This document summarizes the evaluation findings of an innovative 10-week programme called Domestic Abuse Recovering Together (DART) that aims to rebuild the mother-child relationship following domestic abuse. The mixed-methods evaluation found that mothers who completed DART reported greater self-esteem, more confidence in parenting, and warmer relationships with their children. Children of mothers in DART displayed fewer behavioral and emotional difficulties compared to a comparison group. The evaluation identified some barriers to the program such as a lack of flexibility in the original manual and disruptive contact with perpetrators, but concluded that DART is an effective approach with potential to support recovery after domestic abuse.
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Nikki McIntosh has over 10 years of experience working directly with children and families in behavioral healthcare settings. She has a Masters in Psychology and provides behavioral assessments, treatment programs, and case management for clients with conditions like ADHD, ARD, and ADD. Her strengths include establishing relationships, meeting deadlines, problem solving, and managing client care. Currently, she is seeking a direct position in behavioral healthcare to utilize her clinical skills and experience serving clients and families.
Transforming CYP Community Eating Disorders Services: Children and Young Peop...NHSECYPMH
The Durham and Darlington Eating Disorders Team shares with you our progress; reflecting on both successes and challenges, and offering the chance to share experiences. There are further developments and challenges ahead and we will consider what the future may hold.
This document discusses adopting a public health approach to improving parenting practices in order to reduce behavior problems in children. It notes that while evidence-based parenting programs have been shown to be effective, few parents participate in them due to limited availability and engagement challenges. A public health approach aims to strengthen parenting skills across whole populations using a variety of minimally intensive formats to maximize reach, including self-administered materials, brief consultations, and online/TV programs. This broader reach can achieve greater impacts on children's outcomes than traditional intensive formats alone. The Triple P Positive Parenting Program is presented as a model that incorporates different levels of support.
CYP IAPT: Children and Young People's Mental Health Conference 2017NHSECYPMH
The document discusses the long-term benefits of early intervention for children and families. It provides evidence from several long-term studies showing that early intervention programs aimed at improving social-emotional skills, parenting support, and treating childhood mental health disorders can lead to positive outcomes lasting into adulthood, including reduced mental illness, antisocial behavior, substance abuse, and criminal activity as well as increased well-being and life success. The studies find early intervention can generate high cost savings to society through reductions in later public expenditures.
Developments in Urgent Care Services: Children and Young People's Mental Heal...NHSECYPMH
This presentation goes through the urgent care work that has been achieved within CYPS in TEWV and further developments in urgent care mental health services for young people and their families.
The document summarizes a program to strengthen families in North Brunswick through an evidence-based training program. The program aimed to provide families with techniques and knowledge to strengthen family dynamics and lower youth substance abuse. Families participated in weekly sessions over 7 weeks, completing pre- and post-tests. They learned communication skills, healthy family techniques, stress coping, and resisting peer pressure through activities and videos. Post-test results showed significant knowledge gains, with families scoring an average of 12.4% higher, and observable improvements in family interactions.
Psychosocial Needs Assessment of the Haitian children in the Child in Hand Af...Srihari Cattamanchi
This study assessed the psychosocial needs of children living in orphanages in Haiti following a disaster. Researchers administered questionnaires to assess mental health, social support, and coping strategies. They found that many children showed signs of distress, including sleep problems, bedwetting, and social isolation. However, most children also demonstrated prosocial behavior. While most children reported having confidants for social support, some felt caregivers lacked confidence in them. Staff interviews corroborated these findings and identified additional priorities such as addressing bedwetting, promoting healthy sleep, and providing feminine hygiene products. The study recommends training staff in child mental health and developing self-care strategies to better support the children.
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Nikki McIntosh has over 10 years of experience working directly with children and families in behavioral healthcare settings. She has a Masters in Psychology and provides behavioral assessments, treatment programs, and case management for clients with conditions like ADHD, ARD, and ADD. Her strengths include establishing relationships, meeting deadlines, problem solving, and managing client care. Currently, she is seeking a direct position in behavioral healthcare to utilize her clinical skills and experience serving clients and families.
Transforming CYP Community Eating Disorders Services: Children and Young Peop...NHSECYPMH
The Durham and Darlington Eating Disorders Team shares with you our progress; reflecting on both successes and challenges, and offering the chance to share experiences. There are further developments and challenges ahead and we will consider what the future may hold.
This document discusses adopting a public health approach to improving parenting practices in order to reduce behavior problems in children. It notes that while evidence-based parenting programs have been shown to be effective, few parents participate in them due to limited availability and engagement challenges. A public health approach aims to strengthen parenting skills across whole populations using a variety of minimally intensive formats to maximize reach, including self-administered materials, brief consultations, and online/TV programs. This broader reach can achieve greater impacts on children's outcomes than traditional intensive formats alone. The Triple P Positive Parenting Program is presented as a model that incorporates different levels of support.
CYP IAPT: Children and Young People's Mental Health Conference 2017NHSECYPMH
The document discusses the long-term benefits of early intervention for children and families. It provides evidence from several long-term studies showing that early intervention programs aimed at improving social-emotional skills, parenting support, and treating childhood mental health disorders can lead to positive outcomes lasting into adulthood, including reduced mental illness, antisocial behavior, substance abuse, and criminal activity as well as increased well-being and life success. The studies find early intervention can generate high cost savings to society through reductions in later public expenditures.
