Prof. Willy-Tore Mørch University of Tromsø, Norway Cardiff March 6th 2013

1. 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

2. The teacher classroom management program study Prof. Willy-Tore Mørch University of Tromsø, Norway Cardiff March 6th 2013

3. 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

4. Teacher program evaluation status

5. Number of teachers and studentsWinter 2013 Schools students parents teachers 944 944 136 Kindergartens children parents adults 1008 1008 143

6. 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)

7. Incredible Years:Attentive Parenting – implementation pilotBaby Program – effectiveness pilot Willy-Tore Mørch, Joshua Patras, Sihu Klest University of Tromsø, Norway

8. 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

9. 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.

10. 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.

11. 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.

12. 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.

13. 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

14. 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

15. 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.

16. Incredible Years:Peer coach supervision system in Norway Willy-Tore Mørch, Siri Gammelseter University of Tromsø, Norway, St Olav Hospital, Trondheim

18. Peer coach characteristics • Experienced and accredited group leaders • Know the program well • Ability to supervise and have good relations to other people

19. Peer coach training • 2 days basic training • Supervision and consultation days with DVD’s from own supervision • Accreditation • Network for peer coaches

20. Peer coach activiteies • Supervise up to 4 new group leaders • Supervise within own agency • Program fidelity • Coaching in neigbouring agencies

21. 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

22. 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

23. Thank you