University of Washington
of children 4-8 years.
of Washington's Parenting Clinic provides programs that promote
children's social competence and reduce behavior problems.
We have designed this Web site to provide information for
teachers, therapists and parents of young children ages 4
to 8 years old.
page, you will find general information about the Parenting
Clinic and who we are.
article describes our current programs.
Webster-Stratton's Research Featured in The Wall Street Journal:
A Pragmatic Approach
for Troubled Kids
By Leila Abboud, Staff Reporter of The Wall Street Journal
Webster-Stratton's Research Featured in The University of
Washington's Annual Faculty Lecture for 2006:
Young Aggressive Children "Beat the Odds": Parents,
Teachers, Schools and Dinosaurs
to a list of our prior grants, publications that describe
and validate our work, a description of our current grants
and interventions can be found by clicking the navigation
buttons to the left. We have also provided on-line links to
our evaluation tools. These are password-protected. To get
a user name and password, contact Dr. Carolyn Webster-Stratton
via email at firstname.lastname@example.org
long term goal of the Parenting Clinic is to promote emotional
and social competence and to prevent, reduce, and treat behavior
and emotional problems in young children. This work forms
the basis of the Incredible Years project. An informative
24 page booklet describing the Incredible Years Project can
be downloaded by clicking here.
develop and evaluate comprehensive treatment programs
for young children (ages 4-8 years) with early onset conduct
develop and evaluate cost effective, community-based programs
designed to promote children's social competence and prevent
children from developing later conduct problems.
Long Term Goals
preventing and treating early onset conduct problems, one
of the most important predictors of later development of
violence and drug abuse, we believe we will prevent children
from continuing on the trajectory to drug abuse, school
drop out, and violence in adolescence and adulthood.
indicates that aggression in young children is escalating
— and at younger ages. Studies indicate that anywhere from
7-25% of preschool and early school-age children meet the
diagnostic criteria for oppositional defiant disorder (ODD)
and/or conduct disorder (CD). These trends have disturbing
implications because the early onset of these problems is
predictive of substance abuse, juvenile delinquency, antisocial
behavior, and violence in adolescence and adulthood. People
with histories of chronic aggression that began in early
childhood are more likely than others to commit murder,
rape, robbery, arson, and to engage in substance abuse and
violent acts. The problem of escalating aggression in young
children is a universal concern.
the past 25 years (1980-present) the Parenting Clinic has
offered treatment to over 1000 families with young children
(ages 3-8 years) who were diagnosed with conduct problems.
Many of these children also had other developmental problems
such as language and learning delays and attention deficit
treatments (the Incredible Years Programs) we have offered
over the years have involved various combinations and forms
of intensive parent training programs and individual family
counseling, comprehensive teacher training and school consultation,
and group child training in social skills, problem-solving,
and anger management (Dinosaur School). Results of 6 randomized
control-group studies over the years have indicated that
the Incredible Years Parent Program was successful in helping
over 2/3 of the children. Two-to-three year follow-up studies
indicated that treated children were in the normal range
for behavior according to standardized assessment tools,
including teacher and parent reports and independent observations
of children at home and at school.
the Incredible Years Child Dinosaur Training and Teacher
Training Programs to the Parent Program significantly enhanced
the effectiveness of these treatment outcomes for children,
resulting in reductions in classroom aggression with peers
and teachers and strengthening social competence at school.
program evaluations have been funded by National Center
for Nursing Research and National Institute of Mental Health.
the past 15 years we have taken these clinic-based, empirically
validated treatment programs and begun to evaluate their
efficacy as school-based prevention programs for all children.
We have evaluated the parent and teacher interventions in
3 control group studies with over 2400 Head Start and elementary
school children, parents, and teachers in the Puget Sound
and Seattle region. Results of these studies have indicated
significant decreases in peer aggression in the classroom,
negative behavior toward teachers, and behavior problems
with parents at home. Parents and teachers showed increases
in positive management strategies, decreases in harsh and
punitive discipline, and stronger home-school bonds and
evaluations have been funded by Head Start Partnership grants
and the Center for Substance Abuse Prevention, National
Institute of Health and National Institute for Drug Abuse.
teams composed of nurses, psychologists, social workers,
and teachers provide services to families and schools.
Carolyn Webster-Stratton, a licensed clinical psychologist
and Professor of Nursing, is a two-time recipient of the
National Institute of Mental Health Research Scientist Award.
This award has allowed her to focus on this mission of research
evaluating violence prevention programs as well as programs
designed to promote children's social and emotional literacy.
She has extensive clinical experience helping over 1000
families whose children were diagnosed with conduct problems
and attention deficit disorder. She has offered her training
programs to teachers, parents and children as school and
community-based interventions. Dr. Webster-Stratton participates
in training group leaders in all the intervention programs,
supervising delivery of the interventions. The Incredible
Years curricula which she developed have been adopted by
many children's mental health centers, child protective
agencies, Head Start centers and schools throughout the
United States and in over 15 countries. See
our Publications page for a list of her articles and books.
Webster-Stratton has disclosed a potential financial conflict
of interest because she disseminates the Incredible Years
interventions and stands to gain from a favorable study.
Because of this, she has voluntarily agreed to distance
herself from certain critical research activities (i.e.,
recruiting, consenting, primary data handling and analysis)
and the University of Washington has approved these arrangements.
Jamila Reid, a clinical psychologist, is co-director
of the Parenting Clinic and also participates in the
research evaluation, training, supervising and delivering
the child interventions.
a social worker and research coordinator at the Parenting
a therapist for the parent groups.
team of child and parent group leaders includes:
team of observers have been extensively trained to test
and observe children at home interacting with their parents
and peers. Team members assess a child's social competence
by means of observations and asking how the child would
respond to conflict situations. Team members include:
classroom assessment team has been extensively trained in
observing children in the classroom. This team of people
goes into the classroom with small computers to code children's
interactions during structured and unstructured school times.
They are looking at how the children interact with each
other, respond to negative and positive requests by teachers
or peers, and handle conflict situations. Observers can
determine the amount of time a child is isolated from other
children, rejected by peers, or disengaged from the work
activity at school. Team members include:
administrative team consists of those who organize,
manage, and analyze all the extensive data that we
collect to evaluate these programs. In addition, this
group of people provides input into the overall organization,
hiring, and budget management of Parent Clinic operations.
In addition to Dr. Webster-Stratton and Dr. Reid,
Rogers supervises teams of home and school observers
and directly manages the data.
Trudeau manages the clinic budgets.
Elliott develops tables and manuscripts describing
our results and assists with grant writing and progress