Developments in Urgent Care Services: Children and Young People's Mental Heal...NHSECYPMH
This presentation goes through the urgent care work that has been achieved within CYPS in TEWV and further developments in urgent care mental health services for young people and their families.
The document summarizes a program to strengthen families in North Brunswick through an evidence-based training program. The program aimed to provide families with techniques and knowledge to strengthen family dynamics and lower youth substance abuse. Families participated in weekly sessions over 7 weeks, completing pre- and post-tests. They learned communication skills, healthy family techniques, stress coping, and resisting peer pressure through activities and videos. Post-test results showed significant knowledge gains, with families scoring an average of 12.4% higher, and observable improvements in family interactions.
Psychosocial Needs Assessment of the Haitian children in the Child in Hand Af...Srihari Cattamanchi
This study assessed the psychosocial needs of children living in orphanages in Haiti following a disaster. Researchers administered questionnaires to assess mental health, social support, and coping strategies. They found that many children showed signs of distress, including sleep problems, bedwetting, and social isolation. However, most children also demonstrated prosocial behavior. While most children reported having confidants for social support, some felt caregivers lacked confidence in them. Staff interviews corroborated these findings and identified additional priorities such as addressing bedwetting, promoting healthy sleep, and providing feminine hygiene products. The study recommends training staff in child mental health and developing self-care strategies to better support the children.
This document summarizes a student's experience assisting with the delivery of Parent-Child Interaction Therapy (PCIT) as part of Delaware's B.E.S.T. program. PCIT is an evidence-based practice that improves parent-child relationships and reduces behavioral problems in children aged 2-7 by changing parent-child interaction patterns through live coaching. The student helped set up therapy rooms, provided childcare, entered data, and plans to create and pilot a questionnaire to understand clinicians' perspectives on delivering PCIT in community settings.
Filial therapy is a therapeutic intervention that uses child-centered play therapy to improve communication and relationships between parents and children. The filial therapy process involves initial training sessions for parents, followed by weekly 30-minute play sessions where parents learn skills like active listening and responding to their child's emotions through play without interruptions. Research has found filial therapy effective in increasing parental empathy and acceptance, reducing parenting stress, and improving children's behavior and self-esteem over 10-15 weekly sessions.
The document discusses the future of foster care and lessons that can be drawn from different countries' current approaches. It notes that while countries differ in important ways like legislation and systems, there are still lessons to be learned from varying approaches to issues like kin care. The effectiveness of a country's care system depends on factors like the balance between prevention and care, the mix of care provision types and their quality, and surrounding support systems. The document focuses on evaluating different provision types, drivers of high quality care, integrating care systems with surrounding support, and implications for improving the English system.
Using Coronial Records to Understand Deaths of Infants Through Co-sleepingBASPCAN
Joe Clarke, South Eastern Health & Social Care Trust
Catherine Coyle, Public Health Agency, Northern Ireland
Sharon Beattie, Safeguarding Board for Northern Ireland
Cathy MacPherson, South Eastern Health & Social Care Trust
Una Turbitt, Public Health Agency, Northern Ireland
Brid Farell, Public Health Agency, Northern Ireland
Anne Lazenbatt, Queens University, Belfast, Northern Ireland
Lisa Bunting, Queens University, Belfast, Northern Ireland
John Devaney, Queens University, Belfast, Northern Ireland
PMTO is a parenting program created by Gerald Patterson based on social interaction learning theory and coercion theory. It teaches parents five core parenting skills - encouragement, limit setting, monitoring, problem solving, and positive involvement - to improve their children's disruptive behaviors. PMTO has been widely implemented internationally and shows enduring positive effects for both children and parents. Fidelity is ensured through certification of PMTO practitioners. Further research is still needed on cultural adaptations and cascading long term impacts.
This document provides an overview of the Social Work Practice with Families course offered in the summer of 2021. The course aims to familiarize students with core concepts and skills for social work practice with families using an integrated family systems and ecological developmental model. Key goals include exposing students to contemporary family therapy models and enhancing students' abilities in areas like family engagement, assessment and intervention. The course will utilize presentations, discussions, videos and exercises to combine theory and practice. Students will develop their understanding of working with diverse families and critically examining models through assigned readings, discussions and written assignments. Evaluation will be based on actual performance and understanding demonstrated in coursework.
Katelyn Hoffman has experience working with children and assessing their needs through her internships and education. She enjoys helping children be successful and finds satisfaction in working with parents. She has a Master's degree in human development and childhood disorders and relevant coursework including infant mental health and behavior management.
This is the most practical ‘how-to,’ ‘go-to,’ ‘turn-back-the-clock’ book for early childhood providers, caregivers, practitioners, specialists, administrators, parents, guardians and significant others
The parent-professional relationship in child protectionBASPCAN
This document summarizes the key findings of a study that examined how parents and professionals perceive the influences on their relationships in the context of child protection. It found that parents perceived child protection as positive, while most professionals saw it as negative. Both parents and professionals saw informal verbal communication as a positive influence. While professionals from different disciplines agreed on what helped or hindered relationships, there was no evidence they responded to changes in perceptions. The implications are that divergent views can affect empathy, while convergent views strengthen partnerships if recognized and addressed through training and support.
Common components of evidence base practicesSFI-slides
This document discusses common components and generic approaches to evidence-based practices in child welfare. It summarizes that generic interventions composed of common elements from multiple evidence-based programs can be effective when delivered with fidelity to those elements. The document also notes that dismantling studies show specific elements and their order may not be as important as originally thought, and that common elements approaches can improve individualization and availability of treatments compared to strict manualized programs.
