Transcript Universal prevention with the IY short version

Update on The teacher program study, The
attentive perenting program, baby pilot and
the peer coach implementation
Prof. Willy-Tore Mørch
University of Tromsø, Norway
Cardiff March 6th 2013
The teacher classroom management
program study
Prof. Willy-Tore Mørch
University of Tromsø, Norway
Cardiff March 6th 2013
The teacher program evaluation
update update
• Data collection periode: 2009 -2014
• Design: Combination of school matching design
and student RCT.
• Stratification factors:unit size and urban/rural
situation
• Student RCT: 7 students/children randomly
assigned per class/group
3
13.04.2015
Teacher program evaluation
status
4
13.04.2015
Number of teachers and students
Winter 2013
5
Schools
students
944
parents
944
teachers
136
Kindergartens
children
1008
parents
1008
adults
143
13.04.2015
Effect sizes kindergartens
Estimated effect size:
Cohens d: 0,3 (small)
Each teacher fills out forms for 7 children
Design effect (intra group correlation): est: 2
For kindergartens: N= 455 (intervention and 475
(control) with 85% response rate should be sufficient.
For schools: Needs more recruitment (10-15 more
schools in each group)
6
13.04.2015
Incredible Years:
Attentive Parenting – implementation pilot
Baby Program – effectiveness pilot
Willy-Tore Mørch, Joshua Patras, Sihu Klest
University of Tromsø, Norway
Attentive parenting universal
program
•
•
•
•
•
•
•
•
•
8
7 sessions
Many new vignettes
Session 1 Play
Session 2 Academic, persistence coaching and
school readiness topics
Session 3 Emotional coaching
Session 4 Social coaching
Session 5 Emotional regulation
Session 6 Problemsolving
Session 7 Wraping up and celebration
13.04.2015
Overview
•Attentive Parenting Implementation pilot
 Document who is participating in the groups.
 Identify the implementation strategies and outcomes used by
three agencies.
 Measure of parent satisfaction with the session.
 Develop an implementation measure that can be used to
monitor IY program implementation and identify important
factors to program success.
•Baby program effectiveness pilot
 Identify measures that match the goals of the IY Baby
program.
 Assess the need to develop measures in areas where no
appropriate measures exist.
Results from PMTO Implementation
Studies
• Three is the magic number
• Collegial support is important to
implementation outcomes.
• Positive organizational social context has a
significant impact on program fidelity.
• Logistical support can be responsible for the
success or failure of an implementation.
Results from PMTO Implementation
Studies (Continued)
• Systems for referral of appropriate families are
necessary.
• The program must be compatible with therapists’
beliefs.
• Family satisfaction is very important to practitioners.
• Top down and bottom up approach seemed important
to program success.
• Funding and sufficient work time were necessary to
support early implementation stages.
• Ongoing training and implementation support are
critical to program sustainability.
Incredible Years Implementation
Measure
Two main goals:
1. Monitor IY implementation on an
ongoing basis and identify areas that
require support.
2. Identify important factors to program
success.
12
13.04.2015
Baby Program Effectiveness Pilot
Measures used in current pilot:
1.Family Demographics and General
Information (e.g., weight & height at birth,
premature birth, birth complications)
2.Karitane Parenting Confidence Scale
3.PSI - Parent Stress Index long form
4.IBQ-R – Measure of Baby Temperament
13
13.04.2015
Baby Program Effectiveness Pilot
Measures under consideration for full scale
effectiveness study:
1.Ages and Stages Questionnaire
2.Parents Marital Relationship (e.g., quality
of partner support)
3.Health Symptoms
4.Parental Personality – short form of Big 5
5.Social Support
14
13.04.2015
Baby Program Effectiveness Pilot
Measures under consideration for full scale
effectiveness study:
1.Parental life stress
2.Detailed mental wellbeing scale
3.Observations of parent-child interactions
4.Cortisol or other physical measures (e.g.,
blood pressure, heart rate) during parentchild interaction.
15
13.04.2015
Incredible Years:
Peer coach supervision system in Norway
Willy-Tore Mørch, Siri Gammelseter
University of Tromsø, Norway, St Olav Hospital,
Trondheim
Peer coach characteristics
• Experienced and accredited group leaders
• Know the program well
• Ability to supervise and have good relations to
other people
18
13.04.2015
Peer coach training
• 2 days basic training
• Supervision and consultation days with DVD’s from
own supervision
• Accreditation
• Network for peer coaches
19
13.04.2015
Peer coach activiteies
•
•
•
•
20
Supervise up to 4 new group leaders
Supervise within own agency
Program fidelity
Coaching in neigbouring agencies
13.04.2015
Peer coach
• Gives opportunity to more often supervision than
with mentors
• Gives opportunity to set personal goals
• Gives opportunity to closer follow up of each group
leader
• Using check lists
21
13.04.2015
Peer coach roles
• Identifying skilled groupleaders
• Identify malpractice and find alternative ways
• Give constructive comments on the groupleaders
practice
• Help groupleaders to reflect over own practice
22
13.04.2015
Thank you
23
13.04.2015