2012). Promoting positive motherhood among nullparious pregnant women with an intense fear of childbirth: RCT intervention. Journal of Health Psychology, 17(4), 520–534.

Abstract

Delivery of the intervention

Individual- / family-based

Aim of the intervention

The intervention aims to prevent and treat problems in the interaction between the child and the parents. The intervention strengthens the child’s experience of being accepted and understood.

Description of the intervention

Theraplay is an individual-based intervention and is targeted at families, where the child or the adolescent has developmental problems. Theraplay lies on the theories of attachment relationship and social learning as well as on the concepts of sensitivity, positive instructing and reflexivity (Mäkelä & Salo 2011). Beside the child and the adolescent, the parents are instructed in the intervention. The duration and the contents of the intervention are determined according to each family’s situation, comprising of 5-30 meetings with a Theraplay-worker. The meetings are filmed and the intervention begins with an evaluation phase (MIM-evaluation and the planning of delivery) and the parents are asked to attend to it. Theraplay may be delivered and applied in multiple ways with child families.

Availability of the intervention in Finland

Training for the intervention is provided by the Finnish Theraplay Association for the social and healthcare professionals. In addition to Theraplay-worker training, the Theraplay Association provides instructor and work supervisor training. Theraplay was developed in the 1960’s and the use and trainings of the intervention are in tight contact with the Theraplay Institute (USA). Theraplay is used in child and family services of the social and healthcare, private sector and organizations. The regional availability of the intervention varies across Finland.

Research- and evidence-based efficacy of the intervention

A German effectiveness study with a control group indicated positive changes in relation to the intervention in the following outcomes: shyness, over-adaptability and suspiciousness (part I) as well as shyness, attention problems, cooperation, adaptability and suspiciousness (part II) (Wettig 2011). The changes cannot be unambiguously explained by the intervention due to the natural development of the children as well as some limitations of the study. There is no Finnish peer reviewed effectiveness study on the intervention. Theraplay has some evidence of effectiveness in terms of reduced internalizing symptoms among the intervention group as compared to the control group.

Literature

Mäkelä, J. & Salo, S. (2011). Theraplay –vanhemman ja lapsen välinen vuorovaikutushoito lasten mielenterveysongelmissa. Duodecim 127, 29–39.

Wettig, H. H. G., Coleman, A. R. & Geider, F. J. (2011). Evaluating the effectiveness of theraplay in treating shy, socially withdrawn children. International Journal of Play Therapy, 20, 26–37.

Abstract

Delivery of the intervention

Individually

Aim of the intervention

The intervention aims to support 4–18 year old children, who have experienced violence in the family or close relationships. Trappan-intervention strengthens the child’s ability to verbalize and understand the experiences of violence. Intervention improves the child’s understanding of violence and provides information on security.

Description of the intervention

Trappan is an individual-based intervention for children who have experienced violence in the family or in close relationships. The intervention is based on research-based information on violence and theories of developmental psychology on the effects of violence in close relationships on child development. The intervention cannot be used as a part of investigation of family violence or crime process and before starting the intervention, the professional ensures via multi-professional networking that threat of violence is lifted. A professional who has received Trappan training meets the child 4-8 times and the parents before and after the intervention. In Trappan the professional discusses with the child confidentially, helps the child to perceive the violent experiences as a big picture and provides the child with information on violence (Källström & Ekbom 2014). The professionals working with children have applied some elements of Trappan in their work independently of the intervention.

Availability of the intervention in Finland

Folkhälsan organizes Trappan training for professionals working with children and youth. Social worker Inger Ekbom and psychologist Ami Arnell, who work for the Save the Children organization, developed Trappan for violent situations in Swedish families (Källström & Ekbom 2014). Folkhälsan together with Finnish Institute for Health and Welfare have developed and adapted Trappan in Finland. There is no accurate information on the availability of the intervention in Finland.

Research- and evidence-based efficacy of the intervention

There is no peer-reviewed research on the intervention in Finland and it does not have research-based evidence on effectiveness.

Literature

Källström Cater, Å. & Ekbom, I. (2014). Trappan-metoden för barn som upplevt våld i sin familj: reflektioner utifrån olika perspektiv. Uppsala: Regionförbundet Uppsala län. FoU-rapport.

Abstract

Delivery of the intervention

Group-based

Aim of the intervention

The intervention aims to strengthen positive interaction between parent and child, and parenting in everyday situations.

Description of the intervention

Stronger as a parent is a group-based early intervention for parents of 3–9 year-old children. The intervention is based on the modern attachment theory (Schore & Schore 2008) and the intervention strengthens the parent’s reflexive ability and positive perception of one’s own child. Stronger as a parent –group is not suited for parents, who are in an acute crisis related to their life situation. Peer groups gather eight times in group meetings to discuss and do exercises. Peer group instructor can use the instructor manual.

Availability of the intervention in Finland

Training for a Stronger as a parent –instructor is an additional training for social and health care professionals. The training is organized in Jyväksylä, but one can conduct peer groups by using the instructor manual even without the training. Intervention is based on a Finnish model of a coaching program, which targeted at parents of hyperactive children (Tasola & Lajunen 1997) and Stronger as a parent -manual (Korhonen & Holopainen 2015).

Intervention has been utilized in social and health care and in child and family services as an early intervention. Stronger as a parent groups have been organized in middle Finland.

Research- and evidence-based efficacy of the intervention

There is neither peer reviewed Finnish research nor research-based evidence of effectiveness of the intervention.

Literature

Korhonen, S. & Holopainen, L. (2015). Vanhempana vahvemmaksi – kohti myönteistä vuorovaikutusta. Kirja vanhemmuudesta ja sen tukemisesta. Jyväskylä: Grano Oy.

Schore, J. R. & Schore, A. N. (2008). Modern attachment theory: The central role of affect regulation in development and treatment. Clinical Social Work Journal, 36(1), 9–20.

Tasola, S. & Lajunen, K. (1997). Käsikirja ”Vanhempana vahvemmaksi – ylivilkkaiden ja keskittymättömien lasten vanhemmille tarkoitettu valmennusohjelma”. Uusittu painos. Jyväskylä: Kopijyvä Oy.

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