This document summarizes the Baby Steps perinatal education program in the UK. It finds that current antenatal education tends to be highly medicalized with limited focus on the wider transition to parenthood. Baby Steps aims to support parents' emotional and physical transition as well as promote healthy child development and relationships. It uses home visits and group sessions to build trust and provide individualized support. Evaluations found improved parental confidence, knowledge, social support, self-esteem, anxiety, relationships and attachment to babies after participating in the program. Several local areas have adopted the program and it is working to develop a replication model and further evaluation.
Jennifer Hurley is a licensed clinical social worker with over 11 years of experience providing therapy and clinical supervision in residential facilities and schools for children and adolescents ages 5-18. She has extensive experience facilitating trainings for staff on topics such as problem sexual behaviors, suicide prevention, and evidence-based treatment models. Currently she works as a clinical specialist at a school for adolescents with problem sexual behaviors.
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
Case management in behavioral health involves coordinating community services to provide customized mental health care according to an individual's needs. A case manager assesses treatment needs, develops and monitors treatment plans, and ensures the individual's needs, strengths, preferences, and goals are addressed regarding legal, vocational, educational, financial, health, and self-care issues. In initial assessments, case managers collect information on the individual's work, education, legal, living, family, income, health, substance use, and safety situations to develop a discharge plan with short and long-term goals prioritizing steps to achieve independence and well-being.
iHV regional conf: Sally Kendall - Building evaluation into your practiceJulie Cooper
The document discusses evaluation of health visiting practice and how to improve outcomes through evaluation. It provides an overview of the healthy child programme led by health visitors and the six high impact areas that are evaluated. Evaluation approaches are discussed, including the Kirkpatrick framework that measures reaction, learning, impact and results. Improvement science aims to create practical learning to improve patient care based on evidence. The document encourages contributions to evaluation research and improvement science to strengthen health visiting practice.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
Amelia Morris has created pre-production materials for her planned print magazine called "BEATS!". She developed ideas like hand-drawn drafts, a mood board, interview draft, graphic layouts, and photography plans. Her materials covered topics such as magazine format, pricing, masthead designs, article content, photo shoots, and a production schedule. The goal of these initial materials was to plan out the key elements needed to produce the first issue of her new music magazine.
What can the Training of Child Protection Social Workers Learn from Medical T...BASPCAN
This document discusses ways that social work education can learn from medical education models. It summarizes two major reviews of social work education that found courses focus too much on values and not enough on practical skills. Problem-based learning (PBL) and objective structured clinical examinations (OSCEs) are examined as ways to improve social work training. PBL could help students apply knowledge to real cases through case studies and discussions. OSCEs would test practical skills through simulations, leading to more skills-focused teaching. The document concludes social work could benefit from adopting PBL and OSCEs to better prepare students for practice.
This document summarizes a student's experience assisting with the delivery of Parent-Child Interaction Therapy (PCIT) as part of Delaware's B.E.S.T. program. PCIT is an evidence-based practice that improves parent-child relationships and reduces behavioral problems in children aged 2-7 by changing parent-child interaction patterns through live coaching. The student helped set up therapy rooms, provided childcare, entered data, and plans to create and pilot a questionnaire to understand clinicians' perspectives on delivering PCIT in community settings.
Filial therapy is a therapeutic intervention that uses child-centered play therapy to improve communication and relationships between parents and children. The filial therapy process involves initial training sessions for parents, followed by weekly 30-minute play sessions where parents learn skills like active listening and responding to their child's emotions through play without interruptions. Research has found filial therapy effective in increasing parental empathy and acceptance, reducing parenting stress, and improving children's behavior and self-esteem over 10-15 weekly sessions.
The document discusses the future of foster care and lessons that can be drawn from different countries' current approaches. It notes that while countries differ in important ways like legislation and systems, there are still lessons to be learned from varying approaches to issues like kin care. The effectiveness of a country's care system depends on factors like the balance between prevention and care, the mix of care provision types and their quality, and surrounding support systems. The document focuses on evaluating different provision types, drivers of high quality care, integrating care systems with surrounding support, and implications for improving the English system.
Using Coronial Records to Understand Deaths of Infants Through Co-sleepingBASPCAN
Joe Clarke, South Eastern Health & Social Care Trust
Catherine Coyle, Public Health Agency, Northern Ireland
Sharon Beattie, Safeguarding Board for Northern Ireland
Cathy MacPherson, South Eastern Health & Social Care Trust
Una Turbitt, Public Health Agency, Northern Ireland
Brid Farell, Public Health Agency, Northern Ireland
Anne Lazenbatt, Queens University, Belfast, Northern Ireland
Lisa Bunting, Queens University, Belfast, Northern Ireland
John Devaney, Queens University, Belfast, Northern Ireland
PMTO is a parenting program created by Gerald Patterson based on social interaction learning theory and coercion theory. It teaches parents five core parenting skills - encouragement, limit setting, monitoring, problem solving, and positive involvement - to improve their children's disruptive behaviors. PMTO has been widely implemented internationally and shows enduring positive effects for both children and parents. Fidelity is ensured through certification of PMTO practitioners. Further research is still needed on cultural adaptations and cascading long term impacts.
