Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Kids and Adults Together

1,071 views

Published on

  • Be the first to comment

Kids and Adults Together

  1. 1. The role of parents in preventing alcohol misuse: an Evaluation of the Kids Adults Together Programme (KAT) Dr Jeremy Segrott Heather Rothwell
  2. 2. Presentation outline <ul><li>Background – young people and alcohol </li></ul><ul><li>Aims of the evaluation </li></ul><ul><li>Evaluation methods </li></ul><ul><li>KAT – background and aims </li></ul><ul><li>Analytical approach </li></ul><ul><li>Programme implementation </li></ul><ul><li>Acceptability </li></ul><ul><li>Initial impact </li></ul><ul><li>Discussion points </li></ul>
  3. 3. <ul><li>Concern about young people and alcohol – amount consumed; age of initiation </li></ul><ul><li>Range of health, social and educational impacts </li></ul><ul><li>Recognition of the importance of protective and risk factors located within the family </li></ul><ul><li>Growing role of schools in substance misuse education </li></ul><ul><li>Focus on harm reduction, involvement of parents and targeting primary school children identified as important factors which increase effectiveness </li></ul><ul><li>Development of new programme by Gwent Police provided an important opportunity </li></ul>Introduction
  4. 4. Aims of the evaluation <ul><li>Evaluate development and early implementation of KAT </li></ul><ul><li>Establish the theoretical basis of the programme </li></ul><ul><li>Explore implementation processes and acceptability </li></ul><ul><li>Identify what the intended long term outcomes might be </li></ul><ul><li>Contribute to the evidence base in relation to alcohol misuse prevention programmes </li></ul>
  5. 5. <ul><li>Phase 1 examined programme’s development, theory and aims </li></ul><ul><li>Interviews with working group and documentary analysis </li></ul><ul><li>Phase 2 examined implementation </li></ul><ul><li>Observation of classroom preparation and fun evening </li></ul><ul><li>Focus groups with pupils </li></ul><ul><li>Interviews with working group, school staff and parents </li></ul><ul><li>Questionnaire to all parents who were invited to the fun evening </li></ul>Methods
  6. 6. Background to KAT <ul><li>Recognition of the need to involve parents in attempts to reduce alcohol misuse by young people </li></ul><ul><li>Australia Parents, Adults, Kids Together (PAKT) programme identified </li></ul><ul><li>Involves primary school children preparing for a ‘family forum’ </li></ul><ul><li>PAKT had achieved high levels of engagement and acceptability but outcomes unclear </li></ul><ul><li>KAT retains structure of PAKT, but with addition of DVD (“Gone”) </li></ul><ul><li>PAKT and KAT are universal prevention interventions </li></ul>
  7. 7. Aims of KAT <ul><li>Long term aim of reducing alcohol misuse among young people </li></ul><ul><li>Short term objective of encouraging discussion between parents and their children </li></ul><ul><li>Variation among the Working Group about the programme’s objectives </li></ul><ul><li>Programme addressed different needs within the group </li></ul><ul><li>Evaluation confirmed communication as the primary objective </li></ul>
  8. 8. Analytical approach <ul><li>Social development model </li></ul><ul><li>Links family communication with later of alcohol use by children </li></ul><ul><li>Family environment contains risk and protective factors </li></ul><ul><li>Patterns of alcohol use learned through interaction with parents </li></ul><ul><li>Activities, perceived opportunities for interaction, rewards/reinforcement, skills </li></ul><ul><li>Interaction develops parent-child bond which facilitates reinforcement of young people’s behaviour by parental sanctions or encouragement </li></ul>
  9. 9. Programme implementation <ul><li>KAT delivered in two schools in 2008 in the Gwent Police area </li></ul><ul><li>Delivered to mixed Year 5 and 6 groups in School 1 </li></ul><ul><li>Fun evenings comprised quizzes, plays/songs performed by the children and displays of the children’s work </li></ul><ul><li>Drugs information stand </li></ul><ul><li>40-50 family members attended at each school </li></ul><ul><li>Goody bags contained the DVD, leaflets about alcohol, smoothie recipes, and a sheet for parents (“Encouraging Your Child”) </li></ul>
  10. 10. Acceptability <ul><li>High levels of acceptability among all groups </li></ul><ul><li>Pupils enjoyed KAT and saw it as fun </li></ul><ul><li>Parents found the fun evening informal and informative rather than ‘lecturing’ or singling out individuals </li></ul><ul><li>Delivering KAT in school to 9-11 year olds seen as appropriate </li></ul><ul><li>KAT fun evening open to multiple interpretations </li></ul><ul><li>Parents saw it as a way to find out what their children had been doing at school </li></ul>
  11. 11. Initial impact: communication <ul><li>Family conversations about parental drinking were key impact </li></ul><ul><li>Children attempted to change parents’ behaviour </li></ul><ul><li>KAT helped stimulate general discussion about alcohol or support parents in their attempts to discuss it with their children </li></ul><ul><li>Fun evening was catalyst for discussion about the work children had done in school </li></ul><ul><li>Little discussion of school work by pupils before the fun evening </li></ul><ul><li>Many pupils keen to attend and put pressure on their parents </li></ul><ul><li>DVD extended influence of the programme and generated discussion </li></ul>
