230 likes | 329 Views
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
E N D
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
Number of teachers and studentsWinter 2013 Schools students parents teachers 944 944 136 Kindergartens children parents adults 1008 1008 143
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)
Incredible Years:Attentive Parenting – implementation pilotBaby Program – effectiveness pilot Willy-Tore Mørch, Joshua Patras, Sihu Klest University of Tromsø, Norway
Attentive parenting universal program • 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
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: • Monitor IY implementation on an ongoing basis and identify areas that require support. • Identify important factors to program success.
Baby Program Effectiveness Pilot Measures used in current pilot: • Family Demographics and General Information (e.g., weight & height at birth, premature birth, birth complications) • Karitane Parenting Confidence Scale • PSI - Parent Stress Index long form • IBQ-R – Measure of Baby Temperament
Baby Program Effectiveness Pilot Measures under consideration for full scale effectiveness study: • Ages and Stages Questionnaire • Parents Marital Relationship (e.g., quality of partner support) • Health Symptoms • Parental Personality – short form of Big 5 • Social Support
Baby Program Effectiveness Pilot Measures under consideration for full scale effectiveness study: • Parental life stress • Detailed mental wellbeing scale • Observations of parent-child interactions • Cortisol or other physical measures (e.g., blood pressure, heart rate) during parent-child interaction.
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
Peer coach training • 2 days basic training • Supervision and consultation days with DVD’s from own supervision • Accreditation • Network for peer coaches
Peer coach activiteies • Supervise up to 4 new group leaders • Supervise within own agency • Program fidelity • Coaching in neigbouring agencies
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
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