This document provides an overview of the Social Work Practice with Families course offered in the summer of 2021. The course aims to familiarize students with core concepts and skills for social work practice with families using an integrated family systems and ecological developmental model. Key goals include exposing students to contemporary family therapy models and enhancing students' abilities in areas like family engagement, assessment and intervention. The course will utilize presentations, discussions, videos and exercises to combine theory and practice. Students will develop their understanding of working with diverse families and critically examining models through assigned readings, discussions and written assignments. Evaluation will be based on actual performance and understanding demonstrated in coursework.
Katelyn Hoffman has experience working with children and assessing their needs through her internships and education. She enjoys helping children be successful and finds satisfaction in working with parents. She has a Master's degree in human development and childhood disorders and relevant coursework including infant mental health and behavior management.
This is the most practical ‘how-to,’ ‘go-to,’ ‘turn-back-the-clock’ book for early childhood providers, caregivers, practitioners, specialists, administrators, parents, guardians and significant others
The parent-professional relationship in child protectionBASPCAN
This document summarizes the key findings of a study that examined how parents and professionals perceive the influences on their relationships in the context of child protection. It found that parents perceived child protection as positive, while most professionals saw it as negative. Both parents and professionals saw informal verbal communication as a positive influence. While professionals from different disciplines agreed on what helped or hindered relationships, there was no evidence they responded to changes in perceptions. The implications are that divergent views can affect empathy, while convergent views strengthen partnerships if recognized and addressed through training and support.
Common components of evidence base practicesSFI-slides
This document discusses common components and generic approaches to evidence-based practices in child welfare. It summarizes that generic interventions composed of common elements from multiple evidence-based programs can be effective when delivered with fidelity to those elements. The document also notes that dismantling studies show specific elements and their order may not be as important as originally thought, and that common elements approaches can improve individualization and availability of treatments compared to strict manualized programs.
This document summarizes the Baby Steps perinatal education program in the UK. It finds that current antenatal education tends to be highly medicalized with limited focus on the wider transition to parenthood. Baby Steps aims to support parents' emotional and physical transition as well as promote healthy child development and relationships. It uses home visits and group sessions to build trust and provide individualized support. Evaluations found improved parental confidence, knowledge, social support, self-esteem, anxiety, relationships and attachment to babies after participating in the program. Several local areas have adopted the program and it is working to develop a replication model and further evaluation.
Jennifer Hurley is a licensed clinical social worker with over 11 years of experience providing therapy and clinical supervision in residential facilities and schools for children and adolescents ages 5-18. She has extensive experience facilitating trainings for staff on topics such as problem sexual behaviors, suicide prevention, and evidence-based treatment models. Currently she works as a clinical specialist at a school for adolescents with problem sexual behaviors.
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
Case management in behavioral health involves coordinating community services to provide customized mental health care according to an individual's needs. A case manager assesses treatment needs, develops and monitors treatment plans, and ensures the individual's needs, strengths, preferences, and goals are addressed regarding legal, vocational, educational, financial, health, and self-care issues. In initial assessments, case managers collect information on the individual's work, education, legal, living, family, income, health, substance use, and safety situations to develop a discharge plan with short and long-term goals prioritizing steps to achieve independence and well-being.
iHV regional conf: Sally Kendall - Building evaluation into your practiceJulie Cooper
The document discusses evaluation of health visiting practice and how to improve outcomes through evaluation. It provides an overview of the healthy child programme led by health visitors and the six high impact areas that are evaluated. Evaluation approaches are discussed, including the Kirkpatrick framework that measures reaction, learning, impact and results. Improvement science aims to create practical learning to improve patient care based on evidence. The document encourages contributions to evaluation research and improvement science to strengthen health visiting practice.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
Amelia Morris has created pre-production materials for her planned print magazine called "BEATS!". She developed ideas like hand-drawn drafts, a mood board, interview draft, graphic layouts, and photography plans. Her materials covered topics such as magazine format, pricing, masthead designs, article content, photo shoots, and a production schedule. The goal of these initial materials was to plan out the key elements needed to produce the first issue of her new music magazine.
What can the Training of Child Protection Social Workers Learn from Medical T...BASPCAN
This document discusses ways that social work education can learn from medical education models. It summarizes two major reviews of social work education that found courses focus too much on values and not enough on practical skills. Problem-based learning (PBL) and objective structured clinical examinations (OSCEs) are examined as ways to improve social work training. PBL could help students apply knowledge to real cases through case studies and discussions. OSCEs would test practical skills through simulations, leading to more skills-focused teaching. The document concludes social work could benefit from adopting PBL and OSCEs to better prepare students for practice.
Video Interaction Guidance (VIG) is a strengths-based intervention that uses video recordings of parent-child interactions to promote attunement and attachment. Through cycles of filming, shared review, and action planning, VIG supports parents to better understand their child and improve communication. Evaluation of VIG shows improvements in parenting strategies and children's behaviors based on standardized questionnaires and parent interviews. Parents report more positive family communication and the ability to better understand and cope with their children. VIG aims to improve family outcomes by enhancing the parent-child relationship.
BEATS is a proposed music magazine with a focus on indie and rock music. It will have a print magazine as well as online and mobile presences. The magazine will be 283mm by 225mm in size, similar to NME. BEATS aims to bring people together through music news and discovery, while ensuring all content is truthful and avoids offending individuals. The price of a single print issue of BEATS will be £2.50, matching the price of competitor magazines like NME.
