Quality statement 4: Parent or carer training

Quality statement

Parents or carers of children with a conduct disorder aged 3 to 11 years are offered a referral for group or individual parent or carer training programmes.

Rationale

Parent or carer training is an intervention to help people gain the skills needed to support children with a conduct disorder. Given the variety of training programmes available, it is important to offer this group an evidence-based programme to ensure that this intervention is delivered effectively and appropriately.

Quality measures

Structure

Evidence of local arrangements to ensure that parents or carers of children with a conduct disorder aged 3 to 11 years are offered a referral for group or individual parent or carer training programmes.

Data source: Local data collection.

Process

a) Proportion of parents or carers of children with a conduct disorder aged 3 to 11 years who are offered a referral for a group or individual parent or carer training programme.

Numerator – the number of parents or carers in the denominator who are offered a referral for a group or individual parent or carer training programme.

Denominator – the number of parents or carers of children with a conduct disorder aged 3 to 11 years.

b) Proportion of parents or carers of children with a conduct disorder aged 3 to 11 years who attend a group or individual parent or carer training programme.

Numerator – the number of parents or carers in the denominator who attend a group or individual parent or carer training programme.

Denominator – the number of parents or carers of children with a conduct disorder aged 3 to 11 years.

c) Proportion of parents or carers of children with a conduct disorder aged 3 to 11 years who complete a group or individual parent or carer training programme.

Numerator – the number of parents or carers in the denominator who complete a group or individual parent or carer training programme.

Denominator – the number of parents or carers of children with a conduct disorder aged 3 to 11 years.

Data source: Local data collection.

What the quality statement means for service providers, health and social care practitioners, and commissioners

Service providers ensure that they provide group or individual parent or carer training programmes that adhere to an evidence-based model for any parents or carers of children with a conduct disorder aged 3 to 11 years.

Health and social care practitioners ensure that they offer parents or carers of children with a conduct disorder aged 3 to 11 years the opportunity to take part in group or individual parent or carer training programmes.

Commissioners ensure that they commission services that provide group or individual parent or carer training programmes that adhere to an evidence-based model for parents or carers of children with a conduct disorder aged 3 to 11 years.

What the quality statement means for patients, service users and carers

Parents or carers of children with a conduct disorder aged 3 to 11 years are offered the opportunity to take part in a training programme (either on their own or as part of group) to help them develop skills to manage and improve their child's behaviour.

Definitions of terms used in this quality statement

Individual and group parent or carer training programmes

These interventions are suitable for the parents or carers of children and young people who have a conduct disorder, are in contact with the criminal justice system for antisocial behaviour, or have been identified as being at high risk of a conduct disorder using established rating scales of antisocial behaviour (for example, the Child Behavior Checklist and the Eyberg Child Behavior Inventory). Where possible, a group parent or carer training programme should be offered. However, parents of children with severe or complex problems should be referred for individual training programmes. These interventions should be evidence-based and adhere to a developer's manual to ensure that care is effective, person-centred and individualised.

Group parent training programme

Group parent training programmes should involve both parents if this is possible and in the best interests of the child or young person, and should:

  • typically have between 10 and 12 parents in a group

  • be based on a social learning model, using modelling, rehearsal and feedback to improve parenting skills

  • typically consist of 10 to 16 meetings of 90 to 120 minutes' duration

  • adhere to a developer's manual and employ all of the necessary materials to ensure consistent implementation of the programme. [Adapted from Antisocial behaviour and conduct disorders in children and young people (NICE clinical guideline 158), recommendation 1.5.2]

Individual parent training programmes

Individual parent training programmes should involve both parents if this is possible and in the best interests of the child or young person, and should:

  • be based on a social learning model using modelling, rehearsal and feedback to improve parenting skills

  • typically consist of 8 to 10 meetings of 60 to 90 minutes' duration

  • adhere to a developer's manual and employ all of the necessary materials to ensure consistent implementation of the programme. [Adapted from Antisocial behaviour and conduct disorders in children and young people (NICE clinical guideline 158), recommendation 1.5.4]

Individual parent and child training programmes

Individual parent and child training programmes should involve both parents, foster carers or guardians if this is possible and in the best interests of the child or young person, and should:

  • be based on a social learning model using modelling, rehearsal and feedback to improve parenting skills

  • consist of up to 10 meetings of 60 minutes' duration

  • adhere to a developer's manual and employ all of the necessary materials to ensure consistent implementation of the programme. [Adapted from Antisocial behaviour and conduct disorders in children and young people (NICE clinical guideline 158), recommendation 1.5.6]

Group foster carer/guardian training programmes

Group foster carer/guardian training programmes should involve both of the foster carers or guardians if this is possible and in the best interests of the child or young person, and should:

  • modify the intervention to take account of the care setting in which the child is living

  • typically have between 8 and 12 foster carers or guardians in a group

  • be based on a social learning model using modelling, rehearsal and feedback to improve parenting skills

  • typically consist of between 12 and 16 meetings of 90 to 120 minutes' duration

  • adhere to a developer's manual and employ all of the necessary materials to ensure consistent implementation of the programme. [Adapted from Antisocial behaviour and conduct disorders in children and young people (NICE clinical guideline 158), recommendation 1.5.8]

Individual foster carer/guardian training programmes

Individual foster carer/guardian training programmes should involve both of the foster carers if this is possible and in the best interests of the child or young person, and should:

  • modify the intervention to take account of the care setting in which the child is living

  • be based on a social learning model using modelling, rehearsal and feedback to improve parenting skills

  • consist of up to 10 meetings of 60 minutes' duration

  • adhere to a developer's manual and employ all of the necessary materials to ensure consistent implementation of the programme. [Adapted from Antisocial behaviour and conduct disorders in children and young people (NICE clinical guideline 158), recommendation 1.5.10]

Equality and diversity considerations

Practitioners should support access to services and the uptake of interventions by children and young people, and their parents and carers, by being flexible in relation to settings and offering a range of support services. Recommendations 1.7.7 and 1.7.8 provide examples of settings and support services.

Consideration will need to be given to representation of family units and recognising that family units can vary between cultures. Where possible, programme materials and the session, should be made available in different languages.