Webster-Stratton Incredible Years programme

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The Webster-Stratton Incredible Years Therapeutic Dinosaur School programme is one of a set of interlocking programmes for parents, children and teachers used in the treatment of conduct disorder.

It was developed for 4-8 year old to help them develop more appropriate social and problem solving skills.

The Dinosaur School programme comprises 18-22 weekly, two-hour sessions covering six separate programmes:

  • Making new friends and learning school rules
  • Understanding and detecting feelings
  • Dina Dinosaur teaches how to do your best in school
  • Detective Wally teaches problem-solving steps (including anger management)
  • Molly Manners teaches how to be friendly and how to talk to friends.

Wally, Molly and Dina Dinosaur are puppets.

Each session includes activities such as 'feelings' and 'let's suppose' games, cooperative projects and other games to improve cooperation skills.

Group leaders praise and reward appropriate behaviours by labelling the behaviour and awarding `dinosaur chips' as tokens that children can exchange for items such as pencils or stickers. Weekly homework activities involve children talking to their parents about their progress.


  • Webster-Stratton, C. & Hammond, M. (1997). Treating children with early-onset conduct problems: A Comparison of Child and Parent Ttaining Interventions. Journal of Clinical and Consulting Psychology, 65{l), 95-109.
  • Webster-Stratton, C. & Hancock, L. (1998). Training for parents of young children with conduct problems: Contents, methods and therapeutic processes. In G.E. Schaefer & J.M. Breismeister (Eds.) Handbook of Parent Training (pp 98-152). New York; John Wiley.
  • Webster-Stratton, C., Mihalic, S., Fagan, A., Arnold, D., Taylor, T. & Tingley, C. (2001). Blueprints for violence prevention. Book 11: The incredible years: Parent, teacher and child training series. Boulder, CO: Center for the Study and Prevention of Violence.
  • Woolfenden. S.R., Williams, IS. & Peet, JK (2002). Family and parenting interventions for conduct disorder: A meta-analysis of randomised controlled trials Archives of Disease in Childhood, 86, 251-256.
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