Amelia Morris created a music magazine called BEATS for her coursework. She included her final front cover and double page spread, along with explanations of the software, tools, and techniques used to produce the pages. Her assessor provided feedback on strengths like the Facebook page, and areas for improvement such as font choices, column alignment, and reducing effects. Amelia made revisions like changing promotions, cover lines, and adding typical magazine elements to the double page spread. She signed a witness statement to confirm completing the work herself.
The document summarizes a study that explored the stories of young mothers who experienced relationship abuse. It involved interviews with 6 young mothers between ages 15-20. The study found that the mothers' stories of abuse and relationships were inextricably linked with their stories of motherhood. It also found they contested dominant narratives of young motherhood and strived to be "good" mothers despite the challenges. Their stories highlighted the dominance of romance narratives in relationships and conflicting views of fathers' roles. The implications included the need to challenge constructions of young mothers and focus on preventing abuse by addressing dominant relationship narratives.
Rise High Performance Presents - Strength Training for RunnersRise Health Group
Here is the presentation for the second of our Rise High Performance Presents Seminar Series - this particular strength and conditioning seminar targets runner and changing a training program to incorporate more strength training into their program to drive their performance results
Parenting:risk,capacity,and change under new lensesBASPCAN
This document summarizes a presentation on parenting risk, capacity, and change from new perspectives. It discusses viewing risk factors as insufficient but non-redundant parts of conditions, and understanding how rather than just what. It also discusses seeing relationships like parent-child from a systems perspective by focusing and refocusing on different patterns. The document then covers assessing parenting capacity and skills, and using a functional model to formulate intervention plans by considering capacity, skills, mediating processes, and time. The goal is to integrate these factors to encourage change in parenting for the future well-being of the child. Research on validating the functional model and developing intervention guidelines in the Portuguese context is ongoing.
Online Training in Evidence-Based Trauma Treatments: Lessons from TFCBTweb an...BASPCAN
Daniel W. Smith, Benjamin E. Saunders, Leticia L. Duvivier
Department of Psychiatry and Behavioral Sciences
Medical University of South Carolina
Nicholas C. Heck
Department of Psychology, Marquette University, Milwaukee
Sharyn Coleman is a life and business coach who helps business people reconnect with their passion. She works with solopreneurs, micro-businesses, and small-to-medium enterprises. Coleman draws on over 25 years of work experience to encourage personal responsibility and accountability through gentle coaching. Her services include one-on-one coaching, counseling, peer groups, workshops, and training programs to help clients balance their work and personal lives.
The document discusses social pedagogy, which is an approach to caring for children that combines education and care. It is being introduced in foster care programs in the UK through a demonstration program. Social pedagogy focuses on holistic development of children's head, heart and hands. It aims to enable children to reach their potential through building relationships and providing learning opportunities. The document outlines the foundations, aims and pathways of social pedagogy as well as challenges to its adoption in the UK foster care system. It also discusses developments and pilot programs using social pedagogy in Scotland and elsewhere in the UK.
This document discusses an AI project using the WEKA data mining software. It performed clustering on a dataset and found 23 clusters within the data. It also performed association rule mining on the data. Classification algorithms will be added soon.
This document discusses the piloting of Child Sexual Abuse 'hubs' by the NSPCC. It provides details on:
- What the hubs are and who they are for (professionals working with children who have experienced sexual abuse).
- An evaluation of the pilot hubs in 4 locations found high need for the service and positive feedback. However, it also found the growing caseload put pressure on staffing resources.
- Over the pilot period, the hubs received a total of 490 cases, with an average monthly growth rate of 22%. The majority of cases came from children's services and social workers.
Emerging results of the evaluation of an assessment service for known or alleged perpetrators of sexual abuse, not in the criminal justice system.
Trish O'Donnell & Jon Brown
NSPCC
Lachman a parenting programme to reduce child maltreatmentYoung Lives Oxford
Development of a parenting programme to reduce risk of child maltreatment in South Africa (pilot randomised controlled trial) - presentation by Jamie Lachman in Oxford seminar series on Children and Youth in a Changing World
Sharing Learning and Best Practices Between Professionals Working with Young ...BASPCAN
Assessment and Intervention.
Dora Pereira, PhD and Isabel Silva, PhD
Faculty of Psychology and Education Sciences
University of Coimbra, Coimbra, Portugal
A recording of the first talk in the Looked After Children series: Reflections from TIHR researchers on evaluating the Adoption Support Fund 2015-2017
This talk facilitated by Dr Sadie King was co-produced by all the researchers who worked on the evaluation of the adoption support fund 2015-2017 (Matt Gieve, Anna Hahne, Giorgia Iacopini, Heather Stradling, David Lawlor and the audience. It was presented as a live team reflection on the data and findings from different research subjectivities.
This document outlines a parenting program to help parents deal with their teenage children. The program teaches parents skills to communicate effectively with teens, understand their emotional and identity development, and solve problems. It involves an introductory phase, counseling sessions, and a 16-day course covering topics like listening skills, positive interaction, understanding friends and emotions, and sex education. Parents practice skills through role plays and homework. Evaluation collects feedback to improve the curriculum. The program aims to help teens feel comfortable discussing concerns and build healthier parent-child relationships based on problem solving.
The document describes The Incredible Years parent training programs, which aim to strengthen parenting skills, promote children's social and academic skills, and reduce behavioral problems. The programs include group sessions led by trained clinicians and cover topics like positive discipline, emotional regulation, and cooperative behavior. They have been shown to effectively reduce conduct problems in children ages 0-12 based on empirical research. The programs were developed by Dr. Carolyn Webster-Stratton and are widely used internationally.
