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Parenting with Love and Limits® (PLL) is a family-focused intervention for teenagers (ages 10-18) with severe emotional and behavioral problems (e.g., conduct disorder, oppositional defiant disorder, attention-deficit/hyperactivity disorder). The program is designed to help families re-establish adult authority through setting consistent limits and reclaiming loving relationships. PLL consists of both multifamily group therapy sessions and individual family therapy coaching sessions.
Parents Anonymous® seeks to enhance family functioning and parent/caregiver resilience to prevent and treat child maltreatment by offering groups for parents/caregivers and their children/youth. Groups are guided by four core principles and therapeutic processes: mutual support, parent leadership, shared leadership®, and personal growth and change. Groups are also linked to six additional strength-based goals: (1) increasing protective factors and reducing risk factors, (2) improving family functioning, (3) mitigating the impact of and preventing Adverse Childhood Experiences (ACEs), (4) preventing and intervening in substance use disorders, (5) preventing and intervening in domestic violence, and (6) enhancing the physical and mental health of parents/caregivers. Both adult and children/youth groups aim to provide safe and caring environments created through trauma-informed practices.
Parents as Teachers (PAT) is a home-visiting parent education program that teaches new and expectant parents skills intended to promote positive child development and prevent child maltreatment. PAT aims to increase parent knowledge of early childhood development, improve parenting practices, promote early detection of developmental delays and health issues, prevent child abuse and neglect, and increase school readiness and success. The PAT model includes four core components: personal home visits, supportive group connection events, child health and developmental screenings, and community resource networks. PAT is designed so that it can be delivered to diverse families with diverse needs, although PAT sites typically target families with specific risk factors. Families can begin the program prenatally and continue through when their child enters kindergarten. Services are offered on a biweekly or monthly basis, depending on family needs. Sessions are typically held for one hour in the family’s home, but can also be delivered in schools, child care centers, or other community spaces.
Positive Indian Parenting (PIP) is a parenting skills training program designed for American Indian/Alaska Native parents. The program aims to help parents use traditional indigenous practices to raise their children in safe, supportive environments and to develop parenting attitudes, values, and skills rooted in cultural heritage. PIP creates a pathway for parents to learn traditional indigenous parenting practices that have been disrupted by colonization, family separation, and forced assimilation. PIP includes eight sessions. Each session follows a two-part format, beginning with a lesson on traditional indigenous parenting practices followed by a group discussion on how to apply the practices. Lessons apply concepts from oral traditions including effectively communicating with children and using behavior management techniques to help children develop self-discipline. Lesson content is drawn from several tribes’ traditional practices. The program can be culturally adapted to include teachings from the local region.
Prize Contingency Management (Prize CM) is a behavioral reinforcement program designed to reduce substance use. Prize CM aims to increase a desired behavior, such as abstinence from drugs or alcohol, through immediate tangible motivational incentives known as prizes. Participants can earn prizes in either a group or individual setting by exhibiting a desired behavior, such as testing negative for substances on a urine test or attending a group therapy session. Each time a participant exhibits the desired behavior, they earn opportunities for prizes by drawing tickets from a prize bowl. Prize CM prizes typically range in size from small prizes worth about $1 (e.g., candles) to jumbo prizes worth about $100 (e.g., televisions). When a participant draws a prize ticket, they’re able to choose a prize of that size that appeals to them.
Prolonged Exposure Therapy for Adolescents (PE-A) with posttraumatic stress disorder (PTSD) is a cognitive-behavioral approach to treating adolescents who are diagnosed with PTSD or who manifest trauma-related symptoms. PE-A is an adaptation of Prolonged Exposure Therapy for PTSD and is designed to highlight the developmentally appropriate concerns, strengths, and needs of adolescents. It includes increased family involvement and incorporates developmentally-appropriate treatment exercises. PE-A has four phases: (1) pre-treatment preparation; (2) psychoeducation and treatment planning; (3) exposures; and (4) relapse prevention and conclusion of treatment. Phases are designed to allow adolescents to go at their own pace. Adolescents complete developmentally-appropriate homework assignments between sessions. These homework assignments include “in vivo exposure” that require the adolescent to confront situations, people, or objects that they are avoiding due to trauma reminders. Homework assignments also include “imaginal exposure” where adolescents listen to audio recordings of their own retelling of their traumatic experience.
Prolonged Exposure (PE) therapy for posttraumatic stress disorder (PTSD) is a cognitive-behavioral approach to treating adults who are diagnosed with PTSD or who manifest trauma-related symptoms. PE is designed to help trauma survivors emotionally process their traumatic experiences in order to diminish PTSD and other trauma-related symptoms.
Radically Open Dialectical Behavior Therapy (RO DBT) is designed for clients with overcontrol disorders such as refractory depression, anorexia nervosa, and obsessive-compulsive personality disorder. The goal of RO DBT is for participants to overcome their rigid beliefs, strong rule-governed behavior, and high moral certitude by developing a radically open mindset. A team of RO DBT providers, including therapists and skills trainers, aims to help participants decrease social isolation and “build a life worth sharing” by developing three capacities: openness, flexibility, and social connectedness.
Relief Nursery is designed for families with children ages 0–5 that may have risk factors for child abuse and neglect. The program aims to build successful and resilient children, strengthen parenting skills, and preserve families. Relief Nursery provides an array of customized direct services to families. Through its various services, Relief Nursery seeks to help families expand child development knowledge, increase parent-child attachment, broaden social supports, foster healthy coping strategies, and access basic needs and resources. Families select one or more of the following Relief Nursery services: outreach (home visiting and respite care), parenting education, mental health and counseling, substance use disorder recovery support, and therapeutic early childhood education. Relief Nursery staff members may be involved in more than one service and typically include home visitors, parenting educators, mental health professionals, child and family therapists, classroom teachers, early special education experts, and supervisors.
Safe Environment for Every Kid (SEEK™) aims to assess and address psychosocial problems to strengthen families, support parents, and promote children’s healthy development in their first 5 years. Parents complete a brief Parent Questionnaire before selected well-child visits. The questionnaire is used to identify parenting and family risk factors for child maltreatment such as depression, substance use, parental stress, intimate partner violence, food insecurity, and harsh punishment. SEEK is delivered by primary care professionals (PCPs) who use motivational interviewing techniques to engage parents as partners. Then, PCPs and parents develop a plan utilizing the families’ strengths to address identified risk factors and barriers to engagement. At the end of the well-child visit, parents receive handouts for each identified risk factor. The handouts provide basic information and resources in a user-friendly way to reinforce what was covered during the visit. PCPs then refer consenting families to community resources, as needed, often with the help of clinical social workers and mental health professionals.