The introduction of the Webster-Stratton incredible years classroom Dinosaur school programme in Gwynedd, North Wales: A pilot study

Educational and Child Psychology

Volumn 21, Issue 4, 2004, Pages 4-15

  Hutchings, Judy ^a   Lane, Eleanor ^a   Owen, Richard Ellis ^b   Gwyn, Rhiain ^c  

^a BANGOR UNIVERSITY   (United Kingdom)

^b Conwy Council Education Department ^*  (United Kingdom)

^c Ysgol Babanod   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84993053345     PISSN: 02671611     EISSN: 23968702     Source Type: Book Series    
DOI: None     Document Type: Article

References (18)

1. Coie, J.D. (1990). Toward a theory of peer rejection. Cambridge: Cambridge University Press.
2. Conners, C.K. (1985). The Conners Rating Scales: Instruments for the assessment of childhood psychopathology. Unpublished Manuscript, Children’s Hospital National Medical Center, Washington D.C.
3. Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586.
4. Hutchings, J.M. (2001). Bangor Dinosaur School Questionnaire. Unpublished Questionnaire: Incredible Years Wales Centre: University of Wales, Bangor.
5. Hutchings, J., Eade, J., Jones, K. & Baywater, T. (2004). Protocol of Measures for the Evaluation of the Webster–Stratton Group Parenting Programme with Parents of ‘at risk’ Pre-Schoool Children in Sure Start Centres Across Wales. The Sure Start Parent Suppot Resarch Programme: University of Wales, Bangor.
6. Kazdin, A.E. (1985). Treatment of antisocial behavior in children and adolescents. Homewood: Dorsey Press.
7. Kendall, P.C. & Wilcox, L.E. (1979). Self-control in children: development of a rating scale. Journal of Consulting and Clinical Psychology, 47, 1020–1029.
8. Kendall, P.C. & Braswell, L. (1985). Cognitive-behavioural therapy for impulsive children. New York: Guilford.
9. Mihalic, S., Fagan, A., Irwin, K., Ballard, D. & Elliott, D. (2002). Blueprints for violence replications: Factors for implementation success. Boulder: University of Colorado.
10. Webster-Stratton, C. (1999). How to Promote Children’s Social and Emotional Competence. London: Sage Publications.
11. Webster-Stratton, C. (2000). Dina Dinosaur’s Social Skills and Problem-solving Curriculum: Leaders Guide. Seattle: Incredible Years.
12. Webster-Stratton, C. & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parenting training interventions. Journal of Consulting and Clinical Psychology, 65, 93–109.
13. Webster-Stratton, C. & Hammond, M. (1998). Conduct problems and level of social competence in head start children: Prevalence, pervasiveness, and associated risk factors. Clinical Child and Family Psychology Review, 1, 101–124.
14. Webster-Stratton, C., Milhelic, C., Fagan, A., Arnold, D., Taylor, T. & Tingley, C. (2001). Blueprints for violence prevention. Book Eleven: The Incredible Years: Parent, Teacher and Child Training Series. Golden Colorado: Venture Publishings.
15. Webster-Stratton, C., Reid, J. & Hammond, M. (2001a). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry, 42(7), 943–952.
16. Webster-Stratton, C., Reid, J. & Hammond, M. (2001b). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 238–302.
17. Webster-Stratton, C. & Reid, M.J. (2004). Strengthening Social and Emotional Competence in Young Children in Young Children – The Foundation for Early School Readiness and Success: Incredible Years Classroom Social Skills and Problem Solving Curriculum. Infants and Young Children, 17(2), 96–113.
18. Williams, A., Zubrick, S., Silburn, S. & Sanders, M. (1997). A population based intervention to prevent childhood conduct disorders. Ninth National Health Promotion Conference, Darwin.