Family Systems/Family Therapy Foundations/Contemporary Family TherapyMelanieKatz8
Family systems theory views the family as an emotional unit where members are interconnected and interdependent. Key concepts from systems theory applied to families include: seeing the family as a system greater than the sum of its parts; understanding that a change in one family member impacts the entire family system; and recognizing that families have relationship patterns and a structure that can evolve over time. This theoretical approach informs family social work practice by conceptualizing client issues within the context of the entire family system.
Risk Reduction Through Family Therapy (RRFT)BASPCAN
An integrative approach to treating substance use problems and PTSD among maltreated youth.
Carla Kmett Danielson PhD
Medical University of South Caolina
This document provides information about various evaluation measures and outcomes for Delaware's B.E.S.T. program for young children and their families. It includes descriptions of parent-report measures such as the DECA, PreBERS, and EQ-R2, as well as observational measures like the DPICS. Graphs display outcomes over time for factors like child strengths, caregiver skills, and school readiness. The document also acknowledges those involved in the development and evaluation of the program.
A family approach to protecting children whose parents misuse drug/alcohol: E...BASPCAN
This document summarizes the findings of an evaluation of the FED UP program, which provides services to families where parents misuse drugs/alcohol. The evaluation found that the program was effective in reducing children's emotional and behavioral problems, improving their self-esteem, helping them process thoughts/feelings, and enhancing protective parenting. Key mechanisms of change included children feeling less alone and parents gaining insight into how their behavior impacts children. Barriers to the program included issues with group composition and family instability. The implications discussed expanding the program's reach and using data to improve outcomes for children.
Outcomes from a Group Work Programme for Domestically Abusive Fathers.
Nicola McConnell, Matt Barnard, Tracey Holdsworth, Julie Taylor
University of Edinburgh
Evaluation of Family SMILES: an NSPCC intervention for children whose parents...BASPCAN
This document summarizes an evaluation of the Family SMILES program, an NSPCC intervention for children with parents who have a mental illness. The evaluation found that after participating in the program, children showed statistically significant reductions in emotional and behavioral difficulties according to parent and practitioner reports. Children's self-esteem also improved significantly. Parents demonstrated enhanced protective behaviors as well. Qualitative interviews revealed that the program improved family communication around mental health issues. The evaluation used various tools to measure outcomes and experienced some facilitators and barriers to the program.
Improving Parenting Skills for Families of Young Children in Pediatric Settin...JAMA Pediatrics
This randomized clinical trial tested the efficacy of providing an evidence-based parenting program (The Incredible Years) to parents of young children with disruptive behaviors in pediatric settings. Parents assigned to the intervention group completed 10 weekly parenting sessions led by study psychologists and pediatric staff. Compared to those on a waiting list, parents who received the intervention reported fewer disruptive child behaviors, improved parenting skills, and less negative parent-child interactions both immediately after and up to 12 months following the program. The results support delivering evidence-based parenting programs in pediatric practices to help address early disruptive behaviors.
The 2020 John R Lutzker Lecture featured Dr. V. Mark Durand, Distinguished University Professor of Psychology at the University of South Florida St. Petersburg.
His presentation topic was Supporting Families of Children with Autism Spectrum Disorder and Challenging Behavior.
Challenging behaviors continue to top the list of concerns for families of persons with Autism Spectrum Disorder (ASD). Research shows that the presence of these problem behaviors can negatively impact the mental health of family members. Although we have made impressive gains in helping reduce these problem behaviors, obstacles remain. In this presentation, Dr. Durand covered new insights into these obstacles and how families and others can overcome them and effectively help persons with even the most severe behavioral challenges. Evidenced-based approaches to replacing behavior problems were discussed and Dr. Durand described how advances in positive psychology can help caregivers be more effective in their efforts to help those with ASD and how to help themselves lead happier and less stressful lives.
Learn more: http://publichealth.gsu.edu/lutzker
The document outlines the DISCOVER Workshop Programme, an open-access CBT group intervention for teenagers with anxiety and stress. It discusses the high rates of mental health issues in teenagers and barriers to them accessing support. The DISCOVER programme was developed to address this issue by bringing CBT-based support into schools. It involves a 4-month programme including an initial assessment, workshop sessions teaching coping strategies, goal setting with follow-ups, and evaluation. Research found DISCOVER significantly reduced anxiety and depression and improved wellbeing compared to a waitlist control. Students and staff provided positive feedback, and next steps involve expanding the programme.
Improving access to evidence-based treatment for children and adolescents aft...BASPCAN
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2. Aims:
- rebuild mother/child relationship
- support other aspects of recovery
Theory of change:
- Child recovery from DA facilitated
by non-abusing parent
- Mother/child relationship may
need strengthening to support this
Innovative programme with:
- Joint and separate sessions
- 2.5 hour sessions for 10 weeks
- Developed by Gwynne Rayns
Domestic Abuse Recovering
Together (DART)
3. Design:
- Mixed methods.