  12. 12. Initial impact: communication HR: Carys, have you talked about [the fun evening] with your parents, or… Carys: A little bit. HR: Yeah, that’s since we last had the discussion group here, is it? Carys: Yeah. HR: And what sort of things did you talk about? Carys: I told them they shouldn’t drink as much and they stopped it now. HR: Oh right. Gosh! You’re very influential in your family are you? Fiona: I talked to my grandpa about it too, coz he goes down the pub every Monday and Friday to have a pint of beer, but I told him about it and now he’s cutting down on alcohol. (Focus Group 1, Feb 09)
  13. 13. Initial impact: knowledge <ul><li>Most children gained new knowledge, but others still enjoyed KAT </li></ul><ul><li>Information on the legal framework around alcohol and government guidelines (e.g. rules around drink driving) </li></ul><ul><li>Knowledge about the effects of alcohol on the self and others </li></ul><ul><li>Parents also gained new knowledge on these topics </li></ul><ul><li>General agreement between parents and pupils about what different families members had learnt as a result of KAT </li></ul><ul><li>Information at the fun evening based on classroom work so pupils felt they were ‘teaching their parents’ </li></ul>
  14. 14. Initial impact: attitudes <ul><li>Difficult to establish if KAT had changed children’s or parents’ attitudes </li></ul><ul><li>The study was not designed to measure ‘before and after’ changes </li></ul><ul><li>Overall, children held critical attitudes towards drinking alcohol and believed in the importance of limits to drinking </li></ul><ul><li>Many believed it would be wrong or dangerous for them to drink </li></ul><ul><li>Some children enjoyed drinking alcohol (or drinks with alcohol in them) and thought this might be acceptable on special occasions </li></ul>
  15. 15. Initial impact: awareness <ul><li>Clear evidence that some pupils had deepened their understanding of issues relating to alcohol </li></ul><ul><li>Realisation that alcohol was more than ‘just a drink’, and the impacts that alcohol could have </li></ul><ul><li>Parental awareness about the influence of their own drinking practices increased </li></ul><ul><li>KATFF raised awareness among parents of what their child’s school was doing </li></ul>
  16. 16. Initial impact: awareness Girl 1: I thought it was just like a drink you can have but you can’t have…but now I know a lot more about it. And you learn a lot more about what happens to you when you drink it Girl 2: You know some of it but you definitely know more what can happen to you and how it works, how alcohol is Girl 1: I now understand what it can do to you if you have too much. Girl 2: Yeah HR: And had you not thought about that much before the KAT programme? Together: No, not really (Focus Group 4, March 09)
  17. 17. Initial impact: intention <ul><li>KAT had a small effect on intentions regarding future behaviour </li></ul><ul><li>Children’s intentions relating to future drinking </li></ul><ul><li>Parents’ decision to alter their drinking behaviour (e.g. not drinking until the children were in bed) </li></ul>
  18. 18. Initial impact: drinking behaviour <ul><li>Key issue for pupils was that KAT could reduce alcohol misuse by adults </li></ul><ul><li>Some pupils reported behaviour change among their parents, particularly reducing their alcohol consumption levels </li></ul><ul><li>Other family members also made changes, including those who had not attended the fun evening </li></ul><ul><li>Impact on adult behaviour sustained at three months in some cases </li></ul><ul><li>Some parents also described having reduced their alcohol consumption or making other changes to the way they drank </li></ul>
  19. 19. Discussion <ul><li>Impact on knowledge & communication within the family is a key strength </li></ul><ul><li>Children’s concerns about parents’ drinking made them active players, not just recipients of knowledge </li></ul><ul><li>Opened up opportunities for parents and children to engage in joint activities, develop skills, and reinforced pro-social behaviour around alcohol </li></ul><ul><li>These forms of socialisation may help strengthen bonds within families that increase the likelihood that children take on parental norms and beliefs </li></ul><ul><li>Capacity to extend beyond immediate families to broader networks </li></ul><ul><li>well timed in terms of the development of alcohol-related behaviour in young people </li></ul>
  20. 20. Discussion <ul><li>KAT attracted large numbers of parents and high levels of acceptability </li></ul><ul><li>Did not stigmatise or alienate many families </li></ul><ul><li>Research only explored the experience of those who took part in KAT </li></ul><ul><li>Engagement of fathers less successful than for mothers </li></ul><ul><li>Programme reached some families with alcohol misuse issues </li></ul><ul><li>Interaction between different programme components important </li></ul><ul><li>Test the programme in different school and community settings </li></ul><ul><li>Further research needed to refine programme theory, clarify key outcome measures, and examine long term impacts </li></ul>
  21. 21. Acknowledgements <ul><li>Alcohol Education and Research Council </li></ul><ul><li>Lyn Webber, Mary Pinnell and members of the KAT working group </li></ul><ul><li>Pupils, staff and parents at both study schools </li></ul><ul><li>Colleagues at CISHE </li></ul>

×