- Impact and process evaluation
- Quasi-experimental
- Small comparison group: Play therapy at refuge (n = 18)
Methods:
- before (T1), after (T2) and 6 months later (T3)
- Surveys, interviews and standardised measures
Participants:
- Mothers, children, DART practitioners and referrers
DART Evaluation: Methodology
4. Outcomes:
-Improvements to self esteem, mother/child relationship,
child’s behaviour, child well-being, mother’s parenting
Measures:
Rosenberg self esteem scale, SDQs, Parental acceptance
and rejection questionnaires, Parental Locus of control scale
Numbers:
Mothers T1 = 158, T2 = 88 T3 = 22
Children T1 = 166, T2 = 96 T3 = 27
4
DART Evaluation: Methodology
5. Key improvements and statistical findings
DART Mothers:
- Greater self esteem
- More confidence in
parenting
- Warmer and more
affectionate to child
- Fewer ‘rejecting’
parenting behaviours
- Rated DART highly
(4.8 out of 5)
- Most improvements
maintained at T3
DART Children
- Fewer emotional and
behavioural difficulties
- Greater improvements
than comparison
group
- Reported mother as
warmer and more
affectionate
- Rated DART highly
(4.7 out of 5)
- Most improvements
maintained at T3
5
6. Changes to mother’s clinical categories:
6
Informed consent
Participant distressed
Need identifie
7% 70%
38%
23%
62%
0% 20% 40% 60% 80% 100%
Within normal range at T1
(n = 44)
Below normal range at T1
(n = 37)
Changes in mother's self-esteem categories
Deteriorated
Stayed the
same
Improved
7. Changes to children’s clinical categories:
7
Informed consent
Participant distressed
Need identifie
4%
7%
96%
21%
54.5%
71%
45.5%
0% 20% 40% 60% 80% 100%
Low need
Some need
High need
Changes in children's 'total difficulties'
categories (SDQ)
Deteriorated
Stayed the
same
Improved
8. Joint sessions:
- Bonding activities, tailored parenting advice, discuss abuse
Creative activities:
- Child-friendly, suitable for sensitive topics, considered fun,
child able to illustrate experience of DA (very powerful)
Skilled practitioners:
- Open-minded, non-judgemental, safe environment created
Separate sessions:
- Peer support, experiences shared in more depth
8
What worked well? (key facilitators)
9. Initial lack of flexibility
- Original manual ‘too prescriptive’ need to adapt to individual
needs
Contact with perpetrator
- Could disrupt progress when child hears negative things
about mother. Some mothers resumed abusive relationship.
- Disruptive group members
- Some overly dominant, inappropriate comments
Mothers not ready for group work
- anxious, overwhelmed, not ready to focus on child’s needs
9
What were the barriers?
10. Conclusions and next steps
DART is an effective approach which supports
mother/child recovery following DA
Some families with higher levels of need may
need additional support following the programme
Mothers may benefit from pre-group sessions
Adapted version of DART has been developed
with pre-group work element.
Evaluation of adapted approach
10
Editor's Notes
Hi everyone etc. Today I will be describing an intervention called DART and reporting on the findings from the final evaluation report.
So the DART intervention is for mothers and children who experienced domestic abuse but have left this situation and may be experiencing related difficulties which they need some support to recover from. What is relatively unique and innovative about this intervention is the focus on rebuilding the mother and child relationship- via joint sessions which is one of the key aims. This is based on research that suggests that children recover better from domestic abuse if they have their non-abusing parent helping to facilitate this.
However, research also shows that the mother and child relationship can be damaged in a number of ways from the experience of domestic abuse, for example mothers may become depressed and have low self-esteem, which affects their resources to parent. Children may have seen their mother constantly undermined by their ex-partner and this can sometimes affect the respect they have for her.
So DART has these joint sessions which involve both mothers and children in a group work setting where they work on a range of activities which aim to enable them
to acknowledge the abuse and discuss related feelings and emotions. Often mothers have underestimated how their child has been affected by the abuse and understanding more about this can help them to be more supportive and understand the reasons when the child may behave negativley as a result..
We used a mixed methods approach for the evaluation: we were looking to measure the impact of the intervention but also to look at the process- what aspects of the intervention seemed important in terms of achieving outcomes and what were the barriers.
We collected standardised measures data at three time points: before after and six months after the intervention so we could look at the longer term affects of the intervention. We include a comparison group, which was a play therapy group at a domestic abuse refuge so that we could compare the outcomes of children from the DART group with children receiving a different intervention.
The number of measures completed by mothers and children at each stage is shown at the bottom of the slide. As you can see- the numbers are quite low and this is a limitation. The comparison group also had low numbers so this is another limitation to bear in mind.
We also conducted a series of interviews with a sample of mothers, children and DART practitioners. We also had end of programme surveys for the families so they could rate the service and also professionals who made referrals to the service were surveyed.
The outcomes we were looking at included increased warmth between mother and child, improvements to self esteem, confidence in parenting and a reduction in the child’s emotional and behavioural difficulties.
Some of the measures used are listed- they include widely used measures such as the Rosenberg self esteem scale and the strengths and difficulties questionnaire.
This slide shows key findings from the statistical comparisons of the data.
We compared the mother and children’s scores on the standardised measures before and after DART and there were a number of statistically significant improvement: The mothers had greater self esteem, had greater confidence in their parenting abilities, felt warmer and more affectionate towards their child and reported fewer rejecting behaviours on the parental acceptance and rejection questionnaire. The children also completed a version of the parental acceptance and rejection questionnaire and their reports also showed the same improvements- so gave more weight to their mother’s self-reports. Children had fewer emotional and behavioural difficulties after DART and also had greater reductions in their ‘difficulties’ scores than the comparison group.
- Most of the improvements found before and after DART were maintained six months later. The improvements found from the parental acceptance and rejection and rejection questionnaire was no longer statistically significant however. Most parents had fairly good PARQ scores at T1 and were above or better than the normal range which may have made it harder to illustrate improvement.
We also wanted to look at how things changed in terms of how mothers and children were categorised according to measures- for example on the Rosenberg self esteem scale the percentage that moved from having ‘low self esteem to having a score within the ‘normal range’.
This was not possible for all the measures we used as some did not provide any categories or normal ranges. I have provided a couple of examples of the analyses we did when this was possible.
This chart shows the changes for the mothers who were categorised as having low esteem, or self esteem within the normal range before DART. The bar at the top shows that 62% of mothers of those with low self esteem moved to within the normal range following DART but 38% still had low self esteem (although in most cases not as low as before) after DART. For those who scored within the normal range at the beginning the vast majority stayed the same or improved but a few mothers moved into the low self esteem category after DART. So although most mothers improved there were some who still had low self esteem after the intervention.
Ok so I’m now going to look at the changes to the children’s clinical categories to the sdq after DART.
- Hopefully a lot of you will be familiar with the strengths and difficulties questionnaire- it is a very well known one. Children are rated on a range of criteria by their parents in terms of their behaviours and it looks at areas such as their peer relationships, emotional difficulties, conduct difficulties and also prosocial behaviour. Based on their scores they are categorised as either having low needs- meaning low levels of difficulties in these areas, some needs or high needs.
So looking children who were categorised as ‘high need’ in terms of their overall difficulties at T1 changed after DART you can see from the top column that 45.5% of those who were identified as having high needs moved into a lower ‘need’ category after DART- however although most children’s difficulties scores reduced 54.5% remained in the high need category. The ‘some need’ group appeared to be easier to change with over 71% moving into the low need group after DART. So this suggests that although overall children’s difficulties reduced, some of those with the highest needs before DART may need further intervention, or more time to recover.
Interviews with DART practitioners and mothers from DART supported this finding as they felt that although things had improved for some families with more complex they had not fully recovered from the experience and might benefit from further intervention.
Practitioners said that there are a number of other external factors which can affect some of the families’ well-being- e.g. there is a greater risk of homelessness, financial hardship, isolation (after moving to a new area to get away from perpetrator). So in some cases additional support is needed.
In instances where the families are still identified to have high levels of need after DART, the service centers may provide more one to one work and will work with external agencies such as women’s aid and domestic abuse safety units so that the family still have support.
Practitioners with mothers, children and practitioners were themed to identify aspects of the programme which worked well and led to positive outcomes (facilitators) and barriers which may hinder outcome achievement. A few of the barriers and facilitators are detailed here (haven’t got time to talk about all of them so focussing on the ones considered most key)
The joint sessions were seen as really important as they enabled children to share their views and experiences of the abuse with their mothers in a supportive environment. Mothers were often shocked at the extent to which their children remembered and were affected by abusive incidents. Understanding more about how their child had been affected helped mothers to understand how this could relate to their child’s challenging behaviours and helped them to support their child, reassure them about anxieties. Because some of the children on the programme were as young as seven it was important that the activities were child-friendly and the creative activities really enabled them to share their experiences and introduce sensitive topics. One example is where children are asked to create a house where domestic abuse happens and with the support of a practitioner they describe their creation to their mother. This was considered a really powerful activity as some children created very accurate depictions of real life events- and then would go on to describe their thoughts and feelings. Mothers said that they could be shocked and upset by this activity but that it really made them realise what their child had experienced, and reinforce their desire not to resume an abusive relationship.
The skills of practitioners were crucial in order that they could create a friendly and non-threatening environment where mothers and children felt that they could safely express their feelings and feel supported.
Separate sessions were also considered important in order that mothers and children could hear from peers with similar experiences and realise that they were not alone in their experience, and also so that the mothers could discuss their experiences in more depth than would be appropriate in front of children.
Early interviews with DART practitioners identified that they felt that the programme manual was too prescriptive and that not all activities were suitable for all individuals- some of the older children would find some of the activities too ‘babyish’- this led to a change in the manual, which enabled practitioners to use their professional judgement more when choosing activities. They were allowed to adapt activities to suit the needs of the group, as long as programme outcomes were adhered to.
Contact with perpetrator- e.g. court ordered contact could have a negative impact. Ex partners would sometimes reinforce the child’s negative behaviours towards the mother. In instances when the mothers resumed relationships with the perpetrator this could have a detrimental affect on the child’s well being
Some group members could dominate the session, others could say things in front of the children which mothers and practitioners considered inappropriate
Some mothers were described as overwhelmed by the group situation and struggled to engage. Some were not ready to hear about their child’s experience as they were still struggling to process their own experience of the abuse.
- Overall the evidence suggests that DART is an effective approach and that it helps to support the recovery of mothers and children who experienced domestic abuse. However, some families, particularly those with higher or more complex levels of need may need additional support to recover fully and multi-agency working is important in order that these families can access relevant support. Some mothers may need a bit of additional support before the group in order that they are in the right place to engage fully and consider the effect of the abuse on their children. The DART intervention has more recently been adapted on this basis in order that mothers who are considered to need more support to engage are able to attend some pre-group sessions. These pre-group sessions are designed to emotionally prepare mothers for the group and work through any issues that may prevent them from participating fully. The next stage is to evaluate this adapted intervention, to see what affects this additional element may have on attrition from the programme and outcomes.